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Art is where the home is
Activity Pack
Welcome to the ‘Art is where the home is’ activity pack 3!
On the following pages lots of artists have designed lots of fun activities for you to make and do at home.
You can choose to do one or two of them, or all of them. You can do them on your own or with other people, morning, noon or night.
We are adding more artists’ designs to future packs. To find out when these are being shared, sign up to the Firstsite mailing list on our website www.firstsite.uk/newsletter
When you have made your artworks, we’d love to see them.
Share your creations by posting on your chosen social media channels, and don’t forget to tag us!
Facebook @firstsite
Twitter @firstsite
Instagram @firstsitecolchester
You can also share your artworks on our Online Studio, where you can see other people’s posts and get inspiration for your own ideas.
www.firstsite.uk/online-studio
We look forward to seeing your artworks and hope you have lots of FUN making art at home.
Best wishes from the team at Firstsite
Dedicated to Merryn Nisbet
| | Artist Name |
|---|--------------------------|
| 1 | Hurvin Anderson |
| 2 | Polly Apfelbaum |
| 3 | Zoe Beloff |
| 6 | Roland Carline |
| 8 | Shawanda Corbett |
|13 | Julie Curtiss |
|14 | Lucy Gunning |
|15 | Anne Hardy |
|16 | Idle Women |
|20 | Annie Morris |
|23 | Hayley Newman |
|24 | Hetain Patel |
|25 | Eddie Peake |
|29 | Grayson Perry |
|31 | Imran Qureshi |
|32 | Gee Vaucher |
|33 | Richard Wentworth |
|34 | Daphne Wright |
|35 | Catherine Yass |
Not so Still Life
This is a memory and quick drawing challenge which you can do from the comfort of your sofa.
You’ll need paper and pencils or pens.
Pick your favourite film or TV show. As you watch, keep an eye out for an image which stands out.
Capture the image in your mind and sketch it as quickly as you can from memory.
Repeat with other images and see how much you remember.
* You can always pause and rewind if you get stuck
Polly Apfelbaum
Every day is Valentine’s Day!
NYC found hearts
Find some hearts
Color in my hearts
Put your hearts here
Bleeding hearts
Have some heart
Step one:
Every space traveler must have a suitable helmet to withstand a journey through the cosmos. Fortunately, a sturdy cardboard box and some kitchenware is all that you need. Here is just one example. Each helmet must be designed for the unique and mysterious worlds.
Step two:
Create a planet. You can find many things around the house to terraform a planet such as tin foil, brown paper, sponges, flour, salt, shaving cream, poster paint, ice cubes, egg cartons, corn flakes, packing tape, thumbtacks, duct tape, an old towel, coffee grounds or bubble wrap.
Step three:
Create an extraterrestrial life form.
Here are two planets I visited recently.
Step three
Document the planet with your super smart phone. You can beam the pictures back to earth or just show your friends when you return.
Step four
Interview the life forms that you discover. It is always hard to know where to start with a new friend so here are a few questions to break the ice.
1. What makes you happy?
2. What is the most annoying thing about living here?
3. What are your favorite sounds?
4. What are your earliest memories?
5. Are you ticklish?
MAKE UP A STORY
Get some fruit or vegetables to make some characters. Here is Carol and Spud.
Here is Cassandra
She is a very glamorous girl
WHAT HAPPENS NEXT?
Carol and Spud painted the bathroom together.
They filled up the bath and went for a swim. Cassandra wanted to join in.
SHOW PEOPLE YOUR STORY
You can take pictures of your story, make a film on a phone, or even do an amazing show for people in your house. I made a film of my story. You can watch it here:
https://vimeo.com/413536569
Please note- Carol and Spud got into trouble for painting the bathroom so make sure everyone is OK with your story before you do it.
Paintings in the Post
MUM, I AM SORRY I BURROWED THE LAWN MOWER AND BROKE IT. I WILL DEFINATELY GIVE YOU A BIG HUG WHEN THIS IS OVER LOVE FROM ROBY XXOXX
Think about someone you haven’t seen for a long time, or someone who is lonely.
Write them a letter- work together if you can’t write. Start with a pencil on a small piece of paper.
You can tell the person how you are feeling or your plans for when you can meet up.
Make it big- When you know what to say paint the words BIG. You can stick sheets of paper together with tape if you run out of space.
Decorate- you can decorate with different colour paints, glitter, felt tip pens and stickers.
Wait for the painting to dry. Fold it up really small, put it in an envelope and post the painting.
Creating Memories with a Photo Booth
Find a space inside your home.
Create a backdrop: Options
- Choose a pattern/colour linen or fabric
- Choose scrap wallpaper or create your own pattern wallpaper
- Tape or pin to the wall
Light the space with lamps/torches/any type of light source
- Place on one side and the other light on the opposite side, or in front
- Alternatively, you can use the room light above and one light source
Create props/found props
- Take a piece(s) of paper and draw cut-outs (hat, moustache, glasses etc.)
- You can find objects around the house (scarf, umbrella, costumes etc.)
CHEERS!
LOVE
Use a camera/phone to capture the moment.
Have fun!!
Shawanda Corbett
PLEASE PRINT AND COLOR
JULIE CURTISS 2020
Climb around your room without touching the floor. Get someone to film it.
Find one animal in your home (or your garden if you have one) and draw a picture of it. It could be something small like a spider, or big like a tiger if you have one of those.
If you can’t find an animal, or you want to imagine one instead, then draw a picture of an animal that you would like to find in your home.
Give the animal some colours and also textures
Is it hairy for example?
Does it have legs?
How big are its eyes?
What do you think the animal is thinking about?
Draw a picture.
When the animal looks at you what do you think it can see? Remember it’s eyes work in a different way to ours so you might look quite different to how you see yourself. You can draw a picture of this. Or you could make a model out of clay or paper if you have some.
Make a 3D model of the animal using vegetables and cocktail sticks or skewers to hold them together.
For example imagine a cucumber with cocktail sticks for legs or hairs.
Maybe your animal would like to have some friends. You can make them too.
Now you have a few animals where would they like to live?
DEN BUILDING FOR AGE 200 & UNDER
NAME
What its used for
Size
Location
Who is allowed in
Rules
How long does it last for
DEN INGREDIENTS
- INVISIBILITY
- SUPPLIES
- EQUIPMENT
- ACTIVITIES
- REAL THINGS
- SPECIAL THINGS
Tip
If you haven't got exactly what you need Make it out of paper.
Tip
If you haven't got paper use some old packaging
You Might need….
- Boxes
- Sheet or towel or blanket
- Cushions
- Weights / heavy rings
- Pegs
- String
- Furniture
- Coats
#SHAREYOURDEN
MAKE A DEN FOR SOMEONE ELSE.
WHAT SPECIAL THINGS DO THEY NEED?
SPACE TO BELONG
SPACE TO IMAGINE
Colour these pages in.
Make your complete Annie Morris colouring book using her pages from packs 1 and 2.
Firstsite www.firstsite.uk Art is where the home is © the artist, 2020
Firstsite www.firstsite.uk Art is where the home is
© the artist, 2020 22
Pillows
While at home I have been thinking about pillows and how they make you feel safe – every night billions of pillows help people all over the world to sleep, rest and dream 😊
Draw your own pillow or trace around this one and then fill it in by doing one or more of the following:
- Write about a dream you’ve had
- Draw your dream
- Decorate it with things you love
- Draw five pillows on a single sheet and fill each one with a feeling
- See what happens when your hand moves across the page/pillow without thinking – you might surprise yourself!
Together Drawing
Through photos and tracing, connect with others that you can’t physically be with during this time. Both you and your chosen partner(s) from different households, decide what you would like to be doing together. This could include enjoying a drink, playing catch, a hug etc.
Take pictures of yourselves miming these actions as if the other person(s) were there.
Then with these pics transferred to a computer, trace the two images together in a way that places you together. Ask an adult to help you. **Use a soft pencil and remember not to press hard on the screen.**
If you don’t have a computer, you could do a smaller version from your phones, so long as they can take and send photos.
Get creative, you could also add in your favourite cartoon or film character into your scene via google image search.
In the example I have attached, my niece Lola chose the action, a fist bump (one of many she chose). We both took pics in our own homes, and then we each traced them together from our computer screens.
1. Colour in this image however you want to, and try depicting one of the following in the faun’s crystal ball: your future; your past; the naughtiest thing you’ve ever done; a memorable dream you’ve had; the thing you most want in the world; your favourite sound; an image from your imagination that has absolutely no meaning at all; an object in your house that you are attached to; a place you enjoy visiting or that you really want to visit; a coded secret; someone you love.
2. Make a mobile: Tape or tie two non-flexible longish objects together into an X formation. You could use old rulers, sticks, wire coat hangers, some dowel if you have any. They can be however long you want them to be, though I’d suggest 30–40-ish cm.
Using either coloured card or cardboard that you can colour in or paint if you want to, cut out some shapes and punch a hole in each one. The shapes can be whatever you want them to be – abstract blobby forms, polygons, cars, animals, people, or anything else. (You could even make polyhedrons if you want to get a bit more elaborate, e.g. dodecahedrons, pyramids and cubes).
I made one recently using dancing bodies. I’ve attached some drawings that you can use as templates and colour in if you want to. Tie string through the holes in the shapes, and then tie them to the X formation. It’s good if you tie them all at different lengths. Then tie a piece of string to the X formation and hang it off something.
Firstsite www.firstsite.uk Art is where the home is
© the artist, 2020 27
Art is where the home is
© the artist, 2020
The Character Game
This is a drawing game that my daughter Flo loved to play when she was young between the ages of maybe 8–12 but I loved playing it too so it’s for any age.
What you will need is several sheets of paper or a sketchbook. We used A4 printer paper but any sort will do. Also you’ll need drawing materials as simple or elaborate as you like.
Draw each step on a separate piece of paper, fill the page and draw quite fast, don’t over think it just lose yourself in the story and the detail. Talking about it with someone else while you are doing it also adds to the fun, it helps to build the character.
Step 1
Think of a character
It can be anyone from anywhere at any time, it does not even need to be human or even real, a complete fantasy. Now draw this character, what do they look like? What sort of body do they have? What are they wearing? How old are they? What do they do all day?
You can spend as long or as little as you like on each step. I think me and Flo usually spent 10–15 minutes on each drawing.
Step 2
Who do they live with?
Draw their family or their housemates or their pets. Do they have children, how many, how old are they? How is everyone dressed, what does it say about them and their lives?
Step 3
Where they live
Draw the outside of their dwelling. Is it a house? A flat? A bus? A castle? A tent? Think of your character as if they were someone you met or know and guess what sort of home they might live in. What sort of garden do they have, is it tidy or messy? Garage? Shed? Where is their house, in the country, city, suburb or town? Are there trees, traffic, other houses nearby? How old is their home? What style? What country do they live in? Are they rich or poor or in between?
Step 4
Inside their home
Now draw inside their house. Is it their living room, kitchen, bedroom, dining room or some other place? Is it tidy? What is their furniture like? What is on their shelves? Where does the pet sleep? Wallpaper, lights, cushions, TV, carpets – think about all these sorts of things and draw them. Think about the choices your character would make, if you are playing with someone else have a chat about it.
Step 5
Transport
Draw your character on a journey. Do they have a car, a bicycle, a horse, a skateboard, a boat, a motorbike or some new invention? Do they travel by bus or train or plane? Where are they going, work, holiday, fun, shopping?
Step 6
Work
Draw your character at work, what do they do? Where do they work, at home, in an office, a factory, a shop, a restaurant, a hospital? It could be anywhere. Who do they work with? Do they wear special clothes? What tools do they use? Do they work with the public? What does their workplace look like?
Step 7
Holidays
Draw your character on holiday with their family or housemates. Where do they go? What do they do? What do they eat? What do they do for fun? What do they wear on holiday?
You can do as many steps as you have time for and you can add new ones if you think of them. Tomorrow you can do the whole thing again with a new character who is very different and may take you to different places and introduce you to new characters.
Keep all your drawings, maybe you could illustrate a story with all the characters together. Before you know it you may have a book!!
Please join the dots from No. 1 to 16
Imran Qureshi
CONVERSATION PIECE
BETWEEN THE YOUNG AND OLDish
QUESTIONS:
1. What was your dream when you were my age?
2. What happened to your dream?
3. Shall we try and live our dreams when this is all over?
SENSATIONAL
Make as many words as you can from the word ‘Sensational’.
Make a story or poem from the words you make and illustrate.
Lines are things we see and name.
Do cats and dogs and birds see lines?
If we are out (or in) line hunting, we soon notice that lines meet and cross. We often call that ‘point’ a corner.
In Spanish they have two corner words, ‘esquina’ and ‘rincón’.
I always liked the way Spaniards could really enjoy ‘inside’ and ‘outside’ corners.
Using any paper to hand, scrap this and that, newspaper etc., make a record of as many corners as you can find. It’s a good competition. If you like the physical fact of your corners, you may enjoy making rubbings using wax crayons or even being resourceful with old makeup (or whatever) by taking direct rubbings w ‘inky’ fingers.
If you can make a real ‘library’ of corners, you can then start joining them together. What you devise might go on for ever! Whatever you do may suggest a road map of the world, or you can try a three dimensional ‘model making’ approach. You’ll be on your way to the impulse of architecture.
Check out Kurt Schwitters?
RW May 2020
Homemade Pet
Make a pet from recycled potato and orange skins. Banana and apple skins would make really great pets too. Draw and cut into the skins, then ask an adult to bake them in the oven. The skins will harden and change the decoration.
A homemade pet to keep in the recycling box!
PAINT A PIECE OF FURNITURE IN COLOUR
Finished this pack? If you haven’t seen packs 1 and 2, you can find them here: www.firstsite.uk/download-artist-activity-pack.
Finished all three? 😞
You can find more fun and imaginative ideas and activities to try below – from our Online Studio to other cultural organisations’ websites and social media from across the UK!
Additional resources
Firstsite Online Studio
Explore our Online Studio for a range of creative and fun things to do at home! Simply visit www.firstsite.uk/online-studio and start discovering creative gems:
– For more fun activity ideas from artists around the UK select “Art is where the home is”.
– Select the category “Create at Home” and try your hand at some simple, therapeutic craft activities in our interactive video and activity sheet series with artist, Iris Gunnarsdottir. Perfect for ages 4–9, but suitable for anyone!
– Join in with our community storytelling series as part of our exhibition “Tell me the story of all these things” – simply take a photo or draw a picture of something in your home that has a special meaning and post it on our online studio or on your social media with your story about why it’s special – don’t forget to tag us and use the hashtag #Tellmethestory. Perfect for ages 13+ – but suitable for anyone!
– See behind the scenes of our recent exhibitions – just select the category “Exhibitions – Behind the Scenes”.
Firstsite’s Arts Council Collection National Partners Programme partners – Newlyn Art Gallery & The Exchange, and Sunderland Culture – have lots to do and join in with online.
Newlyn Art Gallery & The Exchange has a range of online workshop activities available on its website, available to download for free with accompanying audio instructions.
Its Lunchtime School programme has now moved online and runs on alternate Fridays. Visit the website for details: www.newlynartgallery.co.uk/activity-types/events
Sunderland Culture has made an online programme for families. The programming team pulled together lots of fun and creative challenges over the Easter holiday that you can continue to enjoy at home. www.sunderlandculture.org.uk/easter-family-online-programme
Explore the hashtag #artinisolation on social media – as with all social media parental guidance advised!
Please note Firstsite does not monitor, review or update, and does not have any control over, any Third Party Content or third-party websites. If you use these links and the Third Party Content, you do so entirely at your own risk.
About Firstsite
Firstsite is an international gallery and creative community space, showing a diverse mix of the very best historic modern and contemporary art from around the world for everyone, every day, in our gallery and online. At Firstsite, we disrupt the way we all experience the world, providing new creative opportunities and promoting imaginative responses to contemporary issues. Find out more about Firstsite and how to support our work at www.firstsite.uk
‘Art is where the home is’ is now heading to France thanks to a partnership with Théâtre du Châtelet, Paris. A selection of the activities are being lovingly translated into French for audiences across the country.
Firstsite is delighted to be working nationally in partnership with Creative Civic Change, which is a partnership between Local Trust, the National Lottery Community Fund, the Calouste Gulbenkian Foundation, and the Esmée Fairbairn Foundation. The programme supports fifteen communities across England to use the power of the arts and creativity to create meaningful civic change in their areas.
Firstsite, Lewis Gardens,
High Street, Colchester
CO1 1JH
Registered charity no. 1031800
Thank you to all contributing artists for making this activity pack possible:
Hurvin Anderson, Polly Apfelbaum, Zoe Beloff, Roland Carline, Shawanda Corbett, Julie Curtiss, Lucy Gunning, Anne Hardy, Idle Women, Annie Morris, Hayley Newman, Hetain Patel, Eddie Peake, Grayson Perry, Imran Qureshi, Gee Vaucher, Richard Wentworth, Daphne Wright and Catherine Yass.
We continue to be overwhelmed by the positive response from the artist community. We are thrilled to be able to collaborate with such amazing artists to bring their ideas to the nation, helping everyone get through this challenging time.
A massive and ongoing thanks to everyone in the NHS for all they are doing during this difficult time. And special thanks to everyone in the NHS, local authorities and voluntary and community sectors in the Suffolk and North East Essex Integrated Care System who are doing an incredible job in unprecedented times to enable these packs to reach over 10,000 vulnerable local people.
This continuing partnership, which also supports our Holiday Fun Programme, allows us to reach even more people together, so they can experience the benefit of art and creativity, and live happier and healthier lives.
Art is for everyone, please share whatever you make with everyone in your household – and don’t forget to share it with us, using social media:
Facebook @firstsite
Twitter @firstsite
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What is the Strategic Plan?
The Governing Board, through the Strategic Plan, provides the vision for the District on how to prioritize our resources. The prioritized list provides direction for staff on where to spend the majority of their time, how to build the District’s budget, and how to write the Local Control and Accountability Plan (LCAP).
How does the Board determine the Strategic Plan Priorities?
Eureka City Schools created the first rendition of the current Strategic Plan in 2013. The early development process involved collecting input and feedback from approximately 50 community educational partners, including classified staff, certificated staff, parents, community members, and leaders. Since the initial development of the Strategic Plan, new members have joined the Board of Trustees, and the priority areas/objectives have been re-prioritized several times. The most recent review and update of the priority areas occurred in January of 2022. Currently, there are 19 priority areas, and all the objectives are important to the Board. Through the Strategic Plan prioritization process, the Board identified, in order, their top objectives for the District.
Questions?
Gary Storts, Assistant Superintendent Educational Services
Eureka City Schools
District Office
2100 J Street
Eureka, CA 95501
Tel: 707-441-3363
Interested in detailed information?
Please visit our website at www.eurekacityschools.org for a copy of the complete Strategic Plan.
Connect with us!
Published October 2022
Priority Area 1: English | Students will develop reading, writing, speaking, and listening skills that are the foundation for creative and purposeful expression in language.
Priority Area 2: Math | Students will develop the three major principles of Mathematics – focus, coherence, and rigor – to allow for conceptual understanding, procedural skill and fluency, and the ability to apply mathematics to solve problems.
Priority Area 3: Mental Health, Socio-Emotional Wellness, and Family Engagement | Students will develop a full realization of their mental and social-emotional potential, demonstrated by healthy wellness attitudes, behaviors, and supported by consistent curriculum and instructional practices. The District and school sites will develop and promote family participation, input, and involvement opportunities.
Priority Area 4: Science | Students will develop a three-dimensional vision of science education, knowing core science and engineering ideas, thinking like scientists and engineers, and applying science and engineering principles.
Priority Area 5: Social Science | Students will develop four key areas of emphasis – content, inquiry, literacy, and citizenship – by investigating the “how” and “why” of historical developments.
Priority Area 6: Modern Languages | Students will develop communicative cultural proficiency and literacy skills, providing them the ability to communicate and collaborate on a wide variety of topics in culturally appropriate ways in multiple target-culture settings.
Priority Area 7: Human Resources | The District will attract and develop high-quality professionals focused on student success.
Priority Area 8: Career and Technical Education | Students will develop fundamental knowledge and skills to prepare for the transition to postsecondary education, career training, or the workforce by following a multiyear sequence of courses (pathways) integrating core academic knowledge with technical and occupational skills.
Priority Area 9: Visual and Performing Arts | Students will develop artistic literacy in the four arts disciplines – dance, music, theatre, and visual arts – developing transferable skills that enhance personal, academic, and professional endeavors.
Priority Area 10: Physical Education | Students will develop the skills and knowledge to be physically fit and active, providing confidence and positive attitudes necessary to participate in physical activities.
Priority Area 11: Extracurricular Activities | Students will develop a connectedness to their schools by participating in activities falling outside the realm of the normal school curriculum (e.g., athletic teams, clubs, and leadership involvement).
Priority Area 12: Student Transitions | Students will successfully move from one stage in the educational process to the next. Typical transition stages are Home to Preschool, Preschool to Transitional Kindergarten/Kindergarten, Elementary School to Middle School, Middle School to High School, and High School to College and/or Careers.
Priority Area 13: Physical Health | Students will develop overall good physical health which plays an important role in student growth and development (e.g., nutrition and diet, alcohol and drug abstinence, medical self-care, rest and sleep routines, and appropriate health screenings).
Priority Area 14: Clean, Safe, Functional, Attractive Classrooms, Facilities, and Grounds | Students and staff will learn in clean, safe, functional, and attractive classrooms, facilities, and grounds, maintained in good repair.
Priority Area 15: Technology and Equipment | The District will develop systems to maximize federal, state, and local resources to provide new and modernized technology and equipment to address the needs of the students and staff, in the most efficient and effective manner possible (e.g., new or modernized hardware, software, transportation vehicles, tractors, and copiers).
Priority Area 16: Alternative and Optional Programs | Students will be provided options and access to programs beyond the core comprehensive school offerings, which are designed to offer alternatives to students and families (e.g., preschool, adult education, summer school, and before/after school programs).
Priority Area 17: Community Outreach | The District and school sites will develop community outreach and involvement strategies to support identified priorities (e.g., governmental partnerships, grant development, political action committees, District educational foundations, and community-sponsored clubs and activities).
Priority Area 18: Student Decision Making | Students will develop decision-making skills resulting in safe, respectful, and responsible actions (e.g., setting goals, gathering information, assessing/selecting the best choice for a desired outcome).
Priority Area 19: New and Modernized Facilities | The District will develop strategies to maximize state and local resources to provide new and modernized facilities and improve the appearance and condition of the present facilities. | a62f82a9-7a01-4f16-a600-468fd9be4982 | CC-MAIN-2023-06 | https://cdn5-ss16.sharpschool.com/UserFiles/Servers/Server_18096932/File/Strategic%20Plan/17x11%20-%20Strategic%20Plan%20Brochure%20(2022)%20-%20for%20Website.pdf | 2023-01-30T13:53:26+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499819.32/warc/CC-MAIN-20230130133622-20230130163622-00227.warc.gz | 177,328,075 | 1,199 | eng_Latn | eng_Latn | 0.99076 | eng_Latn | 0.990953 | [
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Gerringong Public School and science teacher Sue Hassler catapulted themselves into the Kreative Koalas program with an unmatched enthusiasm to learn more about recycling and waste management. In doing so they not only won the award for best community project but were showcased on ABC’s “War on Waste” in 2018.
The school combined their creative artwork, Captain Koala, with a TerraCycle Drop-off point and collected over 60,000 items for which the school received money they have directed back into their sustainability work. “We hope to inspire better knowledge of, and involvement in, recycling especially through the provision of this collection point for hard to recycle items such as toothbrushes, Nescafe coffee pods and pump dispensers,” the school said.
During the Kreative Koalas journey, the school participated in a plastics audit and was astounded to collect 822 pieces of plastic including chip packets, snap-lock bags, clingwrap, foil and muesli bar wrappers. A second audit found an additional 494 pieces of plastic in the school’s water easement. These plastics became the focus of the school’s war on waste.
“I showed the students Mission Blue with Sylvia Earle, and then we talked about plastics; their break-down periods, where they come from and why they are a problem,” Mrs Hassler said. “Then we looked at their lunchboxes and how we could minimise plastics in them. We saw a huge change in lunchboxes and there is now a lot less clingwrap, for example, coming into the school.”
Gerringong Public School then overhauled its bin system. Now waste is separated into paper, foil and hard plastics, Terracycle (chip and muesli bar packets) and landfill. “With a school of 430 kids we’ve gone from filling 21 landfill bins each week to four and they are usually only a quarter full,” Mrs Hassler said.
Sue Hassler
Gerringong Public School
Grand Champion Kreative Koala 2017 project
SUE HASSLER TALKS KREATIVE KOALAS (CLICK TO WATCH)
The school has been very successful in educating and engaging their local community using Facebook, school newsletters and their local newspaper The Bugle with Captain Koala now becoming a community TerraCycle facility.
“There’s no point in teaching literacy and numeracy if we’ve wrecked our environment in the meantime,” Mrs Hassler said. “It becomes about starting independent action with nine and ten-year-olds and that’s just gold for me. I’ve got kids who’ll come to me and say, ‘On the weekend, we picked up all these plastics on the beach’ and I feel like they do get it and they’re implementing it in their own lives and making a difference.”
In 2018 Sue Hassler became the Kreative Koalas Ambassador and brought together the six local primary and secondary schools to create the Kiama Community of Schools (KCoS), helping Australians meet the United Nations Sustainable Development Goals. Initiatives of the KCoS include formulating a Sustainability Action Plan and holding Sustainability Days.
Kreative Koalas focus of collaborating with thought leaders who back the next generation of young people who are going to rethink the world and create a better future is something we can all be involved in and be proud of. | d3ccb83a-2e3c-4d1d-a3dd-09307986d657 | CC-MAIN-2021-31 | https://kreativekoalas.com.au/downloads/kreativekoalas-casestudy-gerringong.pdf | 2021-07-27T02:41:36+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046152168.38/warc/CC-MAIN-20210727010203-20210727040203-00469.warc.gz | 358,427,173 | 672 | eng_Latn | eng_Latn | 0.996186 | eng_Latn | 0.996265 | [
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Many of the learning points are covered in several units (aspects of musical learning do not happen in isolation), but we’ve added single references to help with planning and finding units that fulfil certain criteria. Some points appear under more than one heading for the same reason.
By the end of Year 1, pupils should be able to:
**Use their voices expressively and creatively by singing songs and speaking chants and rhymes**
- Create, respond to, place and change vocal sounds
- Understand (recognise) pitch: make high and low vocal sounds
- Sing a song with contrasting high and low melodies
- Control vocal dynamics, duration and timbre
- Sing a song together as a group
- Rehearse and perform a rap with sound effects using voices
- Combine voices and movement to perform a chant and a song
- Use voices to create descriptive sounds
**Play tuned and untuned instruments musically**
- Learn to play percussion with control (e.g. changing dynamics)
- Identify and keep a steady beat using instruments
- Explore and control dynamics, duration, and timbre with instruments
- Play percussion instruments at different speeds (tempi)
- Create a soundscape using instruments
- Explore sounds on instruments and find different ways to vary their sound
- Rehearse and perform a chant/rap with sound effects using instruments
- Use instruments to create descriptive sounds
**Listen with concentration and understanding to a range of high-quality live and recorded music**
- Recognise and respond to changes in tempo in music
- Identify a sequence of sounds (structure) in a piece of music
- Respond to music through movement
- Identify changes in pitch and respond to them with movement
- Listen in detail to a piece of orchestral music (e.g. identify instruments)
- Identify metre by recognising its pattern
- Understand how music can tell a story
- Respond to change of mood in a piece of music with a slow and fast steady beat
- Identify a repeated rhythm pattern
- Understand musical structure by listening and responding through movement
**Experiment with, create, select and combine sounds using the inter-related dimensions of music***
- Explore, create and place vocal and body percussion sounds
- Explore and develop an understanding of pitch using the voice and body movements
- Explore and control dynamics (volume), duration, and timbre with voices, body percussion, and instruments
- Improvise descriptive music
- Play and control changes in tempo
- Relate pitch changes to graphic symbols and perform pitch changes vocally
- Explore different sound sources and materials
- Create a soundscape using instruments as part of a song performance
- Explore sounds on instruments and find different ways to vary their sound
- Play fast, slow, loud, and quiet sounds on percussion instruments
- Invent and perform new rhythms to a steady beat
- Create, play and combine simple word rhythms
- Create a picture in sound
*Inter-related dimensions of music: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations*
Skills are reinforced and built upon throughout the scheme. After Year 1, only those activities which bring a new level of challenge when compared to the previous year are listed.
Many of the learning points are covered in several units (aspects of musical learning do not happen in isolation) but we’ve added single references to help with planning and finding units that fulfil certain criteria. Some learning points appear under more than one heading for the same reason.
By the end of Year 2, pupils should be able to:
**Use their voices expressively and creatively by singing songs and speaking chants and rhymes**
- Develop the use of vocal sounds to express feelings
- Chant and sing in two parts while playing a steady beat
- Explore voices to create descriptive musical effects
- Sing with expression, paying attention to the pitch shape of the melody
- Perform a rhythmic chant and play an independent rhythm pattern accompaniment
- Perform an updated version of a traditional nursery rhyme with a rap section
- Understand pitch through singing, movement, and note names
- Prepare and improve a performance using movement, voice and percussion
**Play tuned and untuned instruments musically**
- Listen to and repeat rhythmic patterns on body percussion and instruments
- Play pitch lines on tuned percussion
- Perform a steady beat and simple rhythms using movement, percussion, and body percussion
- Accompany a song with vocal, body percussion and instrumental ostinati
- Explore and develop an understanding of pitch using percussion instruments
- Use instruments expressively in response to visual stimuli
**Listen with concentration and understanding to a range of high-quality live and recorded music**
- Identify ways of producing sounds (e.g. shake, strike, pluck)
- Match descriptive sounds to images
- Listen in detail to a piece of orchestral music (e.g. identify how it depicts a season)
- Use simple musical vocabulary to describe music
- Listen, describe and respond to contemporary orchestral music
**Experiment with, create, select and combine sounds using the inter-related dimensions of music***
- Notate pitch shape and duration using simple line graphics
- Understand the structure of call and response songs
- Mark beats within a four-beat metre
- Explore timbre and texture to understand how sounds can be descriptive
- Understand and perform rising and falling pitch direction
- Read and write simple pitch line notation
- Combine pitch changes with changes in other elements/dimensions
- Understand and differentiate between beat and rhythm
- Combine sounds to create a musical effect in response to visual stimuli
- Identify rising and falling pitch
- Compose music to illustrate a story
- Perform and create simple three- and four-beat rhythms using a simple score
- Explore different ways to organise music
- Understand and play from simple notation
Skills are reinforced and built upon throughout the scheme. After Year 1, only those activities which bring a new level of challenge when compared to the previous year are listed.
Many of the learning points are covered in several units (aspects of musical learning do not happen in isolation), but we’ve added single references to help with planning and finding units that fulfil certain criteria. Some learning points appear under more than one heading for the same reason.
By the end of Year 3, pupils should be able to:
**Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression**
- Sing in two-part harmony
- Accompany a song with a melodic ostinato on tuned percussion
- Layer rhythms using untuned percussion instruments
- Perform a pentatonic song with tuned and untuned accompaniment
- Play independent parts in more than one metre simultaneously on body percussion, untuned and tuned percussion
- Perform rhythmic ostinati individually and in combination
- Copy and create a wide range of vocal sounds to incorporate into a song
- Sing in two parts (two different melodies) with movements and percussion
- Perform a round in three parts
**Unit 1: Environment**
- Environment
- Building
- China
- Time
- Communication
- Human body
- Ancient worlds
**Improvise and compose music for a range of purposes using the interrelated dimensions of music***
- Select descriptive sounds to accompany a poem
- Choose different timbres to make an accompaniment
- Make choices about musical structure
- Improvise descriptive music
- Improvise to an ostinato accompaniment
- Develop a song by choosing lyrics and structure
- Arrange an accompaniment with attention to balance and musical effect
- Explore simple accompaniments using beat and rhythm patterns
- Use a score and combine sounds to create different musical textures
**Unit 1: Environment**
- Building
- Poetry
- Time
- Singing French
- Ancient worlds
- Food and drink
- Food and drink
**Listen with attention to detail and recall sounds with increasing aural memory**
- Identify a sequence of sounds (structure) in a piece of music
- Identify the metre in a piece of music
- Recognise pitch shapes
- Explore musical phrases, melodic imitation and rounds
**Unit 4: Poetry**
- Time
- Singing French
- Ancient worlds
**Use and understand staff and other musical notations**
- Use graphic notation with the pentatonic scale
- Recognise rhythm patterns in staff notation
- Understand and use pitch notations
- Read simple rhythm notation
- Create and perform from a symbol score
- Read graphic notation to play a melody on tuned instruments
**Unit 5: China**
- Time
- In the past
- Communication
- Singing French
**Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians**
- Learn about ternary form
- Understand how music can be organised in sequences and layers
- Learn a traditional Caribbean song
- Listen to and learn about Hindustani classical music
- Learn how sounds are produced and how instruments are classified
- Understand the pentatonic scale
- Listen to and learn about traditional Chinese music
- Understand and perform binary form
**Unit 1: Environment**
- Building
- Sounds
- In the past
- China
- Human body
- Ancient worlds
**Develop an understanding of the history of music**
- Listen to and learn about a Romantic piece of music
- Listen to and learn about a medieval antiphon
- Listen to, learn about, play and dance to Tudor dance music
- Learn about an instrument from Ancient Greece
**Unit 6: Time**
- In the past
- In the past
- Ancient worlds
Skills are reinforced and built upon throughout the scheme. After Year 1, only those activities which bring a new level of challenge when compared to the previous year are listed.
Many of the learning points are covered in several units (aspects of musical learning do not happen in isolation), but we’ve added single references to help with planning and finding units that fulfil certain criteria. Some learning points appear under more than one heading for the same reason.
By the end of Year 4, pupils should be able to:
**Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression**
- Use beatbox techniques to imitate the sound of a drum kit
- Perform a rap or song with a vocal beatbox accompaniment
- Perform a poem as an ensemble with rhythmic accuracy to a steady beat
- Learn to sing partner songs
- Perform verse and chorus structure
- Chant in three parts
- Combine four body percussion ostinati as a song accompaniment
- Play a pentatonic song with leaps in pitch on tuned percussion
- Combine singing with untuned and tuned percussion in a performance
- Sing a call and response song in a minor key in two groups
- Sing a song with three simple independent parts
- Play a piece with melody, chords, bass and rhythm parts from graphic, rhythm and staff notations
- Combine singing, playing and dancing in a performance
- Play an instrumental accompaniment of rhythms, chords and riffs
**Improvise and compose music for a range of purposes using the interrelated dimensions of music***
- Balance voices in a performance by choosing appropriate dynamics (volume)
- Compose an introduction for a song
- Improvise in response to visual stimuli, with a focus on timbre
- Explore household items as instruments and match rhythms with appropriate soundmakers
- Improvise melodies with a given set of five notes (a pentatonic scale)
- Create descriptive sound pictures with instruments
- Compose a rap
- Understand syncopation and clap improvised off-beat rhythms
- Compose a fanfare
- Compose and play sequences of word rhythms
**Listen with attention to detail and recall sounds with increasing aural memory**
- Understand how rhythmic articulation affects musical phrasing
- Identify different instrument groups from a recording
- Demonstrate understanding of how sounds are produced by making instruments
- Compare and contrast the structure of two pieces of music
- Copy rhythms and a short melody
- Identify the metre of a new song or piece
**Use and understand staff and other musical notations**
- Compose and notate pentatonic melodies on a graphic score
- Explore layers and layering using a graphic score
- Play and sing repeated patterns (ostinati) from staff notation
- Match short rhythmic phrases with rhythm notation
- Learn to play a Renaissance dance from notations (graphic, rhythm and staff)
**Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians**
- Explore the descriptive music of two famous composers of the 20th and 21st century
- Listen to and play along with Bhangra music
- Perform a piece in rondo form
- Describe the structure of a piece of orchestral music
- Use rondo structure to build a performance
- Learn about and sing an African-American spiritual
- Develop listening skills by analysing and comparing music from different traditions
- Learn a traditional West African call and response song
**Develop an understanding of the history of music**
- Listen to and learn about 1940s dance band music
- Identify key features of minimalist music
- Listen to and analyse 20th century ballet music
- Learn a dance and play music from a 19th century German opera
- Listen to and learn about Renaissance instruments
- Learn a 1960s pop song and popular dance styles of the time
Skills are reinforced and built upon throughout the scheme. After Year 1, only those activities which bring a new level of challenge when compared to the previous year are listed.
Many of the learning points are covered in several units (aspects of musical learning do not happen in isolation), but we’ve added single references to help with planning and finding units that fulfil certain criteria. Some learning points appear under more than one heading for the same reason.
By the end of Year 5, pupils should be able to:
**Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression**
- Conduct metres of two, three and four
- Prepare for a performance by considering narration, performance space, setting up and other logistics
- Develop techniques of performing rap using texture and rhythm
- Create and present a performance of song, music and poetry
- Sing and play scales and chromatic melodies accurately
- Sing and play percussion in a group piece with changes in tempo and dynamics
- Perform music together in synchronisation with a short movie
- Sing a song in unison and three-part harmony
- Perform a song with a complex structure in four parts
- Sing with attention to accuracy in rhythm, pitch and dynamics
- Develop ensemble playing, focusing on steady beat and placing notes accurately together
- Control short, loud sounds on a variety of instruments
**Improvise and compose music for a range of purposes using the interrelated dimensions of music***
- Develop accompaniments using ostinato and invent or improvise rhythms on untuned percussion
- Play and improvise using the whole tone scale
- Create musical effects using contrasting pitch
- Use the musical dimensions to create and perform music for a movie
- Evaluate and refine compositions with reference to the inter-related dimensions of music
**Listen with attention to detail and recall sounds with increasing aural memory**
- Listen to music with focus and analyse using musical vocabulary
- Hear and understand the features of the whole tone scale
- Compare and contrast two pieces of 19th century Romantic music
- Identify changes in tempo and their effects
- Demonstrate understanding of the effect of music in movies
- Explore and analyse a song arrangement and its structure
- Rehearse, improve and analyse an ensemble performance, with attention to balance and staying in time
**Use and understand staff and other musical notations**
- Read a melody in staff notation
- Develop a structure for a vocal piece and create graphic scores
- Read grid or staff notation to play a bassline
- Interpret graphic notation on various soundmakers with an understanding of their qualities and capabilities
- Learn about and use cue scores
- Create sounds for a movie, following a timesheet
**Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians**
- Learn about jazz scat singing and devise scat sounds
- Listen to a 19th century tone poem and describe its effects and use of the musical dimensions
- Explore extended vocal techniques through listening to and composing ‘a capella’ (unaccompanied) vocal music based on graphic scores
- Sing and play an American spiritual
- Learn about and explore techniques used in movie soundtracks
**Develop an understanding of the history of music**
- Learn to sing a song from English musical heritage (20th century)
- Listen to and learn about modern classical/avant garde music (20th century)
- Listen to and analyse 19th century impressionist music using musical vocabulary
- Learn about the music of an early Baroque opera
Skills are reinforced and built upon throughout the scheme. After Year 1, only those activities which bring a new level of challenge when compared to the previous year are listed.
Many of the learning points are covered in several units (aspects of musical learning do not happen in isolation), but we’ve added single references to help with planning and finding units that fulfil certain criteria. Some learning points appear under more than one heading for the same reason.
By the end of Year 6, pupils should be able to:
**Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression**
- Demonstrate understanding of beat and syncopation through singing and body percussion
Unit 1: World unite
- Demonstrate coordination and rhythm skills by participating in a complex circle game
Unit 1: World unite
- Convey lyrical meaning through expressive singing in a part-song with echoes
Unit 2: Journeys
- Develop song cycles for performance, making decisions about texture, staging and dramatisation
Unit 2: Journeys
- Learn to sing major and minor note patterns accurately
Unit 2: Journeys
- Demonstrate planning, directing, and rehearsal skills through allocated roles, such as technicians and researchers
Unit 2: Journeys
- Play a chordal accompaniment to a piece
Unit 3: Growth
- Develop, rehearse and perform a mini-musical, including dialogue, singing, playing and movement
Unit 4: Roots
- Refine vocal performance with consideration of posture, breathing and enunciation
Unit 5: Class awards
- Perform complex song rhythms confidently
Unit 6: Moving on
- Change vocal tone to reflect mood and style
Unit 6: Moving on
**Improvise and compose music for a range of purposes using the interrelated dimensions of music***
- Devise, combine and structure rhythms through dance
Unit 1: World unite
- Improvise descriptive music on instruments and other soundmakers
Unit 4: Roots
- Compose programme music from a visual stimulus
Unit 5: Class awards
**Listen with attention to detail and recall sounds with increasing aural memory**
- Revise, rehearse, and develop music for performance, with reference to the inter-related dimensions of music
Unit 3: Growth
- Experience and understand the effect of changing harmony
Unit 6: Moving on
- Listen to and understand modulation in a musical bridge
Unit 6: Moving on
**Use and understand staff and other musical notations**
- Demonstrate understanding of pitch through singing from simple staff notation
Unit 1: World unite
- Follow and interpret a complex graphic score for four instruments
Unit 3: Growth
- Play tuned instrumental parts confidently from graphic scores with note names
Unit 6: Moving on
**Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians**
- Learn a 1980s pop song with understanding of its structure
Unit 2: Journeys
- Learn to sing and play ostinati from an early 20th-century orchestral work
Unit 3: Growth
- Sing and play traditional Ghanaian music
Unit 4: Roots
- Sing two West African call and response songs in two groups
Unit 4: Roots
**Develop an understanding of the history of music**
- Learn to sing a 21st-century British choral work
Unit 2: Journeys
- Learn to sing and play ostinati from an early 20th-century orchestral work
Unit 3: Growth
- Discuss the music of a Russian Romantic composer with reference to a painting from the same period
Unit 5: Class awards
Skills are reinforced and built upon throughout the scheme. After Year 1, only those activities which bring a new level of challenge when compared to the previous year are listed.
Note: All Year 6 units have a performance focus. | acbd864a-f0a5-4756-b39c-7e11114aae97 | CC-MAIN-2022-33 | https://files.schudio.com/seven-stars-primary-school/files/documents/ME_Skills_Y1-6_2_(1).pdf | 2022-08-11T17:44:04+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571483.70/warc/CC-MAIN-20220811164257-20220811194257-00044.warc.gz | 253,166,807 | 4,400 | eng_Latn | eng_Latn | 0.993013 | eng_Latn | 0.993584 | [
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Every Child A Hero aims to provide the best learning experience to the students by innovating educational approaches. We believe in learning beyond books.
We work for instilling strong values and essential life skills besides world class education. The Hero aims to bring the best of schooling experience to students. We encourage a passion for music, dance, sports, environment and communication with the best facility. Here students are not only encouraged but also trained to emerge as healthy and active individuals.
Now growth would know no bounds.
Literature Club believes in nurturing the imagination of each student to help them identify the highest potential of their dreams. Correct grammar and appropriate language skill enhances the confidence which goes in a long way. Tongue twisters have always proven to be a fun way of pronunciation of words. They play a vital role in increasing the speaking ability of a student. Tongue twister challenge was given to the students of grade 1 to X. The students were extremely excited. We would like to congratulate the winners and the participants for their strenuous effort.
The hero of Tongue twister challenge is Rudransh Chakraborty of class IV A and Deepshikha Chakraborty of class IX A
Another challenge was "Shabd ka khel". In this challenge students were asked to pen down their creativity by using the words given.
The hero of "Shabd ka khel" challenge was Mallesh Ku. Sanapati of class I C and Pratham Pandey of class IX B
Our school Eco Club educates students to create environmental awareness by organising various interesting Eco friendly activities. In Archaeology, ROCK PAINTING is an art of human made markings placed on Natural surfaces. So, by the fusion of Archaeology with Environment, our School Eco Club # eco_warrior aims to inspire little ones in decorating gardens, encouraging them for plantation and enhancing their interest in Greenery.
Kirtan Rathi of Class V B is the HERO of ROCK PAINTING challenge.
Mehul Bhardiya of Class VI B is the HERO of NATURE'S FRESH JEWELLERY challenge.
Art club helps the students in developing their creative skills and imagination. The Club provides a platform to the students to explore their creativity.
The hero of Arts club for making Fruit Basket challenge & Nature Study challenge is Ananya Sahu of I C and Kirtan Rathi of V B
An Art and Craft workshop on the topic Warli Art, Shadow painting, Nature Study was organised by Arts Club to provide limitless opportunities for the creative minds. It was a good platform to develop students deeper understanding of art.
Dancing largely enhances muscular and motor strength. Growth and learning go hand in hand. The Dance club rises to incorporate innovative learning approaches to help students grow in an effective manner. The Dance club also hosted numerous skill based workshops to keep the students in touch with their dance skills. The students practiced different dance styles. These workshops were a great way to inculcate natural love for dancing among children.
The hero of "Dance with stick" challenge is Rudransh Chakraborty of IV A.
A workshop on Rap singing and Bollywood pattern was organised for the students.
Music is sound, composed in certain rhythms to express people’s feelings or to transfer certain feelings. Music is essential for everybody. The physical appearance of the world would be very different without music, because people come up with the most brilliant ideas while listening to their favorite music. The music club of KPS Durg has been set to encourage the talent for music. The club caters to the students who are inclined to music.
“Music is the movement of sound to reach the soul for the education of its virtue.”
-Plato.
The hero of "Voice of KPS" is
Anushka Sahu VIII B
Mayukhi Ramteke IV A
"Talent wins games but teamwork and intelligence wins championships". The Sports Club of KPS Durg believes in inculcating the values of teamwork and sportsmanship among the students. With this thought process of empowering our students to move forward well prepared to face the outer world the sports challenge was held.
The challenge was plate tapping for classes III to V. It helped in increasing the hand and eye coordination of the students. The next challenge given for the students of class VI to XII was High knee challenge. The high knee challenge is supposed to develop lower body strength.
There was also a workshop on Badminton – skill practice for Classes III to V, IX & X. Workshop on Cricket and Balancing activity was also held for classes VI to VIII, XI and XII.
The hero of sports challenge were Chirag Sahu of IV B, Mukul Raj Yadav of VIII A & Mukesh Prasad of IX A.
Quiz Club offers a unique and exciting way to motivate, inspire, encourage and reward children in their quest for knowledge and provide them with the opportunity to celebrate their achievement.
The main objective of quiz club is to popularize quizzing activities among students and to encourage them to take part in all competitive examination at state and central level. To instill our students the values of knowledge, wisdom and compassion to make them smart citizens.
We conceptualize, promote & execute online quiz competitions for students through various interesting topics like Fast food facts, Indian Cuisine, Mahabharat, Wonders of World, Oceanography, Bollywood, All About Chhattisgarh etc. The appreciative responses we received from students are genuine and heartwarming.
Computer Club is a way for the students to share their passion for technology. The purpose of this club is to allow students to explore and exploit their computer skills. Computer is not a device anymore. It is an extension of your mind and your gateway to other people. This has been proved very nicely by the computer challenge given to the students. We are happy to announce that we had conducted various challenges for different classes like to draw a drawing in Tux Paint, to make a poster in Ms Word & to make an effective Power Point presentation. Thanks to all the students for their enthusiastic participation in the computer club activity.
The hero of Drawing, Poster & Presentation making challenge for #it_guru are
Junior Category
Mayukhi Ramteke- Class IV A
Senior Category
Deepshikha Chakraborty- Class IX A
Every child is gifted.
They just unwrap their packages at different times. We continue to strive towards excellence and bring extraordinary opportunities to learn in more engaging ways than just the classroom teaching learning process. KPS Durg aims at providing holistic education to each student with individual attention. Let us cheer for all our young achievers who made us proud.
"We must teach our children to dream with their eyes open"
- HARRY EDWARDS- | 7ccd9345-76cf-48c6-9a4e-f8c580d4e62f | CC-MAIN-2024-46 | https://www.kpsdurg.com/wp-content/uploads/2022/11/Oct_E_Newsletter_compressed.pdf | 2024-11-09T15:45:54+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028125.59/warc/CC-MAIN-20241109151915-20241109181915-00252.warc.gz | 778,653,069 | 1,371 | eng_Latn | eng_Latn | 0.997269 | eng_Latn | 0.99841 | [
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YEAR 2 INFORMATION
“I WILL INSTRUCT YOU AND TEACH YOU IN THE WAY YOU SHOULD GO; I WILL COUNSEL YOU WITH MY EYE UPON YOU.” PSALM 32:8
| AREA | PRIORITY |
|------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Quality of Education | Improve the consistency and quality of teaching in order to improve behaviour in the classroom and raise the achievement of pupils. |
| Behaviour and Attitudes | Further develop children’s commitment to learning and resilience to setbacks ensuring that behaviour is consistently good enough and pupils have high attendance. |
| Personal Development | Further Improve personal development by providing a wider range of opportunities and support that ensures children are prepared for their future and life in modern Britain. |
| Leadership & Management | Secure the impact of leadership and management by making sure that the curriculum is broad and balanced and teachers’ knowledge and skills enable them to deliver all subjects confidently. |
| Quality of Early Years Education | Improve the quality of teaching and learning in the early years to ensure that
• there is a consistency of approach across all classes
• assessment information is used more precisely to meet children’s learning needs and to challenge them sufficiently
• there are suitably high expectations of what children are capable of and they are well prepared, ready to start Year 1 |
STAFF YOUR CHILD WILL TALK ABOUT
- Miss Notman
- Miss Carter, Mrs Hobson, Mrs Clarke (TAs)
- Mrs Cowan & Miss Whittell (Gate in the morning)
- Mrs Watson (PPA cover)
- Mrs Finch (Pastoral Support)
- Mrs Billingsley (Phase Leader)
- Mrs Morris (Deputy Head teacher)
MORNING ROUTINE
- Staff on gate – we are provisionally continuing with bubble gates to support routines and avoid mixing where possible.
- Staggered start from 8:45 but all children must be in by 9.00am.
- Teachers welcome children to classroom
- Select lunch – variety of choices per day – access on school website to view for the week.
- Lessons begin at 9.00am
- The school day ends at 3:15pm
Our days in Year 2 are jam packed but full of excitement! We tend to do our Maths lessons first thing followed by Phonics and English after break.
At lunchtime, the children eat their lunch with their Year 6 buddies who are teaching them life skills and supporting playtimes outside. After lunch we complete our Guided Reading sessions and then our afternoon lessons vary day on day. It could be RE, Science, Geography, History, Art, DT, PE, PSHE or Computing.
We end the day reading our class novel which at the minute is George's Marvellous Medicine.
Our main aim is just to have fun and love learning!
HOME LEARNING
- Reading is so important and your help is invaluable - Please read at least 3 times a week.
- Book bags are to be sent into school on a Tuesday and a Thursday so that books can be monitored and changed.
- Change to reading records: we are in the process of moving to a digital reading record. You will get more information about this in the coming weeks along with log ons.
- Coming soon – Time Table Rockstars!
LEARNING
Listen to your child read
Read to and with your child
Encourage wider reading
Practise phonics, spellings, tables, number bonds
Talk about books. Ask questions
Ensure work done at home is of a good standard
CHILDREN MAKE THE MOST PROGRESS WHEN PARENTS SUPPORT THE WORK OF A SCHOOL
## STRIVE FOR SUCCESS:
| We strive for success: | Self-motivation | Thinking | Resilience | Independence | Valued Collaboration | Emotional Intelligence |
|------------------------|-----------------|----------|------------|--------------|----------------------|-----------------------|
| We try our best | We make the right choices | We are kind and considerate | We look after our school |
## THE BLESSED SACRAMENT WAY:
| Purpose of the learning is made explicit, leading to outcomes | Modelling | Questioning | Challenge and support | Continuous formative assessment | Moderation of assessments and judgements |
|---------------------------------------------------------------|-----------|-------------|-----------------------|---------------------------------|-----------------------------------------|
| Teaching is based on a clear understanding of cognition and learning | Teachers have deep knowledge of the subjects they teach | Teachers monitor learning and provide feedback | The classroom climate created by all teachers inspires and motivates all pupils | Pupil groupings are flexible and not solely driven by perceived ‘ability’ or prior attainment | Developing strong partnerships with parents and carers that influence learning at school and home |
## JR TEACHING INTENTIONS:
Our provision is informed by educational research into effective teaching practices, cognition, learning and how knowledge and understanding develops.
## ORGANISATION OF LEARNING:
| Educational Visits | Visitors | Assemblies | Extra-Curricular Clubs | Learning outside the classroom | Responding to events in the news | Charity Days |
|--------------------|----------|------------|------------------------|-------------------------------|---------------------------------|-------------|
| Communication and Language | Physical Development | Personal, Social and Emotional Development | Literacy | Mathematics | Understanding the World | Expressive Arts and Design |
| RE | English | Maths | Science | Computing | History | Geography | Art | D&T | Music | PE | PSHE | Languages |
| Less in more depth | 6 key questions per year, answered in different ways by each year group | Real life applications of learning | ‘Hook’ that engages the children and gives them a context for their learning | Outcomes to an audience. Purpose for the learning | Family learning projects | Showcase of work at the end of each half term |
## TOLERANCE & PEACE, SERVICE & SACRIFICE: How can I serve my family?
## FAITHFULLNESS AND INTEGRITY: Why are rules important?
## DIGNITY AND COMPASSION: How wonderful am I?
## TRUTH AND JUSTICE: What can I change?
## HUMILITY AND GENTLENESS: How can I share what I have?
## FORGIVENESS AND MERCY: How am I forgiven?
## INTENDED IMPACT:
Our curriculum has an ambition for high achievement for all pupils irrespective of starting point and barriers to learning.
## STANDARDS: Children make good progress and attain in line with or better than national expectations. They are given the opportunity to achieve the greater depth standard. Assessment documents show that knowledge and skills are embedded throughout the curriculum
## STRIVE: Children are confident and successful learners, demonstrating the STRIVE learning values, and make the right choices for their learning. The learning values have progression which show value
## PERSONAL DEVELOPMENT: Children demonstrate ‘The Blessed Sacrament Way’ in their learning and in their behaviour in and around school. Children learn to make the right choices for their safety. The choices children make benefit the school and local community.
UNIFORM
- PE is on Monday & Tuesday. Children should wear their PE kit to school.
- KIT – If your child has not got their PE kit in school they will be provided with a spare.
- Watches and a small pair of plain earrings (Key Stage Two only) are allowed in school.
- Long hair must be tied back and shaven patterned hair is not permitted.
- Black shoes with either velcro, buckle or laces. (If your child comes to school in trainers, they will be asked to wear pumps whilst in the building.)
- Please label all clothing clearly. Thank you
Uniform
For the 2021 / 2022 Academic year, children will wear:
- tartan skirt (black socks / tights)
- black trousers
- White shirt & school tie (All classes)
- school jumper / cardigan with logo
- black shorts for PE
- white polo shirt for PE
- black tracksuit bottoms for PE
- black school pumps (to be kept in a pump bag in school with spare socks)
- PE hoodie (optional)
- School 'book bag' (children should not bring a backpack to school as we do not have appropriate storage)
- Yellow gingham summer dress (optional, seasonal)
MORE INFORMATION
- **Parent mail** – newsletters etc are sent by email – please check contact details and update if necessary.
- **Reports** – Including Interim (end of autumn and spring term, then full report end of summer term)
- **School App** – Please make sure this is downloaded as all information you need will be shared on here.
| Year Group | Statutory Assessments |
|------------|-----------------------|
| Reception | Baseline Assessment
EYFS Profile Assessments |
| Year 1 | Phonics Screening |
| Year 2 | Reading, GPS, Mathematics
Marked in school to inform Teacher Assessment |
| Year 4 | Multiplication Check |
| Year 6 | Reading, GPS, Mathematics
Marked Externally
Writing
Evidence gathered over time to inform Teacher Assessment |
ATTENDANCE
- Whole school target of 97%
- Half termly updates
- Must be in school before 9.00
- No holidays authorised
- Proof of medical – if in doubt, send them in; we can always call if they are ill
- It is really important that you ring in / send a free message through the app to let us know why your child is absent for safeguarding reasons
ParentPay
- Must register online to activate account even if not using online service
- Lunches / Breakfast / After school payment must be kept up to date – paid in advance
- Can use to pre-book Breakfast / After School Clubs
- Provides permission for trips paid online
- If there are any problems with ParentPay, please see Mrs Newsham in the office
- Milk can be ordered online through Cool Milk
Our website is regularly updated so please do check it for relevant information.
Our Year 2 blog is added to every week so please look at this too. It is a good way to have conversations about your child’s learning in school. This is accessed through our school website.
ANY QUESTIONS?
▶ I will be available to speak to parents each afternoon on the playground. At the end of the day please allow us to send the children out first. If there is a more sensitive matter, please make an appointment via the office or send an email to arrange a meeting.
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Oxbridge Lane Primary School
Welcome to Year 4
Welcome to Year 4!
I am Miss Amerigo and I am the headteacher at Oxbridge Lane Primary School.
Welcome to your new year group! I hope you have a fantastic time during transition week and that you enjoy meeting your new class and teachers. There is so much for you to learn, and I am sure you are all excited to get started.
Have a wonderful summer and I am looking forward to seeing you back at school in September.
In school, we follow the Jolly Phonics scheme. To learn more about the scheme, please use this web link:
https://www.jollylearning.co.uk/
VIPERS
We teach reading through daily VIPERS lessons. It is an acronym of the 6 reading domains as part of the UK’s reading curriculum. They are the key areas which we feel children need to know and understand in order to improve their comprehension of texts.
VIPERS stands for Vocabulary, Inference, Prediction, Explanation, Retrieval, Sequence or Summarise.
Useful Websites
Phonics games:
https://www.phonicsplay.co.uk/
Times Table Rock Stars:
https://ttrockstars.com/
Teach Your Monster to Read:
https://www.teachyourmonster.org/
Top Marks:
https://www.topmarks.co.uk/Search.aspx?q=games
Mathematics
Power Maths
In school we use Power Maths. This programme is designed to spark curiosity and excitement, nurture confidence in maths and embed a growth mind-set approach to maths. It focuses on helping all children to build a deep understanding of mathematical concepts.
Times Tables Rock Stars
Times tables (as well as addition, subtraction and division facts) are building blocks for many more complicated calculations so it is therefore very helpful if these can be learnt as facts as well as calculations. Times Table Rock Stars, promotes the learning of times tables facts and is introduced in Year 2 running all the way through to the end of Year 6.
Children will be given a login to use in school and at home.
Learning to Read
Reading is taught through daily English lessons, as well as VIPERS lessons. Teachers give a high priority to the teaching of reading. This offers children the opportunity to build on the work they have done in previous year groups and continue to apply them in their reading and writing.
It is important that you read and share a variety of texts with your child, including fiction and non-fiction books, magazines, recipes, comics, shopping lists an much more.
Staff in Year 4
Mrs. Harland
My name is Mrs Harland and I will be your class teacher in Year 4. You will get to meet me during transition week. I have been a teacher for 3 years in both Year 3 and Year 4 here at Oxbridge Lane. Before this, I worked for the police for 13 years. I can’t wait to meet you all and watch you grow into confident, independent learners. Our class name is going to be David Walliams, so we will be learning all about him during our transition. We have got some interesting topics coming up in Year 4, we will start the year learning all about The Vikings and end it with our brilliant Egyptian topic. We will be studying Solids Liquids and Gasses in Science, as well as electricity and sound. In our classroom, we will be working together as a team, we encourage each other, celebrate each other’s achievements and treat each other with kindness and respect. Looking forward to meeting you all!
Miss Young
Hi, I’m Miss Young and I will be one of the Year 4 teachers next year. It will be my first year at Oxbridge Lane and I am excited to get started and meet you all. My favourite subjects are PE, History and English. I’m excited to investigate the past with you through History as we have some fantastic topics to explore. I’m looking forward to seeing all your smiling faces soon and getting to know you all. Miss Young
Mrs Lofthouse
Hello, my name is Mrs Lofthouse and I will be moving up to Year 4 with your children. I am really looking forward to working alongside Mrs Harland and I can’t wait to learn all about the Egyptians and The Vikings.
Mrs Nattrass
Hello, my name is Mrs Nattrass. I will be one of the Year 4 teaching assistants, I am really looking forward to getting to know you all and learning about some exciting new topics. I have been a teaching assistant at Oxbridge Lane for almost 14 years but this will be my first time in year 4. I’m sure we will all have a fantastic time!
School Uniform
Our uniform is important to us as it shows we are proud to be part of the Oxbridge family.
**Our uniform is:**
- A green sweatshirt / cardigan
- White polo shirt
- Black or grey trousers / skirt
- Sensible shoes
- Book bag
**For summer**
- Green gingham dresses
- Black or grey shorts
*For safety reasons please keep all jewellery at home.*
PE Uniform
Children take part in 2 hours of PE each week. They should come to school wearing their PE clothes and will remain in them throughout the day.
PE Days in Year 4 are: **Tuesday and Thursday**
**Our PE kit is:**
- White t-shirt
- Black shorts / jogging bottoms / leggings
- Black jumper / hoody or school jumper.
- Plimsolls or trainers
With many children misplacing their items, **PLEASE LABEL** all clothing clearly.
Uniform with our logo embroidered on can be ordered from **Elizabeth’s Embroidery** if you wish to do so.
Year 4 Curriculum
In Year 4, your child will continue to access the National Curriculum for Key Stage 2.
To find more information about the curriculum in Year 4, please visit the National Curriculum website at:
https://www.gov.uk/national-curriculum/key-stage-1-and-2
Topics Covered
Throughout Year 4, children will learn these foundation subjects:
- Science
- History
- Geography
- Art and Design Technology (DT)
- Religious Education (RE)
- Physical Education (PE)
- Personal, Social, Health and Economic (PSHE)
- Relationships and sex education (RSE) - age appropriate
- Music
The overview for the foundation subjects curriculum can be found on our school website.
Lunchtime
Lunchtime is a very sociable time. At Oxbridge Lane, children sit in the dining hall to eat lunch alongside their friends. We encourage the children to try all the food. The menu will be made available on our website.
Food menus cater for vegetarians, medical dietary needs and allergies. We are also very happy to work with you and your child to make sure that they are able to eat the food on offer. We know that some children can be fussy, but we are committed to working with you to help your child enjoy a wider range of foods. The children drink water with their food.
Medicines
Asthma inhalers, epi-pens and other prescribed medication will be administered in school where necessary.
Please ask the School Office for the relevant permission form.
Google Classroom
Throughout the year, we will be setting homework and activities for your child to do on Google Classroom.
Should we need to continue with any home based remote learning, we will use this platform.
Accounts will be set up and shared with children and parents in the Autumn Term.
Getting your child ready for Year 4
You could support your child to be ready for Year 4 by:
Maths
Learn all the times tables to 12x12 and the related division facts.
English
Continue to read throughout the holidays (signs, magazines, books, comics, etc.)
Practise your cursive handwriting. Encourage your child to write throughout the holidays. (postcards, shopping lists, recounts of what they are doing)
School Hours
The school day begins at 8:45am. Children will come into the playground to line up with their teacher.
Lunch starts at 12:15pm and the afternoon session begins at 1pm.
The school day ends at 3:15pm.
Collecting Your Child
The playground gates will be opened at 8:45am and 3:10pm. Please wait outside the gates until a member of staff opens them.
At the end of the school day, children in Year 4 will line up near to the small gate on Oxbridge Lane and are asked not to go to their adult until a member of staff calls their name.
All children must be collected by a responsible adult who is known to the staff unless you have signed the relevant forms for them to be allowed to walk home alone.
Attendance and Punctuality
It is important that your child attends on time every day in order to reach their full potential and to get the best possible opportunities from our school.
If your child is unwell, it is important that you ring in and report your child’s absence on the first day. If your child becomes ill during the school day, we will contact you. Please ensure your contact details are kept up-to-date with the school office.
School Rules
At Oxbridge Lane Primary School we have 3 school rules that are followed throughout school. They are:
Be ready
Be respectful
Be safe
These simple rules are easy to follow and we encourage pupils to reflect on their own behaviour within school.
Working in Partnership
Workshops
We run a series of workshops throughout the year that parents may wish to attend.
Parents’ Evenings
We hold two parent’s evenings a year for you to meet with your child’s teacher and review their learning journey.
End of Year Report
A written report is given to you towards the end of the summer term.
Keeping in Touch with You
SchoolComms
All letters and information that you receive from school are sent to you electronically via SchoolComms. We do need you to provide us with your email address so that we can use this system. If this is not a suitable method, we can send paper copies. PLEASE make sure that you have signed and returned the SchoolComms permission form.
Website: www.oxbridgelane.org.uk
This is a very useful place to look for information. In emergencies, such as snowy weather, which may cause us to close the school, the website will keep you up to date. All letters sent by SchoolComms are also available to view on the website.
Newsletter
These are published regularly. This is how we keep you up to date on what is happening in school.
Oxbridge Lane Parent Teacher Association (PTA)
We are hoping to draw together friends of Oxbridge past and present. If you have ideas that could make this association grow, please get in touch and join in.
School telephone number: 01642 607421
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Walking to Listen Author Andrew Forsthoefel Speaks at School Meeting
Andrew Forsthoefel, the author of this year’s all-school reading *Walking to Listen: 4,000 Miles Across America, One Story at a Time*, addressed the Lawrenceville community last Thursday at school meeting. His memoir recounts the people he encountered and difficulties he experienced on his 11-month journey, in which he walked 4,000 miles across the U.S. with the goal of listening to others’ stories.
Forsthoefel acknowledged the presence of listening within the School’s culture, specifically through the Harkness teaching method. He also explained the concept of “trust-worthy listening” within the student body, which Forsthoefel defined as “listening from the heart, both to and for the other person.”
“Trustworthy listening is listening to understand, listening as if someone matters… You’re not listening for a rebuttal… You’re listening to understand who that human being is and what they lived that made them that way.”
After candidly asking students to raise their hands if they had not read the book, Forsthoefel shared an anecdote from his memoir on his engaging in trustworthy listening with a man from New Orleans. Although originally hostile towards Forsthoefel, the man eventually invited him into his home for a beer. He then immediately opened up to Forsthoefel “as if he had been waiting all along for someone that actually cared to listen to what he had to say.”
As the man shared stories about racism and intolerance, he slipped in a detail that changed the way in which Forsthoefel viewed him: His son had passed away.
“In that moment, he showed me some of that humanity that I wouldn’t show anyone yet I didn’t mean I didn’t excuse or justify any of his insanity or delusions or racism, but the chain reaction of hatred I had been feeling the whole time stopped in me during that moment,” Forsthoefel said.
After emphasizing that trustworthy listening can allow for “transformation…both of your own identity and of your thoughts,” Forsthoefel concluded his speech with a question-and-answer session.
Many students seemed to dislike Forsthoefel’s methods of teaching and sharing during this question-and-answer period. On Forsthoefel’s responses to questions ranging from privilege to vulnerability, Stephanie Owusu ’20 said, “It would’ve been more beneficial to hear Forsthoefel talk about his concept of listening rather than [his] turning the questions around [instead], especially in such a large setting.”
Similarly, Abby Sieder ’21 said, “Every time someone asked him a question, he would say, ‘well, tell me your story.’ And I didn’t want to hear that—I wanted to hear his thoughts, his story. That was supposed to be the whole reason he came.”
Sieder added, “I personally think we should have a speaker who’s giving us another perspective instead of the same one I’ve been told at Lawrenceville for the past three years. I didn’t read the book, but I still would’ve liked to hear someone at school meeting with a different opinion.”
The night before his speech, interested members of the Lawrenceville community joined Forsthoefel and his colleague Pete McLain in the Burn Library to launch Lawrenceville Listens, a “school-wide initiative to learn and practice radical listening,” according to Forsthoefel. Based on the concept of StoryCorps, an American nonprofit organization that shares the stories of a diverse group of Americans, the newly-created Lawrenceville Listens project strives to share the Lawrenceville stories throughout the year.
Students seemed to have had an overall positive experience during the Lawrenceville Listens event, unlike the school meeting session. Reflecting on Lawrenceville Listens, Evelyn Dugan 21 said, “[Forsthoefel] was really easy to talk to, and his message of listening is so important. While we do practice the Harkness method of learning, listening spans far outside the classroom. We should all listen empathetically, learn how to let people talk, and how to open up to people, rather than forcing things out of them.”
Prep for Prep Boarding Students Visit the School
Tiffany Yeung ’22
Staff Writer
Last Thursday, Lawrenceville II Formers served as hosts for 28 visitors from the Prep for Prep program. All of the visitors are currently eighth graders from the various boroughs of New York and are enrolled in the Prep 9 boarding school program. This component of Prep for Prep prepares students who are looking to apply to independent boarding schools for high school.
According to its website, “Prep for Prep is a leadership development and gifted education program founded in 1978 by Gary Simons, a public-school teacher in the Bronx.” Visitors attended all of their hosts’ classes and also listened to Andrew Forsthoefel’s speech during school meeting.
The students spent this past summer at Lawrenceville, taking nine English classes and Secondary School Admission Test (SSAT) preparation classes to gear up for the upcoming admissions cycle.
Assistant Dean of Admission and Assistant Director of Multicultural Affairs for Campus Life Felicia Aikens said that normally hosting visitors from the Prep for Prep program, specifically the Prep 9 boarding students, is important to Lawrenceville because “it’s the partnership the School has really valued since this organization has been in existence. Historically, we’ve had students every year from this program come to Lawrenceville, and they have been really successful community members.”
Maddie Rygh ’23 and Sally Lee ’23 co-hosted a Prep 9 student. Given that they are both II Formers, Rygh acknowledged that, “Even though we are both fairly new to Lawrenceville, we live here, so I think that has helped us to get to know the campus so much already… It was really fun hosting her.”
Lee added that she enjoyed being a host because she could share her “unique perspective and thoughts as a [II Former].”
“It was nice to invite them into our community and show them how it is really like here in Lawrenceville,” Lee said.
Rygh and Lee also noted that the highlight of their day was a Harkness discussion in their Honors 9th English class. On the visitors’ participation in the Harkness discussion, Lee said that they “were naturally invited in. It was nice to listen to their perspective on the class.” She added that their Harkness discussion was representative of Lawrenceville’s culture, where “everyone can be themselves and truly show who they are [and] express themselves in many different ways.”
Heaven Hicks ’23, who also hosted a student, stressed the importance of the other ‘H’ of Lawrenceville: House. Hicks said, “Even though I am a [II Former], I still think that being in a House is what makes being at Lawrenceville easier because you have friends to share your experiences. I wanted to make sure [the student] knew that she wouldn’t be pushed into Lawrenceville without a support system.”
The students will visit about five independent schools, and typically about 10 to 15 students will apply to Lawrenceville. Its upcoming January, Aikens will return to New York to conduct interviews with those students who visited this past Thursday and decided to apply to Lawrenceville.
Lackluster Discussions and Repetitive Phrases
Helen Liu ’22 discusses how summer reading misses the mark of promoting school-wide discussion.
Harkness Travel Trips
Alex Stach ’20, Connor Kilgallon ’22, and Guy Ferrera ’21 reflect on Harkness Travel trips to Japan, Austria and Germany, and England, respectively.
NHL 2019 Storylines
Ethan Markel ’21 describes how a hectic off season has reshaped the outlook of the league for the season.
Editorial
Presentism Shouldn’t Determine Progress
Many of the founders of United States preached equality yet enslaved thousands and saw women as lesser to men. Television shows airing in the late 1900s that were cult classics—*Then–Friends, That 70s Show, and Looney Tunes*—still remain popular among younger generations, but can now be viewed as offensive due to politically incorrect, racist, and homophobic scenes. Traditions at Lawrenceville that were once commonplace such as initiation rituals and a “Missing in Action” page in Olla Pod have been criticized and eliminated. We congratulate ourselves for moving on from the more backward days of our ancestors, but be self-congratulatory about how much less prejudiced we are than past generations and deplete them for their persistently linear thinking, but this form of hindsight can become a way of unjustly transferring our current moral standards, to which no past culture even had a semblance of, to past misgivings.
Our founders are too targeted by this review of morality. People today are not born because of racism, discrimination, and hypocrisy, and because of these alleged faults, the value of their accomplishments is diminished. However, it is only because of the society that they created that we now have the luxury to look back and judge the contradictions of their imperfect character. The application of today’s moral standards to these individuals is unfair because they didn’t have the same standards of equality and multiculturalism as we do today. While it may be a noble effort to condemn the crimes of our past, we must realize that these actions were the norm of their society and environment.
At Lawrenceville, hazing or team rivalries have been eliminated because of the negative impacts it had on students. While several of these events were seen as funny and had the intention of welcoming new students into the fold of the team, people viewed them as extensions of bullying. The elimination of haz-
Corrections
Readers who notice errors should contact the Managing Editor at firstname.lastname@example.org.
49 Days Until Thanksgiving Break
When is Enough Enough?
President Trump’s Actions Call to Question the Integrity of our Democracy
LUCIA WEITHERILL ‘21
STAFF WRITER
After all of Trump’s scandals—Russian collusion, hush money payoffs, and sexual assault allegations—his latest call could be the one that leads to impeachment. President Trump’s July 25 call with Ukrainian President Volodymyr Zelensky concerned a U.S. intelligence advisor so much that he raised a formal complaint with his superior, now known as the Whistle-Blower complaint. The advisor stated that President Trump used his status as the president of the United States to pressure President Zelensky to look into former Vice President Biden’s dealings with Ukraine. In other words, if the Whistle-Blower complaint is to be believed, the president of the United States asked the head of a foreign government for help with a political opponent, which is an extreme misuse of power and a threat to the integrity of U.S. elections.
The timing of the call was key. It came just days after Trump decided to withhold military aid to Ukraine. Ukraine heavily relies on U.S. aid to defend itself against Russia, and as a result, by withholding aid and asking Zelensky to dig up dirt on Joe Biden, Trump effectively threatened Ukraine. Although the threat was never officially verbalized, Trump made his request eight times during the call and mentioned several times that “The United States has been very good to Ukraine.” Trump’s language reveals an underlying threat: Dig up dirt on Joe Biden, or the United States will stop military aid to Ukraine. Trump used the power of his office for personal political gain and utterly abused the power given to him by the American people which gave House Speaker Nancy Pelosi a reason to begin impeachment proceedings. Biden is currently in the large group of Democratic candidates itching to take on Trump. Many believe that he is the most likely candidate to win against Trump. If Trump were able to dig up dirt to use against Biden during the presidential election, it would undoubtedly increase his chances of reelection. Yet the president of the United States should never use his power and influence to pressure others, especially foreign leaders, to find information about political opponents for him. If the president seeks information from foreign leaders, it should fall within national interests and be related to international relations. Yes, leaders threaten, bargain, and negotiate all the time, but the distinction is that leaders do so in the country’s interest. Using the power of a role given to him by the people, Trump is using U.S. resources to increase his own personal chances for reelection, completely abusing the power given to him by the American people.
The incident is doubly problematic because it invites another foreign country to meddle in the U.S. election. Trump came under fire last year because of allegations of Russian collusion. In 2016, Russian interference in the elec-
gain, but it is alarming that he has no qualms about allowing other countries to interfere with presidential elections. Not only is he undisturbed by past interference, but President Trump also seems to welcome future foreign interference. By demanding that President Zelensky find information that could affect the outcome of the 2020 election, Trump explicitly undermined the integrity of U.S. elections. Trump is using polarizing foreign interference in the elections: He’s inviting it. This is not only a scandal marring his own presidency, but if allowed to continue, Trump sets a precedent that jeopardizes the state of all future democratic processes.
This is not only a scandal marring his own presidency, but if allowed to continue, Trump sets a precedent that jeopardizes the state of all future democratic processes.
This editorial represents the majority view of The Lawrence, Vol CXXXIX
Lackluster Discussions and Repetitive Phrases
How Mandatory Reading Goes Against the School’s Spirit of Independent Learning
Helen Liu ’22
This past Thursday, Lawrenceville invited author Andrew Fortsohfeld to speak to the student body about his memoir, Walking to Listen. His speech was one of Lawrenceville’s several attempts to bring our all-school summer reading closer to home. However, despite these appearances, the summer reading remained lackluster and only continued when prompted. Lack of results combined with the School’s blind attempts to continue discussion has led to widespread discontent among students, which makes it more than necessary to call into question the overall effectiveness of an assigned summer reading.
The most obvious flaw is the fact that a large portion of students did not fully read Walking to Listen or at least didn’t do it with the intent of learning. The most many Lawrentians did was skim the first few pages of the book or scroll through an online summary. No real analysis was made and no real takeaways from Fortsohfeld’s thoughts. Subsequent Harkness discussions were seen as time-consuming chores to be completed rather than insightful dialogue. Barely anyone spoke during student-led discussion, and when someone did, rarely was it actually meaningful. In some ways, the summer reading requirement created more harm than good to what an open-minded Harkness discussion is meant to be, embedding into students’ subconscious that shallow, “fake” comments are just as valued as deep, insightful ones.
The summer reading goes against Lawrenceville’s ideals of independence in learning. There were several reasons why students decided not to read even the bare minimum of the 12 required chapters. For some, it was simply because they weren’t well, they just didn’t read at all.
But even among students that did read books over the summer, Walking to Listen was not one of them. Fortsohfeld’s memoir was by all means a great read, but we all generally gravitate towards our own interests, and for many, the summer reading was not a topic that interested them. Yet, regardless of personal preferences, we were all required to read the same book. This, ironically, goes against Lawrenceville’s own model of “taking initiative.” The School teaches leadership, taking your own path, and independence. We Lawrenceville goes against all of that when assigning the “must-read” book assigned every summer, making the decisions for a form of learning, instead of vice versa. How can we be trained to take initiative when the School initiates choices for us?
Lawrenceville has long taught that learning is meant to come through experience rather than simply others’ preaching. However, a mandatory assignment of summer reading seems to detract from this notion. Instead of a constructive Harkness discussion of experiencing our thoughts, we are taught not to think—the exact opposite of what Lawrenceville strives towards. The School choosing what we should read and speak about is, again, something that goes against its own teachings. It creates not a group of independent thought processes, brought together by genuine interest on a topic, but rather silent rooms, nudged along by equally unenthusiastic teachers.
There is no reasonable method of ensuring that all 819 students have read Walking to Listen. Unless Lawrenceville adopts an authoritarian method of investigating whether or not each student has read in detail the book, there is no other option of assuring that students will get the most out of these discussions. And even if our School
At the end of the day, whether Lawrenceville decides to change “mandatory” to recommended, or continue with these all school reads, it is ultimately the student’s choice.
Reevaluating Physical and Mental Health Days
Why a No Homework Monday Would be Better Than Skipping Athletics
Alastair Lam ’23
I vividly remember my heart racing as I scrolled through my Haiku pages during study hall. As a II Former at Lawrenceville, I couldn’t help but be overwhelmed by the huge amount of homework assigned. Every student had all class periods on Monday—without a doubt the busiest day of the week in terms of academics and usually with assignments due then. The stress from the workload on Mondays may sometimes seem unmanageable.
To counter the stress and allow students to take a break, this past Monday has been designated as a Physical and Mental Health Day. As a result, no athletics were held. Nonetheless, one should realize that having designated days of rest is not truly productive. Only when these days are turned into no homework Mondays instead of no athletics Mondays can one genuinely manage time and stress and ultimately result in the betterment of one’s physical and mental health.
First and foremost, skipping athletics is not advantageous to students’ health, which therefore goes against the aim of PQI. Physical and Mental Health Day: Athletics are known and proven by research to be crucial to people’s physical health, but many may have overlooked the mental health benefits that sports participation brings.
Athletics are known and proven by research to be crucial to people’s physical health, but many may have overlooked the mental health benefits that sports participation brings.
Bryan Hernandez ’20/THE LAWRENCE
Although competitive, sports can foster great relationships between students. Many, including me, have met new friends through athletics. Moreover, athletics can also bring growth in qualities such as perseverance and collaboration (for team sports). These qualities are all vital for our mental health. As one can see, athletics can boost both the physical and mental health of students. Having no sports on PQI Physical and Mental Health Day totally defeats its purpose.
Furthermore, no homework Monday can lead to better time management, lower stress levels of students, and improve their mental health. No homework Monday equates to more time for students to participate in clubs and extracurricular activities, or even just socializing or relaxing. These activities are all contributors to a healthy heart and state of mind. It is evident why there should be no homework on PQI Physical and Mental Health Day.
Despite the fact that no homework Mondays are more effective than no athletics in improving students’ physical and mental health, some may argue that no athletics can, just like no homework, provide free time for students. However, as no athletics means there is still homework on Monday, students will have to use the free time to do work, instead of actually taking a break when there is no homework. Some may also say that “no homework” is impractical in execution as it hinders the progress of classes if students do not complete their homework (homework will then become classroom). Nevertheless, teachers can redistribute the homework on Monday to other days so it does not affect the learning progress of students. Another argument some may come up with is that there is already a “no homework weekend” system in place. Nonetheless, “no homework weekend” applies to only two subject areas every week, which does not significantly reduce the workload. One should also keep in mind that there is homework due Tuesday. After analyzing all these arguments, one can conclude that “no homework Monday” is necessary and better than other alternatives.
In a nutshell, PQI Physical and Mental Health Day should be No Homework Mondays instead of having no athletics. In addition to “no homework,” the School can also utilize other ways to promote physical and mental health, such as inviting experts in mental health to Lawrenceville and talking to the student body. Student-run clubs can also collaborate to hold events and workshops to increase the awareness of “mindfulness,” the buzz word in the field of mental health. With these measures in place, I am sure students can more easily benefit from future PQI Physical and Mental Health Days.
Floyd Receives Jefferson Scholarship Nomination
Isabelle Lee ’21 & Ashley Lee ’21 Staff Writers
Jax Floyd ’21 is this year’s nominee for the Jefferson Scholarship, which “serves the University of Virginia by identifying, attracting, and nurturing individuals of extraordinary intellectual range and depth who possess the highest consonant qualities of leadership, scholarship, and citizenship,” according to its website.
A group of college counselors selected Floyd, along with other scholarship nominees, who will continue to work closely with him throughout the rest of the application process.
The undergraduate award intends to cover all four years of the student’s time at the university, with the total value of the scholarship exceeding $280,000 for non-Virginian students. Moreover, the enrichment curriculum provides scholars with the opportunity to explore leadership skills, foreign travel programs, alumni connections, career counseling, team challenge programs, and public service both within the community and abroad.
On his nomination, Floyd said, “I’m proud and humbled to be considered a good candidate for this scholarship.” He hopes to explore and deepen his passion for Developmental Biology research and Classics. Floyd currently serves as the Diversity Representative of Student Council as well as a prefect in Boye Lower.
His plans for college have been heavily influenced by the work he has devoted himself to at Lawrenceville. Floyd is a Hutchins Scholar and a participant in the Drosophila Research Opportunity with Seung Kim Laboratories at Stanford Medical School.
Floyd’s overall community contributions have been recognized particularly through his receiving the Marcus D. Memorial French Prize in his II Form year and the Reuben T. Carlson Scholarship as a III Former.
“I would like to use the Jefferson Scholarship as a launching ground to network with Class of 2023. The people within this program go on to do incredible things, so just getting to know them would increase my ability to connect with others and hopefully put me on a path to make an influence in the world,” Floyd said.
According to Director of College Counseling Jeffrey Durso-Finkel, Ed.D., B ’14, I ’19, “all such scholarships are generally looking for students who demonstrate ‘academic excellence, community impact on or off campus, present or emerging leadership skills, [and] empathy.’”
Paine and Baziuk Nominated for Robertson Scholarship
Isabelle Lee ’21 & Ashley Lee ’21 Staff Writers
Marta Baziuk ’20 and Isabel Paine ’20 are this year’s nominees for the Robertson Scholarship, a program that seeks to create “a community of leaders... striving to make transformational contributions to society,” according to its website. The scholarship encourages student collaboration between Duke University and the University of North Carolina at Chapel Hill. As students of both schools, Robertson scholars can take courses and engage in extracurriculars in their sister schools. The summer opportunities are divided into three categories—community exploration—and launch summers—through which recipients engage in community building and cultural immersion, the expansion and exploration of interests, and an independent project.
While there are not “typical Robertson scholars,” according to its website, four qualities are demonstrated by the scholar: purposeful leadership, intellectual curiosity, strength of character, and collaborative spirit. The scholarship was founded by Julian H. Robertson and his late wife Josie Robertson in 1996.
On her nomination, Baziuk said, “When I first heard that I was nominated, I was happy, but I was a little lost because all my college plans had changed.” On campus, Baziuk serves as a Girls Lower Prefect and a Varsity Fencing athlete. Her team won Bronze in the Cetrulo and Santelli tournament, the largest high school fencing tournament in the world. She appreciates that “the scholarship allows [her] to work on an independent project [in] freshman year because not many people get to do that, especially in big schools like Duke and the University of North Carolina.”
On the benefits of this scholarship, Paine said, “I’ve always been involved in social justice and equity work, and this program would give me the tools to become a leader in that field… The seminars and connections that the scholarship offers will help me understand the world and communities in a more holistic context.” Paine currently interns at Centurion Ministries in Princeton, a project that helps victims who have been wrongly convicted of rape and murder. She also assists HomeWorks, a non-profit boarding school for young girls in Trenton. To build on her work at HomeWorks, Paine has started her own community Service program at Lawrenceville, called HomeWorks: Active Citizens: Our Community in Context.
The nominees were selected through a three-part process: recommendation from a faculty member, nominations from the college counselors, and final selection based on the expectations of the scholarship programs. As the year progresses, Baziuk, Paine, and other scholarship nominees will work with the college counselors to craft individual applications specific to their scholarship and prepare for the follow-up interviews.
GSA Highlights Ally Week with Poster
Sabrina Yeung ’22 Staff Writer
Ally Week, a period that emphasizes solidarity with the LGBTQ+ community, took place last week, from September 23 to 27. Because Ally Week occurred earlier this year, the Gender Student Alliance (GSA) club on campus was unable to plan a formal event to commemorate the occasion. However, Alexandra Stach ’20, “got the opportunity to build the [Ally Week] board because [she] had access to wood…and supplies from working in the musical.” She created a poster that read “I Am An Ally,” and students signed the poster during meal times in the Irwin Dining Hall.
For Stach, Ally Week is “a chance to recognize our allies... It’s just a way to celebrate [them] and... bring attention to the LGBTQ+ community.”
Kylan Tatum ’21 said that Ally Week “is about teaching people about the importance of being an ally and how to be a good [one].” He added, “There are people who want to be allies but don’t exactly know how. Many people don’t fully understand the importance of allies in changing heteronormative culture.” Performing Arts Master Matthew Campbell, the faculty advisor of the GSA, said that being an ally means “to be there...to listen to and support,” explaining that “an ally is not 100 percent exclusive to the LGBTQ+ community—it is for all of us; it helps for everybody, and the mindset of putting [oneself] as an ally helps [me] to grow as a human, as a person, and helps us grow as a community.”
For Tatum, being an ally specifically means not only supporting the LGBTQ+ community but also actively “challenging intentional or unintentional microaggressions to promote change.”
Similarly, Chelsea Wang ’21 believes that at Lawrenceville, students can serve as allies by “being conscious of how their language impacts LGBTQ+ kids and whether their language is inclusive,” noting that “the most important thing is calling people out when there are people saying homophobic things, even if their intention isn’t bad.”
After seeing the Ally Week board filled with signatures in the span of days, Wang said, “It [made] me realize that there are a lot more silent supporters of LGBTQ+ kids on campus than I had realized.”
Reflecting on the significance of the poster, Devan Morey ’22 said, “I feel that by doing the physical act of signing your name, it really solidifies your commitment to [being] an ally—by holding yourself and others accountable to support the LGBTQ+ community in any way possible.”
On the question of whether being a faculty member of the LGBTQ+ community at Lawrenceville has changed his experience at the School, Campbell said, “Since I joined the faculty in 2015, I have felt extremely supported. There was never a time that I was aware of when there was an issue that was an anti-LGBTQ+ thing... There has never been an instance where I felt excluded or [like] an outsider.”
On her experiences as a LGBTQ+ student on campus, Wang said, “Fortunately, it’s more rare to encounter more overt homophobia.” However, she noted that a lot of homophobia on campus is “relatively subtle.”
Tatum said that he “only feel[s] supported because [he’s] learned to spend time with people who support [him].”
“However, being in a Circle House where...it is common culture to use gay as a synonym for ‘bad’ and where any sort of non-heterosexual activity comes with an expectation of disgust, it can be difficult sometimes,” he said.
Traveling to the Henley, UK: Lville Racing Against International Crews
Spending Five Weeks Preparing for The Henley Royal Regatta
Guy Ferreira '21 & Davis Muller '20
My heart was pounding. Each beat shattered the silence of the water around us. Staring down the barrel of a whirring camera, a million people raced through my head, but one was louder than all the others. Win. Just four weeks ago, the Lawrenceville Boys Varsity Crew Team was training on Lake Mercer in Princeton, New Jersey, preparing for the Henley Royal Regattas in England. Now, here I was, having left my friends and family behind for this one race. Each heartbeat counted down the seconds to the biggest moment in my life. The command came, “Ready…Attention, ROW”. The adrenaline that had been building up for the last three months finally had a release. My feet hit the footstraps and I ripped the air through the water, a natural extension of my body pushing me forward. The spray of water clouded my vision but it didn’t matter—I just had to push. Two minutes in and my legs were on fire; a searing pain rushed through them with each stroke. I had trained for this. I kept pushing.
Four weeks prior, we finished our final preparations on Lake Mercer, drove to the airport, and took an 8+ hr flight to Manchester. Gregory and I went, the team piled onto a coach bus headed for the Royal Shrewsbury School, where we planned to train for the week. After training at Shrewsbury and doing some competitive boat races against Shrewsbury’s rowing boats, we departed for Henley-on-Thames, where we stayed for the following two weeks.
Getting the opportunity to compete against a British crew gave the Lawrenceville eight boat a taste of the different racing style the English have and added onto our preparations for Henley. British high school crews at Henley tend to start at a blistering pace until their opponents can’t see them and have lost faith. We were told early on in our plan to stay at a strong pace and finish with a fast sprint. Learning this early on helped us, as we knew what to expect and what to do at the beginning of the race.
After a night in Henley, the team headed to Dorney Lake, the rowing center used during the 2012 Olympics, to compete at the Marlow Regatta. After a day of racing, both boats were competitive, and so, we were not only racing against other schools but universities as well. We took our racing experience from Marlow and used it as motivation for our Henley race.
After a week of training on the Thames, it was time for the four to race in a time trial to earn a bid in their event, the Prince Albert; the eight was already prequalified for their event. The four needed to place top four out of 34 crews in their time trial to qualify. After narrowly missing out, the eight fell short in qualifying for their event. Although the four was disappointed to not qualify for the regatta, we were all proud that we took on the challenge of qualifying for such a selective event with passion and grace.
Crossing the finish line in front of Bryanston near the grandstand with my teammates was an electrifying feeling. Hearing the cheering and clapping from the audience and knowing that friends and family were watching from home made the moment unforgettable. The next day, we were to face Ridley College, a favorite to win the event. Lining up once again the next day, I felt more relaxed, as I had done it before. We fought hard but were unable to produce a strong enough performance to defeat Radley, who knocked us out of the event. Despite the disappointment we had after the loss, we were proud of our result in the event, as we had made history for Lawrenceville.
Being able to race against international crews opened my eyes to the high level of high school rowing outside of the U.S. The exposure to the unique rowing culture in England broadened our perspective on British rowing. Despite the obstacles that stood in our way during our journey, as a team, we overcame them together with grace. I know that we will take our experience from the trip and use it as motivation for success in the upcoming spring season.
From Keio to Kamakura: Life and Lville in Tokyo, Japan
2-Week Keio School Student Exchange Program
Alex Stach '20
Exactly one day after Spring Term exams ended, Arya Singh '20 and I, armed only with umbrellas and a limited understanding of one of the four Japanese alphabets, boarded a 13-hour flight to Tokyo. By that point in my Japanese studies, I could probably say hello and goodbye to get myself out of most sticky situations, but I was lacking in pretty much everything else. I was apprehensive to say the least.
When we arrived at the Keio School, located in southern Tokyo, we were taught Japanese by Imanishi-Sensei, an older woman who spoke no English and was surprised that none of us of us spoke only English. As I said before, I don’t speak Japanese. 日本語が話せません。Nihongo ga hanasemasen. Learning a new language from scratch without the crutch of being able to fully communicate with my teacher was certainly a challenge, but we made it work.
Transitioning from Japanese to English is a horrible experience. It’s not just that it’s hard—it’s unbelievably inaccurate. When I was performing a chanoyu, a tea ceremony, I said “Ishira” to which, when directly translated to English, means “cherish the present.” In reality, it metaphorically means “meeting and parting are irregular, so we must cherish the moments we have together because each moment is the only one of its kind. When there comes a moment that we miss, then we cherish that moment because neither of us know when we’ll meet again.” Essentially, you miss so much when you try to directly translate from Japanese to English. During my two weeks in Japan, I learned that understanding takes time, and my only hope was to try and process what I did not know.
If I had not come to Japan, I would’ve missed so much; yet, there is still so much that I do not know. For example, I would never have known that one of the most popular stores in Japan is 7-Eleven. Initially, I didn’t know what Yuka, my host sister, was talking about when she mentioned the store, because the Japanese alphabet contains no y’s or l’s—she pronounced it as ‘seben erben’ when she was recounting stories of the best lunch spots in Japan as a ‘conbini’ or convenience store to hit up on the way to school. When I tried to pick up English before our first day at school, I was so shocked when we walked into a 7-Eleven. In fact, it wasn’t similar to an American 7-Eleven at all—it functioned as both a grocery store and a mini food court. Ultimately, it became one of the things I miss most about Japan. Perhaps if I had let go of my preconceived expectations for Japan would be like that, I wouldn’t have been as shocked.
As I said before, understanding takes time, and I could not even begin to process a whole language or culture within the short amount of time I was exposed to it. Claiming to know anything about Japan would be ridiculous because my limited knowledge can only take me so far. What I will claim, however, is that I found real people and made real friendships on this trip. My host student and I talk every single day, update each other on gossip or school events, and share our bad days. Also, I use the pencil case she gave me during every class. My photos that decorate my dorm room wall in the Reynolds dorm include pictures of her and of our time together. At the end of the day, the most important thing was not how difficult taking classes in a foreign language is, or how difficult it was to live with another family. Rather, it was how much I connected with the complete stranger and what we were able to learn from each other. Thank you Keio University Shonan Fujisawa Campus.
Profile: the Lawrenceville School Dance Collective
AMELIA ROSELLI ’21
Director of Dance Derrick Wilder has been the driving force of the Dance Program since its conception 20 years ago. This year, Wilder debuted a new addition to the School’s vibrant dance culture, the Lawrenceville School Dance Collective (LSDC).
The LSDC is a new dance company meant to be a space for highly trained dancers to hone their craft. Wilder said, “LSDC was needed to fill the void for [the] high-skilled dancers here at Lawrenceville. We have that many singers in Lawrenceville, and we need that for our musicians in Collegium.” It was the dancers themselves that inspired the creation of LSDC. Wilder explained, “It has come about simply because the skill level of the dancers has risen over the years.”
Without a dance program specifically catered to elite dancers, Wilder realized that these dancers were, at times, taking the spotlight from the rest of the dance community in performances meant to showcase the talents of all levels of dance, such as the Spring Dance Concert (SDC). Wilder said, “[the inspiration for LSDC] was really looking at where SDC has come [to]… Because the number of highly-skilled dancers has grown, we’ve established the community out of SDC.” SDC itself, its inception was meant to be a chance for the Lawrenceville community to get involved in dance regardless of skill level, but in recent years, Wilder stated that the purpose of LSDC is becoming more and more about the more highly-trained dancers. In order to accommodate the widening spectrum of dancers at Lawrenceville, Wilder expanded his dance program.
Wilder envisions LSDC becoming more than just a resource for the highly-skilled dancers at School, but a resource for the community within Lawrenceville. By creating a dance company run by a professional, such as himself, Wilder hopes to provide a model of ideal structure for the student-run dance organizations. Wilder stated that the purpose of LSDC is to give [the] dancers a home in the Dance Team so they can see what it takes to put together a company.” Wilder also wants LSDC to be present in the Lawrenceville community and beyond the gates of the school. Wilder said, “This year we are trying to do one performance outside of school… and lecture demonstrations for local schools.” This is an effort to both showcase the dance talent at Lawrenceville to the community outside of the School, but also to bring high quality dance to those who don’t have exposure to it.
By increasing the number of performances, LSDC will also provide valuable experience for the dancers. It can often be difficult to find time in a busy Lawrenceville schedule to practice and rehearse at the level required for elite training. Elaborating on this struggle, LSDC member Evelyn Dungan ’21 said, “You can warm up the voice in ten minutes, whereas the body you need an hour. The dancers take classes twice a week Wednesday and Thursday of LSDC take on another hour of rehearsal afterwards for three nights a week, although Wilder understands the limited time that Lawrencevillians have so he allows his LSDC dancers to skip their Thursday modern class. This way the dancers can use their earlier classes to warm up their bodies, so they can get straight to dancing during LSDC rehearsal.
The dancers are excited for this opportunity to challenge themselves. Yee Xin Cher ’22 said, “At home I just did a lot of ballet, so I really had a chance to try out different dance styles, so I’m excited to try out new styles.” Many dancers train intensively only in one style of dance at home, but LSDC offers the opportunity for top notch technical training in newer styles as well. Dance, often viewed by the School as just a sport, is an art that gets very few chances to be exposed to it by a larger community, but LSDC will change that for the elite dancers at Lawrenceville.
The Lawrenceville community can expect a myriad of dance performances from LSDC this year. Wilder is planning a Tuesday Dance Showcase to take place during lunch on Tuesdays, similar to Midday Music. The first Tuesday Dance event will be on October 8th at 12:30 P.M. There will be full length recitals to compliment the shorter Tuesday Dance Showcase. The first one will take place November 9 at 7:30 P.M., and the second on January 11 at 7:30 P.M. The Lawrenceville community is encouraged to come out, support their peers, and explore all that dance has to offer!
The Making of a Musician: Charlie Uffelman ’20 Profile
HARRISON ABROMAVAGE ’21
Early this September, Charlie Uffelman ’20 released his extended play War n’ frost, on Spotify and Apple Music. The EP which includes the four tracks “Combat,” “Other Side,” “Paper Cups,” and “My Brother,” is the culmination of the musician’s worth of songwriting and producing—skills that he has become passionate about over his years at Lawrenceville.
Uffelman’s interest in music began during his childhood. Music was always playing in his house, and his parents, particularly his father, would often express their love and different styles of music. Uffelman’s involvement in the art developed considerably when he began playing the guitar. As he listened to songs on the radio, he would attempt to play them, allowing him to develop his skills and become more musically astute. For the majority of his middle school experience, Uffelman’s interest remained constant as he continued to listen to his favorite songs, take lessons, and play in a few groups with peers and friends.
Upon coming to Lawrenceville, Uffelman’s passion for songwriting and performance grew. He attributes the progress he made to his peers, stating that the “community is really accepting of musical talent and people demonstrating their passions, especially as his involvement in performing arts on campus. Over the course of his three years at Lawrenceville, Uffelman has participated in, among other things, Jazz Lab Band, the Songwriting Club, the Fall Musical of 2017, and Lawrenceville’s co-ed Acapella group, After participating in various performing opportunities at Lawrenceville, Uffelman shifted his attention to songwriting and performing. He notes that these experiences helped him recognize his passion for music and strengthened his confidence in the field.
Uffelman also recognizes his involvement in The Disciples, which he joined during his junior year, to be a major step in his development as a musician. Uffelman finds himself along with other members of the band has helped him find his own particular style when creating and performing music. “Collaborating with other musicians, I believe, is one of the most important aspects of anyone’s musical journey,” Uffelman said. “I think The Disciples has taught me to be more understanding of others’ musical views and has opened my mind to new possibilities.”
As much as his bandmates have taught him about music, Uffelman has supported them. He is exceptionally musical—talented, providing clean chords, aiding the rest of the group in reading music, and creating inventive melodies from scratch. In addition to his musical contributions, Uffelman brings a writing presence and positive energy to the group. According to lead vocalist Arata Fujii ’21, at every practice session, Uffelman’s mild temperament “really enhances our playing… whenever a performance is close and everyone’s uptight, he’s the one who’s there to ensure that the pressure doesn’t get to us.”
In the immediate future, Uffelman hopes to continue songwriting and playing with The Disciples, further building on the skills he’s developed throughout his time at Lawrenceville. He hopes to create more music and collaborate with other artists, drawing from their various styles and incorporating them into his own. Finally, in response to a question about how an aspiring musician should involve themselves in songwriting, Uffelman notes that the key to his success is commitment to music. “Write as much music as you can and do it in a way that you really enjoy, and you’ll find your own way to create this music and understand yourself.”
On August 27, the English Football League (EFL) expelled Bury Football Club from the English Professional Soccer Division, making it the first club to be restricted from the premier tier of English soccer since 1992. The club closed down due to financial mishandling by the owner and the board of the club, ending its 134-year history. The club’s financial problems, such as the inability to pay wages and pensions, resulted in its expulsion from the EFL. In the recent decades, the English Premier League has seen multiple lower-division teams face similar financial troubles such as Italy’s Parma Football Club (F.C.), England’s Bolton Wanderers F.C., Scotland’s Rangers F.C., and England’s Leeds United. These clubs are a part of the immense list of low-tier squads that have faced bankruptcy. Teams in the lower tiers of soccer are the common danger of such regulations and executive actions from their respective national associations, and a solution must be found to help them compete on a level playing field with the sport’s rich, historic clubs.
In 1994, the National Football League (NFL) conjured the hard salary cap, which limited the total amount of money a team could pay for a team. Since then, a phenomenon “84 percent” of NFL teams have finished with “at least the top six best records” of the competition, and 12 different teams have ended with the best record in the league since then. On the other hand, out of 20 teams—which change every season due to promotions and relegations—only six clubs out of the 12 that have won titles in the Premier League have won. The NFL’s limitations on how much each team can spend on its players was a major step towards implementing a level playing field for its teams, which is something that has yet to be replicated in major European soccer leagues.
The commercial side of soccer is a monopoly where success brings in an abundance of revenue, while struggling teams are not rewarded. Such a system has driven clubs both high and low in European soccer, where commercial gothals and underdogs have been created. For example, by placing restrictions on teams entering the English Premier League, teams qualify for the Union of European Football Associations (UEFA) Champions League and are rewarded with more exposure and additional revenue from broadcasting rights.
Furthermore, as a byproduct of success, revenue increases from merchandise and ticket sales. Unlike the National Basketball Association (NBA) or NFL, European Soccer leagues do not have drafts where lower placing teams have a better shot at landing top prospects. For the purchasing of players, rather than waiting for contracts to expire, transfer fees are paid out to clubs to terminate contracts with their players; as a result, teams with more financial backing are able to create better rosters. For example, over the summer, Eden Hazard, the face of Chelsea F.C.’s recent success, moved for 90 million euros. In contrast, Real Madrid C.F., a team which over decades has purchased top talent from around the world. For teams like Real Madrid C.F, success has continued with star acquisitions, while lower placing teams have crepted towards relegation.
For teams that have their star players stripped from them, they simply do not have the financial capabilities for youth training facilities to harvest players with potential. Such clubs cannot competitively sell or buy young players with the much larger clubs who have phenomenal talent coming through the youth academies every year. Without salary caps, clubs can acquire players by providing them enormous wages, as they do to global superstars. As clubs become commercially stronger, they can acquire players to compete in their respective leagues. The dominance of mega-clubs in soccer has raised questions about how competitive their leagues are, as the financial failures of the minor clubs have drawn further attention to this issue.
A hard salary cap in soccer would prevent teams from having the ability to pull players from other clubs, so poor clubs would have much larger opportunities to achieve glory, just like in the NFL and other American sports. It may be time for European soccer to approach sports in an American way, but it would raise multiple questions in the process. For example, placing a sudden salary cap on current European soccer would send many rich clubs into bankruptcy, as their costs would greatly exceed the payroll limit. How could soccer’s governing bodies gradually implement the salary cap so that teams may adapt? Who would regulate such salary caps? What should the salary limit be set at?
There are many questions that need to be addressed about the salary cap before it is implemented in European soccer. Although it may seem unrealistic at the moment, the salary cap could be a solution for soccer leagues to become much more competitive and for lower-tiered teams to have an equal opportunity to achieve glory.
It is an exciting time for the National Hockey League (NHL) and its fans as the 2019-2020 season began this past Wednesday. Though it was a summer of endless celebration for the St. Louis Blues, the 2019 Stanley Cup Champion, other teams made impactful transactions during the offseason, which shifted the league’s hierarchies and created numerous intriguing storylines for the upcoming campaign.
Vancouver’s Young Talent
Despite a very exciting run in last year’s regular season, the Vancouver Canucks concluded their season in April without a playoff berth. However, with their young talent on the rise, it is fair to say that Vancouver is in the works of making deep runs into the postseason in the next couple of years. 20-year-old Elias Pettersson was a season last year’s exceptional skill, putting up 66 points in 71 games played. Drafted fifth overall by the Canucks in 2017, Pettersson put up 28 goals and 38 assists in his rookie season of 2018-2019, making him the standout choice for the Calder Trophy, awarded to the most impactful rookie player. Vancouver’s other young promising defenseman Quinn Hughes and forward Brock Boeser have also had their share of significant contributions to the team’s rise. Though having played only a few NHL games, Hughes has shown sparks of great promise as an offensive defenseman, which alongside the acquiring of Tyler Myers as a free agent, will boost Vancouver’s defense.
Tri-State Rebuilds
The New Jersey Devils endured a disappointing 2018-2019 season, finishing 29 out of 31 teams in the regular season. However, the Devils’ prospects this year and subsequent years look promising, giving the franchise and its fans hope for the future. Awarded the first overall pick this year, the Devils selected forward Jack Hughes, Quinn Hughes’ younger brother, in the 2019 NHL Draft. Praised for his speed and tremendous poise with the puck, Hughes will play a key role for the Devils going forward. One of the biggest trades this summer involved defenseman Pernell-Karl Sylvester “PK” Subban being sent to the Devils from the Nashville Predators, Subban is a force to be reckoned with on defense that will provide a much-needed boost to the New Jersey defense. Forward Nico Hischier, the first overall pick by the Devils in 2017, has already established himself as a star after a relatively quiet rookie season two years ago. Forward Taylor Hall, recovering from an injury that kept him out for half the season last year, will also be the leader of a dynamic Devils offense after being the X-Factor that led the Devils to the playoffs in 2018.
During the 2018-2019 season, the New York Rangers endured a mediocre campaign, finishing with 78 points in the standings. An active offseason has flipped the script for the Rangers though, New York has generated great excitement amongst its fans with the signing of free agent Artemi Panarin from the Columbus Blue Jackets this summer and the drafting of 18-year-old Kaapo Kakko. The Finnish Native made a name for himself playing for team Finland during the 2019 International Ice Hockey Federation’s World Juniors, making the decision between who would be selected first overall in the draft very tight with Jack Hughes. Panarin, nicknamed the NHL’s “human scorer” scored 28 goals and 59 assists last season with the Blue Jackets and has barely missed any games in his previous four years in the NHL. He is undoubtedly an elite forward that will shake up the Rangers’ offense. The Rangers also picked up defenseman Jacob Trouba from the Winnipeg Jets, adding greater depth to their defense.
The Rest of the League
After years of rebuilding, the Arizona Coyotes are ready to compete now, as the team made a blockbuster move this summer by trading for forward Phil Kessel from the Pittsburgh Penguins. Goutender Sergei Bobrovsky, regarded as one of the league’s best with 2.58 gaa against average goalies, signed for the Coyotes, signing as a free agent from the Florida Panthers, filling in for recently retired Roberto Luongo. Forward Joe Pavelski, former captain of the San Jose Sharks, signed a free agency deal with the Dallas Stars, who in turn lost forward Mats Zuccarello to the Minnesota Wild in free agency. Going into the season, the Vegas Golden Knights are looking to fill in some gaps in their roster with several young players that the team owns the rights to after having lost forwards Pierre-Edouard Bellemare to the Colorado Avalanche, trading defenseman Colin Miller to the Buffalo Sabres, and forward Erik Haula to the Carolina Hurricanes.
Boys and Girls Cross Country Prevails over PDS
SATVIK DASARIKRAJU ’23
Last Saturday, the Girls and Boys Varsity Cross Country teams competed against its local rival Princeton Day School (PDS). With many turns and different terrains, the course was particularly challenging, but both teams ran strong and performed well.
For the boys, the team’s top five runners rested, allowing some younger members to lead the team. Nonetheless, the boys continued their undefeated streak in dual meets by winning 17-44. Orlando Doull ’21 won the 5K race with a season-best time of 18:42. Doull said he was pleased with his performance but still monitored to set a personal record (PR) in the future as he was just short of one in this race. He was followed by Thomas Blair ’22 and Jack Saad ’22, who had times of 19:17 and 19:27, respectively. Harrison Wang ’20, who had a season-best time of 19:53, came in fourth place for Lawrenceville. Closing out the top seven were Sean Scarpa ’23 at a second under 20 minutes, Thomas Atkinson ’22 with a time of 20:09, and Michael Zhang ’21 at 20:40.
Following the victory, Boys Varsity Cross Country Coach Stephen Wallis spoke highly of the boys’ progress. “Everyone did a good job running hard despite the warm weather and has improved since the season started,” he said.
On the same day, the Girls Varsity Cross Country team split, with some girls competing at the New Jersey Wild Safari Invitational in Jackson, New Jersey while the rest joined the boys at PDS. Despite the hot and humid conditions at the invitational, the girls ran some of their season-best times. Charlotte Bednar ’22 led the race from the finish line, improving since the season started. The girls had a successful outing, earning third place overall among the 16 teams competing in the meet.
At PDS, the rest of the girls, led by Rina Takasuka ’20, beat PDS 24-35 on a difficult course. Takasuka ran a season-best time of 22:15 and placed second in the race. She was followed by Co-Captain Alannah Nathan ’20 who finished third and Alexis Gonzalez ’22 and Jane Huang ’20, who placed 5th and 6th respectively. They were followed by Reese Abravomage ’23 and Ashley Wang ’23, while Angela Dong ’20 rounded out the team’s scorers. Assistant Coach E. P. Evans praised the girls’ significant achievements, including that of the seven girls who competed in the race, six of them set PRs. Defeating PDS marked the Girls Varsity Cross Country Team’s second dual-meet win of the season so far.
Overall, Big Red Cross Country had a strong day, with some outstanding individual finishes and a couple of team honors to celebrate. Both teams will head to Holmdel, NJ next Saturday to compete at the New Balance Shore Coaches Invitational where the boys look to match their first-place finish from last year.
Does Antonio Brown Still Have a Place in the NFL?
JACK HALLINAN ’21 & EDAN BLECHER ’21
Antonio Brown has been in the national spotlight ever since he entered the National Football League (NFL) in 2010, making highlight-worthy catches and unbelievable plays week in and week out. This past summer, however, Antonio Brown has been at the forefront of the sports world for his problematic off-field behavior. Brown requested a trade from the Pittsburgh Steelers and ended up at the Oakland Raiders. What began as an incredible opportunity for both parties took a turn for the worse, as Brown’s training camp was filled with fiascos involving a frostbite injury and protest over his preferred holding position. After he threatened to retire if he did not get his way. Amid the turmoil with the Raiders’ front office, Brown posted a photograph on Instagram of the fines that the Raiders had given him due to missing mandatory team events. After losing the guaranteed money in his deal because of his “conduct detrimental to the team,” Brown then asked the Raiders to release him, which they did, allowing the New England Patriots to sign him. Just as Brown’s prospects looked bright with the NFL’s premier organization, Britney Taylor, Brown’s former trainer, filed a civil suit accusing Brown of three incidents of sexual assault or rape in 2017 and 2018. After images surfaced of Brown’s text messages to the accuser, he was released from the Patriots after only one and a half weeks. Brown tweeted that he “will not be playing in the NFL anymore” and now has re-enrolled at Central Michigan University. Despite his evident talent and speculation of a potential return, Antonio Brown’s erratic behavior off the gridiron, which caused his recent releases from the Raiders and Patriots, will continue to deter potential teams, thus ending what was once an illustrious career.
Simply put, no NFL franchise can reasonably trust Antonio Brown after his behavior over the summer and during training camp. After the Raiders fined Brown multiple times for absences and “conduct detrimental to the team,” ESPN reported that Brown made “an emotional apology” to the team, only to post a Youtube video containing a personal phone call with Jon Gruden later the same day. If a franchise cannot trust its star player to withhold the contents of a private conversation, then he simply cannot be worth the investment that a franchise makes in him if they were to sign him. If Brown showed no remorse after multiple fines, there is nothing to suggest that he can contribute meaningfully to the team off the field. Furthermore, in addition to the sexual assault allegations which recently surfaced are another massive red-flag when considering if Brown should be signed to a team. Allegations from Brown’s former trainer, combined with the threatening texts she sent her in response, would likely suspend him if he were to be picked up. In addition, teams in today’s league are increasingly unlikely to pick up players suspect players due to increased scrutiny from the fans and the league office.
Although Brown’s off-field behavior is certainly undesirable, one could argue that his immense talent outweighs the risks associated with him. After being drafted in the sixth round, Brown quickly rose to the spotlight as he broke out with over 1100 receiving yards in just his second season. Brown became the number one option receiving option for Pittsburgh. Until this summer, Brown never looked back as he surpassed over 1000 receiving yards every year while accumulating 75 career touchdowns (TDs). In 2014 he had a career year and gained over 1700 yards. Even after the emergence of rising-star Juju Smith-Schuster, Brown still caught a career-high 15 TDs last year. With that being said, his dangerous speed, combined with the footwork that earned him the nickname “Tony Toe-Tap,” and his All-Pro production could merit him consideration from numerous NFL teams in terms of an offensive spark.
Considering even the Patriots, a team well-known for rehabilitating troubled players’ careers, released Brown, his future in the NFL must truly be dicey. The Patriots have provided players such as Randy Moss, Josh Gordon, Wes Welker, and Danny Woodhead a second life in the league. With the Patriots, these athletes have been able to manage their ego and make the most of their respective talents. If the Patriots considered Brown too problematic to work with, teams with a lesser track record of turning around players will surely deem Brown untouchable. Brown himself has stated that he does not plan on playing in the NFL again and has removed himself from consideration by re-enrolling at Central Michigan, at least for the time being. Following the leaks, Brown wreaked on two of the NFL’s prominent franchises during the beginning of the NFL’s 100th season, his career is now effectively over, as all of the red-flags surrounding him and his character will continue to outweigh his talent in every NFL team’s mind.
House Presidents
| Ooby Udomritthiraj | Houston Kilby Carter | Mitchell Tung Griswold | Pashmina Khan McClellan | Andrew Lau Cleve | Noelle Rustico |
|-------------------|----------------------|------------------------|-------------------------|------------------|---------------|
| Woodfull | | | | | |
Describe your house in three words
Men of wood
Most definitely exists
Griswold go bald
Not a pineapple
Three-peat actually happened
Leggings aren’t pants
How did you become President?
Just had to do it to em
Bribed them with grilled cheese
Honestly dont know
I gave out pa$h money
By the grace of my lord and savior
Don’t worry about it
Favorite House Tradition?
Winning
Claire Rubenstein’s piñata
Dome Sim
Uterus birthday song
We don’t have them anymore
Kirby Krackdown | 783fc1b0-5bf9-440d-94b4-23d897640645 | CC-MAIN-2020-45 | https://thelawrence-images.s3.amazonaws.com/The%20Lawrence%2010_4%208%20Pages.pdf | 2020-10-20T14:18:23+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107872746.20/warc/CC-MAIN-20201020134010-20201020164010-00408.warc.gz | 555,769,635 | 13,270 | eng_Latn | eng_Latn | 0.998397 | eng_Latn | 0.998472 | [
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The Solomon Islands encompass over 900 islands scattered across the ocean north of Australia and east of Papua New Guinea. Many of the 500,000 inhabitants still live with unknown quantities of explosive remnants of war (ERW) left behind from combat between Japan and the United States during World War II. Unexploded ordnance (UXO) of both U.S. and Japanese origin remains on some of the nation’s atolls. Since the end of the war, sporadic clearance was undertaken, including through Operation Render Safe, a joint clearance program between Australia, Canada, New Zealand, the United Kingdom, and the United States. There have also been a number of commercial clearance projects. For the last five years, the international clearance organization Golden West Humanitarian Foundation (Golden West), supported by the U.S. Department of State, is working alongside the Royal Solomon Islands Police Force to address the problem on a more systemic scale. This operation focuses on heavily contaminated areas on the island of Guadalcanal.
BY METTE ELISEUSSEN AND JOHN RODSTED [ SAFEGROUND ]
Livingston is a constable with the Royal Solomon Islands Police Force on New Georgia Island. When he receives a report of old ammunition and bombs, he investigates. “I find many old bombs. The farmers and fishermen report them to the police. They in turn report to Honiara (capital of the Solomon Island). The problem is distance, logistics, time and money. The distances are great in the Solomon Islands and it takes time and money for the EOD team to be able to respond to all reports…”
Photo courtesy of John Rodsted.
**CONTAMINATION IN SOLOMON ISLANDS**
On 22 January 1942, Japan dropped the first bombs on the Solomon Islands, and on 3 May of that same year, Japan occupied the country. Most foreigners were evacuated and those who remained took on roles as coast watchers with the Royal Australian Navy. With crucial help from the local population, they kept Australia informed of the Japanese movements. During the first three months, Japan met no resistance and was able to construct an airfield on Guadalcanal. In response, U.S. Marines landed on Guadalcanal and Tulagi in an attempt to stop Japan from threatening their supply and communication lines to allies in the Pacific. The Solomon Islands campaign lasted over a year, killing over 24,000 Japanese and 1,600 U.S. soldiers. In 1945,
foreign military forces left behind sunken ships, burnt-out tanks, abandoned stockpiles of weapons and ammunition, large empty gun emplacements, and UXO.\textsuperscript{4} During the Solomon Islands’ civil war, from 1998 to 2003, combatants made use of many abandoned weapons, which served as a ready source of deadly arms.\textsuperscript{5,6} As a result of villagers becoming accustomed to handling explosives, it is believed that dynamite fishing increased during and after the conflict.
A significant factor hampering clearance efforts is the lack of reliable documentation of the WWII ERW contamination. The only sources of information recorded in writing are accounts from reports and books on battles written by the various WWII military forces fighting on the Solomon Islands from which it is difficult to pinpoint ERW sites. Local islander knowledge is extensive albeit anecdotal, but not easily accessible to the national or international community.
**INTERNATIONAL RESPONSE**
Until recently, international awareness of ERW contamination and its impact in the Pacific was incomplete, even within the mine action community. This is partially because international assistance in mine action is primarily driven by two international treaties, the 1997 \textit{Anti-Personnel Mine Ban Convention} (APMBC) and the 2008 \textit{Convention on Cluster Munitions} (CCM). As neither landmines nor cluster munitions are believed to be present in the Pacific, donor countries and mine action operators prioritized
other regions, incorrectly assuming that the Pacific did not need humanitarian clearance and victim assistance. Hence the problem has persisted for more than 70 years since WWII ended.
In 2010, the first major change occurred when Pacific Forum Leaders tasked the Pacific Islands Forum Secretariat (PIFS) to assist in addressing the longstanding presence of ERW throughout the region. PIFS conducted a study of four affected countries in 2011 and found that ERW had the potential to impact local communities. Following this, the Pacific Forum leaders expressed concern and called for assistance to address the significant contamination from WWII UXO in the Pacific. For some member states, this contamination was identified as a human security problem threatening public health, safety, and the environment.
In response, the Forum Regional Security Committee endorsed a regional UXO strategy in 2012 to assist members with managing the negative impacts of WWII UXO. PIFS is now tasked to follow up with ERW-affected member states. The priorities are Kiribati, Papua New Guinea, the Royal Marshall Islands, the Solomon Islands, and Vanuatu. This selection is based on the following criteria: the lack of existing mine action in-country, the expressed interest and request for assistance, the level of contamination and its impact, and current bilateral arrangements with mine action operators.\(^7\)
**INCIDENTS**
There are no ERW-incident statistics in the Solomon Islands, as recording mechanisms are not in place. Because dealing with explosives is illegal, SafeGround, a nonprofit organization that works to help prevent and reduce the impacts of war and conflict, inferred that survivors and relatives of survivors tend not to reveal whether the reason behind an accident was caused by handling explosives. Hence, many incidents are likely to remain unreported. However, according to Doctor Rooney at the national reference hospital in the capital city of Honiara, the hospital usually deals with five to six patients injured by ERW each year. The actual number of injuries per year is estimated to be much higher than this.
As injuries are often fatal, many people never reach the national hospital but instead die shortly after the accident and are buried in their local community without casualty data being recorded. Infrequently, incidents are reported in the news, but this usually only happens if the explosion takes place near populated areas such as Honiara or other regional centers. In 2010, the Royal Solomon Island Police Force estimated that an average of 15 Solomon Islanders lose their lives to ERW each year.\(^8\)
Golden West has trained members of the Royal Solomon Islands Police Force in explosive ordnance disposal (EOD) methods. Golden West’s project manager, Paul Eldred, reports extensive trespassing by bomb harvesters into ERW-contaminated areas at Hell’s Point, which lies to the east of Honiara. On an almost daily basis, SafeGround researchers saw telltale signs of people searching and scratching the ground for larger munitions, leaving behind smaller, less valuable munitions. Fishermen or in some cases specialized bomb makers who harvest the bigger bombs for explosives are the culprits. Random digging patterns in the ground indicate that they may use metal detectors to find the bombs. Local residents who find bombs on their property will sometimes sell the ERW to bomb makers for a small finding fee.
Once the bomb makers extract the munitions, they cut the bombs in half with a hacksaw to expose the explosives within. Since many people who harvest ERW cannot correctly identify the different kinds of explosives, they may inadvertently open a phosphorous shell, which explodes on contact with the air. Harvesters place any explosives that are successfully extracted in 300 ml drinking bottles. Using homemade fuses, the harvesters produce **fish bombs** that can be thrown into the ocean to kill and maim large numbers of fish. It is a risky but profitable business. Although harvesting bombs is illegal, police are unable to take action without hard evidence.
For fishermen, homemade bombs are more efficient than nets or spears in terms of time spent and fish caught. However, using explosives is extremely risky and does extensive environmental damage. Fishermen using these bombs search for schools of fish and then gauge the depth at which the fish are swimming and how long to hold the bomb once lit before throwing it. When the fuse is ignited, it takes three to four seconds for the bomb to explode, but these are inexact estimations that can lead to disastrous results. Many accidents happen when bombs detonate too early, injuring or severing heads, hands, or arms. Detonations stun or kill the fish, but also destroy one of the Solomon Islands’ most precious resources: the coral reefs, which are seriously damaged if the explosive detonates within a six- to eight-meter radius of the reefs. Once the bomb detonates, the fisherman jumps into the water with a
net to catch as many fish as possible. However, many more fish are killed than are caught and either drift away with the current or sink into deeper water. Once impacted by explosives, the reefs take a long time to regrow and often remain permanently damaged.
**Dynamite fishermen** run little risk of being caught by the police. In high-speed powerboats and with an arsenal of fish bombs, they do not meet much resistance from unarmed police officers equipped with fewer and slower boats.
**ENVIRONMENT**
Extensive dynamite fishing has devastated lagoons and in some areas, such as Langalanga Lagoon in Malaita, there are no reefs or fish left. Some local communities rate dynamite fishing as their top concern.\(^9\) These reefs provide the Solomon Islanders with fish to eat. Eighty-four percent of Solomon Islanders live in rural areas, and 95 percent of the rural population depends on subsistence farming and fishing.\(^{10}\) Coral reefs cover less than one percent of the world’s ocean floor and are one of the most biologically rich and economically valuable ecosystems. The Solomon Islands has diverse and interesting reef types, from narrow fringing reefs that border high island shorelines to rare, double barrier reefs, patch reefs, and atolls. The Solomon Islands has the second highest diversity of coral species in the world, currently home to over 494 coral species with several new species recently discovered.\(^{11,12,13}\)
People in island communities relay that dynamite fishing is a common occurrence. Diving masters claim that they see up to 200 fishermen use explosives in waters
Local boys come across munitions left behind by bomb harvesters located in one of the hunting areas on Lever Point, Russell Island.
Photo courtesy of Mette Eliseussen.
around Ngella Islands every day. These fishermen boast about exceptional yields in just hours compared to the days needed to fill only one bin. Having sold the fish, they leave blasted reefs in their wake.
Reef growth rates vary from an estimated 0.8 to 80 mm per year depending on air and sea temperatures, wind speed and direction, salinity, tide levels, currents, availability of nutrients, algae, and the bottom surface. In the Solomon Islands, many people believe reefs may form in 20 to 40 years. However, the reality is that it can take much longer—even up to 10,000 years—for reefs to form from a group of larvae.\textsuperscript{14,15} Reefs blasted by dynamite produce large amounts of rubble, creating terrible conditions for coral larvae which must attach to living reefs to start growing. Therefore reefs destroyed by bombing may not recover. In contrast, studies show that bleached reefs can regrow in only a few years because the structure of the reef is still intact and coral larvae may again use it as a starting point for regeneration.\textsuperscript{16}
**ECONOMIC DEVELOPMENT**
ERW contamination also affects economic development in the Solomon Islands. Honiara remains heavily contaminated and telecommunication, water, and electricity companies face grave challenges when digging trenches and postholes. Australian technical consultant Nik West expressed shock at the level of ERW contamination when he started working with the Solomon Islands Electricity Authority. He quickly realized that everyone in Honiara considered running a metal detector over the area before digging to be normal. “Much of our work is laying power lines for the national electricity grid. We are
Bombs and munitions may be found on the Solomon Islands anywhere there was fighting or military movement. Manny works as a timber cutter, farmer, and pig hunter. He relies on the forest and jungle for his livelihood. The mountains south of the Lunga River were occupied by the Japanese army to transport supplies before they pushed north to fight the Americans and Allied forces. Manny guided the Royal Solomon Islands Police Force EOD team to the munitions in the mountains. “When I work in these mountains I find many things; old munitions, crashed planes, guns, cannons, and equipment. The bombs and munitions scare me. If I hit one by accident or lit a fire and one was underground, then I would be killed. There was a bigger pile than this before. Maybe they have been stolen or thrown in the bushes, I do not know.”
Photo courtesy of John Rodsted.
always digging the earth to erect power poles and trenches to lay cables. We often unearth old bombs, both large and small, in this work. This area surrounding Honiara was hit by everything during the war… The end result is there is a very large degree of ERW in this land. We are always using detectors, but despite that, this last week one of my staff hit a large bomb with a backhoe and unearthed it. The bomb did not explode, but it terrified the backhoe operator and he ran away home and is scared to come back to work.”\textsuperscript{17} When these workers find a bomb, they call the police, and members of the police’s (EOD) team remove and dispose of the item.
Development projects are also struggling. Even in areas with less ERW contamination, construction projects may stall. There are uncertainties with regards to safe practices and the need for clearance before construction can begin. The construction of a new campus for the University of the South Pacific, a US$19 million dollar Asian Development Bank project, was delayed because of this issue. This highlights the need for national standards, which will create the base framework for the methodology and quality assurance needed to commence clearance in an effective and systematic way.
CLEARANCE
There are nine Pacific Island countries affected by ERW but clearance operations are only underway in Palau and the Solomon Islands. In the Solomon Islands,
Members of the Royal Solomon Islands Police Force EOD team prepare small munitions for an explosive demolition at Hell’s Point. During the war, Hell’s Point was a massive ammunitions storage area that caught fire. As the fire spread, soldiers evacuated and the area burned out of control for many days. Stored ammunition began to detonate, spreading munitions over a large area. The area was largely abandoned and the jungle finally took control. The area is very dangerous and the ground is not suitable for farming due to the contamination. Hell’s Point is now home to the EOD team and school. Paul Eldred from Golden West Humanitarian Foundation says, “We have taken control of this area to try and secure it and keep the local people away from the dangers here. We have also set it up as our training facility and demolition range and we are systematically clearing the site of these munitions. The scale of the task is huge with an unknown amount of munitions spread over a very large area. It’s not at all easy to deal with, but it is a great place to train. I am proud to say the EOD team members are some of the world’s top professionals when it comes to dealing with World War II munitions.”
Photo courtesy of John Rodsted.
Golden West’s mandate is to function as a training, research, and development organization. They work closely with the Royal Solomon Islands Police Force and have trained an 18-man team in explosive ordnance detection and disposal. Their EOD experts respond to reports from the general public within the vicinity of Honiara, but they currently have neither the budget nor the mandate to achieve full clearance in the Solomon Islands.
The APMBC helped to bring the world together to clear the legacy of landmines and this effort has since expanded to include ERW as well. The Solomon Islands is a party to the APMBC, but they have yet to join the Convention on Cluster Munitions (CCM) and the U.N. Convention on Conventional Weapons (CCW) where Protocol V covers ERW and is highly relevant. However in April 2016, Minister Salato from the Solomon Islands Geneva mission participated, along with Australia and SafeGround, on an expert panel on ERW contamination in the Solomon Islands during a Protocol V expert meeting in Geneva.
There is hope that the donor community and mine action operators will increase their assistance to help the Solomon Islands combat its ERW contamination in the near future. In 2014 and 2015, with the support of Australian Aid and Pacific Islands Forum Secretariat, SafeGround conducted field research in the Solomon Islands. For over three months, staff spent time in
Members of the Royal Solomon Island Police Force EOD Team clear away the last of the 69 mortars that were reported on Hill 31 behind Honiara. Willy Basi, the local villager who notified the police of the munitions, said “I am very happy to see the bombs taken away. They are very dangerous for everyone, especially the children.”
Photo courtesy of John Rodsted.
Guadalcanal, Ngella Islands, Russel Islands, and New Georgia Islands, working closely with the Ministry of Police National Security and Correctional Services, Royal Solomon Islands Police Force, Golden West, and PIFS as well as a number of local island community members. The main results of this collaboration are a report, a documentary film, and a photographic exhibition available at: www.safeground.org.au/project/solomon-islands.
See endnotes page 66
Mette Eliseussen
Project Manager
Safeground
Mette Eliseussen has worked in war-torn and developing countries since 1989. She worked for many years with Save the Children in Afghanistan where she developed and ran child-specific mine risk awareness. She is the co-founder of the Afghan Campaign to Ban Landmines. More recently, she has undertaken extensive research projects on communities at risk of ERW in northeast Cambodia and the Solomon Islands.
John Rodsted
Photojournalist
John Rodsted is an Australian photojournalist who covers conflict and post-conflict issues. Since 1986 he has worked in some of the world’s more challenging environments including Afghanistan, Bosnia and Herzegovina, East Timor, Eritrea, Kosovo, Lebanon, and Sudan. | <urn:uuid:6de16a30-9ea7-47d4-98fe-65feaedc394a> | CC-MAIN-2019-13 | https://commons.lib.jmu.edu/cgi/viewcontent.cgi?article=2756&context=cisr-journal | 2019-03-20T18:14:30Z | crawl-data/CC-MAIN-2019-13/segments/1552912202450.64/warc/CC-MAIN-20190320170159-20190320192159-00484.warc.gz | 463,968,574 | 3,834 | eng_Latn | eng_Latn | 0.997089 | eng_Latn | 0.998208 | [
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Mt Sinai located in Arabia
The mountain peak scorched by Supernatural heat
Report from northwest Saudi Arabia
The discovery of MOUNT SINAI
Cartographers have traditionally recorded Mt Sinai in what is today referred to as the Sinai Peninsula.
For centuries pilgrims flocked to the traditional mountain, not knowing the location of the Red Sea crossing site in the Gulf of Aqaba, it becomes obvious that the Biblical Mount Sinai must be in Saudi Arabia. The Bible itself bears witness to this fact, "...Mount Sinai was in Arabia..." (Galatians 4:25).
The mountain now believed to be the Biblical Mount Sinai is known on modern maps as Jebel el Lawz. This mountain is large enough and high enough to accommodate millions of people and their flocks and herds.
The mountain's peak has been blackened by Exodus 19:18, which reads "And mount Sinai was altogether on a smoke, because the LORD descended upon it in fire; and the smoke thereof ascended as the smoke of a furnace."
The site shows all the evidence of being a camping ground for millions of people. The many ancient tent sites, evidence of a vast water supply, and even the altar upon which the Golden Calf was erected.
Ron Wyatt first drew attention to this site in 1980 when the Saudi Authorities erected a wire mesh fence around the base and declared the area as an archaeological site, off limits to unauthorized personnel.
Water from the rock
The Rock in Horeb - The close-up reveals the significant water erosion
The evidence of another Biblical miracle is still standing today!
At the Lord's command, Moses smote what the Bible refers to as "the rock in Horeb". Fresh water gushed forth, supplying the Hebrews and their flocks for the two years they encamped there.
Man-made channels run out from the rock into the plains where the Hebrews camped. It is well-encamped, precisely what one would expect to find.
Altar of the Golden Calf
Protected - Now fenced off by the Authorities
At the base of Jebel el Lawz is a large altar with Egyptian Apis bulls, or calves, inscribed into it.
When Ron Wyatt showed this altar to an archaeologist from Tel Aviv University, he immediately recognised the significance of it. There is no other site like it in Saudi Arabia.
The story of the Golden Calf, in chapter 32 of Exodus, is very well known. But at the actual altar has been found. However, until the Saudi Authorities allow access to foreigners, viewing the site is extremely difficult. Yet despite this, some have successfully done so.
Ron Wyatt: The Scientific approach
The man behind these discoveries
A profile of Ronald E. Wyatt by Bill Fry
The work which Ron was led to become, confirming the validity of the Word of God, is touching an ever growing number of lives.
Ron Wyatt was not a professional archaeologist. He was an anaesthetist by profession. He began his personal research into ancient history, the sciences and the Bible as a young man, driven by his own curiosity.
In 1977 Ron began field work in Turkey. In 1978 he began work in Egypt, and in 1979, Israel. At first his "team" consisted of himself and his two teenaged sons, and later, other interested individuals offered their assistance. At the time of his death in August of 1999, Ron had made over 120 trips to the Middle East.
Ron funded most of his work himself. Over the years, several individuals who believed in his work, also provided financial support. His work was based on his profound belief in the total accuracy of the Biblical account, and on this basis, his basic policy was to share these evidences with "those who will believe".
Because Ron Wyatt's "Discoveries" testify to the veracity of the Biblical narrative, they are quite controversial in both the secular and scholarly communities. As a result, Ron never looked to scientists or scholars to "confirm" them. He employed scientific testing, then presented the evidence from those tests and the testimony of experts as to the results. He then presented the body of evidence, biblical, historical, archaeological and scientific, in the belief that each individual was capable of making their own decision.
Ronald Wyatt passed away on the 4th of August 1999. He is greatly missed by those keenly involved with him. Many of these individuals are now carrying on the work he began. | <urn:uuid:bf03496d-5940-4206-a524-8a47f1edcdcb> | CC-MAIN-2019-04 | https://truediscoveries.org/wp-content/uploads/DISCOVERY-NEWS-pg7.pdf | 2019-01-17T05:35:50Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00005.warc.gz | 650,913,724 | 913 | eng_Latn | eng_Latn | 0.998614 | eng_Latn | 0.998614 | [
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Our plan for children and young people with Special Educational Needs
This is an Easy Read version of some information. It may not include all of the information but it will tell you about the important parts.
This Easy Read booklet uses easier words and pictures. Some people may still want help to read it.
Words that are in bold are important in the booklet.
Sometimes if a bold word is hard to understand, we will explain what it means.
Blue and underlined words are links you can click to go to websites and emails.
What is in this booklet
About this booklet ................................................................. 4
Who wrote the plan ............................................................. 5
Writing the plan ................................................................. 6
What people told us ............................................................ 7
Over to you! ........................................................................... 22
This Easy Read booklet was produced by easy-read-online.co.uk
The booklet includes images licensed from Photosymbols & Shutterstock.
This information is from the Royal Borough of Greenwich.
We want people with SEND to live healthy and happy lives.
SEND stands for Special Educational Needs and Disabilities.
We have written a plan for SEND services in the Royal Borough of Greenwich.
This is a plan for how we will support children and young people with SEND.
Who wrote the plan
Lots of different people worked together to write the plan, including:
- Children and young people.
- Parents and carers.
- Royal Borough of Greenwich Council and all of the other people who support you.
Writing the plan
We asked many different people what they thought should be in the plan.
We listened to what they said about their lives, and their hopes for the future.
They put their ideas into artwork, which we have used in the plan.
What people told us
People told us there are 5 goals we need to focus on.
We will explain how we will make these goals happen.
Goal 1
Goal 1 is to make sure children with SEND:
- Feel like they are part of their local community.
- Can go to fun activities like everyone else.
For goal 1 we will:
- Tell you about activities that you might like at your annual review.
- Show you and your parent or carer how to search the Local Offer.
- Make sure the activities meet your needs and interests.
- Offer more activities.
We will know we are getting goal 1. right when:
- We are offering activities you are interested in.
- We talk about the activities in your Annual Review.
- You and your parent or carer know how to search the Local Offer for things to do. You can find the link to the local offer here:
https://greenwichcommunitydirectory.org.uk/kb5/greenwich/directory/localoffer.page?localofferchannel=0
Goal 2
Goal 2 is to make sure schools and nurseries:
- Give better support to children with SEND.
- Have enough places so children with SEND can go to the right school for them.
For goal 2 we will:
- Make sure that all paperwork is up to date.
- Use documents that are easy for you to read.
For goal 2 we will also:
- Help schools learn the best ways to support you.
- Make sure money is spent on schools in the right way.
- Open new special schools or colleges so that you can stay in your local area.
We will know we are getting goal 2 right when:
- All paperwork is up to date, and you tell us you understand it.
- Children, their parents or carers, schools, professionals and SEND services can share information and work together better.
We will also know we are getting goal 2 right when:
- Children can go to a school close to where they live.
- You tell us that schools are good at including you.
- School staff are good at their jobs and want to stay in Greenwich.
- Money for children and young people with SEND is spent fairly.
Goal 3
Goal 3 is to make sure that children and young people with SEND can be:
- **Independent.**
Independent means being able to do things on your own without help.
- Ready for work or college when they leave school.
For goal 3 we will:
- Make it easier for young people to become adults and do great things.
- Support children who have emotional needs, their families, and schools better.
For goal 3 we will also:
- Help young people with SEND to have jobs where they are supported.
- Help young people with SEND to be more independent, and can take part in local activities.
- Open a Learning Centre for 19 to 25 year olds with learning or medical needs.
- Give more travel training. **Travel training** teaches children and young people with SEND how to travel independently.
We will know we are getting goal 3 right when:
- There are more jobs for young people with SEND.
- Families and children can easily find information.
- The Learning Centre is open.
- More children with SEND are travelling independently.
Goal 4
Goal 4 is to make children as safe and healthy as they can be.
For goal 4 we will:
- Have a good understanding of all your medical needs.
- Have better support services for mental health needs.
Mental health is the way you think, feel and behave. Having good mental health means being able to cope with your emotions.
- Support young children and babies with SEND better.
- Update information on the Local Offer, which will include short videos. The link to the Local Offer is: https://greenwichcommunitydirectory.org.uk/kb5/greenwich/directory/localoffer.page?localofferchannel=0
For goal 4 we will also:
- Look at new ways to help children with medical needs who are not in school all the time.
- Stop people having to wait so long to be diagnosed.
*Diagnosed* is when a health professional tells you information about your health, like telling you you have a health condition.
- Make it easier for young people to become adults.
For goal 4 we will also:
- Offer more health checks to women who are pregnant.
We will know we are getting goal 4 right when:
- Health checks happen on time.
- Children with medical needs are supported better.
- Children and young people are told of their diagnosis more quickly.
We will also know we are getting goal 4 right when:
- You can get health information in Easy Read.
- Pregnant women have more health checks and better care.
- Schools support you better.
- You are supported by staff who understand your needs better.
- Your Education, Health and Care Plan is up to date.
Goal 5
Goal 5 is to help family and friends of children with SEND understand their needs and support them.
For goal 5 we will:
- Give more training to schools.
- Give better support to children who find it hard to go to school.
- Work together to support children and their families.
- Make information easier to find.
We will know we are getting goal 5 right when:
- Staff for health and education always work together.
- Everyone can find the information that they need.
- We understand the needs of children who are finding it hard to go to school.
- Staff have better training.
- Children who are too young to go to school have the right services to help them.
Over to you!
We would love to hear from you!
Do you have any questions about the plan?
Do you think we have missed something?
Please tell us what you think and ask your questions by sending an email to: email@example.com
If you would like to read the full SEND strategy document, you can find it here: Special Educational Needs and Disabilities Inclusion Strategy | b068d181-809f-4b6b-93d0-8356c3a8624d | CC-MAIN-2024-46 | https://www.royalgreenwich.gov.uk/download/downloads/id/7545/special_educational_needs_and_disabilities_and_inclusion_partnership_strategy_easy_read_version.pdf | 2024-11-14T14:49:04+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028657.76/warc/CC-MAIN-20241114130448-20241114160448-00729.warc.gz | 895,871,164 | 1,568 | eng_Latn | eng_Latn | 0.986107 | eng_Latn | 0.998905 | [
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FROM THE HEADMISTRESS
Dear Parents,
I love this school! It is such a pleasure to be a part of a learning environment where there is always a buzz of purposeful, creative, problem-solving activity! Our children here at Feltonfleet are creative, curious, bold and brave. They are enthusiastic about their learning and keen to have their voices heard; they are determined to make a difference. Here is just a small snapshot of the week.
Reception working out how many can fit in a cart and how much it weighs.
Year 1 & 2 enthusiastically exploring the human body and investigating our bones.
Year 4 learning about chemical reactions in their volcanoes.
Year 5 pupils fully immersed in rehearsals for ‘An Evening with Roald Dahl’ this week, a theatrical production demonstrating their brilliant skills in the performing arts.
I was quite simply blown away by the members of Year 7 on the Pupil Sustainability Committee. Their enthusiasm, determination and practical ideas have acted as one of the catalysts to the Sustainability Strategy which we will launch in the Spring term. Truly inspiring! The confidence and leadership qualities they show highlight the huge benefits of remaining in a prep school through to age 13.
All of this is supported by our inspirational Staff team, who constantly seek to provide creative, exciting and meaningful learning experiences which nurture individual growth in our pupils, both personally and academically.
What an exciting place Feltonfleet is to live and learn!
Have a lovely weekend.
Shelley Lance
YEAR 5 PRODUCTION
Roald Dahl Stories
YEAR 5 PRODUCTION
Roald Dahl Stories
#TEAMTREES Charity Bake Sale
Today we held a Year 7 led Charity Bake Sale to raise money for #teamtrees. The #teamtrees plan is simple, plant 20,000,000 trees around the planet by January 1st 2020. You can find out more here https://www.bbc.co.uk/newsround/50222085.
I heard about #teamtrees a few months ago and my brother Gregor mentioned it and asked if we could donate as a family. Since being aware of the recent publicity about the fires raging in the Amazon, I have wanted to do something and raising money for #teamtrees seemed like a good idea. I was thinking of different possibilities and remembered that some girls in my year had done bake sales before and I thought this would be ideal.
I asked Mrs Lance who responded positively straight away. I then emailed and instagrammed a few Feltonfleet friends to ask if they and others wanted to join in. We ended up with a sales team of Amy v R, Emily v S, Imogen M-W, Lisara M, Mia Z and Phoebe J. Several more people helped by baking cakes and biscuits.
The crowds of pupils who swarmed to buy our delicious baked goods were overwhelming but also fortunately very good customers. I am proud to say that we managed to raise £390.56 which will convert to nearly 500 trees being planted! Elspeth W
Children In Need 2019
Thank you to everybody who helped us raise over £800 for Children In Need during last week’s Mufti Day. What an amazing achievement!
Communication and collaboration in Pre-Prep take many forms and are generally intended to provide pupils with opportunities to talk more than the teachers.
By thinking and talking, pupils have more chances to develop and consolidate their ideas. As many of these richly creative ideas exceed the extent of the writing ability of most pupils under age 8, we teach them to use technology to capture their learning, allowing them the freedom to be adventurous in their vocabulary and articulation.
The joy of mixing age groups spread to Year 2 House this week when Year 1 joined Year 2 for collaborative science explorations as part of their Super Human IPC topic.
One of the key qualities that we aim to instil in Lower School pupils is independence. In terms of academic independence, this means having a growth mindset, not fearing mistakes or failure, and getting stuck into a challenge without the need for support from others.
To this end, pupils have been embracing the concept of Struggle Time - a designated period of between five and ten minutes in a lesson where they are expected to simply try, without asking questions, without uttering the dreaded phrase "I don't get it..!" and just simply seeing how far they can get by reading instructions for themselves, using their prior knowledge and the input from that lesson.
They enjoy the challenge, the resulting sense of satisfaction, increased self-confidence and the final praise and reward.
This week, Year 3 have been continuing their study of Temples, Tombs and Treasures in IPC and have been focusing on the Egyptians. They took part in a theatre workshop, 'The Curse of the Mummy' and recreated key events. In addition, they have studied the Ancient Egyptian farming year and have planted seeds, flooded the area and will now wait for the harvesting season!
Year 4 have made model volcanoes and investigated what would happen when they mixed water, bicarbonate of soda, washing up liquid and vinegar. They were excited to see their volcanoes erupt with 'lava'. They realised that there had been a chemical reaction and discussed their findings.
Year 5 Drama - Scrumdiddlyumptious!
There has been a real creative focus this week, as Year 5 prepared to deliver three short plays based on the amazing novelist Roald Dahl. The inspirational author, who invented more than 500 new words and character names, has opened the pupils’ eyes to the wonderful world of pure imagination. Whilst studying the novels, the pupils unravelled the themes, analysed the shenanigans of the fiery Mr Fox and other characters, and immersed themselves in the marvellous places and took time to reflect on the mysterious and magical adventures of Charlie and the Chocolate Factory, The Fantastic Mr Fox and James and the Giant Peach. The show has played to pupil audiences as well as families, ending this evening with the final performance - well done Year 5!
A lot like the stories and great costumes!
Sam H Yr 4
I really liked it as they brought it to life!
Faris H Yr 4
Thought it was great, I thoroughly enjoyed all three plays!
Lewie M Yr 4
Amanda Wright
Head of Middle School
Year 6 Geography
Fresh from our visit to the Natural History Museum, our Year 6 pupils are continuing to develop their understanding of why and where volcanoes happen. It is such an interesting topic and there have been a multitude of very interesting and thoughtful questions about various volcanic eruptions.
Why do people live near volcanoes if they are dangerous? Why do they help crops grow? When a volcano erupts, do lots of people die?
Pupils have researched their own facts about shield and composite volcanoes, the two types we are studying. They have learnt that these two are found at specific places along the tectonic plate boundaries.
This is one of my favourite topics in Geography, made even better by the enthusiasm and interest the Year 6 are showing. In the weeks to come they will research and write about the devastation caused by the Soufriere Hills Volcano situated in the Caribbean. Here they will learn about the causes, effects and responses from the rest of the world to help those affected. We will then compare this with the Icelandic volcano Eyjafjallajökull which erupted in 2010.
And we mustn’t forget the global location practices! A number of our geographers are almost through all five levels. Once they reach the end they will start all over again!
Janet Woodward
Geography Teacher
FOCUS ON RELIGIOUS EDUCATION
In Year 7 we have been looking at Christianity and the world, looking at beliefs about creation and human existence. This has allowed us to explore the age-old debate of Science versus Religion. We have created a belief line in our room with Science at one end and God at the other and all pupils have been able to reflect on their beliefs and move themselves on the line. Some teachers from all areas of school life have also volunteered to offer their beliefs too. The debate continues!
Peter Watts
RE Subject Leader
FOCUS ON SCIENCE
Year 7 have been studying a range of physics, chemistry and biology topics over the last few weeks, as well as tackling their first set of Upper School exams.
Among other things, this involved testing their own fitness with some lung volume bags, and getting close up to a pair of sheep lungs to watch them being inflated and deflated, accompanied by a lot of astonished faces and many photos on their iPads.
Year 8 are moving between chemistry and physics topics such as density, pressure, forces and an introduction to electronics and circuit building.
Steve Falconi
Science Subject Leader
SWIMMING GALA FELTONFLEET v ACS COBHAM
Overall Result: 219 Feltonfleet; 200 ACS Cobham
U13 Result - 35:45 ACS win
U12 Result - 44:36 Feltonfleet win
U11 Result - 47:33 Feltonfleet win
U10 Result - 44:35 Feltonfleet win
U9 Result - 37:43 ACS win
Once again, this was a fantastic gala and another win for Feltonfleet. There was some fierce competition, in which every point counted in the many closely-fought races. The gala was exciting, fast and furious, with only seven points between the teams before the last three races.
Congratulations to the swimmers of the day Isabel B (Year 5) and Katie P (Year 6). Year 8 showed great leadership, supporting and encouraging our younger swimmers.
There was one School Record - U12 Boys 30m Backstroke 21.21 sec - Nathan F
Well done Feltonfleet!
Rita Szalma
Swimming Coach
U10 NETBALL TOURNAMENT
I think everybody played especially well and I think it’s the best we’ve played as a team so far. We didn’t win but we were proud of 6th place and we know we tried our best.
We played Halstead, they were good and they won. We also played Guildford High. It was a close match – the score was 3-2 to them. I was really surprised at how close the score was because they play netball all year round. Then we played against a team who wore stripy bibs, and we won against them. Then this was our last match before the semi finals. They were Hawthorns B. We won against them 7-2.
Now we were competing for 5th or 6th place against Hawthorns A. We lost, so our place in the tournament was 6th out of ten teams and we played really well. We thank Mrs Redman and Miss Reynolds for coaching us. We also thank Mrs Jackson for arranging for us to go. We couldn’t have done it without them!
Annabel M, Team Captain (assisted by Zoe P)
Mimi R, Annabel M, Zoe P, Leah L, Alethea J, Emily HC, Jade H, Izzy B and Eliza B
Wellington U11 Rugby Festival
On Wednesday, the U11A team travelled to Wellington College to take part in the highly competitive Wellington College Prep Schools Rugby Festival. The boys played four fixtures across the day. In our first match we played with pace and ‘go-forward’ to defeat Northcote Lodge 25-0, with Charlie S’s cross-field kick to James B the highlight of the whole day. The second game saw our strongest performance of the tournament. Against a highly competitive Thomas’s Clapham side we showed desire, physicality and a range of attacking skills to win 20-5. Our next fixture was against Hall Grove, who went unbeaten through the day. Having conceded four first-half tries, the boys showed a good deal of heart to rally and win the second half 15-5, leading to a 25-15 loss overall. In our final match, we lost 25-10 to a Hoe Bridge side who had lost to Thomas’s Clapham earlier in the day. The boys will take lessons from the day on the importance of mental preparation in rugby and how to manage themselves throughout a tournament. There was much to be proud of and the array of attacking options the boys have at their disposal promises an entertaining season to come.
James Thompson
Head of Boys Games
Scholars Visit St. John’s
On Monday, the Feltonfleet sports scholarship group was hosted by St John’s for a familiarisation visit. This allowed 13+ potential scholars the opportunity to meet with senior school staff to experience and practise advanced testing methods and ask questions about what is expected of pupils in scholarship programmes. We are very grateful to St John’s for facilitating the visit and for looking after us so well.
Oh,..... and yes..... we were sharing the gym with Harlequins RFC!!!!!!
It was lovely to bump in to former pupil Noah on our visit to St. John’s.
Ed Smith
Director of Sport
Remembrance Fixtures with Perrott Hill
The Remembrance weekend trip to Perrott Hill is always special, and this year was no different. This year, 23 pupils travelled to Somerset for the annual fixture comprising cross country, quizzes and, of course, hockey and rugby.
The cross country fixture was run over a delightful course and the children competed for the John Haddock Cup (donated by an old boy of both schools). Tabby B dominated the field, brushing all comers aside, including the hare!!!
The hockey and rugby games were played in awful conditions. However, despite the poor weather, both teams competed really well against well prepared Perrott sides. The hockey team worked hard on and off the ball, but eventually lost to, (as Mrs J noted) "the best Perrott Hill side I have seen". I think the 'sleep over' may have had an effect on energy levels in the team, but the girls played well and Anna L was announced as the player of the match for her spirit and two late goals.
A few metres away the 1st team rugby players were playing their first match of the season. In what was a very attritional game, the boys defended with heart and fortitude. Mr Thompson was very proud of their character and their defensive organisation so early in the season. Credit goes to Luke O who led from the front throughout the weekend and to Jasper B and Will K for their defensive spirit.
The pictures from the weekend say it all! The Perrott Hill trip is poignant and historical and epitomises what Prep School life is all about. The relationship between the two schools is a special one and the kindness shown by the families, pupils and staff help us all build memories that last a lifetime.
Ed Smith
Director of Sport
Brighton Jazz Day
On Thursday 21st November, children from ten prep schools gathered together for a special Jazz Day at Brighton College. The children played lots of fun, upbeat repertoire including *Big Time Blues*, *Havana*, *Tequila*, *Funky Town* and a New Orleans march. The percussion, woodwind, brass and guitar sections all practised separately, then everyone reassembled for a terrific concert full of improvisation and djembe drumming. Feltonfleet was represented by thirteen well behaved pupils who were a credit to their school. Well done to our clarinetists: Nathan, Freddie and Sophie; our saxophonists: Freddy and Luke; our flautists: Tilly, Anna, Gemma, Tiggy and James; our trumpeters: Harry and Max; and our guitarist, Daniel.
Drum Concert
On Monday 18th November, there was a super concert packed with performances from Feltonfleet's up and coming young drummers. Mr Brown's pupils entertained us all with their rhythmic skills and it was lovely to hear the new Lower School pupils perform alongside the more experienced Year 8s. A big thank you to Mr Brown for organising this event and to our dedicated audience of supporters. We were very lucky to hear performances from Year 3: Harry W, Mason W; Year 4: Arlo M, Buster M, Harvey M, Sam P, Bluebell S; Year 5: Max A, Jacob A, Kai D, Miles S; Year 6: James H, Archie S, Noel VL; Year 7: Allegra H, Freddie L; Year 8: Gabriel H; Hugo L, Luke O.
Violin Concert
On Tuesday 19th November, Ms Ward’s violin pupils put on a wonderful lunchtime concert. The occasion was well supported by parents and children and we were treated to some beautiful music-making. Unusually, the concert started and ended with all of the children playing together. They produced a super sound and it was great to see our Upper School pupils guiding the younger ones. Thank you very much Ms Ward for organising such a lovely event.
Year 2: Rose R; Year 3: Happy H; Year 4: Rosie B, Faris H, Libby R, Shirley Z; Year 5: Leila G, Charlie H; Year 6: Tiggy B, Katie P; Year 8: Sasha H, Leah W
Year 5 Inter-School Geography
On Friday 8th November, we welcomed St. Andrew’s Woking, Rokeby, Parkside, Ripley Court, Caterham College and Marlborough House to Feltonfleet for this year’s Inter-school Geography Quiz, ably organised and scored by our own Year 7 pupils.
The quiz consisted of five rounds of challenging questions about flags, capital cities, countries and natural disasters, as well as a visual round.
After a close-fought quiz, there was a tie for first place between Marlborough House and Parkside, which led to a final tie-break question deciding the eventual winners - Marlborough House. The Feltonfleet teams included; Emma W, Isla C, Isabel B, Ollie J, Jade H, Tom D, Elliot G, Austin A, Mateo M and Jacob A. Congratulations on an excellent effort.
Matt Rochford
Geography Subject Leader
Feltonfleet Warehouse Christmas Sale – On Now!
Feltonfleet Warehouse is Feltonfleet’s business enterprise group. It is made up of pupils from a range of year groups (Years 5-8) and, alongside the D&T staff, they design and make quality products to sell. This year’s Feltonfleet Warehouse Christmas sale will raise money for the school’s charity - Oasis Products are on display in the Ashbee Corridor and in the D&T/Science entrance or view the full catalogue on Firefly https://feltonfleet.fireflycloud.net/design-and-technology/feltonfleet-warehouse-
Pupils can bring in cash to purchase at break and lunch times from the D&T workshop. Alternatively, order forms are available from Reception.
Emma Elsom
D & T Subject Leader
FELTONFLEET BALLERINAS
On Friday 8th November, seven Year 6 girls took their Grade 3 ballet exam at The Royal Academy of Dance. Well done to Tiggy B, Florence M, Faith C, Zara B, Chloe W, Laila B and Sydney R. They had a wonderful experience and were very happy to stand in the parking space that is reserved for patron of the academy, Darcy Bussell! Unfortunately, we didn’t get to see her this time!
GYMNASTICS SUCCESS
Congratulations to Year 4 pupil Anna T who has recently won first place in two Rhythmic Gymnastics competitions. The first medal was won at the International Rythmic Devotion Cup and then, just one week later she took first place at the London Open Championship. Well done Anna!
SCHOOL ACHIEVEMENT
WE ARE SHORTLISTED FOR PRESTIGIOUS AWARDS
The most outstanding individuals and institutions that the independent sector has to offer have been recognised in the shortlist for the 2020 Tes Independent School Awards.
Last week it was revealed that Feltonfleet has been shortlisted for both the Wellbeing initiative of the year and the Sports award. The judges were impressed by Feltonfleet’s strategic and structured approach to mental health across all areas of their community and their holistic sports programme embodying their sporting values of Participation, Respect, Integrity, Determination and Enjoyment (PRIDE).
Tes editor Ann Mroz said, “The Independent schools in this country are truly exceptional. And those that have earned a place on the Tes Independent School Awards shortlist are a cut above the rest. We received an unparalleled number of entries this year, all of which were first rate. The schools that have been shortlisted should be proud - it's a remarkable achievement”.
Shelley Lance commented, "We are thrilled to have been recognised by these prestigious Awards. I am extremely proud of our team of talented and dedicated staff. This affirming recognition is testament to their skill, dedication and enthusiasm which ensures that we deliver on our motto that we are a school where individuals really matter".
The winners will be revealed at a gala awards evening at the Grosvenor House Hotel, on Friday 7th February 2020.
Every fortnight, four pupils are nominated by their teachers for a Headmistress Award for outstanding examples of Positive Learning, Living or Leading. We are pleased to announce this week’s award winners, who will receive their certificates in assembly on Monday.
**Reception**
**Freya W**
For an outstanding act of kindness, responsibility and honesty.
**Year 2**
**Willa S**
For excellent debating skills in English.
**Year 4**
**Alex P**
For his interest and enthusiasm on the Year 4 trip to Winchester Science Centre.
**Year 5**
**Jaya L**
For being a fun and supportive member of the Boarding community during her first two full weeks of boarding.
**Year 8**
**Christopher K**
For learning a Grade 8 viola piece in under 2 weeks – in preparation for his Eton Scholarship.
OASIS CHILDREN’S CHARITY PARENT LAUNCH
Tuesday 26th November 8.30 – 9.15am
Ashbee Theatre
Caroline Edward’s, founder of Oasis, will introducing us to her charity and the work that they do to support families in crisis. This is a precursor to the whole school Christmas drive to support Oasis.
FELTONFLEET WAREHOUSE SALE
Tuesday 3rd December – School Pick Up
Main School Terrace
Feltonfleet Warehouse (our business enterprise group) have once again been busy designing and making products for sale to raise money for our school charity - Oasis. It’s never too early to start your Christmas shopping!
PRE-PREP CAROL SERVICE
Wednesday 4th December 10.30 – 11.30am
St. Andrew’s Church, Cobham
Pre-Prep parents are invited to join us to begin the festive season, with this traditional service including performances from our younger pupils.
GRANDPARENTS’ CAROLS
Friday 6th December 10.00am
Ashbee Theatre
We warmly invite our Feltonfleet Grandparents to join us for our Christmas concert, featuring Upper/Middle Choirs, Senior Orchestra, and Recorder Consort. Tours are available following the concert.
RSVP by Monday 2nd December to firstname.lastname@example.org stating Grandparents’ and pupils’ full names.
CHRISTMAS OASIS BAKE SALE
Friday 6th December—Lunch Breaks and Pick up
Main School Terrace
Get baking! All money raised will go directly to support Oasis. All donations of baked goods to the Dining Hall on Friday morning. Please remember to label goods which are gluten free and avoid nuts.
Café to take up Permanent Residence
The trial for the pop-up café has proved hugely popular and we are delighted that George’s Coffee Van will become a daily fixture with immediate effect. Serving a delicious range of homemade cakes, pastries and hot drinks, George’s café will be open every morning from 7.30 - 10.00am and every afternoon from 3.00 - 5.00pm. For those who wish to stay and chat, we are also pleased to announce that the Astro Coffee Lounge will be available soon, providing a cosy space to shelter from the elements. The school run just got interesting!
Feltonfleet Bobble Hats
‘FELTONFLEET’ bobble hats have sold out in the first 48 hours! Another batch has been ordered, which should be here before Christmas. Please leave your name at reception to pre-order yours – first come, first served! (£15 with 10% going to the school charity - Oasis)
Display your car sticker with pride!
Due to popular demand, we are reintroducing Feltonfleet car stickers. Available as circular discs or rectangles for front and rear windscreens, the complimentary stickers are available from Reception.
Christingle
St. Andrew’s Church, Cobham
Come and make a Christingle Orange at the Family Service on 1st December 10:00am
### Monday 25
| Time | Event | Location |
|---------------|----------------------------------------------------------------------|--------------|
| 08:30 – 16:20 | ABRSM Exam Day | Memorial Hall|
| 16:00 – 17:00 | Lower Swim Squad (Years 3 & 4) CANCELLED | |
| 16:30 | Mixed Swimming U11A, U10A, U9A v Lambrook | Home |
### Tuesday 26
| Time | Event | Location |
|---------------|----------------------------------------------------------------------|--------------|
| 07:00 – 07:45 | Upper Swim Squad (Years 7 & 8) | Pool |
| 08:30 – 09:15 | Parent Audience and Q&A with Caroline Edwards, Oasis | Ashbee Theatre|
| 09:10 – 11:15 | Pied Piper Theatre visiting Nursery & Reception | Calvi Hall |
### Wednesday 27
| Time | Event | Location |
|---------------|----------------------------------------------------------------------|--------------|
| 08:00 – 08:45 | Year 5 Pupil and Parent Book Club | Library |
| 14:30 | Girls Hockey 3rd, 4th, 5th v Highfield | GU27 1QA |
| 14:30 | Boys Rugby Union U12A, U12B XV v Highfield | Away |
| 14:30 | Boys Rugby Union U10A – C XV v Highfield | Away |
| 14:30 | Girls Hockey 1st, 2nd v Highfield | Home |
| 14:30 | Girls Netball U10A - D VII v Highfield | Home |
| 14:30 | Boys Rugby Union U13A, U13B, U11A – C XV v Highfield | Home |
| 14:30 | Girls Netball U11C, U11D VII v Saint Edmunds, Hindhead | Away |
| 14:30 | Girls Netball U11A, U11B VII v Highfield | Away |
### Thursday 28
| Time | Event | Location |
|---------------|----------------------------------------------------------------------|--------------|
| 07:00 – 07:45 | Middle Swim Squad (Years 5 & 6) | Pool |
| 12:30 – 17:00 | Year 6 Chemistry Spectacular | Wellington College|
| 14:00 | Girls Hockey U8 & U9 v Section Matches | Home |
| 14:30 | Boys Rugby Union U9A – C v Highfield | Away |
| 14:30 | Boys Rugby Union U8A – D v Section Matches | Home |
| 15:20 – 16:15 | Years 5 - 8 Enrichment | |
| 16:30 | Girls Football U13A XI v Danes Hill | Home |
### Friday 29
| Time | Event | Location |
|---------------|----------------------------------------------------------------------|--------------|
| 13:00 | Girls Netball U11A & B VII @ Prior’s Field Netball Tournament | CANCELLED |
| 13:10 | Prefects Lunch | Study |
| 16:00 | Boarding Trial night for Years 3 - 5 | Boarding House|
### Saturday 30
| Time | Event | Location |
|---------------|----------------------------------------------------------------------|--------------|
| 09:00 | Boys Rugby Union U11A, U10A v Downsend | Home |
| 09:45 | Boys Rugby Union U13A, U12A XV v Cranmore | Home |
| 09:30 – 12:00 | Art Scholarship morning | |
# Lunch Menu
Week beginning 25th November 2019
| Monday | Tuesday |
|---------------------------------------------|--------------------------------------------|
| **Soup** | **Soup** |
| Mushroom & Thyme | French Onion |
| **Traditional** | **Main Event** |
| Pork Sausages & Mashed Potato | Cottage Pie |
| **Vegetarian** | **Vegetarian** |
| Vegetarian Sausages | Quorn Pie |
| **Sides** | **Sides** |
| Onion Gravy, White Cabbage | Chunky Carrots & Broccoli |
| **Jacket Potato** | **Jacket Potato** |
| Coleslaw & Grated Cheddar Cheese | Baked Beans & Grated Cheddar Cheese |
| **Desserts** | **Desserts** |
| Sultana & Date Sponge with Custard | Chocolate Flapjack |
| Yoghurt, Jelly & Sliced Fruit | |
| Wednesday | Thursday |
|---------------------------------------------|--------------------------------------------|
| **Soup** | **Soup** |
| Broccoli | Tomato & Basil |
| **Pasta** | **Comfort Food** |
| Penne Pasta Bake | Roasted Gammon |
| Chicken, Tomato & Basil & Sauce | **Vegetarian** |
| **Vegetarian** | Vegan Nuggets |
| Penne Pasta Bake with Tomato Sauce | **Sides** |
| | Roasted Potatoes, Green Beans, Parsnip, Parsley Sauce & Gravy |
| **Jacket Potato** | **Jacket Potato Bar** |
| Baked Beans & Grated Cheddar Cheese | Baked Beans & Grated Cheddar Cheese |
| **Desserts** | **Desserts** |
| Steamed Sultana Sponge with Cream | Carrot Cake, Yoghurts, Jelly & Fruit |
| Yoghurts, Jelly & Sliced Fruit | |
| Friday | |
|---------------------------------------------|--------------------------------------------|
| **Soup** | **Sides** |
| Sweet Potato & Red Pepper | Chips, Garden Peas, Mushy Peas |
| **Traditional** | **Jacket Potato** |
| Fish in Batter | Baked Beans & Grated Cheddar Cheese |
| **Vegetarian** | **Desserts** |
| Stuffed Flat Breaded Mushrooms | Home-made Cookies |
| | |
CHRISTMAS DISCO
Years 3 and 4
School disco £8 per ticket
Includes a drink and hotdog
December 6
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Provide each child with fish counters, a picture of the ocean, and a small pond (plate). Children take turns drawing a number card to determine how many fish to bring into the ocean (addition) or how many will be eaten by the shark (subtraction). After drawing a card, children move the fish to their checking plate, then their partner checks to make sure they moved the correct number. Both children then move the fish from their checking plate to the ocean or shark. Children figure out how many fish are in their oceans now. The other child draws a card and play continues.
**Primary Objectives**
- Counting on from a number other than 1 (e.g., counting on from 3 to 5).
- Counting backward from any number (e.g., counting down from 6 to 4).
- Developing a beginning understanding of the connection between counting and addition/subtraction.
**Materials**
- Ocean picture (1 for the teacher modeling the activity)
- Checking plate (to serve as the pond; 1 for the teacher modeling the activity)
- Small bowl (1 for the teacher modeling the activity)
- Fish counters (15 for the teacher modeling the activity)
- Shark box (instructions to make the box)
- Think-Pair-Share cards
- Counting cards (one set)
- 0-10 numeral and dot
- Plus/Minus cards (one set; see Summary of Activity Adaptations for other counting card options)
- Number Path (one; see Summary of Activity Adaptations for other number path options)
- 0-5, 0-10, or 0-20 path
- Step Icons
**How to Play the Activity**
The activity steps icons below outline the steps of the activity. Print these icons as cards and share them to help children remember the steps. They’re also a helpful scaffold for children!
**Big Fish Story**
**Setup**
**Step 1**
Teacher chooses a starting number of fish from the bowl and shows the corresponding Counting Card and places that many fish in their ocean.
**Step 2**
Teacher asks child, “Am I right?” Child checks.
**Step 3**
Plus/Minus cards are placed facedown and a child selects one card.
**Addition**
**Step 1**
Children state how many fish are to be added based on the Plus/Minus card selected (e.g., +1).
**Step 2**
Teacher “jumps” that many fish from the bowl and into the checking pond (small plate).
**Step 3**
Teacher asks child, “Am I right?” Child checks.
**Step 4**
Teacher “jumps” their fish from the checking pond into the ocean.
**Step 5**
Children think-pair-share with a partner about how many fish are in the ocean now and how they know.
Adapted for the DREME Network with permission from © 2019 Learning and Teaching with Learning Trajectories. www.learningtrajectories.org
Copyright © 2024 Stanford University, DREME Network. All Rights Reserved.
Big Fish Story
Subtraction
Step 1
Children state how many fish are to be subtracted based on the Plus/Minus card selected (e.g., -1).
Step 2
Teacher “jumps” that many fish from the ocean and into the checking pond.
Step 3
Teacher asks child, “Am I right?” Child checks.
Step 4
Teacher “jumps” their fish from the checking pond into the shark’s mouth.
Step 5
Children think-pair-share with a partner about how many fish are in the ocean now and how they know.
Teacher’s Guide
Instructions for introducing the activity to the Whole Group.
Introduce the Activity
- We are going to pretend to be sharks that eat the little fish! Okay, let’s all pretend to be BIG sharks and swim in the water.
- Here is our shark that we’ll use for this game!
- Have children move their arms to pretend they’re swimming, or something similar.
- Show children the shark box.
Now, these fish are so little they can’t swim very far. So, when they want to go in the ocean or leave the ocean, they have to go into the pond first.
Have the ocean image visible to children. Put the fish into the small bowl; show the fish as you talk about them. The small plate serves as the “pond”; model moving one fish from the bowl to the “pond”.
Model the Activity
Let’s try it!
First, let’s see how many fish are going to be in our ocean to start.
Point to the first step icon card.
Show a counting card indicating the number of starting fish (3).
To make the math easier, if children struggle starting the game with 3 fish, start with a smaller number.
To make the executive function (EF) easier, use the Step Icon cards.
To make the math harder, start the game with a larger number (>3) of fish.
To make the executive function (EF) harder, omit the Step Icon cards.
Three! We’ll put three fish in our ocean. Count with me. 1, 2, 3. 3!
Count as you put three fish onto the ocean board.
To make the executive function (EF) easier, use a counting card to label the number of fish children have in their ocean to help them remember.
Am I right?
Point to the second step icon card.
Point to each fish in the ocean while children count, “1, 2, 3… 3!”
Now, we pick a card to find out if more fish are going to swim into our ocean or be eaten by the shark!
Point to the third step icon card.
Pick a Plus/Minus card from the stack. You can decide on an operation (addition or subtraction) and a number ahead of time based on children’s skills.
Go to the addition steps or subtraction steps section depending on what card was picked.
To make the math and the executive function (EF) easier, focus on addition only (include only addition cards).
To make the math and executive function (EF) harder, focus on addition and subtraction (include both addition and subtracting cards).
**Addition Steps**
Plus 2! That means two more fish swim into our ocean. But remember, these fish are so little they can’t swim very far. So they have to swim into the pond first.
Point to the fourth ADDITION step icon card.
Show the +2 Plus/Minus card.
To make the math easier, add only one fish at a time.
To make the math harder, add more fish, for example, 2, 3, or more fish.
Introduce terms such as *sum* and *plus* and *minus*.
Two fish swam into our pond.
Point to the fifth ADDITION step icon card.
Put two fish on the checking plate (“pond”).
Let’s count to make sure we have two. Count with me!
Am I right?
Point to the sixth ADDITION step icon card.
Point to each fish on the checking plate while children count, “1, 2… 2!”
Now our fish are going to jump into our ocean!
Point to the seventh ADDITION step icon card.
Move the two fish from the plate to the ocean.
Now we figure out—How many fish are in our ocean now? Think-Pair-Share with your partner.
Point to the eighth ADDITION step icon card.
Children Think-Pair-Share with a partner to determine how many fish are in the ocean now.
To make the executive function (EF) easier, use the Think-Pair-Share cards.
To make the executive function (EF) harder, omit the Think-Pair-Share cards.
To make the math and executive function (EF) harder, have children articulate exactly what mathematics they performed—including what they started with, what they added, and the result.
We started with three fish, then two more swam into the ocean, so now we have five fish in our ocean!
Verbalize the starting number and the number added.
To make the math easier, if the starting number gets too high for children after play has begun, simply remove all the fish and restart with zero.
To make the math and executive function (EF) easier, use a number path (0-5, 0-10, or 0-20, depending on children). Mark the initial number with a chip. “Jump” your finger to visually demonstrate adding.
Model counting (with fish, counters, or fingers), keeping the two parts separate (the starting set and the part added).
To make the math and executive function (EF) harder, ask prompting questions throughout the activity (e.g., “You have 3 fish, but want 6. How many more do you need? Or how many more do you need to add?”).
Subtraction Steps
Oh no! The shark is hungry! Let’s find out how many fish it’s going to eat…
Point to the third step icon card.
Select one card from the Plus/Minus cards.
REMEMBER… if children are not yet ready for subtraction, stick with addition only.
He gets to eat one fish! Show me your shark mouths!
Point to the fourth SUBTRACTION step icon card.
Flip over the -1 Plus/Minus card. You can decide on the number ahead of time based on children’s counting skills.
Have children move their arms to pretend they’re sharks.
NOTE: If the number being subtracted is too large for the number of fish left in the ocean, choose another plus/minus card, saying something such, “Oh, no! Our card says the shark is going to eat three fish, but we only have two fish left. We don’t have that many fish in our ocean. Let’s pick another card.”
To make the math easier, subtract only one fish at a time.
To make the math harder, subtract more fish, for example, 2, 3, or more fish.
Introduce terms such as minus and difference.
Let’s take one fish from the ocean and put it in the pond.
Point to the fifth SUBTRACTION step icon card.
Move one fish from the ocean to the checking plate.
Let’s make sure we have only one.
Am I right?
Point to the sixth SUBTRACTION step icon card.
Watch! One fish jumps into the shark’s mouth! Count with me. 1…1. The shark is so happy!
Point to the seventh SUBTRACTION step icon card.
Move the fish from the checking plate to the shark’s mouth. Encourage children to count with you.
Now we figure out—How many fish are in our ocean now? Think-Pair-Share with your partner.
Point to the eighth SUBTRACTION step icon card.
Children Think-Pair-Share with a partner to determine how many fish are in the ocean now.
To make the math and executive function (EF) harder, have children articulate exactly what mathematics they performed—including what they started with, what they subtracted, and the result.
We had five fish, then the hungry shark ate one. Now, we have four fish in our ocean!
- Verbalize the starting number and the number subtracted.
- To make the math and executive function (EF) easier, use a number path (0-5, 0-10, or 0-20, depending on children). Mark the initial number with a chip. “Jump” your finger to visually demonstrate subtracting.
Model counting (with fish, counters, or fingers), keeping the two parts separate (the starting set and the part removed).
To make the math harder, ask prompting questions throughout the activity (e.g., “You have 4 fish, but want 2. How many more do you need to take away (or subtract)?”
Let’s play some more!
Keep playing, adding and subtracting fish as time allows.
Summary of Activity Adaptations
This is a summary of all the available adaptations to make Cookie Game easier or harder to accommodate the needs of your students. Whether the adaptation is easier or harder depends on each student’s math or executive function (EF) skills.
| | Make It Easier | Make It Harder |
|---|--------------------------------------------------------------------------------|-------------------------------------------------------------------------------|
| Math | If children struggle starting the game with 3 fish, start with a smaller number. | Start the game with a larger number (>3) of fish. |
| | Add only one fish at a time. | Add more fish, for example, 2, 3, or more fish. |
| | If the starting number gets too high for children after play has begun, simply remove all the fish and restart with zero. | Subtract more fish, for example, 2, 3, or more fish. |
| | Subtract only one fish at a time. | |
| EF | Use the Step Icon cards. | Omit the Step Icon cards. |
| | Use a counting card to label the number of fish children have in their ocean to help them remember. | Omit the Think-Pair-Share cards. |
| | Use the Think-Pair-Share cards. | |
| Math & EF | Make It Easier | Make It Harder |
|----------|--------------------------------------------------------------------------------|--------------------------------------------------------------------------------|
| | Focus on addition only (include only addition cards). | Focus on addition and subtraction (include both addition and subtracting cards). |
| | Use a number path (0-5, 0-10, or 0-20, depending on children). Mark the initial number with a chip. “Jump” your finger to visually demonstrate adding. | Have children articulate exactly what mathematics they performed—including what they started with, what they added, and the result. |
| | | Ask prompting questions throughout the activity (e.g., “You have 3 fish, but want 6. How many more do you need? Or how many more do you need to add?”). |
| | | Have children articulate exactly what mathematics they performed—including what they started with, what they subtracted, and the result. |
| | | Ask prompting questions throughout the activity (e.g., “You have 4 fish, but want 2. How many more do you need to take away (or subtract)?”) |
Explore The Executive Function And Math Skills In This Activity
Visit the website for resources to support teaching this activity.
What to Do Next
On a future day, do the activity in Small Group.
Are some students ready for more challenge? Try the adaptations provided above. Want even more challenge? For children who are able to count forward or back from a number other than one without support and demonstrate a knowledge of number combinations to five or more, introduce the Hidden Ocean version.
Provide each child with fish counters, a picture of the ocean, and a small pond (plate). Children take turns drawing a number card to determine how many fish to bring into the ocean (addition) or how many will be eaten by the shark (subtraction). After drawing a card, children move the fish to their checking plate, then their partner checks to make sure they moved the correct number. Both children then move the fish from their checking plate to the ocean or shark. Children figure out how many fish are in their oceans now. The other child draws a card and play continues.
**Primary Objectives**
- Counting on from a number other than 1 (e.g., counting on from 3 to 5).
- Counting backward from any number (e.g., counting down from 6 to 4).
- Developing a beginning understanding of the connection between counting and addition/subtraction.
**Materials**
- Ocean picture (1 for each child)
- Checking plate (“pond”; 1 for each child)
- Small bowl (1 for each child)
- Fish counters (~10 for each child)
- Shark box (instructions to make the box)
- Think-Pair-Share cards
- Counting cards (one set; see Summary of Activity Adaptations for other counting card options)
- 0-10 numeral and dot
- Plus/Minus cards (one set)
- Number Path (one; see Summary of Activity Adaptations for other number path options)
- 0-5, 0-10, or 0-20 path
- Step Icons
**How to Play the Activity**
For small groups, we suggest four children arranged in pairs of two with a teacher present to provide guidance. The activity steps icons below outline the steps of the activity. Print these icons as cards and share them to help children remember the steps. They’re also a helpful scaffold for children!
**Big Fish Story**
**Setup**
**Step 1**
Teacher chooses a starting number of fish and shows the corresponding Counting Card and all children place that many fish in their oceans.
**Step 2**
Children ask their partners, “Am I right?” Children check one another.
**Step 3**
Plus/Minus cards are placed facedown and a child selects one card (choose different children to select a card for each round). All children add/subtract the same number of fish based on the plus/minus card drawn.
**Addition**
**Step 1**
Children state how many fish are to be added or subtracted based on the Plus/Minus card selected (e.g., +1).
**Step 2**
Children “jump” that many fish from their bowl and into their checking pond (small plate).
**Step 3**
Children ask their partners, “Am I right?” Children check one another.
**Step 4**
Children “jump” their fish from their checking pond into their ocean.
**Step 5**
Children think-pair-share with their partner about how many fish are in the ocean now and how they know.
Adapted for the DREME Network with permission from © 2019 Learning and Teaching with Learning Trajectories. www.learningtrajectories.org
Copyright © 2024 Stanford University, DREME Network. All Rights Reserved.
Big Fish Story
Subtraction
Step 1
Children state how many fish are to be added or subtracted based on the Plus/Minus card selected (e.g., +1).
Step 2
Children “jump” that many fish from their ocean and into their checking pond.
Step 3
Children ask their partners, “Am I right?” Children check one another.
Step 4
Children “jump” their fish from the checking pond into the shark’s mouth.
Step 5
Children think-pair-share with their partner about how many fish are in the ocean now and how they know.
Teacher’s Guide
Instructions for introducing the activity to the Small Group.
Introduce the Activity
- We are going to pretend to be sharks that eat the little fish! Okay, let’s all pretend to be BIG sharks and swim in the water.
- Here is our shark that we’ll use for this game!
- Have children move their arms to pretend they’re swimming, or something similar.
- Show children the shark box.
Remember, these fish are so little they can’t swim very far. So, when they want to go in the ocean or leave the ocean, they have to go into the pond first.
Provide each child with a bowl with approximately 10 fish, 1 small plate (“pond”), and 1 ocean board. Have one shark box in the middle of the table for all children to share.
Model the Activity
Let’s give it a try with your own oceans! How many fish are in your oceans now?
Allow children to say out loud or echo back, “zero”. Correct children as needed.
First, let’s see how many fish are going to be in our ocean to start.
Point to the first step icon card.
Show a counting card indicating the number of starting fish (3).
To make the math easier, if children struggle starting the game with three fish, start with a smaller number.
To make the executive function (EF) easier, use the Step Icon cards.
To make the math harder, start the game with a larger number (>3) of fish.
To make the executive function (EF) harder, omit the Step Icon cards.
Three! Everyone put three fish into your oceans.
Have all children place 3 fish in their oceans. Check to make sure all children have the correct number before continuing.
To make the executive function (EF) easier, use a counting card to label the number of fish children have in their ocean to help them remember.
Now, everyone ask your partner, “Am I right?” Partners, you check to make sure your friend has the right number of fish in their ocean.
Point to the second step icon card.
Encourage children to check each other, correcting as necessary.
**Big Fish Story**
- **How many fish are in your oceans now?**
- Encourage children to respond.
- **Remember, you are big sharks and we are going to use these cards to help us find out if more fish are going to swim into the ocean or into the shark’s belly!**
- Point to the third and fourth ADDITION and SUBTRACTION step icon cards as you mention fish going into the ocean or being eaten by the shark, respectively.
- **But remember, these fish are so little they can’t swim very far. So they have to swim into the pond first, then our partner helps us check to make sure we have the right number.**
- Point to the fifth and sixth ADDITION & SUBTRACTION step icon cards as you describe each step.
- **Then, we’ll put the fish into the pond and then into the ocean or the shark.**
- Point to the seventh ADDITION & SUBTRACTION step icon cards as you describe this step.
- **Then, we’ll check to figure out how many fish we have left in our oceans.**
- Point to the eighth ADDITION & SUBTRACTION step icon cards as you describe this step.
- **Finally, we’ll pick another card and start again.**
- Point to the third step icon cards as you describe this step.
**Time to Play!**
- **Okay, everyone has three fish in your oceans. Let’s pick a card to figure out how many fish we’ll put into your oceans or feed to the shark!**
- Point to the fourth step icon card.
- Pick a Plus/Minus card.
- Go to the addition steps or subtraction steps depending on which card was picked.
- To make the math and executive function (EF) easier, focus on addition only (include only addition cards).
- To make the math and executive function (EF) harder, focus on addition and subtraction (include both addition and subtracting cards).
### Addition Steps
- **Plus 1! That means one more fish is going to swim into your ocean. But remember, these fish are so little they can’t swim very far. So they have to swim into the pond first.**
- Everyone put one fish in your pond.
- **Now, everyone ask your partner, “Am I right?” Partners, you check to make sure your friend has the right number of fish in their pond.**
- **Now your fish are going to jump into your oceans!**
- **How many fish are in your ocean now? How do you know?**
- Point to the fifth ADDITION step icon card.
- Show the +1 Plus/Minus card.
- To make the math easier, add only one fish at a time.
- To make the math harder, add more (for example, two, three, or more) fish.
- Or introduce terms such as *sum* and *plus*.
- Point to the sixth ADDITION step icon card.
- Encourage children to check each other, correcting as necessary.
- Point to the seventh ADDITION step icon card.
- Have children move the fish from their plates to their oceans.
- Point to the eighth ADDITION step icon card.
- Children Think-Pair-Share with a partner to determine how many fish are in their oceans now.
- To make the executive function (EF) easier, use the Think-Pair-Share cards.
- To make the math harder, have children articulate exactly what mathematics they performed—including what they started with, what they added, and the result.
- To make the executive function (EF) harder, omit the Think-Pair-Share cards.
You started with three fish, then one more swam into your ocean, so now you have four fish in our oceans!
- Verbalize the starting number and the number added.
- To make the math easier, if the starting number gets too high for children after play has begun, simply remove all of the fish to restart with 0.
- To make the math and executive function (EF) easier, use a number path (0-5, 0-10, or 0-20 depending on children). Mark the initial number with a chip. “Jump” your finger to visually demonstrate adding.
Model counting (with fish, counters, or fingers), keeping the two parts separate (the starting set and the part added).
To make the math and executive function (EF) harder, ask prompting questions throughout the activity (e.g., “You have 3 fish, but want 6. How many more do you need? Or how many more do you need to add?”).
Subtraction Steps
The big sharks are so happy to have four small fish. They’re so hungry! Let’s find out how many fish it’s going to eat…
- Point to the third step icon card.
- Select one card from the Plus/Minus cards.
- REMEMBER… if children are not yet ready for subtraction, stick with addition only.
Minus two! That means we take away two fish from the ocean to feed to the shark!
- Point to the fourth SUBTRACTION step icon card.
- Flip over the -2 Plus/Minus card.
- NOTE: If the number being subtracted is too large for the number of fish left in the ocean, choose another plus/minus card, saying something such, “Oh, no! Our card says the shark is going to eat three fish, but we only have two fish left. We don’t have that many fish in our ocean. Let’s pick another card.”
Let’s take two fish from your oceans and put it into your ponds.
Point to the fifth SUBTRACTION step icon card.
Have children move two fish from their oceans to their checking plates.
To make the math easier, subtract only one fish at a time.
To make the math harder, subtract more fish, for example, 2, 3, or more fish.
Or introduce terms such as minus and difference.
Let’s make sure everyone has two. Ask your partner, “Am I right?”
Point to the sixth SUBTRACTION step icon card.
Encourage children to check each other, correcting as necessary.
Now, everyone feed the shark two fish from your ponds!
Point to the seventh SUBTRACTION step icon card.
Have children move the fish from their checking plates to the shark’s mouth.
How many fish are in your ocean now? How do you know?
Point to the eighth SUBTRACTION step icon card.
Children Think-Pair-Share with a partner to determine how many fish are in the ocean now.
To make the math harder, have children articulate exactly what mathematics they performed—including what they started with, what they subtracted, and the result.
You had four fish, then the hungry shark ate two. Now, you each have two fish in our ocean!
- Verbalize the starting number and the number subtracted.
- To make the math and executive function (EF) easier, use a number path (0-5, 0-10, or 0-20, depending on children). Mark the initial number with a chip. “Jump” your finger to visually demonstrate subtracting.
Model counting (with fish, counters, or fingers), keeping the two parts separate (the starting set and the part removed).
To make the math and executive function (EF) harder, ask prompting questions throughout the activity (for example, “You have four fish but want two. How many more do you need to take away [or subtract]?“).
Let’s play some more!
Keep playing, adding and subtracting fish as time allows.
Summary of Activity Adaptations
This is a summary of all the available adaptations to make Cookie Game easier or harder to accommodate the needs of your students. Whether the adaptation is easier or harder depends on each student’s math or executive function (EF) skills.
| Math | Make It Easier | Make It Harder |
|------|----------------|----------------|
| | If children struggle starting the game with three fish, start with a smaller number. | Start the game with a larger number (>3) of fish. |
| | Add only one fish at a time. | Add more (for example, two, three, or more) fish. |
| | Have children articulate exactly what mathematics they performed—including what they started with, what they added, and the result. | Subtract more fish, for example, 2, 3, or more fish. Or introduce terms such as minus and difference. |
| | If the starting number gets too high for children after play has begun, simply remove all of the fish to restart with 0. | Have children articulate exactly what mathematics they performed—including what they started with, what they subtracted, and the result. |
| | Subtract only one fish at a time. |
| | Make It Easier | Make It Harder |
|---|--------------------------------------------------------------------------------|-------------------------------------------------------------------------------|
| EF| Use the Step Icon cards. | Omit the Step Icon cards. |
| | Use a counting card to label the number of fish children have in their ocean to help them remember. | Omit the Think-Pair-Share cards. |
| | Use the Think-Pair-Share cards. | |
| Math & EF| Focus on addition only (include only addition cards). | Focus on addition and subtraction (include both addition and subtracting cards). |
| | Use a number path (0-5, 0-10, or 0-20 depending on children). Mark the initial number with a chip. “Jump” your finger to visually demonstrate adding. | Ask prompting questions throughout the activity (e.g., “You have 3 fish, but want 6. How many more do you need? Or how many more do you need to add?”). |
| | Model counting (with fish, counters, or fingers), keeping the two parts separate (the starting set and the part added). | Ask prompting questions throughout the activity (for example, “You have four fish but want two. How many more do you need to take away [or subtract]?”). |
Explore The Executive Function And Math Skills In This Activity
Visit the website for resources to support teaching this activity.
What to Do Next
Do some students need more support or more challenge? Try the adaptations provided above for Small Group. Continue working in small groups with teacher support until students can comfortably play with minimal teacher guidance. Then have students practice the activity independently in Center. For children who are able to count forward or back from a number other than one without support and demonstrate a knowledge of number combinations to five or more, introduce the Hidden Ocean version.
Provide each child with fish counters, a picture of the ocean, and a small pond (plate). Children take turns drawing a number card to determine how many fish to bring into the ocean (addition) or how many will be eaten by the shark (subtraction). After drawing a card, children move the fish to their checking plate, then their partner checks to make sure they moved the correct number. Both children then move the fish from their checking plate to the ocean or shark. Children figure out how many fish are in their oceans now. The other child draws a card and play continues.
**Primary Objectives**
- Counting on from a number other than 1 (e.g., counting on from 3 to 5).
- Counting backward from any number (e.g., counting down from 6 to 4).
- Developing a beginning understanding of the connection between counting and addition/subtraction.
**Materials**
- Ocean picture (1 for each child)
- Checking plate (“pond”; 1 for each child)
- Small bowl (1 for each child)
- Fish counters (~10 for each child)
- Shark box (instructions to make the box)
- Counting cards (1 set)
- 0–10 numeral and dot
- Plus/Minus cards (1 set)
- Number Path (1; see Summary of Activity Adaptations for other number path options)
- 0-5, 0-10, or 0-20 path
- Step Icons
**How to Play the Activity**
The activity steps icons below outline the steps of the activity. Print these icons as cards and share them to help children remember the steps. They’re also a helpful scaffold for children!
**Big Fish Story**
**Setup**
**Step 1**
Children choose a counting card that determines the starting number of fish and all children place that many fish in their oceans.
**Step 2**
Children ask their partners, “Am I right?” Children check.
**Step 3**
Plus/Minus cards are placed facedown and a child selects one card.
**Addition**
**Step 1**
Children state how many fish are to be added or subtracted based on the Plus/Minus card selected (e.g., +1).
**Step 2**
Children “jump” that many fish from their bowl and into their checking pond (small plate).
**Step 3**
Children ask their partners, “Am I right?” Children check.
**Step 4**
Children “jump” their fish from their checking pond into their ocean.
**Step 5**
Children state/discuss how many fish are in the ocean now and how they know.
Adapted for the DREME Network with permission from © 2019 Learning and Teaching with Learning Trajectories. www.learningtrajectories.org
Copyright © 2024 Stanford University, DREME Network. All Rights Reserved.
Subtraction
Step 1
Children state how many fish are to be added or subtracted based on the Plus/Minus card selected (e.g., +1).
Step 2
Children state/discuss how many fish are in the ocean now and how they know.
Step 3
Children ask their partners, “Am I right?” Children check.
Step 4
Children “jump” their fish from the checking pond into the shark’s mouth.
Step 5
Children state/discuss how many fish are in the ocean now and how they know.
Introduce the Activity
- Today, the Big Fish Story game we’ve been playing together will be at [name] Center!
- Tell students that the activity will be in Centers to play on their own. We recommend playing the activity in Small Groups at least once before introducing it in Centers.
- To make the math easier, start with a smaller number of fish – that is, only include counting cards with smaller numbers (e.g., 1 or 2). Include only +/- 1 cards so children add or subtract only one fish at a time.
- To make the math and executive function (EF) easier, focus on addition only (include only addition cards).
- To make the math harder, start with a larger number of fish – that is, include counting cards with larger numbers (e.g., 3 or more). Include only +/- cards with larger numbers (for example, +/- 2 or +/- 3).
- To make the math and executive function (EF) harder, focus on addition and subtraction (include both addition and subtraction cards).
- You will have picture cards to help you remember how to play.
- Display the activity step icons.
Time to Play!
- Let’s remind ourselves how to play the game!
- Review the steps of the activity while referencing the Step Icons.
- When reviewing the Step Icons, tell children that they will be choosing the counting card in Step #3 instead of the teacher (as it was done in whole group and small group previously).
- To make the executive function (EF) easier, use the Step Icons.
- To make the executive function (EF) harder, omit the Step Icons.
Summary of Activity Adaptations
This is a summary of all the available adaptations to make Cookie Game easier or harder to accommodate the needs of your students. Whether the adaptation is easier or harder depends on each student’s math or executive function (EF) skills.
| | Make It Easier | Make It Harder |
|-------|--------------------------------------------------------------------------------|--------------------------------------------------------------------------------|
| Math | Start with a smaller number of fish – that is, only include counting cards with smaller numbers (e.g., 1 or 2). Include only +/- 1 cards so children add or subtract only one fish at a time. | Start with a larger number of fish – that is, include counting cards with larger numbers (e.g., 3 or more). Include only +/- cards with larger numbers (for example, +/- 2 or +/- 3). |
| EF | Use the Step Icons. | Omit the Step Icons. |
| Math & EF | Focus on addition only (include only addition cards). | Focus on addition and subtraction (include both addition and subtraction cards). |
Explore The Executive Function And Math Skills In This Activity
Visit the website for resources to support teaching this activity.
What to Do Next
Keep playing this activity in Centers throughout the year. Students who played the Visible Ocean version may switch to the Hidden Ocean version once they’ve been introduced to it in Small Group and can comfortably count forward or back from a number other than one without support and demonstrate a knowledge of number combinations to five or more. Do some students need more support or more challenge? Try the adaptations provided above for Centers. | 7b511290-95c6-4f42-b271-52793dade9a1 | CC-MAIN-2024-22 | https://preschoolmath.stanford.edu/wp-content/uploads/2024/03/Big-Fish-Story-Visible-Ocean.pdf | 2024-05-18T20:05:30+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057494.65/warc/CC-MAIN-20240518183301-20240518213301-00780.warc.gz | 403,973,238 | 7,854 | eng_Latn | eng_Latn | 0.993918 | eng_Latn | 0.996545 | [
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PSYCHO-EDUCATION TOOLKIT: HOW TO HELP CHILDREN UNDERSTAND AND REGULATE THEIR SURVIVAL RESPONSES
This psycho-education toolkit for children & young people is a beautiful, creative resource for any adult wanting to support children and young people to understand their survival behaviours. The animation, together with the child-friendly worksheets provided as part of this resource, offers a way to both understand and explore how children have learnt to manage stress, and how those ‘old’ coping strategies might be helped to calm.
The two-part animation uses beautiful imagery and children’s voices to tell the story of the Survival Animals inside all of us. In this story, you will meet:
• Tiger (our fight survival mode)
• Cheetah (our flight survival mode)
• Rabbit (our freeze survival mode)
• Sloth (our collapse survival mode)
Part One introduces each of these four relatable animal characters. The story helps children and families to understand how and why we each have survival behaviours, and how each of the survival animals work hard to keep us safe from danger.
Part Two introduces a new animal filled with wisdom and calmness – Orangutan. Orangutan has many ideas for how to tame the Survival Animals and she talks us through lots of techniques and strategies which help to calm the nervous system.
Buy online for £60 at www.beaconhouse.org.uk/training
WHAT ARE THE LEARNING AIMS?
This tool kit helps children and families to understand that:
- We have an internal alarm system which alerts us to real or perceived danger
- Children who have experienced trauma and loss have an ‘extra-sensitive’ alarm system
- Our alarm system ‘wakes up’ survival behaviours in all of us, which are designed to protect us from hurt
- Our survival behaviours were helpful at one point in our lives, but over time, they can cause us many problems
- We can learn how to tame our survival behaviours so that we can feel more in control of how we are and how we feel
- Children need the help of adults around them to do this tough work
HOW DOES IT WORK?
On receipt of payment you will be emailed:
- A welcome video by Dr Shoshanah Lyons, Clinical Psychologist, introducing the animation and the toolkit.
- A private link and password giving you access to the two-part animation, which lasts 20 minutes in total.
- A ‘children’s pack’ which includes a range of beautiful worksheets to accompany the animation, and can be printed as many times as needed. The worksheets provide a creative, child-friendly framework for exploring with children and teens their survival behaviours.
- An adult resource pack, which provides you with explorative questions to inform your conversations with the child or young person.
- A display kit, providing you with ready to print and use images perfect for making a wonderful visual display about the Survival Animals inside all of us.
Once you have purchased this resource you will be able to access it for an unlimited amount of time.
WHO IS THIS TRAINING FOR?
This psycho-education kit can be purchased by any adult who is supporting a child or teen affected by trauma, stress, loss or adversity.
Buy online for £60 at www.beaconhouse.org.uk/training
ABOUT THE TRAINERS
Dr Shoshanah Lyons is the Clinical Director and founder of Beacon House, a therapeutic service for children and families based in West Sussex.
As a Clinical Psychologist specialising in trauma and loss, she is passionate about helping parents/carers and professionals to understand the needs of troubled children. She loves to work creatively so that complex ideas are translated into really accessible and meaningful information for all those working with, and caring for distressed children.
Helen Townsend is an artist and works at Beacon House as our Creative Advisor and Therapeutic Life Story Worker.
Combining inspiration from lived experience with academic training, she is passionate about translating complicated theories into accessible information that can be used by everyone in day to day life. As an adoptive parent Helen always aims to ensure ideas are realistic and practical for families.
Dr Kathryn Whyte is a Clinical Psychologist and our Chichester Team Lead.
She works with children who are adopted and their families. Kathryn loves thinking with the adults in children’s lives about what their experiences have been, how they have influenced their lives and what their behaviour might be letting them know about what is going on in their ‘minds and hearts’.
PAYMENT FOR THIS COURSE IS MADE UNDER THE FOLLOWING TERMS & CONDITIONS:
Due to our training package being available upon payment, online courses are non-refundable. Our online training must not be reproduced or shared with another party without prior permission from Beacon House Therapeutic Services & Trauma Team.
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Vegetable production is increasingly popular for Tennessee residents. Growing vegetables at home provides financial and nutritional benefits through the bounty of a fresh harvest, and the activity enhances personal health and well-being. However, a basic understanding of soils, site selection and crop maintenance is required before backyard growers can take full advantage of these benefits of home food production. To meet these needs, this series of fact sheets has been prepared by UT Extension to inform home gardeners and propel them to success in residential vegetable production.
GARDEN PLANNING
Garden planning has the potential to save time, money and space. Garden plans enable growers to allocate space for crops ahead of time, estimate seed quantities to improve economy, and provide a guide when seeding and transplanting time arrives. It is best to lay out the planting arrangement on graph paper or input it into one of many gardening computer programs. This planning will allow visualization of the garden and support the efficient use of space and time. Additionally, proper planning and record-keeping in the garden is an asset in cultural management and disease prevention, as proper spacing and crop rotation in the garden can reduce disease pressure. For more information, see UT Extension publication W 316.
Figure 1. Young, healthy tomato seedlings.
Vegetable crops are generally classified as warm season or cool season according to the temperature ranges they require or prefer.
**WARM-SEASON VEGETABLES**
Warm-season vegetables are most productive in higher temperature ranges (late spring, summer) and are better able to grow and produce a quality crop through Tennessee’s summer heat. They are damaged or killed by frost and freezing conditions; even cool, non-freezing temperatures may prevent them from growing and yielding well. So, paying attention to local frost dates is especially important in selecting planting dates (Table 1).
**COOL-SEASON VEGETABLES**
Cool-season vegetables can withstand temperatures below 32 F (how far below varies by crop and situation) and are generally more productive and have higher quality produce when grown during cooler spring and fall seasons. Because of these attributes, cool-season crops are planted in the late winter or early spring to avoid the hottest part of the summer. They can often be seeded again in the late summer to provide another crop during the fall season. Please refer to Table 2 for a general listing of cool- and warm-season crops and planting seasons.
| LOCATION | Bristol | Chattanooga | Clarksville | Crossville | Jackson | Knoxville | Memphis | Mountain City | Nashville |
|----------|---------|-------------|-------------|------------|---------|-----------|----------|---------------|-----------|
| Last spring frost | May 3 | April 17 | April 27 | May 10 | April 19| April 28 | April 9 | May 26 | April 21 |
| First fall frost | Oct. 6 | Oct. 21 | Oct. 4 | Sept. 28 | Oct. 9 | Oct. 8 | Oct. 30 | Sept 18 | Oct. 10 |
*Table 1. Safe planting dates with only a 10 percent chance of temperatures lower than 32 F after (spring) or before (fall) that date as determined by 30-year NOAA weather data from local stations.*
| Early to mid-spring planted, vegetables for late spring and early summer harvest | Seeds | Transplant | Late-spring to summer planted vegetables for summer and early fall harvest | Seeds | Transplant | Summer-planted vegetables for fall harvest | Seeds | Transplant |
|----------------------------------------------------------------------------------|-------|------------|--------------------------------------------------------------------------|-------|------------|--------------------------------------------|-------|------------|
| Beets | X | | Beans, Bush/Pole/Lima | X | | Broccoli | | X |
| Broccoli | | X | Muskmelon | X | X | Cabbage | | X |
| Cabbage | | X | Sweet Corn | X | | Cauliflower | | X |
| Cauliflower | | X | Cucumber | X | X | Collards | | |
| Carrots | X | | Eggplant | X | X | Cucumber | X | X |
| Kale, Collards | X | | Okra | X | | Kale | X | |
| Kohlrabi | X | X | Peas, field/southern | X | | Kohlrabi | X | X |
| Lettuce, leaf/head | X | X | Pepper, sweet/hot | X | | Lettuce, leaf/head | X | X |
| Mustard | X | | Pumpkins | X | X | Mustard | | |
| Onions (also sets) | X | | Malabar spinach | X | | Potatoes | Seed piece | |
| Peas, English/snap | X | | Squash, summer/winter | X | X | Radish | X | |
| Potatoes, Irish | Seed piece | | Sweet Potato (slips) | | | Spinach | X | |
| Radishes | X | | Tomatoes | | X | Squash, summer | X | X |
| Spinach | X | | Watermelon | X | X | Tomatoes (determinate) | | X |
| Swiss Chard | X | | | | | Turnips | X | |
| Turnips | X | | | | | | | |
*Table 2. List of vegetables and planting seasons in Tennessee (cool-season crops in bold lettering).*
SELECTING VARIETIES AND PURCHASING SEEDS
Selecting varieties of crops for home gardens should be based on the level of disease resistance; whether the growth habit of the crop will fit the garden space and cropping plan; and the taste preference of the gardener. UT Extension trial information on cultivars that perform well in various parts of Tennessee will be added to future publications.
High-quality seed is essential for the home gardener so that garden space and time will not be wasted on poor-quality seed or weak seedlings. Purchase seed from a reputable supplier for the current growing season and store it properly to ensure maximum productivity. Seed can be collected from previous crops in some instances, but be cautious. Many crops are hybrids, which means that the seed was produced from a cross of two specific parents to produce seed with desirable traits. A plant grown from seed collected from a hybrid plant will not have identical attributes to its parent, and it will often produce low yields and inferior quality produce. Only save seed from non-hybrid crops. Additionally, many diseases can be seed-borne, so only collect and reuse seed from healthy plants.
Purchasing or Starting Transplants
There are two main methods of planting vegetable crops. The first is directly seeding into well-prepared soil, and the second is to purchase or grow plants for transplanting into garden soil. Most gardeners use both methods and select some crops for direct seeding and others for transplanting (see Table 2). Both warm- and cool-season crops are commonly transplanted. Some of the most common crops to be transplanted are tomatoes (Figure 1), peppers, eggplants, cabbage, cauliflower, broccoli and Brussels sprouts. While roots are somewhat tender in cucumbers, muskmelons, watermelon and summer squash, these plants also can be successfully transplanted if handled carefully. These crops also can be seeded in biodegradable pots so that roots will not need to be disturbed. Large seeded crops — such as beans, peas and corn — as well as root crops — such as radishes, beets and carrots — are almost always direct seeded.
Transplants, select carefully. Choose plants that are free from all signs of insects or disease and are stocky and do not have damaged or yellow leaves. Transplants should be a healthy green color to indicate they are not nutrient deficient (Figure 2). Also, choose plants that are not too old or stunted. Very mature transplants (especially broccoli or cauliflower) may not produce well after transplanting. This is not the time to shop for bargains because transplant health often directly impacts production.
Home vegetable growers can purchase transplants at a greenhouse or garden center, but transplants can also be produced at home with proper care and attention. This scenario can be an advantage in providing preferred or heirloom cultivars for your home garden. Keep in mind, though, that it will take several weeks preparation to have plants ready for transplanting into the garden at the appropriate time (Table 3). Specific practices will be discussed in the next section.
When purchasing vegetable
Figure 2. Tomato transplants that show signs of nutrient stress (yellowed leaves) and insect damage in the greenhouse.
LOCATIONS AND MATERIALS
The best location for starting vegetable garden transplants is a home greenhouse. A greenhouse can provide the opportunity to control temperature and humidity while maintaining optimum light. However, relatively few people have this option. Transplants can be started indoors if proper conditions, especially light and temperature, can be maintained. Additionally, a cold frame or hotbed can be an economical and suitable location for starting transplants.
The most common materials needed for transplant production are containers and equipment for temperature and light management. Containers, such as seeding flats, and pots are best purchased new or thoroughly cleaned and sterilized before reuse. The horticulture industry offers a large selection of pot sizes in both plastic and biodegradable materials.
MEDIA AND FERTILIZATION
One of the advantages of vegetable transplants is that they can be started in a media optimized for seed germination and young plant growth. Often germination and seedling production mixes are formulated from peat moss, perlite and vermiculite (super-heated rock and clay materials) to provide optimum water holding as well as aeration in the growing media. All of these materials can also be purchased in a pre-mixed, sterile media for seed germination (Figure 3).
Fertilization requirements depend upon the media. Many mixes specifically prepared for seedling transplant production will have fertilizers included that slowly make nutrients available for young plant use. Such slow-release fertilizers may be sufficient for the four to six weeks transplant production period. If using a media without fertilizers included, use a pre-mixed soluble fertilizer provided with plant watering at half strength once to twice each week. This should be sufficient for many young plants. Monitor leaves for strong green color. Yellowing or purpling can suggest nutrient deficiencies or other issues with media pH or temperature (Table 4).
TEMPERATURE CONDITIONS
For optimum germination and young plant growth, temperature is critical. In fact, poor germination is often caused by temperatures below or above optimum levels. Table 3 describes important temperature conditions for a range of commonly transplanted crops. In general, seed germination and seedling production (after germination) temperatures are lower for cool-season crops. Temperatures should be relatively consistent during germination, and an electric germination mat can be useful to ensure optimum temperatures. Heat mats can be purchased in a variety of sizes, and the best types are those with thermostats to enable precise temperature ranges for specific crops.
After germination, young transplants will generally respond well to night temperatures that are slightly cooler than day temperatures. This temperature change will assist in producing shorter, stockier plants ready for successful transplant into the garden.
| Vegetable | Approximate growing time (wks) | Germination temperature (F) | Growing Temperature (F) | Conditions for hardening |
|----------------------------|--------------------------------|-----------------------------|--------------------------|-------------------------|
| **Cool Season** | | | | |
| Broccoli, cabbage, | 5 to 7 | 70° | 60 to 65° | 50 to 55° for 10 days |
| cauliflower | | | | |
| Lettuce | 4 to 6 | 70° | 60 to 65° | Reduce temperature and |
| | | | | moisture |
| **Warm Season** | | | | |
| Cucumber and squash | 2 to 3 | 75° | 65 to 75° | Reduce moisture |
| Eggplant | 6 to 8 | 75° | 70 to 75° | Reduce moisture |
| Pepper | 7 to 9 | 75° | 70 to 75° | Reduce moisture |
| Tomato | 5 to 7 | 75° | 65 to 75° | Reduce moisture |
| Watermelon and muskmelon | 3 to 5 | 80-85° | 75 to 85° | Reduce moisture |
*Table 3. Germination, growth and transplant hardening conditions required for home vegetable transplants.*
(Revised from a similar table in UT Extension publication SP291-A)
MOISTURE CONDITIONS
Maintaining appropriate moisture in the growing media is essential for proper plant growth and health. Media should be kept slightly moist, but not saturated from seeding through early growth to avoid “damping off.” Damping off is the death of a seed before germination or a young plant soon after emergence. It is caused by a group of diseases affecting seeds and young plants that are most damaging when media is kept too moist. In addition to proper watering, a challenging aspect of maintaining proper moisture conditions for young transplants is ventilation. Maintaining gentle but consistent air movement enables media to slowly dry. This slow drying of media creates a regular need for watering and helps prevent constant saturation and disease development in young seedlings. A small fan is often helpful in the seedling production area.
LIGHTING CONDITIONS
Adequate lighting can be challenging for home transplant production. Even strong light from a south-facing window in the home is generally not sufficient to produce healthy transplants. Higher levels of natural sunlight or supplemental lighting are often needed to produce ideal transplants in the home. Fluorescent grow lights are common and cost effective for small-scale transplant production. Newer technologies, such as light emitting diodes (LEDs) can be good light sources for young plants, but the initial purchase price can be higher than other lighting types. Fluorescent and LED lights provide less heat during operation than high-intensity lights, and they can simplify home production because lights can be placed closer to plants. A general rule of thumb is to place a fluorescent or LED light 4 to 8 inches from plants.
Closely observe seedlings. If stems elongate and have long distances between leaves, “stretching” may be occurring because lights are either too high or need to be on for a longer period (Table 4). Use care to purchase lights from high-quality suppliers that were developed for plant growth to ensure that optimum wavelengths of light are provided. High-quality lights should provide years of reliable, safe service.
| COMMON PROBLEM | POSSIBLE CAUSE(S) |
|-------------------------------------------------------------------------------|-----------------------------------------------------------------------------------|
| Seed does not emerge. | Seed is old or was improperly stored. |
| | Media is too wet or dry. |
| | Temperature is too low or high. |
| | Seed is planted too deeply. |
| Seedlings look pinched at the soil line and fall over or die (often | Over watering. |
| referred to as damping off, which can be caused by more than one pathogen).| Temperature too high or low. |
| | Poor ventilation (air movement). |
| | Media or containers not sterile. |
| | Light intensity is too low. |
| Tall, straggly seedlings. | Light intensity is too low. |
| | Nitrogen fertilization is too high. |
| | Night temperature is too high. |
| | Plants are too closely spaced |
| Older yellow leaves. | Nitrogen fertilization is needed. |
| Purple leaves. | Phosphorus is deficient. |
| | Temperature is too low. |
Table 4. Troubleshooting common vegetable transplants production issues. (Revised from a similar table in UT Extension publication SP291-A)
GARDEN PLANTING
SEEDING IN THE GARDEN
Many crops are seeded directly into well-prepared garden soil. To ensure proper germination, it is important to understand planting times, rates and depth. Planting times correspond to the warm- and cool-season crops previously discussed. Keep in mind that the dates given in Table 5 are estimates and can often vary from one area of the state or season to another.
Seeding rate is important for ensuring that adequate plants are present to provide yield. The rate is also important to prevent overcrowding, which can reduce yield, increase management time and disease risks, and waste seed. Seeding depth is important to enable seeds to take up enough water to germinate and begin rooting at the proper depth. It is common to seed small seeds shallower than larger seeds. A seedbed should have soil that is moist, crumbly and fine so that seed have good contact with soil to quickly take up water (the first step in seed germination, Figure 4). A general rule of thumb is to plant seed at a depth that is two to four times their diameter. Table 5 gives information on seeding rate and season for some of the most common home vegetable crops.
TRANSPLANTING IN THE GARDEN
Transplanting seedlings successfully depends on having quality plants that have been hardened off as described earlier in this document. It also relies on choosing a day and time when the least stress will be applied to the young plant. Transplanting on a cloudy day or during the late afternoon or evening can reduce daytime heat and light stress on the young plant. Good soil preparation and moisture content will also aid the young plant. Most seedlings are placed in the garden soil at or slightly below the soil level in the current container. It is best to slightly cover the growing media with soil to prevent rapid drying and possible damage to young roots. A starter fertilizer and consistent water after transplanting will lower stress and support early growth.
Figure 4. A young pea plant emerging from uniformly moist and well-prepared garden soil.
| Vegetable | Spring planting | Fall planting | Seeds or plants per 100-ft row | Inches between rows | Inches between plants* | Planting depth (in) |
|---------------------------|-----------------------|----------------------|--------------------------------|---------------------|------------------------|--------------------|
| Beans, snap | 4/10 to 6/30 | 7/1 to 8/15 | ¼ lb. seed | 24 to 36, bush | 3 to 4 | 1 to 1½ |
| Beans, lima | 5/1 to 6/30 | | ½ lb. seed | 24 to 36, bush | 3 to 4 | 1 to 1½ |
| Beets | 3/1 to 4/15 | 9/1 to 10/1 | ½ oz. seed | 14 to 36 | 2 to 3 | ½ |
| Broccoli | 3/15 to 4/15 | 8/1 to 9/1 | 65-80 plants | 24 to 36 | 15 | |
| Cabbage | 3/15 to 4/15 | 8/1 to 9/1 | 65-80 plants | 24 to 36 | 15 | |
| Cauliflower | 3/15 to 4/15 | 7/15 to 8/15 | 65-80 plants | 24 to 36 | 15 | |
| Carrots | 3/1 to 5/1 | 8/1 to 9/1 | ¼ oz. seed | 14 to 36 | 2 to 3 | ¼ |
| Collards | 2/15 to 4/15 | 7/15 to 9/1 | ¼ oz. seed | 18 to 36 | 15 | ¼ to ½ |
| Corn | 4/15 to 7/1 | | ¼ lb. seed | 36 | 8 to 12 | 1 to 2 |
| Cucumber | 5/1 to 6/15 | 7/15 to 8/15 | ¼ oz. seed | 72 | 12 | ½ to 1 |
| Eggplant | 5/1 to 6/15 | | 50 plants | 36 | 24 | |
| Kale | 2/15 to 4/15 | 8/1 to 9/15 | ¼ oz. seed | 18 to 36 | 12 to 15 | ¼ to ½ |
| Lettuce, head | 3/1 to 4/15 | 8/1 to 9/15 | ¼ oz. seed | 14 to 36 | 12 to 15 | ¼ |
| Lettuce, leaf | 3/1 to 4/15 | 8/1 to 9/15 | ½ oz. seed | 14 to 36 | 6 | ¼ |
| Muskmelon | 5/1 to 6/15 | | ¼ oz. seed | 72 | 24 | ½ to ¾ |
| Mustard | 2/15 to 4/15 | 7/1 to 9/1 | ¼ oz. seed | 14 to 36 | 5 to 10 | ¼ |
| Okra | 5/1 to 6/15 | | 1 oz. seed | 36 | 6 to 12 | 1 |
| Onion | 3/1 to 4/15 | | 200 to 400 sets, storage | 14 to 36 | 3 to 6, storage | 1 to 2 |
| | | | 400 to 600 sets, bunch | | 2 to 3, bunch | |
| Peas, English and snap | 2/15 to 4/15 | | ½ to 1 lb. seed | 12 to 36 | 2 to 4 | 1 |
| Pepper | 5/1 to 6/15 | | 60 plants | 36 | 18 to 24 | |
| Potatoes, Irish | 3/1 to 4/15 | 7/1 to 7/31 | 14 lb. seed | 30 to 36 | 12 | 3 to 5 |
| Pumpkin | 5/1 to 6/30 | | 1 oz. seed | 120 to 144 | 48 | 1 |
| Radish | 3/1 to 4/15 | 8/1 to 10/1 | ½ oz. seed | 14 to 36 | 1 to 2 | ¼ to ½ |
| Spinach | 2/15 to 4/15 | 9/1 to 10/1 | 1 oz. seed | 14 to 36 | 3 to 4 | ¼ to ½ |
| Squash, summer | 5/1 to 6/30 | 7/1 to 8/1 | 1 oz. seed | 48 to 60 | 12 to 24 | 1 |
| Squash, winter | 5/1 to 6/30 | | 1 oz. seed | 72 to 96 | 24 to 36 | 1 |
| Swiss chard | 3/1 to 4/15 | 9/1 to 10/1 | ½ oz. seed | 18 to 36 | 6 to 8 | ½ |
| Sweet potato | 5/1 to 6/30 | | 100 slips | 36 | 12 | |
| Tomatoes | 4/15 to 6/30 | 7/1 to 7/15 | 50 plants | 48 to 60 | 24 to 36 | |
| Turnips (greens, roots) | 3/1 to 4/15 | 7/15 to 9/1 | ¼ to ½ oz. seed | 18 to 36 | 2 to 4 | ¼ to ½ |
| Watermelon | 5/1 to 6/30 | | ¼ oz. seed | 120 to 144 | 48 | 1 |
*Thinning may be needed after plants emerge to achieve this spacing
Table 5. Guide to direct seeding and transplanting common vegetable crops in the home garden in Tennessee. (Revised from similar tables in UT Publications SP-291O and SP-291P) | 92a98e73-f8a3-405f-b15d-0a8abc3ecb21 | CC-MAIN-2024-22 | https://utia.tennessee.edu/publications/wp-content/uploads/sites/269/2023/10/W346-B.pdf | 2024-05-28T17:27:47+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971059143.84/warc/CC-MAIN-20240528154421-20240528184421-00281.warc.gz | 505,873,036 | 5,572 | eng_Latn | eng_Latn | 0.997746 | eng_Latn | 0.998395 | [
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Past & Present
Quarries, Archaeology and the Lower Lugg Valley
Marden landscape taken from Sutton Walls © Herefordshire Archaeology
The gently rolling landscape of the Lower Lugg Valley is a place where people have always lived yet we have little knowledge of them. However, recent archaeological discoveries during gravel quarrying have transformed our understanding of past communities in the area. Exciting finds include the rich burial of a once important prehistoric leader, a fine Roman country house, and two of Britain’s earliest known watermills. A new and fascinating Lower Lugg story is beginning to emerge, and that story links directly to present day life in the valley.
The Lower Lugg Valley is not a place that immediately reveals its ancient secrets. Road and rail travellers heading north from Hereford rapidly cross a flat stretch of landscape abruptly ended by the bulk of Dinmore Hill. Maybe some will glimpse the distinctive spire of Marden Church, the heaps of freshly dug gravel at Wellington Quarry, or the unusual flat-topped hill known by the locals as Sutton Walls. But there is little to obviously hint at the remarkable story behind these landmarks.
Of course, it is no surprise that people have lived in the valley for a very long time. The familiar network of villages, old buildings, quarries, lanes and fields is a visible result of hundreds of years of local community life. Moreover, gravel quarrying on the low hills bordering the river floodplain has often disturbed the remains of even more ancient occupation. Quarrying at Sutton Walls in the 1930s, 40s and 50s turned up many 'finds' from a 2,500 year old settlement which once occupied the hilltop.
So far, finds like this have been commonplace. However, the gravel quarry at Wellington has unexpectedly revealed a much more interesting story. When quarrying began at Wellington in 1986, no one really anticipated significant archaeological discoveries. Unlike the earlier hilltop sites, the new quarry targeted the extensive gravel beds buried beneath the river floodplain. Given the obvious flooding issue, this didn't seem likely to be a place where people had ever lived. The fertile riverside land is now a patchwork of fields, and the remains of older 'ridge and furrow' fields suggest the area has long been used for agriculture.
As soon as the quarry company got to work, a very different picture began to emerge. In the first area where the quarrymen began to dig down to the gravel, they almost immediately uncovered a grid-like pattern of carefully built stone walls, which seemed to be the foundations of a long disappeared building. When local archaeologists investigated, they found large amounts of Roman pottery and tiles, and realised that the walls were probably part of a Roman 'villa' - a large 1,800 year old country house once owned by a wealthy local landowner. It was a real surprise to find such a fine and important building buried in the river floodplain.
The villa was only the beginning. As quarrying at Wellington has continued, a wide array of other finds have come to light, and the archaeological puzzle has become more complicated and more fascinating. Discoveries include mysterious groups of 6,000 year old pits containing early pottery, the spectacular 4,500 year old burial of a local tribal leader, the boundaries of the Roman fields that once surrounded the villa, and the well preserved 1,300 year old remains of two of Britain's earliest known watermills.
Machinery at Wellington Quarry © Worcestershire Historic Environment & Archaeology Service
Alongside the simple excitement of discovering such unusual and exceptionally well preserved remains, archaeologists have also gradually set about coming to terms with this new evidence. First of all, there is the 'problem' of why these finds are even there, and what they reveal about the direct influence of the river on the way people have lived in the area. Then there is the issue of linking the new understanding of riverside life to the archaeological evidence from other parts of the Lower Lugg Valley in order to build a more complete picture of past community life. Finally, there is the ongoing matter of how best to investigate and protect the unexpectedly rich 'historic environment' of the Lower Lugg area.
Read on to discover some of the current answers to these puzzles, and the many further questions those answers inevitably raise!
Archaeological sites at Wellington Quarry
© Worcestershire Historic Environment & Archaeology Service
The Lugg Valley in snow
© Herefordshire Archaeology
Local life over the last 10,000 years and beyond has been closely tied to the River Lugg. The development of the river floodplain has been intertwined with the lives of the people living around it, and this process has resulted in a fascinating buried record of environmental and landscape change.
The River Lugg originates in the hills of mid Wales, and twists through eastern Powys and northern Herefordshire. Beyond Dimmore Hill, the Lower Lugg Valley cradles the river along its final 13km approach to the confluence with the River Wye. In this wide setting, the Lugg snakes across a flat floodplain flanked by gently rolling hills.
Most of the time the river seems little more than the benign centrepiece of this attractive landscape. However, in July 2007, after a spell of some of the wettest summer weather on record, the River Lugg showed a very different side. Rising rapidly, the turbid waters soon overflowed the surrounding flood banks and inundated large areas of the valley floor. Marden church filled with water for the first time most people could remember - even the famous holy well of St Aethelbert 'went under'. Bodenham village, likewise, experienced the worst flooding for years. And when the waters went down, a sludgy coating of 'alluvium' (the silt and soil carried downstream by the floods) was left behind.
The 2007 floods were an all too harsh reminder of the natural process which has created the river floodplain over the last 10,000 years. Since the end of the last Ice Age, repeated floods have deposited a thick accumulation of alluvium across the valley floor. As a result, the undulating surface of the underlying gravel has been slowly buried, and the present flat floodplain has formed. In places, the gravel is now capped by up to three metres of alluvium.
Understanding the way the floodplain has 'grown' suddenly begins to unlock the apparent mystery of the archaeological finds at Wellington. People in the past were able to live very close to the river because, at an earlier stage of floodplain development, raised gravel 'islands' existed which were not so prone to regular flooding. Gradually, as the valley bottom filled up with alluvium, even the higher gravel areas became uninhabitable. Eventually, they too were buried by alluvium together with the abandoned remains of human occupation.
In detail, things are not quite as simple as this might sound, and changes in climate have also affected floodplain development. Evidence from old river channels suggests that large quantities of water flowed into the valley in the immediate post Ice Age period, and the river appears to have had several different channels at that time. In the last 8,000 years the scale of river flow has dramatically declined, and the Lugg has gradually assumed its current single channel. However, even within that period there have been episodes when climate change caused increased river flow, and adjoining areas were subject to more severe flooding.
Crucially, the archaeological finds emphasise that local communities were not just passive witnesses to this process, but also directly influenced the changing floodplain environment. In Roman times, for example, it appears that the land around the villa at Wellington was drained to create more stable conditions for the settlement and for growing crops in the surrounding fields. By contrast, in the 17th and 18th centuries, people instead made active use of the annual flooding to create so called 'water meadows'. Carefully managed networks of ditches distributed the water and the alluvium across the land, and this fertilising process maximised summer grass growth for hay production and animal grazing.
What emerges is a complicated yet intriguing relationship between local communities and the natural environment. In the floodplain at Wellington and elsewhere, people and the River Lugg have together created a unique buried record of changing environment and past landuse. However, it is equally clear that the same story is also relevant to the rest of the wider surrounding landscape. Communities living at Wellington were also, of course, using other parts of the valley in similar specialised ways. The new archaeological understanding gained at Wellington Quarry necessarily leads to a fresh perspective on the evidence of past life in the Lower Lugg Valley as a whole.
**Interpreting the floodplain**
Specialist investigation of the floodplain deposits at Wellington Quarry has revealed much information about the ancient environment. In-filled ancient river channels (so called 'palaeochannels') allow former courses of the river to be identified. In addition, careful study of the fragile plant remains preserved within the waterlogged channels provides evidence about past vegetation near the river. For example, the effect of early farming can be seen at Wellington in the increase of cereals and grasses from about 4,500 years ago.
Differences in the buried alluvium also record broader climatic changes. An upper layer of red coloured alluvium buries Roman, Saxon and Medieval remains (such as the Roman villa and the Saxon mills) and apparently results from a period of wetter climate and more flooding. Below the red alluvium, a yellow alluvium layer covers prehistoric features such as Neolithic pits and hearths, and may represent an earlier phase of more gradual floodplain accumulation.
However, there are many unresolved questions. The colour of the alluvial layers partly results from chemical changes in the buried silts, and that process also affects the preservation of archaeological evidence. Moreover, across a large floodplain area, it can be hard to interpret how apparently similar layers or palaeochannels recorded in different places actually fit together as a whole.
*Alluvium at Wellington © Worcestershire Historic Environment & Archaeology Service*
Sutton Walls Iron Age hillfort © Herefordshire Archaeology
Hunters, farmers and tribes
For much of the vast period of prehistoric occupation, people lived in small mobile groups, and made seasonal use of the wide range of natural resources available in the valley. Farming became the basis of daily life about 6,000 years ago, and more complicated patterns of settlement have developed since that time. Much archaeological evidence of this process survives in the Lower Lugg Valley, and reveals the varied way of life of successive prehistoric communities.
Early people
Early people were living in Britain by about 750,000 years ago, with anatomically modern humans (our own direct ancestors) first arriving about 40,000 years ago. The vast span of Palaeolithic (Old Stone Age) occupation coincides with the Ice Age, and people would have only been able to live in the Lower Lugg Valley during the warmer 'inter-glacial' periods.
Hard evidence of local Palaeolithic communities is very limited. The only certain find from this entire period is a single handaxe (one of the oldest kinds of stone tool) which was found in 1977 by a local resident in a garden in Tupsley (see information panel, page 15). In addition, Woolly Rhinoceros, Mammoth and Horse bones have been discovered during quarrying of Ice Age period gravel deposits. The local presence of such animals demonstrates the prolonged existence of varied environments ideal for supporting the mobile 'hunter-gatherer' lifestyle of small groups of Palaeolithic people.
The Mesolithic (Middle Stone Age) people who re-colonised the Lower Lugg after the end of the last Ice Age around 10,000 years ago continued to live by hunting and gathering. Stone tools called microliths (literally 'small stones') have been recovered at Wellington Quarry. These tiny flint blades would have originally been fixed to wooden shafts to make specialised tools and weapons such as arrows and knives.
Animal and pollen remains preserved in Mesolithic period peat deposits discovered during quarrying at Wellington and Lugg Bridge have revealed a mixed woodland and grassland river edge environment populated by animals such as Red Deer and wild cattle. It is even possible that Mesolithic people were deliberately clearing/burning local woodland to create improved hunting conditions.
This page: Hill Croft Neolithic enclosure excavations © Herefordshire Archaeology™
The first farming communities
From about 6,000 years ago people in Britain began to combine hunting and gathering with growing crops and keeping domesticated animals, and this important development is associated with the Neolithic (New Stone Age) period. It is marked in the archaeological record by the first use of pottery, the introduction of new kinds of stone tools such as polished axes, and the construction of impressive burial and ceremonial monuments.
The Lower Lugg Valley was an important focus of Neolithic settlement. At Wellington Quarry, groups of pits contained early Neolithic pottery, and other finds included flint tools and axes, hearths, post holes, and a circle of pits which perhaps defined a small ceremonial monument. Pollen preserved in old silted up river channels also reveals evidence for Neolithic woodland clearance and cereal cultivation, emphasising the gradually increasing impact of farming on the environment and landscape of the Lower Lugg Valley.
Recent excavations at Hill Croft Field, Bodenham examined part of a Neolithic hill top enclosure, and provided an interesting insight into Neolithic activity away from the river. A mixture of human bones, animal bones and broken pots had been deposited in the end of a ditch next to the entrance, probably as part of regular ceremonial activities over a number of years. Snail shells also hinted that the enclosure had been built in a woodland clearing.
By 4,000 years ago, significant changes in lifestyle which mark the beginnings of the Bronze Age, include the burial of prominent individuals within circular enclosures sometimes covered by a large circular mound (so called 'round barrows'). A burial excavated at Wellington Quarry contained grave goods including a fine 'Beaker' and a collection of flint tools (see information panel, page 17). 'Ring ditch' crop marks identified on aerial photographs of the Lower Lugg are probably the remains of the many similar burial places which once existed on the slightly higher ground adjacent to the river floodplain.
The importance of the broader Lugg/Wye confluence locality for early farming communities has been further emphasised by archaeological excavations in 2006/7 south of Hereford at Rotherwas. Discoveries included the Rotherwas Ribbon, a unique Neolithic or Early Bronze Age monument, and the remains of a 4000 year old round house with a south facing porch.
The Tupsley handaxe
Back in 1977, a local boy was digging in the back garden of his parents’ house at Tupsley on the eastern fringe of Hereford. As he dug into the gravelly soil, a large, grey, pointed stone caught his attention. He picked the stone up and showed it to his dad. As they looked more closely at the stone, it did indeed look as if it had been carefully chipped and flaked to create the triangular shape, and it seemed natural to make a chopping action with it.
Although unconvinced the ‘find’ was really anything more than just a ‘funny stone’, they decided to take it to Hereford Museum to get it looked at. As soon as the museum experts saw it, they excitedly realised that it was actually a rare and perfectly preserved example of one of the earliest kinds of stone tool – a Palaeolithic (Old Stone Age) handaxe.
Before that day in 1977, no one had seen or touched that handaxe since prehistoric times. Perhaps its last owner, one of Herefordshire’s earliest inhabitants, had used it to butcher meat after a successful hunting expedition. In one chance discovery, the known story of local life had been extended back by tens of thousands of years.
Tribes and hillforts
The Later Bronze Age (from about 3,400 years ago) and the subsequent Iron Age (from about 2,800 years ago) are associated with the increasing use of a variety of metal tools and objects. An important development is the construction of hillforts and other enclosed settlements, and such sites were set within a surrounding rural landscape of fields, farmsteads and lanes.
Crop marks on aerial photographs of the gravel terraces fringing the Lower Lugg floodplain show the pattern of many long disappeared boundaries and enclosures, which probably date from this time. These lost landscapes suggest that occupation of the Lower Lugg intensified markedly in the later prehistoric period. As yet, there is no excavation evidence to reveal more of the detail of this story.
Iron Age cooking reconstruction © Worcestershire Historic Environment & Archaeology Service
Iron Age occupation of the prominent hilltop at Sutton Walls began about 2,500 years ago. Excavations have revealed Iron Age round houses, which had periodically been repaired and rebuilt. Specialised manufacturing activity such as iron-working also took place at the site, and large pots were found which had once contained salt imported from Cheshire. The construction and maintenance of the massive rampart around the hillfort, which was added to and strengthened at least once, represents a major effort of coordinated labour. Sutton Walls was evidently an important commercial, military and political centre for a powerful local tribal group.
At Wellington Quarry, human and animal remains of Iron Age date were deliberately deposited in the marshy margins of the river. This evidence of ceremonial activity is an interesting contrast to the finds from Sutton Walls.
The Wellington Beaker burial
One of the most important discoveries to have been made at Wellington Quarry is the 'Beaker' burial which was found in 1996. A decayed skeleton was discovered lying in a simple grave surrounded by precious objects. The burial dates from around 4,500 years ago, and is one of the most significant finds of this period ever made in the Midlands.
Wellington Beaker © Worcestershire Historic Environment & Archaeology Service
The most impressive of the surviving finds is a beautifully made and carefully decorated Beaker. Although squashed and fragmented when excavated, it has been possible to rebuild this delicate pot so that it can be displayed. The Beaker may have been especially made for the man in the grave and was probably placed alongside him along with the other finds in the belief that it would be useful in the afterlife.
As well as the Beaker, four flint arrowheads, four flint blanks (to make more arrowheads), five flint knives and several other flint objects had been placed with the body. A wristguard or bracer (an object worn by archers to protect their wrists) made of finely polished stone was also recovered.
Last, and by no means least, tiny corroded metal fragments and staining of the soil showed that a simple tanged copper knife had also been placed alongside the body. Metal grave goods are only known from about five percent of Beaker graves and are even rarer in early examples such as this one. They are among the earliest metal objects to be found in Britain and the presence of this object in the grave emphasises the importance of the person buried here.
Roman life
The Roman conquest of Britain nearly 2,000 years ago established a period of Roman rule which lasted for over 350 years. As well as the creation of military infrastructure (such as forts and roads), and the establishment and rebuilding of many settlements, Roman influence on daily life extended to everything from pottery to styles of dress. However, despite such changes, overall patterns of settlement and established tribal affiliations probably carried on much as before.
The Roman town of Kenchester (located west of Hereford) was an important influence on life in the Lower Lugg Valley for much of the Roman period. The Roman country house and its associated estate (including agricultural buildings and surrounding fields) discovered at Wellington Quarry is one of several such sites known within the area around Kenchester. Cropmarks recorded on aerial photographs of a flat hilltop at Sheepcote (near Lugwardine) may represent another similar Roman country estate, and Roman pottery and other finds have been recovered during archaeological 'fieldwalking' in this area.
At Sutton Walls, skeletons found haphazardly dumped in the rampart ditch have been interpreted as defenders killed during the initial Roman military assault on the hillfort. Even so, settlement continued during the Roman period within Sutton Walls much as it had done in the Iron Age, although now with Roman style pottery and other artefacts. Parts of a Roman period settlement found during archaeological evaluation of the proposed Portway Quarry site are also very much of traditional 'farmstead' type.
Other local finds of Roman remains (such as coins, pottery and other artefacts) emphasise the density and stability of established ways of life across much of the Lower Lugg area during the Roman period. It is likely that many sites known from linear cropmarks on aerial photographs were also in use in Roman times.
Laystone bridge, Marden © Herefordshire Archaeology
From kings to commuters
Developments during the last 1,000 years have fundamentally influenced the cultural traditions which are still central to modern life in the Lower Lugg Valley. Distinctive patterns of fields, villages, roads and other settlement features evolved from Saxon times onwards, and many of these local details are still an active part of today’s landscape.
Britons and Saxons
Formal Roman government ended in Britain around 1,600 years ago. For a time, local leaders probably managed to maintain established systems of Roman administration in many areas. However, the arrival of Anglo-Saxon people from northern Europe introduced different cultural traditions. Gradually, a new social and political order emerged based around competing Anglo-Saxon kingdoms. By about 1,200 years ago, the Lower Lugg area had become a strategically important zone on the western borders of the Anglo-Saxon kingdom of Mercia.
Archaeological evidence from this time is relatively scarce, and can be difficult to distinguish from remains from other periods. However, finds of human skeletons during 19th and 20th century gravel quarrying on hilltops at Ashgrove and Frankland’s Gate probably represent British cemeteries dating from the immediate post Roman period, and show that the Lower Lugg communities continued to flourish at this time.
1999 Time Team excavations at Freen’s Court © Herefordshire Archaeology
More intriguing still is the evidence for the later existence of a Mercian royal estate in the Marden/Sutton area. Medieval writers describe the murder in 794 of King Aethelbert of East Anglia at King Offa’s palace at Sutton. This story is also supported by the fact that Marden church contains a holy well associated with Aethelbert. In addition, the Saxon water mills from Wellington (see information panel, page 27) are also likely to be part of a royal estate.
However, remains of Offa’s palace have proved difficult to identify. No evidence of Saxon activity was discovered during the excavations at Sutton Walls, and recent archaeological work in the Freen’s Court/Sutton St Michael area was also inconclusive. The discovery of enclosures and large stone barns of late Saxon or Medieval date may represent later re-development of the royal site, but no remains could be certainly dated to the time of Offa.
**Medieval communities**
The invasion of England by William the Conqueror nearly 1,000 years ago not only marked the end of Anglo-Saxon political control, but also led to widespread changes in local life which have left a distinctive and varied archaeological legacy. This includes much evidence of Medieval settlements, buildings and road networks (many of which remain in use today), and the remains of Medieval farming.
In the context of Medieval English-Welsh border conflict, the Lower Lugg had a key strategic position on the main north-south access route along the Welsh border area. The importance of the area was also underpinned by the Medieval growth of the adjacent city of Hereford as a major administrative, religious and economic centre.
*Medieval landscape reconstruction © Steve Rigby, Worcestershire Historic Environment & Archaeology Service*
Bodenham church © Herefordshire Archaeology
The pattern of villages and settlements which exists today in the Lower Lugg is mainly of Medieval origin. Many settlements were planned and deliberately laid out at this time, and older buildings such as churches still retain Medieval fabric. In addition, earthwork humps and bumps consisting of linear hollows, boundaries and rectangular platforms mark the sites of former Medieval settlements. Excavation of the deserted Medieval village at Sutton St Michael has shown that it was abandoned in the 14th century during a period of general population decline across Britain.
The Lower Lugg Valley also preserves significant evidence of Medieval agriculture. Many areas of wave like ‘ridge and furrow’ earthworks survive in grassland areas, and represent the remains of former Medieval field systems. The distinctive ridge and furrow pattern marks out the strips of land belonging to individual farmers within large fields which were worked on a communal basis.
**The last 400 years**
Archaeological evidence from the last 400 years is often neglected because of its familiarity as part of our everyday lives, and because so much documented historical evidence exists for this period. Nevertheless, it should be emphasised that much of the fragile character of today’s visible landscape reflects relatively recent settlement activity. Moreover, this inheritance reveals distinctive evidence of the lives of past communities.
The majority of the buildings which now exist in the Lower Lugg Valley are of 17th century and later date. They range from houses, barns and water mills to 20th century housing estates on the edges of earlier villages, and the late 20th century Moreton-on-Lugg Industrial Estate (built on the site of the former Moreton-on-Lugg military camp).
*Barlestree old convent © Herefordshire Archaeology*
A specialist 'aerial archaeologist' has recently studied the Lower Lugg Valley using archaeological evidence recorded on aerial photographs. For example, aerial photographs of fields by the A49 near Wellington show a series of dark lines which represent a long lost pattern of enclosures and boundaries. This ancient landscape is revealed as the crop ripens more quickly over the deeper soil in the buried ditches.
Using evidence plotted from many different photographs, it was possible to produce a composite digital map providing a detailed record of all the archaeological features in this area. The completed mapping includes a probable Bronze Age 'ring ditch' burial, rectangular enclosures perhaps dating from the Iron Age, and a complicated pattern of other boundaries which are perhaps of later prehistoric and Roman date.
Of course, archaeological features revealed on aerial photographs cannot be certainly understood and dated on this evidence alone. Moreover, while some areas in the Lower Lugg Valley are suitable for observing features such as crop marks (especially the gravel 'terraces'), other zones of different underlying geology and landuse (such as the deeply alluviated flood plain) are much less susceptible to showing up buried remains in this way.
Major road and transport networks have also evolved during this period. In the 19th century, the construction of the Hereford and Gloucester canal across the valley was closely followed by the building of the railway, and the latter remains in use today. In the late 20th century, the A49 was reconstructed as a major road transport route.
Another development during recent centuries was the enclosure of agricultural land. This began in Medieval times, but the large rectangular fields which now cover much of the Lower Lugg (especially the valley floor area) result from coordinated 18th and 19th century re-organisation of the agricultural landscape, and the associated abandonment of traditional practices such as water meadow management. The 18th and 19th century farms scattered through the Lower Lugg were built as part of this process of agricultural change.
The Lower Lugg Valley was also influenced by wider patterns of 18th century and later industrial development. This is most obvious in the 19th and 20th century development of sand and gravel quarrying. Patterns of 19th century quarrying revealed by old maps show about twenty-five small quarries dispersed away from the flood plain area. The four principal clusters of activity were the Ashgrove area, the Frankland’s Gate/Sutton area, The Lyde/Portway area and the Bartestree area. Small quantities of gravel could be easily transported from these sites for local use.
Old gravel quarry at Bodenham © Herefordshire Archaeology
Quarrying of some hilltop sites (such as the quarry established in the mid 20th century at Sutton Walls) continued into the 1960s. However, the main focus of quarrying in the 20th century shifted to large sites in the floodplain area. The trend began with Bodenham Quarry, and continued in the 1980s and 90s with the Lugg Bridge and Wellington quarries.
Quarrying is not the only way in which the modern Lower Lugg landscape continues to change. In recent times, many homes have been built in the area, and new kinds of commercial and agricultural activity have developed, such as strawberry growing under polytunnels. Many people who live in the area now travel to work in places such as Hereford, Worcester and Ludlow. Nevertheless, the landscape still helps to sustain a sense of historical place for local communities faced by the ever increasing pressures of 21st century change.
The Wellington mills
Probably the most important discoveries at Wellington were made in 2000. A large timber structure was discovered in a big pit dug into the gravel close to a former channel of the Wellington Brook. The structure comprised a frame of three large oak timbers and the remnants of a planked floor. Dating was limited (it was thought it might be Roman) and at first the archaeologists didn’t even know what it was.
The key to the mystery lay under one corner of the frame – a large broken millstone had been used along with several timber wedges to prop this corner up where it had been undermined (probably by water). The stone was far too large to be a hand-turned quern and indicated that the building must be a mill.
To find out whether this was a Roman mill, samples were taken for radiocarbon dating and also for tree ring dating (dendrochronology). When the date came back it actually turned out the mill was built in the late 7th to early 8th century. Although not Roman, this actually made it an even more exciting find from the enigmatic ‘Dark Ages’.
As if this wasn’t enough, two years later a second mill dating from the first half of the 8th century was found further downstream of the first. Wellington could now boast two examples from this very poorly understood period of our past! Apart from giving an extremely important insight into early milling technology, the mills also strongly supported the case for the presence of a Mercian royal estate in the Marden/Wellington area. Other examples of mills of this period (such as that at Tamworth in Staffordshire) are also associated with Anglo-Saxon royal estates.
Herefordshire Archaeology guided walk © Herefordshire Archaeology
Gravel quarrying has revealed a surprising story of past community life and landscape change in the Lower Lugg Valley. The new discoveries have also emphasised the local potential for many more important archaeological finds. The challenge now is to research, protect and conserve this legacy alongside the ongoing development of life in the valley, and continuing gravel quarrying in particular.
**The archaeological 'resource'**
We now know that archaeological remains of all periods are present throughout the Lower Lugg landscape. These remains reveal a fascinating story of past community life stretching back many thousands of years. Moreover, that story connects directly to modern life in the valley, and to important present day issues such as understanding the local effects of climate change.
It is also clear that we have so far only glimpsed a small part of the archaeological 'resource', and there is good potential for future archaeological research. For example, the recent Neolithic and Bronze Age finds at places such as Wellington Quarry and Hillcroft Field, Bodenham imply that much is yet to be found relating to the puzzling local way of life at that time. Similarly, the Anglo-Saxon royal estate in the Marden area provides a nationally important opportunity to investigate rare archaeological evidence of this little known period.
The valley floor emerges as an especially important area for archaeology. Not only was this zone intensively settled in the past, but archaeological remains are now deeply buried and exceptionally well preserved in the waterlogged conditions of the river floodplain. It is perfectly reasonable to anticipate not just more discoveries of the kind already made (such as prehistoric burials, Roman buildings and early water mills) but perhaps other rare finds such as boats, trackways and prehistoric riverside settlements.
Managing archaeology and quarrying
The development of gravel quarrying will continue to be a major influence on the management and discovery of archaeological remains in the Lower Lugg Valley. Gravel quarrying is an important economic activity, and the extensive gravel reserves under the river floodplain are the main source of local aggregate supply. However, modern planning restrictions mean it is very unlikely that the earlier hilltop sites will ever be quarried again.
At the present time, Tarmac Limited operate the Wellington Quarry, and also have permission for a large nearby site at Portway. These two sites (including a south extension of Wellington Quarry) are anticipated to meet local demand into the 2020s.
Since 1990, planning requirements for evaluation and excavation of archaeological remains have been an integral part of the modern quarrying process. In addition, methods of archaeological work in the particular conditions of the Lower Lugg floodplain continue to improve. For example, archaeologists now routinely work alongside quarry workers during the process of digging down to the gravel so that archaeological remains can be spotted, excavated and recorded. New techniques are also being developed to better evaluate archaeological remains in advance of quarrying (see information panel, page 32).
It is important that planning authorities, heritage organisations, archaeologists, local people and quarry companies continue to work together to record and protect local archaeology. A particular challenge is better public presentation of archaeological discoveries. One way of doing this might be through imaginative restoration of former quarry sites to include archaeological reconstructions and recreations of past river environments.
Aerial photograph of Wellington Quarry
© Herefordshire Council.
Crown Copyright.
All rights reserved.
100024168. 2008
With the support of Tarmac Limited, a range of modern 'remote sensing' techniques are now being used to help evaluate archaeological remains before quarrying commences. For the latest proposed extension to Wellington Quarry, a sophisticated aerial survey method called LIDAR was used to accurately map the ground profile. This allowed features such as the shallow depressions of old river channels to be identified. In addition, geophysical survey – employing specialist instruments to detect buried layers beneath the ground – was also used to identify areas of possible archaeological interest such as former 'gravel islands' concealed in the floodplain.
The LIDAR and geophysics information was combined within a computerised 'model' of the buried landscape to reveal zones of high archaeological potential. These locations were then tested by conventional archaeological excavation. Discoveries included a Bronze Age cemetery, Neolithic pits and old river channels containing important ancient environmental evidence. As a result, the best possible archaeological information was available prior to the quarry extension planning application.
LIDAR image of a section of the Lower Lugg Valley © Environment Agency
The future of the past?
The story of the Lower Lugg Valley which has emerged in the last thirty years is already a remarkable one, revealing a place where natural forces and countless generations of local people have combined to shape a fascinating landscape legacy.
As local communities and the landscape continue to change, so fresh archaeological discoveries will be made. There is considerable potential for further archaeological research and a great opportunity to learn more about our ancestors, and therefore more about ourselves. The past has an exciting future in the Lower Lugg Valley!
Finding out more
The Lower Lugg Archaeology And Aggregates Resource Assessment can be accessed at: www.ads.ahds.ac.uk. The document includes detailed evaluation of all archaeological, geological and quarrying information for the area, and concludes with an archaeological research framework for the Lower Lugg Valley. It also includes a full bibliography of all Lower Lugg archaeological information and excavation reports.
The Herefordshire Sites and Monuments Record (SMR) is a key reference source for archaeological information in the Lower Lugg Valley and is maintained by the county archaeological service. The basic SMR resource is a computerised database and can be accessed at: www.smr.herefordshire.gov.uk. In addition, Herefordshire Council SMR staff are available to help with specific queries about the known archaeology of the Lower Lugg Valley or any other part of Herefordshire.
Information about the archaeology of Wellington Quarry can be viewed at: http://worcestershire.whub.org.uk/home/wccindex/wcc-arch/wcc-arch-research/wcc-arch-surv/wcc-arch-surv-wellington.htm
Please note that no archaeological remains are publicly visible at Wellington Quarry and the active areas of the site are not open to public access.
About this booklet
The booklet has been prepared by Ian Bapty and Natalie Preece of Herefordshire Archaeology (the archaeology service of Herefordshire Council) with funding from the Aggregates Levy Sustainability Fund (ALSF) via English Heritage. Additional 'information panel' text relating to the discoveries at Wellington Quarry was supplied by the Worcestershire Historic Environment and Archaeology Service.
The booklet is based on the results of the 2007 'Lower Lugg Archaeology and Aggregates Resource Assessment', which was coordinated and prepared by Herefordshire Archaeology with ALSF funding via English Heritage.
The booklet was designed by Sarah Connelly, Herefordshire Council.
Principal archaeological work in the Lower Lugg Valley
The archaeological excavations and recording at Wellington Quarry (1986 to present) have been undertaken by the Worcestershire Historic Environment and Archaeology Service (and predecessor organisations) on behalf of Tarmac Limited and the previous quarry operators at Wellington. Herefordshire Archaeology undertook the excavation of the Neolithic site at Hill Croft Field, Bodenham (2006), the suspected Saxon palace at Freen’s Court (1990-2002), and the deserted Medieval settlement at Sutton St Michael (2002). The excavations at Sutton Walls hillfort were carried out between 1948 and 1951 by a team led by Kathleen Kenyon, an eminent archaeologist of that time.
The 2007 air photography mapping work was undertaken by Chris Cox of Air Photo Services.
Herefordshire Archaeology
PO Box 230
Blueschool House
Blueschool Street
Hereford
HR1 2ZB
01432 260470
email@example.com
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Dowson Primary Academy
BEHAVIOUR POLICY
September 2021
Review Cycle: annually
Authors: Pastoral Team
“Good behaviour is a necessary condition for effective teaching and learning to take place and an important outcome of education which society rightly expects.”
(Education Observed D.E.S. 1987)
VISION
Today’s generation makes a positive difference to tomorrow’s world.
MISSION
To prepare children with the skills, values and attributes needed to succeed and achieve in an unknown future.
VALUES
Pride and Respect
Aspiration and Achievement
Citizenship and Care
Team Work
The vision, mission and values of Dowson Primary Academy are reflected in all aspects of school work and therefore our policy is based on the following principles:
- all children have the right to learn, to be respected and to be safe in their educational setting
- positive behaviour is a prerequisite of successful learning
- both conduct and learning behaviours need to be taught, modelled and supported to develop effectively
- all school staff and parents are educators and role models of behaviour who will work as a team to promote positive behaviour and challenge negative behaviour in the best interests of the child
- developing positive behaviours in school and teaching acceptable conduct and behaviours for out of school as good citizens will have a lasting impact on pupils’ life chances and make a positive contribution to society as they join this as responsible adults
- behaviour is a form of communication and can change; we, as educators, can assist children to understand and manage their behaviour more effectively and respond to changes
- children respond best to clear and consistent guidelines regarding behaviour and discipline, and enforcement of such, will promote good relationships and a positive ethos with which our school community can be happy, caring and supportive; thus allowing effective learning to take place
- citizenship and care are key life skills that can be learnt and developed throughout the curriculum and within the wider school community
Our purpose is:-
- to ensure that staff and pupils take pride in having a high standard of expectation for themselves and others in all aspects of behaviour
- to maintain levels of good conduct and learning behaviour
- to provide a consistent and fair approach in rewarding good behaviour
- to provide a consistent and fair approach in responding to unacceptable behaviour
- to ensure that behaviour does not inhibit learning or impede potential
- to encourage children to accept varying degrees of responsibility, both in and out of the classroom with the purpose of promoting independence, self-reliance and trustworthiness
- to develop children’s understanding of citizenship, choices, right and wrong and their responsibility for following rules in society
- to promote the pastoral care of children, with staff giving support and guidance to each individual child
- to encourage school/parental partnership, to promote children’s education and maintain high standards of behaviour
Other relevant documentation: Special Educational Needs Policy, Equalities Policy, Attendance Policy, Marking and Feedback Policy, Uniform Policy, Home School PACT, Safeguarding Policies, Curriculum Drivers documents and DfE guidance on reasonable force July 2013.
The Principal’s Role
It is the responsibility of the Principal, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Principal to ensure the health, safety and welfare of all children in the school. The Principal supports the staff in their implementation of the policy and school PACT values. In accordance with our sanctions procedures, the Principal will give fixed-term exclusions to individual children for serious acts of misbehaviour. For repeated or very serious acts of unacceptable behaviour, the Principal can permanently exclude a child. The Governing Body of the school and the Enquire Learning Trust Leadership Team is informed of any exclusion that takes place.
The Teacher’s Role
- to adhere to the procedures set out in this policy
- to establish and ensure consistent levels of acceptable behaviour in their classroom and throughout school
- to recognise that effective conditions for learning (planning, pitch, pace, participation etc.) will impact positively on general classroom behaviour
- to teach and help children to manage their own behaviour so that they can reach their full potential
- to work in conjunction with parents, the SEND Lead, Pastoral Team, Governors and the Senior Leadership Team to ensure the needs of learners are met
- to provide positive reinforcement
- to teach children how to make good choices and the consequences when they don’t
- to reinforce school’s PACT values
- to report on children’s conduct and learning behaviours as part of formal parent consultations three times a year.
The Pastoral Team’s Role
The role of the Pastoral Team at Dowson is wide, varied and invaluable in maintaining the positive relationships between the whole of the school community and promoting and enforcing the high standards of behaviour expected of pupils in our school. Primarily, their responsibility is to support class teachers and the leadership team in ensuring these standards of behaviour. More specifically, the Pastoral Team will work with individuals or small groups of children who may have barriers to their learning caused by social, emotional or behavioural issues. They will also work closely with the families of such children, their teachers and any relevant outside agencies in supporting the changes needed to overcome these barriers.
The Parents’ Role
It is the responsibility of each parent to encourage their children to uphold the PACT agreement. Parents are expected to support the school and their children by encouraging them to behave appropriately both in and out of school. If parents have any worries about behaviour related issues, they must contact school and speak to a member of staff.
It is important for parents to understand the impact that negative comments about school, either in conversation or on social media, have on their child’s behaviour and attitude in school. This can result in the child adopting a sense of negativity towards school which can have long term consequences on their achievements and successes both in and out of school.
Guidelines-Procedures
The Principal should be informed immediately if any child leaves the school premises for whatever reason. They should not be chased but the member of staff responsible for the child at such time must attempt to keep the child in their sight and call for assistance to safely approach the child and calmly persuade them to return to school. Staff accept that they may not be the most suitable adult to support at that moment if the child is disgruntled with them in particular and therefore other staff will be called upon to support the child at that time.
If a child leaves the school site at any time, their parents and police must be contacted. Upon returning to school by whatever means, the child must be left in no doubt as to how seriously the school views this behaviour and alternative strategies may be written into a behaviour plan for that child if deemed necessary.
Movement in and around school
- Children are expected to move around school walking sensibly and safely. They should walk quietly to respect the learning environment and listen for instructions. All staff are responsible for ensuring this.
- When walking into and out of assembly, children are expected to remain silent (unless singing).
- Children are expected and encouraged to display helpful and respectful behaviour whilst moving around school in accordance with our PACT e.g. holding doors for others; picking up objects which may be on the floor as they are moving around; knocking on doors of rooms they wish to enter; standing away from an adult conversation that may be occurring; and using polite manners.
- Staff will praise, thank or reward children with a PACT dojo when they are seen displaying one of these values whilst moving around school. Staff will also remind and enforce these values when they are not demonstrated.
Playground and Playtime Procedures
- If children have bikes or scooters that they have travelled to school or are travelling home on, they are not to be ridden on the playground or pathways and should be walked instead. These can be stored in the bike sheds for the day.
- Teachers and teaching assistants are required to perform supervisory duties including playtime supervision. A minimum of two staff members are required to supervise playtimes for each department. Supply teachers should cover the duty of absent teachers but should never be without support.
- Staff on duty should be on the playground for the release of children and until all classes have been collected to ensure supervision throughout the break time period.
- Class teachers should ensure children in their class go out to play with appropriate clothing.
- Children should only re-enter the school for First Aid, if they have permission to carry out a responsibility, if they need to use a facility that is not available outside or if they are taking part in another sanctioned activity e.g. reading or chess in Upper School Reading Den.
- A child who has a risk assessment for an injury or behaviour will have provision made for them.
- Playgrounds have some specific ‘zones’ which dictate the type of games which can be played in each area e.g. quiet area or the sports pitch.
- The school’s playground environment is carefully organised to offer space for educational, social, physical and creative activities, reduce boredom and therefore negative behaviour.
- When the Midday Supervisor feels the conditions are suitable, the Upper School field may be used.
- Staff must be especially vigilant when children are on the field due to the woods and public rights of way.
- When on duty, staff should circulate and take the opportunity to socialise with children from other classes, whilst maintaining an overview of the play area and spotting potential problems before they escalate. All areas of the yard should be visible to at least one member of the duty staff at all times.
- For safety reasons the following games / activities are not permitted on the playground: ‘Play fighting’ or wrestling; Bulldog or other overly physical games; Climbing/ jumping/hanging on fencing, benches or trees; and running through some of the play zones.
- The whistle should be blown a minute before the end of play. Upon hearing the whistle children should stop what they are doing, stand still and remain quiet. A member of duty staff will call each class by name and children should walk to their class line. Staff who are not on duty should collect their class from the yard upon the ringing of the bell that signals the end of playtime. The class should not be sent inside unsupervised. If a class teacher does not arrive to collect their class, a teaching assistant can supervise until they return or a senior member of staff should be sent for if this is not possible.
- Children who are displaying inappropriate behaviour at playtime will be given up to 2 verbal warnings stating what the warning is for and the adult needs to ensure they understand the warning and the next step should they continue. If the behaviour continues they will be given a consequence by the member of staff dealing with the incident, supported by the class teacher if appropriate. Wherever possible, this should be chosen carefully as a ‘natural’ consequence e.g. you are not being safe with the equipment so I can’t trust you to play with that for the rest of today.
If the child continues or the adult deems the first occurrence of behaviour severe enough, the child will be taken to their teacher or a member of the Senior Leadership Team who will investigate, respond to and record the incident.
**Rewards**
- It is very important that verbal and written praise should have great emphasis as a reward so that children learn to take pride in their positive behaviour and achievements. Children will achieve more, be better motivated and behave better, when staff commend and reward their successes rather than focus on their failure.
- Written School Reports should comment favourably on good work, behaviour, involvement in and general attitude to school life.
- Recognition can be given to success of differing kinds from outside school in our community assemblies, e.g. presentation of swimming and cycling proficiency awards etc.
- Children’s work can should be displayed as much as possible both in the classroom and corridors of the school).
- A visit to other members of staff for commendations can be used to celebrate success.
- Specific privileges can be awarded to individuals/groups of children, e.g. in the use of school facilities, (computers, library, games equipment, etc.)
- Opportunities for giving children greater responsibility in school should be fostered e.g. Playtime Pals, Peer Supporters, Monitors, and School’s Pupil Leadership Teams etc.
As well as the intrinsic rewards listed above, the school has adopted a consistent approach for rewarding and encouraging our PACT Values. Class Dojo is a system whereby the children receive Dojo points from any staff member for positive behaviours - these behaviours should be described by the staff member when they are giving the point. Once a Dojo has been given, it cannot be deducted and they are added to throughout the year. Parents can view how many Dojos their child has received, as well as what they are for, by downloading the Class Dojo app. In addition to seeing their child’s Dojos, teachers can also send home pictures, messages and work that celebrates the children’s success.
Children can also earn up to 2 ‘Green Day’ Dojos each day: one for staying on the green light in the morning session (including until the end of lunchtime) and one for staying on the green traffic light in the afternoon session. The class teacher will add these Dojos on a daily basis so that parents can see if their child achieved them on that day.
Once children have received a certain number of Dojos, their success will be celebrated in Achievement Assemblies. They will receive a pin badge that they can wear on their tie to show that they have achieved their awards.
250 Dojos = Bronze Pin
500 Dojos = Silver Pin
750 Dojos = Gold Pin
The gold pin should be earned by children who have shown exemplary behaviour throughout the school year. If a child achieves this pin, their parents will be invited into assembly to see them receive it.
Our Dojo system is also linked to a whole school house system: all children in years 1-6 are a member of one of our four houses – Peak (red), Werneth (yellow), Etherow (blue) and Kinder (green). When being rewarded with a Dojo the children are also contributing to their whole school house/team. Dojo totals are collected weekly for the houses and announced in Achievement Assemblies where the results for the house with the most dojos collected that week is displayed. The winning team for the term has a celebratory non-uniform day. We feel this supports our school community ethos and promotes teamwork and a sense of belonging amongst all ages of children.
Achievement assembly is dedicated to the praise and recognition of children who have made particularly noteworthy progress for demonstrating our PACT values in any way. At these assemblies, a ‘star of the week’ for each class is announced and awarded with a certificate from their teacher.
Children’s work and presentation is also celebrated in this assembly with a presentation parade.
The class with the highest attendance in each department is awarded with a piece of a bar chart for the wall. At the end of the half term, the class in each building with the highest attendance receives a reward such as a breakfast treat or an extra playtime in the afternoon.
**Sanctions**
We have an agreed system of sanctions to register disapproval of unacceptable behaviour. Responses range from polite reminders to permanent exclusion, and are intended to:
- Teach and support children’s understanding that there are consequences to behaviour
- provide clarity and consistency of suitable responses
- minimise disruption to others especially during teaching and learning time
- provide every opportunity for children to correct their own behaviour, make sensible choices and prevent further sanctions being applied
- allow early involvement of parents, line managers, pastoral support, SEND Lead and external support agencies
- do everything reasonably possible to avoid exclusion from school
When sanctions are applied, children should be helped to understand that what they have done is not acceptable. Staff are expected to express displeasure with the **action** and never the **child** i.e. ‘That was a silly thing to do because…’ and not ‘You are a silly boy’.
Adults in school do not use shouting as a classroom management technique but there may be occasions where a raised or stern voice is necessary to re-establish control or gain attention / show the severity of a situation.
In the use of sanctions, pupils learn from experience to expect fair and consistently applied procedures which differentiate between serious and minor offences. Sanctions are applied consistently by all staff, but with the provision for flexibility to take account of individual circumstances.
Within classrooms (Reception to Year 6), there is a known traffic light system – which may or may not be displayed. The use of these traffic lights is as follows:
- Every child has a peg with their name on it and this starts on green at beginning of the morning (including lunchtime) and afternoon session.
- If unacceptable behaviour occurs, normal strategies such as polite reminders, gestures and repositioning within the classroom will be initially used as a first warning. Careful planning of seating arrangements before a lesson may also be used.
- If a child has to be spoken to again, then they will receive final warning (the reason for which will be explained and their understanding checked) and their peg will be removed from green and placed somewhere to remind the teacher that the child is being monitored.
- If they are spoken to again about behaviour, their name will be placed to indicate they have reached amber traffic light.
- Further incident will result in their name being placed to indicate the red traffic light.
- At any point during this process, the teacher may offer or insist that the child sits somewhere else for some time to reflect and refocus.
- Children who are persistently disruptive may need other strategies to avoid escalation and may need to move quickly to red in order to diffuse a situation.
- The following behaviours would warrant a straight red and further action: bullying, physical or verbal aggression, insolence, swearing, racism, homophobic incidents, theft, wilful damage or the bringing in of a dangerous item or substance into school.
- If the traffic lights have been used, and there is still no change in behaviour from the pupil, they will be escorted to a member of the Senior Leadership Team with work provided.
- For some children, particularly those with SEMH needs, the traffic light system needs altering in accordance with their provision. Any alterations will be sympathetic to the child in question as well as considering the fair treatment of others.
- In nursery, traffic lights are not used and instead children are expected to fill a jar by being rewarded for positive behaviours.
**SANCTIONS LADDER:**
Step 1- GREEN: Expected behaviour
Step 2- Removal of the peg: Initial warning and final warning received by the pupil
Step 3- AMBER: Another incident after final warning is given
Step 4- RED: Another incident after amber or a serious incident meaning they moved straight to red. A reflection form will be filled out. 3 forms will mean SLT and parental involvement
Step 5- Any child not complying with the red sanction, will be escorted to SLT and parents/carers informed. Parents/carers will be informed in writing of further steps.
Further steps may include:
- Meet with parents/career and agree a behaviour and support contract. Risk assessment completed.
- Internal Exclusion
- Fixed term Exclusion
- Permanent Exclusion (all necessary actions will be in place to avoid this outcome)
- Children should be familiar with our procedures and know what will happen next if they refuse the sanction or continue with the behaviour.
- Professional judgement is required regarding which step best reflects the most suitable sanction for the behaviour displayed.
In exceptional circumstances permanent exclusion may be considered for a first or ‘one off’ offence. These may include:
- Serious actual or threatened violence against another pupil or a member of staff;
- Sexual abuse or assault;
- Possession an illegal drug;
- Carrying an offensive weapon;
- Serious deliberate damage to school property.
- Inciting violence
- Theft
It may also be necessary to involve the police or other agencies.
Support strategies must be sourced and actioned for every step. A child is responsible for their own behaviour but we must ensure that they are being taught how to make the right choices. We will provide a scaffold for positive behaviour and will support a child individually to achieve good behaviour.
Support within school may come from SLT, the Pastoral Team, SEND Lead and colleagues. It may also be necessary to secure support from external agencies such as Pupil Support Services, Educational Psychologists or further specialist teams.
A child whose behaviour needs careful management due to persistent issues may be put on a strike system linked into school trips. A child can only be placed on this system or receive a strike at the discretion of the SLT in consultation with the class teacher. This should be evidenced in a Behaviour and Support contract and shared with parents at Step 6.
In the rare cases of exclusion school will seek up to date guidance and support from Pupil Support Services and the Local Education Authority as well as the Behaviour and Safeguarding team at the Enquire Learning Trust.
**Exclusion for Behaviour Outside of School**
Section 89(5) of the Education and Inspections Act 2006 gives headteachers the power to regulate pupils’ conduct when they are not on school premises and are not under the lawful control or charge of a member of school staff.
Dowson Primary Academy understands that it has a duty to promote and encourage acceptable behaviour both inside and outside school. This duty of care is to safeguard and promote the welfare of all pupils in the school.
If a pupil is found to be taking part in non-criminal behaviour outside of school, teachers have the power to discipline children in order to regulate their conduct in the community.
If a child is reported to the school for non-criminal behaviour or bullying which occurs off the premises (either that which is witnessed by staff or members of the community) the school can act in order to promote the welfare and safety of the children in school.
This misbehaviour could be when the pupil is:
- taking part in any school-organised or school-related activity or
- travelling to or from school or
- wearing school uniform or
- in some other way identifiable as a pupil at the school.
- or misbehaviour at any time, whether or not the conditions above apply, that:
- could have repercussions for the orderly running of the school or
- poses a threat to another pupil or member of the public or
- could adversely affect the reputation of the school.
As with all incidents of unacceptable behaviour, each will be dealt with on an individual basis.
The consequences of non-criminal or bullying behaviour can only be issued by a member of the senior leadership team; the decision to do this MUST take place on school premises and MUST be carried out on the school premises.
The sanctions can be issued in the following ways:
- Sanctions in school including loss of playtime/dinnertime
- Setting up a behaviour record in order to monitor behaviour out of school
- Internal Exclusion
- Fixed Term Exclusion
- Permanent Exclusion
The school will consider carefully the circumstances surrounding any form of consequence for behaviour outside of school. It will act in line with the SEND policy, equalities policy, the safeguarding policy, the Exclusion policy and only give consequences which are reasonable.
**The use of reasonable force**
In very rare circumstances, a member or members of staff may need to use ‘reasonable force’ to control or restrain a pupil for their own or others’ safety. School staff follow the guidance from the DfE (July 2013) on the use of reasonable force and accept that this is an element of our duty of care to all pupils.
In order to use reasonable force safely, we invest in ‘Team Teach’ training (positive handling) for a number of Key Staff in each building so that they are the first people called should anyone foresee a situation occurring where these techniques may need to be used. This reduces the possibility of accidental harm.
Usually, if there is a child in school who displays behaviour which may result in the necessity to use reasonable force, a behaviour support plan is in place which mentions this possibility and a risk assessment is carried out.
However, there may be very rare occasions when reasonable force needs to be used on children for whom there is no risk assessment or behaviour plan in place and it may also be by a member or members of staff without Team Teach training. Situations which constitute this would be where a child is causing harm to themselves or others, damaging property or causing disorder. The decision on whether or not to physically intervene is down to the professional judgement of the staff member(s) concerned and should always depend on the individual circumstances.
**Monitoring**
All incidents and information pertaining to a child is logged electronically on Cpoms. It is the responsibility of the member of staff who dealt with an incident to report the Antecedent, the Behaviour and the Consequence (ABC). These incidents are monitored and reviewed by the Senior Leadership Team and the Pastoral Team who may need to take further action. A child whose behaviour is affecting their progress or that of others will be discussed at pupil progress meetings and plans will be put in place to reduce this risk.
**Individual Risk Assessments**
Where a child’s behaviour poses a risk to themselves or others an Individual Risk Assessment will be carried out by school. Parents will be invited to contribute to the Assessment and will be given a copy. This may form part of the Behaviour and Support Contract.
DOWSON’S ANTI-BULLYING STRATEGY
At Dowson we work very hard to create a caring environment in which children treat each other with respect. We are however realistic, and will remain vigilant with our Anti Bullying procedures. Bullying in any form will not be tolerated and will be responded to.
Firstly we believe raising awareness and understanding of the differences between bullying and friendship fall outs is of paramount importance when identifying bullying incidents.
Dowson applies the 3 B’s to describe behaviour:
- Brilliant
- Bothering
- Bullying
And defines bullying as: **Several Times On Purpose (STOP)**
A considerable amount of work is carried out across school throughout the year to address the topic of bullying and friendship issues as a proactive approach to reducing the likelihood of bullying behaviours. Weekly assemblies, circle time sessions, the PSHE curriculum and Anti-Bullying events specifically focus on this topic; however, should an incident arise, additional work will be carried out with individuals, groups, classes or whole school as appropriate.
We have a child-led Anti-Bullying Policy which is reviewed annually with pupils who discuss any updates or changes needed, any areas of improvement they view are needed as a school and then agree to adhere to the policy by signing their class pledge.
A log of all types of incidents is kept on CPOMS and incidents of bullying are also reported to the management team including the Principal. School also reports any form of racist or homophobic bullying to the Enquire Learning Trust. All children affected by bullying will be supported in order to eradicate the bullying issue; they will also be given strategies to help them deal with the immediate and long term issues surrounding a specific or general issue.
School relies on children and their parents to be realistic about what constitutes bullying. However, we always investigate any perceived bullying and offer support to both the child and their family where this has been the perception or a founded case. We consistently and regularly reinforce the message to children and their parents that they must inform the child’s teacher as soon as possible if they are at all worried about bullying.
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GUIDE TO SAFE SCOUTING
A GUIDE FOR CURRENT POLICIES AND PROCEDURES
GUIDE TO SAFE SCOUTING
A GUIDE FOR CURRENT POLICIES AND PROCEDURES
Get the Latest Information!
The online version of the Guide to Safe Scouting is updated quarterly.
Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
BOY SCOUTS OF AMERICA®
Prepared. For Life.™
Emergency Preparedness BSA
It is a challenge to be prepared for emergencies in our world of man-made and natural phenomena. The Emergency Preparedness BSA program is planned to inspire the desire and foster the skills to meet this challenge in our youth and adult members so that they can participate effectively in this crucial service to their families, communities, and nation.
The emergencies of today’s world demand more than ever that our young people and adults be trained as individuals and as units to meet emergency situations. The importance of this training is not new to the Boy Scouts of America, as Scouting has always taught youth to be prepared for all types of emergencies. Since Scouting began in the United States, Scouts have responded to the needs of their communities and nation in times of crisis.
When an emergency occurs, it affects every youth and adult member of the BSA in the immediate area, creating the responsibility to respond, first, as an individual; second, as a member of a family; and third, as a member of a Scouting unit serving the neighborhood and community. Because of these multiple levels of responsibility, the Emergency Preparedness BSA plan includes training for individual, family, and unit preparedness. Special training in all three areas is a prerequisite for BSA members conducting any type of emergency service in their communities.
Individual Preparedness
The primary emphasis of this initial step in the program is to train members to be mentally and emotionally prepared to act promptly and to develop in them the ability to take care of themselves. Teaching young people to know and be able to use practical survival skills when needed is an important part of individual preparedness.
Family Preparedness
Since family groups will be involved in most emergency situations, this part of the plan includes basic instructions to help every Scouting family prepare for emergencies. Families will work together to learn basic emergency skills and how to react when faced with fires, floods, hurricanes, tornadoes, explosions, warning signals, fallout protection, terrorist attacks, and other emergency situations.
Community Preparedness
The program fosters the desire to help others and teaches members how to serve their communities in age-appropriate ways. By taking the age-appropriate First Aid for Children course (Tiger Cubs) and Basic Aid Training (Wolf and Bear Cub Scouts), these boys help ease the burden on the family and community resources. Through all Scouting ranks and for adult members, the responsibilities and skills for community service increase with the members’ maturity.
For more information on emergency preparedness, visit the these websites: www.scouting.org/Media/Publications/EmergencyPreparedness.aspx and www.ready.gov.
The BSA Ready & Prepared Award
The Boy Scouts of America’s Ready & Prepared Award encourages and rewards Boy Scout troops, Varsity Scout teams, and Venturing crews that incorporate safe practices while enjoying challenging activities. While working to earn the award, units emphasize risk management as a way to help reduce fatalities and serious injury. Focus areas include:
- Driver and passenger safety
- Youth Protection
- Aquatic safety
- Premises safety and first-aid readiness
- Personal fitness
Units may apply for this award at the time of unit rechartering.
For more information, go to www.scouting.org/Awards/BSAReadyandPrepared.aspx.
The purpose of the *Guide to Safe Scouting* is to prepare members of the Boy Scouts of America to conduct Scouting activities in a safe and prudent manner. The policies and guidelines have been established because of the real need to protect members from known hazards that have been identified through 100 years of experience. Limitations on certain activities should not be viewed as stumbling blocks; rather, policies and guidelines are best described as stepping-stones toward safe and enjoyable adventures.
All participants in official Scouting activities should become familiar with the *Guide to Safe Scouting* and be aware of state or local government regulations that supersede Boy Scouts of America policies and guidelines. The *Guide to Safe Scouting* provides an overview of Scouting policies and procedures rather than comprehensive, standalone documentation. For some items, the policy statements are complete. Unit leaders are expected to review the additional reference material cited prior to conducting such activities.
In situations not specifically covered in this guide, activity planners should evaluate the risk or potential risk of harm, and respond with action plans based on common sense, community standards, the Boy Scout motto, and safety policies and practices commonly prescribed for the activity by experienced providers and practitioners.
**Versions of the Guide**
In addition to this printed version, the *Guide to Safe Scouting* is available online at www.scouting.org/HealthandSafety/gss.aspx.
To obtain additional printed copies of this book, contact your local Scout shop or order online at www.scoutstuff.org.
Don’t forget to check Scouting Safely information at www.scouting.org/HealthandSafety.aspx.
34418
ISBN 978-0-8395-4416-6
©1998 Boy Scouts of America
2011 Printing
# Contents
| Section | Page |
|------------------------------------------------------------------------|------|
| I. Youth Protection and Adult Leadership | 1 |
| Youth Protection in Scouting | 1 |
| Frequently Asked Questions | 2 |
| Youth Member Behavior Guidelines | 3 |
| Digital Privacy | 4 |
| Leadership Requirements for Trips and Outings | 4 |
| Coed Overnight Activities Policy | 5 |
| Internet Safety | 5 |
| Primary Resources for This Chapter | 6 |
| II. Aquatics Safety | 7 |
| Resource Material | 7 |
| Aquatics Leadership Training Programs | 7 |
| Responsibilities of Supervisory Personnel | 7 |
| Safe Swim Defense | 8 |
| Classification of Swimming Ability | 10 |
| Distance and Competitive Swimming in Open Water | 10 |
| Snorkeling in Open Water | 10 |
| BSA Scuba Policy | 10 |
| Safety Afloat | 12 |
| Tow Sports | 14 |
| III. Camping | 15 |
| Age Guidelines | 15 |
| Family Camping | 16 |
| Cub Scout Overnight Opportunities | 16 |
| Boy Scout/Varsity Scout Camping | 16 |
| Venturing Camping | 17 |
| Trek Safely | 17 |
| Lightning Risk Reduction | 17 |
| Treated Drinking Water | 18 |
| IV. Alcohol, Tobacco, and Drug Use and Abuse | 19 |
| Alcohol | 19 |
| Tobacco | 19 |
| Drugs | 19 |
| Medical Marijuana | 19 |
| V. Medical Information and First Aid | 21 |
| Personal Health | 21 |
| Medical Risk Factors for Your Participation in Scouting | 21 |
| Immunizations | 23 |
| Protection Consideration for Blood and Bodily Fluids (Universal Precautions) | 23 |
| Local Council Membership/Participation Guidelines Regarding Life-Threatening Communicable Diseases | 24 |
| Exemptions for Medical Care, Treatment, and Immunizations | 24 |
| Prescriptions | 24 |
| First Aid and CPR Training | 24 |
| AED Training | 25 |
| First-Aid Kits | 25 |
| VI. Chemical Fuels and Equipment | 27 |
| Purpose | 27 |
| Definitions | 27 |
| Storing, Handling, and Using Chemical Fuels and Equipment | 27 |
| VII. Shooting Sports | 29 |
| Cub Scouting Standards | 29 |
| Boy Scouting Standards | 29 |
| Venturing Standards | 30 |
| Cannons and Large-Bore Artillery | 30 |
| Archery and Knife and Tomahawk Throwing | 30 |
| VIII. Sports and Activities | 31 |
| The Sweet 16 of BSA Safety | 31 |
| Caving | 32 |
| Climbing and Rappelling | 32 |
| Project COPE Activities | 32 |
| Unauthorized and Restricted Activities | 32 |
| Knives | 33 |
| Parade Floats and Hayrides | 34 |
| Unit Fund-raisers | 34 |
| Tractor Safety | 34 |
| Bicycle Safety | 34 |
| Skating Safety | 35 |
| Horsemanship Activities | 35 |
| IX. Inspections | 37 |
| Meeting Room | 37 |
| Motor Vehicles | 37 |
| Unit Camping | 37 |
| Boats | 37 |
| X. Insurance | 39 |
| Comprehensive General Liability Insurance | 39 |
| Automobile Liability Insurance | 39 |
| Accident and Sickness Coverage | 39 |
| Incident Reporting | 39 |
| XI. Transportation | 41 |
| Automobiles | 41 |
| Campers, Trailers, and Trucks | 41 |
| Buses | 42 |
| Commercial Driver’s License Compliance | 42 |
| For-Hire Motor Carriers of Passengers (Charter Buses) | 42 |
| XII. Winter Activities | 45 |
| Winter Camping Safety | 45 |
| Winter Sports Safety | 45 |
| XIII. Animal and Insect Hazards | 47 |
| Hantavirus | 47 |
| Rabies Prevention | 47 |
| Lyme Disease | 47 |
| West Nile Virus | 47 |
| Appendix | 49 |
| Annual Motor Vehicle Checklist | 51 |
| Meeting Place | 53 |
| Inspection Checklist | 53 |
| Tour Plan | 57 |
| Flying Plan Application | 59 |
| Unit Money-Saving Application | 63 |
| Incident Information Report | 65 |
The online version of the *Guide to Safe Scouting* is updated quarterly. Go to [http://www.scouting.org/HealthandSafety/GSS.aspx](http://www.scouting.org/HealthandSafety/GSS.aspx).
I. Youth Protection and Adult Leadership
Youth Protection in Scouting
The Boy Scouts of America places the greatest importance on creating the most secure environment possible for its youth members. To maintain such an environment, the BSA has developed numerous procedural and leadership selection policies, and provides parents and leaders the following online and print resources for the Cub Scouting, Boy Scouting, and Venturing programs.
Mandatory Report of Child Abuse
All persons involved in Scouting shall report to local authorities, as is required under state and federal law, any good faith suspicion or belief that any child is or has been physically or sexually abused, physically or emotionally neglected, exposed to any form of violence or threat, exposed to any form of sexual exploitation including the possession, manufacture, or distribution of child pornography, online solicitation, enticement, or showing of obscene material. No person may abdicate this reporting responsibility to any other person.
Notify your Scout executive of this report, or of any violation of BSA’s Youth Protection policies, so that he or she may take appropriate action for the safety of our Scouts, make appropriate notifications, and follow-up with investigating agencies.
How does the BSA help prevent child abuse in Scouting?
The Boy Scouts of America has adopted a number of policies aimed at eliminating opportunities for abuse within the Scouting program. These policies focus on leadership selection and on placing even greater barriers to abuse than already exist today in Scouting.
Effective June 1, 2010, Youth Protection training was made a requirement for all BSA registered volunteers, regardless of their position.
New leaders are required to take Youth Protection training before submitting an application for registration. A BSA application should be collected from a prospective leader only with the fully completed form and a copy of the individual’s Youth Protection certificate of completion. Both documents should be submitted together to the council service center before volunteer service with youth begins.
If an adult volunteer’s application is fully completed, submitted to the council service center and approved, their fee is paid, and their Youth Protection training has been received by and acknowledged by the council, that volunteer will be able to interact with youth members while the criminal background check (CBC) is still pending.
The BSA’s Youth Protection training has been in existence long enough for it to be understood and accepted as a mandated training for all registered BSA adult volunteers.
Youth Protection training must be taken every two years. If a volunteer’s Youth Protection training record is not current at the time of recharter, the volunteer will not be reregistered.
Leadership Selection
The Boy Scouts of America takes great pride in the quality of its adult leadership. Being a leader in the BSA is a privilege, not a right. The quality of the program and the safety of youth members call for high-quality adult leaders. We work closely with chartered organizations to help recruit the best possible leaders for their units.
The adult application requests background information that should be checked by the unit committee or the chartered organization before accepting an applicant for unit leadership. While no current screening techniques exist that can identify every potential child abuser, we can help reduce the risk of accepting a child abuser by learning all we can about an applicant for a leadership position—including his or her experience working with children and why he or she wants to be a Scout leader.
Youth safety is of paramount importance to the Boy Scouts of America. It is important to implement this training at all levels of the organization. The BSA is always reevaluating and reassessing its policies and training to provide the most secure environment possible for its youth members.
Barriers to Abuse Within Scouting
The BSA has adopted the following policies for the safety and well-being of its members. These policies are primarily for the protection of its youth members; however, they also serve to protect adult leaders.
Two-deep leadership. Two registered adult leaders, or one registered leader and a parent of a participating Scout or other adult, one of whom must be 21 years of age or older, are required for all trips and outings. There are a few
instances, such as patrol activities, when the presence of adult leaders is not required and adult leadership may be limited to training and guidance of the patrol leadership. With the proper training, guidance, and approval by the troop leaders, the patrol can conduct day hikes and service projects. Appropriate adult leadership must be present for all overnight Scouting activities; coed overnight activities—even those including parent and child—require male and female adult leaders, both of whom must be 21 years of age or older, and one of whom must be a registered member of the BSA. The chartered organization is responsible for ensuring that sufficient leadership is provided for all activities.
**No one-on-one contact.** One-on-one contact between adults and youth members is not permitted. In situations that require personal conferences, such as a Scoutmaster’s conference, the meeting is to be conducted in view of other adults and youths.
**Separate accommodations.** When camping, no youth is permitted to sleep in the tent of an adult other than his or her own parent or guardian. Councils are strongly encouraged to have separate shower and latrine facilities for females. When separate facilities are not available, separate times for male and female use should be scheduled and posted for showers. Likewise, youth and adults must shower at different times.
**Respect of privacy.** Adult leaders must respect the privacy of youth members in situations such as changing clothes and taking showers at camp, and intrude only to the extent that health and safety require. Adults must protect their own privacy in similar situations.
**Cameras, imaging, and digital devices.** While most campers and leaders use cameras and other imaging devices responsibly, it has become very easy to invade the privacy of individuals. It is inappropriate to use any device capable of recording or transmitting visual images in shower houses, restrooms, or other areas where privacy is expected by participants.
**No secret organizations.** The Boy Scouts of America does not recognize any secret organizations as part of its program. All aspects of the Scouting program are open to observation by parents and leaders.
**Hazing prohibited.** Physical hazing and initiations are prohibited and may not be included as part of any Scouting activity.
**Bullying prohibited.** Verbal, physical, and cyber bullying are prohibited in Scouting.
**Youth leader training.** Adult leaders must monitor and guide the leadership techniques used by youth leaders and ensure that BSA policies are followed.
**Constructive discipline.** Discipline used in Scouting should be constructive and reflect Scouting’s values. Corporal punishment is never permitted.
**Appropriate attire.** Proper clothing for activities is required. For example, skinny-dipping or revealing bathing suits are not appropriate in Scouting.
**Member responsibilities.** All members of the Boy Scouts of America are expected to conduct themselves in accordance with the principles set forth in the Scout Oath and Scout Law. Physical violence, theft, verbal insults, drugs, and alcohol have no place in the Scouting program and may result in the revocation of a Scout’s membership.
**Unit responsibilities.** The head of the chartered organization or chartered organization representative and the local council must approve the registration of the unit’s adult leader. Adult leaders of Scouting units are responsible for monitoring the behavior of youth members and interceding when necessary. Parents of youth members who misbehave should be informed and asked for assistance. Any violations of the BSA’s Youth Protection policies must immediately be reported to the Scout executive.
### Frequently Asked Questions
**How can parents help protect their children?**
Parents participate in the protection of their children in a variety of ways. The BSA recognizes the need for open lines of communication so that children are encouraged to bring any troubles to their parents for advice and counsel. In addition, parents need to be involved in their children’s Scouting activities. All parents receive important information concerning the Scouting program as part of their children’s membership applications. This information is provided so that parents can detect any deviations from the BSA’s approved program. If any deviations are noted, parents should call these to the attention of the chartered organization or the unit committee. If the problems persist, parents should contact the local council for assistance.
Parents also need to review the booklet, *How to Protect Your Children From Child Abuse and Drug Abuse: A Parent’s Guide*, inserted in every Boy Scout and Cub Scout handbook. The information in this booklet should be the subject of discussions between Scouts and their parents prior to joining a pack or troop.
**Why do most child victims of sexual abuse keep the abuse secret?**
A victim of child sexual abuse is under a great deal of pressure to keep the abuse secret. In many cases of child molestation, the molester has threatened to harm the child or a member of the child’s family. The molester might have told the child that he would not be believed even if the child
did tell. Another common situation is that the molester will tell the child that if the child tells about the abuse, he will get into trouble. The clear message is given to the child that if another person finds out, something bad will happen to the child. This pressure to maintain silence can often be successfully overcome by establishing open communication between children and adults through a proper educational program for children.
**What should I do if a child tells me that he has been sexually abused?**
How an adult responds to a child who tries to disclose abuse can influence the outcome of the child’s victimization. By maintaining an apparent calm, the adult can help reassure the child that everything is going to be OK. By not criticizing the child, we counteract any statements the molester made to the victim about the child getting into trouble. Reassure the child that you are concerned about what happened to him and that you would like to get him some help. Allegations by a Scout concerning abuse in the program must be reported immediately to the Scout executive. Since these reports are required, the child should be told that you have to tell the proper authorities but that you will not tell anyone else. It is important that you not tell anyone other than the Scout executive or the child protective services agency about allegations of abuse—if the allegations cannot be substantiated, you could be sued for defamation of character.
**What Youth Protection educational materials does the BSA have for youth members?**
*How to Protect Your Children From Child Abuse: A Parent’s Guide* is a tear-out booklet bound with BSA youth handbooks. It is designed for parents or guardians and young people to use together for Youth Protection training.
The Power Pack Pals comic books, available in English and in Spanish, are for Cub Scout–age boys. They include *Power Pack Pals* (No. 33980)/*Los Superamigos del Pack* (No. 46-33979), *Power Pack Pals: Be Safe on the Internet* (No. 33981)/*Power Pack Pals: Seguridad en la Internet* (No. 46-34464), and *Power Pack Pals: Four Rules for Personal Safety* (No. 46-34750)/*Power Pack Pals: 4 Reglas Para Seguridad Personal* (No. 46-34465).
These and other resources can be found at www.scouting.org/training/youth-protection.
The BSA has bilingual, age-appropriate videos for all youth age groups to address the problems of sexual abuse. *It Happened to Me/A Mi Me Pasó* (No. AV-09DVD11) should be used annually by Cub Scout packs or dens, but only for Cub Scouts accompanied by a parent or other adult family member. The video for Boy Scouts, *A Time to Tell/Hora de Contarlo* (No. AV-09DVD04), introduces the “three R’s” of Youth Protection, and should be viewed by troops annually. *Personal Safety Awareness/Concientización Sobre la Seguridad Personal* (No. AV-09DVD33) is the video for Venturing–age young people.
**How can Scout leaders who are not social workers teach children about youth protection?**
The BSA recognizes that many of our leaders feel unprepared to talk to children about preventing sexual abuse. For this reason, the BSA has meeting guides online for all of the videos produced to be viewed by youths. The guides address everything from scheduling the meeting, contacting the police or social services for assistance, and notifying parents (a sample letter is provided), to questions and answers for discussion after the video has been viewed.
**What are the “three R’s” of Youth Protection?**
The “three R’s” of Youth Protection convey a simple message to youth members.
**Recognize** situations that place you at risk of being molested, how child molesters operate, and that anyone could be a molester.
**Resist** unwanted and inappropriate attention. Resistance will stop most attempts at molestation.
**Report** attempted or actual molestation to a parent or other trusted adult. This prevents further abuse and helps to protect other children. Let the child know he or she will not be blamed for what occurred.
**Youth Member Behavior Guidelines**
The Boy Scouts of America is a values-based youth development organization that helps young people learn positive attributes of character, citizenship, and personal fitness. The BSA has the expectation that all participants in the Scouting program will relate to each other in accord with the principles embodied in the Scout Oath and Scout Law.
One of the developmental tasks of childhood is to learn appropriate behavior. Children are not born with an innate sense of propriety and they need guidance and direction. The example set by positive adult role models is a powerful tool for shaping behavior and a tool that is stressed in Scouting.
Misbehavior by a single youth member in a Scouting unit may constitute a threat to the safety of the individual who misbehaves as well as to the safety of other unit members. Such misbehavior constitutes an unreasonable burden on a Scout unit and cannot be ignored.
**Member Responsibilities**
All members of the Boy Scouts of America are expected to conduct themselves in accordance with the principles set forth in the Scout Oath and Scout Law. Physical violence, hazing, bullying, theft, verbal insults, and drugs and alcohol have no place in the Scouting program and may result in the revocation of a Scout’s membership in the unit.
If confronted by threats of violence or other forms of bullying from other youth members, Scouts should seek help from their unit leaders or parents.
**Unit Responsibilities**
Adult leaders of Scouting units are responsible for monitoring the behavior of youth members and interceding when necessary. Parents of youth members who misbehave should be informed and asked for assistance.
The BSA does not permit the use of corporal punishment by unit leaders when disciplining youth members.
The unit committee should review repetitive or serious incidents of misbehavior in consultation with the parents of the child to determine a course of corrective action including possible revocation of the youth’s membership in the unit.
If problem behavior persists, units may revoke a Scout’s membership in that unit. When a unit revokes a Scout’s membership, it should promptly notify the council of the action.
The unit should inform the Scout executive of any violations of the BSA’s Youth Protection policies.
Each Cub Scout den and Webelos Scout den and each chartered Cub Scout pack, Boy Scout troop, Varsity Scout team, and Venturing crew shall have one leader, 21 years of age or older, who shall be registered and serve as the unit or den leader. The head of the chartered organization or chartered organization representative and the local council must approve the registration of the unit or den leader on the appropriate form.
Primary reference: *Rules and Regulations of the Boy Scouts of America*
**Digital Privacy**
A key ingredient for a safe and healthy Scouting experience is the respect for privacy. Advances in technology are enabling new forms of social interaction that extend beyond the appropriate use of cameras or recording devices (see “Barriers to Abuse Within Scouting”). Sending sexually explicit photographs or videos electronically and “sexting” by cell phones is a form of texting being practiced primarily by young adults and children. Sexting is neither safe, nor private, nor an approved form of communication, and can lead to severe legal consequences for the sender and the receiver. Although most campers and leaders use digital devices responsibly, educating them about the appropriate use of cell phones and cameras is a good safety and privacy measure.
**Leadership Requirements for Trips and Outings**
It is the responsibility of the chartered organization of any Cub Scout pack, Boy Scout troop, Varsity Scout team, or Venturing crew or ship to inform the committee and leadership of the unit that sufficient adult leadership must be provided on all trips and outings (coed overnight activities require both male and female adult leaders).
1. **Two-deep leadership.** Two registered adult leaders, or one registered leader and a parent of a participating Scout or other adult, one of whom must be 21 years of age or older, are required for all trips and outings. There are a few instances, such as patrol activities, when the presence of adult leaders is not required and adult leadership may be limited to training and guidance of the patrol leadership. With the proper training, guidance, and approval by the troop leaders, the patrol can conduct day hikes and service projects. Appropriate adult leadership must be present for all overnight Scouting activities; coed overnight activities—even those including parent and child—require male and female adult leaders, both of whom must be 21 years of age or older, and one of whom must be a registered member of the BSA. The chartered organization is responsible for ensuring that sufficient leadership is provided for all activities.
2. **During transportation to and from planned Scout outings,**
A. Meet for departure at a designated area.
B. Prearrange a schedule for periodic checkpoint stops as a group.
C. Plan a daily destination point.
A common departure site and a daily destination point are a must. If you cannot provide two adults for each vehicle, the minimum required is one adult and two or more youth members—*never one on one*.
3. **Safety rule of four:** No fewer than four individuals (always with the minimum of two adults) go on any backcountry expedition or campout. If an accident occurs, one person stays with the injured, and two go for help. Additional adult leadership requirements must reflect an awareness of such factors as size and skill level of the group, anticipated environmental conditions, and overall degree of challenge.
4. **Male and female leaders must have separate sleeping facilities.** Married couples may share the same quarters if appropriate facilities are available.
5. **Male and female youth participants will not share the same sleeping facility.**
6. **Single-room or dormitory-type accommodations for Scouting units:** Adults and youths of the same gender may occupy dormitory or single-room accommodations, provided there is a minimum of two adults and four youths. A minimum of one of the adults is required to be Youth Protection–trained. Adults must establish separation barriers or privacy zones such as a temporary blanket or a sheet wall in order to keep their sleeping area and dressing area separated from the youth area.
7. **When staying in tents, no youth will stay in the tent of an adult other than his or her parent or guardian.**
8. **If separate shower and latrine facilities are not available, separate times for male and female use should be scheduled and posted for showers. Likewise, youth and adults must shower at different times.** The buddy system should be used for latrines by having one person wait outside the entrance, or provide “Occupied” and “Unoccupied” signs and/or inside door latches. Adult leaders need to respect the privacy of youth members in situations where youth members are changing clothes or taking showers, and intrude only to the extent that health and safety require. Adults also need to protect their own privacy in similar situations.
9. **Two-deep adult leadership is required for flying activities. For basic orientation flights, the adult licensed pilot in control of the aircraft is sufficient for the flight, while two-deep leadership is maintained on the ground.**
**Coed Overnight Activities Policy**
All Venturing activities shall conform to the ideals and purposes of the Boy Scouts of America. In order to ensure that all coed overnight activities for Venturers and invited guests at crew, district, council, regional, or national levels meet proper moral standards, the national Venturing Committee has established the following policy:
1. The crew Advisor (or Skipper) or council Scout executive must give careful consideration to the number of adults necessary to provide appropriate leadership for both male and female participants. The number of adult leaders required by the hosting facility or organization (such as a BSA national high-adventure base) must be provided.
2. Adult leaders must be 21 years of age or older and be approved by the committee chairman and chartered organization.
3. Separate housing must be provided for male and female participants.
4. An adult male leader must be housed with the male participants. An adult female leader must be housed with the female participants.
5. Written parent or guardian approval is required for each Venturer or guest under 18 years of age.
**Internet Safety**
It is recommended that the following personal protection rules be shared with all youth members.
When you are online, you are in a public place, among thousands of people who are online at the same time. Follow these personal protection rules and you will have fun:
- Keep online conversations with strangers to public places, not in e-mail.
- Do not give anyone online your real last name, phone numbers at home or school, your parents’ workplaces, or the name or location of your school or home address unless you have your parents’ permission first. Never give your password to anyone but a parent or other adult in your family.
- If someone sends or shows you e-mail with sayings that make you feel uncomfortable, trust your instincts. You are probably right to be wary. Do not respond. Tell a parent what happened.
- If somebody tells you to keep what’s going on between the two of you secret, tell a parent.
- Be careful to whom you talk. Anyone who starts talking about subjects that make you feel uncomfortable is probably an adult posing as a kid.
- Pay attention if someone tells you things that don’t fit together. One time an online friend will say he or she is 12, and another time will say he or she is 14. That is a warning that this person is lying and may be an adult posing as a kid.
- Unless you talk to a parent about it first, never talk to anybody by phone if you know that person only online. If someone asks you to call—even if it’s collect or a toll-free, 800 number—that’s a warning. That person can get your phone number this way, either from a phone bill or from caller ID.
- Never agree to meet someone you have met only online at any place off-line, in the real world.
- Watch out if someone online starts talking about hacking, or breaking into other people’s or companies’ computer systems; phreaking (the “ph” sounds like an “f”), the illegal use of long-distance services or cellular phones; or viruses (online programs that destroy or damage data when other people download these onto their computers).
- Promise your parent or an adult family member and yourself that you will honor any rules about how much time you are allowed to spend online and what you do and where you go while you are online.
Primary Resources for This Chapter
- **Youth Protection Guidelines**, No. 100-023
Topics covered include the BSA’s Youth Protection policies, kinds of abuse, signs of abuse, how to respond to disclosure of abuse, and proper reporting procedures.
- **How to Protect Your Children From Child Abuse: A Parent’s Guide**
A booklet, included in the printed youth handbooks, providing tips to help parents talk with their children about child abuse.
The following materials may be obtained through your local council service center or at www.scouting.org/training/youthprotection.
The Power Pack Pals comic books, available in English and in Spanish, are for Cub Scout–age boys.
- **Power Pack Pals**, No. 33980
- **Los Superamigos del Pack**, No. 46-33979
- **Power Pack Pals: Be Safe on the Internet**, No. 33981
- **Power Pack Pals: Seguridad en la Internet**, No. 46-34464
- **Power Pack Pals: Four Rules for Personal Safety**, No. 46-34750
- **Power Pack Pals: 4 Reglas Para Seguridad Personal**, No. 46-34465
Resources also include the following:
- **It Happened to Me/A Mi Me Pasó**, No. AV-09DVD11.
This DVD should be used annually by Cub Scout packs or dens when Cub Scouts are accompanied by a parent or other adult family member.
- **A Time to Tell/Hora de Contarlo**, No. AV-09DVD04.
Introduces the “three R’s” of Youth Protection and should be viewed by troops annually.
- **Venturing Leader Youth Protection Training**, No. AV-03DVD14
Topics covered include the BSA’s Youth Protection policies, kinds of abuse, signs of abuse, how to respond to disclosure of abuse, and proper reporting procedures.
- **Personal Safety Awareness/Concientización Sobre la Seguridad Personal**, No. AV-09DVD33
Includes a sample letter to parents and guardians as well as English and Spanish meeting guides for facilitators’ use when showing the age-appropriate sexual abuse prevention video.
Online Resources
- The Youth Protection training course is available at MyScouting.org. Topics covered include the BSA’s Youth Protection policies, kinds of abuse, signs of abuse, how to respond to disclosure of abuse, and proper reporting procedures.
- **How to Protect Your Children From Child Abuse: A Parent’s Guide**. A booklet, included in the printed Cub Scout and Boy Scout handbooks, provides tips to help parents talk with their sons about child abuse. These are available in English and Spanish.
- Facilitator’s Guide for *Youth Protection Guidelines* (DVD)
Includes a sample letter to parents and guardians as well as how to use the *Youth Protection Guidelines* DVD. Available in English and Spanish.
- **It Happened to Me** meeting guide (Cub Scouts)
Includes a sample letter to parents and guardians as well as the meeting guide for facilitators’ use when showing the age-appropriate sexual abuse prevention video. Available in English and Spanish.
- **A Time to Tell** meeting guide (Boy Scouts)
Includes a sample letter to parents and guardians as well as the meeting guide for facilitators’ use when showing the age-appropriate sexual abuse prevention video. Available in English and Spanish.
- **Personal Safety Awareness for Venturing** meeting guide
For facilitators’ use when showing the age-appropriate sexual abuse prevention video. Available in English and Spanish.
- The National Center for Missing & Exploited Children: www.missingkids.com
- U.S. Department of Health & Human Services website of state laws and statutes: www.childwelfare.gov/systemwide/laws_policies/state
II. Aquatics Safety
Resource Material
*Aquatics Supervision*, No. 34737, is the primary resource for aquatics at the unit level. Section V of *Camp Program and Property Management*, No. 20-920, contains additional information for aquatics activities conducted on council property. Aquatics activities at district and council day and resident camps must also abide by the current-year national standards.
Aquatics Leadership Training Programs
Safe Swim Defense and Safety Afloat training programs are available online at scouting.org and may be offered locally by instructors approved by the council aquatics committee or other council authority.
*Aquatics Supervision: Swimming and Water Rescue* and *Aquatics Supervision: Paddle Craft Safety* cover skills needed to meet Safe Swim Defense and Safety Afloat policies applied at the unit level. These training courses are provided locally by qualified instructors who are authorized by the local council.
*BSA Lifeguard* provides professional-level training for lifeguards at unit or summer camp swimming activities and is provided locally by qualified instructors who are authorized by the local council.
*Cub Scout Aquatics Supervisor* training prepares adults for leadership at Cub Scout day and resident camps where basic swimming is conducted. Cub Scout Aquatics Supervisor training is offered at a National Camping School conducted by the regions or by a BSA Aquatics Instructor with region approval.
*BSA Aquatics Instructor* prepares adults for leadership roles in year-round aquatics programs and is recommended for at least one member of the council aquatics committee. Those with BSA Aquatics Instructor training may serve as aquatics directors at Boy Scout or Cub Scout summer camps. The training is available at National Camping Schools.
Responsibilities of Supervisory Personnel
Safe Swim Defense and Safety Afloat govern BSA swimming and boating activities. Both specify that the activities are supervised by a mature and conscientious adult age 21 or older who
- Understands and knowingly accepts responsibility for the well-being and safety of youth members in his or her care
- Is experienced in the particular activity
- Is confident in his or her ability to respond appropriately in an emergency
- Is trained and committed to the nine points of BSA Safety Afloat and/or the eight points of Safe Swim Defense.
Unit leadership that accompanies the unit on an outing is always responsible for the first and last bulleted points above. However, under appropriate circumstances, the unit leader may delegate responsibility to trained individuals within the unit or to on-site professionals for the second and third bulleted points above. For example, a Scout troop at a water park with trained lifeguards on duty need not assign separate unit personnel to perform water rescue. A Venturing crew on a whitewater excursion may rely on a licensed outfitter to provide the necessary equipment and trained guides.
Every possible contingency will not be covered with a hard-and-fast rule, and rules are poor substitutes for experience. Ultimately, each responsible adult leader must personally decide if he or she understands the risk factors associated with the activity and is sufficiently experienced and well-informed to make the rational decisions expected of a “qualified supervisor.” The BSA training programs listed above help provide the skills, experience, and guidance for making such a determination.
Safe Swim Defense
BSA groups shall use Safe Swim Defense for all swimming activities. Adult leaders supervising a swimming activity must have completed Safe Swim Defense training within the previous two years. Safe Swim Defense standards apply at backyard, hotel, apartment, and public pools; at established waterfront swim areas such as beaches at state parks and U.S. Army Corps of Engineers lakes; and at all temporary swimming areas such as a lake, river, or ocean. Safe Swim Defense does not apply to boating or water activities such as waterskiing or swamped boat drills that are covered by Safety Afloat guidelines. Safe Swim Defense applies to other nonswimming activities whenever participants enter water over knee deep or when submersion is likely, for example, when fording a stream, seining for bait, or constructing a bridge as a pioneering project. Snorkeling in open water requires each participant to have demonstrated knowledge and skills equivalent to those for Snorkeling BSA in addition to following Safe Swim Defense. Scuba activities must be conducted in accordance with the BSA Scuba policy found in the *Guide to Safe Scouting*.
Safe Swim Defense training may be obtained from the BSA Online Learning Center at olc.scouting.org, at council summer camps, and at other council and district training events. Confirmation of training is required on local and national tour permits for trips that involve swimming. Additional information on various swimming venues is provided in the *Aquatics Supervision* guide available from council service centers.
1. **Qualified Supervision**
All swimming activity must be supervised by a mature and conscientious adult age 21 or older who understands and knowingly accepts responsibility for the well-being and safety of those in his or her care, and who is trained in and committed to compliance with the eight points of BSA Safe Swim Defense. It is strongly recommended that all units have at least one adult or older youth member currently trained in BSA Aquatics Supervision: Swimming and Water Rescue or BSA Lifeguard to assist in planning and conducting all swimming activities.
2. **Personal Health Review**
A complete health history is required of all participants as evidence of fitness for swimming activities. Forms for minors must be signed by a parent or legal guardian. Participants should be asked to relate any recent incidents of illness or injury just prior to the activity. Supervision and protection should be adjusted to anticipate any potential risks associated with individual health conditions. For significant health conditions, the adult supervisor should require an examination by a physician and consult with the parent, guardian, or caregiver for appropriate precautions.
3. **Safe Area**
All swimming areas must be carefully inspected and prepared for safety prior to each activity. Water depth, quality, temperature, movement, and clarity are important considerations. Hazards must be eliminated or isolated by conspicuous markings and discussed with participants.
**Controlled Access:** There must be safe areas for all participating ability groups to enter and leave the water. Swimming areas of appropriate depth must be defined for each ability group. The entire area must be within easy reach of designated rescue personnel. The area must be clear of boat traffic, surfing, or other nonswimming activities.
**Bottom Conditions and Depth:** The bottom must be clear of trees and debris. Abrupt changes in depth are not allowed in the nonswimmer area. Isolated underwater hazards should be marked with floats. Rescue personnel must be able to easily reach the bottom. Maximum recommended water depth in clear water is 12 feet. Maximum water depth in turbid water is 8 feet.
**Visibility:** Underwater swimming and diving are prohibited in turbid water. Turbid water exists when a swimmer treading water cannot see his feet. Swimming at night is allowed only in areas with water clarity and lighting sufficient for good visibility both above and below the surface.
**Diving and Elevated Entry:** Diving is permitted only into clear, unobstructed water from heights no greater than 40 inches. Water depth must be at least 7 feet. Bottom depth contours below diving boards and elevated surfaces require greater water depths and must conform to state regulations. Persons should not jump into water from heights greater than they are tall, and should jump only into water chest deep or greater with minimal risk from contact with the bottom. No elevated entry is permitted where the person must clear any obstacle, including land.
**Water Temperature:** Comfortable water temperature for swimming is near 80 degrees. Activity in water at 70 degrees or less should be of limited duration and closely monitored for negative effects of chilling.
**Water Quality:** Bodies of stagnant, foul water, areas with significant algae or foam, or areas polluted by livestock or waterfowl should be avoided. Comply with any signs posted by local health authorities. Swimming is not allowed in swimming pools with green, murky, or cloudy water.
**Moving Water:** Participants should be able to easily regain and maintain their footing in currents or waves. Areas with large waves, swiftly flowing currents, or moderate currents that flow toward the open sea or into areas of danger should be avoided.
**Weather:** Participants should be moved from the water to a position of safety whenever lightning or thunder threatens. Wait at least 30 minutes after the last lightning flash or thunder before leaving shelter. Take precautions to prevent sunburn, dehydration, and hypothermia.
Life Jacket Use: Swimming in clear water over 12 feet deep, in turbid water over 8 feet deep, or in flowing water may be allowed if all participants wear properly fitted, Coast Guard-approved life jackets and the supervisor determines that swimming with life jackets is safe under the circumstances.
4. Response Personnel (Lifeguards)
Every swimming activity must be closely and continuously monitored by a trained rescue team on the alert for and ready to respond during emergencies. Professionally trained lifeguards satisfy this need when provided by a regulated facility or tour operator. When lifeguards are not provided by others, the adult supervisor must assign at least two rescue personnel, with additional numbers to maintain a ratio of one rescuer to every 10 participants. The supervisor must provide instruction and rescue equipment and assign areas of responsibility as outlined in *Aquatics Supervision*, No. 34346. The qualified supervisor, the designated response personnel, and the lookout work together as a safety team. An emergency action plan should be formulated and shared with participants as appropriate.
5. Lookout
The lookout continuously monitors the conduct of the swim, identifies any departures from Safe Swim Defense guidelines, alerts rescue personnel as needed, and monitors the weather and environment. The lookout should have a clear view of the entire area but be close enough for easy verbal communication. The lookout must have a sound understanding of Safe Swim Defense but is not required to perform rescues. The adult supervisor may serve simultaneously as the lookout but must assign the task to someone else if engaged in activities that preclude focused observation.
6. Ability Groups
All youth and adult participants are designated as swimmers, beginners, or nonswimmers based on swimming ability confirmed by standardized BSA swim classification tests. Each group is assigned a specific swimming area with depths consistent with those abilities. The classification tests should be renewed annually, preferably at the beginning of the season.
**Swimmers pass this test:** Jump feetfirst into water over the head in depth. Level off and swim 75 yards in a strong manner using one or more of the following strokes: sidestroke, breaststroke, trudgen, or crawl; then swim 25 yards using an easy resting backstroke. The 100 yards must be completed in one swim without stops and must include at least one sharp turn. After completing the swim, rest by floating.
**Beginners pass this test:** Jump feetfirst into water over the head in depth, level off, and swim 25 feet on the surface. Stop, turn sharply, resume swimming and return to the starting place.
Anyone who has not completed either the beginner or swimmer tests is classified as a nonswimmer.
The nonswimmer area should be no more than waist to chest deep and should be enclosed by physical boundaries such as the shore, a pier, or lines. The enclosed beginner area should contain water of standing depth and may extend to depths just over the head. The swimmer area may be up to 12 feet in depth in clear water and should be defined by floats or other markers.
7. Buddy System
Every participant is paired with another. Buddies stay together, monitor each other, and alert the safety team if either needs assistance or is missing.
Buddies check into and out of the area together. Buddies are normally in the same ability group and remain in their assigned area. If they are not of the same ability group, then they swim in the area assigned to the buddy with the lesser ability.
A buddy check reminds participants of their obligation to monitor their buddies and indicates how closely the buddies are keeping track of each other. Roughly every 10 minutes, or as needed to keep the buddies together, the lookout, or other person designated by the supervisor, gives an audible signal, such as a single whistle blast, and a call for “Buddies.” Buddies are expected to raise each other’s hand before completion of a slow, audible count to 10. Buddies that take longer to find each other should be reminded of their responsibility for the other’s safety.
Once everyone has a buddy, a count is made by area and compared with the total number known to be in the water. After the count is confirmed, a signal is given to resume swimming.
8. Discipline
Rules are effective only when followed. All participants should know, understand, and respect the rules and procedures for safe swimming provided by Safe Swim Defense guidelines. Applicable rules should be discussed prior to the outing and reviewed for all participants at the water's edge just before the swimming activity begins. People are more likely to follow directions when they know the reasons for rules and procedures. Consistent, impartially applied rules supported by skill and good judgment provide stepping-stones to a safe, enjoyable outing.
For more information regarding Safe Swim Defense, go to www.scouting.org/HealthandSafety/Aquatics/safe-swim.aspx.
Classification of Swimming Ability
The swimmer and beginner classification tests defined in Safe Swim Defense may be administered at the unit level following procedures specified in *Aquatics Supervision*, No. 34346.
Swim classification tests for multiunit district and council aquatics activities, such as day or resident camps, are generally conducted on-site by supervisory personnel for those activities. Councils may arrange for swim classification tests conducted by council-approved aquatics resource people prior to camp as outlined in section V of Camp Program and Property Management, No 20-290. When swim tests are conducted off-site prior to the camp session, the camp aquatics director retains the right to review or retest any or all participants.
Distance and Competitive Swimming in Open Water
The following policies apply when distance swimming is conducted outside the confines of a normal Safe Swim Defense area.
- The environment for an open-water swim must conform to Safe Swim Defense guidelines regarding hazards such as submerged trees, currents, and boat traffic, as well as water quality, depth, and clarity.
- Each individual swimmer, or at most a buddy pair, may be accompanied by a rowboat with two people onboard—one skilled in controlling the boat and the other trained in basic water rescue—equipped with a reaching device and flotation aid, continuously watching the swimmers.
- Alternatively, a closed circuit may be established where all swimmers are constantly in reach of safety personnel strategically positioned at fixed points on anchored boats, the shore, or piers. Each participant swims with a buddy, and the number and spacing of the swimmers in the water should not exceed the capacity of the watchers to easily count the swimmers as they move from one zone to another.
- Some competitive swimming events, such as triathlons, also cover long distances. Long-distance swimming races are not approved for Cub Scouts or Boy Scouts, but Varsity Scouts and Venturers may participate in triathlon training and competitive events. All swimming activities conducted by Varsity Scout teams or Venturing crews must conform to Safe Swim Defense guidelines. Individual Varsity Scouts and Venturers may participate in outside triathlon events sanctioned by USA Triathlon.
Snorkeling in Open Water
All ability groups may use snorkeling equipment within confined areas when following all Safe Swim Defense policies, including visibility for underwater swimming.
Snorkeling is a swimming activity in which one must abide by Safe Swim Defense policies, but the following additions to Safe Swim Defense apply when snorkeling is conducted in open water. “Open water” denotes a temporary swimming area of flexible extent in a natural body of water that may or may not be close to shore.
**Qualified Supervision:** In addition to Safe Swim Defense training and the 21-year-old minimum age, the supervisor must be an experienced snorkeler. At a minimum, the supervisor must possess skills and knowledge matching the Snorkeling BSA Award and have experience with environments similar to those of the planned activity.
**Participant Ability:** All participants in open-water snorkeling must either complete Snorkeling BSA requirements or be a certified scuba diver.
**Equipment:** All snorkeling equipment must be properly fitted and in good repair. Use of individual flotation devices (inflatable snorkeling vests or life jackets) is required whenever there is a noticeable current or swells, when the bottom is not visible from the surface due to vegetation or limited visibility beyond 8 feet, or when the activity is greater than 50 yards from shore or craft. A dive flag is required in areas shared by boats. Local regulations specifying the size of the flag and how far snorkelers may be from it must be followed. Weight belts may not be worn unless the participant has scuba certification. Dive boats should be equipped with radios and first-aid kits, and should deploy safety lines.
Additional guidance on application of Safe Swim Defense principles to snorkeling may be found in *Aquatics Supervision*, No. 34346, and *Snorkeling Safety*, No. 19-176, at www.scouting.org/filestore/pdf/19-176.pdf.
BSA Scuba Policy
The BSA scuba policy recognizes scuba industry standards and implements them by using outside agencies for training and certification.
**Training and Supervision**
Any person possessing, displaying, or using scuba (self-contained underwater breathing apparatus) in connection with any Scouting-related activity must be either currently certified by a recognized agency or enrolled in an instructional scuba program, such as Scuba BSA or Scuba Diving merit badge, which must be conducted by an insured recreational diving instructor in good standing with a recognized agency and approved by the council.
Recreational diving activities by BSA groups must be supervised by a responsible adult currently certified (renewed) as a divemaster, assistant instructor, or higher rating from a recognized agency. Dive environments, equipment, depths, procedures, supervision, and buddy assignments must be consistent with each individual’s certification.
Because dives by recreational divers may be infrequent, the divemaster or instructor supervising a BSA scuba activity should screen participants prior to open-water activities and provide remedial instruction and practice as appropriate. Such remedial instruction and practice should be in accordance with the policies and standards of the divemaster’s or instructor’s agency for Scuba Review, Scuba Refresher, or similar program.
Diving using surface-supplied air systems is not authorized in connection with any BSA activity or facility except when done under contract by commercial divers.
**Age-Appropriate Restrictions**
Youth members in Cub Scouting, including Webelos Scouts, are not authorized to use scuba in any activity.
Boy Scouts may participate in the introductory Scuba BSA program and may obtain open-water certification as part of Scuba Diving merit badge.
Varsity and Venturing groups may participate in introductory and certification scuba programs conducted by recognized agencies appropriate to their age and current level of certification.
Standards of the recognized scuba agencies require students for open-water certification programs to be at least 15 years of age but allow special certification programs for younger students. Since all instruction for BSA scuba programs must be conducted by professionals certified by a recognized agency, additional agency-specific, age-related restrictions and protocols apply to students under 15 years of age.
Boy Scouts, Varsity Scouts, and Venturers may participate in recreational group dives as unit, district, or council activities, provided such dives are consistent with their certifications and under direct, on-site supervision of a responsible adult currently certified as a divemaster, assistant instructor, or higher rating from a recognized agency.
The divemaster or instructor supervising a recreational dive by a BSA group must implement the following policies for all divers under 15 years of age, as well as any additional junior diver restrictions and protocols adopted by that person’s certifying agency:
- Depths are limited to 40 feet for divers under 12 years of age and to 60 feet for divers 12 to 14 years of age.
- Each diver under 15 years of age must have an adult buddy certified as an open-water diver who is either the junior diver’s parent or an adult approved by the parent.
- Additional divemasters or instructors are present to maintain a ratio of one trained supervisor to four buddy pairs (eight divers) containing one to four divers under 15 years of age.
**Medical Contraindications**
Each scuba training agency recognized by the BSA requires a specific health history form prior to enrollment in a certification program. The BSA requires review and approval of the completed form by a physician even if the scuba agency itself does not require physician approval. Various risk factors identified on the forms may exclude a person from scuba training, either temporarily or permanently. Risk factors include, but are not limited to, ear and sinus problems, recent surgery, spontaneous pneumothorax, asthma or reactive airway disease (RAD), seizure disorders, diabetes, leukemia, sickle-cell disorder, pregnancy, panic disorders, and active psychosis.
The divemaster or instructor supervising a BSA recreational scuba activity must review the health information for each participant that is required annually of all BSA members and evaluate risk conditions using medical standards consistent with those used by his or her certifying agency. Additional tests or physician consultations may be required to confirm fitness for diving. Consultation with medical specialists knowledgeable about diving medicine also may be needed for participants taking psychotropic drugs for treatment of attention deficit disorder, depression, or other conditions.
Scuba diving is prohibited for the following conditions.
- Use of medication to control seizures or seizure occurrence within the past five years
- Use of insulin to control diabetes
- History of asthma or RAD unless resolution confirmed by methacholine testing (Persons who have been asymptomatic and medication free for the previous five years are exempt from the methacholine testing requirements.)
The scuba agencies recognized by the BSA may allow exceptions to general medical prohibitions based on individual diving fitness evaluations by a medical specialist who is knowledgeable about diving medicine. Scouts, parents, dive supervisors, and physicians with questions or concerns about diving with specific medical conditions should consult the Recreational Scuba Training Council (RSTC) Guidelines for Recreational Scuba Diver’s Physical Examination and the Divers Alert Network (DAN) at www.diversalertnetwork.org. DAN medical professionals are available for nonemergency consultation by telephone at 919-684-2948 during business hours or via e-mail.
Council Programs
When scuba diving is taught in connection with any local council program, instructors should provide the training on a contract basis. Such instructors should have dive store or other commercial affiliation that provides liability insurance coverage. Direct employment of scuba instructors is not recommended.
Local council programs may not compress or sell air for scuba use, or sell, rent, or loan scuba equipment (scuba cylinders, regulators, gauges, dive computers, weights, or BCDs). All air and equipment for local council program use must be obtained from professional sources (dive stores, resorts, dive boats, etc.) affiliated with a scuba agency recognized by the BSA.
Scuba equipment may be used by certified summer camp aquatics program personnel for installation and maintenance of waterfront equipment, or for search and recovery operations. Search and recovery could include lost equipment, as well as rescue efforts.
Recognized Agencies
Recognized agencies are:
- PADI: Professional Association of Diving Instructors
- NAUI: National Association of Underwater Instructors
- SSI: Scuba Schools International
- IDEA: International Diving Educators Association
- PDIC: Professional Diving Instructors Corporation
- SDI: Scuba Diving International
- YMCA Scuba Program (discontinued in 2008, but certification cards are still recognized)
- NASDS: National Association of Scuba Diving Schools (merged with SSL, but certification cards are still recognized)
In addition to the agencies listed by name, any current member of the World Recreational Scuba Training Council (WRSTC), which includes all RSTC members, is also recognized.
Other agencies wishing to be recognized by the BSA may contact the Outdoor Programs Team of the national office. Recognition by a certifying body such as the RSTC or EUF that the agency adheres to ANSI/CEN/ISO standards would be expected.
Safety Afloat
BSA groups shall use Safety Afloat for all boating activities. Adult leaders supervising activities afloat must have completed Safety Afloat training within the previous two years. Cub Scout activities afloat are limited to council or district events that do not include moving water or float trips (expeditions). Safety Afloat standards apply to the use of canoes, kayaks, rowboats, rafts, floating tubes, sailboats, motorboats (including waterskiing), and other small craft, but do not apply to transportation on large commercial vessels such as ferries and cruise ships. Parasailing (being towed airborne behind a boat using a parachute), kite-surfing (using a wakeboard towed by a kite), and recreational use of personal watercraft (small sit-on-top motorboats propelled by water jets) are not authorized BSA activities.
Safety Afloat training may be obtained from the BSA Online Learning Center at www.scouting.org, at council summer camps, and at other council and district training events. Confirmation of training is required on local and national tour permits for trips that involve boating. Additional guidance on appropriate skill levels and training resources is provided in the Aquatics Supervision guide available from council service centers.
1. Qualified Supervision
All activity afloat must be supervised by a mature and conscientious adult age 21 or older who understands and knowingly accepts responsibility for the well-being and safety of those in his or her care and who is trained in and committed to compliance with the nine points of BSA Safety Afloat. That supervisor must be skilled in the safe operation of the craft for the specific activity, knowledgeable in accident prevention, and prepared for emergency situations. If the adult with Safety Afloat training lacks the necessary boat operating and safety skills, then he or she may serve as the supervisor only if assisted by other adults, camp staff personnel, or professional tour guides who have the appropriate skills. Additional leadership is provided in ratios of one trained adult, staff member, or guide per 10 participants. For Cub Scouts, the leadership ratio is one trained adult, staff member, or guide per five participants. At least one leader must be trained in first aid including CPR. Any swimming done in conjunction with the activity afloat must be supervised in accordance with BSA Safe Swim Defense standards. It is strongly recommended that all units have at least one adult or older youth member currently trained in BSA Aquatics Supervision: Paddle Craft Safety to assist in the planning and conduct of all activities afloat.
2. Personal Health Review
A complete health history is required of all participants as evidence of fitness for boating activities. Forms for minors must be signed by a parent or legal guardian. Participants should be asked to relate any recent incidents of illness or injury just prior to the activity. Supervision and protection should be adjusted to anticipate any potential risks associated with individual health conditions. For significant health conditions, the adult supervisor should require an examination by a physician and consult with parent, guardian, or caregiver for appropriate precautions.
3. Swimming Ability
Operation of any boat on a float trip is limited to youth and adults who have completed the BSA swimmer classification test. Swimmers must complete the following test, which should be administered annually.
Jump feetfirst into water over the head in depth. Level off and swim 75 yards in a strong manner using one or more of the following strokes: sidestroke, breaststroke, trudgen, or crawl; then swim 25 yards using an easy, resting backstroke. The 100 yards must be completed in one swim without stops and must include at least one sharp turn. After completing the swim, rest by floating.
For activity afloat, those not classified as a swimmer are limited to multiperson craft during outings or float trips on calm water with little likelihood of capsizing or falling overboard. They may operate a fixed-seat rowboat or pedal boat accompanied by a buddy who is a swimmer. They may ride in a canoe or other paddle craft with an adult swimmer skilled in that craft as a buddy. They may ride as part of a group on a motorboat or sailboat operated by a skilled adult.
4. Life Jackets
Properly fitted U.S. Coast Guard–approved life jackets must be worn by all persons engaged in boating activity (rowing, canoeing, sailing, boardsailing, motorboating, waterskiing, rafting, tubing, and kayaking). Type III life jackets are recommended for general recreational use.
For vessels over 20 feet in length, life jackets need not be worn when participants are below deck or on deck when the qualified supervisor aboard the vessel determines that it is prudent to abide by less-restrictive state and federal regulations concerning the use and storage of life jackets, for example, when a cruising vessel with safety rails is at anchor. All participants not classified as swimmers must wear a life jacket when on deck underway.
Life jackets need not be worn when an activity falls under Safe Swim Defense guidelines—for example, when an inflated raft is used in a pool or when snorkeling from an anchored craft.
5. Buddy System
All participants in an activity afloat are paired as buddies who are always aware of each other’s situation and prepared to sound an alarm and lend assistance immediately when needed. When several craft are used on a float trip, each boat on the water should have a “buddy boat.” All buddy pairs must be accounted for at regular intervals during the activity and checked off the water by the qualified supervisor at the conclusion of the activity. Buddies either ride in the same boat or stay near each other in single-person craft.
6. Skill Proficiency
Everyone in an activity afloat must have sufficient knowledge and skill to participate safely. Passengers should know how their movement affects boat stability and have a basic understanding of self-rescue. Boat operators must meet government requirements, be able to maintain control of their craft, know how changes in the environment influence that control, and undertake activities only that are within their personal and group capabilities.
Content of training exercises should be appropriate for the age, size, and experience of the participants, and should cover basic skills on calm water of limited extent before proceeding to advanced skills involving current, waves, high winds, or extended distance. At a minimum, instructors for canoes and kayaks should be able to demonstrate the handling and rescue skills required for BSA Aquatics Supervision: Paddle Craft Safety. All instructors must have a least one assistant who can recognize and respond appropriately if the instructor’s safety is compromised.
Anyone engaged in recreational boating using human-powered craft on flatwater ponds or controlled lake areas free of conflicting activities should be instructed in basic safety procedures prior to launch, and allowed to proceed after they have demonstrated the ability to control the boat adequately to return to shore at will.
For recreational sailing, at least one person aboard should be able to demonstrate basic sailing proficiency (tacking, reaching, and running) sufficient to return the boat to the launch point. Extended cruising on a large sailboat requires either a professional captain or an adult with sufficient experience to qualify as a bare-boat skipper.
Motorboats may be operated by youth, subject to state requirements, only when accompanied in the boat by an experienced leader or camp staff member who meets state requirements for motorboat operation. Extended cruising on a large power boat requires either a professional captain or an adult with similar qualifications.
Before a unit using human-powered craft controlled by youth embarks on a float trip or excursion that covers an extended distance or lasts longer than four hours, each participant should receive either a minimum of three hours training and supervised practice, or demonstrate proficiency in maneuvering the craft effectively over a 100-yard course and recovering from a capsize.
Unit trips on whitewater above Class II must be done with either a professional guide in each craft or after all participants have received American Canoe Association or equivalent training for the class of water and type of craft involved.
7. Planning
Proper planning is necessary to ensure a safe, enjoyable exercise afloat. All plans should include a scheduled itinerary, notification of appropriate parties, communication arrangements, contingencies in case of foul weather or equipment failure, and emergency response options.
**Preparation.** Any boating activity requires access to the proper equipment and transportation of gear and participants to the site. Determine what state and local regulations are applicable. Get permission to use or cross private property. Determine whether personal resources will be used or whether outfitters will supply equipment, food, and shuttle services. Lists of group and personal equipment and supplies must be compiled and checked. Even short trips require selecting a route, checking water levels, and determining alternative pull-out locations. Changes in water level, especially on moving water, may pose significant, variable safety concerns. Obtain current charts and information about the waterway and consult those who have traveled the route recently.
**Float Plan.** Complete the preparation by writing a detailed itinerary, or float plan, noting put-in and pull-out locations and waypoints, along with the approximate time the group should arrive at each. Travel time should be estimated generously.
**Notification.** File the float plan with parents, the local council office if traveling on running water, and local authorities if appropriate. Assign a member of the unit committee to alert authorities if prearranged check-ins are overdue. Make sure everyone is promptly notified when the trip is concluded.
**Weather.** Check the weather forecast just before setting out, and keep an alert weather eye. Anticipate changes and bring all craft ashore when rough weather threatens. Wait at least 30 minutes before resuming activities after the last incidence of thunder or lightning.
**Contingencies.** Planning must identify possible emergencies and other circumstances that could force a change of plans. Develop alternative plans for each situation. Identify local emergency resources such as EMS systems, sheriff’s departments, or ranger stations. Check your primary communication system, and identify backups, such as the nearest residence to a campsite. Cell phones and radios may lose coverage, run out of power, or suffer water damage.
8. Equipment
All craft must be suitable for the activity, be seaworthy, and float if capsized. All craft and equipment must meet regulatory standards, be properly sized, and be in good repair. Spares, repair materials, and emergency gear must be carried as appropriate. Life jackets and paddles must be sized to the participants. Properly designed and fitted helmets must be worn when running rapids rated above Class II. Emergency equipment such as throw bags, signal devices, flashlights, heat sources, first-aid kits, radios, and maps must be ready for use. Spare equipment, repair materials, extra food and water, and dry clothes should be appropriate for the activity. All gear should be stowed to prevent loss and water damage. For float trips with multiple craft, the number of craft should be sufficient to carry the party if a boat is disabled, and critical supplies should be divided among the craft.
9. Discipline
Rules are effective only when followed. All participants should know, understand, and respect the rules and procedures for safe boating activities provided by Safety Afloat guidelines. Applicable rules should be discussed prior to the outing and reviewed for all participants near the boarding area just before the activity afloat begins. People are more likely to follow directions when they know the reasons for rules and procedures. Consistent, impartially applied rules supported by skill and good judgment provide stepping-stones to a safe, enjoyable outing.
For additional information on Safety Afloat, go to www.scouting.org/HealthandSafety/Aquatics/safety-afloat.aspx.
**Tow Sports**
All participants in towed activity afloat (waterskiing, wakeboarding, kneeboarding, tubing, etc.) must have successfully completed the BSA swimmer classification test and must wear a life jacket with an impact rating consistent with the activity. Supervision must include both a skilled boat driver currently trained in Safety Afloat and a separate observer. Participants should observe the Water-skiers Safety Code and the Boat Drivers Safety Code found in *Aquatics Supervision*, No. 34346. Use only floats specifically designed for towing that provide secure handholds for each rider.
III. Camping
Scouting’s Camping Program—Ever-Increasing Challenge Out-of-Doors
Age Guidelines
The Boy Scouts of America has established the following guidelines for its members’ participation in camping activities:
• Overnight camping by Tiger Cub, Wolf, and Bear Cub Scout dens as dens is not approved, and certificates of liability insurance will not be provided by the Boy Scouts of America.
• Tiger Cubs may participate in boy-parent excursions, day camps, pack overnights, or council-organized family camping.
• Wolf and Bear Cub Scouts and Webelos Scouts may participate in a resident overnight camping program operating under BSA National Camping School-trained leadership and managed by the council.
• A Webelos Scout may participate in overnight den camping when supervised by an adult. In most cases, the Webelos Scout will be under the supervision of his parent or guardian. It is essential that each Webelos Scout be under the supervision of a parent-approved adult. Joint Webelos den/troop campouts including the parents of the Webelos Scouts are encouraged to strengthen ties between the pack and troop. Den leaders, pack leaders, and parents are expected to accompany the boys on approved trips.
• All Scouts registered in Boy Scout troops are eligible to participate in troop or patrol overnight campouts, camporees, and resident camps.
• Boy Scouts and Varsity Scouts 12 through 17 are eligible to participate in national jamborees. Boy Scouts and Varsity Scouts 13 through 17 are also eligible to participate in world jamborees and high-adventure programs.
• All youth registered in Venturing are eligible to participate in crew, district, council, and national Venturing activities as well as national high-adventure programs and world jamborees.
If a well-meaning leader brings along a child who does not meet these age guidelines, disservice is done to the unit because of distractions often caused by younger children. A disservice is also done to the child, who is not trained to participate in such an activity and who, as a nonmember of the group, may be ignored by the older campers.
Family Camping
Family camping is an outdoor experience, other than resident camping, that involves Cub Scouting, Boy Scouting, or Venturing program elements in overnight settings with two or more family members, including at least one BSA member of that family. Parents are responsible for the supervision of their children, and Youth Protection guidelines apply.
Recreational Family Camping
Recreational family camping occurs when Scouting families camp as a family unit outside of an organized program. It is a nonstructured camping experience, but is conducted within a Scouting framework on local council-owned or -managed property. Local councils may have family camping grounds available for rent at reasonable rates. Other resources may include equipment, information, and training.
References: Resident Camping for Cub Scouting, No. 13-33814, Cub Scout Outdoor Program Guidelines, No. 510-631, and Scoutmaster Handbook, No. 33009
Pack Overnights
These are pack-organized overnight events involving more than one family from a single pack, focused on age-appropriate Cub Scout activities and conducted at council-approved locations (councils use Pack Overnighter Site Approval Form, No. 13-508). If nonmembers (siblings) participate, the event must be structured accordingly to accommodate them. BSA health and safety and Youth Protection guidelines apply. In most cases, each youth member will be under the supervision of a parent or guardian. In all cases, each youth participant is responsible to a specific adult.
At least one adult on a pack overnighter must have completed Basic Adult Leader Outdoor Orientation (BALOO, No. 34162) to properly understand the importance of program intent, Youth Protection guidelines, health and safety, site selection, age-appropriate activities, and sufficient adult participation. Permits for campouts shall be issued locally. Packs use Tour Plan, No. 680-014.
Reference: Cub Scout Outdoor Program Guidelines, No. 510-631
Cub Scout Overnight Opportunities
Cub Scouts may experience overnight activities in venues other than accredited resident camping. There are two categories of Cub Scout overnights.
Council-Organized Family Camp
Council-organized family camps are overnight events involving more than one pack. The local council provides all of the elements of the outdoor experience, such as staffing, food service, housing, and program. These are often referred to as parent/pal or adventure weekends. Council-organized family camps should be conducted by trained leaders at sites approved by the local council. Each youth member will be under the supervision of a parent or legal guardian.
In special circumstances, a Cub Scout whose parent or legal guardian is not able to attend an overnight camping trip may participate under the supervision of another registered adult member of the BSA who is a parent of a Cub Scout who is also attending. The unit leader and a parent or legal guardian must agree to the arrangement, and all Youth Protection policies apply. At no time may another adult accept responsibility for more than one additional “non-family member” youth.
Overnight activities involving more than one pack must be approved by the council. Council-organized family camps must be conducted in accordance with established standards as given in National Standards for Council-Organized Family Camping, No. 13-408.
Boy Scout/Varsity Scout Camping
What are typical Scout outdoor activities? For younger Scouts, less-rugged activities are more appropriate as they begin to acquire outdoor knowledge and skills. These may include:
Day Hikes—Reasonably short hikes (three to 10 miles) in terrain without a lot of elevation gain or loss.
Patrol Activities—A Boy Scout patrol or Varsity Scout squad may participate in patrol activities with the permission of its Scoutmaster or Coach and parents/guardians. Appropriate adult leadership must be present for all overnight Scouting activities.
Weekend Overnights—Troops/teams that plan and carry out outings once a month attract and retain boys at a much higher level than those that have fewer outings during the year.
Camporees—Councils and districts plan camporees and other outings during the year that give Scouts an opportunity to test their knowledge and skills in competitive events with other troops and patrols.
Summer Camp—Summer camp is what many Scouts enjoy most. Camp programs provide numerous opportunities for Scouts to earn merit badges along their advancement trail. Resident Scout camping includes at least five nights and six days of fun outdoor activities.
Jamborees—Every four years, the Boy Scouts of America hosts a national Scout jamboree. More than 40,000 Scouts and leaders from across the country participate in this 10-day event filled with the most popular and highest-quality
outdoor activities Scouts enjoy. To participate, a Scout must be at least 12 years of age by July 1 of the jamboree year and be a First Class Scout.
**Council High Adventure**—A high-adventure experience includes at least five nights and six days of trekking in wilderness and other rugged, remote locations. Trekking may include backpacking, canoeing, mountain biking, horse packing, mountain climbing, ski touring, rafting, kayaking, or a host of other outdoor adventures. Participants must be at least 13 years old by September 1 of the year of participation or a registered Venturer.
**National High Adventure**—The BSA operates unique and exciting national high-adventure bases and programs. With two locations in the Florida Keys, the Florida National High Adventure Sea Base offers a variety of aquatic and boating programs. The Northern Tier National High Adventure Program, based in northern Minnesota with two satellite bases in Canada, provides a variety of canoe treks and programs. Philmont Scout Ranch, located in the mountains of New Mexico, provides excellent backpacking treks. Age requirements for these programs vary, but most programs are rugged and designed for older Scouts.
**Unit High Adventure**—The highest level of challenge for a troop or team is to plan and carry out its own high-adventure experience. These activities for more experienced Scouts are planned and implemented by youth members with coaching from their adult leaders.
### Venturing Camping
Venturing camping can include high-adventure activities, such as scuba diving, water skiing, rock climbing/rappelling, caving, horseback riding, and more, but can also include many avocation/hobby interests.
Venturing camping should not be just an extension of a Boy Scout resident camp. Venturers need a more teenage-oriented experience. Having Venturers involved in this planning process is a must.
Important differences in outdoor programs for Venturers include:
- Venturing outdoor activities must include experiences beyond those available to younger youth.
- Consideration of coed involvement.
- Venturers should have a voice in choosing and planning activities.
- Venturing outdoor programs should be patterned after types of activities that appeal to adults and teenagers.
- The camp experience should not be overly structured, and should allow Venturers the opportunity to choose activities.
### Trek Safely
Trek Safely is designed to help Scouting groups be fully prepared for a backcountry trek. It will help each youth member and adult leader recognize situations that could develop in which the group will have to adjust its schedule or route, or even make camp for the night because of weather circumstances or an injured or ill crew member. Crews that address possible scenarios in advance are less likely to be surprised on the trail. Contingency planning is critical to the success of every trip.
For additional information, go to www.scouting.org/filestore/pdf/430-125.pdf.
Reference: Trek Safely flier, No. 430-125
### Lightning Risk Reduction
In many parts of the country, Scouting activities in the outdoors will be at risk to thunderstorms and lightning strike potential. In a thunderstorm, there is no risk-free location outside.
First, to be prepared for your outdoor adventure, it is important to know the weather patterns of the area. Weather patterns on the Florida coast differ greatly from the mountains of New Mexico and the lakes of Minnesota or the rivers of West Virginia. In addition to patterns, monitor current weather forecasts and conditions of the area you plan to visit to modify your plans if needed.
The National Weather Service recommends that when the “Thunder Roars, Go Indoors! The only completely safe action is to get inside a safe building or vehicle.” When a safe building or vehicle is nearby, the best risk-reduction technique is to get to it as soon as possible. Move quickly when you:
- First hear thunder,
- See lightning, or
- Observe dark, threatening clouds developing overhead.
Stay inside until 30 minutes after you last hear the last rumble of thunder before resuming outdoor activities.
**Shelter**—two forms:
- **Safe Building**—one that is fully enclosed with a roof, walls, and floor, and has plumbing or wiring. Examples of safe buildings include a home, school, church, hotel, office building, or shopping center.
- **Safe Vehicle**—any fully enclosed, metal-topped vehicle such as a hard-topped car, minivan, bus, truck, etc. If you drive into a thunderstorm, slow down and use extra caution. If possible, pull off the road into a safe area. Do NOT leave the vehicle during a thunderstorm.
Risk Reduction (when no safe building or vehicle is nearby):
- If camping, hiking, etc., far from a safe vehicle or building, avoid open fields, the top of a hill, or a ridge top.
- Spread your group out 100 feet from each other if possible.
- Stay away from tall, isolated trees; flag poles; totem poles; or other tall objects. If you are in a forest, stay near a lower stand of trees.
- If you are camping in an open area, set up camp in a valley, ravine, or other low area, but avoid flood-prone areas. Remember, a tent offers NO protection from lightning.
- Stay away from water, wet items (such as ropes), and metal objects (such as fences and poles). Water and metal are excellent conductors of electricity.
- If boating and you cannot get back to land to a safe building or vehicle: On a small boat, drop anchor and get as low as possible. Large boats with cabins, especially those with lightning protection systems properly installed, or metal marine vessels offer a safer but not risk-free environment. Remember to stay inside the cabin and away from any metal surfaces.
If lightning strikes, be prepared to administer CPR (cardiopulmonary resuscitation) so that you can tend to lightning victims quickly (they do not hold an electrical charge). Take anyone who is a victim of a lightning strike or near-strike to the nearest medical facility as soon as possible, even if the person appears to be unharmed.
For additional information on lightning and weather services, visit www.noaa.gov.
**Treated Drinking Water**
A constant supply of treated drinking water is essential. Serious illness can result from drinking untreated water. Protect your health, and don’t take a chance on using water of uncertain quality. Thermos jugs, plastic water containers, and canteens are all satisfactory for carrying water. Be sure water is dispensed into each person’s own drinking cup.
**Safe Drinking Water**
When possible, begin your trip with water from home or use approved portable water sources provided by the land manager. When these options are not available, streams, rivers, lakes, springs, and snow may provide a source of water, but they must always be treated by one of the following methods. All water of uncertain treatment should be treated before use.
**Boiling**
The surest means of making your drinking water safe is to heat it to a rolling boil—when bubbles a half inch in diameter rise from the bottom of the pot. While this is a simple method, it does require time and fuel.
**Chemical Treatment**
Chemical treatment consists of iodine or chlorine tablets that kill waterborne bacteria and viruses. These are simple, lightweight, and easy to pack. However, not all protozoa are eliminated by chemical treatment, and a waiting period is required for effective disinfection of drinking water. Micropur is a new product available for water purification.
In all cases, verify that the chosen method of chemical treatment meets EPA standards.
Liquid chlorine should be used only in an emergency.
1. Filter the water to remove as many solids as possible.
2. Bring the water to a rolling boil for a full minute.
3. Let it cool at least 30 minutes.
4. Add eight drops of liquid chlorine bleach per gallon of cool water. (Use common household bleach; 5.25 percent sodium hypochlorite should be the only active ingredient, and there should not be any added soap or fragrances.) Water must be cool, or chlorine will dissipate and be rendered useless.
5. Let the water stand 30 minutes.
6. If it smells of chlorine, you can use it. If it does not smell of chlorine, add eight more drops of bleach and let it stand another 30 minutes. Smell it again. You can use it if it smells of chlorine. If it doesn’t, discard it and find another water source.
7. The only accepted measurement of chlorine (or water treatment agents) is the drop. A drop is specifically measurable. Other measures such as “capful” or “scant teaspoon” are not uniformly measurable and should not be used.
**Filters**
Portable filters are handheld pumps that force untreated water through a filter media that traps bacteria and protozoa. Many include a purifying stage that will also treat viruses. While very effective, filters must be maintained according to the manufacturer’s instructions, and they are difficult to use with groups because of the time required to operate.
In addition to having a bad odor or taste, water from questionable sources may be contaminated by microorganisms, such as Giardia, that can cause a variety of diseases.
IV. Alcohol, Tobacco, and Drug Use and Abuse
Alcohol
The following statement was approved by the National Executive Board of the Boy Scouts of America:
It is the policy of the Boy Scouts of America that the use of alcoholic beverages and controlled substances is not permitted at encampments or activities on property owned and/or operated by the Boy Scouts of America, or at any activity involving participation of youth members.
Tobacco
Adult leaders should support the attitude that they, as well as youths, are better off without tobacco in any form and may not allow the use of tobacco products at any BSA activity involving youth participants.
All Scouting functions, meetings, and activities should be conducted on a smoke-free basis, with smoking areas located away from all participants.
Drugs
The misuse of drugs happens in all levels of our society. We may be confronted with the problem at any time; therefore, we need to understand the misuse of drugs and what can be done about the situation. See the Drug Enforcement Administration website (http://www.justice.gov/dea/index.htm) for detailed information on controlled substances and their effects.
Medical Marijuana
It is unacceptable for anyone to use or be under the influence of medical marijuana at or during any Scouting activity.
References: Scoutmaster Handbook, No. 33009, and Boy Scout Handbook, No. 34554
V. Medical Information and First Aid
Personal Health
In order to provide better care for its members and to assist them in better understanding their own physical capabilities, the Boy Scouts of America recommends that everyone who participates in a Scouting event have an annual medical evaluation by a certified and licensed health care provider—a physician (M.D. or D.O.), nurse practitioner, or physician assistant. Providing this medical information on the four-part medical record, the Annual Health and Medical Record (found under forms on Scouting Safely at www.scouting.org), will help ensure that the minimum standards for participation in various activities are met. Note that unit leaders must always protect the privacy of unit participants by protecting their medical information. Do not transmit medical information through unsecured devices or programs, such as e-mail or the Web.
- Parts A and B are to be completed at least annually by participants in all Scouting events. This health history, parent or guardian informed consent and hold harmless/release agreement, and talent release statement are to be completed by the participant and parents or guardians.
- Adult unit leaders should review participants’ health history and become knowledgeable about the medical needs of the youth members in their unit.
- This form is to be filled out by participants and parents or guardians, and kept on file for easy reference.
- Part C is the physical exam that is required for participants in any event that exceeds 72 consecutive hours, for all high-adventure base participants, or when the nature of the activity is strenuous and demanding. Service projects or work weekends may fit this description.
- Part C is to be completed and signed by a certified and licensed health care provider—physician (M.D. or D.O.), nurse practitioner, or physician assistant.
- It is important to note that the height-to-weight limits must be strictly adhered to when the event will take the unit more than 30 minutes away from an emergency vehicle-accessible roadway, or when the program requires it, such as backpacking trips, high-adventure activities, and conservation projects in remote areas.
- Part D is required to be reviewed by all participants of a high-adventure program at one of the national high-adventure bases and shared with the examining health care provider before completing Part C.
For more information, go to www.scouting.org/HealthandSafety/Resources/MedicalFormFAQs.aspx.
Medical Risk Factors for Your Participation in Scouting
Scouting can be physically and mentally demanding. To help its members be better prepared, the Boy Scouts of America recommends that everyone who participates in a Scouting activity have an annual medical evaluation by a certified and licensed health-care provider: a physician (MD or DO), nurse practitioner, or physician assistant. Based on the vast experience of the medical community, the BSA has identified risk factors that could become issues during weekend camping, hikes, treks, tours, or other activities.
Become familiar with the following risk factors to ensure all Scouts and Scouters are prepared.
Excessive Body Weight (Obesity)
Excessive body weight increases risk for numerous health problems. To ensure the best experience, Scouts and Scouters should be of proportional height and weight. One such measure is the Body Mass Index (BMI), which can be calculated using a tool from the Centers for Disease Control here: http://www.cdc.gov/ncdphp/dnpa/bmi/. Calculators for both adults and youth are available. It is recommended that youth fall within the fifth and 85th percentiles. Those in the 85th to 95th percentiles are at risk and should work to achieve a higher level of fitness.
Cardiac or Cardiovascular Disease
These include
1. Angina (chest pain caused by blocked blood vessels or coming from the heart)
2. Myocardial infarction (heart attack)
3. Heart surgery or heart catheterization (including angioplasty to treat blocked blood vessels, balloon dilation, or stents)
4. Stroke or transient ischemic attacks (TIAs)
5. Claudication (leg pain with exercise, caused by hardening of the arteries)
6. Family history of heart disease or a family member who died unexpectedly before age 50
7. Smoking
Youth who have congenital heart disease or acquired heart disease such as rheumatic fever, Kawasaki’s disease, or mitral valve prolapse should undergo a thorough exam.
**Hypertension (High Blood Pressure)**
Scouts and Scouters should have a normal blood pressure (less than 140/90). Persons with significant hypertension should be under treatment and their condition should be under control. If participating in a Scouting event that is physically demanding, it is recommended that hypertension be under control in the six months prior to the date of the event. The goal of the treatment should be to lower blood pressure to normal levels. Those already on antihypertensive therapy with normal blood pressures should continue treatment and should not choose the time they are at any Scouting event to experiment with or change medications.
**Diabetes (Insulin-Dependent Diabetes Mellitus)**
Any individual with insulin-dependent diabetes mellitus should be able to self-monitor blood glucose and know how to adjust insulin doses based on these factors or be accompanied by a guardian that is knowledgeable in these matters. The individual with diabetes and/or the guardian should also know how to give a self-injection/injection and recognize indications of high and low blood sugar. **If planning on participating in an overnight experience of any kind, bring enough medication, testing supplies, and equipment for the entire Scouting event.** This includes batteries (without provisions for recharging) to be both brought to and taken away from the event for pumps (remember Leave No Trace guidelines).
An insulin-dependent individual who has been newly diagnosed (within six months of the fitness examination) or who has undergone a change in delivery system (e.g., an insulin pump) in the same period and who desires to participate in a Scouting event that is physically demanding should reconsider participation. This also applies to an individual who has been hospitalized for diabetic ketoacidosis or who has had problems with hypoglycemia in the last year.
**Seizures (Epilepsy)**
Seizure disorder or epilepsy should be well-controlled by medications if an individual desires to participate in a physically demanding Scouting event. A minimum of six seizure-free months prior to the fitness examination is considered under control. Participants with a history of seizures need to limit high-adventure activities (e.g., climbing or rappelling).
**Asthma**
Acute or severe bronchial asthma under treatment anytime during the past 24 months should be well-controlled before participating in physically demanding Scouting events. Key indicators of well-controlled are:
1. The use of a rescue inhaler zero times to one time a day
2. No need for nighttime treatment with a short-acting bronchodilator
Well-controlled asthma may include the use of long-acting bronchodilators, inhaled steroids, or oral medications such as Singulair.
If the Scouting event is physically demanding, individuals with the following asthma conditions should reconsider participation:
1. Exercise asthma is not prevented by medication.
2. Participant has been hospitalized or has gone to the emergency room for asthma treatment in the six months before the fitness examination.
3. Participant has received treatment that required oral steroids (prednisone) in the six months before the fitness examination.
When participating in any overnight Scouting event, participants must bring an adequate and a backup supply of medications and spare rescue inhalers that are current. Participants must carry a rescue inhaler at all times during any Scouting event.
**Sleep Apnea**
Scouts and Scouters with sleeping disorders may experience health risks due to long days and short nights for many Scouting events. It is recommended for those with sleep apnea requiring a CPAP machine for any overnight Scouting experience that all equipment (e.g., CPAP machine) be provided by the Scout or Scouter and be self-contained. This may include batteries (without provisions for recharging) to be both brought to and taken away from the Scouting event (remember Leave No Trace guidelines).
**Allergies or Anaphylaxis**
Scouting events have several risks (e.g., nuts, pollens, wasps, hornets, and other stinging insects) that could trigger anaphylactic reactions in individuals prone to reaction. It is recommended that Scouts and Scouters who have had an anaphylactic reaction from any cause contact the appropriate medical personnel of the Scouting event to confirm participation eligibility before arrival, especially if the event includes an overnight experience. Participants will be required to have appropriate treatment with them at all times.
For longer Scouting events such as summer camp, jamborees, and high-adventure programs, allergy shots required for maintenance doses may be acceptable for persons who have not had an anaphylactic reaction. Contact the appropriate medical personnel for the event for confirmation.
**Ingrown Toenails, Recent Musculoskeletal Injuries, and Orthopedic Surgery**
Many Scouting events put a great deal of strain on feet, ankles, and knees. If the Scouting event is physically demanding, ingrown toenails should be treated within a month prior to the event. Scouts and Scouters who have had orthopedic surgery, including arthroscopic surgery, or significant musculoskeletal injuries, including back problems, should have a release from the surgeon or treating physician to participate in Scouting events.
**Psychiatric/Psychological and Emotional Difficulties**
Psychiatric/psychological and emotional disorders do not necessarily exclude an individual from Scouting events. Parents and advisers should be aware that most Scouting events are not designed to assist in overcoming psychological or emotional problems and may exacerbate existing conditions. Experience demonstrates that these problems frequently are magnified, not lessened, when participants are subjected to the physical and mental challenges of many Scouting activities.
Any condition must be well-controlled without the services of a mental health practitioner. Under no circumstances should medication be stopped before or during a Scouting activity. If the Scouting event is an overnight experience, Scouts and Scouters are required to bring an appropriate supply of medication for the duration of the event, including travel to and from the event.
**Other Risk Factors**
Sickle-cell anemia, hemophilia, leukemia, severe blood dyscrasia, and HIV infection provide special challenges to Scouts and Scouters. To plan for, prepare for, and support those having these medical conditions, it is recommended that an individual evaluation of each situation be done by the appropriate medical personnel. There may be instances where proper medical support at the Scouting event is impossible. Under such circumstances, participation may be denied.
For information on any other health issues, contact your personal health care provider.
**Immunizations**
The Boy Scouts of America encourages all members of the Scouting community to use available vaccines to fully protect themselves from infectious diseases that are dangerous for children and adults living in the United States. Inadequately immunized participants are subject to identification so that they may be located in case of a necessity for isolation or quarantine as per local public health official directives. Verification of the following immunizations is recommended by the BSA:
- Tetanus (must have been received within the last 10 years).
- Pertussis
- Diptheria
- Measles
- Mumps
- Rubella
- Polio
- Chicken pox
- Hepatitis A
- Hepatitis B
- Influenza
More information about immunizations, as well as the Immunization Exemption Request form, is found under Scouting Safely on www.scouting.org.
**Protection Consideration for Blood and Bodily Fluids (Universal Precautions)**
Treat all blood and bodily fluids as if they were contaminated with blood-borne viruses (i.e., HIV, hepatitis). Do not use bare hands to stop bleeding; always use a protective barrier, and always wash exposed skin areas for at least 15 seconds with soap and water immediately after treating a victim. Consequently, the following personal protective equipment (PPE) is to be included in all first-aid kits and used when rendering first aid:
- Nonlatex gloves to be used when stopping bleeding or dressing wounds.
- A mouth barrier device for rendering rescue breathing or CPR.
- Plastic goggles or eye protection to prevent a victim’s blood from getting into a rescuer’s eyes in the event of serious arterial bleeding.
• Antiseptic for use in sterilizing or cleaning exposed skin areas, particularly if there is no soap or water available.
Clean any blood and bodily fluid spills with an appropriate disinfecting solution, such as 10 parts water to one part bleach.
Occupational Safety and Health Administration (OSHA) regulations for blood-borne pathogens (29 CFR Section 1910.1030) apply to health-care professions employed by local councils to staff camp health facilities or to fulfill health officer functions at BSA camps. In addition, all designated responders, identified in the local council’s medical emergency response plan, are affected by the regulations. Visit www.osha.gov.
**Local Council Membership/Participation Guidelines Regarding Life-Threatening Communicable Diseases**
The BSA policy regarding life-threatening communicable diseases is as follows:
Local Scouting units and their chartered institutions traditionally determine their own membership, absent any legal constraints. Accordingly, it is the units and sponsoring institutions that determine the feasibility, or desirability, of allowing youth or adult members who have, or are suspected of having, a life-threatening communicable disease, to continue to participate in Scouting activities.
The chartered organization and/or a local Scouting unit may request local council assistance if needed, absent any legal restraints. (See Local Council Guidelines Regarding Communicable Disease, No. 19-453, for the steps of that process.)
**Exemptions for Medical Care, Treatment, and Immunizations**
The following is the Boy Scouts of America’s policy regarding medical requirements:
• Medical examinations for camp attendance are required of all campers. The immunization requirement may be exempted because of religious, philosophical, or medical grounds by signing the Immunization Exemption Request form (found under forms on Scouting Safely at www.scouting.org) and receiving a medical evaluation and screening by a licensed health-care practitioner to reduce the possibility of exposing other camp participants to a communicable disease.
• Exemption from all medical treatment may be granted with the signing of the Request for Exemption for Medical Care and Treatment form (found under forms on Scouting Safely at www.scouting.org) and receiving a medical evaluation and screening by a licensed health-care practitioner to reduce the possibility of exposing other camp participants to a communicable disease.
**Prescriptions**
The taking of prescription medication is the responsibility of the individual taking the medication and/or that individual’s parent or guardian. A leader, after obtaining all the necessary information, can agree to accept the responsibility of making sure a youth takes the necessary medication at the appropriate time, but BSA does not mandate or necessarily encourage the leader to do so. Also, if state laws are more limiting, they must be followed. BSA camp standards may modify this for specific camp operation.
**First Aid and CPR Training**
First aid is the first help given to someone who has had an accident or other health emergency. If more attention is needed, first-aid treatment helps keep an injured or ill person as safe as possible until medical personnel arrive. Wilderness first aid (WFA) is the assessment of and treatment given to an ill or injured person in a remote environment when a physician and/or rapid transport are not readily available.
First aid and WFA are important to participants in BSA programs. Our members’ understanding of first-aid principles is not only concrete evidence that we are striving to put into action the Scouting ideal of doing a Good Turn daily, it helps Scouts and Scouters be prepared and be safe when helping others in need.
We strongly recommend that everyone be trained in first aid and cardiopulmonary resuscitation (CPR) as an endeavor to revive victims of cardiac arrest (no breathing, no pulse). CPR may be taught by instructors currently trained by a nationally certified provider such as the American Red Cross, American Heart Association, Emergency Care and Safety Institute, or American Safety and Health Institute. Cub Scouts can even be taught this valuable skill in a family-type setting.
Depending upon the event or activity planned, it may be required that at least two adults or youth (though three or more is preferable) in each touring group should have current training in WFA and CPR, know how and when to put this knowledge to use, and thoroughly understand the limitations of their knowledge. Further information and advancement in first aid may include wilderness first responder (WFR) and wilderness emergency medical technician (WEMT).
Preliminary skills related to CPR are found in the *Boy Scout Handbook* and the *First Aid* merit badge pamphlet.
AED Training
We strongly recommend that Scouting’s adult leaders avail themselves of CPR with automatic external defibrillator (AED) training, along with first-aid and wilderness first-aid training. Several providers are in compliance with BSA standards. Be sure to ask the desired provider if it is in compliance before completing training.
First-Aid Kits
Personal First-Aid Kit Contents
• 6 adhesive bandages
• 2 sterile, 3-by-3-inch gauze pads
• A small roll of adhesive tape
• A 3-by-6-inch piece of moleskin
• A small bar of soap or small bottle of alcohol-based hand sanitizing gel
• A small tube of triple antibiotic ointment
• Scissors
• Disposable nonlatex gloves
• CPR breathing barrier
• Pencil and paper
Home or Patrol/Troop First-Aid Kit Contents
A more comprehensive group first-aid kit can contain the following items:
• A 2-inch roller bandage
• 2 1-inch roller bandages
• A roll of 1-inch adhesive tape
• 24 alcohol swabs
• A box of assorted adhesive bandages
• 2 3-inch-wide elastic bandages
• 12 sterile, 3-by-3-inch gauze pads
• 4 3-by-6-inch pieces of moleskin
• 2 packets of gel pads for blisters and burns
• A tube of triple antibiotic ointment
• 4 triangular bandages
• A small bar of soap, or a travel-size bottle of alcohol-based hand sanitizing gel
• Scissors
• Tweezers
• 12 safety pins
• 6 pairs of nonlatex disposable gloves
• Protective goggles/safety glasses
• CPR breathing barrier
• Pencil and paper
These optional items also are recommended:
• An instant cold compress
• A space blanket
• A SAM® Splint
VI. Chemical Fuels and Equipment
Purpose
This policy directs Boy Scouts of America members how to safely store, handle, and use chemical fuels and equipment. Safety and environmental awareness concerns have persuaded many campers to move away from traditional outdoor campfires in favor of chemical-fueled equipment used for cooking, heating, and lighting. Be aware that chemical fuels and equipment create very different hazards than traditional wood, charcoal, and other solid fuels; this policy defines how to address those hazards.
Before any chemical fuels or chemical-fueled equipment is used, an adult knowledgeable about chemical fuels and equipment, including regulatory requirements, should resolve any hazards not specifically addressed within this policy.
Definitions
Chemical fuels—Liquid, gaseous, or gelled fuels.
Approved chemical-fueled equipment—Commercially manufactured equipment, including stoves, grills, burners, heaters, and lanterns that are designed to be used with chemical fuels.
Prohibited chemical-fueled equipment—Equipment that is handcrafted, homemade, modified, or installed beyond the manufacturer’s stated design limitations or use. Examples include alcohol-burning “can” stoves, smudge pots, improperly installed heaters, and propane burners with their regulators removed.
Recommended chemical fuels—White gas (Coleman fuel); kerosene; liquefied petroleum gas fuels, including propane, butane, and isobutane; vegetable oil fuels; biodiesel fuel; and commercially prepared gelled-alcohol fuel in original containers.
Chemical fuels not recommended—Unleaded gasoline; liquid alcohol fuels, including isopropyl alcohol, denatured ethyl alcohol, and ethanol; and other flammable chemicals that are not in accordance with the manufacturer’s instructions for chemical-fueled equipment.
Storing, Handling, and Using Chemical Fuels and Equipment
An adult knowledgeable about chemical fuels and equipment should always supervise youths involved in the storage, handling, and use of chemical fuels and equipment.
Operate and maintain chemical-fueled equipment according to the manufacturer’s instructions and in facilities or areas only where and when permitted.
Using liquid fuels for starting any type of fire—including lighting damp wood, charcoal, and ceremonial campfires or displays—is prohibited.
No flames in tents. This includes burning any solid, liquid, gel, or gas fuel—including tents or teepees that feature or support stoves or fires; and any chemical-fueled equipment or catalytic heaters.
Store chemical fuels in their original containers or in containers designed for immediate use. Securely store any spare fuel away from sources of ignition, buildings, and tents.
During transport and storage, properly secure chemical fuel containers in an upright, vertical position.
The Boy Scouts of America adheres to its longstanding policy of teaching its youth and adult members the safe, responsible, intelligent handling, care, and use of firearms, air rifles, BB guns, and archery equipment in planned, carefully managed, and supervised programs.
Except for law enforcement officers required to carry firearms within their jurisdiction, firearms shall not be brought on camping, hiking, backpacking, or other Scouting activities except those specifically planned for target shooting under the supervision of a currently certified BSA National Shooting Sports Director or National Rifle Association firearms instructor.
**Cub Scouting Standards**
Cub Scouts are permitted to participate only in the following shooting activities.
Archery and BB gun shooting are restricted to day camps, Cub Scout/WebeLos Scout resident camps, council-managed family camping programs, or to council activities where there are properly trained supervisors and all standards for BSA shooting sports are enforced. Archery and BB gun shooting are not to be done at the pack level.
Tiger Cubs, Wolf Cub Scouts, and Bear Cub Scouts are not permitted to use any other type of pistol or firearm, including pellet guns.
Webelos Scouts are permitted to use air rifles at Webelos resident camp in accordance to BSA national standards for resident camp.
**Boy Scouting Standards**
Boy Scouts may participate in all activities previously listed for Cub Scouts and in the activities listed here.
**Rifles**
1. Boy Scouts may shoot single-shot, bolt action, .22-caliber rifles with removable magazines only. Tubular magazines are not permitted.
2. All rifle-shooting activities must have a certified NRA Range Safety Officer directly supervising all live fire on the range. Additionally, the instruction offered must be done by a currently certified National Camping School Shooting Sports Director certified as an NRA Rifle Instructor, or an NRA-certified Rifle Instructor or an NRA/USA Shooting/CMP-certified Rifle Coach. These must be two separate individuals.
3. Shooting safety glasses and ear protection must be worn on rifle ranges.
4. Care must be taken to comply with federal, state, and local laws.
**Shotguns**
1. For range shooting, shot size is determined by the range rules.
2. All shotgun shooting activities must have a certified NRA Range Safety Officer directly supervising all live fire on the range. Additionally, the instruction offered must be done by a currently certified National Camping School Shooting Sports Director certified as an NRA Shotgun Instructor, or an NRA-certified Shotgun Instructor or an NRA/USA Shooting/CMP-certified Shotgun Coach. These must be two separate individuals.
3. Shooting safety glasses and ear protection must be worn on shotgun ranges.
4. Include semi-automatic, double barrel, and pump shotguns for older Scouts. Multiple round firing is limited to older Boy Scouts and Venturers.
5. Care must be taken to comply with federal, state, and local laws.
**Muzzleloaders**
1. Muzzleloading firearms must be of modern manufacture. Firearms made from kits must be certified safe by a licensed gunsmith.
2. All muzzleloader range shooting activities must have a certified NRA Range Safety Officer directly supervising all live fire on the range. Additionally, the instruction offered must be done by a currently certified National Camping School Shooting Sports Director certified as an NRA Muzzleloading Instructor, or an NRA-certified Muzzleloading Instructor or an NRA/USA Shooting/CMP-certified Muzzleloading Coach. These must be two separate individuals.
3. For range firing, each participant must have one instructor or adult coach under the supervision of a currently trained NRA-certified Range Safety Officer.
4. Shooting safety glasses and ear protection must be worn on muzzleloader shooting ranges.
5. Care must be taken to comply with federal, state, and local laws.
**Rifles**
1. Venturers may shoot all rifles, except fully automatic.
2. All rifle-shooting activities must have a certified NRA Range Safety Officer directly supervising all live fire on the range. Additionally, the instruction offered must be done by a currently certified National Camping School Shooting Sports Director certified as an NRA Rifle Instructor, or an NRA-certified Rifle Instructor or an NRA/USA Shooting/CMP-certified Rifle Coach. These must be two separate individuals.
3. Shooting safety glasses and ear protection must be worn on rifle ranges.
4. Care must be taken to comply with federal, state, and local laws.
**Venturing Standards**
Venturers may participate in all activities previously listed for Cub Scouts and Boy Scouts and may participate in the activities listed below:
**Pistols**
1. Pistol use is limited to the Venturing program.
2. All pistol-shooting activities must have a certified NRA Range Safety Officer directly supervising all live fire on the range. Additionally, the instruction offered must be done by a currently certified National Camping School Shooting Sports Director certified as an NRA Pistol Instructor, or an NRA-certified Pistol Instructor or an NRA/USA Shooting/CMP-certified Pistol Coach. These must be two separate individuals.
3. When on the range, there must be a ratio of no more than two shooters per adult coach or instructor. The adult coaches or instructors must be near the shooters for close supervision. The adult coaches/instructors must be supervised by the Range Safety Officer.
4. Prior to pistol use, Venturers must complete one of the following:
a. Experiential shooting: BSA Pistol Briefing PowerPoint is required.
b. Instruction/training: NRA Pistol First Steps program is required.
5. With the approval of the local council, pistol shooting may be conducted on BSA camp ranges, provided a certified NRA Range Safety Officer directly supervising all live fire on the range. Additionally, the instruction offered must be done by a currently certified National Camping School Shooting Sports Director certified as an NRA Pistol Instructor, or an NRA-certified Pistol Instructor or an NRA/USA Shooting/CMP-certified Pistol Coach. These must be two separate individuals.
6. Shooting safety glasses and ear protection must be worn on pistol ranges.
7. Care must be taken to comply with federal, state, and local laws.
Reference: *Venturing Leader Manual*, No. 34655
**Cannons and Large-Bore Artillery**
Units are not authorized, under any circumstances, to use a cannon or any other large-bore artillery device.
**Archery and Knife and Tomahawk Throwing**
These are approved activities for Boy Scouts and Venturers following the Sweet 16 of BSA Safety.
The Sweet 16 of BSA Safety
These 16 safety points, which embody good judgment and common sense, are applicable to all activities:
1. **Qualified Supervision.** Every BSA activity should be supervised by a conscientious adult who understands and knowingly accepts responsibility for the well-being and safety of the children and youth in his or her care. The supervisor should be sufficiently trained, experienced, and skilled in the activity to be confident of his or her ability to lead and teach the necessary skills and to respond effectively in the event of an emergency. Field knowledge of all applicable BSA standards and a commitment to implement and follow BSA policy and procedures are essential parts of the supervisor’s qualifications.
2. **Physical Fitness.** For youth participants in any potentially strenuous activity, the supervisor should receive a complete health history from a health-care professional, parent, or guardian. Adult participants and youth involved in higher-risk activities (e.g., scuba diving) may have to undergo professional evaluation in addition to completing the health history. The supervisor should adjust all supervision, discipline, and protection to anticipate potential risks associated with individual health conditions. Neither youth nor adults should participate in activities for which they are unfit. To do so would place both the individual and others at risk.
3. **Buddy System.** The long history of the “buddy system” in Scouting has shown that it is always best to have at least one other person with you and aware at all times of your circumstances and what you are doing in any outdoor or strenuous activity.
4. **Safe Area or Course.** A key part of the supervisors’ responsibility is to know the area or course for the activity and to determine that it is well-suited and free of hazards.
5. **Equipment Selection and Maintenance.** Most activity requires some specialized equipment. The equipment should be selected to suit the participants and the activity and to include appropriate safety and program features. The supervisor should also check equipment to determine whether it is in good condition for the activity and make sure it is kept properly maintained while in use.
6. **Personal Safety Equipment.** The supervisor must assure that every participant has and uses the appropriate personal safety equipment. For example, activity afloat requires that each participant properly wear a life jacket; bikers, horseback riders, and whitewater kayakers need helmets for certain activities; skaters need protective gear; and all need to be dressed for warmth and utility as the circumstances require.
7. **Safety Procedures and Policies.** For most activities, common-sense procedures and standards can greatly reduce any risk. These should be known and appreciated by all participants, and the supervisor must assure compliance.
8. **Skill Level Limits.** Every activity has a minimum skill level, and the supervisor must identify and recognize this level and be sure that participants are not put at risk by attempting any activity beyond their abilities. A good example of skill levels in Scouting is the swim test, which defines conditions for safe swimming on the basis of individual ability.
9. **Weather Check.** The risks of many outdoor activities vary substantially with weather conditions. Potential weather hazards and the appropriate responses should be understood and anticipated.
10. **Planning.** Safe activity follows a plan that has been conscientiously developed by the experienced supervisor or other competent source. Good planning minimizes risks and also anticipates contingencies that may require an emergency response or a change of plan.
11. **Communications.** The supervisor needs to be able to communicate effectively with participants as needed during the activity. Emergency communications also need to be considered in advance for any foreseeable contingencies.
12. **Permits and Notices.** BSA tour permits, council office registration, government or landowner authorization, and any similar formalities are the supervisor’s responsibility when such are required. Appropriate notification should be directed to parents, enforcement authorities, landowners, and others as needed, before and after the activity.
13. **First-Aid Resources.** The supervisor should determine what first-aid supplies to include among the activity equipment. The level of first-aid training and skill appropriate for the activity should also be considered. An extended trek over remote terrain obviously may require more first-aid resources and capabilities than an afternoon activity in a local community. Whatever is determined to be needed should be available.
14. **Applicable Laws.** BSA safety policies generally parallel or go beyond legal mandates, but the supervisor should confirm and assure compliance with all applicable regulations or statutes.
15. **CPR Resource.** Any strenuous activity or remote trek could present a cardiac emergency. Aquatic programs may involve cardiopulmonary emergencies. BSA strongly recommends that a person (preferably an adult) trained in cardiopulmonary resuscitation (CPR) be part of the leadership for any BSA program. This person should be available for strenuous outdoor activity.
16. **Discipline.** No supervisor is effective if he or she cannot control the activity and individual participants. Youth must respect their leaders and follow their directions.
Reference: The Sweet 16 of BSA Safety, No. 19-130, www.scouting.org/sitecore/content/home/healthandsafety/resources/sweet16.aspx
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**The Eight Points of Climb On Safely:**
1. Qualified supervision
2. Qualified instructors
3. Physical fitness
4. Safe area
5. Equipment
6. Planning
7. Environmental conditions
8. Discipline
References: *Climb On Safely*, No. 430-099 and *Topping Out: A BSA Climbing/Rappelling Manual*, No. 32007; *Climb On Safely* Web training ([http://www.scouting.org/scoutsource/boyscouts/resources/climb%20on%20safely.aspx](http://www.scouting.org/scoutsource/boyscouts/resources/climb%20on%20safely.aspx))
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**Project COPE Activities**
A Project COPE (Challenging Outdoor Personal Experience) course is defined as any activities listed in the high-course events or low-course activities portions of the *Project COPE* manual, No. 34371, and are intended to be used in conjunction with a council activity that meets the current *Project COPE and Climbing/Rappelling National Standards*, No. 430-008. Units may participate in age-appropriate initiative games, but under no circumstances should a unit attempt to construct low- or high-course elements.
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**Unauthorized and Restricted Activities**
The following activities have been declared unauthorized and restricted by the Boy Scouts of America:
1. All-terrain vehicles (ATVs) are banned from program use. ATVs are defined as motorized recreational cycles with three or four large, soft tires, designed for off-road use on a variety of terrains.
2. Boxing, karate, and related martial arts—except judo, aikido, and Tai Chi—are not authorized activities.
3. Chainsaws and mechanical log splitters may be authorized for use only by trained individuals over the age of 18, using proper protective gear in accordance with local laws.
4. Exploration of abandoned mines is an unauthorized activity.
5. Varsity football teams and interscholastic or club football competition and activities are unauthorized activities.
6. Fireworks secured, used, or displayed in conjunction with program and activities is unauthorized except where the fireworks display is conducted under the auspices of a certified or licensed fireworks control expert.
7. The selling of fireworks as a fund-raising or money-earning activity by any group acting for or on behalf of members, units, or districts may not be authorized by councils.
8. Flying in hang gliders, ultralights, experimental class aircraft, or hot-air balloons (whether or not they are tethered); parachuting; and flying in aircraft as part of a search and rescue mission are unauthorized activities.
9. Motorized go-carts and motorbike activities are unauthorized for Cub Scout and Boy Scout programs. All motorized speed events, including motorcycles, boats, drag racing, demolition derbies, and related events, are not authorized activities for any program level.
10. Participation in amateur or professional rodeo events and council or district sponsorship of rodeos are not authorized.
11. Pointing any type of firearm or simulated firearm at any individual is unauthorized. Scout units may plan or participate in paintball, laser tag or similar events where participants shoot at targets that are neither living nor human representations. Units with council approval may participate in formally organized historical reenactment events, where firearms are used and intentionally aimed over the heads of the reenactment participants. The use of paintball guns, laser guns or similar devices may be utilized in target shooting events with council approval and following the Sweet 16 of BSA Safety. Council approval means the approval of the Scout Executive or his designee on a tour permit specifically outlining details of the event. (However, law enforcement departments and agencies using firearms in standard officer/agent training may use their training agenda when accompanied with appropriate safety equipment in the Law Enforcement Exploring program.)
12. Hunting is not an authorized Cub Scout or Boy Scout activity, although hunting safety is part of the program curriculum.
(The purpose of this policy is to restrict chartered packs, troops, and teams from conducting hunting trips. However, this policy does not restrict Venturing crews from conducting hunting trips or special adult hunting expeditions provided that adequate safety procedures are followed and that all participants have obtained necessary permits and/or licenses from either state or federal agencies. While hunter safety education might not be required prior to obtaining a hunting license, successful completion of the respective state voluntary program is required before participating in the activity.)
13. Motorized personal watercraft, such as Jet-Skis®, are not authorized for use in Scouting aquatics, and their use should not be permitted in or near BSA program areas.
14. Except for (1) law enforcement officers required to carry firearms within their jurisdiction, and (2) circumstances within the scope of the BSA hunting policy statement, firearms should not be in the possession of any person engaged in camping, hiking, backpacking, or any other Scouting activity other than those specifically planned for target shooting under the supervision of a certified firearms instructor. (Among the purposes of this policy is to prohibit adult leaders from bringing firearms on BSA camping and hiking activities or to unit meetings.)
15. Parasailing, or any activity in which a person is carried aloft by a parachute, parasail, kite, or other device towed by a motorboat, including a tube, or by any other means, is unauthorized.
16. All activities related to bungee cord jumping (sometimes called shock cord jumping) are unauthorized.
17. Technical tree-climbing with ropes or harnesses is not authorized as an activity.
18. Water chugging and related activities are not authorized for any program level.
**Knives**
A sharp pocketknife with a can opener on it is an invaluable backcountry tool. Keep it clean, sharp, and handy. Avoid large sheath knives. They are heavy and awkward to carry, and unnecessary for most camp chores except for cleaning fish. Since its inception, Boy Scouting has relied heavily on an outdoor program to achieve its objectives. This program meets more of the purposes of Scouting than any other single feature. We believe we have a duty to instill in our members, youth and adult, the knowledge of how to use, handle, and store legally owned knives with the highest concern for safety and responsibility.
Remember—knives are not allowed on school premises, nor can they be taken aboard commercial aircraft.
*References: Boy Scout Handbook, Fieldbook, Bear Cub Scout Book, and Wolf Cub Scout Book*
Parade Floats and Hayrides
The BSA rule prohibiting the transportation of passengers in the backs of trucks or on trailers may be tempered for parade floats or hayrides, provided that the following points are strictly followed to prevent injuries:
1. Transportation to and from the parade or hayride site is not allowed on the truck or trailer.
2. Those persons riding, whether seated or standing, must be able to hold on to something stationary.
3. Legs should not hang over the side.
4. Flashing lights must illuminate a vehicle used for a hayride after dark, or the vehicle must be followed by a vehicle with flashing lights.
Unit Fund-raisers
Include these safety considerations when planning a unit fund-raiser:
1. Money-earning projects should be suited to the ages and abilities of youth participants.
2. Proper adult supervision should be provided.
3. Youth should engage in money-earning projects only in neighborhoods that are safe and familiar and should use the buddy system.
4. Leaders must train youth members to never enter the home of a stranger and to know whom to contact in case of an emergency.
5. Youth participants should be familiar with safe pedestrian practices and participate during daylight hours only.
6. Compliance requirements:
a. Check local statutes regarding solicitation rules and permits.
b. A Unit Money-Earning Application must be obtained from the local council service center.
Tractor Safety
1. All farm-class tractors used by BSA members or employees in conjunction with any BSA activity or on BSA property must be equipped with seat belts and rollover protection (rollbars, reinforced cab, or equivalent protection).
2. No BSA member or employee may operate a farm-class tractor in conjunction with any BSA activity or on BSA property unless such member or employee is at least 18 years of age and has completed BSA National Camping School ranger certification, or has been specifically trained in operations and safety procedures for tractors and their attached implements by a currently certified ranger, and is directly supervised by a currently certified ranger.
Bicycle Safety
Bicycle riding is fun, healthy and a great way to be independent. But it is important to remember that a bicycle is not a toy; it’s a vehicle! Be cool—follow these basic safety tips when you ride.
• Sweet 16 of BSA Safety. As with all Scouting activities, these principles should be applied in your cycling event.
• Wear a properly fitted helmet. Protect your brain; save your life! Bicycle helmets can reduce head injuries by 85 percent, according to the NHTSA.
• Adjust your bicycle to fit. Make sure you can stand over the top tube of your bicycle.
• Assure bicycle readiness. Make sure all parts are secure and working well. Assure that tires are fully inflated and brakes are working properly.
• See and be seen. Wear clothing that makes you more visible, such as bright neon or fluorescent colors. Wear reflective clothing or tape. Avoid riding at night.
• Watch for and avoid road hazards. Stay alert at all times. Be on the lookout for hazards, such as potholes, broken glass, gravel, puddles, leaves, animals, or anything that could cause you to crash. If you are riding with friends and you are in the lead, call out and point to the hazard to alert the riders behind you.
• Follow the rules of the road. Check and obey all local traffic laws. Always ride on the right side of the road in the same direction as other vehicles. Go with the flow—not against it! Yield to traffic and watch for parked cars.
For more information on bicycle safety, visit the National Highway Traffic Safety Administration (NHTSA) website at www.nhtsa.dot.gov.
Skating Safety
Skating, which includes ice skating, skateboarding, roller-skating, and in-line skating (rollerblading), is fun and healthy. But it is important to remember the safety concerns, primarily risks of falls and collisions, while participating in any of these skating activities. These safety tips emphasize prevention, and are meant to cover all BSA skating programs.
- **Sweet 16 of BSA Safety.** As with all Scouting activities, these principles should be applied in your skating event.
- **Always skate within your ability.** If you don’t know how to skate, seek instruction. If you haven’t skated in awhile, take it slow and easy. Don’t try to skate too fast or do fancy tricks. Know how to stop safely.
- **Skate at a safe and comfortable speed.** Avoid dangerous pranks.
- **Watch where you skate!** When skating indoors, keep in mind that others have varying abilities of expertise. Skating into people can cause serious injury.
- **Racing, hockey, or similar activities** are to be held only in areas free of pedestrian and vehicular traffic, and hazardous objects. No skating activity is authorized on streets that have not been blocked off to traffic.
- **Skate on a smooth surface or terrain.** A skating center is best because the surface is well maintained. When you skate outdoors, check the surface. Any small rock, pothole, or crack could cause you to lose your balance and fall. Iced surfaces should be rigid and completely frozen.
- **Do not skate at night.** Others can’t see you and you can’t see obstacles or other skaters.
- **Wear full protective gear (helmets, knee and elbow pads, and wrist protectors) when skating outdoors.** The gear is optional when skating indoors at a skating center as risk of injury is reduced when the skating surface is smooth and well maintained, and discipline is enforced. Protect your brain; save your life! Helmets can reduce head injuries by 85 percent, according to the NHTSA (National Highway Traffic Safety Administration). Visit their website at www.nhtsa.dot.gov.
- **Wear properly fitting equipment and assure equipment readiness.** Make sure all parts are secure and working well. Before permitting equipment to be used in a BSA activity, the supervisor should determine that all skates and/or skateboards are well maintained and in good repair, consistent with the manufacturer’s recommendation. Actual maintenance and repair are the responsibility of the owner.
- **See and be seen.** Wear clothing that makes you more visible, such as bright neon or fluorescent colors. Wear reflective clothing or tape. **Avoid skating at night.**
- **Watch for and avoid road hazards. Stay alert at all times.** Be on the lookout for hazards, such as potholes, broken glass, gravel, puddles, leaves, animals or anything that could cause you to crash. If you are skating with friends and you are in the lead, call out and point to the hazard to alert the skaters behind you.
- **Follow the rules of the road. Check and obey all local traffic laws.** Yield to traffic and watch for parked cars. NEVER “hitch a ride” on any vehicle.
For more information, go to www.safekids.org/safety-basics/safety-resources-by-risk-area/bicycling-and-skating.
Horsemanship Activities
Horsemanship activities in Scouting include merit badge activities, arena rides, multi-day trips (including treks and cavalcades), and Cub Scouting familiarization rides.
Each sponsoring council should take care to design age-and activity-appropriate procedures and guidelines for each particular equine activity. **Policies and procedures should include routine horse care, participant guidelines, staff policies, and emergency plans.**
Requirements must also be met if the horseback riding program is provided by or at an off-site facility. The council must enter a contractual agreement as outlined in the resident camp standards.
For more information, see the following websites: www.acacamps.org/members/knowledge/risk/cm/cm003corral.php, www.cha-ahse.org, and www.arkagency-naha.com/naha/index.html.
IX. Inspections
Meeting Room
Periodically, once or twice a year, the unit meeting place should be inspected for health and safety hazards. The Meeting Place Inspection checklist is included in the appendix.
References: *Troop Committee Guidebook*, No. 34505, and *Cub Scout Leader Book*, No. 33221
Motor Vehicles
Motor vehicles transporting passengers or carrying equipment should meet state inspection standards, if applicable, or use the vehicle checklist included in the appendix as a guide.
Unit Camping
Essentially, three occasions in unit camping require inspection: (1) after camp is set up, (2) after camp is taken down, and (3) periodically between. Your main interest in these inspections is to ensure a safe, livable camp and an unblemished site after you leave.
References: *Scoutmaster Handbook*, No. 33009
Boats
Upon request, the U.S. Coast Guard Auxiliary will conduct a Courtesy Marine Examination. The officer will analyze the vessel and advise you of any deficiencies within state or federal regulations.
References: *Handbook for Skippers* and *Safe Boating Instructor’s Guide*
Consider the possibility that an accident could occur involving your unit. Take proper steps in advance, not only to eliminate potential hazards, but to fully protect yourself and others responsible for the outing. An adequate emergency fund will cover minor emergencies. A review of the DVD, *Scouting Safety Begins With Leadership*, No. 19-201, will prepare you for the potential hazards faced during outdoor activities.
**Comprehensive General Liability Insurance**
This coverage responds to allegations of negligent actions by third parties and provides protection for Scouting units, volunteer Scouters, and chartering organizations with respect to claims for property damage or bodily injury arising out of a Scouting activity. Chartered organizations, participating organizations, and registered volunteers are provided primary coverage through the BSA general liability program, but not for automobile or maritime (boat) liability, which is only on an excess basis; the owner’s automobile or maritime (boat) liability is primary. Unregistered volunteers are provided excess general liability coverage. There is no coverage for those who commit intentional or criminal acts.
**Automobile Liability Insurance**
The greatest single risk on a trip is a motor vehicle accident. All vehicles must be covered by a liability insurance policy. The amount of this policy must meet or exceed the insurance requirements of the state in which the vehicle is licensed.
All vehicles used in travel outside the United States must carry liability and property damage insurance that complies with or exceeds the requirements of that country.
A council tour plan or a council short-term camping permit is required when units travel overnight or outside their district. Contact the council for more specific guidelines setting forth when a tour plan is required.
**Accident and Sickness Coverage**
(Optional coverage for council or units)
Accident and sickness insurance (also known as accident and health insurance) coverage for Scouts and Scouters furnishes medical reimbursement in case of death, accident, or sickness within the policy amounts. Information regarding unit accident coverage is available through the local council.
Who is covered?
- All registered youth and seasonal staff are eligible.
- Registered leaders and volunteer leaders.
**Incident Reporting**
The following procedures apply to adult leadership at the scene of all incidents.
Most important, first care for the injured and prevent further injuries. Call 911 for help and begin providing first aid. If the incident occurs at camp, immediately notify the camp director or camp ranger. If the incident occurs at a location other than a council camp, notify the unit leader or other adult leadership. If the incident is life-threatening, call 911 first.
Adult leaders are responsible for informing their council Scout executive or designee of an incident as soon as possible.
Leaders should be prepared to give specific facts regarding:
**Who?** Name and age of subject, as well as name, age, and complete address of parent(s) or next of kin
**When?** Date, time of day
**Where?** Location and community
**What?** Nature of illness or accident
**How?** Illness/accident details, if known (e.g., swimming, boating, hiking)
The local council has a crisis communications plan, and the Scout executive will designate one spokesperson in order to avoid conflicting reports. Once proper authorities have been notified, the adult leadership should gather factual information at the scene using the Incident Information Report found in the appendix. These reports can be supported by photographs, diagrams, and statements of witnesses, leaders, and members of the group. The report and documentation should be provided to the council representative immediately.
*All incidents beyond Scout-rendered first aid must be reported using the Incident Information Report.*
XI. Transportation
Established public carriers—trains, buses, and commercial airlines—are the safest and most comfortable way for groups to travel. Chartered buses usually are the most economical transportation for groups of 20 or more. It may be necessary for small groups to travel in private automobiles; however, the use of chartered equipment from established rail, bus, and airline companies is strongly recommended. The advantages are many. These companies have excellent safety records because of their periodic inspections and approved health and safety procedures.
References: *Cub Scout Leader Book*, *Scoutmaster Handbook*, *Troop Committee Guidebook*, and *Exploring Reference Book*
**Automobiles**
It is essential that adequate, safe, and responsible transportation be used for all Scouting activities. Because most accidents occur within a short distance from home, safety precautions are necessary, even on short trips.
General guidelines are as follows:
1. Seat belts are required for all occupants.
2. All drivers must have a valid driver’s license that has not been suspended or revoked for any reason. If the vehicle to be used is designed to carry more than 15 people, including the driver (more than 10 people, including the driver, in California), the driver must have a commercial driver’s license (CDL).
3. The driver must be currently licensed and at least 18 years of age. Youth member exception: When traveling to and from an area, regional, or national Boy Scout activity or any Venturing event under the leadership of an adult (at least 21 years of age) tour leader, a youth member at least 16 years of age may be a driver, subject to the following conditions:
a. Six months’ driving experience as a licensed driver (time on a learner’s permit or equivalent is not to be counted)
b. No record of accidents or moving violations
c. Parental permission granted to the leader, driver, and riders
4. Trucks may not be used for transporting passengers except in the cab.
5. All vehicles must be covered by automobile liability insurance with limits that meet or exceed requirements of the state in which the vehicle is licensed. It is recommended that coverage limits are at least $50,000/$100,000/$50,000. Any vehicle designed to carry 10 or more passengers is required to have limits of $100,000/$500,000/$100,000.
6. Obey all laws, including the speed limit.
7. Driving time is limited to a maximum of 10 hours and must be interrupted by frequent rest, food, and recreation stops. If there is only one driver, the driving time should be reduced and stops should be made more frequently.
8. Travel and rest time is limited to a maximum of 10 hours in one 24-hour period, regardless of the number of drivers available. The intention is to include sleep and thorough rest breaks while traveling long distances.
9. Drivers should refrain from using cell phones (including hands-free units) and text-messaging devices while driving.
**The Risk Zone**
Don’t drive drowsy. Stop for rest and stretch breaks as needed. Fatigue is a major cause of highway accident fatalities.
**Campers, Trailers, and Trucks**
Trucks are designed and constructed to transport materials and equipment, not people. Under no circumstances are passengers to be carried in the bed of or towed behind a pickup truck. Trailers must never be used for carrying passengers. Tour plans will not be issued for any trip that involves carrying passengers in a truck except in the cab. This includes vehicles converted for that use unless they are licensed as buses and meet all requirements for buses.
Use caution in towing trailers or campers, as a vehicle’s performance, steering, and braking abilities will be altered. Consider these safety tips:
1. Get the correct trailer for the vehicle and the correct hitch for the trailer. Distribute and anchor the load.
2. Allow extra time to brake. Changing lanes while braking can jackknife the trailer.
3. Add safety equipment as dictated by common sense and state laws (mirrors, lights, safety chains, brakes for heavy trailers, etc.).
4. Park in designated areas.
**Buses**
A driver of a bus or any vehicle designed to carry more than 15 people (including driver; more than 10 people, including the driver, in California) is required to have a commercial driver’s license. A person shall not drive a commercial motor vehicle unless he/she is qualified to drive a commercial motor vehicle. Possession of a license, however, does not mean that a person is capable of driving a bus safely. It is essential that unit leaders and volunteers be thoroughly familiar with the bus or vehicle they will be driving, including knowing the location of emergency exits and fire extinguishers and how to operate them. A driver must be prepared to handle and brake a full bus, which weighs significantly more than an empty bus. Other safety tips are:
1. Regular and thorough maintenance program
2. No more passengers than there are seating locations
3. Luggage and equipment fastened securely to prevent being thrown around in case of sudden stop
4. Emergency exits clear of people or things
5. Pretrip inspection of critical systems (signals, fuel, tires, windshield wipers, horn, etc.)
The safety rules for automobiles apply to bus travel, with the exception of seat belts. In special cases, chartered buses may travel more than nine hours a day. On certain occasions, night travel by public carrier bus is appropriate—it should be considered permissible when conditions are such that rest and sleep for passengers are possible with a reasonable degree of comfort. However, night travel on buses should not be planned for two successive nights.
**Commercial Driver’s License Compliance**
Most Scouting drivers fall into a category of nonbusiness PMCPs. Nonbusiness private motor carrier of passengers (PMCPs) provide private, interstate transportation that is not in the furtherance of a commercial enterprise. However, nonbusiness PMCPs are required to have a current commercial motor vehicle driver’s license.
A private motor carrier of passengers does not offer transportation services for hire, but (a) transports passengers in interstate (some state regulations apply to intrastate) commerce; and (b) uses a vehicle designed to carry more than 15 passengers, which includes the driver, or a vehicle that has a gross vehicular weight greater than 10,000 pounds.
Two such examples that would be considered a PMCP are:
- Scouting units that use vehicles designed to carry more than 15 passengers, such as buses. The driver, in this case, is often a volunteer driver of a “Scout bus” that is owned or leased. This category is referred to as nonbusiness private motor carrier of passengers and is probably the most frequent Scouting usage subject to the requirements of the Federal Motor Carrier Safety Regulations.
- Councils that operate camps and include transportation fees in their program are subject to the rule when using buses or other vehicles designed to carry more than 15 passengers or that have a gross vehicular weight of more than 10,000 pounds.
All vehicle operators who are required to have a commercial driver’s license are subject to drug and alcohol testing. There are no exemptions within the nonbusiness private motor carrier of passengers category, which includes Scouting volunteer drivers. Local councils should establish guidelines for volunteer drivers based on the requirements of the state where they are located.
The U.S. Department of Transportation number is required if you are an interstate PMCP, regardless of business or nonbusiness state. To obtain a USDOT number, complete the form found at www.safer.fmcsa.dot.gov.
**For-Hire Motor Carriers of Passengers (Charter Buses)**
There are licensing and insurance requirements for for-hire motor carrier of passengers operating commercial motor vehicles in interstate commerce. These requirements are outlined by the Federal Motor Carrier Safety Administration (FMCSA), part of the U.S. Department of Transportation. The insurance guidelines established a minimum level of financial responsibility. For vehicles designed or used to transport 16 or more passengers (including the driver), $5 million of insurance is required. For vehicles designed or used to transport nine to 15 passengers (including the driver), $1.5 million of insurance is required.
The FMCSA provides information about carriers online. The system is called SAFER and is part of the Motor Carrier Analysis and Information Resources. SAFER combines current and historical carrier-based safety performance information to measure the relative (peer-to-peer) safety fitness of interstate commercial motor carriers and intra-state commercial motor carriers that transport hazardous materials. This information includes federal and state data on crashes, roadside inspections, on-site compliance review results, and enforcement history. To check the records of a for-hire motor carrier of passengers, go to: www.safersys.org/companysnapshot.aspx.
XII. Winter Activities
Winter Camping Safety
There is magic to camping in winter. It is one of the most challenging of outdoor adventures. The Boy Scouts of America operates the National Cold-Weather Camping Development Center at Northern Tier through the Okpik program. Visit www.ntier.org/BeforeYouArrive_OKPIK.html for comprehensive winter camping preparation information. Special considerations for winter camping are:
1. **Qualified Supervision.** It is vital that a leader be an experienced winter camper with strong character and common sense.
2. **Equipment.** Be completely outfitted for cold weather. Equipment should be checked to ensure good condition for the activity and proper maintenance while in use. Scouts should be adequately clothed, and blankets should be a suitable quality and weight.
TIP: Use alkaline batteries in flashlights, as standard batteries deteriorate quickly in cold weather.
TIP: Encourage youths to wear brightly colored clothing so they are more visible during severe weather.
3. **Physical Fitness.** Scouts should be suitably fit for the activity. Periodic rests while building snow caves and engaging in other strenuous cold-weather activities will help prevent accidents and overheating.
TIP: Pulling a load over snow on a sled or toboggan is generally easier than carrying a backpack.
4. **Buddy System.** Having Scouts paired aids in monitoring each other’s physical condition and observation of surroundings and circumstances.
5. **Planning.** Safe activities follow a plan that has been conscientiously developed. In winter, plan to cover no more than 5 miles per day on snowshoes or 10 to 12 miles on cross-country skis. Allow ample time to make it to camp at the end of the day.
TIP: Always bring a bit more food, water, and clothing than what you think you’ll need.
6. **Safe Area.** Leaders should determine whether an area for winter camping is well-suited and free of hazards.
TIP: Always test the thickness of ice before venturing any distance from shore. The ice should be at least 3 inches thick for a small group.
TIP: Look for dead branches hanging in the trees overhead.
TIP: Avoid ridge tops and open areas where wind can blow down tents or create drifts.
7. **Weather Check.** Weather conditions, potential hazards, and the appropriate responses should be understood and anticipated. Go to www.scouting.org/training for Hazardous Weather training.
8. **Burning.** Never use flames in tents, teepees, or snow shelters. This includes burning any solid, liquid, gel, or gas fuel; using features of tents or teepees that support stoves or fires; and use of chemical-fueled equipment and catalytic heaters.
9. **Discipline.** Rules are effective only when followed. All participants should know, understand, and respect the rules and procedures for a safe winter camping experience. Applicable rules should be discussed prior to the outing and reviewed for all participants when leaving for the winter campout.
Winter Sports Safety
Beyond camping, a number of cold-weather activities present challenges to the Scout and leader, such as cross-country skiing, ice skating, sledding, snowmobiling, ice fishing, and snowshoeing. Essential ingredients for fun include skill training and an awareness of the hazards unique to these activities. Snow conditions, hazardous terrain, special clothing needs, and emergency survival are important issues for a safe and successful experience.
Be sure your winter outdoor activities always follow these guidelines:
1. All winter activities must be supervised by mature and conscientious adults (at least one of whom must be age 21 or older) who understand and knowingly accept responsibility for the well-being and safety of the youth in their care, who are experienced and qualified in the particular skills and equipment involved in the activity, and who are committed to compliance with the seven points of BSA Winter Sports Safety. Direct supervision should be maintained at all times by two or more adults when Scouts are in the field. The appropriate number of supervisors will increase depending on the number of participants, the type of activity, and environmental conditions.
2. Winter sports activities embody intrinsic hazards that vary from sport to sport. Participants should be aware of the potential hazards of any winter sport before engaging in it. Leaders should emphasize preventing accidents through adherence to safety measures and proper technique.
3. Appropriate personal protective equipment is required for all activities. This includes the recommended use of helmets for all participants engaged in winter sports, such as sledding and riding other sliding devices. The use of helmets is required for the following activities: downhill skiing, snowboarding and operating snowmobiles (requires full face helmets).
4. Winter sports activities often place greater demands on a participant’s cardiopulmonary system, and people with underlying medical conditions (especially if the heart or lungs are involved) should not participate without medical consultation and direction. For participants without underlying medical conditions, the annual health history and physical examination by a licensed health-care practitioner every year is sufficient. The adult leader should be familiar with the physical circumstances of each youth participant and make appropriate adjustments to the activity or provide protection as warranted by individual health or physical conditions. Adults participating in strenuous outdoor winter activity should have an annual physical examination. It is recommended that the medical assessment be performed by a licensed health-care practitioner knowledgeable of the sport and the particular physical demands the activity will place on the individual.
5. For winter sports such as skiing, snowboarding, snowmobiling, etc., that utilize specialized equipment, it is essential that all equipment fit and function properly.
6. When youth are engaging in downhill activities such as sledding or tobogganing, minimize the likelihood of collision with immobile obstacles. Use only designated areas where rocks, tree stumps, and other potential obstacles have been identified and marked, cleared away, shielded, or buffered in some way.
7. All participants should know, understand, and respect the rules and procedures for safe winter activity. The applicable rules should be presented and learned before the outing, and all participants should review them just before the activity begins. When Scouts know and understand the reasons for the rules, they will observe them. When fairly and impartially applied, rules do not interfere with fun. Rules for safety, plus common sense and good judgment, keep the fun from being interrupted by tragedy.
Hantavirus
Hantavirus is a deadly virus that was first recognized as a unique health hazard in 1993. There are four different strains of hantavirus, and cases have been reported in 30 different states. The virus is most active when the temperature is between 45 and 72 degrees.
Hantavirus is spread through the urine and feces of infected rodents. It is an airborne virus. A person is infected by breathing in particles released into the air when infected rodents, their nests, or their droppings are disturbed. This can happen when a person is handling rodents, disturbing rodent nests or burrows, cleaning buildings where rodents have made a home, or working outdoors. The virus will die quickly when exposed to sunlight.
Symptoms of hantavirus include fever, chills, muscle aches, nausea, vomiting, diarrhea, abdominal pain, and a dry, nonproductive cough. If you suspect that someone has been infected, consult a physician immediately.
Rabies Prevention
Rabies has become increasingly prevalent in the United States in recent years, with more than 7,000 animals, most of which are wild, found to have the disease each year, according to statistics released by the Centers for Disease Control and Prevention (CDC). This viral infection is often found in bats, foxes, raccoons, and skunks. Rabies can be transmitted by warm-blooded animals, including domestic dogs and cats.
Although rabies in humans is rare in the United States, the CDC reports that more than 22,000 people in this country require vaccination each year after being exposed to rabid or potentially rabid animals. States with the highest number of reported cases include New York, New Jersey, Connecticut, New Mexico, Texas, Massachusetts, Pennsylvania, North Carolina, New Hampshire, Maryland, and parts of northern California.
Scout leaders can help prevent possible exposure to rabies by reminding Scouts to steer clear of wild animals and domestic animals that they don’t know. If someone is scratched or bitten by a potentially rabid animal, Scout leaders should
- Wash the wound thoroughly with soap and water.
- Call a doctor or a hospital emergency room.
- Get a description of the animal.
- Notify the local animal control office, police department, or board of health.
Lyme Disease
Ticks can be a problem in wooded areas and campsites, and they can be carriers of Lyme disease. The disease is transmitted when a blood-sucking tick attaches itself to and feeds on its victim. Ticks frequently imbed themselves in hair or around the belt line or ankles; they are visible, crablike insects.
A red ringlike rash might appear around the bite. A victim might feel lethargic and have flu-like symptoms, fever, a sore throat, and muscle aches. Anyone experiencing these symptoms in the days and weeks following a trek adventure, especially activities in areas where ticks are known to carry Lyme disease, should be checked by a physician.
West Nile Virus
West Nile Virus (WNV) develops in humans from infected mosquito bites. Birds act as an intermediate host, forming a reservoir of infection. Migrating birds introduce the WNV into local ecosystems, where it may then continue to reside in wintering species of mosquitoes in some areas of the country, or be reintroduced to new hatchets of mosquitoes in the spring.
For every five humans infected with the virus, one has a mild, febrile illness lasting 3 to 6 days, while approximately one in 150 infected persons develops meningitis or encephalitis. The incubation period ranges from 2 to 14 days. Mild illness may include lethargy, eye pain, nausea, cramping and a rash. Severe muscle weakness is also frequently a symptom.
The basis of preventing WNV in Scouts, Scouters, and camp staff is a two-pronged program directed at mosquito reduction and personal protection. By far the most important aspect is personal protection. The Department of Defense system of personal protection consists of treating clothing with 0.5 percent permethrin and treating exposed body surface areas with DEET. Properly used, this combination can reduce the incidence of mosquito bites by virtually 100 percent.
A 111-page document prepared by the Centers for Disease Control that discusses WNV prevention strategies can be downloaded in Adobe Acrobat format at www.cdc.gov/ncidod/dvbid/westnile/resources/wnv-guidelines-apr-2001.pdf.
## Appendix
| Checklist/Document | Page |
|---------------------------------------------------------|------|
| Annual Motor Vehicle Checklist | 51 |
| Meeting Place Inspection Checklist | 53 |
| Tour Plan | 57 |
| Flying Permit Application | 59 |
| Unit Money-Earning Application | 63 |
| Incident Information Report | 65 |
The online version of the *Guide to Safe Scouting* is updated quarterly. Go to [http://www.scouting.org/HealthandSafety/GSS.aspx](http://www.scouting.org/HealthandSafety/GSS.aspx).
Annual Motor Vehicle Checklist
Date ____________ Unit ____________ Den ____________ Position _______________________
Owner’s name ________________________________________________________________
Address _____________________________________________________________________
City, state _________________________________________________________ Zip __________
Driver’s license no._________________________________________________ Renewal date __________
Telephone (______) ____________________________ Alt. telephone (______) ____________________
Insurance company __________________________________________ Amount of liability coverage $ __________
Other drivers of same vehicle (this trip only) and driver’s license numbers:
__________________________________________________________________________, ____________________________________________________________________________
Make and model of vehicle ______________________________________________ Model year __________
Color _________________ License no. _________________ Type ________________ Current? __________
Basic Safety Check (required)
1. Safety belts for every passenger? _______
2. Safety belts operational? _______
3. Tire tread OK? _______
4. Spare tire present? _______
5. Tire jack present? _______
6. Brakes OK? _______
7. Windshield wipers operate? _______
8. Windshield washer fluid in reservoir? _______
9. Headlights and turn signals operating? _______
10. Mirrors: Rear view_______ Side view_______
11. Exhaust system OK? _______
Additional Safety Check (optional)
1. Flares for emergencies? _______
2. Fire extinguisher? _______
3. Flashlight? _______
4. Tow chain or rope? _______
5. First-aid kit? _______
MEETING PLACE INSPECTION CHECKLIST
For Packs, Troops, Teams, and Crews
BOY SCOUTS OF AMERICA
NOTE TO INSPECTORS: A responsibility of the unit’s chartered organization is to provide adequate meeting facilities. Unit committee members should make the inspection. Findings should be shared with the head of the institution, and plans should be made to correct hazards if any are found.
THE BUILDING
Name __________________________________________ Address __________________________________________
Construction: frame □ brick □ metal □ other ________________________________
Type of roofing: shake □ composition □ metal □ other ________________________________
Type of heating plant: gas □ oil □ wood □ electric □ other ________________________________
Meeting room location: basement □ ground □ above first floor □
Telephone location: ____________________________ Accessible yes □ no □ Emergency numbers posted yes □ no □
THE ROOM
| YES | NO |
|-----|----|
| | |
| | |
Large enough?
Well-heated? (between 62 and 70 degrees)
Well-ventilated?
Dry?
Clean?
Windows in good condition?
Floor in good condition?
Adequate lighting?
Hand-washing facility?
Clean toilet facility?
Sanitary drinking facility?
Emergency flashlights on hand?
First-aid kits on hand?
EXITS
| YES | NO |
|-----|----|
| | |
| | |
Two or more emergency exits available?
Unlocked and easily accessible?
Sufficiently far apart?
Crash bar on doors?
Exit signs installed?
Exit signs lighted?
All doors swing out?
IF ROOM IS ABOVE FIRST FLOOR:
| YES | NO |
|-----|----|
| | |
| | |
Close to stairs (less than 100 feet)?
Doors and stairs unobstructed, litter-free?
Stairs in good repair?
Stair handrail provided?
Stairway lighted?
Stairs wide enough for two persons?
Carpet or treads secure?
Stairway enclosed?
Enclosures fitted with fire doors?
Outside fire escape installed?
Fire escape in good repair?
Fire escape used for fire drills?
The online version of the Guide to Safe Scouting is updated quarterly. Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
FIRE PROTECTION
| YES | NO |
|-----|----|
| Portable extinguisher available and properly located? | Heating system inspected within a year? |
| Extinguisher is suitable for the following types of fires: | Walls, ceilings, floors protected from stoves or pipes overheating? |
| A. Ordinary combustibles | Open fireplaces protected by screens? |
| B. Flammable liquids | Electric wiring, switches, extension cords in good repair? |
| C. Electrical equipment | Accessible telephone in building? |
| Extinguisher ready for use? (should be tagged to show inspection within one year) | Fire department number posted? |
| Any hazard from rubbish or flammable material? | Location of nearest fire alarm known to all members? |
| Any hazard from oily rags or mops? (spontaneous combustion) | Alarm procedure taught to members? |
| Smoke alarm system installed and tested? |
FIRE DRILL
| YES | NO |
|-----|----|
| Has the unit an organization plan for conducting fire drills? | Are members able to evacuate building if filled with smoke or if lights go out? |
| Is a fire plan posted on the unit bulletin board? | Do training drills include use of alternate exits? |
| Are fire evacuation drills practiced frequently? | Are members trained in home fire safety plan and exit drill? |
| Was a drill demonstrated or taught to members at inspection time? |
RECOMMENDATIONS
Write your detailed recommendations below (or on a separate sheet attached to this report). Please note any other conditions that are hazardous to health, personal safety, or fire safety.
INSPECTORS’ SIGNATURES
Date of inspection _______________ Unit leader in attendance ____________________________ name ____________________________
CHARTERED ORGANIZATION RECORD
Did the chartered organization representative participate in the inspection? Yes ☐ No ☐
Report reviewed by:
Chartered organization representative ____________________________ Head of organization ____________________________ Unit committee ____________________________
Action taken: ____________________________ ____________________________ ____________________________
TOUR PLANNING WORKSHEET
For office use
Tour plan No. __________________________ Date received __________________________ Date reviewed __________________________
Date __________________________
☐ Pack ☐ Troop/team ☐ Crew ☐ Contingent unit/crew Unit No. ________ Chartered organization __________________________
Council name/No. __________________________ / __________________________ District __________________________
Purpose of this trip is ________________________________________________________________
From (city and state) __________________________ to __________________________
Mileage round trip ______________ Dates __________________________ to __________________________ Total days ______________
Itinerary: It is required that the following information be provided for each day of the tour. (Note: Speed or excessive daily mileage increases the possibility of accidents.) Attach an additional page if more space is required. Include detailed information on campsites, routes, and float plans, and include maps for wilderness travel as required by the local council.
| Date | Travel From | To | Mileage | Overnight stopping place (Check if reservations are cleared.) |
|------|-------------|----|---------|---------------------------------------------------------------|
| | | | | |
| | | | | |
| | | | | |
| | | | | |
Type of trip: ☐ Day trip ☐ Short-term camp (less than 72 hours) ☐ Other (OA Weekend, etc.) __________________________
☐ Long-term camp (longer than 72 hours) ☐ High-adventure activities
Party will consist of (number):
____ Cub Scouts ____ Boy Scouts ____ Varsity Scouts
____ Venturers—male ____ Venturers—female
____ Adults—male ____ Adults—female _______ Total
Party will travel by (check all that apply):
☐ Car ☐ Bus ☐ Train ☐ Plane
☐ Canoe ☐ Van ☐ Boat ☐ Foot
☐ Bicycle ☐ Other __________________________
Leadership and Youth Protection Training: Boy Scouts of America policy requires at least two adult leaders on all BSA activities. Coed Venturing crews must have both male and female leaders older than 21 for overnight activities. All registered adults must have completed BSA Youth Protection training. At least one registered adult who has completed BSA Youth Protection training must be present at all events and activities. Youth Protection training is valid for two years from the date completed.
Adult leader responsible for this group (must be at least 21 years old):
Name __________________________________________ Age _____ Scouting position __________________________ Expiration date __________________________
Address __________________________________________ __________________________________________ Member No. __________________________
City __________________________________________ State __________ Zip code __________________________
Phone __________________________ E-mail __________________________ Youth Protection training date __________________________
Assistant adult leader name(s) (minimum age 18, or 21 for Venturing crews):
Name __________________________________________ Age _____ Scouting position __________________________ Expiration date __________________________
Address __________________________________________ __________________________________________ Member No. __________________________
City __________________________________________ State __________ Zip code __________________________
Phone __________________________ E-mail __________________________ Youth Protection training date __________________________
Attach a list with additional names and information as outlined above.
☐ Our travel equipment will include a first-aid kit and a roadside emergency kit.
☐ The group will have in possession an Annual Health and Medical Record for every participant.
We certify that appropriate planning has been conducted using the Sweet 16 of BSA Safety, qualified and trained supervision is in place, permissions are secured, health records have been reviewed, and adult leaders have read and are in possession of a current copy of Guide to Safe Scouting and other appropriate resources.
___________________________________________ __________________________
Committee chair or chartered organization representative Adult leader
Unit single point of contact (not on tour) name __________________________________________ Telephone __________________________
BOY SCOUTS OF AMERICA®
The online version of the Guide to Safe Scouting is updated quarterly. Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
Tour involves: ☐ Swimming ☐ Boating ☐ Climbing ☐ Orientation flights (attach Flying Permit required)
☐ Wilderness or backcountry (must carry Wilderness Use Policy and follow principles of Leave No Trace)
☐ Other (specify) __________________________
Activity Standards: Where swimming or boating is included in the program, Safe Swim Defense and/or Safety Afloat are to be followed. If climbing/rappelling is included, then Climb On Safely must be followed. At least one person must be current in CPR/AED from any recognized agency to meet Safety Afloat and Climb On Safely guidelines. At least one adult on a pack overnighter must have completed Basic Adult Leader Outdoor Orientation (BALOO). At least one adult must have completed Planning and Preparing for Hazardous Weather training for all tours and activities. Basic First Aid is recommended for all tours, and Wilderness First Aid is recommended for all backcountry tours.
| Expiration date of commitment card/training (two years from completion date) | Three-year validity |
|---|---|---|---|---|---|---|---|---|
| Name | Age | Youth Protection | Planning and Preparing for Hazardous Weather | BALOO (no expiration) | Safe Swim Defense | Safety Afloat | Aquatics Supervision/Paddlecraft Safety | Aquatics Supervision/ Swimming and Water Rescue |
| | | | | | | | | |
| | | | | | | | | |
| | | | | | | | | |
| | | | | | | | | |
| | | | | | | | | |
| Name | Age | CPR Certification/Agency | CPR Expiration Date | First-Aid Certification/Agency | First Aid Expiration Date |
|---|---|---|---|---|---|
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| Name | Age | NRA Instructor and/or RSO |
|---|---|---|
| | | No. ___________ ☐ Rifle ☐ Shotgun ☐ Pistol (Venturing only) ☐ Range Safety Officer ☐ Muzzle-loading rifle ☐ Muzzle-loading shotgun |
| | | No. ___________ ☐ Rifle ☐ Shotgun ☐ Pistol (Venturing only) ☐ Range Safety Officer ☐ Muzzle-loading rifle ☐ Muzzle-loading shotgun |
Unauthorized and Restricted Activities: The BSA’s general liability policy provides coverage for bodily injury or property damage that is made and arises out of an official Scouting activity as defined by the Guide to Safe Scouting. Volunteers, units, chartered organizations, and local councils that engage in unauthorized activities are jeopardizing their insurance coverage. PLEASE DO NOT PUT YOURSELF AT RISK.
INSURANCE
All vehicles MUST be covered by a liability and property damage insurance policy. The amount of this coverage must meet or exceed the insurance requirement of the state in which the vehicle is licensed and comply with or exceed the requirements of the country of destination for travel outside the United States. It is recommended, however, that coverage limits are at least $50,000/$100,000/$50,000 or $100,000 combined single limit. Any vehicle designed to carry 10 or more passengers is required to have limits of $100,000/$500,000/$100,000 or $500,000 combined single limit. In the case of rented vehicles the requirement of coverage limits can be met by combining the limits of personal coverage carried by the driver with coverage carried by the owner of the rented vehicle.
| KIND, YEAR, AND MAKE OF VEHICLE | NUMBER OF SAFETY BELTS | OWNER’S NAME | VALID DRIVER’S LICENSE (Y or N) | All vehicles used in travel outside the United States must carry a public liability and property damage liability insurance policy that complies with or exceeds the requirements of that country. Attach an additional page if more space is required. | LIABILITY INSURANCE COVERAGE |
|---|---|---|---|---|---|---|---|
| | | | | | LIABILITY | PROPERTY DAMAGE |
| | | | | | Each Person | Each Accident | DAMAGE |
| | | | | | $ | $ | $ |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
If the vehicle to be used is designed to carry more than 15 people (including the driver), the driver must have a valid commercial driver’s license (CDL). In some states (California, for example), this policy applies to drivers of vehicles designed to carry 10 or more people.
Name ________________________________________ CDL expires _______________________
Name ________________________________________ CDL expires _______________________
The local council may allow a list of the above information to be attached to or transmitted with the permit in order to expedite the process. Each unit may circle the names of the drivers for an event or an activity.
680-014
2010 Printing
The online version of the Guide to Safe Scouting is updated quarterly. Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
TOUR PLAN
☐ Pack ☐ Troop/team ☐ Crew ☐ Contingent unit/crew No. _______________________
Chartered organization ____________________________________________________________
Council name/No. ________________________________________________________________
Plan covers all travel between ____________________ and _________________________.
Dates of trip from ____________________ to _________________________.
Total youth _______________ Total adults _______________
Tour plan No. _______________________
Date reviewed _______________________
Council stamp/signatures
Itinerary: It is required that the following information be provided for each day of the tour. (Note: Speed or excessive daily mileage increases the possibility of accidents.) Attach an additional page if more space is required. Include detailed information on campsites, routes, and float plans, and include maps for wilderness travel as required by the local council.
| Date | Travel | Mileage | Overnight stopping place |
|------|--------|---------|--------------------------|
| | From | To | |
Adult leader responsible for this group:
Name ____________________________________ Age _____ Scouting position __________ Expiration date __________
Address __________________________________________________________ Member No. __________
City __________________________________ State __________ Zip code __________
Phone __________________________ E-mail __________________________ Youth Protection training date __________
Assistant adult leader:
Name ____________________________________ Age _____ Scouting position __________ Expiration date __________
Address __________________________________________________________ Member No. __________
City __________________________________ State __________ Zip code __________
Phone __________________________ E-mail __________________________ Youth Protection training date __________
Unit single point of contact (not on tour) name __________________________________ Telephone __________
BOY SCOUTS OF AMERICA®
The online version of the Guide to Safe Scouting is updated quarterly.
Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
The tour plan is an important tool for conducting local, national, or international activities and is a checklist for best practices to be prepared for safe and fun adventure. Completing the tour plan may not address all possible challenges but can help to ensure that appropriate planning has been conducted, that qualified and trained leadership is in place, and that the right equipment is available for the adventure. In addition, the plan helps to organize safe and appropriate transportation to and from an event, and defines driver qualifications and minimum limits of insurance coverage for drivers and vehicles used to transport participants.
Times when a tour plan must be submitted for council review include:
- Trips of 500 miles or more
- Trips outside of council borders not to a council-owned property
- Trips to any national high-adventure base, national Scout Jamboree, National Order of the Arrow Conference, or regionally sponsored event
- When conducting the following activities outside of council or district events:
- Aquatics activities (swimming, boating, floating, scuba, etc.)
- Climbing and rappelling
- Orientation flights (process flying permit)
- Shooting sports
- Any activities involving motorized vehicles as part of the program (snowmobiles, boating, etc.)
- At a council’s request
Please complete and submit this plan at least 21 days in advance to ensure your council has enough time to review the plan and assist you in updating the plan if it is found defective. When review is complete, the second half of the plan is returned to you to carry on your travels. You are strongly encouraged to file these plans electronically through MyScouting.
TRANSPORTATION GUIDELINES
1. You will enforce reasonable travel speed in accordance with state and local laws in all motor vehicles.
2. If by motor vehicle:
a. **Driver Qualifications:** All drivers must have a valid driver’s license and be at least 18 years of age. **Youth Member Exception:** When traveling to an area, regional, or national Boy Scout activity or any Venturing event under the leadership of an adult (21+) tour leader, a youth member at least 16 years of age may be a driver, subject to the following conditions: (1) Six months’ driving experience as a licensed driver (time on a learner’s permit or equivalent is not to be counted); (2) no record of accidents or moving violations; (3) parental permission has been granted to leader, driver, and riders.
b. If the vehicle to be used is designed to carry more than 15 people (including driver) the driver must have a commercial driver’s license (CDL). In some states (for example, California), this guideline applies to 10 or more people.
c. Driving time is limited to a maximum of 10 hours in one 24-hour period and must be interrupted by frequent rest, food, and recreation stops.
d. Safety belts are provided, and must be used, by all passengers and driver. Exception: A school or commercial bus, when not required by law.
e. Passengers will ride only in the cab if trucks are used.
OUR PLEDGE OF PERFORMANCE
1. We will submit changes to notify the local council in the event our itinerary changes.
2. We will plan our activities by and adhere to the policies contained in the *Guide to Safe Scouting* and the *Sweet 16 of BSA Safety*.
3. We will use the **Safe Swim Defense** in any swimming activity, **Safety Afloat** in all craft activity on the water, and **Climb On Safely** for climbing activity.
4. We agree to enforce reasonable travel speed (in accordance with national, state, and local laws) and use only vehicles that are in safe mechanical condition.
5. We will apply for a fire permit from local authorities in all areas where it is required.
6. We will be certain that fires are attended at all times.
7. We will at all times be a credit to the Boy Scouts of America and will not tolerate rowdyism or un-Scoutlike conduct, keeping a constant check on all members of our group.
8. We will maintain high standards of personal cleanliness and orderliness and will operate a clean and sanitary camp, leaving it in a better condition than we found it.
9. We will not litter or bury any trash, garbage, or tin cans. All rubbish that cannot be burned will be placed in a tote-litter bag and taken to the nearest recognized trash disposal or all the way home, if necessary.
10. We will not deface natural or man-made objects.
11. We will respect the property of others and will not trespass.
12. We will not cut standing trees or shrubs without specific permission from the landowner or manager.
13. We will, in case of backcountry expedition, read and abide by the *Wilderness Use Policy* of the BSA.
14. We will notify, in case of emergency, our local council Scout executive, our parents, and our single point of contact.
15. If more than one vehicle is used to transport our group, we will establish rendezvous points at the start of each day and not attempt to have drivers closely follow the group vehicle in front of them.
---
The online version of the *Guide to Safe Scouting* is updated quarterly. Go to [http://www.scouting.org/HealthandSafety/GSS.aspx](http://www.scouting.org/HealthandSafety/GSS.aspx).
Boy Scouts of America
Flying Plan Application
(For a Pack, Troop, Team, or Crew)
This completed application must be submitted with a tour plan to the council office for approval two weeks before the scheduled activity.
Unit No.: ____________________ City or town: __________________________ District: _______________________
Applies for a permit for a □ Basic □ Advanced orientation Flight on: ________________________________
Date
**Basic orientation flight.** This flight will be within 25 nautical miles of the departure airport, with no stops before returning. The pilot must have at least a private pilot's certificate, at least 250 hours' total flight time, be current under FAR 61 to carry passengers, and have a current medical certificate under FAR 61. **Tiger Cubs, Cub Scouts, Boy Scouts, and Varsity Scouts are restricted to this type of flight.**
**Advanced orientation flight.** This flight will be within 50 nautical miles of the departure airport, and the plane may land at other locations before returning. The pilot must have at least a private pilot's certificate and 500 hours' total flight time. The pilot must be current under FAR 61 to carry passengers and have a current medical certificate under FAR 61. **Only Venturers and Venturing leaders may participate in advanced orientation flights.**
Name of the airport where flight will originate and terminate: ____________________________________________
Total number of participating youth: ___________________ Total number of participating adults: _________________
□ A tour plan is attached.
□ A parent or guardian consent form for each youth participant is attached to this application.
□ All required aircraft, insurance, and pilot documentation is satisfied.
We certify that appropriate planning has been conducted using the Sweet 16 of BSA safety, qualified trained supervision is in place, permissions are secured, health records have been reviewed, and adult leaders have read and are in possession of a current copy of *Guide to Safe Scouting* and other appropriate resources.
___________________________________________________________ ________________________________
Signature of committee chair or chartered organization representative Signature of adult leader
For council use only: Complete and return a copy to the unit.
**Official Flying Plan—Boy Scouts of America**
Tour plan number: __________________________ Date issued: __________________________
**Council Stamp/Signatures**
Not official unless council stamp appears here.
BOY SCOUTS OF AMERICA®
The online version of the *Guide to Safe Scouting* is updated quarterly.
Go to [http://www.scouting.org/HealthandSafety/GSS.aspx](http://www.scouting.org/HealthandSafety/GSS.aspx).
Aircraft
Owner(s): ___________________________________________ Date of last annual inspection: _______________________
Make and model: ______________________________________ Number: _________________________________________
Standard airworthiness certificate category (normal/utility/etc.): ____________________________________________
Note: Only aircraft with standard airworthiness certificates may be used for orientation flights. Restricted, limited, light sport, and experimental category airworthiness certificates are not authorized.
Reproduce this page as needed for additional aircraft/pilots.
Insurance
All aircraft owners must have at least $1 million aircraft liability coverage, including passenger liability with sublimits of no less than $100,000. List all insurance policies that in combination satisfy the insurance requirement.
Insurance company: ______________________________________________________________________________________
Amount: $__________________________ Policy number: __________________________ Expiration date: _______________
Insurance company: ______________________________________________________________________________________
Amount: $__________________________ Policy number: __________________________ Expiration date: _______________
Experimental Aircraft Association (EAA) Young Eagle Flights (ages 8–17): For those EAA members who choose to insure at $100,000 per passenger seat, the EAA automatically provides an additional $1 million liability umbrella policy with sublimits of no less than $100,000. This coverage is in effect only while participating in Young Eagle Flights. The EAA’s insurance telephone number is 800-236-4800, ext. 6106.
EAA member number: __________________________ We strongly recommend that all orientation flights be conducted in collaboration with local EAA chapter Young Eagle Flights. To find a local chapter, visit www.eaa.org/chapters/locator.
Pilot-in-command
Name: ________________________________________________________________________________________________
Age: __________
Address: ______________________________________________________________________________________________
____________________________________________________________________________________________________
City: __________________________ State: __________________________ Zip code: __________________________
Phone: __________________________ E-mail: __________________________
Type of pilot certificate: __________________________ (Attach a copy of current pilot certificate.)
Ratings: ______________________________________________________________________________________________
Pilot medical certificate: □ First □ Second □ Third class (Attach a copy of current medical certificate.)
Medical valid until: __________________________ (date)
Limitations: __________________________________________________________________________________________
Pilot’s total number of flight hours: _________ (250 hours minimum for basic orientation flights; 500 hours minimum for advanced orientation flights)
(Form revised October 2010.)
Notes and FAQs for Completing Flying Plan Application
Tour Leader
You are responsible for completing the tour plan and this application as required by the local council, obtaining parental consent for all participants, and gathering required insurance information and support material from the aircraft owner and pilot. Tour leaders are responsible for obtaining approval of both the unit committee chair and unit leader. Tour leaders must submit completed applications to the council at least two weeks in advance of the activity for local permits. Councils may require additional time for special activities, and unit leaders completing this application should plan accordingly.
Pilot, Aircraft Owner, and Insurance Information
Attach additional copies of this information for each aircraft that will be used, each pilot-in-command, and applicable insurance information. Pilot information must include copies of the pilot's current certificate and medical certificate.
Parents/Guardian
A consent form, No. 19-673, for each participant under 21 years of age must be completed by the youth’s parent or guardian.
Local Council Office Checklist
Review that all requested information (listed below) has been provided on the application. Affix the council stamp at the bottom of page 1, and return a copy of all pages to the unit leader.
___ Parent or guardian consent form for each youth participant attached to this application
___ A copy of each pilot’s certificate and medical certificate attached to this application
___ Pilot total hours required (250 hours for basic orientation flights; 500 hours for advanced orientation flights)
___ Aircraft and insurance requirements satisfied
___ Tour plan completed
FAQ
Q: My pilot certificate number is my Social Security number. May I strike through it or white it out on the required copy?
A: Yes. It is recognized that pilots who have not had their Social Security numbers removed from their pilot certificates may strike out the information.
Q: Our pilot only has the new sport pilot rating. Can he be a pilot in command of the orientation flight?
A: No. Sport pilot certificates are not authorized as no medical is required.
Q: Our unit has been offered an orientation flight by the U.S. military, but not all the information required on the application can be obtained. May we still conduct the orientation?
A: Commissioned officers and warrant officers of any armed service may act as pilot in command of a military airplane or helicopter in which they are current as the aircraft commander for either a basic or advanced orientation flight. Only the aircraft portion identifying the aircraft as military and a parent or guardian consent form for each youth participant are required.
Q: Since we encourage Young Eagle Flights, can we utilize experimental aircraft?
A: No. Only aircraft with standard airworthiness certificates may be used on orientation flights.
UNIT MONEY-EARNING APPLICATION
Applications are not required for council-coordinated money-earning projects such as popcorn sales or Scout show ticket sales.
Please submit this application to your council service center at least two weeks prior to committing to your money-earning project. Read the eight guidelines on the other side of this form. They will assist you in answering the questions below.
☐ Pack
☐ Troop No. ________ Chartered Organization ________________________________
☐ Team
☐ Crew
Community __________________________ District ________________
Submits the following plans for its money-earning project and requests permission to carry them out.
What is your unit’s money-earning plan? _______________________________________________________
_________________________________________________________________________________________
About how much does your unit expect to earn from this project? ___________ How will this money be used? _____________
Does your chartered organization give full approval for this plan? _______________________________________
What are the proposed dates? _________________________________________________________________
Are tickets or a product to be sold? Please specify. _________________________________________________
_________________________________________________________________________________________
Will your members be in uniform while carrying out this project? (See items 3–6 on other side.) _______________________
_________________________________________________________________________________________
Have you checked with neighboring units to avoid any overlapping of territory while working? _______________________
_________________________________________________________________________________________
Is your product or service in direct conflict with that offered by local merchants? ________________________________
_________________________________________________________________________________________
Are any contracts to be signed? ______ If so, by whom? ________________________________________________
Give details. _______________________________________________________________________________________
_________________________________________________________________________________________
Is your unit on the budget plan? __________________________ How much are the dues? _______________________
_________________________________________________________________________________________
Does your unit participate in the council product sale? ☐ Yes ☐ No Family Friends of Scouting? ☐ Yes ☐ No
How much does your unit have in its treasury? _________________________________________________________
Signed __________________________________________ Signed __________________________________________
(Chartered Organization Representative) (Unit Leader)
Signed __________________________________________ ________________________________________________
(Chairman, Unit Committee) (Address of Chairman)
FOR USE OF DISTRICT OR COUNCIL FINANCE COMMITTEE: Telephone ________________________________
Approved by __________________________________ Date ____________________________________________
Approved subject to the following conditions _________________________________________________________
_________________________________________________________________________________________
Incident Information Report
(Events or allegations of injury, illness, or property damage including employment and directors and officers issues)
Incident date: ____________________ Time: _______________________
Reporting date: _________________ Time: _______________________
Council/BSA location: __________________________________________
Reporting person: _____________________________________________
Location of incident: ________________________________________________________________________________________
Specific area where incident occurred:
Cause of incident:
Program/event/adventure code:
Did the incident occur while transporting to/from an activity? □ Yes □ No
Comments:
Individuals Involved (Duplicate if Needed)
Name: _______________________________________________________
Address: ____________________________________________________
City State Zip
Home phone: ____________________ Cell phone: __________________ Work phone: _______________________
DOB: ________________________ Age: _______ Unit No.: __________ Council: ___________________________
Scouting role: _______________________________________________
Type of injury or property damage: _____________________________ Injured body part: _______________________
Was medical treatment given at scene? □ Yes □ No Type: __________________________________________
Medical disposition (transported to hospital, etc.): _______________________________________________________
Return this completed form to your council’s designated user for entry into RiskConsole via MyBSA Incident Entry.
BOY SCOUTS OF AMERICA®
The online version of the Guide to Safe Scouting is updated quarterly. Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
Incident Information Report
(Events or allegations of injury, illness, or property damage including employment and directors and officers issues)
Witnesses
Name: ____________________________
First Middle Last
Address: ____________________________
City State Zip
Home phone: ________________________ Cell phone: ________________________ Work phone: ________________________
Others
Name: ____________________________
First Middle Last
Address: ____________________________
City State Zip
Home phone: ________________________ Cell phone: ________________________ Work phone: ________________________
Property Damage (if applicable)
Property or vehicle make/model/year: _______________________________________________________________
Color: ____________________________ License plate No.: _________________________________________________
Driver Contact Information (if applicable)
Name: ____________________________
First Middle Last
Address: ____________________________
City State Zip
Home phone: ________________________ Cell phone: ________________________ Work phone: ________________________
Passengers: ________________________ Contact information: _______________________________________________
Additional information:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Information gathered at scene by: _________________________________________________________________
Contact information: ____________________________________________________________________________
Return this completed form to your council’s designated user for entry into RiskConsole via MyBSA Incident Entry.
680-016
2010 Printing
The online version of the Guide to Safe Scouting is updated quarterly.
Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
The online version of the Guide to Safe Scouting is updated quarterly. Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
The online version of the Guide to Safe Scouting is updated quarterly. Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
The online version of the Guide to Safe Scouting is updated quarterly. Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
The online version of the Guide to Safe Scouting is updated quarterly. Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
The online version of the Guide to Safe Scouting is updated quarterly. Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
The online version of the Guide to Safe Scouting is updated quarterly. Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
The online version of the Guide to Safe Scouting is updated quarterly. Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
Support Scouting and BSA Risk Ready
THE RISK ZONE™ VEHICLE
Transportation To and From
THE RISK ZONE™
BSA RISK READY
The online version of the Guide to Safe Scouting is updated quarterly.
Go to http://www.scouting.org/HealthandSafety/GSS.aspx.
Prepared. For Life.™
BOY SCOUTS OF AMERICA
1325 West Walnut Hill Lane
PO Box 152079
Irving, Texas 75015-2079
www.scouting.org
SKU 610138
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Math X
Teacher Resource
Resource Material Development
- Standards Tools and Subject Standards
- Tutorials, games, puzzles, other virtual content
- Exercises, lesson plans, test items, Conceptual understanding through articles, notes
- Material available in Text books
- ADB real life examples, graphs, illustrations
- Themes and SLOs
## Contents
**UNIT-1** ................................................................................................................................. 8
Section 1-6: Rational Expressions .................................................................................. 8
Rational Expressions with the Same Denominator ....................................................... 17
Adding or Subtracting Rational Expressions with Different Denominators ............. 18
**UNIT 2** ................................................................................................................................. 20
Algebraic Formulas ........................................................................................................... 20
Purplemath ......................................................................................................................... 21
**UNIT 3** ................................................................................................................................. 38
Surds and their Application .............................................................................................. 38
**UNIT 4** ................................................................................................................................. 41
Rationalization and Factorization .................................................................................... 41
Section 1-5: Factoring Polynomials ............................................................................... 42
**UNIT 5** ................................................................................................................................. 46
Remainder Theorem and Factor Theorem ...................................................................... 46
**UNIT 6** ................................................................................................................................. 46
Factorization of Cubic Polynomial .................................................................................. 46
**UNIT 7** ................................................................................................................................. 46
Highest Common Factor (HCF)/Greatest Common Divisor (GCD) and Least Common Multiple (LCM) ........................................................................................................ 47
**UNIT 8** ................................................................................................................................. 47
Basic Operations on Algebraic Fractions ....................................................................... 47
**UNIT 9** ................................................................................................................................. 48
Square Root of an Algebraic Expression ....................................................................... 48
**UNIT 10** ............................................................................................................................... 48
Linear Equations .............................................................................................................. 48
**UNIT 11** ............................................................................................................................... 48
Equations involving Absolute Values ............................................................................. 48
**UNIT 12** ............................................................................................................................... 49
| UNIT 13 | Solving Linear Inequalities | 49 |
|---------|----------------------------|----|
| UNIT 14 | Quadratic Equations | 50 |
| UNIT 15 | Solution of Quadratic Equation | 51 |
| UNIT 16 | Quadratic Formula | 51 |
| UNIT 17 | Introduction to Matrices | 52 |
| UNIT 18 | Types of Matrices | 52 |
| UNIT 19 | Addition and Subtraction of Matrices | 53 |
| UNIT 20 | Multiplication of Matrices | 54 |
| UNIT 21 | Determinant of a Matrix | 54 |
| UNIT 22 | Solution of Simultaneous Linear Equations | 55 |
| UNIT 23 | Properties of Angles | 56 |
| UNIT 24 | Parallel Lines | 56 |
| UNIT 25 | Congruent and Similar Figures | 57 |
| UNIT 26 | | 58 |
| Unit | Topic | Page |
|------|-------|------|
| UNIT 27 | Quadrilaterals | 59 |
| UNIT 28 | Circle | 60 |
| UNIT 29 | Construction of Quadrilateral | 62 |
| UNIT 30 | Tangents to the Circle | 62 |
| UNIT 31 | Pythagoras Theorem | 63 |
| | Proof of the Pythagorean Theorem using Algebra | 64 |
| | Area of Whole Square | 64 |
| | Area of the Pieces | 64 |
| | Both Areas Must Be Equal | 65 |
| | The Pythagorean Theorem | 65 |
| | Learning Objective(s) | 68 |
| | Introduction | 68 |
| | The Pythagorean Theorem | 68 |
| | Example: Does an 8, 15, 16 triangle have a Right Angle? | 73 |
| | Example: Does this triangle have a Right Angle? | 73 |
| | And You Can Prove The Theorem Yourself! | 74 |
| | Another, Amazingly Simple, Proof | 74 |
| | Heron's Formula for the area of a triangle (Hero's Formula) | 76 |
| | Calculator | 76 |
| | What is Area? | 76 |
| | Example: | 77 |
| | Area of Simple Shapes | 77 |
| | Example: What is the area of this rectangle? | 77 |
| Topic | Page |
|----------------------------------------------------------------------|------|
| Area by Counting Squares | 77 |
| Approximate Area by Counting Squares | 77 |
| Example: The circle has a radius of 2.1 meters | 78 |
| Area of Difficult Shapes | 78 |
| Example: What is the area of this Shape? | 78 |
| Area by Adding Up Triangles | 79 |
| Area by Coordinates | 79 |
| Examples | 81 |
| UNIT 33 | 83 |
| Volumes | 83 |
| 3D Shapes and Volume | 83 |
| Math Formulas for Geometric Shapes | 86 |
| Surface Area and Volume of a Sphere | 87 |
| 02. Surface Area and Volume of a Cone | 87 |
| 04. Surface Area and Volume of a Rectangular Prism | 89 |
| 05. Surface Area and Volume of a Pyramid | 90 |
| 06. Surface Area and Volume of a Prism | 91 |
| 08. Area of an Ellipse | 93 |
| 09. Area and Perimeter of a Triangle | 94 |
| 10. Area and Circumference of a Circle | 94 |
| 11. Area and Perimeter of a Parallelogram | 94 |
| 12. Area and Perimeter of a Rectangle | 95 |
| 13. Area and Perimeter of a Square | 95 |
| 14. Area and Perimeter of a Trapezoid | 95 |
| 15. Area and Perimeter of a Hexagon | 96 |
| 16. Area and Perimeter of an Octagon | 96 |
| Surface Area Formulas and Volume Formulas of 3D Shapes | 96 |
| Sphere Surface Area Formula and Sphere Volume Formula | 97 |
| Prism Surface Area Formula and Prism Volume Formula | 97 |
| Box Surface Area Formula and Box Volume Formula | 98 |
| Cube Surface Area Formula and Cube Volume Formula | 99 |
| Cylinder Surface Area Formula and Cylinder Volume Formula | 99 |
Pyramid Surface Area Formula and Pyramid Volume Formula .................................................. 100
Surface Area Formula of a Cone and Volume Formula of a Cone ........................................... 101
UNIT 34 ............................................................................................................................................. 102
Distance Formula .......................................................................................................................... 102
Introduction to Coordinate Geometry ......................................................................................... 102
What are coordinates? .................................................................................................................. 102
The Coordinate Plane .................................................................................................................... 103
Things you can do in Coordinate Geometry ............................................................................... 104
History ........................................................................................................................................... 104
The method of describing the location of points in this way was proposed by the French mathematician René Descartes (1596 - 1650). (Pronounced "day CART"). He proposed further that curves and lines could be described by equations using this technique, thus being the first to link algebra and geometry. In honor of his work, the coordinates of a point are often referred to as its Cartesian coordinates, and the coordinate plane as the Cartesian Coordinate Plane. ........................................................................................................ 104
Coordinate Geometry .................................................................................................................... 104
What are Coordinates? .................................................................................................................. 104
Browse more Topics Under Coordinate Geometry ...................................................................... 105
The Coordinate Plane .................................................................................................................... 105
Understanding the Concept of Coordinates ............................................................................... 106
Things That Have Been Made Possible By Coordinate Geometry ........................................... 106
Question For You ........................................................................................................................... 107
Lines ............................................................................................................................................. 107
Definition of Line .......................................................................................................................... 107
Browse more Topics under Basic Geometrical Ideas .................................................................. 107
Line Segment ............................................................................................................................... 107
Ray ............................................................................................................................................... 108
Acute Angle ................................................................................................................................. 108
Obtuse Angle ............................................................................................................................... 108
Right Angle ................................................................................................................................. 108
Supplementary Angles ............................................................................................................... 109
Complementary Angles ............................................................................................................... 109
Adjacent Angles .......................................................................................................................... 110
Vertically Opposite Angles ................................................................. 110
Perpendicular Lines ........................................................................... 110
Parallel Lines ..................................................................................... 111
Question For You .............................................................................. 112
Polygons and Angles ........................................................................ 112
Definition of Polygon ....................................................................... 112
Browse more Topics under Basic Geometrical Ideas .................. 112
Types of Polygons .......................................................................... 113
Formulae Related to Polygon .......................................................... 114
What Is An Angle? ............................................................................ 114
Angles of Polygons ......................................................................... 114
Question For You .............................................................................. 115
UNIT 35 ............................................................................................. 115
Collinear Points .............................................................................. 115
Collinear points ........................................................................... 116
What is the difference between collinear and non collinear? .... 116
What is the difference between collinear and non collinear point? 116
When graphing the points can your tell whether or not they are collinear? 116
What is similar between collinear and coplanar points? ............. 116
Mathematics-what is Pascal’s theorem? .................................. 116
What does it mean for two points to be collinear? ..................... 116
What is a non collinear point? .................................................. 116
What is a portion of a line that includes two points and all of the collinear points between the two points? .......................................................... 116
What is the symbol for collinear points? .................................. 116
Is a line and point collinear? .................................................... 116
What is non-collinear? ............................................................. 117
How many points are collinear? .............................................. 117
What is the meaning of collinear points? .................................. 117
What are some examples of collinear points? .......................... 117
What are collinear points? ....................................................... 117
How do you know if points are collinear? .................................. 117
Are 3 points collinear? .............................................................. 117
For a point to be between two other points the three points must be? ........................................... 117
Is every set of three points collinear? ................................................................................................. 117
Are collinear points also coplanar? ..................................................................................................... 117
Yes, collinear points are also coplanar ............................................................................................... 117
Are any two points collinear? ............................................................................................................. 117
No. points are collinear only when they are on the same line ......................................................... 117
When you have three collinear points there is exactly one? ............................................................ 117
UNIT 1
TOPIC: Algebraic Expression
SLO’S:
· Define that a rational expression behaves like a rational number.
· Describe a rational expression as a quotient of two polynomials $p(x)$ and $q(x)$, where $q(x)$ is not the zero polynomial.
· Examine whether a given algebraic expression is a
a) Polynomial or not,
b) Rational expression or not.
· Define as a rational expression in its lowest term, if $p(x)$ and $q(x)$ are polynomials with integral coefficients and having no common factor.
· Examine whether a given rational algebraic expression is in its lowest form or not.
· Reduce a given rational expression to its lowest form.
UNIT-1
Section 1-6 : Rational Expressions
We now need to look at rational expressions. A **rational expression** is nothing more than a fraction in which the numerator and/or the denominator are polynomials. Here are some examples of rational expressions.
\[
\frac{6}{x-1}, \quad \frac{z^2 - 1m^4 + 18m + 14x^2 + 6x - 10}{z^2 + 5}, \quad \frac{m^2 - m - 6}{1}
\]
The last one may look a little strange since it is more commonly written $4x^2 + 6x - 10$. However, it’s important to note that polynomials can be thought of as rational expressions if we need to, although they rarely are.
There is an unspoken rule when dealing with rational expressions that we now need to address. When dealing with numbers we know that division by zero is not allowed. Well the same is true for rational expressions. So, when dealing with rational expressions we will always assume that whatever $xx$ is it won’t give division by zero. We rarely write these restrictions down, but we will always need to keep them in mind.
For the first one listed we need to avoid $x=1$. The second rational expression is never zero in the denominator and so we don’t need to worry about any restrictions. Note as well that the
numerator of the second rational expression will be zero. That is okay, we just need to avoid division by zero. For the third rational expression we will need to avoid $m=3$ and $m=-2$. The final rational expression listed above will never be zero in the denominator so again we don’t need to have any restrictions.
The first topic that we need to discuss here is reducing a rational expression to lowest terms. A rational expression has been reduced to lowest terms if all common factors from the numerator and denominator have been canceled. We already know how to do this with number fractions so let’s take a quick look at an example.
\[
\frac{12}{8} = \frac{(4)(3)}{(4)(2)} = \frac{3}{2} \leftarrow \text{reduced to lowest terms}
\]
With rational expression it works exactly the same way.
\[
\frac{(x+3)(x-1)}{x(x+3)} = \frac{x-1}{x} \leftarrow \text{reduced to lowest term}
\]
We do have to be careful with canceling however. There are some common mistakes that students often make with these problems. Recall that in order to cancel a factor it must multiply the whole numerator and the whole denominator. So, the $x+3$ above could cancel since it multiplied the whole numerator and the whole denominator. However, the $xx$’s in the reduced form can’t cancel since the $xx$ in the numerator is not times the whole numerator.
To see why the $xx$’s don’t cancel in the reduced form above put a number in and see what happens. Let’s plug in $x=4$:
\[
4-14=344-14=-14-14=344-14=-1
\]
Clearly the two aren’t the same number!
So, be careful with canceling. As a general rule of thumb remember that you can’t cancel something if it’s got a “+” or a “-” on one side of it. There is one exception to this rule of thumb with “-” that we’ll deal with in an example later on down the road.
Let’s take a look at a couple of examples.
**Example 1** Reduce the following rational expression to lowest terms.
\[
\frac{x^2 - 2x - 8}{x^2 - 9x + 20} = \frac{x^2 - 2x - 8}{(x - 5)(x - 4)}
\]
Discussion
When reducing a rational expression to lowest terms the first thing that we will do is factor both the numerator and denominator as much as possible. That should always be the first step in these problems.
Also, the factoring in this section, and all successive sections for that matter, will be done without explanation. It will be assumed that you are capable of doing and/or checking the factoring on your own. In other words, make sure that you can factor!
a) \( \frac{x^2 - 2x - 8}{x^2 - 9x + 20} \)
Solution
We’ll first factor things out as completely as possible. Remember that we can’t cancel anything at this point in time since every term has a “+” or a “-” on one side of it! We’ve got to factor first!
\[
\frac{x^2 - 2x - 8}{x^2 - 9x + 20} = \frac{(x - 4)(x + 2)}{(x - 5)(x - 4)}
\]
At this point we can see that we’ve got a common factor in both the numerator and the denominator and so we can cancel the \( x - 4 \) from both. Doing this gives,
\[
\frac{x^2 - 2x - 8}{x^2 - 9x + 20} = \frac{x + 2}{x - 5}
\]
This is also all the farther that we can go. Nothing else will cancel and so we have reduced this expression to lowest terms.
b) \( \frac{x^2 - 255x - x}{x^2 - 255x - x} \)
Solution
Again, the first thing that we’ll do here is factor the numerator and denominator.
\[
\frac{x^2 - 255x - x}{x^2 - 255x - x} = \frac{(x - 5)(x + 5)x(5 - x)}{(x - 5)(x + 5)x(5 - x)}
\]
At first glance it looks there is nothing that will cancel. Notice however that there is a term in the denominator that is almost the same as a term in the numerator except all the signs are the opposite.
We can use the following fact on the second term in the denominator.
\[ a - b = -(b - a) \text{ OR } -a + b = -(a - b) \]
This is commonly referred to as **factoring a minus sign out** because that is exactly what we’ve done. There are two forms here that cover both possibilities that we are liable to run into. In our case however we need the first form.
Because of some notation issues let’s just work with the denominator for a while.
\[
x(5-x) = x[-(x-5)] = x[(-1)(x-5)] = x(-1)(x-5) = (-1)(x)(x-5) = -x(x-5)
\]
Notice the steps used here. In the first step we factored out the minus sign, but we are still multiplying the terms and so we put in an added set of brackets to make sure that we didn’t forget that. In the second step we acknowledged that a minus sign in front is the same as multiplication by “-1”. Once we did them in the third step. Next, we recalled that we change the order of a multiplication if we need to so we flipped the \(xx\) and the “-1”. Finally, we dropped the “-1” and just went back to a negative sign in the front.
Typically, when we factor out minus signs we skip all the intermediate steps and go straight to the final step.
Let’s now get back to the problem. The rational expression becomes,
\[
x^2 - 255x - x^2 = (x-5)(x+5) - x(x-5)
\]
At this point we can see that we do have a common factor and so we can cancel the \(x-5\).
\[
x^2 - 255x - x^2 = x + 5 - x = -x + 5x
\]
c) \(x^7 + 2x^6 + x^5 x^3 (x+1)^8\)
**Solution**
In this case the denominator is already factored for us to make our life easier. All we need to do is factor the numerator.
\[
x^7 + 2x^6 + x^5 x^3 (x+1)^8 = x^5 (x^2 + 2x + 1) x^3 (x+1)^8 = x^5 (x+1)^2 x^3 (x+1)^8
\]
Now we reach the point of this part of the example. There are 5 \(xx\)’s in the numerator and 3 in the denominator so when we cancel there will be 2 left in the denominator so when we cancel there will be 6 left in the denominator. Here is the rational
expression reduced to lowest terms.
\[ x^7 + 2x^6 + x^5 \cdot 3(x+1) = x^2(x+1) \]
\[ 6x^7 + 2x^6 + x^5 \cdot 3(x+1) = x^2(x+1) \cdot 6 \]
Before moving on let’s briefly discuss the answer in the second part of this example. Notice that we moved the minus sign from the denominator to the front of the rational expression in the final form. This can always be done when we need to. Recall that the following are all equivalent.
\[-ab = -ab = a-b = ab = a-b\]
In other words, a minus sign in front of a rational expression can be moved onto the whole numerator or whole denominator if it is convenient to do that. We do have to be careful with this however. Consider the following rational expression.
\[-x + 3x + 1 = -x + 3x + 1\]
In this case the “-” on the \(xx\) can’t be moved to the front of the rational expression since it is only on the \(xx\). In order to move a minus sign to the front denominator. So, if we factor a minus out of the numerator we could then move it into the front of the rational expression as follows,
\[-x + 3x + 1 = -(x-3)x + 1 = -x - 3x + 1 = -x + 3x + 1 = -(x-3)x + 1 = -x - 3x + 1\]
The moral here is that we need to be careful with moving minus signs around in rational expressions.
We now need to move into adding, subtracting, multiplying and dividing rational expressions.
Let’s start with multiplying and dividing rational expressions. The general formulas are as following
\[ ab \cdot cd = acbd \quad = ab \div cd = ab \cdot dc \]
Note the two different forms for denoting division. We will use either as needed so make sure you are familiar with both. Note as well that to do division of rational expressions all that we need to do is multiply the numerator by the reciprocal of the denominator (\(i.e.\) the fraction with the numerator and denominator switched).
Before doing a couple of examples there are a couple of *special* cases of division that we should look at. In the general case above both the numerator and the denominator of the rational expression are fractions, however, what if one of them isn’t a fraction. So let’s look at the following cases.
\[ acdabc \]
Students often make mistakes with these initially. To correctly deal with these we will turn the numerator (first case) or denominator (second case) into a fraction and then do the general
division on them.
\[ acd = a1cd = a1 \cdot dc = adcabc = abc1 = ab \cdot 1c = abc \]
Be careful with these cases. It is easy to make a mistake with these and incorrectly do the division.
Now let’s take a look at a couple of examples.
**Example 2** Perform the indicated operation and reduce the answer to lowest terms.
\[
x^2 - 5x - 14x^2 - 3x + 2 \cdot x^2 - 4x^2 - 14x + 49 \\
m^2 - 9m^2 + 5m + 6 \div 3 - mm + 2m^2 - 9m^2 + 5m + 6 \div 3 - mm + 2 \\
y^2 + 5y + 4y^2 - 1y + 5y^2 + 5y + 4y^2 - 1y + 5
\]
**Solutions**
Notice that with this problem we have started to move away from \( xx \) as the main variable in the examples. Do not get so used to seeing \( xx \)'s that you always expect them. The problems will work the same way regardless of the letter we use for the variable so don’t get excited about the different letters here.
a) \( x^2 - 5x - 14x^2 - 3x + 2 \cdot x^2 - 4x^2 - 14x + 49 \)
**Solution**
Okay, this is a multiplication. The first thing that we should always do in the multiplication is to factor everything in sight as much as possible.
\[
x^2 - 5x - 14x^2 - 3x + 2 \cdot x^2 - 4x^2 - 14x + 49 = (x-7)(x+2)(x-2)(x-1) \cdot (x-2)(x+2)(x-7) \\
2x^2 - 5x - 14x^2 - 3x + 2 \cdot x^2 - 4x^2 - 14x + 49 = (x-7)(x+2)(x-2)(x-1) \cdot (x-2)(x+2)(x-7) \cdot 2
\]
Now, recall that we can cancel things across a multiplication as follows.
\[ abk \cdot ckd = ab \cdot cd \]
\[ abk \cdot ckd = ab \cdot cd \]
Note that this ONLY works for multiplication and NOT for division!
In this case we do have multiplication so cancel as much as we can and then do the multiplication to get the answer.
\[
x^2 - 5x - 14x^2 - 3x + 2 \cdot x^2 - 4x^2 - 14x + 49 = (x+2)(x-1) \cdot (x+2)(x-7) = (x+2)2(x-1)(x-7) \\
x^2 - 5x - 14x^2 - 3x + 2 \cdot x^2 - 4x^2 - 14x + 49 = (x+2)(x-1) \cdot (x+2)(x-7) = (x+2)2(x-1)(x-7)
\]
b) \( \frac{m^2 - 9m^2 + 5m + 6}{3 - m} \cdot \frac{m^2 - 9m^2 + 5m + 6}{3 - m} + 2 \)
**Solution**
With division problems it is very easy to mistakenly cancel something that shouldn’t be canceled and so the first thing we do here (before factoring!!!) is do the division. Once we’ve done the division we have a multiplication problem and we factor as much as possible, cancel everything that can be canceled and finally do the multiplication.
So, let’s get started on this problem.
\[
\frac{m^2 - 9m^2 + 5m + 6}{3 - m} \cdot \frac{m^2 - 9m^2 + 5m + 6}{3 - m} + 2 = \frac{m^2 - 9m^2 + 5m + 6}{3 - m} \cdot \frac{m^2 - 9m^2 + 5m + 6}{3 - m} = (m - 3)(m + 3)(m + 3)(m + 2) \cdot (m + 2)(3 - m)
\]
Now, notice that there will be a lot of canceling here. Also notice that if we factor a minus sign out of the denominator of the second rational expression. Let’s do some of the canceling and then do the multiplication.
\[
\frac{m^2 - 9m^2 + 5m + 6}{3 - m} \cdot \frac{m^2 - 9m^2 + 5m + 6}{3 - m} + 2 = (m - 3)1 \cdot 1 - (m - 3) = (m - 3) - (m - 3)m^2 - 9m^2 + 5m + 6 \div 3 - mm + 2 = (m - 3)1 \cdot 1 - (m - 3) = (m - 3) - (m - 3)
\]
Remember that when we cancel all the terms out of a numerator or denominator there is actually a “1” left over! Now, we didn’t finish the canceling to make a point. Recall that at the start of this discussion we said that as a rule of thumb we can only cancel terms if there isn’t a “+” or a “-” on either side of it with one exception for the “-”. We are now at that exception. If there is a “-” in front of the whole numerator or denominator, as we’ve got here, then we can still cancel the term. In this case the “-” acts as a “-1” that is multiplied by the whole denominator and so is a factor instead of an addition or subtraction. Here is the final answer for this part.
\[
\frac{m^2 - 9m^2 + 5m + 6}{3 - m} \cdot \frac{m^2 - 9m^2 + 5m + 6}{3 - m} + 2 = 1 - 1 = -1
\]
In this case all the terms canceled out and we were left with a number. This doesn’t happen all that often, but as this example has shown it clearly can happen every once in a while so don’t get excited about it when it does happen.
c) \( \frac{y^2 + 5y + 4}{y^2 - 1} \cdot \frac{y^2 + 5y + 4}{y^2 - 1} + 5 \)
**Solution**
This is one of the special cases for division. So, as with the previous part, we will first do the division and then we will factor and cancel as much as we can.
Here is the work for this part.
Okay, it’s time to move on to addition and subtraction of rational expressions. Here are the general formulas.
\[ ac + bc = a + b \]
\[ ac - bc = a - b \]
\[ ac + bc = a + b \]
\[ ac - bc = a - b \]
As these have shown we’ve got to remember that in order to add or subtract rational expression or fractions we MUST have common denominators. If we don’t have common denominators then we need to first get common denominators.
Let’s remember how do to do this with a quick number example.
\[ 56 - 34 = 56 - 34 \]
In this case we need a common denominator and recall that it’s usually best to use the least common denominator, often denoted lcd. In this case the least common denominator is 12. So we need to get the denominators of these two fractions to a 12. This is easy to do. In the first case we need to multiply the denominator by 2 to get 12 so we will multiply the numerator and denominator of the first fraction by 2. Remember that we’ve got to multiply both the numerator and denominator by the same number since we aren’t allowed to actually change the problem and this is equivalent to multiplying the fraction by 1 since \( aa = 1 \). For the second term we’ll need to multiply the numerator and denominator by a 3.
\[ 56 - 34 = 5(2)6(2) - 3(3)4(3) = 1012 - 912 = 10 - 912 = 112 \]
Now, the process for rational expressions is identical. The main difficulty is in finding the least common denominator. However, there is a really simple process for finding the least common denominator for rational expressions. Here is it.
1. Factor all the denominators.
2. Write down each factor that appears at least once in any of the denominators. Do NOT write down the power that is on each factor, only write down the factor.
3. Now, for each factor written down in the previous step write down the largest power that occurs in all the denominators containing that factor.
4. The product all the factors from the previous step is the least common denominator.
Let’s work some examples.
**Example 3** Perform the indicated operation.
46x2−13x5+52x3 46x2−13x5+52x3
2z+1−z−1z+2 2z+1−z−1z+2
yy2−2y+1−2y−1+3y+2 yy2−2y+1−2y−1+3y+2
2xx2−9−1x+3−2x−32xx2−9−1x+3−2x−3
4y+2−1y+14y+2−1y+1
a) 46x2−13x5+52x3 46x2−13x5+52x3
Solution
For this problem there are coefficients on each term in the denominator so we’ll first need the least common denominator for the coefficients. This is 6. Now, xx (by itself with a power of 1) is the only factor that occurs in any of the denominators. So, the least common denominator for this part is xx with the largest power that occurs on all the xx’s in the problem, which is 5. So, the least common denominator for this set of rational expression is
\[
\text{lcd} : 6x^5 \quad \text{lcd} : 6x^5
\]
So, we simply need to multiply each term by an appropriate quantity to get this in the denominator and then do the addition and subtraction. Let’s do that.
\[
46x^2-13x^5+52x^3 = 4(x^3)6x^2(x^3)-1(2)3x^5(2)+5(3x^2)2x^3(3x^2) = 4x^36x^5-26x^5+15x^26x^5 = 4x^3-2+15x^26x^5
\]
b) 2z+1−z−1z+2 2z+1−z−1z+2
Solution
In this case there are only two factors and they both occur to the first power and so the least common denominator is.
\[
\text{lcd} : (z+1)(z+2) \quad \text{lcd} : (z+1)(z+2)
\]
Now, in determining what to multiply each part by simply compare the current denominator to the least common denominator and multiply top and bottom by whatever is “missing”. In the first term we’re “missing” a z+2z+2 and so that’s what we multiply the numerator and denominator by. In the second term we’re “missing” a z+1z+1 and so that’s what we’ll multiply in that term.
Here is the work for this problem.
\[
2z+1−z−1z+2 = 2(z+2)(z+1)(z+2)-(z-1)(z+1)(z+2)(z+1) = 2(z+2)-(z-1)(z+1)(z+1)(z+2)2z+1−z−1z+2 = 2(z+2)(z+1)(z+2)-(z-1)(z+1)(z+2)(z+1) = 2(z+2)-(z-1)(z+1)(z+1)(z+2)
\]
The final step is to do any multiplication in the numerator and simplify that up as much as
possible.
\[2z+1-z-1z+2=2z+4-(z2-1)(z+1)(z+2)=2z+4-z2+1(z+1)(z+2)=-z2+2z+5(z+1)(z+2)\]
Be careful with minus signs and parenthesis when doing the subtraction.
**Roots and Radicals: (lesson 1 of 3)**
**Rational Expressions with the Same Denominator**
To add/subtract rational expressions with the same denominator
1. Add/subtract the numerators. Write this sum/difference as the numerator over the common denominator.
2. Reduce to lowest terms.
**Example 1**
Simplify the following:
\[\frac{4x+6x}{5y} \quad \frac{5y}{5y}\]
**Solution**
These fractions already have a common denominator
1: Write this sum as the numerator over the common denominator:
\[\frac{4x + 6x}{5y} = \frac{4x+6x}{5y5y}\]
2: Reduce to lowest terms:
\[\frac{4x+6x}{5y} = \frac{4x + 6x}{5y5y} = \frac{10x}{5y} = \frac{2x}{y}\]
**Example 2**
Simplify the following:
\[\frac{4x-1}{4x+1} - \frac{2x-9}{x+4}\]
Solution
Again, these already have a common denominator
1: Write this sum as the numerator over the common denominator:
\[
\frac{4x-1}{4x+1} - \frac{2x-9}{x+4} = \frac{(4x-1)-(2x-9)}{x+4}
\]
2: Reduce to lowest terms:
\[
\frac{4x-1}{4x+1} - \frac{2x-9}{x+4} = \frac{(4x-1)-(2x-9)}{x+4}
\]
\[
= \frac{4x-1-2x+9}{x+4} =
\]
\[
= \frac{2x+8}{x+4} =
\]
\[
= \frac{2(x+4)}{x+4} = 2
\]
**Adding or Subtracting Rational Expressions with Different Denominators**
1. Factor each denominator completely.
2. Build the LCD of the denominators.
3. Rewrite each rational expression with the LCD as the denominator.
4. Add/subtract the numerators.
**Example 3:**
Simplify the following:
\[
5x-1x2-3x+2+32x-4
\]
**Solution 3:**
1: Factor each denominator completely.
\[
5x-1x2-3x+2+22x-4 = 5x-1(x-1)(x-2)+32(x-2)
\]
2: Build the LCD of the denominators.
\[
LCD=2(x-1)(x-2)
\]
3: Rewrite each rational expression with the LCD as the denominator.
4: Add the numerators.
\[ 5x - 1x^2 - 3x + 2 + 32x - 4 = 5x - 1(x-1)(x-2) + 32(x-2) = \]
\[ = 2(5x-1)2(x-1)(x-2) + 3(x-1)2(x-1)(x-2) = \]
\[ = 2(5x-1) + 3(x-1)2(x-1)(x-2) = \]
\[ = 13x - 52(x-1)(x-2) \]
**Example 4:**
Simplify the following:
\[
\frac{5x+1}{x^2-2x-3} - \frac{5x-3}{3x^2-x-6}
\]
**Solution 4:**
1: Factor each denominator completely.
\[
\frac{5x+1}{x^2-2x-3} - \frac{5x-3}{3x^2-x-6} = \frac{5x+1}{(x-3)(x+1)} - \frac{5x-3}{(x-3)(x+2)}
\]
2: Build the LCD of the denominators.
\[ LCD = (x-3)(x+1)(x+2) \]
3: Rewrite each rational expression with the LCD as the denominator.
\[
\frac{5x+1}{x^2-2x-3} - \frac{5x-3}{3x^2-x-6} = \frac{(5x+1)(x+2)}{(x-3)(x+1)(x+2)} - \frac{(5x-3)(x+1)}{(x-3)(x+1)(x+2)}
\]
4: Subtract the numerators.
\[
\frac{5x+1}{x^2-2x-3} - \frac{5x-3}{x^2-x-6} = \frac{5x+1}{(x-3)(x+1)} - \frac{5x-3}{(x-3)(x+2)}
\]
\[
= \frac{(5x+1)(x+2) - (5x-3)(x+1)}{(x-3)(x+1)(x+2)}
\]
\[
= \frac{(5x^2 + 10x + x + 2) - (5x^2 + 5x - 3x - 3)}{(x-3)(x+1)(x+2)}
\]
\[
= \frac{5x^2 + 10x + x + 2 - 5x^2 - 5x + 3x + 3}{(x-3)(x+1)(x+2)}
\]
\[
= \frac{9x + 5}{(x-3)(x+1)(x+2)}
\]
**VIDEOS**
**REFERENCES:**
- NSM book 2 6th edition chapter # 3
- PTBB General Math class 10 Chapter 1
- STBB General Math book Class 9-10 Chapter 7
**UNIT 2**
Algebraic Formulas
**SLO’S:**
- Calculate the of and ab when the given values are \(a+b\) and \(a-b\), the important formula are the
followings:
\[(a + b)^2 + (a - b)^2 = 2(a^2 + b^2)\]
\[(a + b)^2 - (a - b)^2 = 4ab\]
· Calculation for formula:
\[= a^2 + 2ab + b^2 - (a^2 - 2ab + b^2)\]
\[= a^2 + 2ab + b^2 - a^2 + 2ab - b^2\]
\[= 4ab\]
a) Calculate the value \(a^2 + b^2\) when the values are given and \(ab + bc + ca\)
b) Calculate the value of \(a + b + c\) when the values are given \(a^2 + b^2\) and \(ab + bc + ca\)
c) Calculate the value of \(ab + bc + ca\) when the values are given \(a^2 + b^2\) and \(a + b + c\)
· Calculate the value of \(a^3\) when the values are given \(a + b\) and \(ab\) the required formula of the following:
\[(a + b)^3 = a^3 + 3a^2b + 3ab^2 + b^3\]
· Calculate the value of \(a^3\) when the values are given \(a\) and \(ab\) the required formula of the following:
\[a^3 = a \cdot a^2 = a \cdot (a + b)(a - b)\]
· Calculate the continued product by following formula:
\[(x + y)(x - y)(x^2 + xy + y^2)\]
When you learn to factor quadratics, there are three other formulas that they usually introduce at the same time. The first is the "difference of squares" formula.
Remember from your translation skills that a "difference" means a "subtraction". So a difference of squares is something that looks like \(x^2 - 4\). That's because \(4 = 2^2\), so we really have \(x^2 - 2^2\), which is a difference of squares.
To factor this, I'll start by writing my parentheses, in the same way as usual for factoring:
\[ x^2 - 4 = (x \quad )(x \quad ) \]
For this quadratic factorization, I need factors of $-4$ that add up to zero, so I'll use $-2$ and $+2$:
\[ x^2 - 4 = (x - 2)(x + 2) \]
(Review [Factoring Quadratics](#), if the steps in this example didn't make sense to you.)
Note that we had $x^2 - 2^2$, and ended up with $(x - 2)(x + 2)$. Differences of squares (being something squared minus something else squared) always work this way:
For $a^2 - b^2$, I start by doing the parentheses:
\[(\quad)(\quad)\]
Then I put the first squared thing in front:
\[(a \quad )(a \quad )\]
...and I put the second squared thing in back:
\[(a \quad b)(a \quad b)\]
...and then I alternate the signs in the middles:
\[(a - b)(a + b)\]
Because the factoring always works out exactly the same way, we can turn it into a formula:
**Difference-of-Squares Formula:**
For a difference of squares $a^2 - b^2$, the factorization is:
\[(a - b)(a + b)\]
Memorize this formula! It will come in handy later, especially when you get to rational
expressions (polynomial fractions). And you'll probably be expected to know this formula for your next test.
By the way, no, the order of the factors doesn't matter. Since multiplication is commutative (that is, since you can move the factors around without changing the value of the product), the difference of squares can also be stated as:
\[(a + b)(a - b)\]
Don't get hung up on the order of the factors. Either way is fine.
Here are examples of some typical homework problems:
- **Factor \(x^2 - 16\)**
This quadratic can be restated as \(x^2 - 4^2\), which is a difference of squares. Applying the formula, I get:
\[x^2 - 16 = x^2 - 4^2\]
\[= (x - 4)(x + 4)\]
- **Factor \(4x^2 - 25\)**
This quadratic is \((2x)^2 - 5^2\) so, applying the formula, I get:
\[4x^2 - 25 = (2x)^2 - 5^2\]
\[= (2x - 5)(2x + 5)\]
- **Factor \(9x^6 - y^8\)**
This can be restated as \((3x^3)^2 - (y^4)^2\), so I get:
\[9x^6 - y^8 = (3x^3)^2 - (y^4)^2\]
\[= (3x^3 - y^4)(3x^3 + y^4)\]
- **Factor \(x^4 - 1\)**
This is \((x^2)^2 - 1^2\) so, applying the formula, I get:
\[
x^4 - 1 = (x^2)^2 - 1^2 \\
= (x^2 - 1)(x^2 + 1)
\]
Note that I'm not done yet, because one of the factors I got — namely, the \(x^2 - 1\) factor — is itself a difference of squares, so I need to apply the formula again to get the fully-factored form. Since \(x^2 - 1 = x^2 - 1^2 = (x - 1)(x + 1)\), then:
\[
x^4 - 1 = (x^2)^2 - 1^2 \\
= (x^2 - 1)(x^2 + 1) \\
= ((x)^2 - (1)^2)(x^2 + 1) \\
= (x - 1)(x + 1)(x^2 + 1)
\]
The answer to this last exercise depended on the fact that 1, to any power at all, is still just 1.
Warning: Never forget that this formula is for the *difference* of squares (with variables); the polynomial *sum* of squares is always prime (that is, it can't be factored with whole numbers or fractions).
The other two special factoring formulas you'll need to memorize are very similar to one another; they're the formulas for factoring the sums and the differences of cubes. Here are the two formulas:
**Factoring a Sum of Cubes:**
\[
a^3 + b^3 = (a + b)(a^2 - ab + b^2)
\]
**Factoring a Difference of Cubes:**
\[
a^3 - b^3 = (a - b)(a^2 + ab + b^2)
\]
You'll learn in more advanced classes how they came up with these formulas. For now, just memorize them.
To help with the memorization, first notice that the terms in each of the two factorization formulas are exactly the same. Then notice that each formula has only one "minus" sign. The distinction between the two formulas is in the location of that one "minus" sign:
For the difference of cubes, the "minus" sign goes in the linear factor, $a - b$; for the sum of cubes, the "minus" sign goes in the quadratic factor, $a^2 - ab + b^2$.
Some people use the mnemonic "SOAP" to help keep track of the signs; the letters stand for the linear factor having the "same" sign as the sign in the middle of the original expression, then the quadratic factor starting with the "opposite" sign from what was in the original expression, and finally the second sign inside the quadratic factor is "always positive".
$$a^3 \pm b^3 = (a \text{ [Same sign]} b)(a^2 \text{ [Opposite sign]} ab \text{ [Always Positive]} b^2)$$
Whatever method best helps you keep these formulas straight, use it, because you should not assume that you'll be given these formulas on the test. You should expect to need to know them.
Note: The quadratic portion of each cube formula does not factor, so don't waste time attempting to factor it. Yes, $a^2 - 2ab + b^2$ and $a^2 + 2ab + b^2$ factor, but that's because of the 2's on their middle terms. These sum- and difference-of-cubes formulas' quadratic terms do not have that "2", and thus cannot factor.
When you're given a pair of cubes to factor, carefully apply the appropriate rule. By "carefully", I mean "using parentheses to keep track of everything, especially the negative signs". Here are some typical problems:
- **Factor $x^3 - 8$**
This is equivalent to $x^3 - 2^3$. With the "minus" sign in the middle, this is a difference of cubes. To do the factoring, I'll be plugging $x$ and 2 into the difference-of-cubes formula. Doing so, I get:
\[ x^3 - 8 = x^3 - 2^3 \]
\[ = (x - 2)(x^2 + 2x + 2^2) \]
\[ = (x - 2)(x^2 + 2x + 4) \]
- **Factor \(27x^3 + 1\)**
The first term contains the cube of 3 and the cube of \(x\). But what about the second term?
Before panicking about the lack of an apparent cube, I remember that 1 can be regarded as having been raised to any power I like, since 1 to any power is still just 1. In this case the power I'd like is 3, since this will give me a sum of cubes. This means that the expression they've given me can be expressed as:
\[ (3x)^3 + 1^3 \]
So, to factor, I'll be plugging \(3x\) and 1 into the sum-of-cubes formula. This gives me:
\[ 27x^3 + 1 = (3x)^3 + 1^3 \]
\[ = (3x + 1)((3x)^2 - (3x)(1) + 1^2) \]
\[ = (3x + 1)(9x^2 - 3x + 1) \]
- **Factor \(x^3y^6 - 64\)**
First, I note that they've given me a binomial (a two-term polynomial) and that the power on the \(x\) in the first term is 3 so, even if I weren't working in the "sums and differences of cubes" section of my textbook, I'd be on notice that maybe I should be thinking in terms of those formulas.
Looking at the other variable, I note that a power of 6 is the cube of a power of 2, so the other variable in the first term can be expressed in terms of cubing, too; namely, as the cube of the square of \(y\).
The second term is 64, which I remember is the cube of 4. (If I didn't remember, or if I hadn't been certain, I'd have grabbed my calculator and tried cubing stuff until I got the right value, or else I'd have taken the cube root of 64.)
So I now know that, with the "minus" in the middle, this is a difference of two cubes; namely, this is:
\[(xy^2)^3 - 4^3\]
Plugging into the appropriate formula, I get:
\[x^3y^6 - 64 = (xy^2)^3 - 4^3\]
\[= (xy^2 - 4)((xy^2)^2 + (xy^2)(4) + 4^2)\]
\[= (xy^2 - 4)(x^2y^4 + 4xy^2 + 16)\]
- **Using an appropriate formula, factor \(16x^3 - 250\).**
Um... I know that 16 is *not* a cube of anything; it's actually equal to \(2^4\). What's up?
What's up is that they expect me to use what I've learned about [simple factoring](#) to first convert this to a difference of cubes. Yes, \(16 = 2^4\), but \(8 = 2^3\), a cube. I can get 8 from 16 by dividing by 2. What happens if I divide 250 by 2? I get 125, which is the cube of 5. So what they've given me can be restated as:
\[2(2^3x^3 - 5^3)\]
I can apply the difference-of-cubes formula to what's inside the parentheses:
\[2^3x^3 - 5^3 = (2x)^3 - (5)^3\]
\[= (2x - 5)((2x)^2 + (2x)(5) + (5)^2)\]
\[= (2x - 5)(4x^2 + 10x + 25)\]
Putting it all together, I get a final factored form of:
\[2(2x - 5)(4x^2 + 10x + 25)\]
ying the difference-of-cubes formula, since $125 = 5^3$. But what about that "minus" sign in front?
Since neither of the factoring formulas they've given me includes a "minus" in front, maybe I can factor the "minus" out...?
$$-x^3 - 125 = -1x^3 - 125$$
$$= -1(x^3 + 125)$$
Aha! Now what's inside the parentheses is a sum of cubes, which I can factor. I've got the sum of the cube of $x$ and the cube of 5, so:
$$x^3 + 5^3 = (x + 5)((x)^2 - (x)(5) + (5)^2)$$
$$= (x + 5)(x^2 - 5x + 25)$$
Putting it all together, I get:
$$-1(x + 5)(x^2 - 5x + 25)$$
You can use the Mathway widget below to practice factoring a sum of cubes. Try the entered exercise, or type in your own exercise. Then click the button to compare your answer to Mathway's. (Or skip the widget and continue with the lesson.
There is one "special" factoring type that can actually be done using the usual methods for factoring, but, for whatever reason, many texts and instructors make a big deal of treating this case separately. "Perfect square trinomials" are quadratics which are the results of squaring binomials. (Remember that "trinomial" means "three-term polynomial".) For instance:
$$(x + 3)^2$$
$$= (x + 3)(x + 3)$$
$$= x^2 + 6x + 9$$
...so $x^2 + 6x + 9$ is a perfect square trinomial.
Recognizing the pattern to perfect squares isn't a make-or-break issue — these are quadratics that you can factor in the usual way — but noticing the pattern can be a time-saver occasionally, which can be helpful on timed tests.
The trick to seeing this pattern is really quite simple: If the first and third terms are squares, figure out what they're squares of. Multiply those things, multiply that product by 2, and then compare your result with the original quadratic's middle term. If you've got a match (ignoring the sign), then you've got a perfect-square trinomial. And the original binomial that they'd squared was the sum (or difference) of the square roots of the first and third terms, together with the sign that was on the middle term of the trinomial.
**Perfect-square trinomials** are of the form:
\[a^2x^2 \pm 2axb + b^2\]
...and are expressed in squared-binomial form as:
\[(ax \pm b)^2\]
How does this look, in practice?
- **Is \(x^2 + 10x + 25\) a perfect square trinomial? If so, write the trinomial as the square of a binomial.**
Well, the first term, \(x^2\), is the square of \(x\). The third term, 25, is the square of 5. Multiplying these two, I get \(5x\).
Multiplying this expression by 2, I get \(10x\). This is what I'm needing to match, in order for the quadratic to fit the pattern of a perfect-square trinomial. Looking at the original quadratic they gave me, I see that the middle term is \(10x\), which is what I needed. So this is indeed a perfect-square trinomial:
\[(x)^2 + 2(x)(5) + (5)^2\]
But what was the original binomial that they'd squared?
I know that the first term in the original binomial will be the first square root I found, which was \(x\). The second term will be the second square root I found, which was 5. Looking back at the
original quadratic, I see that the sign on the middle term was a "plus". This means that I'll have a "plus" sign between the $x$ and the 5. Then this quadratic is:
**a perfect square, with**
$$x^2 + 10x + 25 = (x + 5)^2$$
- **Write $16x^2 - 48x + 36$ as a squared binomial.**
The first term, $16x^2$, is the square of $4x$, and the last term, 36, is the square of 6.
$$(4x)^2 - 48x + 6^2$$
Actually, since the middle term has a "minus" sign, the 36 will need to be the square of $-6$ if the pattern is going to work. Just to be sure, I'll make sure that the middle term matches the pattern:
$$(4x)(-6)(2) = -48x$$
It's a match to the original quadratic they gave me, so that quadratic fits the pattern of being a perfect square:
$$(4x)^2 + (2)(4x)(-6) + (-6)^2$$
I'll plug the $4x$ and the $-6$ into the pattern to get the original squared-binomial form:
$$16x^2 - 48x + 36 = (4x - 6)^2$$
- **Is $4x^2 - 25x + 36$ a perfect square trinomial?**
The first term, $4x^2$, is the square of $2x$, and the last term, 36, is the square of 6 (or, in this case, $-6$, if this is a perfect square).
According to the pattern for perfect-square trinomials, the middle term must be:
$$(2x)(-6)(2) = -24x$$
However, looking back at the original quadratic, it had a middle term of $-25x$, and this does not match what the pattern requires. So:
**this is not a perfect square trinomial.**
Factor $x^4 - 2x^2 + 1$ fully.
If I use the regular methods for factoring quadratic-type polynomials, I can factor this just fine. But what if this is in the homework for the section in my textbook on perfect-square binomials? Naturally, I'm going to be thinking that the author is expecting me to notice a perfect square. So:
The first term is $x^4$, whose square root is $x^2$. The third term is 1, whose square root is just 1. Does the middle term, $2x^2$, fit the pattern for perfect-square binomials? I'll check:
$$2(x^2)(1) = 2x^2$$
It's a match to the original polynomial, so this is a perfect-square trinomial. With the "minus" on the middle term of what they gave me, the original squared-binomial form looks like:
$$(x^2 - 1)^2$$
Hmm... The instructions say to "factor fully". That's often a clue that there may be some more factoring that I could, after the usual bit is completed. Can I factor any more here?
Yes, I can. Looking inside the parentheses, I notice that I have a difference of squares, which I can factor:
$$x^2 - 1 = (x - 1)(x + 1)$$
Putting the square on everything, I end up with a fully-factoring answer of:
$$x^4 - 2x^2 + 1 = (x^2 - 1)^2$$
$$= ((x - 1)(x + 1))^2$$
$$= (x - 1)^2(x + 1)^2$$
That's really all there is to perfect squares.
You've learned the difference-of-squares formula and the difference- and sum-of-cubes formulas. But how do you know which formula to use, and when to use it?
First off, to use any of these formulas, you have to have only two terms in your polynomial. If
you've factored out everything you can and you're still left with two terms with a square or a cube in them, then you should look at using one of these formulas. For instance, $6x^2 + 6x$ is two terms, but you can factor out a $6x$, giving you $6x^2 + 6x = 6x(x + 1)$. Since the bit inside the parentheses does not have a squared or a cubed variable in it, you can't apply any of these special factoring formulas. And you don't need to, since it's already fully factored — you can't go further than just plain old "x".
On the other hand, $2x^2 - 162 = 2(x^2 - 81)$, and $x^2 - 81$ is a quadratic. When you see that you have a two-term non-linear polynomial, check to see if it fits any of the formulas. In this case, you've got a difference of squares, so apply that formula: $2x^2 - 162 = 2(x^2 - 81) = 2(x - 9)(x + 9)$.
Warning: Always remember that, in cases like $2x^2 + 162$, all you can do is factor out the 2; the sum of squares doesn't factor! $2x^2 + 162 = 2(x^2 + 81)$. (Your book may call $x^2 + 81$ "prime", "unfactorable", or "irreducible". These terms all mean the same thing.)
There is one special case for applying these formulas. Take a look at $x^6 - 64$. Is this expression a difference of squares, being $(x^3)^2 - 8^2$, or a difference of cubes, being $(x^2)^3 - 4^3$? Actually, it's both. You can factor this difference in either of two ways:
factoring a difference of squares, followed by factoring the difference and sum of cubes:
$$x^6 - 64 = (x^3)^2 - 8^2$$
$$= (x^3 - 8)(x^3 + 8)$$
$$= (x^3 - 2^3)(x^3 + 2^3)$$
$$= (x - 2)(x^2 + 2x + 4)(x + 2)(x^2 - 2x + 4)$$
$$= (x - 2)(x + 2)(x^2 + 2x + 4)(x^2 - 2x + 4)$$
factoring a difference of cubes, followed by factoring the difference of squares:
$$x^6 - 64 = (x^2)^3 - 4^3$$
\[(x^2 - 4)((x^2)^2 + 4x^2 + 4^2)\]
\[= (x^2 - 2^2)(x^4 + 4x^2 + 16)\]
\[= (x - 2)(x + 2)(x^4 + 4x^2 + 16)\]
\[= (x - 2)(x + 2)(x^4 + 4x^2 + 16)\]
You should get full credit for either answer, since you shouldn't be expected to know (or somehow to guess) that the quartic polynomial:
\[x^4 + 4x^2 + 16\]
...factors as:
\[(x^2 + 2x + 4)(x^2 - 2x + 4)\]
But if you happen to notice that a problem could be worked either way (as a difference of squares or as a difference of cubes), then you can see from the above example that it might be best to apply the difference-of-squares formula first. Doing the factoring of the difference of squares first means that you'll end up getting all four factors, not just three of them.
Since the hardest part of factoring usually comes in figuring out how to proceed with a given problem, below are some factoring examples, with an explanation of which way you need to go with it to arrive at the answer.
- **Factor \(x^2 + 11x + 18\)**
This polynomial has three terms, and the third term, 18, isn't a square of anything, so this isn't going to be a perfect-square trinomial. So I'll first try to factor the "usual" way.
For this quadratic, I'll need to find factors of 18 that add up to 11, and then fill in the parentheses. The factors will be 9 and 2 so, filling in my parentheses, I get:
\[x^2 + 11x + 18\]
\[(x + 2)(x + 9)\]
- **Factor \(16x^2 - 49\)**
This quadratic has two terms, and nothing factors out of both terms, so I need to be thinking "difference of squares, or sum or difference of cubes", because these are the only patterns I have for two-term quadratics.
Since there are no cubes (and especially since the variable \(x\) is squared), I should look for a difference of squares. Sixteen is a square, and so is 49, so I'll apply the difference of squares formula to \((4x)^2 - 7^2\):
\[16x^2 - 49 = (4x)^2 - 7^2\]
\[(4x - 7)(4x + 7)\]
- **Factor \(3x^3 - 12x\)**
First, I'll see if anything factors out of both of these two terms. It turns out that I can factor out a \(3x\), giving me:
\[3x^3 - 12x = 3x(x^2 - 4)\]
This leaves me with two terms inside the parentheses, where the two terms have a subtraction in the middle, and the \(x\) is squared and the second term, the "4", can be expressed as a square; namely, \(2^2\):
\[x^2 - 4 = x^2 - 2^2\]
I can then apply the difference-of-squares formula to \(x^2 - 2^2\), to get:
\[x^2 - 2^2 = (x - 2)(x + 2)\]
I need to be careful, after factoring the difference of squares, that I don't forget the factor of "3x" that I took out first, when I write my final answer.
\[3x(x - 2)(x + 2)\]
- **Factor \(x^2 + 6x + 9\)**
This is a quadratic with three terms. I'll factor it in the "usual" way:
\[ x^2 + 6x + 9 \]
\[ = (x + 3)(x + 3) \]
\[ = (x + 3)^2 \]
You might also have noticed that this is a perfect square trinomial, from the fact that \( x^2 \) is the square of \( x \), 9 is the square of 3, and \( 2(x)(3) = 6x \), which matches the middle term of the original quadratic. Notice that, had you noticed this right away, you might have shaved a few seconds off your time. Occasionally, this can prove helpful.
- **Factor \( 27x^3 - 8 \)**
This has two terms, and there's nothing common to both terms, so I can't factor anything out.
However, this binomial is a difference. It's not a difference of squares, though; it's a difference of cubes. Twenty-seven is the cube of 3, and so is 8 is the cube of 2. Therefor, I can apply the difference-of-cubes formula to \( (3x)^3 - 2^3 \).
\[ 27x^3 - 8 = (3x)^3 - 2^3 \]
\[ = (3x - 2)((3x)^2 + (3x)(2) + (2)^2) \]
\[ = (3x - 2)(9x^2 + 6x + 4) \]
- **Factor \( 7x^7 - 56x \)**
This has two terms, and a \( 7x \) comes out of both, giving me:
\[ 7x^7 - 56x = 7x(x^6 - 8) \]
Inside the parentheses, I still have two terms, and it's a difference. The first term, $x^6$, could be a cube, $(x^2)^3$, or a square, $(x^3)^2$, but 8 can only be a cube, $2^3$. So I'll apply the difference-of-cubes formula to $(x^2)^3 - 2^3$.
$$x^6 - 8 = (x^2)^3 - 2^3$$
$$= (x^2 - 2) \left((x^2)^2 + (x^2)(2) + (2)^2\right)$$
$$= (x^2 - 2)(x^4 + 2x^2 + 4)$$
Now I need to remember that $7x$ that I factored out at the beginning. Putting it all together, my answer is:
$$7x(x^2 - 2)(x^4 + 2x^2 + 4)$$
- **Factor $x^9 + 1$**
This poly has two terms, and nothing factors out of both. The power on the variable is 9, which is a multiple of 3, so this could be a cube. (It certainly cannot be a square, and sums of squares don't factor anyway, so that's off the table).
I remember that I can put any power I feel like on 1, so I just have to figure out what to do with the $x^9$.
Since the polynomial they gave me is a sum, not a difference, I have to hope that there is some way I can turn $x^9$ into a cube. There is: I can apply the sum of cubes formula to:
$$x^9 + 1 = (x^3)^3 + 1^3$$
...to get:
$$(x^3 + 1) \left((x^3)^2 - (x^3)(1) + (1)^2\right)$$
$$= (x^3 + 1)(x^6 - x^3 + 1)$$
Taking another look before I assume that I'm finished with this exercise, I notice that the first factor is itself a sum of cubes. So I can apply the sum of cubes formula again:
\[ x^3 + 1 = x^3 + 1^3 \]
\[ = (x + 1) ((x)^2 - (x)(1) + (1)^2) \]
\[ = (x + 1)(x^2 - x + 1) \]
Putting it all together, I get a completely-factored answer of:
\[(x + 1)(x^2 - x + 1)(x^6 - x^3 + 1)\]
- **Factor** \((x + y)^3 + (x - y)^3\)
Yes, this is needlessly complex, but you might see something like this in an extra-credit assignment.
This is just a big lumpy sum of cubes. I'll need to be very careful with my parentheses when applying the sum-of-cubes formula. As you can imagine, there are many opportunities for me to make mistakes.
\[(x + y)^3 + (x - y)^3\]
\[= [ (x + y) + (x - y) ] [ (x + y)^2 - (x + y)(x - y) + (x - y)^2 ]\]
\[= [ x + y + x - y ] [ (x + y)^2 - (x^2 - y^2) + (x - y)^2 ]\]
\[= [ 2x ] [ (x^2 + 2xy + y^2) - (x^2 - y^2) + (x^2 - 2xy + y^2) ]\]
\[= [ 2x ] [ x^2 + 2xy + y^2 - x^2 + y^2 + x^2 - 2xy + y^2 ]\]
\[= [ 2x ] [ x^2 - x^2 + x^2 + 2xy - 2xy + y^2 + y^2 + y^2 ]\]
\[= [ 2x ] [ x^2 + 3y^2 ]\]
Factor \(x^4 + 8x^2 + 16 - y^2\).
Um... what?
This fits absolutely no patterns I've seen. What on earth am I supposed to do with this?
Well, for a start, I can notice that the first three terms are a quadratic in just one variable; namely, \(x\). Also, I can notice that this quadratic is a perfect-square trinomial:
\[
x^4 + 8x^2 + 16 \\
= (x^2)^2 + 2(x^2)(4) + (4)^2 \\
= (x^2 + 4)^2
\]
In other words, they've given me a disguised difference of squares:
\[
x^4 + 8x^2 + 16 - y^2 \\
= (x^2 + 4)^2 - y^2
\]
So I can apply the difference-of-squares formula to get:
\[
(x^2 + 4)^2 - y^2 \\
[(x^2 + 4) - y][(x^2 + 4) + y]
\]
To successfully complete these problems, just take your time, and don't be afraid to try stuff, and to rely on your own instincts and common sense.
REFERENCES:
- PTBB General Math class 10 Chapter 1
- STBB General Math book Class 9-10 Chapter 8
UNIT 3
Surds and their Application
SLO’S:
· Recognize the surds and their application.
· Explain the surds of second order. Use basic operations on surds of second order to rationalize the denominators and evaluate it.
ASSUMED KNOWLEDGE
· Familiarity with fractions and decimals.
· Facility with basic algebra including algebraic fractions
· Familiarity with the difference of two squares and simple binomial expansions.
· Familiarity with Pythagoras’ theorem.
MOTIVATION
When applying Pythagoras’ theorem, irrational numbers such as $\sqrt{5}$ naturally arise. When solving a quadratic equation, using either the method of completing the square or the quadratic formula, we obtain answers such as $\frac{3 + \sqrt{11}}{2}, \frac{3 - \sqrt{11}}{2}$. These numbers involve surds. Since these numbers are irrational, we cannot express them in exact form using decimals or fractions. In some problems we may wish to approximate them using decimals, but for the most part, we prefer to leave them in exact form. Thus we need to be able to manipulate these types of numbers and simplify combinations of them which arise in the course of solving a problem. There are a number of reasons for doing this:
· approximating irrationals by decimals when problem solving can lead to rounding error. Thus it is best, if possible, to approximate at the end of a calculation and work with exact values at each step. As soon as we approximate, information is lost.
· working with exact values enables us to see important simplifications and gives further insight that would be lost if we approximate everything using decimals.
· surds give the students further practice with algebraic ideas and reinforce their basic algebra. Just as we can only combine like terms in algebra, so we can only combine like surds.
· several of the trigonometric ratios of $30^\circ$, $45^\circ$ and $60^\circ$ (as well as other angles) turn out to be expressible in terms of surds. Again, it is best to leave the answers in exact surd form rather than approximate. It is a lovely result in trigonometry that $\cos 72^\circ = \frac{\sqrt{5} - 1}{4}$. This is much more remarkable and gives us much better insight than simply writing $\cos 72^\circ \approx 0.30902$, (correct to 5 decimal places)!
· the technique of *rationalising the denominator*, which is developed to handle surds in the denominator, arises in other settings in algebra, calculus and later mathematics. A similar
technique, is needed when dealing with quotients of complex numbers.
For all these reasons, an ability to manipulate and work with surds is very important for any student who intends to study mathematics at the senior level in a calculus-based or statistics course.
CONTENT
The number 9 has two square roots, 3 and $-3$. However, when we write $\sqrt{9}$ we always mean the positive square root, 3 and not the negative square root $-3$, which can be written as $-\sqrt{9}$. Every positive number has exactly two square roots. The expression $\sqrt{x}$ is only defined when $x$ is positive or zero. For cube roots, the problem does not arise, since every number has exactly one cube root. Thus $\sqrt[3]{27} = 3$ and $\sqrt[3]{-8} = -2$. Further detail on taking roots is discussed in the module, *Indices and logarithms*.
If $a$ is a rational number, and $n$ is a positive integer, any irrational number of the form $\sqrt[n]{a}$ will be referred to as a surd. A real number such as $2\sqrt{3}$ will be loosely referred to as a surd, since it can be expressed as $\sqrt{12}$. For the most part, we will only consider quadratic surds, $\sqrt{a}$, that involve square roots. We will also say that $\sqrt{2} + \sqrt{3}$ is a surd, although technically we should say that it is the sum of two surds.
If $a, b$ are positive numbers, the basic rules for square roots are:
- $(\sqrt{a})^2 = a$
- $\sqrt{a^2} = a$
- $\sqrt{a} \times \sqrt{b} = \sqrt{ab}$
- $\sqrt{a} \div \sqrt{b} = \sqrt{\frac{a}{b}}$.
The first two of these remind us that, for positive numbers, squaring and taking a square root are **inverse processes**.
Note that these rules only work when $a, b$ are **positive** numbers. Note that in general $\sqrt{a^2} \neq a$. Thus, the oft quoted ‘conundrum’ $1 = \sqrt{1} = \sqrt{-1} \times (-1) = \sqrt{-1} \times \sqrt{-1} = -1$ has its first error in the third equal sign. Also the $\sqrt{-1}$ is not defined.
Note also that the number $\pi$ is not a surd. It cannot be expressed as the $n$th root of a rational number, or a finite combination of such numbers. Indeed, $\pi$ is a transcendental number - see the module, *The Real Numbers*.
As in algebra, we write $2\sqrt{3}$ for $2 \times \sqrt{3}$.
SIMPLIFYING SURDS
In order to manipulate surds properly, we need to be able to express them in their simplest form. By simplest form, we mean that the number under the square root sign has no square factors (except of course 1). For example, the surd $\sqrt{18}$ can be simplified by writing
$$\sqrt{18} = \sqrt{9 \times 2} = \sqrt{9} \times \sqrt{2} = 3\sqrt{2}.$$
In the second step, we used the third rule listed above. Simplifying surds enables us to identify like surds easily. (See following page for discussion of like surds.)
**UNIT 4**
**Rationalization and Factorization**
**SLO’S:**
- Explain rationalization (with precise meaning) of real numbers of the types $\frac{x}{y}$ and their combinations, where $x$ and $y$ are natural numbers and $a$ and $b$ are integers.
- Factorize the expressions of the following types:
1. **Type I:** (Common factors in all the terms)
$$kx + ky + kz$$
2. **Type II:** $ax + ay + bx + by$
3. **Type III:** (Perfect squares)
$$\pm 2ab +$$
4. Type IV: (Difference of two squares)
5. Type V: \( \pm 2ab + \)
6. Type VI: \( + \) or \( +4 \)
7. Type VII: \( + px + q \)
8. Type VIII: \( a + bx + c \)
9. Type IX: \( +3b + 3a+ \) and \( 3b + 3a \)
Type X: \( \pm \)
Section 1-5: Factoring Polynomials
Of all the topics covered in this chapter factoring polynomials is probably the most important topic. There are many sections in later chapters where the first step will be to factor a polynomial. So, if you can’t factor the polynomial then you won’t be able to even start the problem let alone finish it.
Let’s start out by talking a little bit about just what factoring is. Factoring is the process by which we go about determining what we multiplied to get the given quantity. We do this all the time with numbers. For instance, here are a variety of ways to factor 12.
\[
12 = (2)(6) \quad 12 = (3)(4) \quad 12 = (2)(2)(3) \quad 12 = (12)(24) \quad 12 = (-2)(-6) \quad 12 = (-2)(2)(-3)
\]
There are many more possible ways to factor 12, but these are representative of many of them. A common method of factoring numbers is to completely factor the number into positive prime factors. A prime number is a number whose only positive factors are 1 and itself. For example, 2, 3, 5, and 7 are all examples of prime numbers. Examples of numbers that aren’t prime are 4, 6, and 12 to pick a few.
If we completely factor a number into positive prime factors there will only be one way of doing it. That is the reason for factoring things in this way. For our example above with 12 the complete factorization is,
\[
12 = (2)(2)(3) \quad 12 = (2)(2)(3)
\]
Factoring polynomials is done in pretty much the same manner. We determine all the terms that were multiplied together to get the given polynomial. We then try to factor each of the terms we found in the first step. This continues until we simply can’t factor anymore. When we can’t do any more factoring we will say that the polynomial is completely factored.
Here are a couple of examples.
\[
x^2 - 16 = (x + 4)(x - 4) \quad x^2 - 16 = (x + 4)(x - 4)
\]
This is completely factored since neither of the two factors on the right can be further factored. Likewise,
\[ x^4 - 16 = (x^2 + 4)(x^2 - 4) \]
is not completely factored because the second factor can be further factored. Note that the first factor is completely factored however. Here is the complete factorization of this polynomial.
\[ x^4 - 16 = (x^2 + 4)(x + 2)(x - 2) \]
The purpose of this section is to familiarize ourselves with many of the techniques for factoring polynomials.
**Greatest Common Factor**
The first method for factoring polynomials will be factoring out the **greatest common factor**. When factoring in general this will also be the first thing that we should try as it will often simplify the problem.
To use this method all that we do is look at all the terms and determine if there is a factor that is in common to all the terms. If there is, we will factor it out of the polynomial. Also note that in this case we are really only using the distributive law in reverse. Remember that the distributive law states that
\[ a(b+c) = ab + ac \quad a(b+c) = ab + ac \]
In factoring out the greatest common factor we do this in reverse. We notice that each term has an \(a\) in it and so we “factor” it out using the distributive law in reverse as follows,
\[ ab + ac = a(b+c) \quad ab + ac = a(b+c) \]
Let’s take a look at some examples.
**Example 1** Factor out the greatest common factor from each of the following polynomials.
1. \(8x^4 - 4x^3 + 10x^2\)
2. \(3xy^2 + 3x^4y + 5x^5y\)
3. \(3x^6 - 9x^2 + 3x\)
4. \(9x^2(2x+7) - 12x(2x+7)\)
**Example 2** Factor by grouping each of the following.
1. \(3x^2 - 2x + 12x - 8\)
2. \(x^5 + x - 2x^4 - 2x^3 + x - 2x^2 - 2\)
Factoring by grouping can be nice, but it doesn’t work all that often. Notice that as we saw in the last two parts of this example if there is a “-” in front of the third term we will often also factor that out of the third and fourth terms when we group them.
**Factoring Quadratic Polynomials**
First, let’s note that quadratic is another term for second degree polynomial. So we know that the largest exponent in a quadratic polynomial will be a 2. In these problems we will be attempting to factor quadratic polynomials into two first degree (hence forth linear) polynomials. Until you become good at these, we usually end up doing these by trial and error although there are a couple of processes that can make them somewhat easier.
Let’s take a look at some examples.
**Example 3** Factor each of the following polynomials.
1. \( x^2 + 2x - 15 \)
2. \( x^2 - 10x + 24 \)
3. \( x^2 + 6x + 9 \)
4. \( x^2 + 5x + 1 \)
5. \( 3x^2 + 2x - 8 \)
6. \( 5x^2 - 17x + 6 \)
7. \( 4x^2 + 10x - 64 \)
**Special Forms**
There are some nice special forms of some polynomials that can make factoring easier for us on occasion. Here are the special forms.
\[
A^2 + 2ab + b^2 = (a + b)^2
\]
\[
a^2 - 2ab + b^2 = (a - b)^2
\]
\[
a^2 - b^2 = (a + b)(a - b)
\]
\[
a^3 + b^3 = (a + b)(a^2 - ab + b^2)
\]
\[
a^3 - b^3 = (a - b)(a^2 + ab + b^2)
\]
\[
a^2 + 2ab + b^2 = (a + b)^2
\]
Let’s work some examples with these.
**Example 4** Factor each of the following.
1. \( x^2 - 20x + 100 \)
2. \( 25x^2 - 925x^2 - 9 \)
3. \( 8x^3 + 18x^3 + 1 \)
**a.** \( x^2 - 20x + 100 \)
**b.** \( 25x^2 - 925x^2 - 9 \)
**c.** \( 8x^3 + 18x^3 + 1 \)
Do not make the following factoring mistake!
\[ a^2 + b^2 \neq (a+b) \]
\[ 2a^2 + b^2 \neq (a+b)^2 \]
This just simply isn’t true for the vast majority of sums of squares, so be careful not to make this very common mistake. There are rare cases where this can be done, but none of those special cases will be seen here.
**Factoring Polynomials with Degree Greater than 2**
There is no one method for doing these in general. However, there are some that we can do so let’s take a look at a couple of examples.
**Example 5** Factor each of the following.
1. \( 3x^4 - 3x^3 - 36x^2 \)
2. \( x^4 - 25x^4 - 25 \)
3. \( x^4 + x^2 - 20x^4 + x^2 - 20 \)
**a.** \( 3x^4 - 3x^3 - 36x^2 \)
**b.** \( x^4 - 25x^4 - 25 \)
**c.** \( x^4 + x^2 - 20x^4 + x^2 - 20 \)
We did not do a lot of problems here and we didn’t cover all the possibilities. However, we did cover some of the most common techniques that we are liable to run into in the other chapters of this work.
**REFERENCES:**
PTBB General Math class 10 Chapter 1
UNIT 5
Remainder Theorem and Factor Theorem
SLO’S:
· State and apply remainder theorem.
· Calculate remainder (without dividing) when a polynomial is divided by a linear polynomial.
· Define zeros of a polynomial.
· State factor theorem and explain through examples
VIDEOS
REFERENCES:
PTBB General Math class 10 Chapter 2
PTBB Math class 9 Chapter 5
STBB Math 9 & 10 Chapter 5
UNIT 6
Factorization of Cubic Polynomial
SLO’S:
· Apply factor theorem to factorize a cubic polynomial.
VIDEOS
REFERENCES:
PTBB General Math class 10 Chapter 2
PTBB Math class 9 Chapter 5
STBB Math 9 & 10 Chapter 5
UNIT 7
Highest Common Factor (HCF)/Greatest Common Divisor (GCD) and Least Common Multiple (LCM)
SLO’S:
· Calculate Highest Common Factor (HCF) and Least Common Multiple (LCM) of algebraic expressions by factorization method.
· Apply division method to determine highest common factor and least common multiple.
· Describe the relationship between HCF and LCM.
· Solve real life problems related to HCF and LCM.
VIDEOS
REFERENCES:
PTBB General Math class 10 Chapter 3
STBB Math 9 & 10 Chapter 5
PTBB Math class 9 Chapter 6
UNIT 8
Basic Operations on Algebraic Fractions
SLO’S:
· Apply highest common factor and least common multiple to reduce fractional expressions involving addition(+), subtraction(-), multiplication(×) and division(÷).
UNIT 9
Square Root of an Algebraic Expression
SLO’S:
· Calculate square root of an algebraic expression by factorization and division methods.
VIDEOS
REFERENCES:
NO
UNIT 10
Linear Equations
SLO’S:
· Define linear equations in one variable.
· Solve linear equations with rational coefficients.
· Convert equations, involving radicals, to simple linear form and calculate their solutions and its verification.
· Solve word problems based on linear equation and verify its solutions.
VIDEOS
REFERENCES:
PTBB General Math class 10 Chapter 4
PTBB Math class 9 chapter 7
UNIT 11
Equations involving Absolute Values
SLO’S:
· Define absolute value.
· Solve the equations, involving absolute values in one variable.
UNIT 12
Linear Inequalities
SLO’S:
· Define inequalities (>, <) and (≤).
· Describe the properties of inequalities (i.e. trichotomy, transitive, additive and multiplicative)
UNIT 13
Solving Linear Inequalities
SLO’S:
· Solve linear inequalities with real coefficient, in one variable.
· Represent the solution of linear inequalities on the number line.
· Solve linear inequalities, involving absolute value, in one variable of the following cases on the number line:
a) \( |x| < 0 \)
b) \( |x| > 0 \)
c) \(1 \times 1 < 1\)
d) \(1 \times 1 > 1\)
e) \(1 \times 1 < 0\), Where \(a\) is an integer.
f) \(1 \times a 1 > 0\), Where \(a\) is an integer.
· Represent the solution of the above cases on the number line.
**VIDEOS**
**REFERENCES:**
PTBB General Math class 10 Chapter 4
PTBB Math class 9 chapter 7
---
**UNIT 14**
**Quadratic Equations**
**SLO’S:**
· Elucidate, then define quadratic equation in its standard form.
**VIDEOS**
**REFERENCES:**
PTBB General Math class 10 Chapter 5
UNIT 15
Solution of Quadratic Equation
SLO’S:
· Solve a quadratic equation in one variable by Factorization.
· Solve a quadratic equation in one variable by Completing the squares.
REFERENCES:
PTBB General Math class 10 Chapter 5
UNIT 16
Quadratic Formula
SLO’S:
· Apply method of completing the squares to drive the quadratic formula.
· Apply quadratic formula to solve quadratic equations.
· Solve simple real life problems involving related to quadratic formula.
VIDEOS
REFERENCES:
UNIT 17
Introduction to Matrices
SLO’S:
· Define of the following terms:
· A matrix with real entries and relate its rectangular layout (formation) with representation in real life as well.
· The rows and columns of a matrix.
· The order/size of a matrix.
· Equality of two matrices.
REFERENCES:
PTBB General Math class 10 Chapter 6
STBB General Math book Class 9-10 Chapter 9
UNIT 18
Types of Matrices
SLO’S:
· Define and identify of the followings:
a) Row matrix.
b) Column matrix.
c) Rectangular matrix.
d) Square matrix.
e) Zero/Null matrix.
f) Identity/Unit matrix.
g) Scalar matrix.
h) Diagonal matrix.
i) Transpose of a matrix.
j) Symmetric (upto three by three, 3 x 3).
· Skew-Symmetric matrices.
**VIDEOS**
**REFERENCES:**
PTBB General Math class 10 Chapter 6
STBB General Math book Class 9-10 Chapter 9
**UNIT 19**
Addition and Subtraction of Matrices
**SLO’S:**
· Define whether the given matrices are conformable for addition and subtraction.
· Add and subtract matrices.
· Scalar multiplication of a matrix by a real number.
· Verify commutative and associative laws with respect to addition.
· Explain additive identity of a matrix.
· Calculate additive inverse of a matrix.
UNIT 20
Multiplication of Matrices
SLO’S:
· Describes whether the given matrices are conformable for multiplication.
· Multiply two (or three) matrices.
· Verify associative law under multiplication.
· Prove that distributive laws.
· Prove that with the help of an example that commutative law with respect to multiplication does not hold, in general. (i.e., \( AB \neq BA \))
· Define multiplicative identity of a matrix.
· Verify the result (\( A = \))
UNIT 21
Determinant of a Matrix
SLO’S:
· Define the determinant of square matrix.
· Evaluate determinant of matrix.
· Describe the followings:
Singular and Nonsingular matrices.
· Define adjoint of matrix.
· Calculate the multiplicative inverse of a non-singular matrix ‘A’ and verify that \( A^{-1} = I = -1A \), where, \( I \) is the identity matrix.
· Apply the adjoint method to calculate inverse of a non-singular matrix.
· Prove that \((A)^{-1} = -1^{-1}\). by the help an example.
**VIDEOS**
**REFERENCES:**
STBB General Math book Class 9-10 Chapter 9
---
**UNIT 22**
Solution of Simultaneous Linear Equations
**SLO’S:**
· Solve the system of two linear equations, related to real life problems, in two unknowns using:
a) Matrix Inversion Method.
b) Cramer’s Rule.
**VIDEOS**
**REFERENCES:**
NO
UNIT 23
Properties of Angles
SLO’S:
· Define adjacent, complementary, and supplementary angles.
· Define vertically –opposite angles.
· Calculate the followings:
a) Adjacent angles.
b) Complementary angle.
c) Supplementary angle.
d) Vertically Opposite angles.
· Calculate unknown angle of a triangle.
VIDEOS
REFERENCES:
STBB general Math 9 & 10 Chapter 10
STBB Math 9 & 10 Chapter 12
PTBB general math class 10 chapter 7
UNIT 24
Parallel Lines
SLO’S:
· Define parallel line.
Demonstrate through figures the following properties of parallel lines.
a) Two lines which are parallel to the same given line are parallel to each other.
b) If three parallel lines are intersected by two transversals in such a way that two intercepts on one transversal are equal to each other, the two intercepts on the second transversal are also equal.
c) A line through the midpoint of a side of a triangle parallel to another side bisects the third side (an application of above property).
Draw a transversal to intersect two parallel lines and demonstrate corresponding angles, alternate-interior angles, vertically opposite angles and interior angles on the same side of transversal.
Describe the following relation between the pairs of angles when a transversal intersects two parallel lines:
a) Pairs of corresponding angles are equal.
b) Pairs of alternate interior angles are equal.
Pairs of interior angles on the same side of transversal is supplementary, and demonstrate them through figures.
VIDEOS
REFERENCES:
STBB general Math 9 & 10 Chapter 10
STBB Math 9 & 10 Chapter 12
PTBB general math class 10 chapter 7
UNIT 25
Congruent and Similar Figures
SLO’S:
· Identify congruent and similar figures.
· Recognize the symbol of congruency.
· Apply the properties for two figures to congruent or similar.
VIDEOS
REFERENCES:
STBB general Math 9 & 10 Chapter 10
STBB Math 9 & 10 Chapter 12
PTBB general math class 10 chapter 7
UNIT 26
Congruent Triangles
SLO’S:
· Apply following properties for congruency between two triangles:
a) SSS $\cong$ SSS
b) SAS $\cong$ SAS
c) ASA $\cong$ ASA
d) RHS
UNIT 27
Quadrilaterals
SLO’S:
· Demonstrate the following properties of a square:
a) The four sides of a square are equal.
b) The four angles of a square are right angles.
c) Diagonals of a square bisect each other and are equal.
· Demonstrate the following properties of a parallelogram:
a) Opposite side of a parallelogram are equal.
b) Opposite angles of a parallelogram are equal.
c) Diagonals of a parallelogram bisect each other.
VIDEOS
REFERENCES:
STBB Math 9 & 10 Chapter 12
PTBB general math class 10 chapter 7
UNIT 28
Circle
SLO’S:
· Describe the following:
a) A circle and its centre.
b) Radius.
c) Diameter.
d) Chord.
e) Arc.
f) Major arcs.
g) Minor arcs.
h) Semicircle
i) Segment of the circle.
· Describe the terms:
a) Sector and secant of a circle.
b) Concyclic points.
c) Tangent to a circle.
d) Concentric circles.
· Demonstrate the following properties:
a) The angle in a semicircle is a right angle.
b) The angles in the same segment of a circle are equal.
c) The central angle of a minor arc of a circle, is double that of the angle subtended by the corresponding major arc.
· Apply the above properties in different geometrical figures.
VIDEOS
REFERENCES:
STBB Math 9 & 10 Chapter 13
STBB general Math 9 & 10 Chapter 11
PTBB general math class 10 chapter 7
PTBB Math class 10 chapter 9
STBB Math 9 & 10 Chapter 13
STBB general Math 9 & 10 Chapter 11
UNIT 29
Construction of Quadrilateral
SLO’S:
· Construct a rectangle when:
a) Two sides are given.
b) Diagonal and one side are given.
· Construct a square when its diagonal is given.
· Construct a parallelogram when two adjacent sides and the angle included between them is given.
VIDEOS
REFERENCES:
PTBB general math class 10 chapter 8
UNIT 30
Tangents to the Circle
SLO’S:
· Locate the centre of a given circle.
· Draw a circle passing through three given non-collinear points.
· Draw a tangent to a given circle from a point P when P lies:
a) On the circumference.
b) Outside the circle.
· Draw the followings:
a) Direct common tangent or external tangent
b) Transverse common tangent or internal tangent to two equal circles.
· Draw the followings:
a) Direct common tangent or external tangent.
b) Transverse common tangent or internal tangent to two Unequal circles.
· Draw a tangent to:
a) Two unequal touching circles.
b) Two unequal intersecting circles.
**VIDEOS**
**REFERENCES:**
STBB Math 9 & 10 Chapter 14
STBB general Math 9 & 10 Chapter 11
PTBB math class 10 chapter 13
**UNIT 31**
Pythagoras Theorem
**SLO’S:**
i) State Pythagoras theorem.
ii) Solve right angle triangle by using Pythagoras theorem.
**What is the Pythagorean Theorem?**
You can learn all about the [Pythagorean Theorem](#), but here is a quick summary:
The Pythagorean Theorem says that, in a right triangle, the square of a (a²) plus the square of b
(b²) is equal to the square of c (c²):
\[ a^2 + b^2 = c^2 \]
**Proof of the Pythagorean Theorem using Algebra**
We can show that \( a^2 + b^2 = c^2 \) using [Algebra](#).
Take a look at this diagram ... it has that "abc" triangle in it (four of them actually):
**Area of Whole Square**
It is a big square, with each side having a length of \( a+b \), so the total area is:
\[ A = (a+b)(a+b) \]
**Area of the Pieces**
Now let's add up the areas of all the smaller pieces:
First, the smaller (tilted) square has an area of: \( c^2 \)
Each of the four triangles has an area of: \( ab/2 \)
So all four of them together is: \( 4ab/2 = 2ab \)
Adding up the tilted square and the 4 triangles gives: \( A = c^2 + 2ab \)
**Both Areas Must Be Equal**
The area of the **large square** is equal to the area of the **tilted square and the 4 triangles**. This can be written as:
\[
(a+b)(a+b) = c^2 + 2ab
\]
NOW, let us rearrange this to see if we can get the pythagoras theorem:
Start with: \((a+b)(a+b) = c^2 + 2ab\)
Expand \((a+b)(a+b)\): \(a^2 + 2ab + b^2 = c^2 + 2ab\)
Subtract "2ab" from both sides: \(a^2 + b^2 = c^2\)
**DONE!**
Now we can see why the Pythagorean Theorem works ... and it is actually a **proof** of the Pythagorean Theorem.
*This proof came from China over 2000 years ago!*
There are many more proofs of the Pythagorean theorem, but this one works nicely.
**The Pythagorean Theorem**
One of the best known mathematical formulas is Pythagorean Theorem, which provides us with the relationship between the sides in a right triangle. A right triangle consists of two legs and a hypotenuse. The two legs meet at a \(90^\circ\) angle and the hypotenuse is the longest side of the right triangle and is the side opposite the right angle.
The Pythagorean Theorem tells us that the relationship in every right triangle is:
\[ a^2 + b^2 = c^2 \]
**Example**
\[
\begin{align*}
C^2 &= 6^2 + 4^2 \\
C^2 &= 36 + 16 \\
C^2 &= 52 \\
C &= \sqrt{52} \\
C &\approx 7.2
\end{align*}
\]
There are a couple of special types of right triangles, like the \(45^\circ-45^\circ\) right triangles and the \(30^\circ-60^\circ\) right triangle.
Because of their angles it is easier to find the hypotenuse or the legs in these right triangles than in all other right triangles.
In a $45^\circ$-$45^\circ$ right triangle we only need to multiply one leg by $\sqrt{2}$ to get the length of the hypotenuse.
**Example**
We multiply the length of the leg which is 7 inches by $\sqrt{2}$ to get the length of the hypotenuse.
$$7 \cdot \sqrt{2} \approx 9.97 \cdot 2 \approx 9.9$$
In a $30^\circ$-$60^\circ$ right triangle we can find the length of the leg that is opposite the $30^\circ$ angle by using this formula:
$$a = \frac{1}{2}c, \quad ca = 12 \cdot c$$
Example
To find $a$, we use the formula above.
$$a = 12 \cdot 14$$
$$a = 7$$
The Pythagorean Theorem
Learning Objective(s)
- Use the Pythagorean Theorem to find the unknown side of a right triangle.
- Solve application problems involving the Pythagorean Theorem.
Introduction
A long time ago, a Greek mathematician named **Pythagoras** discovered an interesting property about **right triangles**: the sum of the squares of the lengths of each of the triangle’s **legs** is the same as the square of the length of the triangle’s **hypotenuse**. This property—which has many applications in science, art, engineering, and architecture—is now called the **Pythagorean Theorem**.
Let’s take a look at how this theorem can help you learn more about the construction of triangles. And the best part—you don’t even have to speak Greek to apply Pythagoras’ discovery.
Pythagoras studied right triangles, and the relationships between the legs and the hypotenuse of a right triangle, before deriving his theory.
The Pythagorean Theorem
If $a$ and $b$ are the lengths of the legs of a right triangle and $c$ is the length of the hypotenuse, then the sum of the squares of the lengths of the legs is equal to the square of the length of the hypotenuse.
This relationship is represented by the formula: $a^2 + b^2 = c^2$
In the box above, you may have noticed the word “square,” as well as the small 2s to the top right of the letters in $a^2 + b^2 = c^2$. To square a number means to multiply it by itself. So, for example, to square the number 5 you multiply $5 \cdot 5$, and to square the number 12, you multiply $12 \cdot 12$. Some common squares are shown in the table below.
| Number | Number Times Itself | Square |
|--------|---------------------|--------|
| 1 | $1^2 = 1 \cdot 1$ | 1 |
| 2 | $2^2 = 2 \cdot 2$ | 4 |
| 3 | $3^2 = 3 \cdot 3$ | 9 |
| 4 | $4^2 = 4 \cdot 4$ | 16 |
|---|-----------------|----|
| 5 | $5^2 = 5 \cdot 5$ | 25 |
| 10 | $10^2 = 10 \cdot 10$ | 100 |
When you see the equation $a^2 + b^2 = c^2$, you can think of this as “the length of side $a$ times itself, plus the length of side $b$ times itself is the same as the length of side $c$ times itself.”
Let’s try out all of the Pythagorean Theorem with an actual right triangle.
This theorem holds true for this right triangle—the sum of the squares of the lengths of both legs is the same as the square of the length of the hypotenuse. And, in fact, it holds true for all right triangles.
The Pythagorean Theorem can also be represented in terms of area. In any right triangle, the area of the square drawn from the hypotenuse is equal to the sum of the areas of the squares that are drawn from the two legs. You can see this illustrated below in the same 3-4-5 right triangle.
Note that the Pythagorean Theorem only works with *right* triangles.
**Finding the Length of the Hypotenuse**
You can use the Pythagorean Theorem to find the length of the hypotenuse of a right triangle if you know the length of the triangle’s other two sides, called the legs. Put another way, if you know the lengths of $a$ and $b$, you can find $c$.
In the triangle above, you are given measures for legs $a$ and $b$: 5 and 12, respectively. You can use the Pythagorean Theorem to find a value for the length of $c$, the hypotenuse.
\[
a^2 + b^2 = c^2 \quad \text{The Pythagorean Theorem.}
\]
\[
(5)^2 + (12)^2 = c^2 \quad \text{Substitute known values for } a \text{ and } b.
\]
\[
25 + 144 = c^2 \quad \text{Evaluate.}
\]
Simplify. To find the value of $c$, think about a number that, when multiplied by itself, equals 169. Does 10 work? How about 11? 12? 13?
(You can use a calculator to multiply if the numbers are unfamiliar.)
\[
13 = c \quad \text{The square root of 169 is 13.}
\]
Using the formula, you find that the length of $c$, the hypotenuse, is 13.
In this case, you did not know the value of $c$—you were given the square of the length of the hypotenuse, and had to figure it out from there. When you are given an equation like $169 = c^2$ and are asked to find the value of $c$, this is called finding the **square root** of a number. (Notice you found a number, $c$, whose square was 169.)
Finding a square root takes some practice, but it also takes knowledge of multiplication, division, and a little bit of trial and error. Look at the table below.
| Number $x$ | Number $y$ which, when multiplied by itself, equals number $x$ | Square root $y$ |
|------------|---------------------------------------------------------------|-----------------|
| 1 | $1 \cdot 1$ | 1 |
| 4 | $2 \cdot 2$ | 2 |
| 9 | $3 \cdot 3$ | 3 |
| | | |
|---|---|---|
| 16 | $4 \cdot 4$ | 4 |
| 25 | $5 \cdot 5$ | 5 |
| 100 | $10 \cdot 10$ | 10 |
It is a good habit to become familiar with the squares of the numbers from 0–10, as these arise frequently in mathematics. If you can remember those square numbers—or if you can use a calculator to find them—then finding many common square roots will be just a matter of recall.
$a^2 + b^2 = 10^2 + 24^2 = 100 + 576 = 676$
$c^2 = 26^2 = 676$
They are equal, so ...
Yes, it does have a Right Angle!
Example: Does an 8, 15, 16 triangle have a Right Angle?
Does $8^2 + 15^2 = 16^2$?
$8^2 + 15^2 = 64 + 225 = 289,$
but $16^2 = 256$
So, NO, it does not have a Right Angle
Example: Does this triangle have a Right Angle?
Does $a^2 + b^2 = c^2$?
Does $(\sqrt{3})^2 + (\sqrt{5})^2 = (\sqrt{8})^2$?
Does $3 + 5 = 8$?
Yes, it does!
So this is a right-angled triangle
And You Can Prove The Theorem Yourself!
Get paper pen and scissors, then using the following animation as a guide:
Draw a right angled triangle on the paper, leaving plenty of space.
Draw a square along the hypotenuse (the longest side)
Draw the same sized square on the other side of the hypotenuse
Draw lines as shown on the animation, like this:
Cut out the shapes
Arrange them so that you can prove that the big square has the same area as the two squares on the other sides
Another, Amazingly Simple, Proof
Here is one of the oldest proofs that the square on the long side has the same area as the other squares.
Watch the animation, and pay attention when the triangles start sliding around.
You may want to watch the animation a few times to understand what is happening.
The purple triangle is the important one.
We also have a proof by adding up the areas.
Historical Note: while we call it Pythagoras' Theorem, it was also known by Indian, Greek, Chinese and Babylonian mathematicians well before he lived!
VIDEOS
REFERENCES:
STBB general math class 9 & 10 chapter 11
UNIT 32
TOPIC: Area
SLO’S:
· Calculate the area of the following:
a) A triangle when three sides are given (apply Hero’s formula).
b) A triangle whose base and altitude (height) are given.
c) An equilateral triangle when its one side is given.
d) A rectangle when its two adjacent sides are given.
e) A parallelogram when base and altitude(height) are given.
f) A square when its one side is given.
g) Four walls of a room when its length, width and height are given.
· Find the cost of turfing a square/rectangular field.
iii) Find the number of tiles, of given dimensions, required to pave the footpath of given
width carried around the outside of a rectangular plot.
- Find the area of a circle and a semi-circle when radius is given.
- Find the area enclosed by two concentric circles whose radii are given.
- Solve real-life problems related with areas of triangle, rectangle, square, parallelogram, and circle.
**Heron's Formula for the area of a triangle (Hero's Formula)**
A method for calculating the area of a triangle when you know the lengths of all three sides.
Let \(a, b, c\) be the lengths of the sides of a triangle. The area is given by:
\[
\text{Area} = \sqrt{(p-a)(p-b)(p-c)}
\]
where \(p\) is half the perimeter, or
\[
p = \frac{a+b+c}{2}
\]
**Try this** Drag the orange dots to reshape the triangle. The formula shown will re-calculate the triangle’s area using Heron’s Formula
\[
p = \frac{24.0 + 30.0 + 18.0}{2} = 36.0
\]
\[
\text{Area} = \sqrt{36.0 \times 12.0 \times 6.0 \times 18.0} = 216.00
\]
Heron was one of the great mathematicians of antiquity and came up with this formula sometime in the first century BC, although it may have been known earlier. He also extended it to the area of quadrilaterals and higher-order polygons.
**Calculator**
Use the calculator on below to calculate the area of a triangle given 3 sides using Heron’s formula.
Enter the three side lengths and press ‘Calculate’. The area will be calculated.
Area is the size of a surface!
Example:
These shapes all have the same area of 9:
It helps to imagine how much paint would cover the shape.
**Area of Simple Shapes**
There are special formulas for certain shapes:
Example: What is the area of this rectangle?
The formula is:
\[
\text{Area} = w \times h \\
w = \text{width} \\
h = \text{height}
\]
The width is 5, and the height is 3, so we know \( w = 5 \) and \( h = 3 \):
\[
\text{Area} = 5 \times 3 = 15
\]
Learn more at [Area of Plane Shapes](#).
**Area by Counting Squares**
We can also put the shape on a grid and count the number of squares:
The rectangle has an area of 15
Example: When each square is 1 cm on a side, then the area is 15 cm² (15 square cm)
**Approximate Area by Counting Squares**
Sometimes the squares don't match the shape exactly, but we can get an "approximate" answer.
One way is:
more than half a square counts as 1
less than half a square counts as 0
Like this:
This pentagon has an area of approximately 17
Or we can count one square when the areas seem to add up.
Example: Here the area marked "4" seems equal to about 1 whole square (also for "8"):
This circle has an area of approximately 14
But using a formula (when possible) is best:
Example: The circle has a radius of 2.1 meters:
The formula is:
\[ \text{Area} = \pi \times r^2 \]
Where:
- \( \pi = \) the number pi (3.1416...)
- \( r = \) radius
The radius is 2.1m, so:
\[ \text{Area} = 3.1416... \times (2.1\text{m})^2 \]
\[ = 3.1416... \times (2.1\text{m} \times 2.1\text{m}) \]
\[ = 13.854... \text{ m}^2 \]
So the circle has an area of 13.85 square meters (to 2 decimal places)
**Area of Difficult Shapes**
We can sometimes break a shape up into two or more simpler shapes:
Example: What is the area of this Shape?
Let's break the area into two parts:
Part A is a square:
\[ \text{Area of A} = a^2 = 20m \times 20m = 400m^2 \]
Part B is a triangle. Viewed sideways it has a base of 20m and a height of 14m.
\[ \text{Area of B} = \frac{1}{2}b \times h = \frac{1}{2} \times 20m \times 14m = 140m^2 \]
So the total area is:
\[ \text{Area} = \text{Area of A} + \text{Area of B} \]
\[ \text{Area} = 400m^2 + 140m^2 \]
\[ \text{Area} = 540m^2 \]
**Area by Adding Up Triangles**
We can also break up a shape into triangles:
Then measure the base (\( b \)) and height (\( h \)) of each triangle:
Then calculate each area (using \( \text{Area} = \frac{1}{2}b \times h \)) and add them all up.
**Area by Coordinates**
When we know the coordinates of each corner point we can use the Area of Irregular Polygons method.
There is an Area of a Polygon by Drawing Tool that can help too.
**Heron's Formula**
**Area of a Triangle from Sides**
You can calculate the area of a triangle if you know the lengths of all three sides, using a formula
that has been known for nearly 2000 years.
It is called "Heron's Formula" after Hero of Alexandria (see below)
Just use this two step process:
**Step 1:** Calculate "s" (half of the triangles perimeter):
\[ s = \frac{a+b+c}{2} \]
**Step 2:** Then calculate the Area:
Example: What is the area of a triangle where every side is 5 long?
Step 1: \( s = \frac{5+5+5}{2} = 7.5 \)
Step 2: \( A = \sqrt{(7.5 \times 2.5 \times 2.5 \times 2.5)} = \sqrt{117.1875} = 10.825... \)
Try it yourself:
**Heron's Formula**
Find a Triangle's Area from its Sides
*Classic Heron's Formula:*
\[ s = \frac{(a+b+c)}{2} = 6 \]
Area = \( \sqrt{( s(s-a)(s-b)(s-c) )} \)
Area = 6
*Variation with less rounding error:*
Sides in Descending Order: 5,4,3
Area = \( \sqrt{((a+(b+c))(c-(a-b))(c+(a-b))(a+(b-c)))/4} \)
Area = 6
\( a: 53.1301^\circ \)
\( b: 36.8699^\circ \)
\( c: 90^\circ \)
Hero of Alexandria
The formula is credited to Hero (or Heron) of Alexandria, who was a Greek Engineer and Mathematician in 10 – 70 AD.
Amongst other things, he developed the *Aeolipile*, the first known steam engine, but it was treated as a toy!
Angles
In the calculator above I also used the [Law of Cosines](#) to calculate the angles (for a complete solution). The formula is:
Where "C" is the angle **opposite** side "c".
The Formula
Heron's formula is named after Hero of Alexandria, a Greek Engineer and Mathematician in 10 - 70 AD. You can use this formula to find the [area of a triangle](#) using the 3 side lengths.
Therefore, you do not have to rely on [the formula for area that uses base and height](#). Diagram 1 below illustrates the general formula where S represents the semi-perimeter of the triangle.
semi-perimeter is just the perimeter divided by 2: \( \frac{\text{perimeter}}{2} \).
Diagram 1
Diagram 2
A specific example
Example 1
(Straight forward example)
Use [Heron's formula](#) to find the area of triangle ABC, if AB=3, BC=2, CA=4.
**Step 1**
Calculate the semi perimeter, S
Step 2
Substitute $S$ into the formula.
Round answer to nearest tenth.
$$A = 4.5(4.5 - 3)(4.5 - 2)(4.5 - 4)$$
$$\sqrt{A} = 8.4375$$
$$\sqrt{A} \approx 2.9$$
Since Heron's formula relates the side lengths, perimeter and area of a triangle, you might need to answer more challenging question types like the following example.
**Example 2**
Given $\triangle ABC$, with an area of 8.948.94 square units, a perimeter of 1616 units and side lengths $AB = 3$, $CA = 7$, what is $BC$?
Step 1
Calculate the semi perimeter, $S$.
$$S = \frac{\text{perimeter}}{2} = \frac{1616}{2} = 808$$
Step 2
Substitute known values into the formula. Let $x = BC$
$$A = S(S - AB)(S - BC)(S - CA)$$
$$\sqrt{8.94} = 8(8 - 3)(8 - x)(8 - 7)$$
$$\sqrt{8.94} = 8(5)(8 - x)(1)$$
Step 3
Solve for $x$ (square both sides and go from there).
$$8.94^2 = \sqrt{(8(5)(8 - x)(1))^2}$$
$$79.9236 = 8(5)(8 - x)(1)$$
$$79.9236 = 40(8 - x)$$
UNIT 33
Volumes
SLO’S:
· Find the volume of the followings:
a) a cube when its edge is given.
b) a cuboid when its length, breadth and height are given.
c) a right circular cylinder whose base radius and height are given.
d) a right circular cone whose radius and height are known.
e) a sphere and a hemisphere when radius is given.
· Solve real life problems related to volume of cube, cuboid, cylinder, cone and sphere.
3D Shapes and Volume
A three-dimensional (3D) shape has three dimensions: length, width, and height. A 2D shape has only length and width.
There are several 3D shapes, several of which can be put in one of these categories: prism or pyramid:
- **Prism**: a prism has two congruent shapes at opposite ends, parallel to each other, and connected by rectangular faces
- **Pyramid**: a pyramid has a basic shape on the base, with triangular faces that come to a point
Depending on the shape at the ends/base of these two basic 3D shapes, we can generate a whole
bunch of prisms and pyramids.
Note how the name is determined by the shape of the base: if the base is a square and the sides are triangles that come to a point, it is a square pyramid. If the two shapes at the ends are squares, parallel to each other and connected by rectangles, it is a square prism.
There are two special 3D shapes whose names don’t include the word “prism” even though they technically are prisms:
- **Cube**: a cube is essentially a prism (two squares opposite and parallel to each other, connected by rectangles), except that the connecting rectangles are actually squares. Cubes have six faces, all squares.
- **Cylinder**: a cylinder is a prism because it has two circles opposite and parallel to each other, which are connected by a rectangle. It’s not as obvious as other prisms, but think of a can of peas: if you take the label off, it is the shape of a rectangle.
3D shapes have volume: the amount of cubic space inside of them.
To find volume, you basically need the three dimensions: length, width, and height.
For **prisms**, the formulas are derived by taking the area of the shape at the end, and multiplying that times the figure’s height.
- **Rectangular Prism**: length x width x height
- **Cube**: length x width x height OR side x side x side (since they are all the same)
- **Triangular Prism**: (base x height ÷ 2) x height*
- *this height is the height of the prism
- **Cylinder**: (\(\pi \times r \times r\)) x height
For **pyramids**, the formulas are almost the same as for prisms, only they are divided by 3.
- **Square or Rectangular Pyramid**: (length x width x height) ÷ 3
- **Triangular Pyramid**: ((base x height ÷ 2) x height*) ÷ 3
- *this height is the height of the prism
- **Cone**: (\(\pi \times r \times r \times\) height) ÷ 3
**Examples math problems related to volume:**
Example math problem related to Prisms:
1. Find the volume of this **rectangular prism**.
- Recall the formula: length x width x height
- (It won’t change things if you’re not sure which part is which, but usually length is the long side, width is the short side, and height is how tall it is.)
- Plug in the numbers to the formula:
\[ L \times W \times H = 12 \times 4 \times 6 = 288 \]
- To label volume, we use cubic units.
- This rectangular prism has a volume of 288 cm³.
2. Find the volume of this **cube**.
- Recall the formula: length x width x height OR side x side x side
- Notice that only one side is labeled. This is okay since all the sides are the same. We know that length, width, and height are all 5 cm.
- Plug the numbers into the formula:
\[ L \times W \times H \text{ (or } s \times s \times s) = 5 \times 5 \times 5 = 125 \]
- This cube has a volume of 125 cm³.
3. Find the volume of this **triangular prism**.
- Recall the formula: (base x height ÷ 2) x height
- First, let’s identify each part.
- The base is the “bottom” of one of the triangles: 7
- The height is the height of one of the triangles: 5*
- (If you get the 7 and 5 backwards, that’s okay; just make sure you use numbers that are perpendicular to each other. Note that the other side of the triangle is not labeled. This side is not needed to find volume.)
- The second height is the height of the prism: 6
- Now plug in the numbers:
\[ (\text{base} \times \text{height} \div 2) \times \text{height} = (7 \times 5 \div 2) \times 6 = 105 \]
- The volume of this triangular prism is 105 ft³.
4. Find the volume of this **cylinder**.
- Recall the formula: \( (\pi \times r \times r) \times \text{height} \)
- We only need to know two things: radius (from the center of the circle to the edge) and the height of the cylinder. Remember that \( \pi = 3.14 \).
- Plug in the numbers:
\[ (\pi \times r \times r) \times \text{height} = (3.14 \times 3 \times 3) \times 10 = 282.6 \]
- The volume of this cylinder is 282.6 ft³.
Example math problems related to pyramids:
1. Find the volume of this **square pyramid**.
- Recall the formula: (length x width x height) ÷ 3
- Remember, for a square, length, width, and height are all the same.
- Plug in the numbers:
\[ (\text{length} \times \text{width} \times \text{height}) \div 3 = (2 \times 2 \times 9) \div 3 = 12 \]
- The volume of this square pyramid is 12 cm³.
2. Find the volume of this **triangular pyramid**.
Recall the formula: ((base x height ÷ 2) x height*) ÷ 3
Remember that the first height is the height of the triangle base, and the second height is the height of the pyramid, perpendicular to the base.
Plug in the numbers:
((base x height ÷ 2) x height*) ÷ 3 = ((7 x 8 ÷ 2) x 9) = 252
The volume of this triangular pyramid is 252 cm³.
3. Find the volume of this cone.
Recall the formula: (π x r x r x height) ÷ 3
A cone has a circular base with a pointy top. All we need is the radius and the height of the cone to find its volume.
Plug in the numbers:
(π x r x r x height) ÷ 3 = (3.14 x 4 x 4 x 17) ÷ 3 = 284.69
The volume of this cone is 284.69 in³.
Math Formulas for Geometric Shapes
In math (especially geometry) and science, you will often need to calculate the surface area, volume, or perimeter of a variety of shapes. Whether it's a sphere or a circle, a rectangle or
a cube, a pyramid or a triangle, each shape has specific formulas that you must follow to get the correct measurements.
We're going to examine the formulas you will need to figure out the surface area and volume of three-dimensional shapes as well as the area and perimeter of two-dimensional shapes. You can study this lesson to learn each formula, then keep it around for a quick reference next time you need it. The good news is that each formula uses many of the same basic measurements, so learning each new one gets a little easier.
Surface Area and Volume of a Sphere
Sphere
Surface Area
\[ A = 4 \pi r^2 \]
Volume
\[ V = \frac{4}{3} \pi r^3 \]
A three-dimensional circle is known as a sphere. In order to calculate either the surface area or the volume of a sphere, you need to know the radius (r). The radius is the distance from the center of the sphere to the edge and it is always the same, no matter which points on the sphere's edge you measure from.
Once you have the radius, the formulas are rather simple to remember. Just as with the circumference of the circle, you will need to use pi (\(\pi\)). Generally, you can round this infinite number to 3.14 or 3.14159 (the accepted fraction is 22/7).
- Surface Area = \(4\pi r^2\)
- Volume = \(\frac{4}{3} \pi r^3\)
A cone is a pyramid with a circular base that has sloping sides which meet at a central point. In order to calculate its surface area or volume, you must know the radius of the base and the length of the side.
If you do not know it, you can find the side length (s) using the radius (r) and the cone's height (h).
\[ s = \sqrt{r^2 + h^2} \]
With that, you can then find the total surface area, which is the sum of the area of the base and area of the side.
- Area of Base: \( \pi r^2 \)
- Area of Side: \( \pi r s \)
- Total Surface Area = \( \pi r^2 + \pi r s \)
To find the volume of a sphere, you only need the radius and the height.
- Volume = \( \frac{1}{3} \pi r^2 h \)
03. Surface Area and Volume of a Cylinder
**Cylinder**
**Surface Area**
We will need to calculate the surface area of the top, base and sides.
Area of the top is $\pi r^2$
Area of the bottom is $\pi r^2$
Area of the side is $2\pi rh$
Therefore the formula is: $A = 2\pi r^2 + 2\pi rh$
**Volume** $V = \pi r^2 h$
You will find that a cylinder is much easier to work with than a cone. This shape has a circular base and straight, parallel sides. This means that in order to find its surface area or volume, you only need the radius ($r$) and height ($h$).
However, you must also factor in that there is both a top and a bottom, which is why the radius must be multiplied by two for the surface area.
- Surface Area = $2\pi r^2 + 2\pi rh$
- Volume = $\pi r^2 h$
04. Surface Area and Volume of a Rectangular Prism
A rectangular in three dimensions becomes a rectangular prism (or a box). When all sides are of equal dimensions, it becomes a cube. Either way, finding the surface area and the volume require the same formulas.
For these, you will need to know the length ($l$), the height ($h$), and the width ($w$). With a cube, all three will be the same.
- **Surface Area** = $2(lh) + 2(lw) + 2(wh)$
- **Volume** = $lwh$
05. Surface Area and Volume of a Pyramid
A pyramid with a square base and faces made of equilateral triangles is relatively easy to work with.
You will need to know the measurement for one length of the base (b). The height (h) is the distance from the base to the center point of the pyramid. The side (s) is the length of one face of the pyramid, from the base to the top point.
- Surface Area = 2bs + b²
- Volume = 1/3 b²h
Another way to calculate this is to use the perimeter (P) and the area (A) of the base shape. This can be used on a pyramid that has a rectangular rather than a square base.
- Surface Area = (½ x P x s) + A
- Volume = 1/3 Ah
06. Surface Area and Volume of a Prism
When you switch from a pyramid to an isosceles triangular prism, you must also factor in the length (l) of the shape. Remember the abbreviations for base (b), height (h), and side (s) because they are needed for these calculations.
- **Surface Area** = bh + 2ls + lb
- **Volume** = \( \frac{1}{2} (bh)l \)
Yet, a prism can be any stack of shapes. If you have to determine the area or volume of an odd prism, you can rely on the area (A) and the perimeter (P) of the base shape. Many times, this formula will use the height of the prism, or depth (d), rather than the length (l), though you may see either abbreviation.
- **Surface Area** = 2A + Pd
- **Volume** = Ad
07. Area of a Circle Sector
The area of a sector of a circle can be calculated by degrees (or radians) as is used more often in calculus). For this, you will need the radius ($r$), pi ($\pi$), and the central angle ($\theta$).
- Area = $\frac{\theta}{2} r^2$ (in radians)
- Area = $\frac{\theta}{360} \pi r^2$ (in degrees)
08. Area of an Ellipse
An ellipse is also called an oval and it is, essentially, an elongated circle. The distances from the center point to the side are not constant, which does make the formula for finding its area a little tricky.
To use this formula, you must know:
• **Semiminor Axis (a):** The shortest distance between the center point and the edge.
• **Semimajor Axis (b):** The longest distance between the center point and the edge.
The sum of these two points does remain constant. That is why we can use the following formula to calculate the area of any ellipse.
- **Area = πab**
On occasion, you may see this formula written with \( r_1 \) (radius 1 or semiminor axis) and \( r_2 \) (radius 2 or semimajor axis) rather than \( a \) and \( b \).
- **Area = πr_1r_2**
09. Area and Perimeter of a Triangle
The triangle is one of the simplest shapes and calculating the perimeter of this three-sided form is rather easy. You will need to know the lengths of all three sides (\( a, b, c \)) to measure the full perimeter.
- **Perimeter = a + b + c**
To find out the triangle's area, you will need only the length of the base (\( b \)) and the height (\( h \)), which is measured from the base to the peak of the triangle. This formula works for any triangle, no matter if the sides are equal or not.
- **Area = 1/2 bh**
10. Area and Circumference of a Circle
Similar to a sphere, you will need to know the radius (\( r \)) of a circle to find out its diameter (\( d \)) and circumference (\( c \)). Keep in mind that a circle is an ellipse that has an equal distance from the center point to every side (the radius), so it does not matter where on the edge you measure to.
- **Diameter (\( d \)) = 2r**
- **Circumference (\( c \)) = πd or 2πr**
These two measurements are used in a formula to calculate the circle's area. It's also important to remember that the ratio between a circle's circumference and its diameter is equal to pi (\( \pi \)).
- **Area = πr^2**
11. Area and Perimeter of a Parallelogram
The parallelogram has two sets of opposite sides that run parallel to one another. The shape is a quadrangle, so it has four sides: two sides of one length (a) and two sides of another length (b).
To find out the perimeter of any parallelogram, use this simple formula:
- **Perimeter** = 2a + 2b
When you need to find the area of a parallelogram, you will need the height (h). This is the distance between two parallel sides. The base (b) is also required and this is the length of one of the sides.
- **Area** = b x h
Keep in mind that the b in the area formula is not the same as the b in the perimeter formula. You can use any of the sides—which were paired as a and b when calculating perimeter—though most often we use a side that is perpendicular to the height.
12. Area and Perimeter of a Rectangle
The rectangle is also a quadrangle. Unlike the parallelogram, the interior angles are always equal to 90 degrees. Also, the sides opposite one another will always measure the same length.
To use the formulas for perimeter and area, you will need to measure the rectangle's length (l) and its width (w).
- **Perimeter** = 2h + 2w
- **Area** = h x w
13. Area and Perimeter of a Square
The square is even easier than the rectangle because it is a rectangle with four equal sides. That means you only need to know the length of one side (s) in order to find its perimeter and area.
- **Perimeter** = 4s
- **Area** = s²
14. Area and Perimeter of a Trapezoid
The trapezoid is a quadrangle that can look like a challenge, but it's actually quite easy. For this shape, only two sides are parallel to one another, though all four sides can be of different lengths. This means that you will need to know the length of each side (a, b₁, b₂, c) to find a trapezoid's
perimeter.
- **Perimeter** = \(a + b_1 + b_2 + c\)
To find the area of a trapezoid, you will also need the height (\(h\)). This is the distance between the two parallel sides.
- **Area** = \(\frac{1}{2} (b_1 + b_2) \times h\)
15. Area and Perimeter of a Hexagon
A six-sided polygon with equal sides is a regular hexagon. The length of each side is equal to the radius (\(r\)). While it may seem like a complicated shape, calculating the perimeter is a simple matter of multiplying the radius by the six sides.
- **Perimeter** = \(6r\)
Figuring out the area of a hexagon is a little more difficult and you will have to memorize this formula:
- **Area** = \((3\sqrt{3}/2)r^2\)
16. Area and Perimeter of an Octagon
A regular octagon is similar to a hexagon, though this polygon has eight equal sides. To find the perimeter and area of this shape, you will need the length of one side (\(a\)).
- **Perimeter** = \(8a\)
- **Area** = \((2 + 2\sqrt{2})a^2\)
Surface Area Formulas and Volume Formulas of 3D Shapes
This entry was posted on June 25, 2017 by Todd Helmenstine (updated on January 18, 2019)
problems. Pressure is a force per area and density is mass per volume. These are just two simple types of calculations that involve these formulas. This is a short list of common geometric shapes and their surface area formulas and volume formulas.
Sphere Surface Area Formula and Sphere Volume Formula
A sphere is a solid figure where every point on the surface is equidistant from the center of the sphere. This distance is the radius, \( r \), of the sphere.
Surface area = \( 4\pi r^2 \)
Volume = \( \frac{4}{3}\pi r^3 \)
A prism is a geometric shape consisting of a stack of identical base shapes stacked on top of each other to a depth $d$. This prism is a prism formed by a stack of triangles.
**Surface Area of a Prism** = $2 \times (\text{Area of the base shape}) + (\text{Perimeter of base shape}) \times (d)$
**Volume of a Prism** = $(\text{Area of base shape}) \times d$
To find the area and perimeter of the base shape, check out [Area Formulas and Perimeter Formulas](#).
---
**Box Surface Area Formula and Box Volume Formula**
![Diagram of a box with dimensions labeled L, W, and D]
A box can be thought of a stack of rectangles $L$ long and $W$ wide piled on top of each other to a depth of $D$.
Surface Area of a Box = Sum of the areas of each face of the box, or
**Surface Area of a Box = $2(L \times W) + 2(L \times D) + 2(W \times D)$**
**Volume of a Box = $L \times W \times D$**
---
**Cube Surface Area Formula and Cube Volume Formula**
A cube is a special case box where all the sides are the same length.
**Surface Area of a Cube = $6a^2$**
**Volume of a Cube = $a^3$**
---
**Cylinder Surface Area Formula and Cylinder Volume Formula**
A cylinder is a prism where the base shape is a circle.
**Surface Area of a Cylinder** = $2\pi r^2 + 2\pi rh$
**Volume of a Cylinder** = $\pi r^2 h$
---
Pyramid Surface Area Formula and Pyramid Volume Formula
A pyramid is a solid shape consisting of a polygon base and triangular faces meeting at a
common point above the base. The pyramid shown here is a rectangular pyramid. There are two important measurements needed to calculate surface area and volume of a pyramid. The first is the height of the pyramid (h). This is the distance from the base to the point where the triangular faces meet. The second is the height of the individual face triangles (s).
**Surface Area of a Pyramid = (sum of the areas of each face) + (area of the base)**
**Volume of a Pyramid = \( \frac{1}{3} A \times h \)**
For pyramids with identical face triangles
**Surface Area of a Pyramid = \( \left( \frac{1}{2} \times \text{Perimeter of base shape} \times s \right) + (\text{Area of base shape}) \)**
**Volume of a Pyramid = \( \frac{1}{3} A \times h \)**
If the base of the pyramid is a square (a = b), then
**Surface area of a Square Pyramid = \( a^2 + \sqrt{3}(a^2) \)**
**Volume of a Square Pyramid = \( \sqrt{5}(a^3/6) \)**
---
**Surface Area Formula of a Cone and Volume Formula of a Cone**
A cone is a pyramid with a circular base with radius r and height h. The side length s can be found using the Pythagorean Theorem.
\[
s^2 = r^2 + h^2 \\
\text{or} \\
s = \sqrt{(r^2 + h^2)}
\]
**Surface Area of a Cone = \( \pi r^2 + \pi r s \)**
Volume of a Cone = $\frac{1}{3}(\pi r^2 h)$
**VIDEOS**
**REFERENCES:**
PTBB general math class 10 chapter 9
**UNIT 34**
Distance Formula
**SLO’S:**
- Explain and define coordinate geometry.
- Derive distance formula to calculate distance between two points given in Cartesian plane.
- Apply distance formula to find distance between two given points.
**Introduction to Coordinate Geometry**
*A system of geometry where the position of points on the plane is described using an ordered pair of numbers.*
Recall that a plane is a flat surface that goes on forever in both directions. If we were to place a point on the plane, coordinate geometry gives us a way to describe exactly where it is by using two numbers.
**What are coordinates?**
To introduce the idea, consider the grid above. The columns of the grid are lettered A,B,C etc. The rows are numbered 1,2,3 etc from the top. We can see that the X is in box D3; that is, column D, row 3.
D and 3 are called the coordinates of the box. It has two parts: the row and the column. There are many boxes in each row and many boxes in each column. But by having both we can find one single box, where the row and column intersect.
**The Coordinate Plane**
In coordinate geometry, points are placed on the "coordinate plane" as shown below. It has two scales - one running across the plane called the "x axis" and another a right angles to it called the y axis. (These can be thought of as similar to the column and row in the paragraph above.) The point where the axes cross is called the origin and is where both x and y are zero.
On the x-axis, values to the right are positive and those to the left are negative. On the y-axis, values above the origin are positive and those below are negative.
A point's location on the plane is given by two numbers, the first tells where it is on the x-axis and the second which tells where it is on the y-axis. Together, they define a single, unique position on the plane. So in the diagram above, the point A has an x value of 20 and a y value of 15. These are the coordinates of the point A, sometimes referred to as its "rectangular
coordinates". **Note** that the order is important; the x coordinate is always the first one of the pair.
For a more in-depth explanation of the coordinate plane see [The Coordinate Plane](#).
For more on the coordinates of a point see [Coordinates of a Point](#)
**Things you can do in Coordinate Geometry**
If you know the coordinates of a group of points you can:
- Determine the distance between them
- Find the midpoint, slope and equation of a line segment
- Determine if lines are parallel or perpendicular
- Find the area and perimeter of a polygon defined by the points
- Transform a shape by moving, rotating and reflecting it.
- Define the equations of curves, circles and ellipses.
Information on all these and more can be found in the pages listed below.
**History**
*The method of describing the location of points in this way was proposed by the French mathematician René Descartes (1596 - 1650). (Pronounced "day CART"). He proposed further that curves and lines could be described by equations using this technique, thus being the first to link algebra and geometry. In honor of his work, the coordinates of a point are often referred to as its Cartesian coordinates, and the coordinate plane as the Cartesian Coordinate Plane.*
**Coordinate Geometry**
Do you remember what a plane is? A plane is any flat [surface](#) which can go on infinitely in both of the directions. Now, if there is a [point on a plane](#), you can easily locate that point with the help of coordinate geometry. Using the two numbers of the coordinate geometry, a location of any point on the plane can be found. Let us know more!
A coordinate geometry is a branch of geometry where the position of the points on the plane is defined with the help of an ordered pair of numbers also known as [coordinates](#).
**What are Coordinates?**
Now, to help you understand the coordinates, take a look at the figure below.
Now, consider the grid on the right. The columns of the grid are labeled as A, B, C, D, E, F, etc. On the other hand, the rows are numbered as 1, 2, 3, 4, 5, 6, and so on. You can see that the letter X is located in the box D3 i.e. column D and row 3. Here, D and 3 are the coordinates of this box.
The box has two parts – one is the row and the other is the column. You need to understand that there are several boxes in every row and several boxes in every column. So, when you have both of them, you can find one single box that is the point where the rows and the columns intersect each other.
Browse more Topics Under Coordinate Geometry
- [Coordinate Geometry](#)
- [Areas of Triangles and Quadrilaterals](#)
- [Distance Formula](#)
- [Section Formula](#)
The Coordinate Plane
In the coordinate geometry, all the points are located on the coordinate plane. Take a look at the figure below.
The figure above has two scales – One is the X-axis which is running across the plane and the other one is the y-axis which is at the right angles to the X-axis. This is similar to the concept of the rows and columns that we discussed in the first part above.
Understanding the Concept of Coordinates
- The point of intersection of the x and the y-axis is known as the origin. At this point, both x and y are 0.
- The values on the right-hand side of the x-axis are positive and the values on the left-hand side of the x-axis are negative.
- Similarly, on the y-axis, the values located above the origin are positive and the values located below the origin are negative.
- When you have to locate a point on the plane, it is determined by a set of two numbers. So, first, you have to write about its location on the x-axis followed by its location on the y-axis. Together, the two will determine a single and unique position on the plane.
So, in the figure above, the point A has a value 20 on the x-axis and value 15 on the y-axis. These are also the coordinates of the point A. Often these points are also regarded as the “rectangular coordinates”. Please note: The order of the points on the plane is crucial. You have to write the x coordinate ahead of the y coordinate.
Things That Have Been Made Possible By Coordinate Geometry
If you know the coordinates of a group of points, you can do the following:
a. Determine the distance between these points.
b. Find the equation, midpoint, and slope of the line segment.
c. Determine if the given lines are perpendicular or parallel.
d. Find the perimeter and the area of the polygon formed by the points on the plane.
e. Transform the shape by reflecting, moving and rotating it.
f. Define the equations of ellipses, curves, and circles.
Question For You
Q. What is the name of horizontal and vertical lines that are drawn to find out the position of any point in the Cartesian plane?
A: The name of horizontal and vertical lines that are drawn to find out the position of any point in the Cartesian plane are determined by x-axis and y-axis respectively.
Lines
In our childhood, our first experience with a pencil would surely have been associated with drawing random lines. But, do you know lines are the most vital element of ancient geometry. Moreover, this geometric figure has led to the development of several modern day theories which we are studying at present. Let us try to relate to this concept and form an understanding of the significance of line in mathematics.
Definition of Line
In a precise manner, a line doesn’t hold a beginning or end point. You can imagine it continuing infinitely in both directions. We can demonstrate it by little arrows trailing at both ends.
Browse more Topics under Basic Geometrical Ideas
- Basic Geometrical Shapes
- Circle
- Curves
- Polygons and Angles
- Triangles and Quadrilaterals
Line Segment
When two points are linked with a straight line, this is when we get a line segment. This below-mentioned line segment is AB.
Ray
A ray initiates from a point and lasts off to infinity. This can be represented by drawing an arrow symbol at one end of the ray. Sunrays can be a perfect example that initiates from the sun and travels indefinitely.
Acute Angle
From the figure drawn below, the angle falling between $0^\circ$ and $90^\circ$ is termed as an acute angle.
$$0^\circ < \text{Acute angle} < 90^\circ$$
Obtuse Angle
An angle falling between $90^\circ$ and $180^\circ$ is an obtuse angle. From the figure, $\angle B$ is an obtuse angle.
$$90^\circ < \text{obtuse angle} < 180^\circ$$
Right Angle
An angle that is $90^\circ$ is called as a Right angle. In the figure, $\angle C$ represents a right angle.
Supplementary Angles
Based on the figure, \( \angle AOC + \angle COB = \angle AOB = 180^\circ \). If the addition of two angles is \( 180^\circ \), in this case, the angles are termed as **supplementary angles**.
Further, it should be noted that two right angles would always supplement each other. Also, the pair of adjacent angles which when added form a straight angle is termed as a **linear pair**.
Complementary Angles
Based on the figure, \( \angle COA + \angle AOB = 90^\circ \).
Hence, if the sum of two angles is 90°; in this case, the two angles are known as complementary angles.
Adjacent Angles
The angles which hold a common arm, as well as a common vertex, are termed as adjacent angles. Therefore, referring the above figure ∠BOA and ∠AOC are known as adjacent angles. OA is the common arm, with common vertex ‘O’.
Vertically Opposite Angles
Whenever two lines intersect, the formation of angles is opposite to each other specifically at the point of intersection (vertex). These are termed as vertically opposite angles.
From the above figure above, x and y are seen as the intersecting lines. ∠A and ∠C form one pair of vertically opposite angles, whereas, ∠B and ∠D is the other pair of vertically opposite angles.
Perpendicular Lines
Whenever there is a right angle in the middle of two lines, then the lines are known to be perpendicular to each other.
From the figure, the lines OA and OB are termed as perpendicular to each other.
**Parallel Lines**
Referring to the figure, A and B are the two parallel lines, which are intersected by a line p. Here, the line p is known as a **transversal**, which meets two or more lines at distinct points.
**Transversal Intersecting Two Parallel Lines**
Under this condition, one must remember that:
- The corresponding angles tend to be equal.
- Vertically opposite angles become equal.
- Alternate exterior angles are equal.
- Alternate interior angles are equal.
• Pair of interior angles falling on the same side of the transversal is supplementary.
Question For You
Q. Suppose lines m and n tend to be parallel, then define the angles \( \angle 5 \) and \( \angle 7 \).
![Diagram]
**Solution:** It is mentioned that, \( \angle 2 = 125^\circ \)
\( \angle 2 = \angle 4 \) since vertically opposite angles. Hence, \( \angle 4 = 125^\circ \)
Now, observe that \( \angle 4 \) is one of the interior angles falling on the same side of the transversal.
Thus, \( \angle 4 + \angle 5 = 180^\circ \)
\( 125 + \angle 5 = 180 \rightarrow \angle 5 = 180 - 125 = 55^\circ \)
\( \angle 5 = \angle 7 \) because vertically opposite angles.
Therefore, \( \angle 5 = \angle 7 = 55^\circ \).
**Polygons and Angles**
Learning about geometric shapes and figures is very much important in order to build a relationship with the various structures present around us. Have you heard about a polygon? What exactly do you infer? From real-life objects, a STOP sign or a starfish, both are forms of a polygon. In this lesson, we’ll learn what is an angle and what is a polygon.
**Definition of Polygon**
In simple mathematics, a polygon can be any 2-dimensional shape that is formed with straight lines. Be it quadrilaterals, triangles and pentagons, these are all perfect examples of polygons. The interesting aspect is that the name of a polygon highlights the number of sides it possesses.
For example, a triangle has three sides, and a quadrilateral has four sides. So, any shape that can be drawn by connecting three straight lines is called a triangle, and any shape that can be drawn by connecting four straight lines is called a quadrilateral.
Browse more Topics under Basic Geometrical Ideas
Types of Polygons
It should be known that polygons are categorized as different types depending on the number of sides together with the extent of the angles. Some of the prime categories of polygons include regular polygons, irregular polygons, concave polygons, convex polygons, quadrilateral polygons, pentagon polygons and so on.
Some of the most well-known polygons are triangles, squares, rectangles, parallelograms, pentagons, rhombuses, hexagons etc.
Regular polygon
Considering a regular polygon, it is noted that all sides of the polygon tend to be equal. Furthermore, all the interior angles remain equivalent.
Irregular polygon
These are those polygons that aren’t regular. Be it the sides or the angles, nothing is equal as compared to a regular polygon.
Concave polygon
A concave polygon is that under which at least one angle is recorded more than 180 degrees. Also, the vertices of a concave polygon are both inwards and outwards.
Convex polygon
The measure of interior angle stays less than 180 degrees for a convex polygon. Such a polygon is known to be the exact opposite of a concave polygon. Moreover, the vertices associated to a convex polygon are always outwards.
Quadrilateral polygon
Four-sided polygon or quadrilateral polygon is quite common. There are different versions of a quadrilateral polygon such as square, parallelogram and rectangle.
Pentagon polygon
Pentagon polygons are six-sided polygons. It is important to note that, the five sides of the polygon
stay equal in length. A regular pentagon is a prime type of pentagon polygon.
Formulae Related to Polygon
(N = count of sides and S = distance from center to a corner)
Regular polygon Area = \((1/2) N \sin(360^\circ/N) S^2\)
The number of diagonals = \(1/2 N(N-3)\)
Summation of the interior angles of the polygon = \((N - 2) \times 180^\circ\)
The count of triangles (while drawing all the diagonals through a single vertex) in a polygon = \((N - 2)\)
What Is An Angle?
The study of angles is very important whenever we are trying to understand polygons and their properties. To be precise, when two rays hold a common endpoint, in this case, the two rays together form an angle. Therefore, an angle is formed by two rays initiating from a shared endpoint. These two rays creating it are termed as the sides or arms of the angle. For representing an angle the symbol “\( \angle \)” is used in geometry.
Angles of Polygons
One must keep in mind that all polygons possess internal angles and external angles. In addition, a polygon’s external angle can be termed as that which is extended on one side. Here are certain rules which are followed regarding angles of a polygon.
- Exterior Angle of a Polygon: All the Exterior Angles associated to a polygon add to form a sum \(360^\circ\).
• Interior Angle of a Polygon: The interior and exterior angle are evaluated through the same line, therefore, they add up to $180^\circ$.
That is, $\text{Interior Angle} = 180^\circ - \text{Exterior Angle}$
**Question For You**
*Q.* What is the exact interior angle for a regular octagon?
Ans: Since a regular octagon possesses 8 sides.
Therefore, $\text{Exterior Angle} = \frac{\text{Total Degree of Polygon}}{\text{Side}} = \frac{360^\circ}{8} = 45^\circ$
Hence, $\text{Interior Angle} = 180^\circ - 45^\circ = 135^\circ$
**VIDEOS**
**REFERENCES:**
PTBB general math class 10 chapter 10
**UNIT 35**
Collinear Points
**SLO’S:**
· Define collinear points. Distinguish between collinear and non-collinear points.
· Apply distance formula to show that three or more given points are collinear.
· Apply distance formula to show that the given three non-collinear points form are the followings:
a) An equilateral triangle.
b) An isosceles triangle.
c) A right angled triangle.
Collinear points
Points that lie on the same line are called collinear points. If there is no line on which all of the points lie, then they are non collinear points.
What is the difference between collinear and non collinear?
In order for three or more points to be collinear, they must lie on the same line. Two points would always be collinear. Noncollinear are points that do not lie in the same line.
What is the difference between collinear and non collinear point?
Collinear points are three or more points lying on the same line. Non-collinear point are when less than three (not including three) points lie on a line.
When graphing the points can your tell whether or not they are collinear?
Yes. Calculate the ratio of the difference in y-coordinates and the difference in x-coordinates between pairs of points. If the ratio is the same, the points are collinear. If not, they are not. The only exception is if all the x-coordinates are he same and the ratio is not defined. In this case the points are also collinear - all on a vertical line.
What is similar between collinear and coplanar points?
because coplanar is coplanar and collinear is collinear!!
What is collinear and non collinear points?
Collinear points Points that lie on the same line are called collinear points. If there is no line on which all of the points lie, then they are non collinear points.
Mathematics-what is Pascal’s theorem?
The three pairs of opposite sides of a hexagon inscribed in a conic intersect in collinear points.
What does it mean for two points to be collinear?
"Collinear" means "on the same straight line". Two points are always collinear, because you can always draw a straight line between any two points. Three points may or may not be collinear.
What is a non collinear point?
Definition for collinear and non collinear Points that lie on the same line are called collinear points. If there is no line on which all of the points lie, then they are non collinear points.
What is a portion of a line that includes two points and all of the collinear points between the two points?
'Line Segment' is a portion of a line that includes two points and all of the collinear points between the hypothetical two points also 'Line Segment' because a line or line segment is a set of infinite points and the infinite points are collinear....
What is the symbol for collinear points?
The symbols for collinear points in Geometry are letters. Collinear points are defined as points which are located on the same line.
Is a line and point collinear?
If the point is not on the line, then no they are not collinear. But if that point is on the line, then they are collinear. Points on the same line are collinear. Points not on the same line are not collinear or non collinear.
What is non-collinear?
Non-collinear means that the points are not in a line. If only two points are given, they are always collinear.
How many points are collinear?
Points are collinear if they are on the same line.
What is the meaning of collinear points?
Collinear points are points on the same straight line.
What are some examples of collinear points?
Collinear points are points on a grid that lie on the same line. Non-collinear points do not sit on the same line.
What are collinear points?
Collinear points are points that lie on the same line. No collinear points do not lie on the same line. Any two points are always collinear, i.e. forming a line. Three or more points can be collinear along a single line. Collinear points lies on the same straight line.
How do you know if points are collinear?
Points are collinear if they lie on the same line.
Are 3 points collinear?
A set of 3 points will always be coplanar, but will only sometimes be collinear. Collinear points are always coplanar as well.
For a point to be between two other points the three points must be?
They must be collinear.
Is every set of three points collinear?
No, three points can be non collinear
Are collinear points also coplanar?
Yes, collinear points are also coplanar.
Are any two points collinear?
No. Points are collinear only when they are on the same line.
When you have three collinear points there is exactly one?
When you have three collinear points there is one gradient. I'm not sure what your question is specifically but when points are collinear they have the same gradient.
In Figure 1, $A$ is $(2, 2)$, $B$ is $(5, 2)$, and $C$ is $(5, 6)$.
**Figure 1** Finding the distance from $A$ to $C$.
To find $AB$ or $BC$, only simple subtracting is necessary.
To find $AC$, though, simply subtracting is not sufficient. Triangle $ABC$ is a right triangle with $AC$ the hypotenuse. Therefore, by the *Pythagorean Theorem*,
If $A$ is represented by the ordered pair $(x_1, y_1)$ and $C$ is represented by the ordered pair $(x_2, y_2)$, then $AB = (x_2 - x_1)$ and $BC = (y_2 - y_1)$.
Then
This is stated as a theorem.
**Theorem 101:** If the coordinates of two points are $(x_1, y_1)$ and $(x_2, y_2)$, then the distance, $d$, between the two points is given by the following formula (*Distance Formula*).
**Example 1:** Use the *Distance Formula* to find the distance between the points with coordinates $(-3, 4)$ and $(5, 2)$.
**Example 2:** A triangle has vertices $A (12, 5)$, $B (5, 3)$, and $C (12, 1)$. Show that the triangle is isosceles.
By the *Distance Formula*,
Because $AB = BC$, triangle $ABC$ is isosceles.
**REFERENCES:**
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Celebrating Millets
In the International Year of Millets, spotlight on their health benefits, taste quotient and versatility
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A Movement Around Responsible Food
Jowar, bajra and ragi were regular staples in Indian kitchens, depending upon the region where one lived. One didn’t need western wisdom to consume locally-grown food – it was a given. Then came the incursion of refined grains into our kitchens and the old staples were pushed out of our lives. Suddenly, they came to be labelled as coarse, poor cousins of refined food items.
Life comes a full circle and it has taken just a few decades for us to wake up to the perils of faulty food habits. With our depleting water tables and soaring blood pressures, we are staring at the environment and health crises. Millets are back in favour. So much so that the Government of India pushed for 2023 to be declared as the International Year of Millets and succeeded. This push was needed to incentivise farmers, plug the shortfall in supply chain and to make the public aware about the immense value of resources that is possible with millets.
This is an opportune moment to highlight the benefits of millets in Aerocity Live. The learnings of the year need to be preserved, and made use of, after all. Our team, talking to chefs, has itself realised that a range of possibilities that exists with millets. Aerocity chefs, who have been trailblazers in incorporating millets, shared some recipes with the readers. Reading the issue will inspire all to bring about a shift in their eating habits, and help them come up with interesting recipes of their own.
Besides food, this issue also contains certain spots that must be on every person’s ‘must visit’ list. As we inch towards our 76th Independence Day celebration, a visit to the newly-opened Partition Museum provides a sordid reminder of the violence that accompanied the celebratory mood of Independence in 1947. But the museum also provides hope and succour, as the story as portrayed in the museum ends with people picking up threads again, rebuilding lives, and overcoming grief and resentment.
Yet another destination that is highlighted in the issue is Sanchi, located close to the Temple of Cancer in Madhya Pradesh, which is a rich treasure trove of heritage. Looking at the photographs, one was spellbound by the richness of art, and by the fact that more than 2,000 years ago, there was such an intermingling of influences between East and the West.
Happy Reading.
Dear Readers,
Welcome to the latest edition of our magazine, where we bring you a plethora of exciting topics. In this issue, I want to draw your attention to a global movement that has gained significant momentum, focusing on millets’ health and environmental benefits.
Over the years, lifestyle diseases have become a growing concern, making people increasingly aware of the importance of maintaining a healthy lifestyle. It is no secret that staple crops like wheat and rice have been contributing to the depletion of water tables.
In response to this pressing issue, the Government of India has taken a proactive step by declaring 2023 as the ‘Year of Millets’. This initiative aims to promote the cultivation and consumption of millets.
While millets’ health and environmental benefits are undeniable, we must also address the taste aspect. This is where the hospitality industry plays a crucial role. Across the country, several events have been organised to popularise millet-based dishes and the Aerocity hotels have been at the forefront of such innovations.
To gain further insights into the world of millet-based cuisine, we had the opportunity to speak with renowned chefs for this issue of Aerocity Live. They expressed their admiration for millets and generously shared their recipes, which we are delighted to reproduce here. Additionally, acclaimed chef and Masterchef India judge Ranveer Brar and wellness expert Luke Coutinho emphasise the need to incorporate millets into our daily lives.
In this edition, we have curated a list of eating outlets in Delhi that serve outstanding dishes prepared from millets. Furthermore, we present a collection of restaurants outside Delhi that are gaining popularity for their millet-based culinary offerings.
Expanding beyond the realm of millets, we are excited to present you with a comprehensive list of must-visit spots in Delhi. Our curated selection includes the Red Fort Centre, the Jai Hind Light & Sound Show at the Red Fort, the recently opened Partition Museum, offering profound insights into our history, as well as the highly popular Sunder Nursery, where tranquillity meets breathtaking beauty.
We also bring to you a glimpse into the princely Rajasthani hospitality at Six Senses Rajmahal in Jaipur.
Lastly, just like a quintessential Indian thali that caters to various tastes, this issue is a wholesome compilation of diverse subjects, ranging from food and well-being to travel spots. I encourage you to grab your copy and delve into the rich content we have prepared for you.
Happy Reading.
## CONTENTS
**JULY-AUGUST 2023 - ISSUE 9**
### GMR Event Calendar
10
### City News
12
- DIAL’s passenger-first initiative - DigIyatra Award for Delhi Airport
- Food festivals at Aerocity hotels
- New beginnings
### Cover Feature
20
- Why millets have taken the centrestage and how Aerocity is celebrating the International Year of Millets
### Special Story
38
- Six Senses Barwara near Jaipur offers princely hospitality in a tranquil ambiance
### Special Feature
42
- Eating right is job half done. Exercising is the other half of the story, and Aerocity hotels have an array of exercising options
### Must Visit Spots
46
### Shopping Spots
50
### GMR Aerocity Guide
52
#### Aerocity Partner Interview
54
- Sharad Datta
- General Manager
- JW Marriott, New Delhi Aerocity
#### Our Community
56
- Versha Goenka
- Partner, Business Consulting, EY India
#### Chef's profile
58
- Chef Sandeep Choudhary
- Executive Chef
- Ibis, New Delhi Aerocity
### Food & Culinary
62
- **Restaurant Review:** Underdoggs
- **Dishes in Delhi**
- **Top Dishes in Aerocity**
### Must Reads
70
#### Destinations
72
- Millet Destinations in India
- Sanchi, Madhya Pradesh
### In Pictures – Hotel Aloft
82
### Wellbeing
86
- Why alkaline food is important
- Tips on managing stress
### QUIZ
90
EVENT CALENDAR
NOT TO BE MISSED AT AEROCITY
Aerocity Events
Emoji Celebrations on the occasion of World Emoji Day
Where: The Walk, WorldMark Aerocity
When: July 8-23
Friendship Day Celebration
Where: The Walk, WorldMark Aerocity
When: July 30
Dumpling Festival
Where: The Walk, Worldmark Aerocity
When: August 6-13
Army Band to celebrate Independence Day
Where: GMR Aerocity
When: August 13
Exhibitions
Fashion & Lifestyle Exhibition 2023 by Dream Events
Featuring apparel, jewellery, footwear, handbags, accessories, gift items and other products
Where: Aga Khan Hall, Bhagwan Das Road
When: 11 am to 7 pm, July 18
Distance from Aerocity: 18.1 km
Nearest Metro Station: Mandi House on Blue and Violet Lines
Gifts World Expo 2023
Where: Pragati Maidan, New Delhi
When: Jul 27, 2023 - Jul 29, 2023
Distance from Aerocity: 18.3 km
Nearest Metro Station: Supreme Court
Infinite Light - Serigraphs by Jehangir Sabavala
Curated by Tripat K Kalra
Where: Gallerie Nyva, Tansen Marg, Near Mandi House
When: Till July 15
Distance from Aerocity: 17.7 km
Nearest Metro Station: Mandi House on Blue and Violet Lines
Theatre
Ghalib in New Delhi
Celebrating 25 years of the play
Where: The Laugh Store
J22H+H3H, Pocket 1, Sector 14 Dwarka
When: 16 July, 9:30 pm
Distance from Aerocity: 16.3 km
Nearest Metro Station: Dwarka Sector 14, on Blue Line
Hamlet
When: 16 July, 9:30 pm
Where: Theatre Group (LTG) Auditorium, Copernicus Marg
Distance from Aerocity: 17.7 km
Nearest Metro Station: Mandi House on Blue and Violet Lines
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DIAL’s Passenger-first Initiative: Use DigiYatra Without Smartphone
The initiative will save up to 25 minutes for passengers; one-minute registration process to extend DigiYatra reach to all passengers
Delhi International Airport Limited (DIAL) has announced the launch of a new initiative whereby allowing the passengers to use DigiYatra without downloading the mobile application.
The initiative, launched at Terminal-3 of IGI Airport brought in association with the DigiYatra Foundation, will allow passengers to use DigiYatra through a three-step registration process and allow the passengers to travel using their face as their identity inside the airport.
This passenger-first initiative has been undertaken by DIAL based on the demands from passengers, seeking further simplification of the process for the usage of DigiYatra. This initiative would not require the passengers to download anything on their mobile phones and has been especially curated to provide a delightful travel experience to those less familiar with technology.
The one-minute registration process, would entail the passengers to scan their boarding pass and their faces, and produce an identification proof to the security personnel stationed near the registration desk. Post their successful registration, the passengers would be able to travel seamlessly, inside the terminal, security check area and at the boarding gates.
Speaking on the initiative, Videh Kumar Jaipuria, CEO, DIAL said, “We have been relentlessly working towards improving passenger experience at Delhi Airport. This latest initiative will allow even those who are less familiar with technology to make full use of DigiYatra and travel seamlessly. DigiYatra is a faster, safer and smoother way of travel, which also allows passengers to spend more time with their family and friends at the Airport.”
DigiYatra, the digital platform for air travellers in India which makes the process of air travel more convenient and efficient for passengers by using facial recognition technology, was launched on December 1, 2022, by Minister of Civil Aviation, Jyotiraditya Scindia. The initiative ensures faster mobility of passengers to boarding gates, hassle-free travel, enhanced security, and dedicated gates while being completely contactless, whereby saving time and effort for millions of passengers.
At present, all DigiYatra facility has been extended to all departure gates of Terminal 3 and Terminal 2 of the IGI Airport.
This latest offering by DIAL will be in addition to the existing DigiYatra mobile application which allows travellers to register themselves on DigiYatra mobile application on their handheld mobile device, for an uninterrupted and hassle-free travel at the airport.
In order to use the facility of DigiYatra, users are required to download the DigiYatra Application on their mobile cell phones and register using their Aadhaar linked mobile number. Once registered, the users are then asked to link their credentials using DigiLocker or offline Aadhaar. Post linking of the Aadhaar, the users are prompted to take a selfie and upload the application. For the final step, the users are asked to update their boarding pass on DigiYatra App and share it with the departure airport.
A Taste Of Meghalaya At Pullman New Delhi Aerocity
Pullman New Delhi Aerocity hosted a Tribal Gourmet pop-up showcasing Meghalayan cuisine from May 5 to May 14, 2023. Tanisha Phanbuh, a self-taught North Eastern food connoisseur, participant in Masterchef India Season 6 and the Founder and Director of Tribal Gourmet, a platform showcasing the North East’s gastronomical delights showcased a range of Meghalayan re-imagined gourmet dishes at the award-winning Pan-Asian restaurant Honk.
Speaking on the occasion, Tanisha Phanbuh said, “The North-Eastern cuisine of India is full of undiscovered fresh and vibrant flavours. Being born amongst the vibrant flavours of Meghalaya, I intend to carry the essence of the Northeast and aim to spread the aroma to the metropolitan cities through these pop-ups. It is my conscious effort to start a conversation around the delicacies of Meghalaya, and I feel that by joining hands with Pullman New Delhi Aerocity, I can bring them to the spotlight, making it a mainstream gourmet delight for its patrons.”
Soulful Hakka Cuisine At Honk, Pullman
Honk, the award-winning restaurant at Pullman New Delhi Aerocity known for its unique South-East Asian flavours, had renowned Chef Katherine Chung to showcase her unparalleled expertise in Modern Hakka Chinese Cuisine, in association with Gormei, from June 9 to 18. The cuisine having originated from the Hakka people who migrated across China’s vast landscapes, told a tale of resilience, adaptation, and preservation.
The chef unveiled a menu with delicacies like roasted duckling pork, whole fish steamed with ginger, scallion and Sichuan peppercorn and steamed prawns on glass noodles for non-vegetarians and soy braised tofu sliders and king oyster mushrooms with rice wine and more for vegetarians.
Speaking on the occasion, Chef Katherine said, “The dishes I am presenting here are the very ones I prepare for my family on a daily basis. With this festival at Honk by Pullman New Delhi Aerocity, we aim to showcase the Hakka community and take this as an opportunity to showcase the beautiful amalgamation of Indian ingredients with ancient cooking practices and Chinese techniques.”
At the event, there was a discount of 10 per cent for Aerocity Live readers.
Flavors Of Bali At K3
K3, the renowned Asian kitchen at JW Marriott, has organised ‘Bali Pasar Malam - Hendra’s Javanese Fare’ from 19 June to 2 July 2023, offering an array of Javanese-inspired delicacies to visitors.
Chef Hendra Wijaya, JW Marriott New Delhi very own Asian Master Chef, has curated a menu that beautifully blends centuries-old Chinese and islandic flavours. From aromatic stir-fries to mouthwatering curries, each dish is a harmonious symphony of taste and tradition. The talented chefs of K3 have demonstrated their fine culinary skills and expertise in Asian cuisines during the festival. The vibe of being in Bali has been ensured with vibrant décor, gripping music and a warm welcome.
Earlier, K3 organised ‘Baati – Rediscovering the Forgotten Recipes of Rajasthan’ that celebrated the diverse and splendid food culture of Rajasthan over a month.
K3, New Delhi’s Food Theatre, has gained a reputation for its theatrical dining experiences. With three live kitchens offering Mediterranean, Asian, and Indian delights, K3 has become the go-to destination for the city’s most elaborate Sunday brunches.
Celebrating Asian Food At Pride Plaza, New Delhi Aerocity
Asian food is known for its rich spices and vibrant taste and that became the theme of the food festival for Pride Plaza, Aerocity in May end. The hotel frequently organises food festivals, focussing on the cuisine of a specific region, state and country. This time they chose Asian food as the hero of the event. The menu of this food festival consisted of dishes like Chinese noodles. Rigid ambiance added to the mood of the festival. The entrance of the line was adorned with the sculpture of Buddha who represents the core belief of the Asian region. As per the officials of the hotel, the upcoming food festival will be dedicated to Punjabi meals.
Environment Day Celebration At Pride Plaza
The staff of Hotel Pride Plaza New Delhi Aerocity commemorated the Environment Day, June 5, with tree plantation in the hotel premises.
Screening Fest at The Square, GMR Aerocity
Summer Entertainment District is a joint screening festival by Sunset Cinema and GMR Aerocity. A seven-day screening festival that was attended by over 2,000 people took place at The Square between May 14 to June 17.
The sports and film IPL were screened during this festival. Besides that, four movies that were shown were:
- Travel Related movies - Midnight in Paris and Zindagi Na Milegi Dobara
- David Warner’s Choice – The Notebook
- Father’s Day Theme – Finding Nemo
Among the other activities that were organised during the event were: host interaction, photo booth, tattoo painting, food stalls, face painting, movie and cricket trivia, quiz giveaways and crowd energising activities.
Chique Imparts Training On Shop-Floor Experience
Training on how to deal with customers politely, understanding of products and much more
Chique, GMR Square, New Delhi Aerocity organised a training session on store enhancement for its senior staff members and franchise owners by an industry expert. Presentation on various curated collections of Chique, fashion, dealing with customers and raising the graph of sales was given in the session.
The expert also guided the staff how to make customers understand the quality of product, details about the product and develop good understanding about fabrics that are used in the product. Dealing with customers was one of the important segment of the session where the expert made the attendees aware about the customer etiquette like how to talk to customers, how to greet, hospitality and the after sales service. Various franchise owners of the Chique were also present at the event to learn and grow their stores in their respective cities.
Chique is a rapidly expanding Indo-Western women’s wear company with numerous stores all over India. It is developing a fully contemporary approach to fashion that is straightforward, and progressive.
Chique serves one of the largest and most powerful demographics of metropolitan women between the ages of 20 and 60. The brand epitomises urban clothing and is unmatched for its quality and attention to detail. It is eclectic, modern, and romantic. It draws its inspiration from urban Indian women who want to represent themselves as global citizens.
Kheoni Opens In Aerocity
A brand that grew out of the noble deed of afforestation and preventing forest fires
Kheoni was born out of a need to support a forest, redefine responsible luxury, and bring the most sustainable wellness and skincare products to your doorsteps.
It takes a village to raise a child, and it takes a forest to support a village. And one such small forest in central India, Kheoni, was the seed from which this brand grew. The journey started by supporting a tribal community to prevent forest fires. The team then took it upon itself to reforest a barren hill, Keshar Parvat (biodiversity awarded site now) which involved planting 35,000 trees. To sustain this site and several such movements across India, the brand ‘Kheoni’ was born. The idea was to bring the natural way of wellness from such forests and inclusive communities across India in the form of ‘never-before’ skin-care products and superfoods while supporting the forest. The most pristine and wellness-promoting ingredients are gathered from nature, and packaged in eco-friendly materials by self-help groups to bring together the Kheoni community.
The team prioritises sustainability in every aspect of their journey, ensuring that every step taken in creating the Kheoni collection aligns with their core values. The unique categories of products help you improve your lifestyle. The products are curated to meet the needs of busy corporate professionals and travellers.
‘The Sleep Programme’ for example has a range of handcrafted aromatics and therapeutic eye pillows. They relax your eyes and reduce digital eye strain. Pure essential oils are available to add to the aromatherapy experience.
‘Probiotic Skincare’ aims at regenerating your skin microbiome naturally, while also positively impacting the environment every time they are washed off from your body.
‘Hemp’, also rightly called ‘The God plant’, is used in several of Kheoni products for its moisturising and relaxing properties. The organic teas come from small villages in Assam, and are air-dried and hand-rolled, as opposed to traditional tea estates, plus they are hand packaged in certified organic cotton tea bags by local villagers. They are taken to a central facility for nitrogen flushed pouch packaging.
Proceeds from the sale of Kheoni products also go to support the ‘Keshar Parvat’ forest.
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Aloft Aerocity Appoints Ashish Sharma As F&B Manager
Aloft New Delhi Aerocity has announced the appointment of Ashish Sharma as the new Food and Beverages Manager. Sharma will oversee the operations of Nook, W XYZ bar and Re-Fuel by Aloft along with in-room dining and catering operations for weddings and events.
Sharma brings with him a varied experience of over 18 years in the hospitality industry. He is a seasoned professional who excels in various areas and implement strategic tactics to provide exceptional dining experience to the guests, execute innovative F&B concepts to enhance the customer experience, designs unique menus, drive revenue growth through creative initiatives and to elevate the offerings to new heights.
Prior to this role, Sharma headed F&B operations at Jaypee Vasant Continental, New Delhi since November 2019. With a trail of accomplishments, he has worked with brands like Radisson Hotels, IHG Hotels and Resorts, The Imperial, Oberoi Hotels & Resorts and Atlantis, The Palm.
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New Associate Director Of Sales At Holiday Inn New Delhi
Tanvi Makol has been appointed as the Associate Director of Sales at Holiday Inn New Delhi Aerocity. She brings a wealth of experience and expertise to the team, having recently joined the hotel from Hyatt Centric Janakpuri.
Makol’s journey in the hospitality industry began in 2011 with IHG Hotels and Resorts. She spent three years at Crowne Plaza Rohini, New Delhi, making significant contributions to the sales and marketing team and achieving remarkable results in her role.
In her new role at Holiday Inn Aerocity, Makol will be taking on the responsibility of overseeing rooms and conference & events. Her expertise in these areas will bring added value to the hotel operations and ensure a seamless experience for the guests.
Millets Take The Centre-stage
Hotels and restaurants in Aerocity embrace millets for their multiple advantages; offer a new way of cooking to discerning customers
By Meha Mathur with inputs from Shruti Tripathi
When Pullman & Novotel in Aerocity hosted a Govt of India event focussed on millets, that was attended by hundreds of scientists, agriculture experts and business delegates from across the world, it was giving a loud signal that the hospitality industry is not only in tandem with the Government of India’s thrust towards millets in its G-20 Presidency Year. It was also signalling that the hospitality industry is ready to take on a massive global initiative for the health of the planet and individuals.
Globally, millets have become the centre of attraction due to the impact of faulty agricultural practices of the last few decades. The impact of monocultures of wheat and rice is there for all to see. The water tables are depleting fast due to these water-intensive crops. The loss of biodiversity also renders crops vulnerable to pests, and to counter that, there has been heavy reliance on pesticides, polluting water streams, soil and air, and causing severe health problems for humans.
There is also the realisation that millets provide critical nutrients like proteins, calcium and potassium. While millet was a staple in traditional Indian cooking and each region of the country had a strong millet culture, the imperative of feeding a burgeoning population and the need to secure dependence on imports, which was exacerbated during the food scarcity in the 1960s, the public distribution scheme that focussed on wheat and rice, the growing taste towards refined products, and certain commercial factors led to millets being relegated to background. These became confined to very small pockets of the country in very dry areas.
Healthy option
Now, with environmental and health crises looming large, millets are getting the attention they long deserved. Consider the following:
- These small-seeded grasses, also called rudi-cereals or dryland cereals, require very little water to grow, and have smaller sowing-to-harvesting cycle.
- The ‘Market Intelligence Report for Millets’, released by The Agricultural and Processed Food Products Export Development Authority (APEDA), has got to say, “Photo-insensitive & resilient to climate change, millets are hardy, resilient crops that have a low carbon and water footprint, can withstand high temperatures and grow on poor soils with little or no external inputs.”
- According to the same report, these contain calcium, iron and fibres which are essential for a child’s growth.
- Also, the high content of proteins and minerals helps in health issues such as diabetes, heart attack and obesity.
This being the case, the Government of India is proactively working to bring the public’s attention to the benefits of millets, and is striving to make it a people’s movement globally. It has successfully nudged the international community to have 2023 celebrated as the International Year of Millets, which is India’s 75th Presidency.
From millets being served in Parliament House canteen and ministries, to millet fests being organised in various cities at the behest of industry and civic bodies, to armed forces, hospitals, Railways and educational institutions organising events to popularise millets and serving millet-based meals, no stone has been left unturned. Union and state governments are pushing it in equal measure and have introduced it in their menu. At institutes of sports, millets will be served as dalia, roti and khichdi regularly.
Events with international participants have also been organised to this effect. A Millets Food Festival of the member countries of Shanghai Cooperation Organization (SCO) was organised at Taj Mahal Palace in Mumbai, which provided an opportunity to the public to try out millet-based recipes prepared by chefs from Kazakhstan, Kyrgyzstan Uzbekistan, Russia and India. In Delhi, a G20 food festival on the theme ‘Taste the World’ was organised at Talkatora Stadium in February. Earlier, Millets featured at the India International Trade Fair in November 2021, at the Dubai Expo in February 2022 and at Suraj Kund Crafts Fair 2022 also.
An Array Of Millet Items At Modern Bazaar
The outlet Modern Bazaar at The Square in Aerocity has a range of millet-based products for its health-conscious customers. From raw millet to snacks, you can choose your pick. Roasted millet khakhra and jowar and bajra chips are some of the items that Aerocity Live team found during their visit. So, the next time you have a craving for indulgent snacking, here’s a one-stop-shop for a healthy yet tasty solution.
The hospitality industry has a major role to play in popularising millet-based cuisine. Aerocity hotels are at the forefront in this regard. The chefs that we spoke to for this feature vouched for the versatility of millets and spoke in unison that it’s a worthy ingredient for fine dining.
Chef Sourmya of Hotel Andaz at Aerocity countered the view that it’s coarse and takes a lot of time to cook. The Soul Pantry at the hotel serves only millet-based preparations.
At Pullman, Chef Sandeep Kaira that since the hotel hosted a Govt of India event on millets in 2022, the team is determined to create more dishes in millet-based. During the event, the team created a dessert that he can eat as a munching item any time of the day (read interview and recipe on page 27).
Aloft’s chef Chef Tamoghna Chakraborty says the impact of celebrating the year as International Year of Millets will be great as people will become aware of the benefits of it. Hotel Aloft is also planning to organise an event to highlight the health and taste aspects of the superfood.
Chef Sumit Sabharwal, Executive Chef at Holiday Inn, while sharing that the hotel is planning millet-based events, says that the guests today are already knowledgeable and aware of right food choices.
Elsewhere, Stephen Jones, Executive Chef, Hotel Six Senses Barwara, Rajasthan, praises millets, saying, “The most extensively produced form of millet for human consumption is pearl millet, which may be relished in grain-centric salads and potent breakfast porridges. Simply remember to soak pearl millet overnight before cooking to reduce its antinutrient content.”
The success of 2023 as the International Year of Millets will lie in millets becoming the staple diet among masses. While a change in eating habits takes time, and swinging pendulum to the other extreme without full understanding of nutrition requirements is also not advised, right reinforcement about health benefits and taste element involving health experts, celebrated chefs and other celebrities will go a long way in sending the message home.
Nutrition Element In Millets
| Pearl Millet: | Foxtail Millet: |
|---------------|----------------|
| Proteins and minerals | Vitamins and minerals |
| Sorghum: | Kodo Millet: |
|----------|--------------|
| Protein, with benefit of being gluten-free | Protein, vitamins, minerals and fibre |
| Finger Millet: | Little Millet: |
|---------------|---------------|
| Protein, minerals and fibre | Iron and fibre |
| Barnyard Millet: | Proso Millet: |
|------------------|--------------|
| Iron and fibre | Proteins, vitamins, minerals and fibre |
"Good To Use In Bakery Items Too"
Chef Tamoghna Chakraborty, Executive Chef, Aloft New Delhi Aerocity
Millet can grow in rough soil and drought situation too. It’s a small grain and the skin is hard. It’s not free too. Probably it was the first crop for people. It’s easy to cook too.
Millet are good to use in bakery items. It can be used as beverages too and provides natural probiotics which are very good for our guts.
My favourites are foxtail millet and pearl millet. Every millet has a different texture. You have to adapt the way it is. In South, it’s used for making saviyan, upma and idlis. When I was in Chennai, in our buffet we used to have at least one millet preparation.
Its production fell down probably because it’s cheaper than rice and wheat and profit margins are lower. Now that people are becoming health conscious, they are turning towards millets. It helps control cholesterol levels, blood pressure, obesity and so on. You can eat it as salads, as cookies, crispy snacks, soups, seviyan.
The way to use it is to soak it overnight, and for one cup of millet, add two cups of water, put it to boil and let it simmer for 20 minutes.
"Using Millets Does Not Compromise On Taste"
Chef Soumya, Head, Soul Pantry, Hotel Andaz, New Delhi Aerocity
Millet have been consumed for thousands of years and it’s a myth that these ‘forgotten grains’ aren’t good in taste. I like to play with buckwheat and finger millets and like to make pastas and flat breads out of these.
Millet are also easy to cook and you can make anything out of it, be it flat breads, pasta or kulcha. At Soul Pantry, we prefer using finger millets, buckwheat, barley and amaranth because of the nutritional values. We offer pizzas, flat breads, gnocchi and ravioli made with millets. The taste of it is not something that you will get in refined flour. The food that has got great protein, has it all day and their soul will be fulfilled. Millets like buckwheat have antioxidants and minerals and are gluten free, which every person should incorporate in their diet. The ingredients that we use at Soul Pantry are very fresh. And using millets enhances on taste.
"Guests Today Are Knowledgeable"
Chef Sumit Sabharwal, Executive Chef, Holiday Inn, Aerocity
There was a time when people used to eat a lot of millets. But then came a time when it took to refined flour. Now an understanding about the benefits of millets is gaining ground again and its usage has increased in western countries too. We have done a number of events around millets and are planning a millets-based brunch again. We are also incorporating millets in buffet lunch and dinner.
Millets have everything – minerals, proteins, anti-oxidants. Guests today are very knowledgeable and know what they have to eat.
With some millets we can incorporate great taste, like khera from sawaan, ragi dosa and jowar upma. We have even tried tacos with millets. Of course, Indian breads like bajre ki roti, which were already made in households earlier, though they get dry, are high in nutrition.
"We Feature Millets In Every Course"
Chef Sandeep Kalra, Pullman & Novotel, New Delhi Aerocity
The Ministry of Agriculture event happened in this hotel, which focussed on millets. So it was a kind of pre-planning for us, wherein we geared up for 2023. Henceforth, we started using millets in various restaurants and various forms. These are featured in every course, including desserts and drinks.
People are starting to accept the usage of millets. This has both pros and cons. It is very healthy. It fills you up without giving carbohydrates, but is a little tough to digest. And the cooking temperature goes beyond what is required for cooking other grains. A few of the millets have to be soaked overnight so that the grains become a little softer.
My personal favourites are bajre khichdi. And dessert out of kudzu root is again very good. During the conference, we mixed various millets, roasted these, ground these into powder and turned it into pudding. It turned out to be one of the best Indian sweets I have had. You can cook it with coconut milk and jaggery and make barfi out of it. I can have it as a munching snack any time of the day.
Millet can be effortlessly cooked by soaking them for 6-12 hours, which aids in neutralising their acidity and facilitates digestion. When cooking millets, it is recommended to use slightly more water than when cooking rice to achieve a fluffy and separate grain texture. It is a pro-tip to utilise the excess water to create a nutritious ‘millet kheer’ instead of discarding it.
Millets offer a wide range of textures that can be enjoyed in various dishes such as millet khichdi and millet pulao, which are quite popular. Among different millet varieties, smaller grains like ‘kodo’ are easier to cook and digest compared to others like ‘jowar’ or ‘bajra’, making them a favourable choice for their health benefits. Beyond India, millets serve as a nutritious grain option for porridge. Sorghum millet, in particular, is widely utilised for baking flatbread and cakes.
To prepare millets, I personally prefer to soak them overnight, followed by boiling them in an intimate amount of water along with a pinch of salt and millet oil. Once cooked, I enjoy combining the millets with green peas, carrots, and raisins, either by tossing them in a bowl or a non-stick pan. Additionally, to enhance the flavours, temper the cooked millets with curry leaves, chillies, and mustard seeds, reminiscent of the aromatic taste found in southern Indian dish upma.
Government of India announced 2029 as millet year in order to promote the usage of millets in the country. This step has been taken so as to emphasise the importance of millet in the Indian households and restaurants. Monsoon restaurant is one such place in Aerocity that has included millet dishes in their menu. Chef Chandan Singh is preparing these millet dishes in the restaurant and thinks millet dishes are good for human metabolism and cheaper in price than others.
He also discards the existing perception about the difficulty in preparations of millet dishes. Chef Singh says it is easy if the grain is soaked before being cooked.
Monsoon restaurant serves millet dishes like bajra ka cheela and kachumber paratha. The chef says there are frequent orders for these items, and guests are taking interest in these healthy options. Through these preparations, the chef thinks we can bring back millet in the mainstream Indian food plate.
**BARLEY BOWL SALAD**
**SERVING-1**
| INGREDIENTS | QUANTITY |
|---------------------------|------------|
| BARLEY PEARLS | 100 GMS |
| GREEN APPLE | 10 GMS |
| CELERY STICK | GMS |
| PICKLED CRANBERRIES | 20 GRAMS |
| BALSAMIC VINAIGRETTE | 10 ML |
**Method**
Boil the barley pearl and cook till the time it is soft. Cool it down. Combine all the above ingredients and mix well. Transfer it to a bowl, garnish it with sunflower micro greens and serve.
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**MILLET SALAD:**
**Ingredients**
1. Foxtail millet cooked 120gm
2. Pearl millet cooked 50gm
3. Charred broccoli 20gm
4. Apricot 10gm
5. Raisin 5gm
6. Cucumber dice 20gm
7. Pomegranate 5gm
8. Corn kernels 15gm
9. Raw mango grated 5gms
10. Toasted almond 5gm
11. Fresh herbs 2gm
12. Extra virgin olive oil 2ml
13. Salt to taste
14. Black pepper to taste
**Raw mango dressing:**
1. Olive oil 20ml
2. Honey 5ml
3. Raw mango finely grated 10gm
4. Salt 1gm
5. Black pepper 1gm
6. Red chilly chopped 2gm
**Method:**
- Soak both the millets separately overnight and boil them in excess water till cooked but grainy.
- Slow roast the broccoli in oven
- For the dressing, finely grate the raw mango, add it in a bowl with honey and chopped deseeded red chilly
- Emulsify it with olive oil, season it well with salt and black pepper
- Add the cooked millets in a big bowl, add the charred broccoli, chopped apricots, raisin, cucumber dice, pomegranate, corn kernels.
- Mix it well with folk, season it with salt and lemon juice. add the raw mango dressing.
- Serve the millet salad in a cold bowl.
- Garnish it with toasted almond and fresh herbs and drizzle extra virgin olive oil.
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**PAN SEARED PEARL MILLET CRUSTED DAHI KEBAB**
**Ingredients**
1. Hung curd 100gm
2. Cardamom powder 2gm
3. Pearl millet flour 40gm
4. Ginger chop 8gm
5. Coriander chop 2gm
6. Salt 5gm
7. Ghee 30gm
8. Chop green chilli 1gm
9. Roasted chana powder 20gm
10. Black pepper powder 2gm
**Method**
1. Take a mixing bowl and put hung curd in the bowl.
2. Mix in all the ingredients except pearl millet flour
3. Mix it well then give them round shape balls and then press with palms and make tikki shape
4. Then crumb them with pearl millet flour
5. At last heat a pan and put ghee and pan fry the dahi kebabs and serve it hot
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**MULTI MILLET FRIED MILK**
**Ingredients**
1. Millet rawa - 100g (take sorghum rawa, finger millet rawa, pearl millet rawa, foxtail rawa 1:1)
2. Milk- 800g
3. Sugar- 40g
4. Butter- 80g
5. Corn flour- 20g
6. Almond- 40g
7. Bread powder - 80g
8. Eggs- 4 no.
**Method**
1. Firstly, mix granulated sugar along with millet rawa and cornflour in a sauce pan.
2. Gradually add in the milk while stirring it gently.
3. Bring it to a boil over medium flame while stirring constantly.
4. Let it boil for a minute, stir and remove from the flame.
5. Now stir in some butter.
6. Next, spread evenly on an ungreased square baking dish of 8*8*2 inches.
7. Refrigerate the dish uncovered for at least an hour till it’s set and firm.
8. Cut the custard into 2 inch squares with the help of a wet knife.
9. Make a coating batter using eggs.
10. Dip custard squares into the egg and then coat it with bread crumbs.
11. Heat up the oil in a deep pan till 360 degrees Fahrenheit (1/2-1 inch deep).
12. Fry 2-3 squares at a time for about 1-2 minutes or until golden brown. Drain the excess oil on paper towel.
13. For garnish, dust some powdered sugar.
Nutritional Superiority Of Millets Over Maida
These smart foods are good for one’s health and good to taste
By Luke Coutinho
Millet, the age-old superfood, is now gaining traction in contemporary times. As we ponder upon the questions like “Can millet aid in diabetes management?” or “Can it promote bone health or aid weight loss?”, it becomes evident that millets have already piqued our curiosity. While millets have been an integral part of Asian cultures for centuries, their consumption declined with the arrival of the Green Revolution, which made rice and wheat more accessible in Central and Southern India.
Presently, Indian diets predominantly consist of nutritionally imbalanced meals centered around rice, maize, refined white flour (maida) and whole wheat as the primary sources of carbohydrates. Combined with sedentary lifestyles and the prevalence of “junk food,” this dietary pattern contributes to obesity and various health complications.
Millet’s potential as smart foods
The distinction of millets as ‘smart foods’ lies in their ability to satisfy three key criteria: being good for individuals, good for the planet, and good for farmers. When introduced into diets, millets can serve as nutritious, diverse dietary options, and help regulate blood levels in the body. Furthermore, millets aid in managing metabolic disorders such as diabetes and hyperlipidaemia, while also reducing the risk of cardiovascular diseases.
When compared to maida, millets are a more nutrient-dense option that can provide numerous health benefits. Millets are high in fibre, which helps to regulate digestion and can provide a feeling of satiety and fullness. Additionally, millets are a good source of minerals like magnesium, which is essential for bone health, and iron, which is crucial for hemoglobin production. Millets also contain B vitamins, which are essential for healthy nerve function and energy metabolism. Responding to this need, the Indian government has declared 2023 as the International Year of Millets.
Millet serves as gluten-free, highly nutritious, and fibre-rich alternatives, abundant in essential nutrients like calcium, iron, and phosphorus. Unlike rice and wheat, millets have a low Glycaemic Index (GI), which means they do not cause sudden spikes in blood sugar levels.
Moreover, the higher fibre content in millets contributes to improved gut health, acting as a cleansing agent and reducing the risk of inflammatory bowel diseases. Research demonstrates that millets surpass many cereals in nutritional value. They offer a rich source of proteins, carbohydrates, dietary fibre, essential amino acids, and healthy fats. Most importantly, millets aid in reducing chronic inflammation, which is considered the root cause of various diseases such as arthritis, diabetes, and kidney disease.
Incorporating millets into your diet
In terms of taste, millets can provide a unique flavour to recipes. Millets are often ground into flour, which can be used as a substitute for regular flour in recipes like cakes and cookies. Millets can also be used as a substitute for noodles and pasta. Millets can provide a distinct flavour to recipes, and can be cooked in a variety of ways depending on the recipe.
They can be added to salads or chats, combined with protein sources. Millets offer a versatile and nutritious addition to your day-to-day meals. Millets can serve as a healthy alternative to maida and can be eaten in a variety of ways:
1. Millet snacks:
- **Puffs and chips**: Millet flour can be used to make puffed snacks or crispy chips. These snacks can be seasoned with various spices and herbs for added flavour.
- **Cookies and biscuits**: Millet flour can be used as a substitute for wheat flour in cookie and biscuit recipes. You can experiment with different flavours and ingredients to create delicious and healthier treats.
2. Millet noodles and pasta:
- **Noodles**: Millet noodles are available in the market as a gluten-free alternative to traditional wheat or rice noodles. They can be used in stir-fries, soups, or even in cold noodle salads.
- **Pasta**: Millet flour can be used to make homemade millet pasta. You can use millet pasta in various pasta dishes, such as spaghetti with tomato sauce or creamy pasta with vegetables.
3. Millet breakfast ideas:
- **Porridge**: Millet porridge is a popular and healthy breakfast option. Cook millet with water or milk, and add sweeteners like honey or fruits for flavour.
- **Pancakes and waffles**: Millet flour can be used to make pancakes or waffles. Combine millet flour with other gluten-free flours like rice or almond flour for a delightful breakfast.
- **Upma/chilla**: You can also look for instant upma which is organic and made purely from millets. Combine a mix of millet flours or just one and prepare the chilla hot for the breakfast. It tastes just perfect!
4. Millet in main courses:
- **Khichdi and Pulav**: Replace rice with millets like foxtail, barnyard, or pearl millet to prepare flavourful khichdi or pulav. Add vegetables, spices, and herbs to enhance the taste.
- **Soups and salads**: Millets can be added to soups and salads for an added nutritional boost. Use cooked millets as a base and mix them with vegetables, herbs, and dressings to create hearty and filling dishes.
5. Millet snacks for tea-time:
- **Chaat**: Use puffed millets in chaats, such as bhel puri or pani puri, to add a crunchy texture and nutritional value.
- **Samosas and Tikkis**: Incorporate cooked millets in samosa fillings or tikki recipes for a healthier twist. You can combine millets with vegetables, spices, and herbs to create delicious snacks.
Thus, by replacing at least one portion of your regular meals with millets, such as millet upma, millet khichdi, millet pancakes, or jowar roti, you can make a significant impact on your health. Let’s make that one swap today for a healthier tomorrow.
The author is Co-Founder – You Care Lifestyle.com
We Are Back To Respecting Local Produce
While our forefathers incorporated what was available around them and what was in season, Covid years have helped us awaken to that wisdom
By Ranveer Brar
India has always had an amazing array of grains; thanks to the varied climatic conditions and soil types. The variety of millets available in the interiors of the country is enough data for a book.
The unfortunate part however is that millet is an unstated grain grown by people who cannot market and sale. The green revolution undoubtedly did a lot of good for the Indian farmer. However, the millets lost their charm in this era.
Travelling across the country and exploring regional and sub-regional cuisines (and subconsciously searching for that crunch), I discovered and developed a lot of respect for indigenous grains.
I remember eating a porridge made from Jhangpora, a millet amazingly sweet and creamy, so much so that a drizzle of honey was enough.
Studying a bit deeper, I found that in greater India, variants of wheat and cereals have been dated to 8,000 BC, with millet production in Mehrgarh dated around 6,000 BC.
An old underdog is the finger millet or Nachni, as it’s commonly known in Gujarat and Maharashtra, where it’s used for porridges, bhakris and rotlis.
Nachni or red millet for example, is widely grown as a cereal in the arid areas of Africa and Asia. It’s also known as finger millet, which has been cultivated in India from as long as 4,000 years ago. In fact, the Indian states of Karnataka, Andhra Pradesh, Tamil Nadu, Bihar and Maharashtra produce Nachni. Karnataka is the top producer of Nachni and has 58 per cent share in India’s export of this crop.
As a crop and after harvesting, Nachni keeps extremely well and is seldom attacked by pests. This eliminates the need for chemical fertilisers and pesticides, making it a safe food. It is also a cost-effective source of protein, iron, calcium and fibre, which makes it the preferred food of many communities. Notably, it’s a rare source of amino acids.
Supermarkets, social media and magazines sometimes are obsessed with preaching the benefits of Quinoa, the Inca grain that has made the Andes farmers super rich.
In today’s world of trends, internet and food fads, we somehow forget the torchbearers. In this case I am talking about ‘Amaranthi’, the 7,000-years-old seed (not grain) which was a staple of the Aztecs. We have all tasted amaranth greens as ‘chaat’ in Mumbai or amaranth sweets as ‘Jhandane ke Laddoo’ (a jaggery and popped amaranth seed candy).
The seeds are gluten-free like Quinoa, can be treated in all ways that quinoa can and have exactly the same nutritional value.
Another popular millet is the Bajra or Pearl Millet. It’s super rich in fibre and protein and along with Ragi, has been a highly favoured grain in traditional South Indian cuisines, especially in Tamil Nadu and Karnataka.
It has been my constant endeavour to keep bringing millets and other native grains into conversations and cuisines. To take this effort and conversation a notch further, I started a month long campaign, some called ‘Indian Grains Month’ a couple of years ago. The idea was to encourage people to not just use indigenous grains more and beyond Vrat Food, but to also think outside the box with interesting recipes and popularise their use in day-to-day meals.
The response that the campaign received, as also the interesting recipes that were contributed in the process, firmly reinstated the belief in my mind, that the love for local produce is here to stay and may slowly but steadily be finally en-route to getting its due.
The answer eventually lies in the quintessential Indian cuisine, particularly our home food or what we or our ancestors grew up eating. There was respect for and adherence to what grew around you and what was in season. This is now again a ‘trend’, that I am witnessing more and more, especially after the pandemic affected years.
The International Year of Millets is a huge step in the right direction, one which I aspire to see continuing and paving the way for more breakthroughs in both the home and commercial kitchens.
Ranveer Brar is a celebrity chef, author and a judge on Masterchef India show.
The Secret To Optimal Fitness And Holistic Health
These nutri-cereals are packed with nutrients and have become a powerful ally for fitness enthusiasts
By Ira Trivedi
In the pursuit of optimal fitness and holistic health, the world is witnessing a silent revolution, one that harks back to the wisdom of our ancestors. Millets, the ancient grains that were once a staple in many cultures, are now reclaiming their rightful place in our modern diets. These humble grains have emerged as a powerful ally for fitness enthusiasts, offering a plethora of benefits that go beyond mere sustenance. In this column, we explore the remarkable connection between millets and fitness, uncovering their potential to transform our wellbeing.
Nourishment from nature’s bounty
Millets, often referred to as ‘nutri-cereals’, are a diverse group of grains that include varieties such as sorghum, finger millet, pearl millet, and foxtail millet. Packed with essential nutrients, millets offer a range of health benefits. They are rich in dietary fibre, which aids in digestion and promotes a healthy gut microbiome. Additionally, millets are an excellent source of complex carbohydrates, providing sustained energy for physical activities, making them an ideal choice for athletes and fitness enthusiasts.
Building strength and vitality
Fitness isn’t just about physical strength; it encompasses overall vitality and well-being. Millets play a crucial role in enhancing our body’s resilience and vitality. These grains are abundant in vitamins and minerals, including magnesium, iron, and calcium, which are vital for muscle function, bone health, and overall body strength. Incorporating millets into our diets can help prevent nutrient deficiencies and promote optimal physical performance.
Fuelling performance and recovery
For athletes and fitness enthusiasts, proper nutrition is paramount. Millets offer a unique advantage in this regard. They have a low glycemic index, meaning they release glucose into the bloodstream at a slower and more sustained rate. This characteristic makes millets an excellent source of energy, providing the necessary fuel for workouts without causing sudden spikes or crashes in blood sugar levels. Moreover, the amino acids present in millets support muscle recovery and growth, aiding in post-workout rejuvenation.
A sustainable choice for personal and planetary health
In addition to their nutritional benefits, millets also contribute to sustainable and eco-friendly practices. These hardy grains require minimal water and are resilient to drought and harsh weather conditions, making them an environmentally friendly alternative to water-intensive crops. By incorporating millets into our diets, we not only nourish our bodies but also play a part in preserving our planet’s resources.
As the world rediscovers the virtues of millets, the connection between these ancient grains and fitness becomes increasingly evident. Millets offer a holistic approach to health, providing nourishment, vitality, and sustainable choices for individuals seeking to optimise their wellbeing. Let us embrace the wisdom of our ancestors and harness the power of millets on our fitness journeys, paving the way for a healthier future for both ourselves and the planet we call home.
- The author is Founder, Namami Yoga, Best Selling Author & Yogacharya
Chhattisgarh's Inspiring Journey To Become A Millet Hub
Chhattisgarh leads the way in millet procurement at support prices; State Government's proactive steps lead to a surge in millet cultivation
The Chhattisgarh Government has launched a 'Millet Mission' aimed at promoting millet cultivation across the state. Under this mission, facilitated by the Chhattisgarh State Minor Forest Produce (Trading & Development) Co-operative Society Limited, 14 districts have signed MoU with the Indian Institute of Millets Research (IIMR) Hyderabad. The objective of the mission is to double millet productivity from 4.5 quintals per acre to 9 quintals per acre.
Because of State Government's efforts to encourage millet cultivation, there has been a surge in the cultivation of kodo, kutki and ragi crops. Coarse grains have been consumed in many tribal areas of the country for a long time, offering significant health benefits. These grains hold significance in the culinary and dietary traditions of the tribal cultures of the Surguja and Bastar regions of Chhattisgarh.
The Chhattisgarh State Minor Forest Produce (Trading & Development) Co-operative Federation Limited has procured 5,273 tonnes of millets, amounting to Rs 16.03 crore, during the year 2021-22 and 13,050 tonnes of millets amounting to Rs 39.60 crore in the year 2022-23. With a vision to expand millet cultivation, the state government has set a target of increasing the area under millet cultivation from 96,000 hectares to 1.60 lakh hectares during the Khari Year 2023.
Incentives for farmers
Under the leadership of Chief Minister Bhupesh Baghel, the purchase of kodo, kutki and ragi in Chhattisgarh is facilitated at support prices, along with their value addition. The state government has fixed the support price for kodo and kutki at Rs 3,000 per quintal, while that for ragi has been set at Rs 3,377 per quintal.
Millet production has been incorporated into the Rajiv Gandhi Kisan Nyay Yojana to enhance its cultivation in the state. Millet-producing farmers are being provided with an input subsidy of Rs 9,000 per acre.
Success story
An instance of benefit to farmers is that of Balluram, hailing from Amilid village in the Dongargarh development block. Cultivating ragi on one hectare under the National Agricultural Development Scheme and using vermicompost produced under the amended Godman Nyay Yojana and also receiving free ragi seeds, he obtained a yield of 18 quintals and earned Rs 68,000. He mentions that compared to traditional paddy cultivation, his profit from Ragi cultivation was nearly 1.5 times higher.
Chhattisgarh has been awarded the 'Poshak Anaj Award 2022' for its efforts in promoting millet cultivation. And it is truly emerging as a 'millet hub' in the country.
“Millets Possess A Wealthy Nutrient Profile”
Ghanshyam Khandelwal, Chairman, BL Agro, a leading edible oil and food manufacturing company, on the reasons why the government is promoting millets aggressively and the ways to make these popular among public
By Himanshu Ojha
Why is the government giving special emphasis on promotion of millets?
There’s a reason why millets were a quintessential part of our traditional cuisine. It was optimal for both our environment and our health. For all its benefits, globalisation has done us a disservice. It waylaid what we cultivated and consumed, and that’s at least partly responsible for the vitamin and mineral deficiencies in the population.
What we eat matters. Consequently, the government is pushing these mota anaaj. Millets are highly nutritious, containing a range of essential nutrients that we need, including minerals such as calcium and iron and vitamins like A and B.
They are also gluten-free and have a low glycaemic index, making them particularly suitable for people with dietary restrictions and diabetes. On top of it, they pack a punch of soluble and insoluble fibres, which increases digestive capacity.
The Indian government also appreciates that they are very conducive to sustainable farming. Millets are very resilient and can grow in arid and dry regions as they don’t need as much water as compared to other staples.
As we increasingly battle climate change and water scarcity, they can contribute to constructing sustainable agri-food systems, reducing our reliance on crops like rice and wheat.
As millets are proven to be good for health, what steps can the government take to further increase awareness among Indians?
India stands on a threshold. The government has made significant strides in raising awareness, not only among consumers but also in bolstering production.
Measures such as increased minimum support prices (MSP) and the inclusion of millets in the public distribution system have provided incentives to farmers and ensured a stable market. However, time is required to allow these efforts to bear fruit.
Thus being said, a change in perspective is crucial to propelling adoption.
Millets, often labelled as ‘cereals of the poor’, are considered a poor man’s sustenance. In reality, they possess a wealthy nutrient profile, making them superior. Implementing public awareness campaigns that educate the public on the same could prove pivotal.
Additionally, integrating these into school curricula can empower the next generation with knowledge about their benefits from an early age. Collaboration with doctors, nutritionists, and dieticians would increase credibility in the general population.
Finally, establishing a dedicated research centre that provides robust scientific evidence on the need to go back to our ancestral foods like millets can become a key catalyst for impactful change.
What are the supply chain issues regarding millets?
While the supply chain for millets does not present any specific issues, it is important to acknowledge its inherent sluggishness. To address this, there is a need to prioritise research and development efforts within the millet value chain and increase its efficiency.
Will BL Agro be venturing into millets?
Certainly, BL Agro has undertaken extensive laboratory testing on millets over the past six months. The initiative is to generate comprehensive reports and get valuable insights not previously available, facilitating a deeper understanding of millet production and its potential integration into our production line for the brand Nourish.
Based on our progress, we anticipate incorporating millets into our product portfolio in the near future. Our target timeline is around Diwali, allowing us to introduce the offerings to our customers during the festival.
This decision aligns with our commitment to meet the evolving demands of health-conscious consumers.
What steps can the government take to increase export of millets?
In 2021, the global export value of millets was $470 million. We exported approximately $64.28 million worth of millets in 2021–22. If the government wants to enhance these export figures, they need to prioritise the domestic market.
Once we as people start giving it favour and turn it into a mainstream grain, it will give the rest of the world a compelling example, and they will follow quickly and without a hitch.
If we don’t give millets the respect and attention they deserve, how can we expect others to have an appreciation thereof? Essentially, the government must establish a strong presence for millets within India to pave the way for global acceptance.
Princely Hospitality At Fort Barwara
By Team Aerocity Live
Here is princely Rajasthani hospitality at its best. A sprawling fort nestled in a hilly region has been renovated and transformed into a luxurious hotel that’s traditional and modern at the same time. Six Senses Fort Barwara is traditional in its setting and the luxurious living spaces once the preserve of royalty and the ethos of ‘satkar’ (hospitality). And it’s modern in terms of best of amenities and services of the 21st Century. It’s just the right place to head to, if you wish to nourish your six senses.
The property faces the charming village of Barwara to the west and a forest to the east. The famous tigers of Ranthambore National Park are only a short drive away.
The resort includes two palaces, two original temples, and 48 beautifully appointed suites within the fort walls. Each
At Barwara, a 14th Century fort located four hours’ road trip away from Delhi, Six Senses offers visitors a perfect mix of courtly lifestyle, modern amenities, fine dining and an array of activities.
At Six Senses Fort Barwara, hospitality is not just a service, but an emotion. From the warm smiles of our hosts to the meticulously crafted details in every corner, we strive to make our guests’ stay with us a journey of comfort, luxury.
Sameer Kapoor
Resort Manager
We support organic ingredients. The healthiest diet, lifestyle, and food trends, rooted in Middle Eastern and Mediterranean traditions, are driving the popularity of millets, an ‘ancient grain’ that is gluten-free.
Stephen Jones
Executive Chef
suite is designed in a contemporary Rajasthani style to complement the historic backdrop of the fort while subtly incorporating state-of-the-art in-room technology.
Dining experience
Three restaurants offer innovative menus emphasising locally sourced ingredients, while the impressive Six Senses Spa provides a peaceful sanctuary for the mind, body and soul.
Rajasthani-inspired fresh, sustainable cuisine highlighting ingredient elements and flavours is the overarching theme of the three dining venues. It sources local products from the resort’s organic garden and farms in the nearby village. The three dining venues are:
• The Cortile, located within a leafy courtyard serving international and Indian specialities
• Rani Bagh that serves fresh fast casual cuisine from an open kitchen
• The Rajawat Room that is located within Mardana Mahal (the male palace) and serves creative concoctions along with an extensive list of fine spirits.
Besides that, destination dining is available at various unique locations around the fort for special occasions.
FACT FILE:
Location: Four-hour drive from Delhi NCR; 2.5 hours from Jaipur Airport and 30 minutes by car from Sawai Madhopur and Ranthambore National Park.
Facilities: Multilingual hosts; Six Senses Spa and Spa Gallery; fitness centre and personal trainer; library with a wide selection of books and magazines; creative event spaces; cultural tours; indoor and outdoor pools among others.
Also, it offers a range of indoor event spaces including a 2,045 square foot (190 square meters) ballroom as well as magical outdoor settings and event lawns.
Activities: Daily fitness classes; group activities and wellness talk with experts; alchemy Bar; heritage walks & horticulture within Six Senses Fort Bawara; cultural walks to nearby villages (Bawera Village, Shri Chauth Mata Temple, Shiwar Village, Shiwar Fort); cooking classes; sustainability workshops at the Earth Lab; Grow with Six Senses kids’ programme; organic garden and local market tours with chefs; Safari to Ranthambore National Park; offsite picnic; water bottling plant and sustainability tour; morning hikes and sunrise picnic; mountain biking among others.
Fitness Facilities Galore
From pools for a relaxing dip to gym facilities to burn extra calories, Aerocity hotels have it all. A sneak peek into some of the facilities. Also, how hotels have put health at the centre through special drives.
**Hotel Aloft, New Delhi Aerocity**
The gym at Aloft Aerocity has all cardiovascular equipment and weights. There is a separate Yoga Room too, for guests of the hotel.
The swimming pool, that is open all days, 6 am to 8 pm, has a beautiful setting, with artwork on a wall being the centre of attraction. With azure water and mesmerising ambiance, you would want to take one lap more, and then another, and yet another.
**Holiday Inn, New Delhi Aerocity**
The Best way to get over the jet lag is to take a dip in the indoor pool, and soak in the views of the surroundings. Or else, head to the Lea Spa and Salon and rejuvenate your mind, body and soul.
**Hotel ibis, New Delhi Aerocity**
The hotel has a well-equipped gym, where guests can do their exhaustive workouts. The pool at the hotel is an oasis of tranquility; guests get tempted to take a dip and exercise their limbs.
Roseate House, New Delhi Aerocity
The gym at the hotel offers cardio training, strength training and functional training to achieve wellbeing goals. Every Saturday and Sunday, there are yoga classes in the morning; then there is Aqua Zumba every Saturday in the evening with expert trainers.
The hotel not only has a gym for guests, its spa called Aheli (meaning pure) has services designed to detox, cleanse, nourish, nurture, heal and rejuvenate. As the hotel website informs, treatments offered at the Aheli Spa are a blend of Ayurveda, Yoga, Indonesian, Thai & European wellness philosophies. The spa has well-appointed spaces, each designed to offer holistic wellbeing.
There is also a steam and sauna room with city view.
Lemon Tree Premier, Delhi Airport
The 24x7 fitness centre at the hotel, equipped with ‘Life Fitness’ equipment, offers a great opportunity for exercising. There is a personal trainer to assist you. A refreshing dip in the swimming pool at the hotel is relaxing exercise that tones your whole body. And then there is the spa, to pamper your body and soul.
Healthy Initiatives At Pride Plaza, New Delhi Aerocity
The hotel has taken several proactive measures to send out a message on health front. On this ‘World No Tobacco Day’, the hotel took a pledge to make all indoor facilities tobacco-free. This initiative reflects the hotel’s commitment to create a healthier environment for guests and staff.
Similarly, the hotel celebrated ‘World Bicycle Day’ with an incredible bicycle rally in association with the Indian Medical Association Dwarka, New Delhi. The day kicked off with a high-energy Zumba session, setting the tone for an amazing event. The cyclists then embarked on an exhilarating ride through the beautiful Aerocity, completing multiple laps. The primary aim was to promote sustainability and a healthy lifestyle.
Vikas Mor, CEO, IGI Airport New Delhi, flagged off the ride. The participants were presented with certificates, a small token of appreciation for their involvement in the event.
Watch The History Of India Come Alive At The Red Fort
Experience the captivating allure of India’s rich history at the Red Fort Visitor Centre and indulge in the grandeur of Jai Hind Light & Sound show. Both are one-of-a-kind must-see destinations brought to you by Daininj Bharat Monument Mitra for The Red Fort.
Nestled within the UNESCO World Heritage Site of the Red Fort, the Red Fort Visitor Centre offers a remarkable journey through time, while the Jai Hind Light & Sound Show brings India’s glorious past to life through a mesmerising display of performance art.
The Red Fort Centre
Housed in a historic 19th century British barrack, the Red Fort Centre is a unique facility designed to give visitors an in-depth understanding of the historic site and sets the context for a more enriched visit. It has an interpretation centre that is divided into four zones:
• **Safa**: Delhi before the Red Fort and Shahjahanabad were established.
• **Zindagi**: The magnificent architecture, royal traditions and luxurious living in the Fort.
• **Tareekh**: Defining moments in India’s history, with Red Fort as the fulcrum.
• **Hum Ek Hain**: Importance of Red Fort for India’s unity in diversity.
It provides a unique, 360° immersive viewing experience with projections on the walls, ceiling and floor. The eight-minute show re-imagines inauguration of the Red Fort. Other attractions are Café Delhi Height’s Restaurant and a Luv India Souvenir shop within the Red Fort Centre.
**Opens on:** Tuesday – Sunday, 10 am to 8 pm (Monday closed).
Jai Hind Light & Sound Show (55 mins)
Jai Hind Sound & Light Show is a dramatic presentation of the history of India from 17th century to the present day. Using all forms of performance art – projection mapping, live action films, light and immersive sound, actors, dancers and puppets, it brings alive key episodes including the tussle for power between Dara Shikoh and Aurangzeb, plunder of Red Fort and Shahjahanabad by Nadir Shah, rise of the Marathas and their control of Red Fort, the 1857 War of Independence, rise of the Indian National Army and the INA trials and finally the fight for Indian Independence.
**Jai Hind light and sound show** – Showing timing – Hindi Show at 7:30 pm to 8:30 pm and English show at 8:45 pm to 9:45 pm (Monday closed).
**Distance from Aerocity:** 23.1 km
**Nearest Metro Station:** Lal Qila on Violet Line
Sundar Nursery’s Monumental Beauty
By Himanshu Ojha
Situated in the bustling national capital city is the tranquil urban oasis of Sunder Nursery - Delhi’s Heritage Park. A site with breathtaking monuments, gardens and biodiversity. Sunder Nursery was listed amongst the 100 World’s Greatest Places of 2018 by TIME Magazine. Following a decade of landscape and conservation works undertaken by the Aga Khan Trust for Culture in partnership with Central Public Works Department and the Archaeological Survey of India, Sunder Nursery opened to the public in 2018.
The Shaheer Associates-created landscape master plan takes its cues from the conventional Indian idea of harmony between nature, people, and function while also promoting environmental preservation. This 90-acre park adjacent to the Humayun’s Tomb World Heritage Site is a treat for history and nature lovers as well as the ideal location for leisure and cultural activities in the city. While the nursery dominated the landscape for many decades, and the Mughal era monuments were unapproachable due to growth of tall grass, the structures are now a hot-spot for Delhibites of varied interests. The monuments, waterways, tall trees and bushes and birds that flock to the garden make it an ideal place for activities, ranging from picnics to idle walks to photo shoots to heritage walks and book discussions. Whether you are fond of manicured gardens or lush untamed vegetation, there is something to cater to each taste. And then of course, there is the large collection of plants of every variety on sale at the nursery section, plus seeds available at the counter.
Of course, no trip to a public place is complete without saluting one’s appetite, and the Fab Café and a few kiosks serve a range of food items.
Distance from Aerocity: 20.4 km
Nearest Metro Station: Jawaharlal Nehru Stadium Metro Station on Violet Line
The Partition Museum: Hope At The End Of The Tunnel
By Meha Mathur
Dara Shikoh’s Library, built in 1639, has witnessed several tumultuous events. The ownership passed on to Bahadur Shah I after Dara Shikoh’s demise, followed by Dila De Costa, a family of Portuguese descent, then to Safdarjung and finally to the British. But its latter association is with a much more harrowing than any other in the Indian history. This grand building, which is a confluence of Mughal and European architectural ethos, now houses the Museum of Partition. Galleries after galleries, you witness the brutalities that were inflicted upon people on both sides of the border during the Partition.
The design of the space and the curation shows how museums have transformed from static displays to multimedia presentations. There are interviews of survivors and their descendants revealing the horrors of migration and how they rebuilt their lives from scratch.
The section that leaves greatest impact is a railway compartment with wooden seating typical of those times. Trains had become an important mode of transport to help people cross the borders and special trains had been deputed from both India and Pakistan. But these came under attack and countless lives were lost on the tracks. Items that were recovered from those compartments after the mayhem have been displayed to highlight the sordid saga - torn clothes, an upturned shoe, broken bangles… A few individuals who escaped have contributed some precious belongings from that journey, and these too have been displayed in the compartment.
Some were not lucky enough to transport their belongings and they had to bury every single item such. One tiny bowl, which a family purchased in a market in Delhi, showcases the struggle.
When madness subsided, the migrants made efforts to revisit their lost homes. Indians who had fled the horrors of Partition were welcomed with open arms by those who now occupy those homes. Some photographs provide hope that bonds can be built across the border. When Priyanka Mehta visited her ancestral place in Pakistan, the occupants gifted her an electricity meter from 1940s that belonged to her nani. Better still, old friendships have been rekindled, as seen in some heartwarming photographs. What could be a more fitting end to the museum visit than this note of succour?
The museum is located on the campus of Dr BR Ambedkar University. Visitors have to register themselves online for entry.
Distance from Aerocity: 27.6 km
Nearest Metro Station: Kashmere Gate on Yellow Line
Urban Aesthetics, Rural Craftsmanship Mingle At Shahpur Jat
Shahpur Jat has become the go-to shopping destination for every bride-to-be, thanks to a number of fantastic independent stores selling everything from designer sarees and jewellery to men’s tuxedos. Additionally, if you’re visiting Delhi to attend the wedding of an Indian acquaintance, you should be in this market.
The harmonious coexistence of the rural and urban spheres within it is remarkable. Therefore, it is common to see a chic boudoir-style room in a dilapidated structure or even a farm animal ambling by mannequins dressed in elegant apparel.
Young designers started renting rooms in Shahpur Jat at the turn of the century, largely because of the affordable real estate costs. It also helped because neighbouring dyeing studios and the neighbourhood was home to migrant craftspeople.
Over time, the area started to draw business owners, artists, and other creative individuals, many of them were foreigners who helped to usher in a kind of cultural revolution in the dull and underdeveloped neighbourhood. The area now contains vintage shops, concert restaurants, co-working spaces, art galleries, and a burgeoning street art culture.
Distance from Aerocity: 15.8 km
Nearest Metro Station: Hauz Khas Metro Station on Yellow and Magenta Lines
Beyond Khadi At Khadi Gramodyog
While Khadi was a symbol of self-sufficiency and empowerment of Indian villages in the years leading up to independence, the Khadi Gramodyog Bhavans have evolved over the decades and offer a vast range of products. The one at Kharag Singh Marg in Connaught Place is not restricted to the traditional khadi material and kurta.
It’s a one-stop-shop for a range of items available for sale like shawls, sarees in refined textures and bright colours, jackets, ties, scarves, bags, and decorative items, stationery products, and gift-wrapping material. A large section sells cottage industry products like pickles and honey, health items like neem powder and triphala, soaps in several fragrances, shampoos and beauty products like face packs and scrubs. Indian cottage industry surely is empowered to meet the 21st century urban consumer’s needs.
Distance from Aerocity: 17.7 km
Nearest Metro Station: Rajiv Chowk Metro Station (Intersection of Blue and Yellow Lines)
One For Your Garden At Saket
Have you ever taken the subway to the Select Citywalk mall in Saket and walked through this lovely aisle of vibrant pots, mugs, and kitchenware plates? We chanced upon this delightful collection recently as we made the decision to forgo taking a car and found this hidden gem of a market right adjacent to the Malviya Nagar Metro Station.
You will come across this alley that sells some extremely vibrant and gorgeous ceramics as soon as you leave the metro station by the Max Hospital exit.
From ceramic cups, plates, mugs, and kitchenware to different types of pottery, you can find it all here. The rates range from Rs 30 to a maximum of Rs 1,000.
For individual gardeners gardening, everything from pots to shovels, to manure to seeds and even fake or actual plants is available. Pots in every shape and varied colours, chimneys in terra cotta, Buddha busts, and other decorative elements to add further charm to your garden is to be had here. So, if you want to add some lovely flower pots to your balcony, this is the place to go.
Distance from Aerocity: 16.6 km
Nearest Metro Station: Malviya Nagar Metro Station
Nurseries On MG Road
The road leading from Mehrauli to Gurugram is lined with nurseries selling most exotic garden stuff. Seasonal and round-the-year plants and trees, and seeds can be had in a large number of varieties. From pots in every possible shape and pitchers to decorative terracotta objects and pebbles to garden equipment, a range of items is available for sale. You can spend hours strolling through one outlet after another, soaking in the green ambience.
Distance from Aerocity: 12 km
Nearest Metro Station: Chhatarpur Metro Station
The Square
- Nicobar
- Pure Home + Living
- Heads Up For Tails
- Kama Ayurveda
- Chique
- Manan
- Modern Bazaar
- Looks Prive
- Kheonli Wellness
The Walk
- 24 Seven
- Aptronix
- Da Milano
- Forest Essentials
- Gute Reise
- Miniso
- Looks Salon
The Walk
- Starbucks
- Kampai
- Chayos
- Aerocity Social
- Punjab Grill
- Monsoon
- Reve Cafe
- Daryaganj
- La Roca
- Liv Bar
- Farzi Cafe
- Nua Cafe
- Costa Coffee
- Mesa Bistro
- Cafe Delhi Heights
- Plum By Bent Chair
- Beer Cafe
- Kylin Experience
- Dhaba
- One & Commune
- Underdoggs
- Food Capital (Food Court)
Surface Parking
“Our Brand Gives Us Competitive Advantage”
Sharad Datta, General Manager, JW Marriott New Delhi, on Aerocity as an apt location to cater to a diverse clientele and how the hotel is placed in a unique position within that ecosystem.
By Meha Mathur
Graduating from IHM Mumbai, Sharad Datta has had a wide and varied experience in the hotel industry for over two decades. Starting off in Food and Beverage with properties like The Oberoi, Rambagh Palace, he has worked with leading brands like Hyatt International, Accor Group, and now, after over a decade, Marriott International. He has served as General Manager at The Westin Mumbai, among other roles in the group. He has recently taken over as the GM of the JW Marriott New Delhi Aerocity. In an interview with Aerocity Live, he shares what excites him about his profession and the unique position the hotel enjoys at Aerocity. Excerpts:
What inspired you to join the hospitality industry?
At the time that I chose this profession, it was considered to be one of the top career choices, a challenging profession that gave tremendous opportunity for growth, and those were the factors that kind of attracted me to the hospitality industry.
And what is the biggest reward for working in this industry?
Working in the hospitality industry gives you the opportunity to create connections and make a positive impact on people’s lives. Whether these are your guests or the associates that you work with, both are very important to me. And as a hotelier, I’ve had the privilege of creating a number of experiences for guests. The whole idea of a hotel is to provide, to use an old cliché, a home away from home. And you want to give them an elevated experience. Seeing the joy on the faces of guests when they get that experience is a great reward. The other reward is being able to create job opportunities and careers for associates. And I think to top it all off, working in a dynamic and diverse industry allows me to constantly learn and grow both personally and professionally, which is another rewarding aspect of this career.
You have recently taken over as the GM of JW Marriott New Delhi Aerocity. What are some of the goals that you are eager to achieve for the hotel? And what is the vision of New Delhi?
I am very keen to achieve several goals for the hotel. One of the primary goals is to elevate the luxury experience for our discerning guests. Some of the goals that we focused on include enhancing guest experiences through personalized and thoughtful service, implementing sustainable practices that help us reduce our carbon footprint, and fostering a culture of inclusivity and diversity within the hotel. Driving results is very important. We have to manage the business to ensure that we achieve the goal that we set out to do while at the same time making sure that the hotel is positioned as the go-to property in Delhi for our guests. The aim is to strengthen our presence in the market and surpass the previous benchmarks. But ultimately, I want JW Marriott New Delhi to be known as a haven of tranquility and great hospitality, where guests can feel revitalized and fulfilled.
How is JW Marriott leveraging the advantage of Aerocity’s location? And how do you position yourself vis-à-vis other hotels in this ecosystem?
Aerocity in itself is now a very bustling hub for various activities, including business, entertainment, and dining. Its biggest advantage is its proximity to the airport. Also, it has proximity to Central Delhi and Gurgaon. So, it becomes a very convenient choice for business as well as leisure travellers. This location allows us to cater to a very diverse clientele. Also, this is a great destination for hosting conferences and meetings, which is a big part of our business. As regards how we keep ourselves ahead, I think the brand plays a very important part in this success. We are really the strongest luxury brand in Aerocity. And that is a huge competitive advantage. It allows us to have a great advantage over our competition in terms of the offerings and services that we provide. At the end, the service experience that the guest has is unparalleled.
What is the dining experience that the hotel offers?
We have an array of dining experiences. The captivating Food Theatre at K3 is an all-day dining restaurant designed like a theatre, offering an innovative culinary journey. There are three main kitchens, each serving North Indian, Pan Asian, and Italian-Mediterranean cuisines. While JW Lounge is an ideal destination for enjoying light bites, bar nibbles, and finger foods, Delhi Baking Company is a haven for bakery enthusiasts, showcasing a delightful assortment of viennoiseries, freshly baked breads, savoury dishes, and seasonal menus. However, the restaurant I’d like to highlight is Aria by Aya, a brasserie led by Chef Aayush Gupta, Aria Hotels & Consultancy Chairman. It is a remarkable progressive Japanese restaurant with an exquisite menu curated by Michelin-starred chef David Myers, who completed its first year recently.
Connecting Communities, Curating Experiences
Brookfield Properties sets new standards of customer experience at Worldmark Aerocity
By Munish Mathur
Brookfield Properties, a leading global developer and operator of high-quality real estate assets, is at the forefront of creating remarkable spaces that transcend traditional real estate concepts. As the largest workplace developer in India, managing over 50 million square feet of commercial space, it provides meaningful experiences to our tenants, employees, and the communities it operates in.
At Brookfield Properties, it’s not just about building and managing buildings; it curates places that are welcoming and delivers experiences that are exciting, inspiring, and extraordinary. Worldmark Aerocity, one of its flagship campuses, exemplifies this vision.
A prime business destination
Located in the heart of Delhi’s high-end hospitality district, Worldmark Aerocity has earned its reputation as the new global address. Spanning over 1.2 million square feet of premier office space and over 0.3 million square feet of retail space, it has attracted marquee Indian and international occupants. Being close to South Delhi, Gurugram, and Dwarka, Aerocity holds a distinct location advantage. Owing to its proximity to the international airport terminal makes Worldmark the new hub of national and international business giants such as Ernst & Young, Airbus, Goods and Service Tax Network to name a few. The development’s success lies also in its commitment to providing a premium work environment that fosters collaboration and productivity.
Placemaking: Crafting a unique experience
Its commitment to placemaking sets it apart in the real estate industry. The six key pillars of placemaking – wellbeing, sustainability, arts and culture, community, memorable moments, and diversity – are seamlessly integrated into the development, offering an engaging environment for its tenants and visitors alike.
These initiatives not only foster a sense of community but also contribute to a thriving work culture, where individuals find inspiration, creativity, and collaboration at every turn.
Elevating customer experience
At Worldmark Aerocity, one is transported to a realm where efficiency meets aesthetics. Future-ready offices with breathtaking views, strolling by the fountains, and enjoying a coffee break in Food Capital—every aspect is thoughtfully designed to make work feel more like work. Here, business is a pleasure, and your workday extends beyond the confines of your office.
Whether you crave a quick bite, desire a five-course candle-lit meal, or seek a rejuvenating makeover at a luxurious salon after work, Worldmark Aerocity caters to your every need. ‘The Walk’ a vibrant retail street, features a distinguished lineup of renowned restaurateurs offering a wide array of world cuisines and dining experiences. Plum by Bent Chair, Liv Bar, Monsoon by Café Lota, REVE, Farzi Cafe and Kampaai are just a few of the gastronomic delights that await you. It also hosts retail outlets including an Apple Store, Miniso, DaMilano, and more. The Food Capital, Worldmark Aerocity’s food court, stands apart with its unique design, structure and unmatched guest experience. Featuring a double-height ceiling with a sunroof that fills the space with natural light, a central water body, and an abundance of greenery, the Food Capital creates a relaxed and refreshing ambiance. With over 18 food counters, the Food Capital offers a wide variety of cuisines to suit every taste.
Worldmark Aerocity is a testament to Brookfield Properties’ commitment to delivering extraordinary customer experiences.
The author is Senior Vice President and Regional Head - Northern Region, Brookfield Properties, India
“Great Opportunities For Networking”
By Meha Mathur
Versha Goenka, Partner, EY talks about the facilities at Worldmark offices in New Delhi Aerocity
Versha Goenka has been associated with Ernst & Young since 2016, and is part of the compliance advisory team. Primarily based out of Noida office, she frequently visits the EY office in Worldmark 1 at Aerocity since some of the teams operate from that office. In an interview to Aerocity Live, she describes the locational and infrastructure advantages of the office. Excerpts:
What was your first impression about Worldmark and Aerocity?
It was a sense of wow as it is definitely one of our best offices.
What do you think of the infrastructure?
The parking space is great, there is good space to walk if you want to take a stroll outside the office. There are so many coffee shops like Starbucks and Chaiwala. If you want to take a small break, can easily go there and grab something. You can also meet at office or catch up with friends there. There are many young team members and if you want to organise any event after office hours, it becomes very easy to pick up a place. We have done events at Farzi Café, Delhi Heights and so on. The food court also provides ample seating and a lot of food options, of which Daryaganj is my favourite.
There is a gift shop, and there are convenience and medical stores. And the office space itself is airy and well-lit, which is particularly good in winters.
Hygiene and safety are two important aspects for an employee. What has been your experience on those counts?
The place is always buzzing with life, with so many offices and so many colleagues. I have never felt a safety-related concern. As regards hygiene, the washrooms are very clean, and I see a lot of cleaning of the floors happening regularly. When Covid protocols were in force, Aerocity offices had strict procedure.
How can locations like this be catalysts for a new office designs and work culture?
It is very important to have an office building that meets all your requirements and allows you a networking opportunity. It's better to have offices in one location and having so many places to hang around, than isolated offices that we had in the past.
The culinary journey of Chef Sandeep Choudhary started with Jaypee hotels where he also got his training. After that, he worked with The Leela, The Grand and then joined Accor. In an interview to Aerocity Live, he talks about his approach to cooking and his favourites.
What is your personal philosophy regarding cooking, and success in this profession?
Cooking is all about simplicity. This has been my learning throughout my experience while working with all the old school chefs in a conducive environment. I believe a single ingredient can completely transform the way of cooking and the final outcome.
All it takes is a simple approach - treat the ingredients in a way that nothing can alter their natural flavour.
Gaining more experience and knowledge by working and reading, the culinary books can help someone attain excellence in the culinary arts. I have been reading books to add to my knowledge and refine my skills further. One of my favourite books is *Keep Hardy* written by Harold McGee; it’s a must read for all the culinary professionals.
There’s one thing that I would strongly recommend based on my experience in culinary world - don’t take shortcuts, all steps in the journey are there for a reason and in the end it will all come together and be worth it.
The theme of this issue being millets – what is your approach towards millets and how to incorporate those into fine dining experience?
Millets is a vast subject to cover. In today’s health-conscious world, many people suffer from different diseases, predominantly lifestyle related. Millets are rich in protein, vitamin, minerals and fibre. They are easily digestible and help in controlling many ailments.
They aid weight loss, keep the blood sugar levels in check, boost immunity and reduce the risk of cardiovascular diseases. They also help in prevention of asthma, help with digestion and act as an antioxidant.
I recommend that everyone should incorporate one single dish made of millets in their daily meals.
At ibis we do make few millet-based dishes in buffet preparations and our western menu setting. Keeping health in mind, we always try to add millet-based dishes on our menu every time we have a VIP event. We have done millet canapés in past, and we have done millet-based kathi rolls where we replaced refine flour with millet flour.
There are many ways of incorporating millets into fine dining experiences. Like for an amuse bouche, one can offer Pea’s Pesto millet Crostini. We once organised a Japanese Cuisine Festival at ibis where we tried the ‘vegan millet sushi with roasted root vegetable and broccoli cream’ and it worked very well.
What is your strength – savouries or desserts? And which cuisine?
I have been associated with western cuisine throughout and my expertise lies in savoury Italian dishes.
What work goes into deciding the menu? Any regional/ international cuisine that the restaurant is renowned for? Or a unique dish that is much talked about at ibis?
It is very important to understand the demography of an area. We use the 4P model (people, price, place and promotion) as it covers all aspects that are required in finalising the menu and we also take into consideration the prevalent culinary trends while deciding the dishes. ‘Spice it’ restaurant at ibis is a multi-cuisine restaurant where we serve Oriental, Western and Indian cuisine, basically the comfort foods for all moods. At ibis, we have some signature dishes, which are very popular amongst our regular guests for example, Avocado toast and Tangra style soya chaap.
How do you incorporate local and seasonal produce in your cuisine?
At ibis, as an ongoing practice we incorporate local and seasonal produce vegetables across the menu and buffet preparations. Also we have been gardening our own ingredients and herbs like green chillies, curry leaves, celery and basil from our Chef’s Garden. In addition to this, we use the seasonal vegetable in our buffet preparations like okra, bottle gourd, bitter gourd etc.
How does the restaurant ensure minimal wastage and work in a sustainable manner?
At Spice it, we prepare our food according to the house count and confirmed reservations. We take care of the hygiene at optimum level. In addition to this, we also replenish the buffet with freshly made food that is prepared at *a la minute* and this helps us in reducing the wastage of food. Also at ibis, the waste food materials and leftovers of fruits and vegetables are used as compost materials for the bio gas plant. We use the bio-gas in our kitchen and it is a step towards the sustainability. In addition to this, we do segregate the bio and non-bio degradable waste in different bins to make sure that the non-bio degradable waste is treated properly for energy production. Also we are not using any single use plastic materials at all ibis hotels all across. We have a mineral water plant with bottling facility in our hotels where we use glass bottles only.
What is the most memorable feedback that you have got as chef here?
I remember one of the feedbacks, which I got from a Nigerian citizen. This guest was craving Nigerian food. He arrived at ibis New Delhi Aerocity and asked me as a chef if I could help him with Nigerian food as per his liking. Later, I met the guest, understood what he wanted, and tried to attempt the same. I made a local Nigerian dish for him and he liked it a lot. He also compared the preparation with his own late mother’s recipe.
Favourite film or TV programme on chefs: Uncharted Showdown by Gordon Ramsay
Cooking and eating preferences at home: My expertise lies in Italian cuisine and in my leisure time I cook pasta for my family members and myself. Our most loved dish is vegetable lasagne.
One place you would like to visit to master a cuisine: If I get a chance to add to my current skills by mastering just one cuisine, it would be Italian and I would love to visit Italy for that.
INGREDIENTS
- ½ cup pearl millet
- ½ cup yellow split dal
- 1 tablespoon ghee
- 1 teaspoon cumin seed
- ½ teaspoon asafoetida
- ¼ teaspoon turmeric powder
- Salt to taste
METHOD
MIXTURE
• To make pearl millet khichdi, combine the soaked pearl millet and yellow split dal and 2 cups of water in a pressure cooker, mix it well and cook it for up to 4 whistles.
• Let out the steam before opening the lid. Keep it aside.
• Heat the ghee in a deep non-stick pan and add cumin seeds to it.
• When the seeds crackle, add the asafoetida and turmeric powder and sauté it on a medium flame for few seconds.
• Add the precooked pearl millet and yellow split dal mixture into the non-stick pan. Mix it well and balance the salt as per your taste. Cook it for another 3 minutes over medium flame.
• Serve it hot with a tablespoon of ghee on top.
Over the years, GMR Aerocity has become a hub for plush and chic spots that go beyond the traditional definition of the term ‘restaurant’. For some, it’s a place known for its food, for some, it’s the corporate culture that stands out and for some, it is a spot to wind down after a hard day’s work. Underdoggs is a place that quite beautifully brings together all the aforementioned aspects together.
Underdoggs is not your conventional sports bar. It is a restaurant that uses the sports bar theme and adds a nice little twist to it. I would also go out on a limb and say that the restaurant is not offering food, rather it is offering a concept to its customers and honestly, no one’s complaining.
First Impressions: Ambiance & Décor
My first impression of the resto-bar was similar to the time I visited an Indian Ocean concert back in 2014. ‘It is loud’ – that’s what I said to myself. However, amidst the loud music, the restaurant is a soothing space in a different language altogether. The dimly lit tables, the courteous staff and last but not least, the food. I understand that we may have evolved as a people, we might step foot on Mars soon and AI might take over the world one day but food will always be the one thing that connects us all. Later on that.
Finger-lickin’ good food and attention to detail in décor make this restaurant an unforgettable experience.
Must Try Cocktails
Don Saffron
Passiflora
Must Try Food Items
Hummus B’Lahme
California Fish Tacos
Shanghai Chicken Dimsums
Verdict
Some prefer a quiet place to end the day and then some like to go to places that are towards the higher end of the decibel scale. If you belong to the latter, Underdoggs is the place for you.
The thing that really stood out was that the restaurant has an amazing concept. Combining two separate worlds, one is loud, noisy and deals with a lot of emotions, i.e., a sports bar. The other is calm, soothing and quintessentially classy, best suited for a date night with a loved one or a relaxed meal with friends and acquaintances. The loud music does cause a problem at times.
Underdoggs has great food, great drinks and a good ambiance. The food is quite literally finger-lickin’ good. Music, however, is an area that can be better. I felt that people sitting inside should be able to talk to each other easily which becomes a task given the extremely loud music. Although, the choice of music was splendid.
The attention to detail in the restaurant’s decoration is top-notch. The hybrid concept results in a mixed bag of things as far as the décor is concerned but that’s not a bad thing at all. You will see very unique lamps all over the place that resonate with a romantic café vibe at the same time you will also notice décor items that are seen at typical sports bars.
As far as recommendations for timings go, Underdoggs is a place that truly shines at night. After hours is when the place becomes alive. It is something you need to experience.
Although Underdoggs might be too much all at once for some people and certain aspects like loudness can be handled with a bit more finesse, the truth is that it does have an exquisite platter of offerings under its belt. The music, the décor, the ambience, the food and the vibe of the entire establishment are what make it a must-visit place.
Millet Junctions In The City
The super-food millets have gained popularity as a cost-effective and health-conscious option, offering a diverse menu for those seeking a blend of taste and wellness.
By Poonam Singh
Discover Dilli Haat’s Millet Magic
Before the announcement of the International Year of Millets in 2023, the superfood had already reached the plates of consumers in various forms. The millets (Shree Anna), including ragi, foxtail, barnyard, black finger, and bajra, have gained popularity.
But how can anyone taste and buy them? Let’s be like Columbus and discover the best restaurant in the heart of the city – Delhi Haat.
Millet - Shree Anna is a restaurant that serves dishes made exclusively with different types of millets. They offer a range of options, from khichdi to continental cuisine. Yes, this superfood may be small in size, but it works mightily for your health.
As per many restaurants, the millet food menu is kept for special guests, but hardly one or two such customers come in a day. On the other hand, The Millet restaurant in Delhi Haat has a significant number of people looking for millet-made foods.
Millets (Shree Anna), which are staple foods and an integral part of local food cultures, have been relegated by modern urban consumers to the category of ‘coarse grains’ - something that our ancestors may well have relied on.
At Millet – Shree Anna, you can find taste and health on one plate. You must be wondering how it is possible to get both at the same time. Here is a list of foods that serve your purpose: paneer dosa (kangani-raagi), vegetable uttapam with foxtail millet (kangani), noodles and pasta with kangani, finger millet (raagi) pizza, sorghum burger, paneer roll and also parantha (jowar), blueberry and classic pancake, poori bhajji (amaranth + raagi), pearl millet thali, jowar tikki, Shri Anna bhel puri, bhalla chaat, papri chaat, different types of jowar and little millet (kutki) pulao, proso pulao, and last but not least, desserts such as kodo millet kheer, foxtail vermicelli kheer, and double chocolate cake slice. Phew!
Indulge In Irresistible Ragi Mani At Sana-di-ge
Ragi Mani at Sana-di-ge by Chef Sukesh is a dessert that no one can say no to. The texture and balanced sweetness give your taste buds a satisfying bite. It feels smooth on the tongue, like silk, and has a delightful taste that lingers on the palate. Each spoonful of this dessert bursts like a cotton cloud in the mouth, creating a heavenly experience. And the best part? It is a healthy sweet, debunking the myth that such treats don’t exist in real life.
Millet-based foods have found their place on the menus of many restaurants due to their environmental sustainability and rich nutritional content. They provide a good source of carbohydrates, protein, dietary fibre, and high-quality fats. In day-to-day life, various types of millets are cultivated and used. Sana-di-ge is ready to introduce you to more enticing millet dishes to the menu, such as finger millet rolls, foxtail millet porridge, baked ragi chakli, bajra waffles with fruit custard, ragi laddu, mixed millet bhel puri, ragi dosa, and ragi idli. This expansion is in response to the increasing demand from customers who are appreciating the health benefits and unique flavours of millet-based dishes.
Pay a visit to Sana-di-ge at Malcha Marg, Chanakyapuri, and experience this delicious creation for yourself.
Price of Ragi Mani - Rs 450
Address – Sana-di-ge, Commercial Centre, Malcha Marg, Chanakyapuri, New Delhi – 110021
Distance from Aerocity: 14.4 km
Nearest Metro Station: Dilli Haat/INA Metro Station, Yellow and Pink Lines
Distance from Aerocity: 10.8 km
Nearest Metro Station: Sarojini Nagar Metro Station
Wholesome Lunch At Maharashtra Bhawan
Worried about having lunch but concerned about ending up eating something not good for your health? Let us take you on a healthy ride at Maharashtra Bhawan. They serve bajra millet roti with *bengun bhaji* and white peas *khichdi*, and the *boondi raita* adds the perfect finishing touch. This dish is a wholesome meal that provides you energy instead of leaving you feeling sleepy in the afternoon.
The *chhapat* *bengun bhaji*, along with soft chapatis, makes a perfect lunch combination. When accompanied by *khichdi*, it completes the food menu if you prefer a well-rounded meal. The special millet menu features bajra and ragi chapatis paired with a variety of seasonal vegetables, catering specifically to the preferences of those who have requested such options. Additionally, they offer a regular thali for frequent customers.
**Price** – Rs 300
**Address** – Opposite Kamani Auditorium, Copernicus Marg, New Delhi
Distance from Aerocity: 18.4 km
Nearest Metro Station: Mandi House Metro Station on Blue and Violet Lines
Modern Millet Preparations At Café Lota
At the Crafts Museum in Pragati Maidan, opposite the Old Fort, you will get a traditional dining experience in serene settings. You can enjoy Indian drinks and food items like bel juice, sattu sharbat, gatte ki sabzi and sabudana preparations. But importantly, the restaurant uses millets in lieu of wheat and rice very proudly, and with great degree of skill. The ragi vada paav has ragi dum with great texture and taste. The quinoa upma with crunchy texture and using generous amount of crunchy beans is definitely worth tasting and also trying at home. Bajre ka cheela, with paneer stuffing, can be replicated for home cooking, though the stuffing can be altered to include something lighter or done away with altogether, depending upon personal preferences. An added advantage of visit to the cafe is the chance to explore the Crafts Museum.
**Price** – Price of all the three dishes was Rs 340 at the time of tasting
**Address** – Crafts Museum in Pragati Maidan, Opposite the Old Fort
Distance from Aerocity: 19.7 km
Nearest Metro Station: Supreme Court Metro Station on Blue Line
Holiday Inn’s Mango Delicacies:
A Bonanza For Mango Lovers In Summer
Summer is a bonanza for mango enthusiasts, offering a plethora of mango-infused delights to indulge in. Among the various forms, the most delightful way to relish this fruit is through delectable sweets. Holiday Inn has prepared a tempting collection of mango delicacies, ranging from Alphonso mango tarts to cheesecakes and jellies. The Alphonso mango tart not only boasts a delicious filling, but also provides a satisfying crunch with every bite. It strikes a perfect balance of sweetness without being overly sugary, while the base complements the sweetness perfectly. On the other hand, the Mango Jelly Dome tempts your taste buds with its bouncy texture and a mild, yet distinct, sugary taste. The dome-shaped jelly looks tempting as it is served with a chocolate bridge on top.
They also offer a mango cream cheese cake for cheese lovers to relish. The creamy and firm cheese adds an extra level of creaminess to the dessert, making it a delightful treat to savour.
Price – Rs 225 each
Introducing The ‘Mangorita’:
A Twist On The Classic Margarita For Mango Lovers
Are you wondering how a mocktail can incorporate the flavours of mango? Look no further! Social Aerocity has a solution with a twist in it. Introducing the ‘Mangorita’ - a new twist with the very own classic Margarita. Get ready to indulge your taste buds if you are a fan of Margaritas.
The delightful mocktail features a tantalizing blend of mango pulp, tequila, and a generous amount of crushed ice. To enhance its presentation, the glass is adorned with basil leaves and a salt rim.
The drink may not deliver an immediate kick, but it allows one to savor the combination of mango and tequila simultaneously. While it is a slush, this unique twist transforms it into a delightful ‘mango boozie’. This delectable beverage is available year-round at Social Aerocity. Daily, the restaurant serves approximately three to four glasses of this enticing concoction to its customers.
Price – Rs 700 per serving
Place – Worldmark Aerocity
Indulge In Mango Mania At Krispy Kreme
What about a mango-infused doughnut? This delectable innovation boasts a strong and irresistible flavour that will leave anyone drooling. Krispy Kreme’s summer menu features a mango mania selection, delighting customers with a delightful and pulpy treat. The menu includes Mango Kreme Cake, Twirl Mango, Alphonso milkshake, and mango juice. Indulge in the summer vibes by creating a mango mania combo with your choice of one beverage and a mouth-watering mango doughnut.
Experience the true essence of mango pulp in every bite with Krispy Kreme’s mango-filled doughnut.
While it may seem like a regular sweet treat at first, the real delight lies in the centre where the summer king awaits. Take a bite and let the luscious mango flavour transport you to a tropical paradise. Do not miss out on this tempting mango sensation at Krispy Kreme.
Price – Doughnut prices start from Rs 105; Alphonso mango shake Rs 228.57
Place – Food Court, Worldmark 1
Discover Unique Flavours At Frut Jus
Frut Jus is a small and cozy juice and cake shop nestled in a corner of this vibrant food court, delighting customers with its refreshing seasonal fruit juices. The true essence of Mumbai’s Juhu beach comes alive with every sip of their signature Alphonso frut Jus. Experience the perfect balance of flavours, neither too thick nor dilute, featuring the unique sweetness that can only be found in the bustling streets of Mumbai. Allow Frut Jus to transport your taste buds to the sandy shores of Juhu beach with their irresistible concoctions.
You may be wondering how this drink stands out among the numerous brands and similar options in the market. Each brand has its own distinct qualities, and Frut Jus is no exception. To truly understand what sets it apart, you must give it a try. Only then will you discover the reasons behind its difference. Indulge in the experience and unravel the uniqueness of Frut Jus for yourself.
Price – Rs 100
Place – Food Court, Worldmark 1
Legacy Of Protests And Processions
Book Name: *Delhi: A History*
Author: Manisha Choudhary
Publisher: Rupa Publications
Pages: 234
Italian traveller to Delhi, Niccolao Mannucci, who visited Delhi during the reign of Aurangzeb, narrates that when the Mughal emperor banned music, the music-loving populace of Delhi got agitated and a thousand of them gathered to protest when the emperor was heading for his Friday Namaz. They cried out aloud “as if grieving a death”. However, the demonstration didn’t have any impact, the ban continued, several arrests were made, and musical instruments were broken by officers. This is just one incident described in the book by Manisha Choudhary that shows the spirit and culture of Delhi.
The author, who has studied several accounts of scholars and travellers about Delhi over the centuries, provides insights into various aspects of the city life. Marriage processions were a grand affair, and continue to be, and Europeans, fascinated with these long processions, have left detailed accounts of these, which the author cites. Yet another procession that took through the city would keenly wait round the year was the Phool Walon Ki Sair, an epitome of religious harmony.
The city’s history of violent attacks, culture of assimilation, its bazaars and markets, its guards, its splendid monuments and their histories have been highlighted following a thorough research.
Saga Of An Empire In Decline
Book Name: *The Broken Script: Delhi Under the East India Company and the Fall of The Mughal Dynasty – 1803-1857*
Author: Swapna Liddle
Publisher: Speaking Tiger Books
Pages: 413
Only a few historians manage to write history in a manner that events of an era speak by resonating with us; its characters speak to us, and this point in time describes seems closer to us than we earlier thought. Swapna Liddle, with a great grasp on the subject matter that comes from years of research, has brought to such a book. Reading about the events, the characters, and the ethos of the city, the reader relates to all of that. The impact that the shift in power had on individual lives, the painstaking process of establishing new administration, exposure to new language, the introduction of print publications, emphasis on modern education, re-ordering of spaces, and much more is described in great details, flourished with several anecdotes.
Observations Of A Keen Tourist
Book Name: *Flavours of Delhi: A Food Lover’s Guide*
Author: Charmaine O’Brien
Publisher: Tree Shade Books
Pages: 273 and 283 respectively
Chef and food writer Charmaine O’Brien first came to Delhi in 1995 on the occasion of a marriage, and was taken aback by the first sights outside the airport. She gradually developed admiration for the city and the country on subsequent visits, and she went back to understand the culture of the country beyond its food. In this book, she has tried to connect the history and the food habits of the people of the city and the country, in terms of the Hindu roots, the new food habits that developed during the Sultanate, the Mughal rule, the British Raj and the coming of the refugees. Besides that, regional food is also described. All the food traditions have been described with specific reference to the restaurants that serve them. O’Brien also provides descriptions of the food that Delhi loves the most. The book is a real reckoner for visitors to India who wish to know what to expect in terms of culinary experience.
What’s In A Name? An Entire History
Book Name: *Delhi, in Thy Name*
Author: Adrija Roychowdhury
Publisher: Rupa Publications
Pages: 273
Prince Arthur, the Duke of Connaught (and the third in line) son of Queen Victoria, made a chance visit to Delhi in 1920. Originally, Edward VIII, Prince of Wales and the son of then King George V, who was supposed to visit Delhi and the rest of the subcontinent, informs Adrija Roychowdhury, the author of the book. Preparations were in full swing when the Prince of Wales fell ill. It was therefore decided to send his uncle, Prince Arthur, the Duke of Connaught. That visit put such a stamp on the city that it was declared the capital of the new capital of the country, that it has survived the renaming sprees henceforth. While many other roads and landmarks named after British officers who left greater impact on India have been renamed (eg Curzon Road to Kasturba Gandhi Marg and Lady Willingdon Park to Lodhi Gardens), a royal who had little connection to India continues to live in the memory of people through Connaught Place.
Similarly, while the actual Chandni Chowk was erased by the British in the aftermath of the 1857 revolt, the entire Shahjahanabad has been come to be called Chandni Chowk, so much so that the Lok Sabha constituency has got the name Chandni Chowk. The book has many such fascinating vignettes about the history of name giving in Delhi. The author, a young journalist, has researched material, talked to historians and locals, and dug up tales that have been passed down generations.
Why were Chittaranjan Park, Paniposh Enclave, Punjabi Bagh and Saket so named, makes for a fascinating reading of post-independence history focussed on a city.
India is the largest producer of millet as of 2021, with a total share of 41 per cent, followed by Niger at 12 per cent and China at 8 per cent. India also ranks 12th among those countries that produce high yields of millet. Millets have been an integral part of our diet for centuries. They offer a plethora of health benefits and are also good for the environment with low water & input requirements for production.
With the aim to create awareness and increase production & consumption of millets, the United Nations, at the behest of the Government of India, declared 2023 as the ‘International Year of the Millet’.
India always is known as a country that has had millets essentially in various cuisines. Karnataka, Tamil Nadu, Maharashtra, Uttar Pradesh, Andhra Pradesh and Rajasthan are some of the biggest millet producing states in India. Millets are cereals, similar to rice and wheat, but are more nutritious in terms of proteins, minerals and vitamins. India’s major millets include sorghum, pearl millet, and finger millet, which are more commonly known as jowar, bajra, and ragi, respectively. They are a natural source of iron, zinc, calcium and other nutrients. And have a higher content of calcium, calcium, zinc, potassium, magnesium, and zinc than rice and wheat. Finger millet being the richest source of calcium (300-370 mg/100 g).
Here is a look at some of the millet cities in India which have been working strongly towards the revival of the traditional millets in fusion with the modern cuisine.
Chennai
Chennai has had a tryat with millets for long, but over the past decade it has become more accessible to common people simply because a few restaurants have taken the effort to bring familiarity.
According to medico and food enthusiast Dr Waseem aka Doc Waz, NS Krishnamoorthi is probably Chennai’s Father of Millet with a restaurant called Prem’s Grama Bhojanam that exclusively serves millet-based meals but unless you’re told, you probably won’t even know it. They actually serve curd ‘rice’ and sambar ‘rice’ with no rice but millets.
Waz says that the owner also goes around educating his diners about millets and serve some fabulous meals for lunch entirely made of millets. Millet Maagic quickly found flavour with Swiggy and besides, the usual also serves millet-based snacks. Their beetroot murukku is especially worth trying. The Park is also making efforts to popularise millets and frequently holds food festivals featuring indigenous rice and millet varieties that have been extremely well received.
Lucknow
Uttar Pradesh has been one of the biggest millet producing states in India traditionally but somehow, the traditional cuisine of UP lost the millet touch. With 2023 being declared as the Year of Millets and even the Union Government renaming millets as Shri Anna, there has been a trend to revive the “food of the poor” in fusion dishes.
Chef Nagendra Singh of Taj Mahal Lucknow, who has beautifully incorporated millets in the cuisine, did extensive research across the state to know more about millets and created a menu that has found love even with the G20 delegates coming to UP. In his words, “UP, especially Lucknow and its surrounding eastern UP cities, has had a rich culture of millets but somehow, it got lost. But replacing the currently popular grains with millets we not only added more nutrition to the dishes, but also enhanced their taste. These millet dishes found love with
the G20 delegates travelling to UP.*
Some of the millet dishes that Lucknow has seen in the last few months include ragi dosa, ragi pancake, bajra upma, Ramdana bhajlya, ragi burger, bajre ki roti and even desserts like bajre ka halwa and Ramdana brownies. Says Chauhan, “Millets have always been around in our traditional food. The challenge was not to replace grains, but to innovate with the continental dishes in Indian style.”
Agra
With Millets being a major tourist attraction too for this year, could Agra be far behind. The western part of Uttar Pradesh which touches its borders with Haryana and Rajasthan, has always been a millet grower and consumer.
Agra’s Taj Hotel & Convention Centre joined the bandwagon and introduced millet-based dishes to its cuisine. The hotel’s chefs have undertaken a series of initiatives to explore the usage of millets in traditional cooking, including the visit to village Tundla near Agra to learn about growing the crop and cooking recipes with millets. The result is a menu that showcases millet’s versatility as an ingredient and highlights its nutritional benefits.
Rahul Joshi, General Manager at Taj said, “Millets are an essential part of our traditional Indian cuisine and have tremendous nutritional benefits. By organising the Millet Food Festival and adding millet dishes to our cuisine, we are not only celebrating our rich culinary heritage but also contributing towards sustainable agriculture and healthy living. Our efforts align with our commitment to responsible hospitality and building a better tomorrow. We hope to inspire more people to adopt a millet-based diet and contribute towards a healthier, happier India for generations to come.”
“Millet is rich in fibre, protein, and important vitamins and minerals. Along with the dining experience at our fabbed Daawat – E – Nawaab, we will have our team talk to our guests on how to incorporate millet into a healthy diet,” said Palash Ghosh, Executive Chef. Dishes that were crafted from millets included bajra ke raab with jowar crisp (broth of pearls millet with sorghum crisp), Jowar sabz ki seekh kebab (sorghum coated vegetable kebab on skewers cooked in charcoal tandoor), and ragi crusted fish with Alleppey curry (finger millet crusted fish served with raw mango coconut curry).
Bengaluru
The IT and corporate hub Bengaluru too has been known as a traditional millet city. Cafes and eating joints from across the city have been serving millet-based dishes for some time and now, have gone out to market them extensively. Cafes like Pure and Sure Organic, Heritage Millet Corner, Culin Nature and Millet Mantra have been serving millet-based dishes that have found love with Namma Bengaluru. While the traditional dishes are being served with much elan, the city takes pride in fusion millet dishes too that are finding love with the young Bengaluru.
Dishes that the city takes pride in include the famous South Indian meal includes sambar rice (made with foxtail millet), curd rice (made with little millet), rasam rice (made with barnyard millet), variety rice (made with kodo millet), vada, salad, chapati or ragi mudde and a sweet dish.
Visakhapatnam
Andhra Pradesh too has been one of the biggest millet producing states in India and traditionally the Andhra cuisine has millet-based dishes. The coastal city of Visakhapatnam has been witnessing a surge in restaurants and eateries offering traditional millet dishes made from millets like ragi, kora (Italian millet/foxtail millet), variga (proso millet/common millet), sama (little millet), andukorra (brown top millet) and jowar (sorghum/jonna/great millet). The hospitality industry in Vizag (as the city is popularly called) has also started including these amazing millets in their menu, more so after the Year of Millets announcement. Lakshmi Sridhar, General Manager of Novotel Varun Beach said that the hotel has not just incorporated millets in their regular buffet menu but also hosted a food festival in the hotel. “Dishes included ragi millet fettuccini pasta in white sauce, ragi soba noodles, bajra sachertorte, quinoa blueberry cheesecake and ragi frozen yoghurt. Our team skillfully replaced grains in dishes from across the globe and used millets to not just make them healthier and tastier.”
Buddhist Legacy At The Heart Of India
By Meha Mathur
The strategic placement of Ashokan edicts across the subcontinent proclaiming his religious beliefs is well-known. He also had Buddhist relics placed in stupas at several locations in India. One such location is Sanchi in central India, 45 km from Bhopal. As you flight from the airport or railway station and hit the road leading to Sanchi, you cross the Tropic of Cancer, a prominent board signifying that.
Most Buddhist sites were located on busy trade routes. Sanchi and Vidisha, located some 10 km away, were on the ancient trade route of Dakshinapath.
Ashoka chose the site of the hillock top at Sanchi to keep the relics of Buddha as it has a commanding position of the surrounding locations, and had the advantage of the nearby confluence of Betwa and Bes rivers and springs, thanks to full the water needs. He had the relics placed in a smaller stupa, which was not originally as imposing as it is today. The relics of his close disciples Shariputra and Maudgalyayana were placed in a nearby stupa (Stupa 3). In subsequent centuries, Sungas, Satavahanas, Guptas, Harsha’s empire and Pratiharas whose rule extended over the Malwa region, and Kushans who came to rule over large swathes of North-Western India contributed...
immensely to adding to the stupas, increasing its size and adding the magnificent gateways (torana) and the simple yet sophisticated railings (vedika). Several smaller stupas were built over the centuries, which exist to this date. A huge monastery was built during Ashoka’s reign which was visited by scholars and monks from far and wide, including Ashoka’s daughter. An early prototype of temple building from Sanchi is the Stupa No. 2, known as the Stupa of Shanti. But it was also during the Gupta epoch that massive statues of Buddha in seated position were installed at the four doorways of Stupa 1, signifying the openness in religious realm. Then, there is a temple precinct dating to the Prathara era, with ornate sculptures and carvings on the pillars. Like with many Buddhist places of importance, Sanchi too became a deserted site after the 12th Century. It was rediscovered during the British rule, when its conservation and study started.
The flip side of British conservation efforts by the Archaeological Survey of India under then director general Alexander Cunningham was that they transported many artifacts, including the relics of Shariputra and Maudgalayana to Britain, where they came to be housed in Victoria and Albert Museum. It was after a protracted campaign, that these were returned after independence, and are now placed in a new construction near the ancient structures, called Chettiyagiri Vihara, managed by the Mahabodhi Society of Sri Lanka.
Brief description of structures
From the stupas in great state of preservation to remains of pillars with highly intricate carving at the temple precincts, the complex atop the hill is a treasure trove for those interested in history and heritage and for art lovers. The gateways of the stupas are not only testimony to the fine sculptural tradition of the country, but also vividly showcase the life and the times of Buddha. Scenes from Jatakas have been carved in stone with a great attention to detail. One gets a glimpse of the attire of people then, including the headgear and ornamentation. The influence of Gandhara art, which flourished under the Kushan rule in north-western parts of India, is also visible in sculptures.
As you go up along the stupas along the railings, you can survey the entire complex and the surrounding landscape. Besides these three stupas, there is a large number of smaller stupas which are perhaps associated with other followers of Buddha. An intriguing structure that you will spot is a series of columns much akin to Greek temples; enter this structure and you will spot a and a fire altar at the centre.
At the eastern end of the complex is a Shiva temple, and an extensive courtyard where broken pillars are strewn everywhere. Even in this ruin, the grandeur of what would once have been a fabulous structure is obvious. Each pillar has uniquely carved motifs on it.
At the opposite end, as you go down stairway, you come upon the remains of a monastery where Buddhist monks and followers stayed for long. Serving their needs is a huge tank which is well preserved after centuries of disuse. Adding to the beauty of the site is the quietude, especially if you visit it early morning or at sunset, soaking in the sounds of the singing of birds, and the ‘nature-meets-history’ elements everywhere.
Objects on display
Sanchi being a significant Buddhist site, has yielded a large number of objects of artistic and historical importance. John Marshall, a leading British archaeologist, set up a museum in 1919 at the hillock top itself. The museum was later shifted to the base of the hillock and houses among other objects, the Ashokan pillar with the lion capital, which has often been the country’s national emblem. Among other objects on display are Buddha statues in various mudras, Bodhisattva Padmapani and Bodhisattva Vajrapani and Yakshis.
Where to stay
- The Madhya Pradesh Tourism Development Corporation (MPTDC) guest house across the road is a lush green, comfortable accommodation option. It also offers transport service to and fro the site.
- Tourists can also stay in Bhopal and head for a day-long site visit early morning and return to Bhopal. Though for larger part of the year, it’s better to visit the site early morning or around sunset.
Flights to Bhopal (direct flights)
Indigo – 3 Flights per day
Air India - 2 Flights per day
Employee Health and Wellness at GMR AeroCity Hyderabad
What is wellness?
A concept with ancient roots, wellness is a multidimensional idea that necessitates the active pursuit of health, well-being and happiness. It involves the body, the mind, the emotions, the community and the environment. It is only when a balance is achieved in all realms that one can achieve holistic wellness. But it is not something that can be done in silos.
Why is holistic wellness important?
Our lifestyle decides how well we can manage the stressors we face in life. A balanced internal and external environment is paramount to ensure a healthy way of living. How our surroundings support us is just as important as our own efforts in navigating work and life.
The better part of our working life is spent in offices. And no matter how well you manage your physical, mental and emotional health outside of work, workplace issues bleed into other aspects of your life. Workplace wellness is thus important to ensure the holistic well-being of any employee.
Ensuring holistic employee wellness in the workplace
At GMR AeroCity Hyderabad, we believe the responsibility of work-life balance lies not just with employees but with the employer as well. There are a lot of factors that affect the ability of the individual to pursue holistic wellness. Here are some ways AeroCity eases the journey:
Air
The air we breathe plays a big role in our health. At AeroCity, ample green cover and a low pollution index ensure fresh air for hate and hearty breathing.
Light
The availability of natural light affects the mind and body. Ergonomic building designs and large glass facades allow plenty of sunlight in the workplace.
Fitness
A healthy body is the first step to a healthy mind. With a well-furnished gym in the works, we’ve planned it near the office space for easy access and better time management.
Nourishment
Fuel the mind and body with nutrition. A food court provides everything from global cuisines to local millets, salads and more, encouraging healthy eating.
Community
Connect with the community to disconnect from stress. Breakout spaces at AeroCity help employees socialise, recharge and recuperate from work pressure.
Environment
Be one with the world around you. Certified green buildings, renewable resources and beautiful landscaping foster a sense of connection with the environment.
Ecosystem
AeroCity has been designed as a self-sufficient ecosystem with facilities such as banking, healthcare, hospitality, education, retail, leisure and entertainment to amplify the standard of living.
By investing in an environment that promotes health and well-being, GMR AeroCity Hyderabad aims to enable businesses with resources to integrate wellness into their office culture. Because we believe that the workplace of the future is one that cares and empowers all!
A LOBBY, AN ART GALLERY
Guests at Hotel Aloft are struck by the rich collection of paintings and sculptures of different genres that blend well with the surrounding décor.
By Team Aerocity Live
A massive Madhubani painting at the lobby of Hotel Aloft Aerocity makes you get up from your cushy chairs to go close and observe the birds, animals and trees painted vividly. On that note, the space is in perfect harmony. Just as the painting is in harmony with the surroundings. Another painting celebrates the weaving tradition of the country. There are realist paintings, modernist paintings and paintings of objects as nondescript as a cold drink or a pomegranate. There are a few wall-mounted sculptures, and a few curtains decorate the space. The art lies in blending each element to make an artistic whole.
All Photographs by: Suresh Gala
PICK OF THE MONTH
By Shruti Tripathi
Raya At Manan
Manan has recently launched a linen handcrafted and handmade collection named Raya which is inspired by the French style. The soothing and calm appearance of the piece is perfect for the Summer. It is decorated with little thread flowers and available in green colour as well. Pieces in Raya are woven by thread which are first dyed, unlike other fabrics.
Price: Rs 9,000 to 13,000
Lilly Top By Chique
Serving fancy functions and occasions in summer, Chique has a pretty collection of glittery shirts in multiple colours. Tagged as a Lilly top, the shirt has butterflies and pearls attached to it. With a shimmery appearance, the lite turquoise shirt can be worn with any pants and skirts. This collection of Chique gives delightful and colourful vibe to the one who wears it and also joy to the one who sees someone wearing it.
Price: Rs 5,500
Dinnerware by Pure Home + Living
Here is a grand plate collection that will wow your guests with its stunning effect. These plates, crafted in India, are available in pastel colours. They have a linear texture with a real 24 carat gold rim. The blue plates in particular make for a perfect summer dining experience.
Dinnerware starting: Rs 2,345
(Set of two dessert plates)
Probiotic Hand & Body Wash at Kheoni
Regenerate your skin microbiome and also clean the ocean, the natural way. Here is probiotic technology with 19 strains of beneficial microbes to repopulate environments with healthy microorganisms.
Price: 749
Sara Wholesome at Heads Up For Tails
All natural, ready to eat meals made using fresh, human grade ingredients. Prepared in state-of-the-art kitchen by canine nutritionists, this meal serves as a balanced diet for dogs of all ages. Every ingredient is purposefully hand-picked and slow-cooked with care to meet your dog’s daily nutritional needs.
Price: Rs 279 to Rs 379
Where:
These items are available at Aerocity shops
Jungle Collection At Nicobar
Forests have always been an inspiration for beautiful artistic skill and that is the theme of Nicobar’s new ‘Jungle’ collection. Among the loungewear, the ivory and black Konkan kaftan can be worn any time of the day. Nicobar has many other kaftans in this collection with multiple themes and colours. These kaftans, part of Bemberg collection, are made from 100 per cent cotton and are biodegradable material.
Price: Rs 6,800
Stressing On Stress Management
Stress is a feeling of emotional and or physical tension. It may arise from any situation, event or thought that makes you feel worried, irritated, frustrated, angry or nervous.
By Mamta Shah
We are living in a time of increased stress in the world. There are constantly drastic shifts and changes occurring in the world as well as within ourselves. Have you experienced fatigue, sleeplessness, shortness of breath, heartburn, sore eyes or palpitations as a result of any pressing issue? There is hardly any person who has not experienced any of the above symptoms at any point in their life. Stress is a natural response to external or internal challenges that result in physical, emotional and intellectual responses. The American Psychological Association’s dictionary for psychology defines stress as ‘the physiological or psychological response to internal or external stressors. Stress involves changes affecting nearly every body system, influencing how people feel and behave’.
Stress is a feeling of emotional and or physical tension. It may arise from any situation, event or thought that makes you feel worried, irritated, frustrated, angry or nervous. It does not only occur in negative situations. Even positive changes like moving to a new city, meeting new friends or learning a new skill or sport can lead to stress. Stress, in short bursts can be positive, for example, in situations of avoiding danger, meeting deadlines, etc. But when stress goes on for a longer time, it starts to harm your physical as well as mental health. Stress has also been observed to worsen asthma.
Like adults, children are also experiencing stress. Stress can be triggered in children when they experience something new or unexpected. Family discord, domestic abuse, death of a loved one or bullying in school or taking exams are a few reasons for children. As children grow older their stress also increases due to life changes, like getting into new groups, increased schoolwork and more access to social media and news in the world. One has to realise that children are like sponges and they tend to absorb everything around them. Hence, parents should be observant of changes in mood or behaviours in their child or adolescent, which are out of the ordinary.
Signs and symptoms of stress
When you are experiencing stress, your body releases hormones that produce the fight or flight response. This built-in stress response helps your body deal with stressful situations. But chronic stress can lead to a loss of control over hormone production.
Physical symptoms of stress: Palpitations or heaviness in chest, aches and pain, difficulty sleeping and exhaustion, high blood pressure, dizzy spells, trembling or headaches, jaw clenching or teeth grinding, muscles tense up (stiff neck), digestive issues (IBS, indigestion, heartburn), difficulty having sex, weak immune system, feeling tired, skin rashes, itchiness, changes in menstrual cycle, existing physical health getting worse.
Emotional and mental health symptoms of stress: Anxiety, panic attacks, depression, agitation and moodiness, low self-esteem, social withdrawal.
Unhealthy behaviours of stress: Eating disorders - overeating or undereating; addictions - alcohol, smoking, shopping, compulsive sexual activity; increased screen time; dependence on over-the-counter medicines; gambling; inactivity; drug usage.
Strategies to cope with stress:
Identify and avoid what stresses you out. List down stressful situations so that you can identify patterns of what’s causing the stress, how you felt and how you reacted to it. This will help you to deal with the stressful situation better over time. Be in touch with your feelings and don’t ignore or scale down what you are feeling.
Make changes to what you can and learn to accept what you can’t. Take charge and make changes that help to reduce your stress. If you are having a difficult time with a friend, communicate your feelings in a respectful way and express that you are open to a discussion with them. If you are stressed out with the busy schedule you currently have, you have to find a balance.
Create your support system. Reach out to family or friends whom you trust. Some of them may even have experienced similar situations and they may have useful perspectives and ideas to tackle similar challenges. Remember you don’t have to tackle everything by yourself. You are not alone.
Keep your body and mind healthy. Eat well-balanced meals and get quality sleep. Regular exercise not only helps you to be fit and healthy, but it also releases endorphins for you to feel mentally better. Indulge in relaxation and mind-body techniques, like, yoga, meditation, mindfulness activities, deep breathing, etc. Another way to relieve stress is to find your happy place. It could be listening to music, reading a book, indulging in a hobby or sport for fun. Be in touch with your feelings.
Keep a routine. Better planning of your day relieves stress and leads to better mental health. It makes you feel safe and stable and it’s easier to cope when things are predictable. It also gives one a sense of purpose for the day. Keep in mind that you may have to alter your routine when changes occur.
Detox digitally. Voluntarily step away from using devices (phone, TV, computers, social media, etc.). What this does is it opens up an avenue towards interaction with others and reducing stress especially from social media, constant reading or watching of news especially negative news.
Seek professional help. Approach a psychotherapist or psychiatrist if you are overwhelmed by your stress and unable to function adequately. Instead of indulging in unhealthy behaviour practices or addictions, it is better to talk to a therapist to better understand the stress you are experiencing and learn better coping mechanisms to deal with them.
The author is Consultant Clinical Psychologist, Psychoanalytic and Psychotherapist. Article courtesy BW Wellbeing
Alkaline Vs Acidic Foods
How to make the body less acidic and stay disease-free
By Manisha Bhagat
Most of you are aware of the fact that whole-foods diet eliminates allergenic foods, regulates immune response and decreases your risk of diseases and illnesses. But what you may not realise is that a targeted whole-foods diet may also help balance your body’s pH levels. The acronym pH stands for ‘potential for hydrogen’, and measures the hydrogen ions in bodily fluids such as blood, saliva or urine. Dissolved acid produces more hydrogen ions (the more hydrogen ions in a solution, higher concentration), the more acidic the solution is, and the lower the number on the pH scale.
Pure water has a pH value of exactly 7 and that is neutral. Values lower than 7 are acidic; values greater than 7 are basic or alkaline.
Another very simple way of testing your body’s pH is to try and hold your breath for 20 seconds. If you can’t, then there is a strong chance that the body is too acidic. Strong-smelling sweat or bad body order can also be a sign of too much acidity in the body.
Prevention
One of the best things we can do to correct an acidic body is to clean up the diet and lifestyle:
i. **Sugar.** Cut out sugar completely. Avoid processed sugars as well – no corn syrup, no agave, no maltose, no aspartame (Check food labels carefully)
ii. **Food additives.** Artificial flavours, colours, sweeteners and preservatives are acid-forming.
iii. **Table Salt.** Your regular iodised salt is acid-forming. One may switch over to sea salt, especially Celtic and Himalayan salt. These contain minerals like potassium and calcium which help combat acidity in the body.
iv. **Red Meat.** Cut right down on red meat. Meat surely leads to acid building.
v. **Trans Fats.** Trans fats and rancid fats from fried foods are both acid-forming in the body.
vi. **Caffeine.** Excessive caffeine consumption can increase acidity in the body.
Healthy Options
- Choose organic, grass-fed, free range and wild meats, poultry and fish.
- Having fresh vegetable juices in the morning will oxidise the nutrients present in the veggies.
- Fruits can be acidic. But they are full of fibre, vitamins, antioxidants and phytonutrients so they should still be a part of a whole foods diet. Just limit your consumption to fresh, organic fruits and eat more veggies than fruit.
- Choose brown, hand-pound rice, amaranth and millet over wheat and refined flour.
- Honey and maple syrup are still sugars, but can be part of an alkalisising diet in small quantities.
- Yams, sweet potatoes, turnips, beets onion, kohlrabi, parsnips, and other root crops help quickly alkalisise the body so should be a part of your balanced diet.
- Legumes like organic soybeans, lentils, and lima beans help reduce acidity in the body.
- Avocado, coconut, lemon, lime, grapefruit, tomatoes are very alkalisising to the body.
- Almonds, almond milk, pumpkin seeds, sesame seeds and sprouted seeds.
- Avocado oil, coconut oil, flaxseed oil, olive oil and fish oil.
- Peppermint tea, yerba mate tea and lemon water. These beverages help to combat acidity in the body.
- Wheat grass, lemon grass, apple cider vinegar, alfalfa grass.
Incorporate alkalisising lifestyle choices
Any activity that reduces your stress load, decreases your exposure to toxins and/or get you to breathe deeper will reduce acidity in the body. Exercises, yoga, deep breathing, meditation and massage therapy can all help promote circulation of blood and lymph fluid to help remove acidic waste.
You could also consider alkalisising supplements such as chlorella, digestive enzymes, bromelain, essential fatty acids, a high-quality multivitamin and B complex.
Above all, the ultimate goal is balance. What you eat and drink will impact our body’s pH. So, eat wisely.
- The author is Senior Nutritionist and Founder, Nutrica Nutrition & Wellness. Article courtesy BW Wellbeing
1. This state of India leads in the production of sorghum, with 35.53 per cent of the total production of the country. Which state are we talking about?
a. Karnataka
b. Maharashtra
c. Tamil Nadu
d. Rajasthan
2. What is sorghum known as in northern parts of India?
a. Ragi
b. Bajra
c. Jowar
d. Sawa
3. Kuttu, a flour that is used as a substitute for wheat during festivals, is called...
a. Buckwheat millet
b. Foxtail millet
c. Foxtail millet
d. None of these
4. Chaulai, a popular millet is ....
a. Amaranthus
b. Barnyard millet
c. Proso millet
d. Little millet
5. Which is the most extensively grown millet in our neighbouring country, Pakistan?
a. Ragi
b. Bajra
c. Jowar
d. Kuttu
6. To commemorate the International Year of Millets, a group of school-going girls of .... has rendered the Millets Song.
a. Goa
b. Himachal Pradesh
c. Meghalaya
d. Puducherry
7. The Millet Mission of this Indian state has released a catchy song, part in English and part in local dialect, as an ode to the staple millet, Mandia. Which state is this?
a. Assam
b. West Bengal
c. Bihar
d. Odisha
8. According to a Turkish proverb, he who fears the ... must not sow millet.
a. Fox
b. Sparrows
c. Crows
d. Worms
9. The Sanskrit word for this millet, which is rich in iron, is nirtta-kondaka (dancing grain). Which millet are we talking about?
a. Jowar
b. Bajra
c. Ragi
d. Chaulai
10. While the first Mughal ruler in India Babur did not take a great liking to the food in India, there is one 15th Century text, Nimatnama, under the patronage of Sultan Ghiyas al-Din Khilji, that extols the beauty of Indian cooking and the patience needed for the flavours to ...
a. Gujarati
b. Bengali
c. Berar in Maharashtra
d. Malwa in Madhya Pradesh
**Answer key**
1. b, Maharashtrian
2. c, Jowar
3. a, Buckwheat millet
4. a, Amaranthus
5. b, Bajra
6. a, Goa
7. d, Odisha
8. b, Sparrows
9. c, Ragi
10. d, Malwa in Madhya Pradesh
**CLUE:** ANSWERS TO SOME OF THE QUESTIONS AVAILABLE IN THE ARTICLES IN THIS ISSUE OF AEROCITY LIVE
A legacy of 43 Years
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Thought Luxury
Sugar Rush
Vision 2047
Power of 5
Leader India Inc. Will Miss Cyrus Mistry 1968-2022
PM Modi sets a target to make India a developed nation by 2047 as he unveils his ‘Panch Pran’ blueprint. BW Businessworld covers the key points that will add momentum to the drive.
Ukraine War
Global Slowdown
Steady Flight
Rising Inflation
China Crisis + Covid
Border Tensions
Front Loading Growth
THINK BUSINESS. THINK BW BUSINESSWORLD
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THE IMPRACTICALITY OF MODERN DAY MASTODONS
DRAMATURGY PACKET
by Sofia Lindgren Galloway
MFA Candidate, Theatre Education and Applied Theatre,
Emerson College
Directed by Joshua M. Feder
January 24-27, 2024
Jackie Liebergott Black Box Theatre (Paramount Center)
# Table of Contents
| Page | Section | Description |
|------|------------------------------------------------------------------------|----------------------------------------------------------------------------|
| 2-3 | For the Practical Children | Plot, themes, playwright, production history |
| 3 | Cracks in the Ice | Critical reflections on the play |
| 4-6 | The Elephant in the Room | All about Mastodons and Elephant training |
| 7-11 | “But what do we really do?” | Childhood dreams, imaginative play, human development, and vocation |
| 12 | “Or maybe somewhere, out there, watching, waiting, are the other impractical children.” | Playwright and Audience Engagement Plan |
| 13-14| References | Recommended reading, glossary, works cited |
A young person makes an impossible wish and suddenly all childhood dreams have come true; the world is full of astronauts, ballerinas, cowboys, and princesses. It’s a brave and glorious new world for everyone but Jess, who wanted to be a mastodon when she grew up. With the help of her friendly vocational adviser and her super-spy boyfriend, Jess embarks on a journey to find her place in the world, and discover why it seems to be unraveling. Punctuating her journey are a quirky team of newscasters, a presentation of her 2nd grade report on mastodons by a pair of paleontologists, and a pageant of historical figures who made the mastodon what it is today. Unfortunately, Jess’ community and the world turns its back on the things it can’t understand. But Jess is able to find Buster, the child whose wish changed the world. Encouraged by Buster’s kindness, Jess leaves to find the other impractical children.
**Themes**
- Making your own mark on the world
- Finding your identity through your actions
- Childhood dreams vs. adult realities
- Searching for a community of like-minded individuals
**Core Questions**
- Who are we? How do we shape our identity? What makes us unique?
- What’s the difference between practical and impractical dreams?
- What do we take for granted in our lives?
- What does it mean to be important (to someone, to history, to the world)?
- What is our purpose or vocation?
Rachel Teagle is a contemporary playwright and comedian who currently resides in St. Paul, MN. Her plays highlight the experiences of young women trying to navigate a world that wasn’t designed for them. Many of Teagle’s plays incorporate fantasy, scifi, political commentary, horror, and lots of humor, often with impossibly theatrical stage directions and settings. Several of her shows, like Mastodons, explore themes related to childhood and adolescence. She has also adapted several children’s books for young audiences.
The Impracticality of Modern Day Mastodons premiered at Theatre Lab, the professional resident company at Florida Atlantic University in 2021. The play has also been produced at Weber State University in Utah, Kent State University (Trumbull Campus) in Ohio, and Michigan State. The first reading of the play took place in 2011 at Truffle Theatre Company in Brooklyn with several additional workshops and readings between 2012 and 2015.
Like any play, *Mastodons* presents unique challenges particularly in some of the language. As we work on this play, everyone is encouraged to keep the following questions in mind:
- What is the “style” of the play and how will that inform how things look, move, and sound?
- When does the audience see the “cracks in the facade” for each character, and what does that reveal about our world?
- This play leaps through time, space, and into places that seem outside of time and space all together - what does that mean for you as an artist, and how will you communicate that to the audience?
- How does language punctuate character, theme, and story and how can we share that with the audience?
**Height:** 8-10 ft tall
**Weight:** 8,000-10,000 pounds
**Location:** While Mastodon fossils have been found all over North America, most have been found East of the Mississippi River. Mastodons lived in cool woodlands.
**Time Period:** Mastodons lived about 10,000-125,000 years ago in the mid-Pliocene to end-Pleistocene eras
**Timeline of other events and living organisms for context:**
- **Dinosaurs:** Approx. 245-66 million years ago, Mesozoic Era
- **Mammoths:** 300,000 years ago up until about 10,000 years ago. Some survived until 1650 B.C.
- **“Ice Age” (Last Glacial Maximum):** 29,000 to 19,000 years ago (we are technically still in the same ice age)
- **Homo Sapiens:** Primitive Homo Sapiens lived about 300,000 years ago. Scientists estimate Homo Sapiens evolved to have brains and skeletons similar to ours around 100,000 years ago.
This means Mastodons likely existed simultaneously with Homo Sapiens, current science believes humans did not cross the Bering Isthmus to what is now called “North America” until about 75,000 years ago.
**Teeth and Diet:** Specialized teeth with high, pointed crowns for chewing on leaves and twigs. Each tooth was about the size of 1 brick. Mastodons ate approx 400 lbs per day.
**Tusks:** Tusks had a gentle upward curve (Mammoth tusks were more curved)
**Comparison to Mammoths:** Mastodons are different from Mammoths based on their anatomy and where they lived. Mammoths have flat teeth with grooves (like the bottom of a tennis shoe), were larger, and their tusks had more curve. They lived all over the world, but mostly near Siberia.
Sources: Conniff, 2010; Extinction Over Time: Hilfrank, 2014; Last Glacial Maximum: Longrich, 2020; New York State Museum; U.S. National Parks Service; New Findings, 2014
Mastodon Discovery: Who
Georges Cuvier: French Anatomist
Georges-Louis Leclerc, Comte de Buffon: French Naturalist
Thomas Jefferson: 3rd U.S. President and advocate for the U.S. in France before and after the Revolutionary War
Charles Willson Peale: American painter and naturalist
Moses Williams: An artist and Peale’s indentured servant
Lewis and Clark: American Explorers
Mastodon Discovery: What, Where, and When
1705: A giant tooth was discovered in the Hudson River Valley and given to the Governor of New York as a gift, who sent it to London. Around the same time, Mammoth fossils were discovered in Siberia.
Over time, more skeletons and teeth were discovered and sent to Europe for study. The species is called *incognitum*. Many fossils were found by enslaved Africans who identified the similarity between the fossilized tusks and elephant tusks.
1755: Georges-Louis Leclerc, Comte de Buffon wrote a book arguing that nothing in the Americas can be as great (in size or might) as anything on the European, African, or Asian continents. Thomas Jefferson writes back to challenge Leclerc, citing the *incognitum* as proof.
1776: The United States declares independence from England.
1784: Thomas Jefferson goes to Paris on behalf of newly formed US government. While there, he convinces Leclerc to write a new book rescinding his theory that the Americas are not as mighty as the rest of Europe, Asia, and Africa, but Lelerc dies before he can finish the book.
Mastodon Discovery: Impact
- The mastodon was the first animal to ever be declared “extinct.”
- This realization also challenged current evidence about the age of the Earth and the existence of a Christian God.
- The discovery of Mastodons was used by the fledgling United States government to dispel a theory in Europe that animals and people in the America’s were literally diminutive and therefore incapable of being a mighty country.
- Part of the reason Jefferson sent Lewis and Clark west was that he believed Mastodons still existed and he wanted someone to find them.
- Mastodons were part of the last major mass extinction that wasn’t caused by humans.
Mastodon Discovery: What, Where, and When
- **1786**: Charles Willson Peale, a painter with a love of natural history, begins creating the first national museum in the U.S.
- **1806**: French Anatomist, Georges Cuvier, named the incognitum “mastodon,” from the Greek mastos (for “breast”) and odont (for “tooth”). He also argues that the animal must be extinct.
- **1801**: Peale leads the first scientific exploration in the U.S., a dig for a mastodon skeleton. He finds a mostly complete skeleton. He tasks his enslaved assistant, Moses Williams with figuring out how to put it together.
- **1804**: Thomas Jefferson is President and sends Lewis and Clark on their expedition. While history books say the expedition was to find water routes across the country to the Pacific Ocean, he also believed mastodons still existed and wanted Lewis and Clark to find them.
Sources: Conniff, 2010; Extinction Over Time; Hilfrank, 2014; Last Glacial Maximum; Longrich, 2020; New York State Museum; U.S. National Parks Service
Painting Elephants
- People have been training elephants to paint for several decades. Some animal activists believe the activity is cruel because the training process can include physical pain. Others argue that activities like painting provide valuable enrichment to creatures that are smart and creative (Norris, 2022).
- A study conducted at Melbourne Zoo found that while painting didn’t seem to have a positive or negative affect on the elephants, not being selected to paint on a given day resulted in less interactive behavior from elephants (English, et. al, 2014).
- It is also important to remember there is a long history of training elephants to do tricks because they are smart and it is easy to make them the butt of the joke due to their size and appearance (Nance, 2015).
Imaginative Play
In the early 1900’s, psychologists became interested in the make-believe worlds of young children, especially the ways pre-school and early elementary aged children discovered their world and learned through imaginative play. Through pretend play, young people practice:
- Negotiation skills
- Emotional Regulation
- Collaboration
- Sequencing
- Iterative thinking (experimentation)
- Critical thinking
- Flexible thinking
Play, in general, is essential for “deep learning” because young people are able to apply concepts they’re learning to new situations. Agency is also essential to play. Sometimes, make-believe is one of the few times a young person is able to exert control over the events and outcomes of their lives.
According to the Lego Foundation, there are 5 characteristics of healthy play:
- Joyful
- Helps children find meaning in what they are doing or learning
- Active, engaged, minds-on thinking
- Iterative thinking (experimentation)
- Involves social interaction
Source: Zosh, et. al, 2017
“Play is essentially wish fulfillment – not, however, isolated wishes, but generalized affects.” Vygotsky, p. 8
Child Psychology and Human Development: People to Know
Yardsticks (Book): By Chip Wood
- Based on theories of many child development and education practitioners (Piaget, Erikson, Montessori, Vygotsky, etc.)
- The book is inspired by the “responsive classroom” approach, which gives equal weight to academic and social-emotional learning and considers how cultural contexts influence development.
- Yardsticks outlines behaviors and cognitive processes educators and parents can expect to see in typically developing children at every age between 4 and 14.
- The book offers recommendations for the cognitive and social-emotional development of young people in classrooms, homes, and informal learning spaces.
Jean Piaget
- 1896-1980, Swiss
- Main Focus: Cognitive development & “Theory of Mind” development
- Cognitive Development: As children’s thinking develops, their behaviors change.
- Theory of Mind: People’s ability to imagine how others are thinking or feeling and adapting their behavior to match what’s happening with the other person. Based on how children understand rules, justice, and morality.
- Piaget focused more on birth-childhood and less on adolescence. He studied the way young people play to develop theories about how their understanding of the world developed and how their behaviors were motivated by cognitive development.
Lev Vygotsky
- 1896-1934, Russian
- Main Focus: Sociocultural Theory
- Believed that social interaction is essential for the cognitive development of children and that those interactions are informed by culture
- Also famous for educational theories of ‘Scaffolding’ and ‘Zone of Proximal Development.’
- Early work looked at how imaginative play is essential for young people to learn agency, impulse control, and abstract thinking.
Erik Erikson
- 1902-1994, German
- Main Focus: Psychosocial development theory
- Psychosocial development theory: Used conflicting personality traits. A “healthy” person exhibits more of the “positive” traits and is therefore more likely to be “successful” in developing the virtue of that stage. The stages are scaffolded, meaning a lack of success in one stage may prevent success in future stages.
- Focused on people’s lives from birth to death.
“In a child’s world the logic of wishes and of satisfying urges dominates, not real logic.” Vygotsky, p. 17
Ages 0-2 Sensory Motor Stage of Cognitive Development: children learn through sensory and motor experiences that move from reflexive to abstract as they get older. Early signs of problem solving, especially related to somatic needs and desires.
Infancy, 0-1 yr
Conflict → Virtue: Trust vs Mistrust → Hope
Description: Trust or Mistrust that basic needs, such as nourishment and affection, will be met
Early Childhood, 1-3 yrs
Conflict → Virtue: Autonomy vs Doubt → Will
Description: Develop a sense of independence in many tasks
Ages 2-7 Preoperational Stage of Cognitive Development: Children are able to use abstract thinking and engage in things like imaginative play. Children also start to recognize that people have distinct identities and begin demonstrating skills like categorization.
Play Age, 3-6 yrs.
Conflict → Virtue: Initiative vs guilt → Purpose
Description: Take initiative on some activities - may develop guilt when unsuccessful or boundaries are overstepped
Ages 5-9 Heteronomous Morality of Theory of Mind: Also known as “moral realism.” Children in this age group understand morality and justice in concrete ways. Rules cannot be changed, the purpose of justice is to punish the guilty, and there’s a mentality that bad people do bad things and bad things happen to bad people.
School Age, 7-11 yrs.
Conflict → Virtue: Industry vs Inferiority → Competence
Description: Develop self-confidence in abilities when competent or sense of inferiority when not
Ages 7-11 Concrete Operational Stage of Cognitive Development: Children are more capable problem solvers and start to understand that there can be more than one answer to a problem or side of an argument. Skills necessary for scientific and mathematical thinking, as well as reading, appear in this stage.
Age 10: Signs of puberty begin for girls ahead of boys, Peer focused, Playful, Gain identity through the group, Enjoy choral reading, poetry, plays, singing, Quick to anger; quick to forgive, Developing more mature sense of right and wrong (Typical age to start 5th Grade)
Age 11: Restless, very energetic, Want to learn new things more than review previous work, Able to think abstractly and understand ideas, Peer focused; need to save face with peers, Like to challenge rules, test limits, (Typical age to start 6th Grade)
Age 12: Enthusiastic about purposeful schoolwork; can set goals and concentrate, Interested in civics, social justice, Peers more important than adults, Can be self-aware, insightful, empathic, (Typical age to start 7th Grade)
Age 13: Lots of physical energy, Boys starting puberty, Moody and sensitive, Feelings are easily hurt, Pay close attention to peers, Increasingly punctuate humor with sarcasm, Worries about school-work and unwilling to take risks on intellectual tasks, Increased sense of fairness, justice, and service, (Typical age to start 8th Grade)
Age 14: Need lots of exercise, snacks, and sleep, Becoming interested in sex, “Know-it-all” stage, Loud and rambunctious, Enjoy intellectual challenges but will still question authority or complain that content is “boring,” Very aware of problems in the world and invested in finding solutions, Interested in learning and discovery as a means of answering the question “who am I?” (Typical age to start 9th Grade)
Age 9 or 10 Autonomous Morality of Theory of Mind: Also known as “moral relativism.” Around the age of 9 or 10, a more adult understanding of morality emerges. Children begin to understand that rules are created by people, rules can change, and any individual can construct their own set of rules for life. They also begin to recognize that justice is complex and circumstantial.
Ages 11-Adult Formal Operational Stage of Cognitive Development: Abstract thinking, hypothetical thinking, and reasoning skills appear. Magical thinking may still be present so while adolescents may have the ability to logically solve problems, they may still have idealistic feelings about how those problems are solved.
Adolescence, 12-18 yrs.
Conflict → Virtue: Identity vs Confusion → Fidelity
Description: Experiment with and develop identity and roles
Early Adulthood, 19-29 yrs.
Conflict → Virtue: Intimacy vs Isolation → Love
Description: Establish intimacy and relationships with others
Middle Age, 30-64 yrs.
Conflict → Virtue: Generativity vs Stagnation → Care
Description: Contribute to society and be part of a family
Old Age, 65 onward
Conflict → Virtue: Integrity vs Despair → Wisdom
Description: Assess and make sense of life and meaning of contributions
Sources: Malik, 2023; Mcleod, 2022, Piaget’s; Mcleod, 2022, Erik Erikson’s; Nortje, 2021; Vygotsky, 1967/2016; Wood, 2017
From a very early age, young people are asked “what do you want to be when you grow up?” Several studies have analyzed responses to this question to determine how age, gender, and practicality impact young people’s vocational aspirations and the realities of what jobs are actually available to young people.
- Vocational Dreams are more fantastical in early childhood (ages 2-6) and become more practical over time (Turner, 2016).
- Career aspirations are typically more gendered among younger adolescents, whereas older adolescents appear less influenced by gender stereotypes (Hoff, et. al, 2021).
- Elementary school children are more likely to describe occupations in terms of their “activities and behaviors,” while older children are more likely to focus on “interests, aptitudes and abilities.” (Watson, 2005).
- Studies across global circumstances show ALL young people hold big occupational dreams, many dreaming of careers that require advanced degrees and/or are connected to community service and “helping.” Turner’s study looked at children in countries all over the world and specifically sought out countries where war/safety, economic disparity, education access, and racial inequities were prevalent (Turner, 2016).
- 50% of adolescents in the U.S. aspire to either an investigative or artistic career, which together account for only 8% of the U.S. labor market (Hoff, et. al, 2021).
About 80% of adults are NOT doing their dream job from childhood. Many of the folks who did pursue their dream job, however, report high job satisfaction (Walden, 2016).
Since the start of the pandemic, people have been re-thinking their relationship to work. While people’s identities have been tied to their work for centuries, it can also become unhealthy when a person’s identity is only tied to their job (Morgan, 2021).
In this play, Jess is trying to discover her calling, or vocation. While everyone around her seems able to find meaning in their new occupations, Jess is looking for another way to feel ‘useful’ in the world (pg. 28) and to find something ‘big’ (pg. 58). But what if Jess’ calling is simply to make other people think (pg. 70)? Jess is an artist, maybe she’s telling us it is our job to ask others to think.
Engagement Preview
“OR MAYBE SOMEWHERE, OUT THERE, WATCHING, WAITING, ARE THE OTHER IMPRACTICAL CHILDREN.”
Playwright Engagement
1) Pre-Rehearsal Conversation: The directing and dramaturgy teams met with Rachel via zoom before rehearsals started to discuss the play.
2) Cast and Production Team Conversation: Rachel will be zooming in to a rehearsal to chat with the cast and anyone else working on the show who wants to come! The discussion will be facilitated by Sofia with time for questions from the group at the end.
3) Interview: Sofia will conduct an interview with Rachel which will be edited and shared via the Emerson Stage Blog.
Audience Engagement
1) “What do you want to be when you grow up?” art installation: Cast, crew, and production team members will be invited to fill out a “What do you want to be when you grow up?” worksheet (think 5th grade first day of school vibes). Glitter, stickers, and drawings are encouraged. The worksheets will be displayed anonymously near the theatre entrance. Audience members will be encouraged to add their own worksheets to the installation throughout the run.
2) Talk-Back: Sofia will host a post-show talkback during the run.
Paleontologist (p.20) - one who studies paleontology. (Paleontology - a science dealing with the life of past geologic periods as known from fossil remains.)
Quetzal (p.30) - a Central American trogon (tropical bird) that has brilliant green plumage above, a red breast, and in the male long upper tail coverts. Also the name of the basic monetary unit of Guatemala.
Garrotting (p.55) verb of: Garrote - a method of execution by strangulation or the apparatus used / an implement (such as a wire with a handle at each end) for strangulation.
Paleo-phrenologist (p.61) - (Paleo - involving or dealing with ancient forms or conditions.) (Phrenology - the study of the conformation and especially the contours of the skull based on the former belief that they are indicative of mental faculties and character.) Therefore, a paleo-phrenologist is one who studies ancient skulls to determine if the shape indicates the being’s mental condition or abilities.
Osteopath (p.61) - A physician practicing osteopathic medicine. (Osteopathic Medicine - a system of medical practice that emphasizes a holistic and comprehensive approach to patient care and utilizes the manipulation of musculoskeletal tissues along with other therapeutic measures (such as the use of drugs or surgery) to prevent and treat disease).
Pharmacologist (p.75) - One who practices pharmacology. (Pharmacology - the science of drugs including their origin, composition, pharmacokinetics, therapeutic use, and toxicology. Or, the properties and reactions of drugs especially with relation to their therapeutic value).
Dirigible (p.78) - An airship (in the script, described as a blimp).
Definitions from Merriam Webster
Recommended reading for the cast and production team
To learn more about the playwright, Rachel Teagle:
- Rachel's Website
- Interview with Rachel
To learn more about the history of mastodon discoveries:
- Smithsonian Magazine Article
To learn more about Elephant Painting:
- Treehugger Article
To learn more about careers, childhood, and identity:
- Academic paper: Career Dream Drawings: Children's Visions of Professions in Future Workscapes by Jennifer D. Turner
- Mashable article about number of adults pursuing childhood dream jobs
- Vox Article about teen career aspirations
- BBC article about vocation and identity
To learn more about child development:
- Child Development Cheat Sheet from Responsive Classroom
Conniff, R. (2010). Mammoths and Mastodons: All American Monsters. Smithsonian Magazine. https://www.smithsonianmag.com/science-nature/mammoths-and-mastodons-all-american-monsters-8898672/
English, M., Kaplan, G., & Rogers, L. J. (2014). Is painting by elephants in zoos as enriching as we are led to believe? PeerJ, 2, e471. https://doi.org/10.7717/peerj.471
Extinction Over Time. (n.d.). Smithsonian National Museum of Natural History. https://naturalhistory.si.edu/education/teaching-resources/paleontology/extinction-over-time
Hilfrank, E. (2014, March 1). Woolly Mammoth. National Geographic Kids. https://kids.nationalgeographic.com/animals/prehistoric/facts/woolly-mammoth
Hoff, Kevin & Van Egdom, Drake & Napoliitano, Christopher & Hanna, Alexis & Rounds, James. (2021). Dream Jobs and Employment Realities: How Adolescents’ Career Aspirations Compare to Labor Demands and Automation Risks. Journal of Career Assessment. 30. 10.6907/272110261. 10.1177/10690727211026183.
Last glacial maximum: Definition, Characteristics, Map, & Facts (n.d.). Britannica. https://www.britannica.com/science/Last-Glacial-Maximum
Longrich, N. R. (2020, September 9). When did we become fully human? What fossils and DNA tell us about the evolution of modern intelligence. The Conversation. http://theconversation.com/when-did-we-become-fully-human-what-fossils-and-dna-tell-us-about-the-evolution-of-modern-intelligence-143717
Malik, F., & Marwaha, R. (2023). Cognitive Development. In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK537095/
Mcleod, S. (2022, November 3). Piaget’s Theory of Moral Development: Heteronomous vs. Autonomous. https://www.simplypsychology.org/piaget-moral.html
Mcleod, S. (2022, November 3). Erik Erikson’s Stages of Psychosocial Development. https://www.simplypsychology.org/erik-erikson.html
Morgan, K. (2021, April 13). Why we define ourselves by our jobs. https://www.bbc.com/worklife/article/20210409-why-we-define-ourselves-by-our-jobs
Nance, S. (2015, March 12). The Troubling Origins of the Circus Elephant Act. Johns Hopkins University Press. https://www.press.jhu.edu/newsroom/troubling-origins-circus-elephant-act
New Findings: American Mastodons Lived in the North During Brief Warm Interval | AMNH. (2014, December 1). American Museum of Natural History. https://www.amnh.org/explore/news-blogs/research-posts/new-findings-american-mastodons-lived-in-the-north-during-brief-warm-interval
NEW YORK STATE MUSEUM: The Cohoes Mastodon. (n.d.). https://exhibitions.nysm.nysed.gov/cohoesmastodon/phone/mastodon-facts.html
Norris, A. (2022, October 20). Is Elephant Painting Cruel? Treehugger. https://www.treehugger.com/can-elephants-really-paint-4864229
Nortje, A. (2021, May 3). Piaget’s Stages: 4 Stages of Cognitive Development & Theory. PositivePsychology.Com. https://positivepsychology.com/piaget-stages-theory/
Turner, J. D. (2016). Career Dream Drawings: Children’s Visions of Professions in Future Workscapes. Language Arts, 93(3), 168–184. http://www.jstor.org/stable/24577564
U.S. National Park Service. (n.d.). The American Mastodon (Mammuth americanum). https://www.nps.gov/articles/000/mammut_americanum.htm
Vygotsky, Lev Semyonovich (2016). Play and its role in the mental development of the child (with Introduction and Afterword by N. Veresov and M. Barrs, Trans.). Monash University. Journal contribution. https://doi.org/10.4225/03/584e715f7e831 (Original work published 1967)
Watson, M., & McMahon, M. (2005). Children's career development: A research review from a learning perspective. Journal of Vocational Behavior, 67(2), 119–132. https://doi.org/10.1016/j.jvb.2004.08.011
Walden, S. (2016, July 27). New study investigates: How many adults pursue their childhood dream job? Mashable. https://mashable.com/ad/article/kid-dream-jobs
What Do You Want To Be When You Grow Up? (2020, June 23). Trade Schools Colleges and Universities. https://www.trade-schools.net/learn/childhood-aspirations
Wood, C. (2017). Yardsticks: Child and adolescent development ages 4-14 (4. edition). Center for Responsive Schools, Inc.
Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Solis, S. L., & Whitebread, D. (2017). Learning through play: a review of the evidence (white paper). The LEGO Foundation, DK. | e54aae6b-c2af-4205-9a49-62b340cbf4ef | CC-MAIN-2024-22 | https://www.sofialindgrengalloway.com/_files/ugd/1b630c_3936b976280449578387d8e4f8e7f7fa.pdf | 2024-05-22T10:26:55+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058542.48/warc/CC-MAIN-20240522101617-20240522131617-00535.warc.gz | 894,321,725 | 6,566 | eng_Latn | eng_Latn | 0.938834 | eng_Latn | 0.992725 | [
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Living water
Haiti, Tanzania
When you give access to fresh, healthy water, you give the most essential element of life. Your gift provides a school or family with a water filtration system, such as bio-sand filters, ensuring access to safe, clean drinking water.
The gift of safe water
Off to school
Philippines, Haiti
A backpack of dependable school supplies is a small way to make a big impact for a child.
When families are struggling even to feed their children, the cost of school supplies puts education out of reach. Your practical gift of a backpack can open up a whole year of education for a young student.
In Haiti, families also receive first-aid supplies for emergency preparedness.
The gift of backpack and school supplies
Education for the deaf
Malawi
At the Mpalankhanga School of the Deaf, 22 girls are struggling to learn by reading the teacher’s lips, which may be difficult to do in a dark classroom without electricity.
When you give a student a hearing aid technology, you encourage them to persevere and that their education matters.
Your gift will empower a disabled student to stay in school and to hear opportunity knock for them.
The gift of hearing aid and technology
Goats
Philippines, Tanzania
Healthy livestock are a great blessing to struggling families and young mothers. By giving the start of a herd or flock, you give an ongoing source of wholesome eggs, meat protein or much-needed income at market.
These hardy animals bless even the littlest members of the family with the nutrition to grow, and funds to afford education. Our local partners purchase all animals nearby and provide training.
The gift of a goat
Healthy livestock are a great blessing to struggling families and young mothers. By giving the start of a herd or flock, you give an ongoing source of wholesome eggs, meat protein or much-needed income at market.
These hardy animals bless even the littlest members of the family with the nutrition to grow, and funds to afford education. Our local partners purchase all animals nearby and provide training.
The gift of chickens
Healthy snacks for hungry bellies
Brazil
Give kids from struggling communities the energy to learn, grow and play.
Nutritious food helps youngsters be ready to fill their physical and spiritual needs at the Ninheira and Águas Formosas programs. Free classes provide tutoring, music training, ballet, computer and sports opportunities.
The gift of healthy snacks for children
Merry Christmas
EMMANUEL INTERNATIONAL UNITED KINGDOM
Forum House, Stirling Road, Chichester West Sussex, PO19 7DN
Let the children come
Uganda
An incredible 50.3% of Uganda’s population is under the age of 18. That’s over 23 million kids! And yet many rural churches have no programs for children.
You can help raise up the next generation of believers by training one Sunday School Teacher — or double your gift and make it a pair of teachers who will work hand in hand!
A gift to GROW children’s ministry
Give God’s Word to the world
For all countries
Bibles change lives. It’s a simple, powerful truth. Give a believer their very own copy.
The gift of a Bible
Merry Christmas
EMMANUEL INTERNATIONAL UNITED KINGDOM
Forum House, Stirling Road, Chichester West Sussex, PO19 7DN
GROW the good news
Uganda
Help rural churches support the surge of new believers responding to the Jesus Film. You can give vital GROW training for a leader or even a whole community!
Leaders use an oral storytelling method over 12-18 months to explain the Bible and the Christian lifestyle.
The gift of training a Grow leader
GROW the good news
Uganda
Help rural churches support the surge of new believers responding to the Jesus Film. You can give vital GROW training for a leader or even a whole community!
Leaders use an oral storytelling method over 12-18 months to explain the Bible and the Christian lifestyle.
The gift of training a Grow community
GROW skill in a Pastor
Uganda
Many pastors in Northern Uganda have a strong call to ministry, but no theological education.
Your thoughtful gift will train a working pastor for six months. When you help equip a pastor with knowledge, you touch the lives of a whole community!
The gift of GROWing a pastor for 6 months
Merry Christmas
Love for all nations
Uganda
Did you know that Uganda is in transition from being a mission field to becoming a missions force?
When you give to this exciting movement, you provide Kairos discipleship training to one Ugandan believer. The Kairos Course is a key tool teaching biblical, historical, strategic, and cultural aspects of missions.
In nine sessions, participants learn how to respectfully meet with remote villages and share God’s heart for all nations.
The gift of Kairos training
Forum House, Stirling Road, Chichester
West Sussex, PO19 7DN
To small businesses, with love
Tanzania
Microloans are small investments in new businesses. Recipients receive mentorship to plan and manage their business as they repay the loan.
VICOBA banking training is part of the program to strengthen local business economies.
The gift of a small business microloan
Support the team
Canada, Haiti, Tanzania, Uganda, and the UK
Your caring encouragement truly touches our hearts. It lifts our team morale. When we face challenges, your prayers and support give us strength to persevere. Thank you.
Your gift will provide for staff training, development and wages which, in turn, contributes to the overall success of our projects.
The gift of supporting EI staff
Faith for Brazil
Help future faith leaders reach their dreams. Students at the Terena Bible School want to become the next pastors and missionaries for their diverse indigenous communities. Yet many of Terena’s students need help with basic school costs. Your practical support will fund essentials like books, food, and electricity expenses.
The gift of supporting a Terena student for 1 month
Trees for tomorrow
Haiti, Tanzania
Warm from the sun, fragrant, a freshly-picked piece of fruit is a joy.
Your gift can give hardworking farmers young trees to establish fruit orchards, or help to restore forest environments. These healthy, locally-grown tree seedlings are part of our programs to sustainably bless communities for generations.
The gift of tree seedlings
Merry Christmas
EMMANUEL INTERNATIONAL UNITED KINGDOM
Forum House, Stirling Road, Chichester West Sussex, PO19 7DN
A sweet investment
Tanzania
Golden honey. It’s like sunshine in a bottle, and sweet, renewable income for farmers.
When you give beehives and beekeeping training you promote sustainable incomes and natural crop pollination.
Honey provides a nutritious sweetener for farm families and can be sold at market.
The gift of a beehive and training
Equip a youth choir
Malawi
Youth in Malawi love to sing in church choirs. Their choirs enrich their communities and they build lifelong friendships. Yet the youth often don’t know the meaning of the lyrics of their favourite songs.
Your gift will build up their faith through song devotionals. Each devotional speaks to the spiritual significance of a song, shares discussion questions and suggests ways to prepare for worship.
The gift of a choir book devotional
Girls’ health education and supplies
Malawi, Tanzania, Uganda
Adolescence may not be easy, but it shouldn’t end a girl’s education. Too often teen girls drop out of school when they lack sanitary supplies and accurate health knowledge.
With your practical and caring gift, girls will receive dignity kits with washable cloth pads, as well as caring teaching to understand and value their bodies. You will help more girls avoid early marriages, and unwanted pregnancies, empowering them to embrace their future.
The gift of girls’ health
Meet an urgent need today
When a crisis hits, or a suffering person is overlooked, your compassionate gift can be there to meet the need.
With gratitude we thank EI United Kingdom supporters who entrust us to use their funds to respond to sudden disasters or support underfunded projects.
The gift of supporting the work of Emmanuel International
Merry Christmas
EMMANUEL INTERNATIONAL UNITED KINGDOM
Forum House, Stirling Road, Chichester
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Health & Wellness
A PRACTICAL GUIDE TO HEALTHY LIVING
Jillian Michaels
Disease prevention, childhood obesity, food safety, health-care reform, school meals and restaurant menu labeling are everyday topics in every part of our country. Demand by consumers for local and sustainable foods has increased the number of farmers’ markets and the incorporation of local and sustainable foods into operations and legislative initiatives affecting restaurants, schools, hospitals and other health facilities.
Because of the economic challenges facing our country, people are “going back to basics.” We are eating at home more often, growing our own food and practicing food preservation. Watch any local or national TV news program, open any newspaper or magazine or read any health-related blog: Nutrition advice comes from many sources. People need solid information in a form they can use to improve their health. But do people always get the information they need?
**Whom can you trust?**
It’s clear food and nutrition issues affect everyone. A recent survey by the American Dietetic Association and the University of Tennessee Graduate School of Medicine showed 96 percent of primary care physicians believe the nation’s health care system should place more emphasis on nutrition to treat and manage chronic disease. However, only 12 percent believe physicians currently pay enough attention to nutrition when treating these diseases.
Whether you are trying to treat disease, lose weight or just make healthier choices, it may be hard to figure out whom to listen to for advice. Hearing someone is a “nutritionist” often makes the person sound like they’re educated and trained in nutrition science and health issues. But in many states, titles like “nutritionist” and “diet counselor” are not regulated, so terms like these can be used by people who are not qualified to give accurate nutrition advice. While some nutritionists may have an educational background in nutrition science, others may have little if any actual nutrition training or just mail-order credentials. Even if a person holds degrees from accredited institutions, nutrition may not be his or her specialty.
Who is the qualified nutrition expert? When you need trusted, accurate, timely and practical advice, seek the advice of a registered dietitian.
With their education and experience, RDs have the skills and knowledge to translate nutrition science into practical meal planning. A registered dietitian can assist with diabetes; work with your health-care team by helping you change your eating plan pre- or post-surgery; and help you set goals for athletic performance – whether you’re running a marathon or jogging with your dog.
The next time you hear nutrition advice on television or see a diet book that looks like it might help you lose those last 10 pounds, take a closer look to make sure the information is coming from the qualified expert in food and nutrition science: a registered dietitian.
Visit the American Dietetic Association at www.eatright.org to locate a registered dietitian near you.
The American Dietetic Association is the world’s largest organization of food and nutrition professionals. ADA is committed to improving the nation’s health and advancing the profession of dietetics through research, education and advocacy.
Jessie M. Pavlinac, MS, RD, CSR, LD
President
American Dietetic Association
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The content in this special advertising section was not developed by the American Dietetic Association. The American Dietetic Association does not endorse any of the advertisers appearing within this special advertising section or the companies mentioned in the advertorial sections.
---
**A VERY SPECIAL THANKS TO...**
The Hershey Company is the largest producer of quality chocolate in North America and a global leader in chocolate and sugar confectionery. Hershey offers such iconic brands as Hershey’s, Reese’s, Hershey’s Kisses, Kit Kat and Hershey’s Bliss. Hershey is a leader in the dark and premium chocolate segment, with Hershey’s Special Dark and Hershey’s Extra Dark.
Mobia by Nautilus makes staying in shape as easy as going for a walk. Mobia can deliver up to twice the calorie burn as walking on a flat surface, while also strengthening the core, building endurance and improving balance. Mobia by Nautilus turns walking into an efficient, fat-burning workout!
Rely on www.BeefItsWhatsForDinner.com to deliver everything you need for confident cooking with beef. Browse the database of tested beef recipes for every occasion – from easy weeknight meals to family celebrations. You can build a customized recipe box of your family-favorite beef recipes and download detailed grocery lists.
Eat Right Without Cooking
So your pots and pans are dusty, and your stove would be better used for storage. When cooking seems archaic, or at least unrealistic, it’s easy to slip into bad habits; but there are ways to avoid nutrition blunders, whether you’re eating at home or in a restaurant.
“Do some planning when you do have a little time,” advises Bethany Thayer, a registered dietician and spokesperson for the American Dietetic Association. “If you haven’t planned, you will always grab unhealthy things.”
Try to keep the house stocked with fruits and vegetables (even the frozen kind), whole grains, lean meats and low fat dairy products.
“There are some things you can keep on hand that can be put together quickly, such as tortillas, beans and shredded cheese. It’s really easy to roll that up and stick it in the microwave. Just add salsa and you have a quick burrito,” says Thayer, who stresses that canned beans are an affordable, “underutilized” source of protein, fiber and folic acid.
Thayer suggests choosing beverages carefully. “Soda, juice and alcohol are expensive and don’t come with a lot of nutritional value. Order water when you’re eating out, and at home, stay away from sports drinks and sodas.”
For the ultimate in convenience, Nutrisystem delivers healthy meals directly to your home. You can personalize a menu or opt for one of the pre-selected food programs, and you won’t have to worry about counting calories or managing portion sizes, which can be difficult when eating out.
“We tend to think that when we go out to eat, it is a special occasion so we can have treats, but the reality is, most of us are eating out pretty regularly,” notes Thayer, who recommends ordering low-fat options and asking for a take-out box at the beginning of a meal to assure you put half of a large portion aside. Plus, you’ll get two meals for the price of one!
Facts and Tidbits
• Laughter really is the best medicine! Research suggests that laughing strengthens your immune system and wards off stress. It also triggers the release of endorphins, which make you feel good naturally.
• Exercise your mind, not just your body! If you continue to challenge yourself, your brain continues to grow. Why not take up a new hobby such as doing crossword puzzles, or try learning a foreign language?
• Who needs sleep? YOU DO. When you don’t sleep enough, you have trouble concentrating and forming memories. If you’re having trouble catching your zzzzz’s, stay on a regular schedule and avoid too much stimulation right before bedtime.
• Other than water, tea is the most popular beverage in the world! Try using a flavored tea in place of water next time you bake cookies, bread or brownies. (Source: American Dietetic Association)
• According to nutrition experts, sports drinks should be used during or after exercise that lasts an hour or longer. If you’re only jogging for 30 minutes, you may want to opt for water instead. While sports beverages do replenish your body with important electrolytes and nutrients lost through sweat, they’re often high in calories and sugar!
Clinically tested to lose weight and to help lower blood sugar and control type 2 diabetes.
With our diabetic program, Nutrisystem D, losing weight so you can help control your diabetes is easier than you think! Choose from over 140 menu items—delivered straight to your door from our kitchens to yours absolutely FREE!† Nutrisystem D is a low-Glycemic Index program full of good carbs and fiber to help keep you feeling fuller longer—all for as low as $3 a meal.†
Support at your fingertips.
• FREE round-the-clock phone access to weight loss coaches
• FREE online membership including weight loss tips, tools and menu planning
• FREE live chat sessions with registered dietitians
And so much more!
Clinical Study Shows††—
On Nutrisystem D, people with type 2 diabetes who wanted to lose weight:
- Lost up to 16 times more weight
- Lowered total cholesterol level by 20.9 mg
- Lowered blood sugar levels 5 times more
- Lowered triglycerides level by 42.7 mg
- Lowered A1C by 0.9%
†† In a 3-month clinical study at Temple University School of Medicine and published in the Journal of Postgraduate Medicine, Nutrisystem program participants lost an average of 18 lbs., and lowered fasting blood sugar levels from 149.5 to 115.2, compared to those following a hospital-directed diet and education plan, who lost 1.3 lbs., and lowered fasting blood sugar levels from 151.4 to 144. Not all menu items were included in the study. Study funded through an unrestricted educational grant from Nutrisystem.
On Nutrisystem you add-in fresh grocery items.
Nutrisystem D is a comprehensive weight loss program. It does not treat, cure or prevent diabetes, and is not a substitute for diabetic medications. Consult your physician before starting this or any weight loss or exercise program.
Dessert Fans Rejoice: The Benefits of Dark Chocolate
Has your sweet tooth heard the news? Chocolate, especially dark chocolate, has been proven to offer an assortment of health benefits for the heart, brain and skin. But tell your waistline not to worry—you don’t need to eat much to reap the treat’s positive properties.
Cocoa beans are actually seeds, found in the fruit of the cocoa plant, and are “the base material for all things chocolate and cocoa,” as Debra Miller, Ph.D., director of nutrition at The Hershey Company, explains. “When we melt them, they form a liquid called chocolate liquor.”
Dark, or semi-sweet, chocolate, has a higher percentage of the liquor than milk chocolate, which is diluted with milk to achieve its smooth, creamy taste.
There’s been a growing awareness of the ameliorating effects of the cocoa bean, and scientists continue to study its potential. “Most people understand that food from the earth is good for their bodies. Cocoa beans are no different,” says Miller.
Cocoa contains flavanols, which act as antioxidants and may help prevent heart disease and cancer by reducing the presence of free radicals. Dark chocolate may also lower blood pressure, as shown in a study published in the *Journal of the American Medical Association*. Good news for those counting calories: participants only ate the equivalent of less than two Hershey Kisses. No change in blood pressure was reported in a second group that ate white chocolate, which does not contain cocoa.
Additional research has demonstrated that dark chocolate can improve blood flow. “Better blood flow could aid many body systems,” Miller points out. “We have seen better blood flow to the brain, so studies continue to look at cognitive function. There is a nice, calm focus that comes with eating chocolate.”
The myth that chocolate causes acne has already been disproved, but what if chocolate could actually improve your complexion? Better blood flow could help keep the skin hydrated and healthy, as shown in a study in Germany.
When choosing a chocolate, Miller suggests looking for products with a high cocoa percentage—but of course, you still want to enjoy the taste. “Seventy percent can be too bold for some people. You can still get the benefits from a 50 or 60 percent dark chocolate.”
Healthy Snacking: Ignorance is NOT Bliss
We’ve all been there. In our haste to get wherever it is we’re going, we grab a quick, easy, unhealthy snack to hold us over until we find time for a “real” meal.
But when your day is jam-packed, it’s especially important to make smart food choices that keep energy levels up and leave you feeling full longer. Manufacturers are meeting this demand by offering low-fat treats rich in vitamins and minerals; and these days, healthy doesn’t have to be synonymous with bad-tasting.
“I don’t think people are conscious of what is in their food, and how calorie-dense it is. I don’t emphasize counting calories—it is satiety,” says Snack Alliance’s Chief Marketing Officer Tricia Ryan, who was a registered dietician before entering the marketing field.
She suggests avoiding simple carbohydrates, often laden with refined sugar, and opting instead for complex carbohydrates, which usually contain fiber and take longer to digest. Many brands now offer fiber-fortified granola bars, sometimes drizzled with chocolate or caramel to appease your sweet tooth. Ryan praises Sunkist Naturals’ tasty Orange Cream Smoothie, packed with 11 grams of protein per serving, which your body needs to build muscle mass; and a bonus—as muscle mass increases, so does your metabolism.
Ryan also emphasizes variety and balancing food choices. Pair a carbohydrate with protein by spreading peanut butter on your whole grain cracker. Mix fruit in your yogurt for a more long-lasting hold-me-over.
“If you eat well, you don’t crave the unhealthy treats,” she says, although an occasional indulgence is inevitable, and permissible if you’re mindful of portion sizes.
The last secret to healthy snacking? There is no secret, as Ryan explains: “You wish there was a miracle pill or food, but there’s not…it’s about understanding and looking at what is in your snack and seeing if you get something from it.”
NOT FANCY JUST DELICIOUSLY SPECIAL
HERSHEY'S SPECIAL DARK®
PURE HERSHEY'S®
Vitamins & Supplements
It’s a nutrition Catch-22: We don’t eat the right foods to get all the vitamins and minerals we need, yet we consume too many calories to achieve our weight-loss goals.
“The average American does not always eat a well-balanced diet,” says Nathalie Chevreau, Ph.D., R.D., director of women’s health at Thin Care. “I always recommend calcium, folic acid, vitamin B12, magnesium, zinc and omega-3 fatty acids. We women try not to eat a lot of calories, but to get our daily amount of calcium, we would need three glasses of milk and a yogurt.”
If you’re trying to lose weight, Chevreau says supplements can help, but you need to choose the product carefully. She favors those made in the U.S. or Western Europe and offering a money back guarantee, noting that “not everything works for everybody.”
She also cautions that a list of ingredients only tells you so much. “People need to understand that when you take a botanical extract, its effectiveness depends on how it was processed. List of ingredients which are the same are not the insurance that the products are equally good. The key is to buy products from a reputable company—someone you trust.”
Consumers should avoid supplements containing ephedra, which may cause heart irregularities and high blood pressure. Although it’s been banned, ephedra-based products can still be found on the marketplace.
Thin Care has collaborated with Jillian Michaels, America’s Toughest Trainer and Wellness Coach, to create a line of supplements comprised of a calorie control product to curb users’ appetites, and a fat burning supplement to help them lose fat preferentially.
“When you lose weight, you tend to lose more muscle than fat,” explains Chevreau, who says users of the product lost 85 percent of their weight from fat in a recent study. “Because muscles are what make you burn calories even at rest, if you maintain muscle mass, you really minimize the risk of weight rebound.”
“Supplementation is not meant to serve as a single solution for weight loss,” says Jillian Michaels. “It’s a tool to enhance, accelerate, and facilitate results. Proper nutrients are critical for metabolic function. My line is designed based on that science to give you energy and boost your metabolism.”
Of course, supplements can’t do all the work for you. Eat nutritiously and exercise regularly in order to see results and maintain overall well-being, and talk to your doctor before starting a new weight-loss program, especially if you have health problems.
Hydration: Eight Cups a Day Keeps the Doctor Away?
You’ve had the mantra “drink eight glasses of water a day” ingrained in your mind for as long as you can remember, but where did it come from? Turns out, there is science behind it.
“Technically, you need one mL of water per every calorie you burn, so if you burn 2000, you need 2000 mLs—about eight cups,” explains Nancy Clark, M.S., R.D., practitioner and author of Sports Nutrition Guidebook. “You don’t need water to get water, though. Oranges, coffee, salad, soup—it all helps.”
People can get up to four cups of water from eating lots of fruits and vegetables, and we actually manufacture a cup a day as a byproduct of energy metabolism. So are we halfway there? Maybe, but author and owner of High Performance Nutrition, LLC Susan M. Kleiner, Ph.D., R.D., found through research that most people are still under-hydrated.
Mild dehydration can cause headaches, stomach pains and fatigue, but water may also play a role in preventing more serious health conditions, according to studies by Kleiner, and others worldwide. “People who drank at least five to six cups of water had a reduced risk of many cancers, including cancer of the lower gastrointestinal and urinary track.”
Although these studies were purely observational, drinking more water is still a “benign” recommendation, as Kleiner puts it. “I feel comfortable saying, of all the things you drink in a day, make five to six cups water.”
Of course, a sedentary individual needs less water than say, Joe Decker, dubbed “World’s Fittest Man” after breaking the Guinness World Records’ 24-hour Physical Fitness Challenge. “Me personally? I keep about six liter bottles in the fridge, and I drink four to five a day,” he says, adding that mere mortals can get away with less.
While the average person is unlikely to over-hydrate, marathon runners need to be aware of hyponatremia (blood dilution), caused by drinking too much water without replenishing the salts lost through sweat.
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*Our guarantee: Because no weight-control product or program will work for everyone, all of our fine formulations are backed by a 100% satisfaction guarantee. Simply stated, if you are not satisfied with any Jillian Michaels weight-control formula, just return it to the place of purchase within 30 days.
†Jillian Michaels’ online program is yours FREE for 7 days! You will not be charged during your free trial period. However, valid payment information is required. If you’re happy with your online membership, do nothing. Your service will continue uninterrupted, and you will be enrolled under our standard membership agreement. Online membership is just $4 a week, billed quarterly (every 13 weeks). The charge will be applied to the same account you provide at sign-up. You may cancel before your free trial ends at no charge, or at any time afterward and you’ll receive a refund for the unused portion of your subscription, other than an initial five-week minimum commitment of $20, which is nonrefundable.
These statements have not been evaluated by the Food and Drug Administration. These products are not intended to diagnose, treat, cure or prevent any disease.
All trademarks are property of their respective owners. Individual results will vary. Use in conjunction with any sensible diet and exercise program.
©2009 All Rights Reserved. BR12869
Panel of Experts
TRICIA RYAN
Chief Marketing Officer
Snack Alliance, Inc.
Q. What are some growing areas of interest for the food industry right now?
A. The gluten-free market is a key area. There’s a lot of research showing that people want to reduce their gluten intake. Celiac disease occurs when gluten triggers an abnormal response that damages the lining of the small intestine, interfering with your absorption of nutrients. One in 100 North Americans has celiac disease, but only three percent are diagnosed. So 97 percent of people don’t know they have it. They just think they have tummy upset or something. The disease has many symptoms, but people are usually diagnosed now because they have another problem, such as diabetes, osteoporosis or even infertility. The average length of diagnosis is upwards of eight years. Unfortunately, there is no medication for the condition; it can only be managed by diet. The other tough thing about gluten is that it isn’t just in bread and cereal. It can be in toothpaste or even cosmetics. The gluten molecule is very large, so it doesn’t get through skin, but if it is in your lipstick, it could get in the system. There are blood tests and even home-use kits, such as the Biocard Celiac Test, that are effective at testing for the disease.
NANCY RODRIGUEZ, PHD, RD, CSSD, FACSM
Professor of Nutritional Sciences
University of Connecticut
Pick up a magazine or turn on the TV and you’ll hear about the benefits of protein in the diet. Surprisingly, most of us do not get the recommended minimal amount.
It’s important to know that not all protein is created equal. “High quality” proteins such as lean meats, eggs and dairy contain all the essential amino acids your body needs and help meet protein needs in fewer calories. Incomplete proteins such as beans, nuts and grains do not provide all the essential amino acids so you have to eat a combination of these to meet protein needs.
Often it takes two to three times more calories to get the same amount of protein from beans, nuts and grains compared to lean meat. For instance, you need to eat seven tablespoons of peanut butter (680 calories) to match the protein in three ounces of lean beef (180 calories).
Protein is currently a buzz word in health because research shows that an increase in protein intake helps reduce cardiovascular disease risk and Type 2 diabetes, improves muscle strength, and contributes to weight management. By including high quality protein at every meal, you can conserve calories and still get great health benefits.
DEBRA MILLER, PHD
Director of Nutrition
The Hershey Company
Q. What are the most common food allergies affecting Americans, and their symptoms?
A. The most common are known as the “big eight”: allergies to milk, egg, peanuts, tree nuts, fish, shellfish, soy and wheat. Lots of people think they have a food allergy, but really a food allergy is an improper immune reaction to a protein or a peptide. Your body thinks it’s fighting a virus or antigen, so it throws an immune response at this misrecognized protein.
In terms of symptoms, look out for a tingling sensation in the mouth and swelling of the tongue or throat. You could have difficulty breathing, like an asthmatic reaction, hives, vomiting, diarrhea or abdominal pain. The worst is you have an anaphylactic shock [a severe reaction that can result in death]. But again, there’s a difference between an intolerance and an allergy. If you were sensitive to milk, you could have abdominal cramping, gas, etc., but that’s an enzyme problem. Your body isn’t producing an enzyme called lactase that breaks down the milk. A milk allergy would be different—probably hives, tingling, etc. More people have a lactose intolerance than a milk allergy.
JILLIAN MICHAELS
America’s Toughest Trainer
and Wellness Coach
Q. “What advice would you give to someone who’s trying to lose weight, but is having trouble staying motivated?”
A. Every human being has the capacity to transform any suffering or weakness into perfect peace, power, strength, health and abundance. There is no authentic goal you can set for yourself that can’t be reached, no dream that can’t be realized; it’s just a matter of knowing how. Motivation is a matter of two things. Deciding the goal is worth the work it will take to achieve and believing in your ability to do the work. Start by writing down all of the reasons you want to be better – in all aspects of your life. Do you want to wear skinny jeans? See your daughters walk down the aisle? Wear a bikini on your 25th wedding anniversary? The things on your wish list are what is going to drive you forward. These are the things that make the work part “worth it.” The next step is action. In order to take powerful action that brings about positive change you must be informed. Knowledge is power and with the right information you can acquire the right skill set and gather the right tools to help you achieve any goal. Enough with just surviving, it’s time to thrive.
Corporate Responsibility
More people are overweight than not, and obesity accounts for 300,000 deaths a year. The epidemic has been linked to a multitude of health complications, straining the American healthcare system, not to mention taxpayers, who spend billions on weight-related medical issues yearly. Just as the public clamors for corporations to reduce carbon footprints, some think a food company’s corporate responsibility includes a duty to disclose possible health risks related to their offerings.
In 2003, the FDA passed an initiative requiring food companies to include trans fat information on their content labels. Many cities mandate that restaurants display caloric information on their menus; and companies and individuals alike are lobbying for a federal law to address the issue.
In the meantime, businesses must be forthright about the requirements for a healthy diet. The National Cattlemen’s Beef Association uses funding to provide “factual, scientifically supported information about beef to help consumers make informed choices about what they should eat,” according to Executive Director, Human Nutrition Research, Shalene McNeill, Ph.D., R.D. Although it’d be profitable for the beef industry if people ate red meat with every meal, NCBA feels an obligation to advocate moderation.
Of course, it’s also up to the individual to make smart choices. The government and the business world must work together to create an informed public, but to update an old saying: “You can lead a horse to the salad bar, but you can’t make him eat.”
Ah, healthy eating …
It’s something we all long for and yet it always feels like you have to give up your favorite foods. Not to mention the latest diet fads, expensive vitamin supplements or fancy ‘super’ foods that promise to take your worries away. The reality is healthy eating doesn’t have to mean skipping the foods you know and love. It’s actually much simpler and better tasting than you might think.
Here’s a little known fact: The smartest diets with the most staying power start with nutrient-rich foods. Healthy eating is simply about pairing nutrients that fuel your high-energy life with the flavors your taste buds crave.
Here’s a perfect example: A deliciously simple green salad that combines lean beef sirloin and the earthy flavors of fall—beets and sweet potatoes—with just a little kick from cumin, shallots, and vinegar.
Wait a minute: Red meat? Lean? Packed with nutrients? Quick to fix? It’s all true.
You can eat what you love and give your body what it needs at the same time.
Lean beef is a naturally nutrient-rich source of ten essential nutrients that adults and children need for active, healthy lifestyles. On average, one 3-ounce serving (size does matter!) of lean beef has only 179 calories and is an excellent source of: protein, zinc, vitamin B12, selenium, and phosphorous. Lean beef is also a good source of choline, niacin, vitamin B6, iron, and riboflavin. Now, that’s maximum nutrition for a minimum amount of calories.
But, today’s beef isn’t just packed with important nutrients; it’s leaner than ever before. In response to consumer demand and the Dietary Guidelines for Americans advice to “go lean with protein,” beef lovers now have many lean options. Throughout the past five years, the number of lean beef cuts has increased by 10 cuts—now up to 29 lean cuts of beef.
The 29 lean beef cuts include some of Americans’ traditional favorites like flank steak, tenderloin, 95% lean ground beef, and T-bone steak, as well as new cuts, such as the Western Griller steak and Ranch steak. These cuts all meet government guidelines meaning that a 3-ounce portion has:
• Less than 10 grams of total fat
• 4.5 grams or less of saturated fat
• Less than 95 milligrams of cholesterol
Of course, no one food has complete nutrition for optimal health. The best way to get the 40+ nutrients you need is to consume a variety of nutrient-rich foods every day. That’s why this savory salad pairs lean beef with some of the harvest’s most appealing—and antioxidant-rich—vegetables. You’ll probably be able to find fresh greens, beets, and maybe even sweet potatoes at your local farmer’s market. If not, try the salad with other seasonal root vegetables, such as carrots, rutabagas, or parsnips.
See, that’s what healthy eating is all about: Combinations of fresh, nutrient-rich foods and with just the right herbs and spices. Using simple cooking techniques, such as roasting and pan grilling, you can impress your family and friends with your culinary talents (and your healthy habits). As you’ll see, healthy eating doesn’t have to be complex or mean missing out on the foods you love. Great taste and good nutrition can come in the same foods and you can prepare them right in your own kitchen. By the way, you might want to cook up a little extra. This salad can even make a delicious lunch for work tomorrow.
Cumin-Rubbed Steak and Roasted Root Vegetable Salad
Total Recipe Time: 1 to 1-1/4 hours
1 pound boneless beef top sirloin steak, cut 3/4 inch thick
1 pound beets, trimmed, peeled, cut into eighths
( cut into quarters if small)
1/2 cup water
2 sweet potatoes, peeled, cut into 1-1/2 x 1-inch pieces
3 shallots, peeled, cut lengthwise in half (about 5 ounces)
1-1/2 teaspoons olive oil
1/2 teaspoon sea salt
1-1/2 teaspoons ground cumin
1/2 teaspoon coarse grind black pepper
8 cups mixed salad greens
Sea salt
2 tablespoons sliced unblanched almonds, toasted (optional)
Sweet Beet Vinaigrette:
2 tablespoons reserved beet cooking liquid
1 tablespoon sherry vinegar
2 teaspoons brown sugar
1/2 teaspoon sea or kosher salt
1-1/2 tablespoons olive oil
1. Heat oven to 425°F. Place beets in small roasting pan or 9-inch metal baking pan; drizzle with water. Cover pan tightly with aluminum foil. Place sweet potatoes and shallots on 15 x 10-inch metal baking pan. Drizzle with 1-1/2 teaspoons oil and sprinkle with 1/2 teaspoon salt; toss to coat. Roast vegetables in 425°F oven 30 minutes or until tender. Remove beets from pan; reserve 2 tablespoons cooking liquid for vinaigrette. Loosely cover vegetables. Set aside.
2. Combine cumin and pepper; press evenly onto beef steaks. Heat large nonstick skillet over medium heat until hot. Place top sirloin steak in skillet; cook 10 to 13 minutes (tenderloin steaks, 7 to 9 minutes) for medium rare (145°F) to medium (160°F) doneness, turning occasionally. Remove to platter; keep warm.
3. Meanwhile to prepare Sweet Beet Vinaigrette, combine all ingredients except oil in small bowl; gradually whisk in oil until blended.
4. Arrange salad greens on serving plates or platter. Top with roasted vegetables; drizzle with vinaigrette. Carve steaks into slices; season with salt, as desired. Arrange over salad. Garnish with almonds, if desired.
This recipe is an excellent source of fiber, protein, niacin, vitaminB6, vitaminB12, iron, selenium and zinc.
Recipe courtesy of The Beef Checkoff
Managing Your Pain Without Drugs
Pain—as anyone suffering from it will tell you, it’s truly a four-letter word, and regrettably, a common accompaniment to aging. It’s also the focus of a multi-billion dollar worldwide industry—pain management. Although drugs are sometimes the most effective treatment, there are ways to manage discomfort without resorting to prescription medications, and the costs and potential side effects that sometimes come with them.
One of the most affordable remedies for back or joint pain is the application of heat or ice, but it’s imperative you choose the right end of the temperature spectrum, as misuse could exacerbate a condition. Cold therapy is best for the sudden pain of an acute injury and for areas of inflammation. Ice reduces swelling by constricting the blood vessels, but do not apply a compress for more than 15-20 minutes, and wait until the skin returns to room temperature before reapplication.
Those with chronic pain can also benefit from icing after exercise, but heat may be a better option. It can be applied before a workout to relax muscles, increase flexibility and stimulate blood flow, but it should not be applied to swelling.
“With heat therapy, you are enhancing your circulation,” explains David Underhill, president of Battle Creek Equipment Company, who says that heat pads can be especially useful for those suffering from arthritis. “A lot of the drugs for arthritis are very abusive to the gastrointestinal track. If you can’t take them for some reason, perhaps you’re taking multiple drugs or have an intolerance to pain medication, this [using a heat pad] is a great way to live with arthritis and relieve a lot of pain.”
Practiced for centuries around the world, holistic medicine focuses on the link between mind, body, spirit and environment. Its treatments address the cause of the problem, not just its ramifications. Methods include acupuncture, chiropractic and massage therapy, and can provide alternatives to prescription pain killers.
People who exercise regularly report 25% less pain in muscles and joints in their old age than their less-active counterparts, suggesting exercise may be a means of prevention. Those afflicted also employ stretches and exercises to strengthen muscles and assuage pain, perhaps with the help of a physical therapist’s expertise.
For the many combating pain, it’s encouraging to learn there are options besides popping pills, but if a condition persists or worsens, consult your doctor immediately.
No More Excuses: At Home Fitness
Fewer than half of American adults engage in regular physical activity, according to the National Center for Health Statistics, but some of the most common excuses for forgoing exercise can be countered with a simple remedy—work out at home.
Many cite inconvenience and lack of time as the number one reason why they don’t exercise enough, if at all. Commuting to the gym can be daunting, but you can more easily weave at-home routines into a hectic schedule. Beginners may be bashful about working out in public, but chagrin can’t stop you from getting active alone in your abode.
Another popular explanation for inactivity is financial limitations. If you can’t get to the gym often enough to justify its dues, consider the ROI a piece of at-home equipment provides.
“When you make an investment to bring something into your home, and it is so convenient that you can actually get a workout in 3-4 times a week, you are using it enough that the purchase makes sense,” explains CJ Howe, vice president of marketing at Nautilus, Inc.
Howe suggests choosing something you’ll feel comfortable on. “There are a lot of terrific solutions available, but they are not worth a dime if you are not going to use them. Choose something effective that allows you to get results in a short amount of time, but is also comfortable, enjoyable and doable,” she advises.
The truth is, even the most convenient and enjoyable of routines can’t trump apathy. Need some motivation? Consider that exercise improves your mood, promotes weight loss and helps prevent many chronic illnesses. And remember—every step counts. Don’t let the notion that you can’t do enough stop you from doing anything at all.
“There are a lot of terrific solutions available, but they are not worth a dime if you are not going to use them.”
Fresh Air, Fresh Routine: Exercising in the Great Outdoors
Looking to add enjoyment and variety to your exercise routine? Why not take advantage of the world’s largest, most cost-efficient gymnasium—the great outdoors?
“I think the outside is just more interesting,” says exercise physiologist Kris Fondran, who has taught ice skating inside for more than 20 years but decided to take advantage of the fresh air this past summer, inline skating five times a week. “It was just very freeing,” she explains.
The lure of a pleasant experience in the open air may be the motivation you need to get exercising, and there are a variety of activities to choose from. Jogging is a highly effective calorie burner, and nature’s varying elevations may prove more challenging (and scenic) than a level treadmill. Running can be strenuous on your joints, though; walking offers a low-impact alternative, well-suited for any age.
Cycling is another aerobic option that can double as a speedy, eco-friendly way of commuting from point A to point B. To work out your hips, thighs, and shins, try strapping on a pair of inline skates. It will burn as many calories as running.
“Skaters report the stress-relieving effects and mental benefits of being outdoors,” says Kalinda Bogue, director of marketing at Rollerblade. “We hear words like fun, freedom, and flying—an instant escape. You don’t have to go to a gym or a mountain. Plus, being outside, connecting with nature while you are moving and breathing the air all have tremendous relaxing effects.”
To maximize the rejuvenating benefits of the outdoors, Fondran suggests applying some yoga principles, such as awareness of your body, to your workout. “If you think about connecting your movement with your breathing, you can activate the muscles more and take a deeper, more fulfilling breath,” she explains. Fondran is currently working with Rollerblade to create a Mobile Yoga program.
So whether it be by foot, bike or skates, go on and get moving—just don’t forget to breathe the air.
Fly Away.
Exercise doesn’t have to feel like another task. Imagine a getaway right outside your door: A breeze blows as you meditate to the rhythm of your strides. Your heart pounds, muscles strengthen and you’re smiling. Taking care of yourself couldn’t be simpler.
Rollerblade, a modern classic.
To find a shop locally or online visit www.rollerblade.com
I’m comfortable with my shape. Round is a shape, right?
If I’m low on energy I can always drink more coffee.
Sure, there’s a history of diabetes in my family, but I’ve always been the lucky one.
It’s a grapefruit diet. And I’m really starting to like grapefruit.
Once I hit 50 my joints and knees just started to feel better on their own.
Hey, the skinny jeans fad will be over soon.
Muffin top? Not familiar with the term.
Parking at the gym is never a problem.
I’m not concerned with my heart. I’ll just drink more red wine.
No, it’s true. Chocolate really is good for you.
I don’t need Mobia™
WE’VE HEARD EVERY EXCUSE IN THE BOOK. SO WE CREATED A MACHINE THAT SPEAKS FOR ITSELF.
If you’ve been wanting to get in shape but always seem to find an excuse, meet Mobia™, the revolutionary new fitness machine that burns up to twice as many calories as a treadmill* – and all you have to do is walk. Take the smart step forward and call or visit us online today.
*Burns calories up to twice as fast as a treadmill at same speed with Mobia intensity setting 12 and treadmill incline at 0 percent. Based on the Adelphia University Study. ©2009 Nautilus, Inc., All rights reserved. ™ and ® indicate a trademark or registered trademark. Nautilus, Inc. trademarks include NAUTILUS®, BOWFLEX®, STAIRMASTER®, SCHWINN®, UNIVERSAL®, and MOBIA™ and respective logos. 1-800-NAUTILUS www.nautilus.com. Other trademarks are the property of their respective owners. | <urn:uuid:eb2c0a61-1468-4cf5-8ef5-830c434baec9> | CC-MAIN-2019-39 | http://doc.mediaplanet.com/all_projects/3873.pdf | 2019-09-21T15:35:50Z | crawl-data/CC-MAIN-2019-39/segments/1568514574532.44/warc/CC-MAIN-20190921145904-20190921171904-00485.warc.gz | 51,808,776 | 8,898 | eng_Latn | eng_Latn | 0.913266 | eng_Latn | 0.99851 | [
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Protecting Your Waterfront Investment
10 Shoreland Stewardship Practices
Healthy watersheds make healthy lakes and higher property values
The quality of our lakes and streams is ultimately a reflection of how we take care of our land.
A watershed is the land area that drains to a lake or stream. Waterfront property owners, inland residents, recreational users, agricultural producers, and other businesses all can play a positive role in maintaining and improving the water quality of our lakes and streams.
How will shoreland stewardship practices affect your pocketbook?
Studies in the Midwest have found that when all other factors were equal, properties on lakes with clearer water commanded significantly higher property prices.\(^1\) Similarly, higher property values were found on lakes without the invasive plant Eurasian watermilfoil.\(^2\) What you and your neighbors do to sustain or improve water quality will improve resale potential. On the other hand, if water quality is degraded, lower property values could result.
This publication was developed for people who live on a waterfront lot or plan to buy one. It describes a menu of opportunities to protect your property investment.
See the endnotes for this publication at uwsp.edu/cnr-ap/clue/Pages/publications-resources/water.aspx
Build far from the shore
Locate all new buildings, additions, and septic systems far from the shore to ensure they will be on stable ground over the long term.
In recent years we’ve had increased flooding and high water levels along rivers, inland lakes, and the Great Lakes. Building, rebuilding, or expanding buildings close to the shore could be a very poor investment due to changing water levels, collapsing banks, and rivers that move to new locations over time. The current statewide shore setback for homes, garages, and sheds of 75 feet (or sometimes less) may place a building in danger over the long term along some shorelines. Septic systems should also be located far from the water so they do not collapse into the lake or stream. If you own a structure close to the water, consider purchasing flood insurance.
Additional Information:
Flood Prevention: Steps That Can Save Your Life and Property
dnr.wisconsin.gov/emergency/flood.html
Resilient Practices for Great Lakes Shorelines
sewicoastalresilience.org/resilience-resources/develop-educational-resources-on-resilient-practices/
Minimize the hard surfaces on your property
Runoff from hard (impervious) surfaces like rooftops and driveways carries sediments, nutrients, and other pollutants into lakes and streams leading to cloudier water and lower property values.
Impervious surfaces reduce or eliminate the populations of many fish, including walleye, bass, northern pike, perch, and crappies, due to the following reasons:
- More nutrients (phosphorus and nitrogen) promote excessive growth of algae and aquatic plants. When the plants and algae die and decompose, they use up oxygen, which fish need to survive.
- More sediments and algae growth make it difficult for some predator species that hunt by sight to find their food.
- More sediments cover spawning beds of fish, such as smallmouth bass and walleye.
Walleye
Impervious surfaces can reduce walleye reproduction by causing soil erosion. When eroded soil covers spawning grounds, the spaces between the rocks and gravel become blanketed with silt. This can quickly cause walleye eggs to die because of inadequate water flow and not enough oxygen.\(^1\)
Additional Information:
*Impervious Surfaces: How They Impact Fish, Wildlife and Waterfront Property Values*
uwsp.edu/cnr-ap/clue/Documents/ImperviousSurface-5-2019-NoRecycle.pdf
*Impacts of Impervious Surfaces on Fish, Wildlife and Waterfront Property Values Video*
youtube.com/watch?v=UPjPnaGNBlc&feature=youtu.be
Minimize erosion during construction
During construction is the time that soil, with its algae-feeding nutrients, washes into a nearby lake or stream. When you’re planning a construction project, follow these steps to protect the lake:
- **Minimize hard surfaces because they increase runoff and erosion.**
Think small. Minimize the driveway length. Buildings and driveways that cover less area will have less of an impact on the water quality of your lake and its fishery. Consider porous paving materials.
- **Develop an erosion control plan using the additional information below.**
- **Limit clearing and grading, especially on slopes that drain to the shoreline.**
- **Fence the area to be cleared to limit construction damage.**
This approach greatly reduces tree damage, soil compaction, erosion, and the sediment and phosphorus delivered to the lake.\(^4\)
- **Divert runoff around disturbed areas to minimize erosion.**
- **After construction, establish vegetation right away.**
The less time bare soil is exposed, the less soil will wash into the lake.
**Additional Information:**
*Controlling Runoff and Erosion from Your Property: A Guide for Landowners*
burnettcounty.com/DocumentView.aspx?DID=119
*Erosion Control for Home Builders*
go.wisc.edu/4d6ksq
Minimize fertilizer use
Only add fertilizer if a soil test shows your soils are short on nutrients—most lawns aren’t. If your soil is short on nutrients, avoid fertilizers that contain phosphorus. Remember, it’s phosphorus that accelerates algae growth in our lakes and streams. Most lawns and gardens already contain adequate—and often excessive—amounts of phosphorus. Based on a study of 236 lawns sampled in Dane County, the average available soil phosphorus concentration was approximately four times higher than the amount needed to maintain a healthy lawn.\(^5\)
Phosphorus is an essential nutrient for plants. However, when too much phosphorus makes its way into our lakes and streams, it promotes the rapid growth of excess plants and algae and decreases water clarity, often turning lakes green. Decaying algae also depletes oxygen in the water so that fish can no longer thrive. Human activities contribute a great deal to the amount of phosphorus that enters a lake or stream.
If you follow the instructions on a bag of fertilizer containing phosphorus, you may be adding over 50 pounds of phosphorus to a half-acre lot each year.\(^4\)
One pound of phosphorus can result in 500 pounds of algae growth!\(^7\)
Middle number indicates amount of phosphorus
When you’re fertilizing the lawn, remember—you’re not just fertilizing the lawn.
Photos courtesy of Washington State Department of Ecology, King County, and the cities of Bellevue, Seattle, and Tacoma
It’s the law!
You cannot apply fertilizer containing phosphorus to lawns in Wisconsin unless you qualify for an exemption.\(^1\)
Weed and feed products in stores, and those used by some lawn care companies, contain fertilizer plus pesticides. It is unknown whether many commonly used lawn and garden pesticides cause cancer.\(^2\)
Additional Information:
Lawn & Garden Fertilizers
go.wisc.edu/q89pt2
Sampling Lawn and Garden Soils For Analysis
go.wisc.edu/8mr64m
Inspect and maintain your septic system regularly
➤ **Pump or inspect your septic system once every three years.**
Just like owning a car, there is maintenance, inspection, and service required for septic systems in order to prevent premature failure. Inspection and pumping costs ($150–$250) are minor compared to the cost of installing a new system ($7,000–$18,000). Hire a licensed pumper, plumber, or plumbing inspector.
➤ **Divert surface water away from the drain field.**
➤ **Avoid driving or parking on the drain field to prevent compaction of the soil.**
➤ **Keep the roots of trees and shrubs away from the drain field pipes to avoid obstructed drain lines.**
➤ **When a replacement system is needed, consider aerobic digesters, recirculating sand filters** and other effluent filtration systems that may do a better job of treating wastes and may be designed to remove nutrients and other contaminants.
➤ **Avoid putting any of the following materials down the drain or toilet because they may clog the drain field:** Flushable wipes, cooking grease, oils, coffee grounds, cigarettes, facial tissues, paper towels, sanitary napkins, tampons, or disposable diapers.
➤ **Avoid using a garbage disposal.**
Compost your vegetable scraps instead.
➤ **Conserve water.** Use low-flow toilets, faucets, and showerheads to reduce the volume of water the system must filter and absorb.
**Additional Information:**
*SepticSmart Homeowners*
epa.gov/septic/septicsmart-homeowners
Most waterfront homeowners in Wisconsin utilize a septic system, although some densely developed lakes have converted to public sanitary sewer systems. Owners of private septic systems have a responsibility to protect their family’s health as well as to protect the surface and groundwater from contamination. Properly functioning systems are designed to remove most disease-causing human pathogens but generally are NOT designed to remove or treat water-soluble nutrients or pollutants.\(^{15}\) The more water and material that goes into your septic system, the more that comes out into your drain field. Wisconsin research on septic systems located in sandy soils has found that both phosphorus and nitrate migrate underground over 150 feet from drain fields. If these nutrients seep underground into the lake, aquatic plant growth and algae blooms are likely results.
Malfunctioning systems are especially harmful. Effluent from failed systems can result in direct contamination of well or surface water and could cause serious human health risks. Reasons for septic system failure may include advanced age, overloading, poor site placement, and/or poor maintenance.
**Evidence of a malfunctioning septic system**
- Sewage backing up in the basement or drains
- Ponded water or wet areas over the drain field
- Bright green grass over the drain field
- A dense stand of aquatic plants along only your shoreland area
- Sewage odors
- Bacteria or nitrate in nearby well water
- Biodegradable dye flushed through your system is detectable in the lake
Reduce use of hazardous chemicals and safely dispose of them
Reduce your use of hazardous chemicals like those shown below. If these chemicals are applied to the ground, they can end up in our drinking water, lakes, and streams. To dispose of these chemicals safely, contact your county land and water conservation department. You can find their contact information at wisconsinlandwater.org or in the phonebook.
In recent years we’ve learned that many insecticides used for mosquito control are highly toxic to bees, monarch butterflies, fireflies, and other pollinators.\(^1\) Minimize use of pesticides for pollinator health. If you have a lawn service or are considering getting one, get a list of the chemicals they use and look them up. If you are considering purchasing or using a pesticide, read the label section titled “Environmental Hazards” to learn if the pesticide is toxic to pollinators, fish, or wildlife. You can find pesticide information at npic.orst.edu
If you wouldn’t drink it, don’t dump it!
Additional Information:
Wisconsin Pollinators: Bees, Butterflies, and Their Conservation
pollinators.wisc.edu/
Make Your Yard Bee-Friendly
mda.state.mn.us/sites/default/files/2019-12/beefriendlyyard.pdf
Lawn & Garden Pesticides
go.wisc.edu/je7glq
Protect your natural areas
Natural shorelands contain a lush mixture of native grasses, flowers, shrubs, and trees that help to reduce and filter polluted runoff and provide important habitat for songbirds and other animals on the land and in the water. In contrast, lawns provide habitat for geese and create much more runoff that carries sediments, nutrients, and other pollutants into your lake.\(^{12}\)
Consider expanding the natural areas on your waterfront lot and in the water (see Step 8 for ideas). The trees, shrubs, and plants not only create privacy for both the homeowner and the lake user but may also act as a noise buffer. Larger natural areas provide more benefits; however, any amount of natural area is better than none.
More lawn = more runoff, murkier water, less habitat
More natural areas = clearer water, more wildlife habitat
Photos by Paul Skawinski
Restore your shoreland buffer and in-water habitat
If you have native vegetation along your shoreline, consider yourself and the local wildlife fortunate. A mature native buffer represents many years of nature at work and discourages undesirable, nonnative plants and animals while attracting songbirds, butterflies, turtles, and frogs.
If you have lawn to the water’s edge, a simple, no-cost way to get started in restoring your shoreland is to stop mowing next to the water. Seeds in the soil will germinate and valuable native plants will begin to reappear.
If you have lawn to the water’s edge and would like to play a more active role in restoring your shoreland, you can replant native trees, shrubs, grasses, and wildflowers to attract songbirds and butterflies. The main area where water runs off your property is the best location to start planting to improve water quality. You can create a natural, appealing waterfront landscape while eliminating expensive and time-consuming lawn care. The publication Protecting and Restoring Shorelands will help you think about what benefits you want from your buffer and the size needed to achieve these. Contact your county land and water conservation department listed at wisconsinlandwater.org for help in designing a natural shoreland and finding native plants. They may also have funding to help restore your shoreland.
Larger areas of natural shoreline provide more benefits; however, any amount of natural shoreline is better than none.
Healthy, diverse shorelands provide some of the most effective protection for the lakes and streams of Wisconsin.
Leave fallen trees and branches in the water. When trees and branches fall in the water, they form critical habitat for tiny aquatic organisms that feed bluegills, young game fish, turtles, crayfish, and other critters. Smallmouth and largemouth bass build their nests near fallen trees.\(^{13}\) When game fish first hatch from their eggs, they are less than an inch long and need the trees and plants in the water for shelter to survive. Water plants are important—they are like a grocery store for fish and frogs because so many aquatic insects live on them.
Additional Information:
The Water’s Edge: Helping Fish and Wildlife on Your Waterfront Property
go.wisc.edu/kgj678
Protecting and Restoring Shorelands
go.wisc.edu/5w89u8
Healthy Lakes & Rivers Best Practices
See “350 ft\(^2\) native plantings” for plant lists in different soil types.
healthylakeswi.com/best-practices/
A Second Life for Trees in Lakes: As Useful in Water as They Were on Land
uwsp.edu/cnr-ap/clue/Documents/Water/TreesShoreline.pdf
Illustration by Justin Sipiorski
Install an infiltration area
A rock infiltration area is an excavated pit or trench filled with rock that provides space for runoff to soak into the ground slowly. It is appropriate for sandy to loamy soils only, not clay! Rain gardens are a better option to infiltrate water in clay soils.
STEP 10
Build a rain garden
Rain Gardens: A Guide for Homeowners and Landscapers provides easy-to-follow instructions to create a rain garden, including guidance on size, location, and maintenance.
Rain barrels can be helpful for watering plants but typically hold much less water than an infiltration area or a rain garden.
Direct downspouts into your rain garden, natural areas, lawn, or rain barrels, not onto hard surfaces.
Additional Information:
Healthy Lakes & Rivers Best Practices
See “Rock Infiltration” and “Rain Garden” sections for guidance.
healthylakeswi.com/best-practices/
Rain Gardens: A Guide For Homeowners and Landscapers
dnr.wisconsin.gov/topic/Stormwater/raingarden
Rain Gardens
a beautiful solution to water pollution
How does a rain garden work?
Rain gardens are just what they sound like—areas that soak up rain water during wet times and serve as a beautiful garden all the time. They are landscaped areas planted with wildflowers and other native vegetation to replace areas of lawn. The gardens fill with a few inches of water and allow the water to slowly filter into the ground.\(^{14}\) The plants in the rain garden act as filters for the rain water, helping to slow the runoff and allowing it to soak into the ground rather than flowing into storm sewers, ditches, or drainage ways on the way to lakes and streams. Keeping rain on your property, where it naturally belongs, will help solve some of our water pollution problems.
In addition to the benefits they provide to our water supply, rain gardens also provide wildlife habitat for birds, butterflies, and dragonflies.
Written by Lynn Markham and Kate Demorest, Center for Land Use Education.
Reviewed by:
Amy Kowalski, Extension Lakes
Kay Lutze and Susan Tesarik, Wisconsin DNR
Cele Rudzicki, Wisconsin Department of Safety and Professional Services
Jenny Wirtz, Wisconsin Department of Forestry, Zoning Department, Menominee County
Laura Boquist, Lincoln County Land Services
Karen Oberhouser, University of Wisconsin–Madison Arboretum
Daniel Mortier, True North Real Estate, Door County
Original design by Amy B. Torrey, University of Wisconsin–Madison Division of Extension
Cover photo by Robert Korth
Copyright 2021 by the Board of Regents of the University of Wisconsin System. As an EEO/AA employer, University of Wisconsin–Madison Division of Extension provides equal opportunities in employment and programming, including Title VI (Racial), Title IX (Sexual Harassment), the Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act requirements.
Images of trademarked products are examples only and do not represent endorsement or criticism by authors, University of Wisconsin–Madison Division of Extension or Wisconsin Department of Natural Resources. | 56418b72-a299-4dbf-9eb3-7adc6e9d1071 | CC-MAIN-2024-46 | https://www.uwsp.edu/wp-content/uploads/2024/04/Protecting-Waterfront-Investment-2021.pdf | 2024-11-10T18:19:15+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028187.61/warc/CC-MAIN-20241110170046-20241110200046-00224.warc.gz | 978,661,757 | 3,782 | eng_Latn | eng_Latn | 0.94199 | eng_Latn | 0.994318 | [
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2. Use the SMART diagram. Given: \( \angle STA = \angle MTR, \)
\( m\angle ATR = 23^\circ, m\angle MTA = 81^\circ. \) Find \( m\angle STR. \)
Okay, make sure to tap out the letters with your pencil or finger – otherwise this stuff can be hard to follow… Let’s locate the angle we’re supposed to find the measure of: \( \angle STR \) – it’s the great big one! The middle one, \( \angle MTA, \) is \( 81^\circ, \) and the upper small one, \( \angle ATR, \) is \( 23^\circ. \) Since we’re also given that \( \angle STA \equiv \angle MTR, \) we can use the Subtraction Property: If an angle ( \( \angle MTA \) ) is subtracted off of two congruent angles ( \( \angle STA & \angle MTR \) ) then the differences ( \( \angle ATR & \angle STM \) ) are congruent. Therefore, we know that \( \angle STM \) measures \( 23^\circ. \) And now we can add up all three angles making up the big angle to get our answer!
\[ m\angle STM + m\angle MTA + m\angle ATR = m\angle STR \]
\[23^\circ + 81^\circ + 23^\circ = 127^\circ\]
**Answer:** \(127^\circ\)
3. Use the SPORTY diagram.
Given: \(\overline{SP} \cong \overline{RT}\), \(\overline{SO} \cong \overline{RY}\), \(PO = 3x\) cm, \(TY = (x + 4)\) cm. Find \(TY\).
Okay, we want to find that little segment, \(TY\). Since those big segments are congruent to each other, \(\overline{SO} \cong \overline{RY}\), and the medium “heart” segments are congruent to each other, then the Subtraction property tells us that if we subtract the “heart” segments from the big segments, we get congruent small segments, \(\overline{PO} \cong \overline{TY}\). And that since we’ve been given expressions for \(PO\) and \(TY\), now we know those expressions are equal to each other! So we can set up the equation and solve it:
\[
PO = TY \\
\rightarrow 3x = (x + 4) \\
\rightarrow 3x = x + 4 \\
\rightarrow 2x = 4 \\
\rightarrow x = 2
\]
But that’s not the answer! We’ve been asked to find \(TY\), which is \(x + 4\), so \(TY = 2 + 4 = 6\).
**Answer:** \(TY = 6\) cm
4. Use the WAVE diagram to the right. Given: \(\overline{WV} \cong \overline{AE}\). Which other segments can we say are congruent?
Again, it’s the Subtraction Property at work! Since those overlapping segments are congruent (\( \overline{WV} & \overline{AE} \)), if we subtract the same segment (\( \overline{AV} \)) from both of them, then we know that the leftover pieces, \( \overline{WA} & \overline{VE} \), must be congruent. Done!
**Answer:** \( \overline{WA} \equiv \overline{VE} \)
5. Part a. In the “ice cream” diagram to the right, if \( \angle IRE \cong \angle ERM \) and \( \overline{RE} \) bisects \( \angle CRA \) (meaning that \( \angle CRE \cong \angle ARE \)), name the other two sets of angles at the vertex \( R \) (that’s 4 angles total) that must be congruent.
Part b. If \( m\angle IRA = 65^\circ \), find \( m\angle MRC \).
Part a: So, what other two sets of angles must be congruent? We’re told that the two “halves” of the big angle are congruent, \( \angle IRE \cong \angle ERM \), and we’re also told that the two skinny triangles are congruent, \( \angle CRE \cong \angle ARE \). Then we could use the Subtraction Property to know that those “outside” angles are congruent to each other: \( \angle IRC \cong \angle MRA \). Good progress!
And now we can use the Addition property to get congruent *overlapping* triangles, right? We just add the “halves” to the “skinny” triangles on the other side of each half (so, for example, \( m\angle IRE + m\angle ARE = m\angle IRA \))
And here are the two congruent overlapping triangles we end up with: \( \angle IRA \cong \angle MRC \).
For the next part, if \( m\angle IRA = 65^\circ \), then what is \( m\angle MRC \)? Well we just saw that those two angles are congruent to each other, so that means \( m\angle MRC = 65^\circ \), too!
**Answer:**
Part a. \( \angle IRC \cong \angle MRA \) and \( \angle IRA \cong \angle MRC \)
Part b. \( m\angle MRC = 65^\circ \)
2. Mini-proof! In EARING, Given: $\angle 1 \cong \angle 3$ and $\angle 2 \cong \angle 4$. Prove: $\angle EAR \cong \angle ING$.
This sure looks like the Addition property: All we’re doing is adding together the angles in each “earring,” each of which are congruent to the corresponding angles in the other “earring,” so we get two congruent “earrings”! We’ll state our Given, pick some underlines to make the matching parts more obvious, use the Addition property, and that’s all there is to it:
| Statements | Reasons |
|------------|---------|
| 1. $\angle 1 \cong \angle 3$ | 1. Given |
| 2. $\angle 2 \cong \angle 4$ | 2. Given |
| 3. $\therefore \angle EAR \cong \angle ING$ | 3. If two $\cong$ angles ($\angle 1$ & $\angle 3$) are added to two other $\cong$ angles ($\angle 2$ & $\angle 4$), then the sums ($\angle EAR$ & $\angle ING$) are $\cong$. |
3. Mini-proof! In DARK, Given: $\overline{DR} \cong \overline{AK}$. Prove: $\overline{DA} \cong \overline{RK}$.
Hm, we have two long, overlapping congruent segments – looks like the Subtraction property. And yep, we’re being asked to prove that those two outside segments are
Well, when we subtract that center segment, $\overline{AR}$, off each of the overlapping congruent segments, we indeed get two other congruent segments: $\overline{DA} \cong \overline{RK}$. Let’s pick some underlines to make sure our logic is airtight, and we’re done!
| Statements | Reasons |
|------------|---------|
| 1. $\overline{DR} \cong \overline{AK}$ | 1. Given |
| 2. $\therefore \overline{DA} \cong \overline{RK}$ | 2. If a segment ($\overline{AR}$) is subtracted from two $\cong$ segments ($\overline{DR}$ & $\overline{AK}$), then the differences ($\overline{DA}$ & $\overline{RK}$) are $\cong$. |
For #4-7, fill in the blanks for this proof using BLUE. Given: $L$ is the midpoint of $\overline{BU}$ and $U$ is the midpoint of $\overline{LE}$. Prove: $\overline{BU} \cong \overline{LE}$.
**Proof**
| Statements | Reasons |
|------------|---------|
| 1. $L$ is the midpoint of $\overline{BU}$. | 1. Given |
| 2. $\overline{BL} \cong \overline{LU}$ | 2. (#4) |
| 3. $U$ is the midpoint of $\overline{LE}$. | 3. Given |
| 4. (#5) | 4. If a point is a midpoint, then it divides the seg into two $\cong$ segs. |
| 5. $\overline{BL} \cong \overline{UE}$ | 5. (#6) |
| 6. $\therefore \overline{BU} \cong \overline{LE}$ | 6. (#7) |
4. Okay, so to link from the first statement to this one, we just need is the definition of midpoint (well, its converse), right? And we’ll match underlining styles, which means the “if” part must match a previous statement (squiggles) and the “then” part must match the current Statement (single underline).
**Answer:**
If a point is a midpoint, then it divides the segment into two = segments.
5. We know that every Statement must match the Reason’s “then” part, which in this case talks about two segments being congruent (from being on either side of a midpoint). That means that the missing information is probably a statement saying that two segments are congruent. But in the Statement #2, we already stated that \( \overline{BL} \equiv \overline{LU} \). So hm, those are probably not the two congruent segments. How about \( \overline{LU} \equiv \overline{UE} \)? Sounds good, because we do know that U is the midpoint of \( \overline{LE} \), so it’s totally true, and we’ll write it down! (Technically, we won’t know this is the correct thing to write until we finish the proof. But it’s a darn good guess!) And we know it would need double underlines, so it matches the “then” part of the Reason on this line.
**Answer:**
\( \overline{LU} \equiv \overline{UE} \)
6. Well gosh, since we know that \( \overline{BL} \equiv \overline{LU} \) and \( \overline{LU} \equiv \overline{UE} \), then the Transitive Property tells us that \( \overline{BL} \equiv \overline{UE} \), doesn’t it? Looks like we were right in #5 after all! This is all working out very nicely, if I do say so myself… Notice that we’ll need “stars” underlines for the “then” part of our Reason, since that’s what the current statement uses.
**Transitive Property:** If \( \overline{BL} \equiv \overline{LU} \) and \( \overline{LU} \equiv \overline{UE} \), then \( \overline{BL} \equiv \overline{UE} \).
7. Now we need the final Reason for the final Statement. Well, we’ve just proven (in the previous step) that \( \overline{BL} \equiv \overline{UE} \), and if we just add the center segment, \( \overline{LU} \), to each of those,
then by the Addition property, we get two new congruent segments: $\overline{BU} \equiv \overline{LE}$ (be sure to locate those on the diagram yourself). Ta-da! And we’ll need to use triple underlines for the “then” part of our Reason to match with the Statement on this line (and we’ll match from previous statements for the appropriate terms of the “if” part, too).
**Answer:**
Addition Property: *If* a segment $(\overline{LU})$ is added to two $\equiv$ segments $(\overline{BL}$ and $\overline{UE})$, *then* the sums are $\equiv$.
---
**DTM from p. 83-84**
2. In the FAMOUS diagram from #1, if $\angle 5 = 150^\circ$, what is $\angle FSU$?
(Hint: We know that $\angle 1$ is supp. to $\angle 5$.)
Notice that if $\angle 1$ is supp. to $\angle 5$, that means
$$\angle 1 + \angle 5 = 180^\circ$$
And since $\angle 5 = 150^\circ$, that means:
$$\angle 1 + 150^\circ = 180^\circ$$
$$\Rightarrow \angle 1 = 30^\circ$$
Great progress! Notice in #1 on p. 83, that because $\overline{SA}$ & $\overline{SM}$ trisect $\angle FSO$, that means $\angle 1 \equiv \angle 2 \equiv \angle 3$. And because $\overline{SM}$ & $\overline{SO}$ trisect $\angle ASU$, that means $\angle 2 \equiv \angle 3 \equiv \angle 4$. With me so far? Then by the Transitive Property, we also know that $\angle 1 \equiv \angle 4$, so all of those angles are actually congruent: $\angle 1 \equiv \angle 2 \equiv \angle 3 \equiv \angle 4$.
We’re being asked to find $\angle FSU$, and notice that $\angle FSU = \angle 1 + \angle 2 + \angle 3 + \angle 4$. And hey, since we just learned that $\angle 1 = 30^\circ$, and all those little angle are equal in measure, then: $\angle FSU = 30^\circ + 30^\circ + 30^\circ + 30^\circ = 120^\circ$.
**Answer:** $\angle FSU = 120^\circ$
3. For HOWDY, Given: O & W trisect $\overline{HW}$, and D is the midpoint of $\overline{WY}$. If $DY = 2$, what is $HY$?
Alright – if $O$ & $W$ trisect $\overline{HY}$, that means $HO = OW = WY$, right? And if $D$ is the midpoint of $\overline{WY}$, that means $WD = DY$. We’re told that $DY = 2$, which means that $WD = 2$, and that means their sum, $WY = 4$. So far, so good? Well, since $WY = 4$, and $HO = OW = WY$, then all three of those segments equal 4. And since $HY = HO + OW + WY$, we know that $HY = 4 + 4 + 4 = \boxed{12}$. Pant, pant. Nice!
**Answer:** $HY = \boxed{12}$
4. For IWANTLOVEU, Given: $\overline{WT} \cong \overline{LE}$, $W$ is the midpoint of $\overline{IT}$, and $E$ is the midpoint of $\overline{LU}$. Prove: $\overline{IT} \cong \overline{LU}$.
This is just the Multiplication property at work! Because $W$ is the midpoint of $\overline{IT}$ and $E$ is the midpoint of $\overline{LU}$, the upper and lower parts of this diagram are divided into exact halves, right? We’re then told that a “half” from the top is congruent to a “half” from the bottom ($\overline{WT} \cong \overline{LE}$), and the Multiplication property tells us that those “wholes” must be congruent, too! Let’s write it out in a proof:
| Statements | Reasons |
|------------|---------|
| 1. $\overline{WT} \cong \overline{LE}$ | 1. Given |
| 2. $W$ is the midpoint of $\overline{IT}$ | 2. Given |
| 3. $E$ is the midpoint of $\overline{LU}$ | 3. Given |
| 2. $\overline{IT} \cong \overline{LU}$ | 4. Multiplication property: If seg’s are congruent ($\overline{WT} \cong \overline{LE}$), then their like multiples (doubles) are congruent. |
5. Again, for IWANTLOVEU, Given: \( A \) & \( N \) trisect \( \overline{WT} \), \( O \) & \( V \) trisect \( \overline{LE} \), and \( \overline{WT} \cong \overline{LE} \). Prove: \( \overline{LO} \cong \overline{AN} \).
This time, we’ll ONLY be looking at the “WANT” and “LOVE” parts of the diagram, and we’re told that “WANT” is trisected into three equal parts (\( A \) & \( N \) trisect \( \overline{WT} \)), and so is “LOVE” (\( O \) & \( V \) trisect \( \overline{LE} \)). Then we’re told that the entire “WANT” is congruent to the entire “LOVE” (\( \overline{WT} \cong \overline{LE} \)), and we’re asked to prove that one third of “LOVE” (\( \overline{LO} \)) is congruent to one third of “WANT” (\( \overline{AN} \)). That’s just the Division property – the “like” thirds must be congruent!
| Statements | Reasons |
|------------|---------|
| 1. \( A \) & \( N \) trisect \( \overline{WT} \) | 1. Given |
| 2. \( O \) & \( V \) trisect \( \overline{LE} \) | 2. Given |
| 3. \( \overline{WT} \cong \overline{LE} \) | 3. Given |
| 4. \( \therefore \overline{LO} \cong \overline{AN} \) | 4. Division Property: If segments are congruent (\( \overline{WT} \cong \overline{LE} \)), then their like divisions (thirds) are \( \cong \). |
6. For CRUSH, Given: \( \overline{CH} \perp \overline{UH} \), \( \angle 1 \cong \angle 3 \). Do a paragraph proof to explain why \( \angle 2 \) is complementary to \( \angle 3 \). (Hint: Use the definition of \( \perp \) from p. 52 to figure out the measurement of \( \angle CHU \), then say something about the relationship between \( \angle 1 \) and \( \angle 2 \), and then use the Substitution Property.)
Alright, so let’s see what information we already know – we’re told that $\overline{CH} \perp \overline{UH}$, and that means (as we can see by the right-angle marker), that $\angle CHU$ is a right angle – it equals $90^\circ$. Since $\angle 1$ and $\angle 2$ add up to create $\angle CHU$, that means $\angle 1$ and $\angle 2$ add up to $90^\circ$. In other words, $\angle 1$ and $\angle 2$ are complementary. What do we want to prove? That $\angle 2$ is complementary to $\angle 3$, right? Well, since we’ve also been given that $\angle 1 \equiv \angle 3$, we can use the Substitution Property to stick $\angle 3$ where we see $\angle 1$ in this statement: “$\angle 1$ and $\angle 2$ are complementary” and we get: “$\angle 3$ and $\angle 2$ are complementary.” In other words, we’ve proven that:
$$\therefore \angle 2 \text{ is complementary to } \angle 3$$
As a bonus, here’s that proof in two-column form, in case you’d like to see it!
| Statements | Reasons |
|------------|---------|
| 1. $\overline{CH} \perp \overline{UH}$, $\angle 1 \equiv \angle 3$ | 1. Given |
| 2. $\angle CHU$ is a right angle | 2. If two segments are $\perp$, they create a right angle. |
| 3. $\angle 2$ is complementary to $\angle 1$ | 3. If two angles add up to create a right angle, then they are complementary. |
| 4. $\therefore \angle 2$ is complementary to $\angle 3$ | 4. Substitution Property ($\angle 3$ in the place of $\angle 1$) | | <urn:uuid:b3e75754-574b-49ca-968a-d3c83d37ab82> | CC-MAIN-2017-13 | http://girlsgetcurves.com/downloadable/GGC_Solution_Guide_Ch5.pdf | 2017-03-29T11:01:09Z | crawl-data/CC-MAIN-2017-13/segments/1490218190295.4/warc/CC-MAIN-20170322212950-00414-ip-10-233-31-227.ec2.internal.warc.gz | 167,176,083 | 4,769 | eng_Latn | eng_Latn | 0.94872 | eng_Latn | 0.974986 | [
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EATING UP FORESTS
HOW EU CONSUMPTION DRIVES DEFORESTATION AND LAND CONVERSION: THE CASE OF SOY FROM BRAZIL
Lead author: Anke Schulmeister
Senior Forest Policy Officer,
WWF European Policy Office
Tel: +32 2 740 09 22
Email: email@example.com
Edited by: Barney Jeffries
www.swim2birds.co.uk
Communications: Stefania Campogianni
Contributors:
WWF-Netherlands: Sarah Doornbos, Natasja Oerlemans
WWF International: Nina Haase, Sandra Mulder, Carrie Svingen, Rodney Taylor
WWF-Belgium: Sabien Leemans
WWF-Brazil: Frederico Soares Machado, Jean Francois Timmers
WWF-Germany: Birgit Wilhelm
Design: Swim2Birds: www.swim2birds.co.uk
Printed by: www.publiprinting.com
Printed on 100% recycled paper, FSC-certified.
Cover photo: © Michel Roggo / WWF-Canon
The massive growth in soy production over the last few decades has led to the loss of natural ecosystems in South America on a vast scale – and soy expansion remains one of the biggest threats facing the natural world today. Rio Negro Forest Reserve, Amazonas, Brazil.
WWF is one of the world’s largest and most experienced independent conservation organizations, with over 5 million supporters and a global network active in more than 100 countries.
WWF’s mission is to stop the degradation of the planet’s natural environment and to build a future in which humans live in harmony with nature, by conserving the world’s biological diversity, ensuring that the use of renewable natural resources is sustainable, and promoting the reduction of pollution and wasteful consumption.
Published in May 2015 by WWF – World Wide Fund For Nature (Formerly World Wildlife Fund), Brussels, Belgium. Any reproduction in full or in part must mention the title and credit the above-mentioned publisher as the copyright owner.
© Text 2015 WWF. All rights reserved
This programme is implemented with the support of the European Union. The contents of this publication are the sole responsibility of WWF and can in no way be taken to reflect the views of the European Union.
# CONTENTS
| Section | Page |
|------------------------------------------------------------------------|------|
| EXECUTIVE SUMMARY | 6 |
| 1. EUROPE’S OVERSIZED FOOTPRINT | 8 |
| The EU’s high dependence on natural resources from abroad causes serious environmental problems | |
| 2. DEFORESTATION: THE GLOBAL THREAT | 12 |
| The loss of forests and other natural ecosystems is happening at a dramatic rate | |
| 3. THE EU EATING UP THE WORLD’S FORESTS | 14 |
| Deforestation is traded around the world – and the EU is one of the leading buyers | |
| 4. FOCUS BRAZIL | 16 |
| More than 7 million hectares of land in Brazil is used to grow soy for EU consumption | |
| 5. URGENT ACTIONS FOR THE EU | 28 |
| What EU institutions and industries have committed to and what they need to do | |
| ANNEX: SEI METHODOLOGY | 34 |
| ENDNOTES | 36 |
| REFERENCES | 38 |
The image shows a vast expanse of dense forest, stretching out to the horizon under a clear blue sky. A dirt road runs through the scene, cutting through the greenery and adding a sense of scale to the landscape. The forest appears to be a mix of various tree species, with some taller trees standing out against the shorter ones. The overall impression is one of tranquility and natural beauty, with the forest seemingly untouched by human activity.
EATING UP FORESTS
In Piauí state, Brazil, an unpaved road divides a soy monoculture from native Cerrado woodland. The drivers of deforestation have become increasingly globalized.
In 2007 over 7 million hectares of land in Brazil was used to grow soy for the EU market - equivalent to the combined area of Belgium and the Netherlands. Much of this land has been converted from forests and other natural ecosystems. Soy production for export markets continues to drive deforestation in Brazil, particularly in the Cerrado and the Amazon.
The EU has committed to help end deforestation globally. Addressing the impacts of its own consumption is a vital first step.
Humanity is using the Earth’s resources unsustainably, at significant cost to the natural ecosystems upon which our society and economy ultimately depend.
Globally, we use the resources of 1.5 planets. The Ecological Footprint of the EU is even higher: on average, we need 2.6 planets to maintain our current lifestyles. The EU is heavily dependent on the natural capital and resources of other countries, effectively outsourcing large parts of its footprint.
Millions of hectares of forest, savannah and grasslands around the world have been lost in recent decades, mainly due to agriculture expansion. This has destroyed biodiversity-rich habitats, depleted ecosystem services and emitted vast amounts of carbon dioxide.
The drivers of deforestation have become increasingly globalized and commercialized. Europe’s excessive demand significantly contributes to global deforestation. European Commission-funded research shows that EU consumption led to the loss of 9 million hectares of forest globally during the period 1990-2008 – an area the size of Portugal. This is considerably more than the footprint of other industrialized regions. A main contributor is the consumption of oil crops, such as soy and palm oil and their derived products as well as meat consumption.
Our way of life has impacts that we do not directly see. This publication looks at the role of EU consumption beyond its borders illustrated by the EU import of soy embedded in products from Brazil. Although deforestation, forest degradation and habitat conversion have many causes, the EU’s soy imports from Brazil are especially significant. Between 1990 and 2008 oil crops (mainly soy but also palm oil) were responsible for 70 per cent of deforestation imported by the EU27. Soybeans and soybean cake (soy meal) from Brazil make up the largest segment (41 per cent).
A study by the Stockholm Environment Institute (SEI) commissioned by WWF showed that the EU used 20 per cent of global soy production in 2007. The total global land area required to satisfy EU demand for soy was close to 17 million hectares. As the largest source of embedded soy for EU countries, Brazil provided 43 per cent of this area, or over 7 million hectares – equivalent to the combined area of Belgium and the Netherlands.
Soy production affects forests as well as well as mixed landscapes, savannahs and natural grasslands. It has an impact on three of the eleven “deforestation fronts” identified by WWF where large-scale deforestation or severe degradation is projected between now and 2030 – the Amazon, the Cerrado and the Atlantic Forest/Gran Chaco. It also puts pressure on the Chiquitano dry forest in Bolivia and the Pampas in Argentina, the Uruguayan Campos and the North American prairies.
The EU, as a signatory party to the UN Declaration on Forests, has committed to “at least halve the rate of loss of natural forests globally by 2020 and strive to end natural forest loss by 2030” and to support and help “the private sector meet the goal of eliminating deforestation from the production of agricultural commodities such as palm oil, soy, paper and beef products by no later than 2020”.
Despite acknowledging the need to address the environmental impact of its consumption, the EU\(^2\) has not yet taken significant steps to address its impact abroad and to balance its consumption. The 7th Environmental Action Programme of the EU aims to significantly reduce the environmental impact of EU consumption by 2020, in particular in the food, housing and mobility sectors. It proposes the development of an EU action plan on deforestation and forest degradation. This provides a unique opportunity for EU political action.
WWF envisions a world where humanity lives within the Earth’s ecological limits and shares its resources equitably. Policy measures and industry initiatives addressing deforestation and forest degradation, as well as the loss of other valuable ecosystems, are crucial if we want to maintain a healthy living planet. A comprehensive set of measures would need engagement in a number of different sectors and policy areas including finance, development, trade, consumption and production of commodities and products. Though consumer measures are important as well, these are not the focus of this publication.
**WWF ASKS…**
**For EU policymakers:**
Develop political measures to address the EU’s impact beyond its borders across different policy areas and sectors. The development of an action plan on deforestation and forest degradation that combines a broad spectrum of interventions provides a good opportunity.
**For businesses:**
Assess your supply chains, develop responsible purchasing policies and commit to zero deforestation for commodities most linked to forest destruction (soy, palm oil, timber, pulp and paper). Use your power to shift the market and influence policymakers.
The EU’s high dependence on natural resources from abroad causes serious environmental problems.
WWF’s *Living Planet Report 2014* confirms that humanity is using the Earth’s resources unsustainably, at significant cost to the natural ecosystems upon which our society and economy ultimately depend. Globally, we use the resources of 1.5 planets. The consequences of this overconsumption include diminishing resource stocks, declining biodiversity, increasing water scarcity and climate change. The ecological debt of the EU is even higher: on average, we would need 2.6 planets to maintain our current lifestyles.\(^3\) In effect, Europe outsources large parts of its ecological, water, carbon and nitrogen footprints.
According to the *Living Planet Report*, biodiversity is declining much more rapidly in middle- and low-income countries, partly as a result of richer countries importing their resources. Forests in Europe may be expanding, but EU consumption directly drives deforestation in other regions.
The EU itself is in the midst of a serious crisis. At its base is precisely the unsustainable use of all our resources – natural, financial and human. With continuing excessive footprint, rapid depletion of its environment and growing resource dependency, our EU economy is still fuelling future environmental crises that will be more damaging for people and economy until we risk living in a state of permanent crisis.\(^4\)
**THE REPORT**
This publication looks at the role of EU consumption beyond its borders, using the example of soy from Brazil.
It begins by giving an overview of global deforestation and the impact of international trade in agricultural commodities mainly taken from WWF’s study *The Growth of Soy*. This is followed by a more detailed presentation of the findings of two studies. The European Commission-funded study *Impact of EU consumption on deforestation*\(^5\) introduces the concept of imported or “embodied” deforestation, and highlights the impact of EU consumption particularly through the use of soy for feed. This is investigated further in a second study by the Stockholm Environment Institute (SEI), commissioned by WWF, which shows more specifically how the EU used large amounts of Brazilian land in 2007 for its own consumption. The final section of the publication proposes recommendations for EU policymakers and industry on how to address the EU’s role in deforestation and forest degradation.
The findings presented here reinforce the urgent need for the EU to address the impact of its footprint beyond its borders. The EU has committed to ending global deforestation by 2030, and acknowledges the need to address the environmental impact of its consumption. However, little action has been taken to date. This publication proposes policy and industry measures against deforestation and forest degradation, including an EU action plan.
**Figure 1:** The EU’s ecological deficit: our Ecological Footprint is more than two-and-a-half times greater than our planet can sustain.
GLOBALLY, WE USE THE RESOURCES OF 1.5 PLANETS
THE ECOLOGICAL DEBT OF THE EU IS EVEN HIGHER: ON AVERAGE, WE WOULD NEED 2.6 PLANETS TO MAINTAIN OUR CURRENT LIFESTYLES
*Source: WWF EU*
Aerial view of a deforested area in Brazil, showing the impact of land clearing on the landscape.
DISAPPEARING FORESTS
In Brazil’s Rio de Janeiro state, little remains of the once-great Atlantic rainforest. Protecting what remains is vital to securing the city’s supply of fresh water.
Around the world, deforestation is continuing at an alarming rate. During the first decade of this century, 13 million hectares of forest were destroyed on average every year – an area the size of England. Most deforestation took place in the tropical forests of South America, Africa and Southeast Asia.
Ending deforestation is urgent if we want to avoid the worst impacts of climate change, prevent catastrophic losses of biodiversity, and safeguard the rights and livelihoods of people who depend on forests.
The loss of forests and other natural ecosystems is happening at a dramatic rate.
Forests are vital for people and wildlife. Four out of five species of animals and plants on land live in forests\(^5\) – the vast majority of them in the tropical forests of South America, Africa and Southeast Asia. Around 1.6 billion people, including 60 million indigenous people, depend on forests for food, shelter, fuel and livelihoods. Forests and other natural ecosystems also provide vital ecosystem services, such as regulating water cycles, preventing soil erosion and helping to keep our climate stable: growing forests absorb and store carbon, but when they are cleared, large amounts of carbon are released into the atmosphere.\(^7\) According to the Intergovernmental Panel on Climate Change (IPCC), the agriculture, forestry and other land use (AFOLU) sector is responsible for just under a quarter of anthropogenic greenhouse-gas emissions.\(^8\)
Half of the world’s tropical forests have been destroyed over the last century and this process is still continuing. A UN Food and Agriculture Organization (FAO) assessment from 2010 found that around 13 million hectares of forest were converted to other uses or lost through natural causes each year in the preceding decade; South America and Africa had the largest net forest losses. Primary forests, which account for 36 per cent of the global forest area, have decreased by more than 40 million hectares since 2000.\(^9\) Other threatened natural ecosystems also support high biodiversity and provide vital services such as carbon storage; these include savannahs, grasslands and mixed landscapes such as the Cerrado in Brazil and the Grand Chaco in Paraguay and Argentina.
WWF’S GOAL: ZERO NET DEFORESTATION AND DEGRADATION BY 2020
WWF envisions a world where humanity lives within the Earth’s ecological limits and shares its resources equitably. We advocate Zero Net Deforestation and Degradation (ZNDD) by 2020 as a critical milestone toward this goal. Essentially, this means no net forest loss through deforestation and no net decline in forest quality through degradation, allowing for some flexibility: for example, allowing some degraded forest to be cleared to meet local needs while restoring an equivalent area in an important biodiversity corridor could be a worthwhile trade-off. Delaying this goal will mean huge and irreversible losses of biodiversity and significantly undermine efforts to keep climate change within safe limits.
Deforestation fronts
Deforestation is continuing, particularly in the tropics. WWF has identified 11 ‘deforestation fronts’ where more than 80 per cent of forest loss is projected to occur: the Amazon, Atlantic Forest/Gran Chaco, Borneo, Cerrado, Chocó-Darién, Congo Basin, East Africa, Eastern Australia, Greater Mekong, New Guinea and Sumatra. Up to 166 million hectares of forest could be destroyed in these places between 2010 and 2030: equivalent to a forest stretching across Germany, France, Spain and Portugal, wiped out in just 20 years.
Different deforestation fronts face different pressures, as shown in Figure 2. Globally, the biggest cause of deforestation is expanding agriculture. Large-scale agriculture, including soy and palm oil, and/or livestock production, often intended for export markets, is a primary driver of deforestation on 9 of the 11 fronts.
Figure 2: Summary of main pressures on forests on different deforestation fronts
| | Livestock | Large-scale agriculture | Small-scale agriculture & colonization | Unsustainable logging | Pulp plantations | Fires | Charcoal and fuelwood | Mining | Infrastructure | Hydroelectric power |
|----------------|-----------|-------------------------|----------------------------------------|-----------------------|-----------------|-------|----------------------|--------|---------------|---------------------|
| Amazon | | | | | | | | | | |
| Atlantic Forest/Gran Chaco | | | | | | | | | | |
| Borneo | | | | | | | | | | |
| Cerrado | | | | | | | | | | |
| Chocó-Darién | | | | | | | | | | |
| Congo Basin | | | | | | | | | | |
| East Africa | | | | | | | | | | |
| Eastern Australia | | | | | | | | | | |
| Greater Mekong | | | | | | | | | | |
| New Guinea | | | | | | | | | | |
| Sumatra | | | | | | | | | | |
- Primary cause of forest loss and/or severe degradation
- Important secondary cause of forest loss and/or severe degradation
- Less important cause of forest loss and/or severe degradation
- Not a cause of forest loss and/or severe degradation
Source: Living Forests Report 2015
Deforestation is traded around the world – and the EU is one of the leading buyers.
In 2013, the European Commission funded a study, *The impact of EU consumption on deforestation*. This developed the concept of “embodied deforestation” – deforestation associated with the production of a good or commodity. While most of these products are consumed in the country of origin, a significant amount of embodied deforestation is traded and consumed elsewhere.
More than half of all deforestation between 1990 and 2008 can be directly linked to conversion for cropland expansion, grazing and wood production – a total of 132 million hectares (55 per cent). Of this, about 69 million hectares (29 per cent) was directly or indirectly cleared for cropland, 58 million hectares (24 per cent) for pasture to raise livestock, and 4.5 million hectares (2 per cent) for logging.
The top five agricultural crops directly or indirectly linked to deforestation, according to the study, are soybeans (19 per cent), maize (11 per cent), oil palm (8 per cent), rice (6 per cent) and sugarcane (5 per cent). They alone caused half of the 69 million hectares of deforestation associated with cropland expansion.
Expansion of pastures is related to the consumption of livestock products, primarily meat, from ruminants such as cows, sheep and goats. The impact of logging is considered to be relatively minor, as this tends to lead to forest degradation rather than deforestation. Forest degradation was not assessed in the report, as it is very difficult to measure.
One-third of crop and livestock products associated with deforestation are traded internationally: 22.4 million hectares (33 per cent) of crops and 4.7 million hectares (8 per cent) of livestock products. The EU27 imported and consumed 36 per cent of this internationally traded deforestation.
Effectively, EU consumption led to the loss of 9 million hectares of forest over the period 1990-2008 – an area the size of Portugal. This was considerably more than the impact of other industrialized regions: Eastern Asia, including Japan and China, imported 4.5 million hectares and North America 1.9 million hectares during the same period.
**Crops and products consumed in the EU associated with deforestation**
Of the 22.4 million hectares of embodied deforestation in globally traded crop products, 33 per cent or 7.4 million hectares was consumed by the EU27. The import of crop products – especially oil crops such as soy and oil palm – was the main cause of the strong link between the EU27 and embodied deforestation. Oil crops (soy and palm oil) were responsible for 70 per cent of deforestation imported by the EU27.
The regions that exported most deforestation embodied in crop products were South America (64 per cent), Southeast Asia (23 per cent) and Sub-Saharan Africa (12 per cent). These are the same regions where most deforestation takes place. However, while Sub-Saharan Africa suffers from high deforestation, its exposure to international trade is relatively low.
Figure 4 shows the most significant crop commodity–country combinations for deforestation embodied in EU imports. Soybeans and soybean cake (soy meal) from Brazil make up the largest segment (41 per cent); this is discussed further in the next section. Other significant combinations include soybean cake from Argentina (9 per cent), palm oil from Indonesia (9 per cent) and soybeans from Paraguay (4 per cent).
4. FOCUS BRAZIL
More than 7 million hectares of land in Brazil is used to grow soy for EU consumption.
4.1 EU CONSUMPTION OF BRAZILIAN SOY
Soy is one of the leading drivers of deforestation and habitat conversion, particularly in South America. As outlined in the previous chapter, soy from Brazil is the single largest source of embodied deforestation consumed by the EU.
Soy is one of the world’s major agricultural commodities, and one of the most profitable for producers and traders. Around 270 million tonnes were produced in 2012, of which 93 per cent came from just six countries: Brazil, the United States, Argentina, China, India and Paraguay. The main importers are the EU and China.
Soy is a source of both protein and energy, but the majority of soy production is destined for animal feed. This has contributed to a significant increase in the production of animal products over recent decades. Between 1967 and 2007 pork production rose by 294 per cent, egg production by 353 per cent and poultry meat by 711 per cent; over the same period, the relative costs of these products declined. The combination of rapidly rising production and falling costs has only been possible through the use of industrial farming: most pigs and poultry are kept indoors and rely on protein-rich feed based on soy to speed growth rate.
Soy production is expected to increase rapidly as economic development leads to higher animal protein consumption, especially in developing and emerging countries. Soy consumption in China doubled in the last decade, from 26.7 million tonnes in 2000 to 55 million tonnes in 2009, of which 41 million tonnes were imported; China’s imports are projected to increase by 59 per cent by 2021-22. Markets in Africa and the Middle East are also expected to expand rapidly in the next decade.
Sacrificed for soy
Over recent decades, soy has been undergoing the greatest expansion of any global crop. The area of land devoted to cultivating soy has grown from less than 30 million hectares in 1970 to over 100 million hectares today. In total, the area of land in South America devoted to soy grew from 17 million hectares in 1990 to 46 million hectares in 2010, mainly on land converted from natural ecosystems. Between 2000 and 2010, 24 million hectares of land was brought into cultivation in South America; soy production grew by 20 million hectares.
The initial growth of soy production in South America coincided with large areas of forest, grassland and savannah being cleared for agriculture. Today, soy continues to put pressure on forests including the Amazon and the Atlantic Forest as well as mixed landscapes, savannahs and grasslands such as the Cerrado in Brazil, the Gran Chaco, the Pampas in Argentina and the Uruguayan Campos.
Domestic and international concern has resulted in various measures to protect forests from direct conversion to soy, particularly in the Atlantic Forest in Paraguay and the Brazilian Amazon. An unfortunate side effect of these developments has been to encourage the expansion of soy into other natural ecosystems.
**NATURAL ECOSYSTEMS REPLACED BY SOY PRODUCTION**
*Forests* are areas spanning more than 0.5ha, with trees at least 5m high and a canopy cover of at least 10 per cent (FAO). These include the Brazilian Amazon, the Atlantic Forest and the Chiquitano Dry Forest.
*Savannahs* are grassland areas with a significant number of trees and woody plants, but not so densely spaced as to form a canopy. Much of the Cerrado and the Gran Chaco fall under this category, though both also contain forest areas.
*Grasslands* are dominated by grasses and other herbaceous plants. Examples include the North American prairies, the Argentinian Pampas and the Campos in Uruguay. Natural grasslands are not the same as cultivated pastures, which have been sown with a small number of often non-native grass species.
---
**EU soy demand: the need for land**
WWF commissioned the Stockholm Environment Institute (SEI) to assess the EU’s impact on Brazil, where a number of WWF’s priority places for conservation can be found. The study analysed the production of agricultural commodities in Brazil and their route out of Brazil to consumption in the EU.
According to the SEI study, in 2007 the EU used 20 per cent of the global production of soy. The total soy land area required to satisfy the EU’s demand was close to 17 million hectares. As the largest source of soy for EU countries, Brazil provided 43 per cent of this area, just over 7 million hectares – equivalent to the combined area of Belgium and the Netherlands. More than a third (35.4 per cent) of the total Brazilian land used to grow soy was to satisfy EU demand. \(^{13}\) *(Figure 5)*.
---
**Figure 5:** Soy production and land use globally and in Brazil for EU consumption in 2007
| Total world soy production (tonnes) | Total world soy production for EU demand (tonnes) | % of total world production that goes to EU demand | Total world land requirements for EU demand (ha) | Brazil land requirement for production for EU demand (ha) | % of world land area required for EU demand that comes from Brazil | Total soy land area harvested in whole country (Brazil) | % of Brazilian soy land used to satisfy EU demand |
|------------------------------------|--------------------------------------------------|---------------------------------------------------|-------------------------------------------------|----------------------------------------------------------|---------------------------------------------------------------|--------------------------------------------------------|-----------------------------------------------------|
| 219,676,859 | 45,639,117 | 20.8% | 16,854,598 | 7,282,069 | 43% | 20,565,300 | 35.4% |
*Source: Input-Output Trade Analysis (IOTA) model, SEI*\(^{14}\)
Additional analysis using the detailed model of municipal production to export shows that the EU purchases soy from some sensitive regions in Brazil, including the Cerrado and the Amazon. The municipalities from which soy was exported to the EU are highlighted in green.
**How much soy do EU countries consume?**
The area of land in Brazil required to supply EU final consumption can be further divided by country. The SEI study shows that Germany consumed the largest area of Brazilian soy, using 1,196,614 hectares in 2007, followed by France (1,171,473 hectares), Italy, Spain and the UK.
If broken down into final consumption per person, Brazilian soy embedded in EU consumption was highest in the Netherlands, which used 35 hectares per 100 people, followed by Portugal and Luxembourg with 27 and 24 hectares per 100 people.
4.2. IMPACTS OF SOY PRODUCTION IN BRAZIL
With a Gross Domestic Product (GDP) of US$2.253 trillion in 2012, Brazil is the world’s seventh wealthiest economy. It is also the largest country in area and population in Latin America.\textsuperscript{16} Brazil’s agricultural area of 275 million\textsuperscript{17} hectares is much larger than the combined EU27 agricultural area of 174 million hectares.\textsuperscript{18} The EU is one of the largest importers of Brazilian agricultural products. The EU is Brazil’s largest trading partner, accounting for over a fifth (21.4 per cent) of its total trade; Brazil is the EU’s ninth largest trading partner, accounting for 2.1 per cent of total EU trade (2013-2014).\textsuperscript{19}
A third of Brazil’s territory (275 million hectares) has already been deforested for food production – an area the size of Argentina.\textsuperscript{20} However, Brazil remains rich in natural capital. Forest covers around 515 million hectares, comprising a third of the world’s remaining tropical forests. The country boasts some of the most biodiverse regions in the world, including the Amazon, the Cerrado, the Atlantic Forest and the Pantanal. Brazil also has some of the world’s largest reserves of fresh water; the Amazon is the world’s largest river, contributing more than 15 per cent of total global freshwater flows to the ocean.\textsuperscript{21}
In Brazil, the most rapid expansion and intensification of soy production currently takes place in the Cerrado, while production in Amazonia is increasing more slowly. The majority of the land used for soy in the Cerrado and Amazon in Brazil is controlled by a few major owners, with many farms averaging 1,000 hectares and some reaching 10,000–50,000 hectares.
As well as direct conversion of forest to soy, much soy expansion in Brazil now occurs on land previously used for cattle grazing. While this can be a way of using degraded or underutilized pasture land more efficiently, there is a danger that it can contribute indirectly to deforestation by pushing cattle production – the leading cause of deforestation in the Amazon – into the forest and the Cerrado.
AMAZON AND CERRADO: ECOSYSTEMS UNDER THREAT
The Cerrado
A vast, diverse mosaic of dry grassland, woodland, forests and wetlands, the Cerrado once covered nearly one quarter of Brazil. It holds around 5 per cent of the world’s biodiversity including over 800 bird species. Giant anteaters and armadillos are among its 60 vulnerable animal species, 12 of which are critically endangered. Of its more than 11,000 plant species, nearly half are found nowhere else on Earth, and many are used for food, medicine and handicrafts. It is also extremely important as a source of water. Of 12 major hydrological regions in Brazil, six have sources in the Cerrado, including the Pantanal, the world’s largest wetland.
But the Cerrado’s unique biodiversity and vital ecosystem services are suffering under the continued march of soy. Around half the natural vegetation that once covered over 200 million hectares has been lost since the late 1950s, when the ultra-modernist capital Brasilia was conjured out of the heart of the region. According to the Brazilian government, 53 per cent remains relatively intact, though other estimates are lower, and there are few contiguous areas over 1,000 hectares. The eastern Cerrado region, in the states of Maranhão, Piauí, Tocantins, and Bahia (Mapitoba) has become Brazil’s newest agricultural hotspot, where between 2007 and 2013 nearly 40 per cent of total soy expansion occurred at the expense of native vegetation.\(^{22}\) In the Cerrado, just over 11 million hectares are under protection, though less than 3 million hectares – 1.4 per cent of the total area – are classified under the strictest levels of protection.
The Amazon
One-third of the world’s tropical forest is found in the Amazon, which stretches across parts of Brazil, Bolivia, Peru, Ecuador, Colombia, Venezuela, Guyana, Suriname and French Guiana. It is home to more than 100,000 types of insects and nearly 40,000 plant species as well as of endangered mammals such as jaguars and the pink river dolphin. As Earth’s largest river basin, the Amazon is the source of around one-sixth of all the water that flows into the sea from the world’s rivers. The Amazon also plays a huge role in the Earth’s climate – not just as a massive store of carbon, but in the way it affects rainfall patterns. Climate models suggest Amazon deforestation could lead to droughts and crop failures across the Americas, and possibly in other agricultural regions as far away as Europe. Until recently, the Amazon was considered unsuitable for soy production, but crop breeding and other advances have increased production potential.
Rapidly growing soy production has been identified as a driver of forest conversion, mainly in Brazil and Bolivia. In 2013 the total area deforested in the Brazilian Amazon was about 76 million hectares – one-fifth of the original standing forest.\(^{23}\) Deforestation rates fell from 2,777,200 hectares in 2004 to 589,100 hectares in 2013, the second lowest rate ever recorded by the National Space Research Institute (Inpe). However, recent data shows rates rising again. According to information released by Inpe in September 2014, 589,100 hectares of Amazon forest were cleared from August 2012 to July 2013 – an increase of 29 per cent on the year before.\(^{24}\)
The WWF report *The Growth of Soy* (2014) outlines a number of environmental and social issues linked to soy production:
**Environmental impacts**
Cutting down forests can have dramatic impacts, seriously affecting the climate, the regional water regime and species diversity.
**Soil erosion and water contamination:** A change from natural vegetation or grazing lands to crops is likely to increase soil erosion and change the hydrological cycle.
**Agrochemicals:** An estimated 35 per cent of all pesticides used in Brazil are for soy farming. Agrochemicals contaminate soil and water courses, with huge impacts on freshwater biodiversity. Agrochemical use can also affect human health.
**Monoculture:** Soy monocultures minimize ecological services and become more dependent on chemicals to control pests such as insects and fungi. The scale of the monoculture itself creates ecological risks, including new or growing pest and disease problems such as soybean rust, which has risen dramatically in Brazil.
**Social impacts**
Large-scale land-use change creates social change that is not always beneficial for all, raising fundamental questions about costs and benefits of development.
**Land concentration:** Most soybean production in Brazil operates on an industrial scale, which tends to disadvantage smallholders – although efficient cooperative systems in some areas allow smallholders to remain competitive.
**Employment changes:** Employment opportunities are likely to be higher in soy farming than in cattle ranching, but lower where soybean displaces traditional cultivation activities. In the Americas, although exceptions exist, income tends to benefit a small group of larger enterprises rather than a large number of smaller farms.
**Human rights violations:** Local and international NGOs have reported land evictions, misuse of pesticides and other violations of human rights. Greenpeace has documented illegality and use of slaves in soy farms in the Amazon region, with workers being duped into coming to ranches where their papers are taken away and they are forced to work.
Deforestation and political developments
Brazil has officially committed to significant reductions in its greenhouse-gas emissions by 2020, and reducing forest loss is crucial to achieving this goal. The country has various laws protecting forests and natural vegetation. For public land, there is an extensive protected area network in the Amazon, and much smaller protected area systems in the Cerrado and the Atlantic Forest. Clearing of the Atlantic Forest has been banned for 20 years, and restoration projects are attempting to link remaining fragments together.
In the Brazilian Amazon, a voluntary private moratorium on soy grown on newly cleared land has resulted in a sharp downturn in deforestation directly related to soy. In the Amazon, new legal controls have contributed to the deforestation rate declining by 70 per cent, to 0.7 million hectares per year in 2009.
Brazil’s legal framework: The Forest Code
The most important set of laws relating to private farms is the Forest Code. This requires landowners to maintain 80 per cent forest cover in the Amazon, and at least 20 per cent native vegetation on their land in the Cerrado. In 2012, Brazil’s Forest Code was amended – the subject of bitter dispute between the agricultural sector and the environmental sector, including NGOs, researchers, politicians, the forest sector and society in general. In theory, the changes demand less conservation than the previous Forest Code did in most cases.
Strict and consistent enforcement of the code, even though it has been watered down, would be an improvement on the current reality of relatively uncontrolled expansion of soy and cattle ranching into forest ecosystems. However, millions of hectares of native vegetation could still be legally cleared under the Forest Code, as a recent article in *Science* points out. In the Amazon biome, an estimated 14.2 million hectares of unprotected tropical forest is considered suitable for soy production: up to 2 million hectares of this forest could be cleared legally under the Forest Code. The Cerrado is even more vulnerable: of more than 20 million hectares of natural vegetation considered suitable for soy expansion, up to 11 million hectares could be legally converted.
The soy moratorium
Advocacy from NGOs and pressure from companies and European consumers led Brazil’s soy industry to take voluntary action against Amazon deforestation. In 2006, two associations that represent around 80 per cent of soybean processors and exporters in Brazil – the Brazilian Association of Vegetable Oil Industries (ABIOVE) and the National Association of Cereal Exporters (ANEC) – pledged that their members would not buy soy produced on any Amazon farmland deforested after 24 June 2006.
Initially the moratorium was set for two years, but it has been renewed every year since, and enforcement has improved. It is monitored annually by overlaying maps derived from satellite images of deforestation with registered farms known to be producing soy. Between the 2007-08 and 2012-13 crops, only 18,100 hectares of the total 2.1 million hectares of soy cultivated in the Amazon (less than 1 per cent) was in recently deforested areas. The moratorium was an important step toward reducing Amazon deforestation, and indeed many companies take their moratorium obligations seriously. There is, however, a danger that because of the success of the moratorium and the publicity it has attracted, the market now considers the problem of soy and deforestation to be solved. This is very far from being the case.
The moratorium was recently renewed to May 2016. The cut-off date was stretched to 2008, but new conditions were added on better management practices and implementing the Forest Code. WWF wants to see the moratorium continue beyond this date, and to be expanded to include the Cerrado and other ecosystems, until deforestation-free soy becomes the market norm.
WHAT NEXT?
Soy and sky stretch as far as the eye can see - Bahia state, in Brazil’s Atlantic rainforest region.
The EU needs land beyond its borders to satisfy demand as in the case of soy from Brazil. EU institutions and industry have a responsibility to address the negative environmental and social impacts of this consumption. Commitments have been made, and progress is happening but much more needs to be done.
EU is in the midst of crisis. At its base is the unsustainable use of all our resources – natural, financial and human. With continuing excessive footprint, rapid depletion of natural capital and growing resource dependency, the EU economy is fuelling future crises that will be more damaging until we risk living in a state of permanent crisis. Instead of taking steps toward a more sustainable economic path, the EU is still supporting business as usual.
The EU needs land outside its own borders to satisfy demand. The use of soy from Brazil is only one example of this exported footprint. The EU must take responsibility for addressing the potential negative environmental and social impacts its actions have on other regions. This is necessary for the EU’s own future resource security. Addressing deforestation, forest degradation and other land-use change is also an urgent priority in tackling climate change.
**What are the commitments made?**
Some of the world’s largest retailers, brands, traders and producers have committed to eradicate deforestation from their operations and supply chains.\(^{29}\)
The Consumer Goods Forum, an organization representing more than 400 companies, has committed to mobilize resources to help achieve zero net deforestation by 2020, through individual company initiatives and by working collectively.\(^{30}\) The Banking Environment Initiative has entered into a “Soft Commodities Compact” with the Forum to support achievement of this target.\(^{31}\) In 2012, the Tropical Forest Alliance was formed to mobilize key private sector, governmental and civil society entities to help achieve zero net deforestation in tropical forest countries by 2020.\(^{32}\)
Certification systems such as those managed by the Forest Stewardship Council, the Roundtable on Sustainable Palm Oil (RSPO), the Round Table on Responsible Soy (RTRS) and the Roundtable on Sustainable Biomaterials (RSB) all have safeguards on forest clearing and degradation. However, these vary and some may need to be strengthened to qualify as verifiers of deforestation-free production as consensus emerges on what this means. Certification systems have a role to play in addressing deforestation and forest degradation, but complementary legislative and policy measures to drive industry engagement are needed.
VOLUNTARY CERTIFICATION – A WAY OF IMPROVING MARKETS
Soy certification
In 2006 the Round Table on Responsible Soy (RTRS) was set up as a mainstream voluntary scheme to certify soy produced in a more responsible way, without conversion of forests and other high conservation value areas. The first Brazilian farmer was RTRS certified in June 2011, and the certified amount is increasing yearly. Of the 1.3 million tonnes certified in 2014, 60 per cent came from Brazil. The ProTerra certification programme was created in the same year, and excludes conversion of valuable habitat and genetically modified soy. ProTerra certified soy, mostly from Brazil, has stabilized at around 4 million tonnes per year.
European companies are the main buyers of RTRS and ProTerra certified soy. However, WWF’s Soy Report Card, an assessment of 88 companies in five countries, showed disappointing results. Some progressive companies have made strong commitments to stop sourcing irresponsible soy and have actually started buying soy from responsible producers. The majority, however, are lagging behind in both commitments and concrete actions.
Companies that have made commitments now need to live up to them and stop fuelling deforestation and forest degradation. Other companies, from producers to traders, retailers and brands, need to follow the frontrunners in setting up policies to delink their sourcing of commodities from conversion of natural habitats.
While some companies are pledging to cut their impact on deforestation, governments are failing to support this ambition through decisive action. We believe the EU should take action now to match these efforts with policies and regulatory measures, boosting the pledges made, holding companies accountable for implementing their commitments, and raising the environmental, social and human rights standards for all companies.
At the UN Climate Summit in September 2014, a large group of companies and governments, including the EU, signed the New York Declaration on Forests. The EU, as a signatory party to the UN Declaration on Forests, has pledged to “at least halve the rate of loss of natural forests globally by 2020 and strive to end natural forest loss by 2030” and to support and help “the private sector meet the goal of eliminating deforestation from the production of agricultural commodities such as palm oil, soy, paper and beef products by no later than 2020”.
A commitment is, however, only worthwhile if it is followed by action. And the EU needs to act urgently. The EU now needs to live up to these commitments.
The 7th Environmental Action Programme of the European Union acknowledges the need to address the environmental impact of EU consumption of food and non-food commodities. It proposes the development of an EU action plan on deforestation and forest degradation. This provides a good opportunity for EU political action.
The EU Council has also pledged to provide financing for reducing emissions from deforestation and forest degradation (REDD+). These commitments need to be followed up urgently ahead of the upcoming UN climate conference in Paris later this year.
EU MEASURES TO ADDRESS ITS IMPACTS ABROAD
The recommendations below should form part of EU measures to address its potential negative environmental and social impacts abroad. They should be included in an action plan on deforestation and forest degradation, or be taken up separately. These recommendations represent an early stage of discussion; WWF expects to adapt its position in the light of upcoming political developments.
WWF RECOMMENDATIONS FOR EU INSTITUTIONS
EU policymakers need to develop measures to tackle deforestation and forest degradation and effects on other ecosystems, addressing both the demand and the supply side – in the EU and in countries supplying the EU.
Better sourcing of products
The EU needs to ensure that the products it sources are not harmful to the environment and our natural resource base and do not lead to deforestation or further forest degradation. It should also explore ways to address the impact on other ecosystems. Resource efficiency should be improved for production and processing along the supply chains. Strong international demand for sustainably sourced commodities will send a critical signal to affected countries and producer companies. The EU should:
- **Support producer countries in tackling the causes of deforestation and forest degradation in their own territories.**
Producer countries need support to address the problems related to deforestation and forest degradation. Development assistance needs to be provided to countries aspiring to reduce deforestation under the post-2015 Sustainable Development Goals, particularly in deforestation fronts.
Improved national governance, law enforcement, improved local livelihoods and tenure security are important elements as well as land use; effective land-use policies, agreed by all stakeholders, are critical to decouple deforestation from agricultural production. The review of the EU Action Plan on Forest Law Enforcement, Governance and Trade in 2015 provides a first opportunity to address the environmental and social impacts of timber and other commodities.
- **Develop and implement new financial regulations and mechanisms that incentivize and redirect public and private investments to support sustainable technologies and practices to protect, maintain and restore forest ecosystems.**
Natural capital and ecosystem services need to be better supported and valued. New and additional financing for conservation and restoration of natural capital needs to be provided. Stringent environmental and social safeguards need to be included into all types of investments and notably infrastructure development. Public financial institutions need to show leadership with enhanced environmental and social conditionality.
Better consumption policies
The EU should use policy, regulatory, fiscal and financial instruments to halt deforestation and forest degradation by encouraging better consumption practices. Options on how to address the impact on other ecosystems should also be explored. Where possible, existing policy instruments should be used. The EU should:
- **Establish mandatory measures for consumption and production to end deforestation and forest degradation**
Regulate the placing of products on the EU market when the market or current policy tools are ineffective or insufficient and devise proactive and effective regulations and standards. Numerous businesses have made pledges to get their supply chains deforestation-free but these pledges need to be supported and complemented with policy measures.
- **Develop measures to stop waste and overconsumption and reduce pressure on land**
One third of food intended for the European market is lost or wasted. Cutting out food waste would result in lower agricultural pressure on remaining land and forests. Furthermore, encouraging less and better consumption of animal products would significantly reduce unsustainable European demand for soy and pressure on agricultural lands, while also having important positive benefits on public health, agricultural emissions, water use and quality, and animal welfare.\(^{34}\)
Food prices in the EU need to include the cost to the environment and society: smart resource pricing, fair wages, equal standards and an honest price development through the value chain are needed, as well as measures to reduce waste of food in processing and consumption.
- **Use existing and develop new trade measures to reduce the EU’s negative impact abroad**
Include binding forest-specific provisions in EU trade and investment agreements and in EU global investments and ensure proper implementation of existing provisions.
Ensure a meaningful implementation of the sustainability chapter of existing trade agreements, especially in the timber and agriculture sector but also for other commodities. Assess the feasibility of trade instruments such as tariffs in addressing deforestation and forest degradation.
- **Address money flows in economic sectors that contribute to deforestation and forest degradation**
Transparency and information disclosure need to be improved to empower consumers. Pollution and resource-depleting activities need to be made an expensive business.
- **Ensure the full, proper and effective enforcement of EU policies and legislation designed to combat the illegal timber trade**
For example, the implementation of the EU Timber Regulation has shortcomings that need to be addressed in order to effectively eliminate the impact of EU consumption on illegal logging.
MORE PROTEIN THAN WE NEED?
The average EU citizen consumes about 70 per cent more protein than recommended for a healthy diet, and citizens in all EU member states on average eat more than sufficient protein. The consumption of animal protein (meat, fish, eggs and dairy) constitutes nearly 60 per cent of the total. However, both total protein consumption and the share of animal protein vary between countries.\(^{34}\)
Since most soy is used for livestock feed, cutting back on consumption of animal protein is one way of reducing the EU’s impact on forests. Healthy nutrition does not require protein to be of animal sources, showing the large potential of both bringing back protein consumption in diets to recommended levels and to substitute a part of the excessive consumption of animal protein with plant-based sources. The LiveWell for LIFE project demonstrated model diets in four European countries, showing that large environmental and health improvements are possible through relatively minor changes in diets.\(^{35}\)
According to an indicative foresight scenario for food consumption in the EU27, Europe’s animal protein consumption could have a significant impact on future trends in forests and land use. If per capita meat and dairy consumption in the EU stabilized around 2007 levels, then by 2020 an additional 2.8 million hectares of land would be needed to meet the demands of a slightly growing population. But if the EU diet were to become increasingly meat and dairy intensive, the amount of extra land needed would be 15.6 million hectares by 2020 – the size of England and Wales. Conversely, if all Europeans abstained from animal products for one day a week, it could free up around 5 million hectares by 2020.\(^{36}\)
There would also be significant reductions in greenhouse-gas emissions and nitrogen pollution, and improvements in public health.
\[\text{EU CITIZENS CONSUME ABOUT 70 PER CENT MORE PROTEIN THAN RECOMMENDED}\]
\[\text{ANIMAL PROTEIN MAKES UP NEARLY 60 PER CENT ON AVERAGE, BUT VARIES BETWEEN COUNTRIES}\]
\[\text{IF EUROPEANS WENT WITHOUT ANIMAL PRODUCTS FOR ONE DAY EACH WEEK, IT COULD FREE UP 5 MILLION HECTARES OF LAND}\]
WWF RECOMMENDATIONS FOR EU BUSINESSES
To keep their resource base healthy, businesses should ensure that the products they source are not harmful to the environment and do not lead to deforestation, forest degradation or the destruction of other ecosystems. Businesses should:
- **Commit to deforestation-free supply chains and investments** as a tangible step toward the conservation and sustainable use of forests and other ecosystems. These commitments should incorporate, at a minimum, the following safeguards:
- No forest is cleared on local people’s land without their free, prior and informed consent.
- High conservation values are maintained and enhanced and no forest loss occurs in areas needed to maintain such values.
- No forest is cleared in contravention of the law.
- Forest-dependent peoples and communities have the right to:
- Access forest resources and enjoy a fair share of the benefits from their use or commercial exploitation;
- Give or withhold free, prior and informed consent to activities affecting their territories;
- Receive fair compensation for conservation measures or commercial land uses that impinge on their rights and livelihoods.
- Measures to avoid creating additional pressures (leakage) that lead to the loss or degradation of non-forest ecosystems.
- **Develop and implement responsible, traceable and transparent sourcing policies, using credible certification systems, and promote these sector-wide.**
- Understand who your suppliers are and where the greatest sustainability risks lie in your supply chains.
- Eliminate sourcing associated with forest destruction from your supply chains by developing policies and time-bound action plans for the commodities most linked to destruction of forests and other valuable natural habitats (soy, palm oil, beef, timber, pulp and paper).
- Only buy from responsible suppliers that have made long-term commitments to best practice. Knowing your sources will help to reduce risk and identify potential problems at an early stage.
- Join credible certification schemes and source credible certified commodities as collaboration between companies within the supply chain is the only way to effectively deliver transformation of the wider industry.
- **Report on your progress against your commitments made.** Transparency about the progress made and the challenges faced will improve your performance and your credibility.
- **Reduce waste of material, food and energy along your supply chain.** Being more effective and efficient in the use of your resources will bring economic benefits.
- **Use your power:**
- Your role gives you the potential to shift the market toward greater responsibility.
- Ask politicians to develop new policies for responsible production and consumption that can support your own commitments and initiatives.
WWF European Policy Office commissioned the Stockholm Environment Institute (SEI) to assess the EU’s impact on Brazil – home to a number of WWF’s priority places for conservation. The study analysed the production of agricultural commodities in Brazil and their route out of Brazil to consumption in the EU.
The methodology used in the SEI study compares soybean production and trade from three sources: (1) the Food and Agriculture Organization (FAO, FAOSTAT database); (2) SEI’s IOTA model; and (3) SEI-PCS model.
The FAO data show the basic trade statistics for soybean (country-level production, imports and exports).
SEI runs two types of detailed trade models. SEI’s IOTA model tracks the commodity from production country all the way to the final consumer, as in soy embedded in meat and dairy products consumed in the EU (called final consumption). The SEI-PCS model traces site level production from individual municipalities in Brazil, to export and then onto processors and industry in the EU (termed intermediate consumption).
Together these models can shed light on the complex interactions between production at the local level, traders, exporters, processing sectors, importers and final consuming countries. This approach is a significant advance on the basic country-to-country trade statistics. In areas such as the EU, much more soy may be consumed indirectly through meat, dairy and leather products than would be evident from looking only at the import and export of soy. And rather than simply showing national statistics, the SEI model enables us to trace production down to the municipal level – which is important in a country as large and varied as Brazil.
The IOTA model uses FAO data and a multi-regional input-output model to calculate the soybean embedded in final consumption, tracing soybean from production, along various processing and transportation stages, all the way to the final consumer in the EU. The economic model includes data on what each industrial sector in the economy buys and sells from all other industrial sectors and the products that they then sell on to final consumers. As this model uses industrial inputs and industrial outputs it is named “input-output” analysis. When many countries are included it is termed “multi-regional input-output analysis”. Outputs are measured by their economic value, enabling us to see the amount of soy required to produce, for example, a dollar’s worth of “bovine meat product” rather than to produce a kilo of minced beef.
The SEI-PCS model (Spatially Explicit Information on Production to Consumption Systems) shows the local-level soybean production in Brazil, and where this is transported to and finally exported from to the first users (soybean importers outside of Brazil).
In future, these tools will be developed to combine IOTA and SEI-PCS, linking local-level (municipality-level) production to final consumers.
This farm, in Paraná, Brazil, uses no-till cultivation, which can improve soil quality and carbon levels, and reduce erosion and chemical inputs.
1 Europe in the context of this report is used as the European Union, mostly referring to the EU 27 member states, in some cases to the EU 28 member states.
2 The 7th Environmental Action Programme was adopted by the EU parliament and Council in 2013 and defines EU policy action on environment and climate until 2020. See ec.europa.eu/environment/newprg
3 WWF. 2014. *Living Planet Report: People and Places, Species and Spaces.*
4 WWF. 2015. *From crisis to opportunity: 5 steps to European sustainable economies.*
5 European Commission. 2013. *The impact of EU consumption on deforestation.*
6 Costanza et al. 1997. *The value of the world’s ecosystem services and natural capital.*
7 WWF. 2014. *The Growth of Soy.*
8 IPCC. 2014. *Agriculture, Forestry and Other Land Use (AFOLU)*
9 FAO. 2010. *Global Forest Resource Assessment 2010.*
10 WWF. 2015. *Living Forests Report.* Chapter 5: Saving forests at risk.
11 Unless otherwise stated, data in this chapter is taken from European Commission. 2013. *The impact of EU consumption on deforestation.*
12 Unless otherwise stated, information in this section is taken from WWF’s 2014 report *The Growth of Soy,* which includes full references to original data.
13 “EU demand” or “EU final consumption” in this model refers to all of the things that citizens of the EU consume, from basic foodstuffs to complex processed goods and even services. The underlying model is a macro-economic model of the global economy, so it includes everything that is made and consumed in an economy. This means that it is possible to estimate the consumption of soy itself, alongside the soy land embedded in processed products like meat and dairy which account for the majority of soy consumption; but it also captures even small amounts of soy that may be embedded in long supply chains of purchases less obviously related to soy, like expenditure on hotels and restaurants. More information can be found in the Annex or on the SEI website at: www.sei-international.org/sei-pcs
14 Godar et al. 2015. *Towards more accurate and policy relevant footprint analyses: Tracing fine-scale socio-environmental impacts of production to consumption.*
15 Unless otherwise stated, data in this section comes from WWF’s *The Growth of Soy* report 2014.
16 See www.worldbank.org/en/country/brazil/overview
17 FAO estimate 2012: www.fao.org/countryprofiles/index/en/?iso3=BRA
18 See ec.europa.eu/agriculture/statistics/agricultural/2013/pdf/b0-1-2_en.pdf
19 See ec.europa.eu/trade/policy/countries-and-regions/countries/brazil
20 Sparovek et al. 2011. *A revisão do Código Florestal brasileiro.*
21 See wwf.panda.org/who_we_are/wwf_offices/brazil/about_brazil
22 Gibbs et al. 2015. *Brazil’s Soy Moratorium*.
23 WWF. 2015. *The Brazilian Amazon: challenges to an effective policy to curb deforestation*.
24 Ibid.
25 See WWF. 2014. *The Growth of Soy*
26 Gibbs et al. 2015. *Brazil’s Soy Moratorium*.
27 WWF. 2014. *The Growth of Soy*.
28 WWF. 2015. *The Brazilian Amazon: challenges to an effective policy to curb deforestation*.
29 Commitments of companies and other organisations are tracked at Supply Change – Commitments that Count (*supply-change.org*) and Global Canopy Programme’s Forest 500 (*www.globalcanopy.org/forest500*).
30 Consumer Goods Forum. 2010. Board Resolution on Deforestation.
31 Banking Environment Initiative and Consumer Goods Forum. 2014. Soft Commodities Compact.
32 See [www.tfa2020.com](http://www.tfa2020.com)
33 WWF. 2015. *On our plate today – Healthy, sustainable food choices*. LiveWell for LIFE concluding report.
34 Westhoek et al., 2011. *The Protein Puzzle*.
35 See [www.livewellforlife.eu](http://www.livewellforlife.eu)
36 European Commission. 2013. *The impact of EU consumption on deforestation*.
37 [www.sei-international.org/iota](http://www.sei-international.org/iota)
38 [www.sei-international.org/sei-pcs](http://www.sei-international.org/sei-pcs)
Banking Environment Initiative and Consumer Goods Forum. 2014. Soft Commodities Compact. Available at: www.cisl.cam.ac.uk/Business-Platforms/~/media/Files/Business_Platforms/BEI/The_BEI_and_CGFs_Soft_Commodities_Compact.ashx
Consumer Goods Forum. 2010. Board Resolution on Deforestation. Available from: www.theconsumergoodsforum.com/strategic-focus/sustainability/our-sustainability-pillar
Costanza, R., d’Arget, R., de Groot, R., Farber, S., Grasso, M. Hannon, B., Limburg, K., Naeem, S., O’Neill, R., Paruelo, J., Raskin, R., Sutton, P. and M. van den Belt. 1997. The Value of the World’s Ecosystem Services and Natural Capital. Nature 387: 253-260
European Commission. 2013. *The impact of EU consumption on deforestation: Comprehensive analysis of the impact of EU consumption on deforestation*. Study funded by the European Commission, DG ENV Contract Nº 070307/2010/577031/ETU/E2. Available at: ec.europa.eu/environment/forests/pdf/1.%20Report%20analysis%20of%20impact.pdf
European Union. 2013. 7th Environmental Action Programme of the European Union. Available at: ec.europa.eu/environment/newprg
FAO. 2010. *Global Forest Resource Assessment 2010*. Food and Agriculture Organization of the United Nations, Rome, Italy. Available at: www.fao.org/forestry/fra/fra2010/en
FAO. 2011. *The state of the world’s land and water resources for food and agriculture (SOLAW) – Managing systems at risk*. Food and Agriculture Organization of the United Nations, Rome, Italy and Earthscan, London, UK. Available at: www.fao.org/docrep/017/i1688e/i1688e.pdf
Gibbs, H.K., Rausch, L., Munger, J., Schelly, I., Morton, D.C., Noojipady, P., Soares-Filho, B., Barreto, P., Micol, L. and N. F. Walker. 2015. Brazil’s Soy Moratorium. Science 347(6220): 377–378. [DOI:10.1126/science.aaa0181]
Godar, J., Persson, U.M., Tizado, E.J. and P. Meyfroidt. 2015. Towards more accurate and policy relevant footprint analyses: Tracing fine-scale socio-environmental impacts of production to consumption. Ecological Economics 112: 25-35. ISSN 0921-8009, dx.doi.org/10.1016/j.ecolecon.2015.02.003.
IPCC. 2014. Agriculture, Forestry and Other Land Use (AFOLU). In: *Climate Change 2014: Mitigation of Climate Change. Contribution of Working Group III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change*. Cambridge University Press, Cambridge, UK and New York, NY, USA. Available at: report.mitigation2014.org/report/ipcc_wg3_ar5_chapter11.pdf
Sparovek, G., Barretto, A., Klug, I., Papp, L. and J. Lino. 2011. A revisão do Código Florestal brasileiro. Novos Estudos 89. Available at: www.scielo.br/pdf/nec/n89/07.pdf
Stockholm Environment Institute: SEI and IOTA model
www.sei-international.org/iota
www.sei-international.org/sei-pcs
Stockholm Environment Institute. 2014. *Europe’s Direct and Indirect (Embedded) Consumption of Soybean*. Unpublished.
United Nations. 2014. *New York Declaration on forests*. Available at: www.un.org/climatechange/summit/wp-content/uploads/sites/2/2014/07/New-York-Declaration-on-Forest-%E2%80%93-Action-Statement-and-Action-Plan.pdf
von Witzke, H., Noleppa, S. and I. Zhirkova. 2011. *Meat Eats Land*. WWF-Germany, Berlin, Germany. Available at: www.wuf.de/fileadmin/fm-wuf/Publikationen-PDF/Meat_eats_land.pdf
Westhoek, H., Rood, T., van den Berg, M., Janse, J., Nijdam, D., Reudink, M. and E. Stehfest. 2011. *The Protein Puzzle: The consumption and production of meat, dairy and fish in the European Union*. PBL Netherlands Environmental Assessment Agency, The Hague, The Netherlands. Available at: www.pbl.nl/en/publications/2011/meat-dairy-and-fish-options-for-changes-in-production-and-consumption
WWF. 2014. *The Growth of Soy*. WWF International, Gland, Switzerland. Available at: wwf.panda.org/what_we_do/footprint/agriculture/soy/soyreport/
WWF. 2014. *Living Planet Report 2014: People and Places, Species and Spaces* [McLellan, R., Iyengar, L., Jeffries, B. and N. Oerlemans (Eds)]. WWF International, Gland, Switzerland. Available at: wwf.panda.org/about_our_earth/all_publications/living_planet_report/
WWF. 2014. *Deforestation Fronts in the Amazon Region: Current situation and future trends – a preliminary summary*. Available at: wwf.panda.org/what_we_do/where_we_work/amazon/?234912/Deforestation-Fronts-in-the-Amazon-Region
WWF. 2015. *On our plate today – Healthy, sustainable food choices*. LiveWell for LIFE concluding report. Available at: livewellforlife.eu/knowledge-centre
WWF. 2015. *From crisis to opportunity: 5 steps to European sustainable economies*. WWF European Policy Office, Brussels, Belgium. Available at: www.wwf.eu/media_centre/publications/?241031/From-crisis-to-opportunities-five-steps-to-European-Sustainable-Economies
WWF. 2015. *The Brazilian Amazon: challenges to an effective policy to curb deforestation*. Available at: wwf.panda.org/what_we_do/how_we_work/key-initiatives/?240971/Brazilian-Amazon-challenges-to-an-effective-policy-to-curb-deforestation
WWF. 2015 *Living Forests Report. Chapter 5: Saving forests at risk*. WWF, Gland, Switzerland.
EATING UP FORESTS
IN NUMBERS
50%
Half of the world’s tropical forests have been destroyed over the last century and this process is still continuing.
9 MILLION
EU consumption led to the loss of 9 million hectares of forest globally during the period 1990-2008.
2.6
If everyone lived like the average EU citizen, we would need 2.6 Planet Earths to support ourselves.
5%
The Brazilian Cerrado holds 5 per cent of the world’s biodiversity but is threatened by soy production.
Why we are here
To stop the degradation of the planet’s natural environment and to build a future in which humans live in harmony with nature.
wwf.eu
© 1986 Panda Symbol WWF - World Wide Fund For Nature (Formerly World Wildlife Fund)
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Methods for Teaching High School Students (Grades 9-12)
A. How High School students (Grades 9-12) learn. You may not even have to teach them anything since they know it all. They are characterized by:
1. The search for, and establishment of, personal identity.
2. The profound influence of peers.
3. The continued shift toward abstract thinking.
B. What works and what does not work for High School students.
1. Do’s for High School Classes:
a. Do expect your students to challenge values and beliefs. Create an atmosphere where questioning is safe.
b. Do encourage discussion, even in smaller groups.
c. Do challenge your students to discover what is important to them.
d. Do set up opportunities for group activities.
e. Do encourage the exchange of ideas and much discussion. Find out what they are thinking.
f. Do provide activities to encourage group problem solving.
g. Do expose your students to moral reasoning and Biblical values.
h. Do be a powerful positive role model.
i. Do be a true friend.
2. Don’ts for High School Classes:
a. Don’t discourage “big” questions.
b. Don’t lecture exclusively.
c. Don’t assume all students know what is important.
d. Don’t rely on seatwork for the entire class period.
e. Don’t do all the talking and expect the students to only listen.
f. Don’t give students the answers. Help them to discover them for themselves. “Give me a fish and I eat for today. Teach me to fish and I eat for a lifetime.”
g. Don’t hesitate to challenge students to think about their own moral beliefs.
h. Don’t dictate to students how to apply what they have learned.
i. Don’t underestimate the impact you are having on your students.
C. Specific Suggestions:
1. Be sure to explain difficult words and customs.
2. Memorize Bible verses.
3. Study background materials.
4. Maps can be helpful.
5. Stress the Bible as the inspired Word of God.
6. Bible aids (Bible dictionaries, concordances, etc.) can be used.
7. Book reports can be made on Bible stories.
8. Be sure to relate Bible verses and lessons to problems of children. Judge current events and community news in the light of Bible principles.
9. Raise questions and require that answers be given by reference to verses.
10. Class projects can be a means of learning and growing.
11. Bible charts can be used to teach lessons.
12. Use written exams on the Bible occasionally.
13. Group discussions.
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Solomon “Sol” Boucher of Tolland exemplifies the 4-H motto of making the best better. Sol has taken the foundation in leadership and citizenship skills developed through the 4-H program to a global stage, impacting his community, and a wider audience.
In 2003, 10-year old Sol joined the Mighty Mix 4-H Club. Deb Couture and Felicia Johnson, his mother, served as co-leaders. Sol was elected president by his peers, and maintained the post through 2010.
The 4-H fair is a highlight of the year. Mighty Mix sold simple, historic toys such as Jacob’s ladders at the fair each year. In addition, Sol and his fellow club members set up and ran kids’ games, donating proceeds to the Tolland Soup Kitchen. Sol entered his photography in 4-H competitions, winning best of show at the State 4-H Photo and Art Contest in the junior division in 2005, and senior division in 2008.
Connecticut 4-H members hold demonstrations in the New England Center at the Eastern States Exposition, or Big E. The Mighty Mix attended for five years, the first two years demonstrating their wooden toys. Then, Sol had the idea to connect a camera, laptop, drawing program, and printer. Club members took photos of interested fairgoers, converted them to computer-drawn likenesses, and printed them in black and white. Attendees could color the drawings, or take home the black and white version; it was a big hit for the three remaining years club members ran their booth.
Going Green at the 4-H Fair
Sol served on the Tolland County 4-H Fairboard from 2006-2010. The annual advertising campaign is critical to the success of the 4-H Fair. Members raise funds by soliciting advertisements from local businesses for the 4-H Fairbook. In 2009 and 2010, Sol was the highest salesperson, and inspired other 4-H members to sell more ads, then passed down his list of willing donors. He had a broad view of the 4-H program, and tackled numerous challenges throughout his service on Fairboard.
“Sol was dismayed by the huge amount of garbage at the 4-H Fair, and the absence of recycling,” Felicia explains. In 2008, Sol and fellow 4-H Fairboard member Alix Moriarty formed a green committee, and Sol asked his father, UConn Extension Educator Jude Boucher, to serve as advisor.
“The green committee initiated buying recyclable tableware and cutlery for the snack bar, and purchasing recycling bins to be placed beside every garbage can. They included instructions about what could be recycled. At the end of the fair, Sol and Alix enlisted the Mighty Mix members and parents to sort through collected bags of recycling to separate out non-recyclables. It was a hot and dirty job, but they persevered,” Jude says.
The Green Committee held demonstrations about energy-saving strategies and products during the fair. Sol created a stand with illuminated LED, CFL, and incandescent bulbs connected to energy monitors that showed how much electricity each was using. He also had an outside table where fairgoers could play with toy solar cars.
Across Connecticut, people were talking about the green initiative at the Tolland County 4-H Fair. Sol and Alix gave an hour-long demonstration on living a green lifestyle at home, and steps one could take to make a local 4-H Fair green at the 2009 4-H Volunteer Conference, and again at the Association of Connecticut Fairs Convention in 2010. His peers recognized Sol with the 4-H Fair Exceptional Service Award in 2009.
A Bright Future
Gifted in computer science, Sol was a member of the RAGE Robotics team in high school, and shared his knowledge with 4-H. He dedicated many hours each year setting up computers for entries at the Tolland County 4-H Fair. His robotics team brought their robot to the fair, and Sol arranged for an engineer to exhibit various solar inventions, and a Honda hybrid car modified to achieve over 100 miles per gallon.
He competed in Quinnipiac University High School Programming Competitions, and also volunteered to teach basic computer skills at the Tolland Senior Center. Sol graduated from Tolland High School as the salutatorian, and went on to Rochester Institute of Technology (RIT). The RIT computer science (C.S.) undergraduate program involves five years of study, including co-ops.
“Sol’s first co-op was as a research assistant for the RIT computer science department, writing code for robotic obstacle detection and avoidance,” Felicia says. Another co-op involved programming for a tech startup company in Rochester, New York, developing an encrypted “purse” for bit coins. “His subsequent co-ops were spent as a software engineering intern at Google, Inc., first based in Seattle, Washington during the summer of 2013, and later in Mountain View, California for the summer of 2014, and the spring of 2015.”
Sol studied in Croatia during the spring of 2013, was an honors freshman orientation mentor at RIT, a math tutor at the RIT Academic Support Center, and served as an executive board officer in various capacities for the RIT C.S. Community. He also participated in C.S. programming competitions as an undergraduate. During two school breaks, Sol was in Quebec, studying and improving his French language skills. Staying true to his green 4-H roots, he led an effort resulting in the addition of recycling bins to every dorm kitchen throughout the university.
Sol graduated from RIT ahead of schedule, and received numerous awards while there, including the RIT Presidential Scholarship, RIT Outstanding Undergraduate Scholar Award, and the Norman A. Miles Award for Academic Excellence. The Miles Award recognizes a student entering his or her last year of academic study with the highest GPA across the university.
In 2015, Sol began a 6-year Ph.D. program in C.S. at Carnegie Mellon University in Pittsburgh, one of the nation’s top-ranked C.S. programs. Sol has helped a professor at Carnegie Mellon resurrect a Teacher’s Assistant Advisory Committee to support fellow graduate students that are also teaching. Showing his usual green outlook developed while in 4-H, Sol succeeded in getting the owners of his apartment complex to improve their recycling services. Sol demonstrates that youth who learn perseverance and develop self-confidence early in life can have a positive influence on the world around them wherever they go. | edfd1711-5234-42e4-ae36-f7a95bfadecd | CC-MAIN-2024-46 | https://4-h.extension.uconn.edu/wp-content/uploads/sites/3389/2021/12/foundation-in-4-H.pdf | 2024-11-02T09:16:53+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027709.8/warc/CC-MAIN-20241102071948-20241102101948-00081.warc.gz | 65,774,333 | 1,340 | eng_Latn | eng_Latn | 0.99733 | eng_Latn | 0.997382 | [
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Natural Hazards – A National Threat
USGS Science Helps Build Safer Communities
The USGS Role in Reducing Disaster Losses
In the United States each year, natural hazards cause hundreds of deaths and cost billions of dollars in disaster aid, disruption of commerce, and destruction of homes and critical infrastructure. Although the number of lives lost to natural hazards each year generally has declined, the economic cost of major disaster response and recovery continues to rise. Each decade, property damage from natural hazards events doubles or triples. The United States is second only to Japan in economic damages resulting from natural disasters.
A major goal of the U.S. Geological Survey (USGS) is to reduce the vulnerability of the people and areas most at risk from natural hazards. Working with partners throughout all sectors of society, the USGS provides information, products, and knowledge to help build more resilient communities.
Natural Hazards Impacts:
- Earthquakes have the highest potential for causing catastrophic casualties, property damage, and economic disruption.
- Over 75 percent of declared Federal disasters are related to floods.
- More than half of the U.S. population lives within 50 miles of a coast. Many of these areas, especially the Atlantic and Gulf coasts, will be in the direct path of future hurricanes.
- Landslides affect every State, causing $3.5 billion dollars annually in damages and between 25 and 50 deaths.
- The United States faces significant tsunami threats to the West Coast, Hawaii, Alaska, and island territories in the Caribbean and the Pacific.
- The United States has 169 active volcanoes capable of producing a wide range of hazards that threaten people and infrastructure on the ground as well as aircraft in flight.
- In 2004, wildfires burned more than 8 million acres in 40 States.
USGS Science Seeks to Achieve:
- Rapid earthquake impact assessments delivered to emergency managers
- Real-time flood inundation mapping to support emergency response
- Predictions of coastal impacts 48 hours before hurricane landfall
- Tsunami risk maps for all coastal areas that may be at risk
- Better predictions of where and when landslides will occur
- Early detection of volcanic activity to allow maximum response time
- Real-time wildfire condition information to support rapid firefighting activity
- Integrated information about multiple hazards to create new products that are useful for reducing loss of life and property from natural hazards.
The USGS provides scientific research and real-time information to help citizens, emergency managers, and policymakers decide how to react to each hazard and how to safeguard society.
The USGS has the lead Federal responsibility for issuing alerts about earthquakes, volcanic eruptions, and landslides. These effective forecasts and warnings, which are based on the best possible scientific information, are intended to enhance public safety and reduce losses.
Other agencies rely on USGS information to help them fulfill their responsibilities regarding natural hazards. For example, the National Weather Service (NWS) relies on USGS real-time streamflow information for developing forecasts and issuing flood watches and warnings. The NWS also relies on data from USGS-supported seismic networks as a primary input for tsunami warnings.
USGS seismic hazard maps provide information essential to building codes adopted by States and localities nationwide. USGS pre-hurricane forecasts regarding impacts to infrastructure are essential for evacuation and poststorm recovery efforts. USGS notices of volcanic activity are used by the Federal Aviation Administration, NWS, airlines, and the Department of Defense to keep air traffic flowing safely. USGS volcano hazard assessments are used by State and local communities and land managers to guide development in hazardous areas and to develop eruption response and mitigation plans. The USGS and its Federal partners monitor seasonal wildfire danger conditions and provide firefighters with maps of current fire locations, perimeters, and potential spread.
**USGS Priorities for Natural Hazard Science**
The USGS has made major advances in its ability to assess, monitor, and predict natural hazards. Its current challenge is to turn technical ability into operational capability.
The USGS is focusing on strengthening its science that deals with natural hazards that typically have a sudden onset and can have catastrophic consequences in terms of loss of life and destruction of property—earthquakes, floods, hurricanes, landslides, tsunamis, volcanoes, and wildfires. It brings a broad combination of disciplines—biology, geology, hydrology, geography, and geospatial information technology—to bear on all these hazards. This work is also applicable to more gradual hazards such as drought and the effects of changing climate. The USGS, in collaboration with its partners, can help reduce disaster losses by:
- Issuing more timely and accurate warnings of the severity and locations of hazards when they occur
- Ensuring the availability of hazard predictions and warnings to all those who may be impacted by a natural hazard
- Developing products in formats that are useful to a wide range of users and that can be quickly put into the hands of emergency management personnel to guide their rescue and recovery efforts
- Characterizing natural hazards and their risks
- Installing and operating the monitoring networks necessary to detect and track hazardous phenomena
- Increasing the scientific understanding of why, where, how, and when natural disasters occur and communicating that understanding to affected communities and the Nation.
A Vision for the Future
In order to provide science that safeguards society from natural disasters, the USGS must collect accurate and timely information from modern earth observation networks, assess areas at risk from natural hazards, and conduct research targeted at improving hazard predictions.
Collect Information from Earth Observation Hazard Networks
Robust monitoring networks provide the fundamental information needed to accurately predict and characterize hazards as well as information vital to response and recovery efforts. Modernization of earthquake, volcano, and flood monitoring networks in particular are critical to help communities prepare for, respond to, and rebuild following natural hazard events. Future success depends on:
- Fully deploying the Advanced National Seismic System to improve seismic monitoring of the 26 U.S. urban areas at greatest risk from earthquakes
- Developing the National Volcano Early Warning System so that the most threatening of the Nation’s volcanoes are well monitored with modern, real-time networks
- Ensuring a stable, core network of USGS-supported streamflow stations for continuity of data critical for flood warnings, drought management, and other uses
- Expanding the Marsh Surface Elevation Table Network to evaluate the effects of hurricanes on coastal wetlands
- Systematically acquiring moderate resolution, multi-spectral imaging; temporally repeated National Land Cover Dataset products; and LIDAR to assess and monitor hazards-related landscape changes.
Assess and Characterize Natural Hazards
Characterizing hazards—determining where they are likely to occur and how large they are likely to be—is essential for making decisions about where and how to live and build. Examples include:
- Evaluating the physical and socio-economic vulnerability of both the built and the natural environment to multiple hazards
- Creating multi-hazard maps for at-risk urban areas
- Enhancing LANDFIRE—an interagency cooperative assessment of wildfire factors—to project changes in vegetation, fire fuels, and fire characteristics over time
- Developing streamflow characteristics for all locations in the Nation, including areas without streamgages
- Assessing vulnerability of hurricane-threatened U.S. coasts to different hurricane types and intensities
- Determining potential for tsunami generation in U.S. offshore waters
- Providing high-resolution digital imagery to more accurately characterize hazard susceptibility.
Target Research on Hazard Processes and Prediction
Accurate forecasts and predictions are dependent on understanding the physical processes that control the occurrence, distribution, timing, and severity of a hazard. Additional targeted research is needed to make significant advances in hazard prediction:
- Advancing knowledge of the time-dependence of earthquake processes can enable forecasts that focus on those faults most likely to rupture soon.
- Forecasting the style and magnitude of volcanic eruptions builds on the current ability to forecast the timing of eruptions.
- Understanding of landslide processes will form the basis for real-time landslide and debris-flow warning systems.
- Research on tsunami-generating processes will improve assessments of tsunami hazard potential.
- Advancing non-contact data collection and real-time estimates of measurement uncertainty could significantly improve flood estimates.
- An enhanced awareness of the role of wetlands in protecting coastal communities from the ravaging impacts of hurricanes is needed to improve risk assessments.
Parts of San Francisco were devastated following a magnitude 7.1 earthquake in October 1989. (Photo by C.E. Meyer, USGS)
Early Warning of Hazards
When a hazard looms, advanced warning can make a critical difference in saving lives and protecting property. A primary goal of USGS science is to provide warnings further in advance of the onset of a hazard event. Priorities include:
- **Earthquakes**: Develop new methodologies that use seismic data telemetry to reduce the response time for earthquake notification, in some cases before shaking begins.
- **Volcanoes**: Provide a five-minute notification of ash-producing volcanic eruptions so that air traffic control centers can provide airline pilots and dispatchers enough lead time to alter flight plans.
- **Landslides and Debris Flows**: Develop and fully deploy debris-flow early warning systems in partnership with the NWS.
- **Flood**: Provide real-time information from USGS streamgages for the NWS and others to use in making forecasts and issuing flood warnings.
- **Forecast Coastal Change Resulting from Hurricanes**: Forecast the expected locations and relative magnitudes of extreme coastal changes 48 hours before hurricane landfall by using hurricane track and intensity forecasts supplied by the National Hurricane Center.
An ambulance passes evacuees during a June 2002 wildfire in Colorado. (Photo by Bryan Dahlberg, FEMA)
USGS Multi-Hazards Demonstration Project
The USGS proposes a new project in Southern California to demonstrate how integrating information and products about multiple hazards can help to reduce vulnerability of high-risk communities to natural hazards. The Multi-Hazards Demonstration Project brings the unique research and systems capabilities of the USGS to bear on the complex issues surrounding natural hazards events, especially those that are interrelated such as fire, floods, debris flows, earthquakes, or tsunamis.
Why Southern California?
Southern California has one of the Nation’s highest potentials for extreme catastrophic losses due to natural hazards. Estimates of expected losses from these hazards in eight counties of Southern California exceed $3 billion per year.
This project will expand the use of USGS science through more effective risk communication and better technology. The USGS will engage the local emergency management community in all phases of the project to determine their needs, design projects to fulfill those needs, and deliver relevant products that result in more disaster-resilient communities. Integrated information from modern earth observation networks, targeted research on hazards processes, and comprehensive hazard assessments will lead to better understanding of when, where, and how hazards occur. As a result, predictions will be more timely and accurate, providing the lead time needed to save lives and property.
The USGS is working closely with a number of partners in Southern California, who will help plan and guide the implementation of the USGS Multi-Hazards Demonstration Project. Results expected include:
- Prototype early warning systems for flash floods and debris flows
- Integrated hazards maps developed in collaboration with local emergency managers
- Hazard scenarios to identify vulnerabilities
- Systems for hazards monitoring and risk assessment
- Robust/hardened information technology and telecommunications systems to ensure availability of critical information at all times.
In June 2005, these homes in Laguna Beach, Calif., were heavily damaged during landslides triggered by record rainfall. (Photo by the USGS)
For More Information
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Name Ornament Craftivities
Secret Messages
Use the answer code key to figure out the secret messages below.
9 1 13 23 9 19 8 9 14 7
25 15 21 1 13 5 18 18 25
3 8 18 9 19 20 13 1 19
Name: _______________________
Number of letters: ____________
Number of vowels: ____________
Number of consonants: ____________
Total point value of my name: ____________
Name: _______________________
Number of letters: ____________
Number of vowels: ____________
Number of consonants: ____________
Total point value of my name: ____________
Name: _______________________
Number of letters: ____________
Number of vowels: ____________
Number of consonants: ____________
Total point value of my name: ____________
Aa 1 Ii 1 Qq 1 Yy
Bb 2 Jj 2 Rr 2 1
Cc 3 Kk 3 Ss 3 Zz
Dd 4 Ll 4 Tt 4 2
Ee 1 Mm 1 Uu 1
Ff 2 Nn 2 Vv 2
Gg 3 Oo 3 Ww 3
Hh 4 Pp 4 Xx 4
Point Values
Diane Henderson
Name:
Number of letters:
Number of vowels:
Number of consonants:
Total point value of my name:
On the back, children write the date, their grade in school and glue on their school picture.
Name: Kaitlyn
Number of letters: 7
Number of vowels: 2
Number of consonants: 5
Total point value of my name: 16
Number of Letters Name Graph
Name:
Your turn. Using the code key, write a secret message.
Remember to put spaces in-between your words. Write the answer on the back.
Use the answer code key to figure out the secret message below.
9 1 13 23 9 19 8 9 14 7
25 15 21 1 13 5 18 18 25
3 8 18 9 19 20 13 1 19
Key for Code
My name is:
I have ___________ letters in my name.
There are ___________ classmates with less letters in their name than mine.
There are ___________ classmates with more letters in their name than mine.
There are ___________ classmates with the same amount of letters as mine.
Circle one:
There are < > students with longer names than mine.
There are < > students with shorter names than mine.
The point value of my name is:
There are ______ number of students in my class.
Keeping these facts in mind, my guess for the total point value of all of our names is _________.
The correct answer was: ________________
I was …____________________ over, or __________________ under
or correct!
If you liked this Christmas resource, you may also like these as well.
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Please take a moment to leave feedback to earn valuable points, which equal money for future TPT purchases! Woo hoo.
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Copyright 2015 by Diane Henderson of TeachWithMe.com | 852f00ce-4e4e-409f-9e68-93d8dd683352 | CC-MAIN-2021-49 | https://www.teachwithme.com/downloads/item/download/3142_67b1aa355db161627e2da3751c9f01dc | 2021-11-30T15:06:05+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964359037.96/warc/CC-MAIN-20211130141247-20211130171247-00026.warc.gz | 1,138,032,952 | 1,027 | eng_Latn | eng_Latn | 0.918395 | eng_Latn | 0.997403 | [
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CALL TO ORDER/ROLL CALL
PLEDGE OF ALLEGIANCE
Mayor Antonio Lopez
PRESENTATION
a) NATIONAL LIBRARY WEEK (APRIL 15 – 20)
b) RECOGNITION OF CESAR CHAVEZ ART CONTEST WINNERS
APPROVAL OF AGENDA
PUBLIC STATEMENTS – WRITTEN/ORAL
There will be a three (3) minute limitation per each member of the audience who wishes to make comments in order to provide a full opportunity to every person who desires to address the City Council.
CONSENT CALENDAR
Items on the Consent Calendar are considered routine and may be disposed of by a single motion to adopt staff recommendation. If the City Council wishes to discuss any item, it should first be removed from the Consent Calendar.
1) APPROVAL OF MINUTES OF:
a) MARCH 25, 2013 – SPECIAL MEETING
b) APRIL 2, 2013 – SPECIAL MEETING
c) APRIL 2, 2013 – REGULAR MEETING
2) APPROVAL OF WARRANT REGISTER NO. 13-042
3) ADOPTION OF RESOLUTION NO. 7527 APPROVING A LOAN BETWEEN THE CITY AND THE SUCCESSOR AGENCY
Recommend that the City Council adopt Resolution No. 7527 that will document the loan agreement (Contract No. 1704) to the Successor Agency (previously approved at the March 4, 2013 City Council meeting) totaling $184,060.46, to make interest payments on the 1998 and 2006 Redevelopment bond issues that were due March 15, 2013.
NEW BUSINESS
4) APPROVAL OF BUDGET TO PAY A PORTION OF PROPERTY OWNER BUSINESS IMPROVEMENT DISTRICT (PBID) FORMATION STUDY EXPENSES
Recommend that the City Council approve a budget of $7,500 for Property Owner Business Improvement District (PBID) formation study expenses.
5) LIFEGUARD STAFFING FOR THE SAN FERNANDO REGIONAL POOL FACILITY
Recommend that the City Council choose one of the following options:
a. Option A – Hire pool staff as part-time City employees at previously adopted Salary Schedule:
i. Adopt Resolution No. 7529 amending the Table of Organization to include the part-time positions of Senior Lifeguard, Lifeguard, and Pool Cashier/Attendant; and
ii. Authorize the City Administrator to initiate the recruitment process for part-time aquatics personnel.
OR
b. Option B – Continue to outsource staffing services with Mission Ambulance:
i. Approve an Amendment extending the Service Agreement with Mission Ambulance, to provide staffing services (including Lifeguards, Senior Lifeguards, and Pool Cashier/Attendant) for the San Fernando Regional Pool Facility (Pool Facility), to May 31, 2014; and
ii. Authorize the City Administrator to execute the Amendment.
CITY COUNCIL ITEMS
6) ADOPTION OF A RESOLUTION TO SUPPORT SENATE BILL 135 (PADILLA) THAT WOULD CREATE AN EARTHQUAKE EARLY WARNING SYSTEM IN CALIFORNIA
This item is placed on the agenda by Mayor Antonio Lopez.
STANDING COMMITTEE UPDATES
No. 1 Budget, Personnel and Finance (BPF)
Chair Jesse H. Avila
No. 2 Housing, Community & Economic Development and Parking (HCEP)
Chair Antonio Lopez
No. 3 Natural Resources, Infrastructure, Water, Energy and Waste Management (NRIW)
Chair Joel Fajardo
No. 4 Public Safety, Veteran Affairs, Technology and Transportation (PVTT)
Chair Jesse H. Avila
No. 5 Education, Parks, Arts, Health and Aging (EPAH)
Chair Robert C. Gonzales
GENERAL COUNCIL COMMENTS
STAFF COMMUNICATION
ADJOURNMENT
I hereby certify under penalty of perjury under the laws of the State of California that the foregoing agenda was posted on the City Hall bulletin board not less than 72 hours prior to the meeting.
Elena G. Chávez, City Clerk
Signed and Posted: April 11, 2013 (12:30 p.m.)
Agendas and complete Agenda Packets (including staff reports and exhibits related to each item) are posted on the City's Internet Web site (www.sfcity.org). These are also available for public reviewing prior to a meeting in the City Clerk's Office. Any public writings distributed by the City Council to at least a majority of the Councilmembers regarding any item on this regular meeting agenda will also be made available at the City Clerk's Office at City Hall located at 117 Macneil Street, San Fernando, CA, 91340 during normal business hours. In addition, the City may also post such documents on the City's Web Site at www.sfcity.org. In accordance with the Americans with Disabilities Act of 1990, if you require a disability-related modification/accommodation to attend or participate in this meeting, including auxiliary aids or services please call the City Clerk's Office at (818) 898-1204 at least 48 hours prior to the meeting.
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San Fernando City Council
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1a
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CALL TO ORDER/ROLL CALL
Mayor Antonio Lopez called the meeting to order at 5:32 p.m.
Present:
Council: Mayor Antonio Lopez, Mayor Pro Tem Sylvia Ballin and Councilmembers Jesse H. Avila, Joel Fajardo, and Robert C. Gonzales
Staff: Interim City Administrator Don Penman, City Attorney Rick R. Olivarez, and Deputy City Clerk Julie M. Fernandez
PLEDGE OF ALLEGIANCE
Mayor Lopez
APPROVAL OF AGENDA
Motion by Mayor Pro Tem Ballin, seconded by Councilmember Fajardo, to approve the agenda. By consensus, the motion carried.
PUBLIC STATEMENTS – WRITTEN/ORAL
None
RECESS TO CLOSED SESSION (5:31 P.M.)
By consensus, Councilmembers recessed to the following Closed Session, thereafter to adjourn.
A) CONFERENCE WITH LEGAL COUNSEL – EXISTING LITIGATION
G.C. 54956.9(a)
Name of Case: Hanchett v. City of San Fernando, et al
Case No.: BC 477897
No reportable action.
I do hereby certify that the foregoing is a true and correct copy of the minutes of March 26, 2013 meeting as approved by the San Fernando City Council.
__________________________
Julie M. Fernandez
Deputy City Clerk
1b
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CALL TO ORDER/ROLL CALL
Mayor Antonio Lopez called the meeting to order at 4:04 p.m.
Present:
Council: Mayor Antonio Lopez, Mayor Pro Tem Sylvia Ballin and Councilmembers Jesse H. Avila, Joel Fajardo, and Robert C. Gonzales
Staff: Interim City Administrator Don Penman, Assistant City Attorney Richard Padilla, and City Clerk Elena G. Chávez
PLEDGE OF ALLEGIANCE
Mayor Lopez
APPROVAL OF AGENDA
Motion by Mayor Pro Tem Ballin, seconded by Councilmember Avila, to approve the agenda. By consensus, the motion carried.
PUBLIC STATEMENTS – WRITTEN/ORAL
Linda Campanella Jauron spoke in support of the bike path project.
STUDY SESSION
1) PACOIMA WASH PROJECT STUDY SESSION
Public Works Director Ron Ruiz, Barbara Romero (Mountains Recreation and Conservation Authority) and Eric Bruins (L.A. County Bicycle Coalition) provided an overview of the project and responded to various questions from Councilmembers.
No action taken. Staff will report back during the budget process (take a look at transportation funds and sources and how to better utilize and prioritize them).
2) PRIORITY SETTING SESSION FOR FISCAL YEAR 2013-2014
Councilmembers each provided verbal presentations.
No action taken. Final priorities will be incorporated in the budget process.
RECESS TO CLOSED SESSION (5:33 P.M.)
By consensus, Councilmembers recessed to the following Closed Session, thereafter to adjourn:
A) CONFERENCE WITH LABOR NEGOTIATOR
G.C. 54957.6
City Negotiator: Interim City Administrator Don Penman
Employee Organizations: San Fernando Management Group (SEIU, Local 721)
San Fernando Public Employees’ Association (SEIU, Local 721)
San Fernando Police Officers Association
San Fernando Police Officers Association Police Management Unit
San Fernando Police Civilian Association (SEIU, Local 721)
San Fernando Part-time Employees’ Bargaining Unit (SEIU, Local 721)
General direction given to legal counsel but no final action taken.
B) CONFERENCE WITH LEGAL COUNSEL – EXISTING LITIGATION
G.C. 54956.9(a)
Name of Case: Hanchett v. City of San Fernando, et al
Case No.: BC 477897
Instruction provided to special legal counsel but no final action taken.
C) CONFERENCE WITH LEGAL COUNSEL – ANTICIPATED LITIGATION (G.C. 94956.9(c))
Status/update given from legal counsel; no action taken.
I do hereby certify that the foregoing is a true and correct copy of the minutes of April 2, 2013 meeting as approved by the San Fernando City Council.
__________________________
Elena G. Chávez
City Clerk
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CALL TO ORDER/ROLL CALL
Mayor Antonio Lopez called the meeting to order at 6:10 p.m.
Present:
Council: Mayor Antonio Lopez, Mayor Pro Tem Sylvia Ballin, and Councilmembers Jesse H. Avila, Joel Fajardo, and Robert C. Gonzales
Staff: Interim City Administrator Don Penman, Assistant City Attorney Richard Padilla, and City Clerk Elena G. Chávez
PLEDGE OF ALLEGIANCE
Mayor Lopez
PRESENTATION
The following presentation was made:
A) CESAR E. CHAVEZ INSPIRATIONAL YOUTH CONFERENCE PARTICIPANTS
APPROVAL OF AGENDA
City Administrator Penman reported that Item No. 5 was pulled and will be continued to the next meeting.
Motion by Councilmember Avila, seconded by Councilmember Fajardo, to approve the agenda with the suggested change (pulling Item No. 5). By consensus, the motion carried.
PUBLIC STATEMENTS – WRITTEN/ORAL
None.
CONSENT CALENDAR
Motion by Councilmember Fajardo, seconded by Councilmember Gonzales, to approve the Consent Calendar Items with the removal of Item No.5.
1) APPROVAL OF MINUTES OF FEBRUARY 19, 2013 – SPECIAL MEETING
2) APPROVAL OF WARRANT REGISTER NO. 13-041
3) APPROVAL OF PROFESSIONAL SERVICES AGREEMENT (CONTRACT NO. 1706) WITH MARTIN & CHAPMAN CO. FOR SERVICES RELATING TO THE SPECIAL MUNICIPAL ELECTION ON JUNE 4, 2013
4) AWARD OF CONTRACT (CONTRACT NO. 1707) TO ADVANCED ELECTRONICS, INC. FOR UPGRADES TO VIRTUAL PATROL SYSTEMS AT CITY OF SAN FERNANDO PARKS
Removed and continued to next meeting:
5) ADOPTION OF RESOLUTION NO. 7527 APPROVING LOAN AGREEMENT NO. 2012-13: ROPS-3 FROM THE CITY OF SAN FERNANDO TO THE SUCCESSOR AGENCY TO THE SAN FERNANDO REDEVELOPMENT AGENCY
By consensus, the motion carried.
NEW BUSINESS
6) AWARD OF CONTRACT (CONTRACT NO. 1705) TO R3 CONSULTING GROUP, INC. FOR REFUSE CONSULTANT SERVICES
Public Works Director Ron Ruiz presented the staff report and the consultant responded to questions from Councilmembers.
Motion by Mayor Pro Tem Ballin, seconded by Councilmember Gonzales, to:
a) Award a Professional Services Agreement (Contract No. 1705) to R3 Consulting Group, Inc. (R3) to provide services to assist with the procurement and/or renegotiation process for Citywide refuse and recycling services in an amount not to exceed $117,360; and
b) Authorize the Interim City Administrator to execute a Professional Services Agreement with R3 that shall not exceed $117,360.
The motion carried unanimously.
7) DISCUSSION AND DIRECTION REGARDING PROPERTY BASED BUSINESS IMPROVEMENT DISTRICT (PBID)
Interim City Administrator Penman presented the staff report. He and San Fernando Mall Association President Tom Ross responded to questions from Councilmembers.
Motion by Councilmember Avila, seconded by Councilmember Fajardo, directing staff to:
a) Bring back to Council a budget resolution appropriating the funds ($7,500); and
b) Work with the San Fernando Mall Association group and the consultant on the plan for the formation of the Property Based Business Improvement District.
The motion carried unanimously.
STANDING COMMITTEE UPDATES
No. 1 Budget, Personnel and Finance (BPF)
Councilmember Avila – Interim City Administrator Penman reported that the Committee approved a schedule for upcoming budget meetings.
No. 2 Housing, Community & Economic Development and Parking (HCEP)
Mayor Lopez – no updates.
No. 3 Natural Resources, Infrastructure, Water, Energy and Waste Management (NRIW)
Councilmember Fajardo – no updates.
No. 4 Public Safety, Veteran Affairs, Technology and Transportation (PVTT)
Councilmember Avila – no updates.
No. 5 Education, Parks, Arts, Health and Aging (EPAH)
Councilmember Gonzales – reported that the Committee discussed 4th of July fund-raising efforts, virtual patrol for the parks, and lifeguard services.
GENERAL COUNCIL COMMENTS
Councilmember Avila thanked staff for their work on the budget process.
Councilmember Gonzales congratulated Police Chief Robert Parks’ son on the hockey win and he congratulated his grandmother for winning a library volunteer work award.
Councilmember Fajardo requested: 1) to extend his 4th of July fundraising efforts Council update to May 6; and 2) to allow the City Attorney to provide an analysis (not to spend more than two hours) regarding the 30-day impound policy (Councilmember Fajardo would agendize for a future meeting). There were no objections by Councilmembers.
Mayor Lopez formed an Ad Hoc Committee for the East San Fernando Valley Transit Corridor and appointed both himself and Councilmember Gonzales.
Councilmember Avila requested to agendize (for the next meeting) an evaluation of individuals holding interim positions.
STAFF COMMUNICATION
None
ADJOURNMENT (7:38 P.M.)
Motion by Councilmember Avila, seconded by Councilmember Fajardo, to adjourn this meeting and reconvene the Special Meeting. By consensus, the meeting was adjourned.
I do hereby certify that the foregoing is a true and correct copy of the minutes of April 2, 2013 meeting as approved by the San Fernando City Council.
__________________________
Elena G. Chávez
City Clerk
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RECOMMENDATION:
It is recommended that the City Council adopt a Resolution (Attachment “A”) approving the Warrant Register.
BACKGROUND:
For each City Council meeting the Finance Department prepares a Warrant Register for Council approval. The Register includes all recommended payments for the City. Checks, other than handwritten checks, generally are not released until after the Council approves the Register. The exceptions are for early releases to avoid penalties and interest, excessive delays and in all other circumstances favorable to the City to do so. Handwritten checks are those payments required to be issued between Council meetings such as insurance premiums and tax deposits. Staff reviews requests for expenditures for budgetary approval and then prepares a Warrant Register for Council approval and or ratification. Items such as payroll withholding tax deposits do not require budget approval.
The Deputy Finance Director hereby certifies that all requests for expenditures have been signed by the department head, or designee, receiving the merchandise or services thereby stating that the items or services have been received and that the resulting expenditure is appropriate. The Deputy Finance Director hereby certifies that each warrant has been reviewed for completeness and that sufficient funds are available for payment of the warrant register.
ATTACHMENT:
A. Warrant Register Resolution
RESOLUTION NO. 13-042
RESOLUTION OF THE CITY COUNCIL OF THE CITY OF SAN FERNANDO ALLOWING AND APPROVING FOR PAYMENT DEMANDS PRESENTED ON DEMAND/WARRANT REGISTER NO. 13-042
THE CITY COUNCIL OF THE CITY OF SAN FERNANDO DOES HEREBY RESOLVE, FIND, DETERMINE AND ORDER AS FOLLOWS:
1. That the demands (EXHIBIT “A”) as presented, having been duly audited, for completeness, are hereby allowed and approved for payment in the amounts as shown to designated payees and charged to the appropriate funds as indicated.
2. That the City Clerk shall certify to the adoption of this Resolution and deliver it to the City Treasurer.
PASSED, APPROVED, AND ADOPTED this 15th day of April, 2013.
______________________________
Antonio Lopez, Mayor
ATTEST:
______________________________
Elena G. Chávez, City Clerk
STATE OF CALIFORNIA )
COUNTY OF LOS ANGELES ) ss
CITY OF SAN FERNANDO )
I HEREBY CERTIFY that the foregoing Resolution was approved and adopted at a regular meeting of the City Council held on the 15th day of April 2013, by the following vote to wit:
AYES:
NOES:
ABSENT:
______________________________
Elena G. Chávez, City Clerk
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101513 | 4/15/2013 | AEGIS COMPUTERS INC. | 207895 | | IT SERVICES - MARCH 2013 | |
| | | | | 01-190-0241-4260 | 4,000.00 | |
| | | | | 01-222-0000-4260 | 4,000.00 | |
| | | | | 01-190-0420-4260 | 2,000.00 | |
| | | | | 01-190-0241-4260 | 630.00 | |
| | | | | | **Total:** | **10,630.00** |
| 101514 | 4/15/2013 | VERIZON WIRELESS-LA | 270693253 | | PLANNING CELL PHONES | |
| | | | | 01-140-0000-4220 | 5.35 | |
| | | | | 01-150-0000-4220 | 39.03 | |
| | | | 870422920 | | PD CSB - PHONES AND MDT MODEMS | |
| | | | | 01-222-0000-4220 | 966.81 | |
| | | | | 01-105-0000-4220 | 32.91 | |
| | | | | 01-152-0000-4220 | 114.03 | |
| | | | | | **Total:** | **1,158.13** |
| 101515 | 4/15/2013 | ALONSO, SERGIO | MARCH 2013 | | MARIACHI MASTER APPRENTICE PROJ | |
| | | | | 10-424-3635-4260 | 875.00 | |
| | | | | | **Total:** | **875.00** |
| 101516 | 4/15/2013 | ARROYO BUILDING MATERIALS, INC. | 104683 | | CROSSWALKS - LUCAS & MACLAY | |
| | | | | 15-310-0866-4600 | 152.60 | |
| | | | 104684 | | CROSSWALKS - LUCAS & MACLAY | |
| | | | | 15-310-0866-4600 | 50.74 | |
| | | | 104820 | | CROSSWALKS - 3RD & MACLAY | |
| | | | | 15-310-0866-4600 | 161.81 | |
| | | | 104828 | | CROSSWALKS - 3RD & MACLAY | |
| | | | | 15-310-0866-4600 | 96.41 | |
| | | | 104943 | | CROSSWALKS - 3RD & MACLAY | |
| | | | | 15-310-0866-4600 | 160.92 | |
| | | | | | **Total:** | **622.48** |
| 101517 | 4/15/2013 | BONANZA CONCRETE, INC. | 40353 | | COLORED CONCRETE - 3RD & MACLAY | |
| | | | | 15-310-0866-4600 | 715.33 | |
| | | | 940353 | | CREDIT - INCORRECT BILLING | |
| | | | | 15-310-0866-4600 | -60.00 | |
| | | | | | **Total:** | **655.33** |
(Continued)
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101517 | 4/15/2013 | BONANZA CONCRETE, INC. | (Continued)| | **Total:** | **655.33** |
| 101518 | 4/15/2013 | CSMFO | NONPO | | 2013 MEMBERSHIP DUES | |
| | | | | 01-130-0000-4380 | 110.00 | |
| | | | | | **Total:** | **110.00** |
| 101519 | 4/15/2013 | R. E. CHARLES PLUMBING, INC. | 16838 | | REPL WAX SEAL UNIT IN WOMAN'S GY | |
| | | | | 01-390-0410-4330 | 132.57 | |
| | | | | | **Total:** | **132.57** |
| 101520 | 4/15/2013 | CITY OF LOS ANGELES | 74WP130000128 | | O & M PORTION OF ASSSC - | |
| | | | | 72-360-0000-4260 | 16,790.00 | |
| | | | 74WP130000129 | | CAPITAL PORTION OF ASSSC - | |
| | | | | 72-360-0000-4600 | 11,769.00 | |
| | | | | | **Total:** | **28,559.00** |
| 101521 | 4/15/2013 | COASTAL AIR | C2517 | | QRTLY A/C MAINT @ SF MUSEUM | |
| | | | | 01-390-0457-4260 | 85.00 | |
| | | | C2518 | | QRTLY A/C MAINT @ LP PARK | |
| | | | | 01-390-0457-4260 | 565.00 | |
| | | | C2519 | | QRTLY A/C MAINT @ ORTEGA PARK | |
| | | | | 01-390-7500-4260 | 89.00 | |
| | | | C2520 | | QRTLY A/C MAINT @ 1211 FIRST | |
| | | | | 01-390-0457-4260 | 89.00 | |
| | | | C2521 | | QRTLY A/C MAINT @ PW OPS CENTER | |
| | | | | 70-381-0450-4260 | 325.00 | |
| | | | C2522 | | QRTLY A/C MAINT @ 501 FIRST | |
| | | | | 70-381-0450-4260 | 178.00 | |
| | | | C2523 | | QRTLY A/C MAINT @ REC PARK | |
| | | | | 01-390-0457-4260 | 460.00 | |
| | | | C2524 | | QRTLY A/C MAINT @ AQUATIC CENTER | |
| | | | | 01-430-0000-4260 | 585.00 | |
| | | | | | **Total:** | **2,376.00** |
| 101522 | 4/15/2013 | COASTLINE EQUIPMENT | 125751 | | SWITCH BUTTON/NEW RIM - WA5213 | |
| | | | | 70-383-0000-4400 | 386.87 | |
| | | | 125853 | | SWITCH - WA5213 | |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|----------------------|-----------|----------|----------------------------------------------------------|---------|
| 101522 | 4/15/2013 | COASTLINE EQUIPMENT | (Continued)| | 70-383-0000-4400 | 93.31 |
| | | | | | **Total:** | **480.18** |
| 101523 | 4/15/2013 | COOPER HARDWARE INC. | 88002 | | CHAINCOPHER TRAPS - STORAGE YA | 27.12 |
| | | | 88010 | | EQUIP MANT LAWNMOWER SPRINGS | |
| | | | 88011 | | SPRING RETURNED | 10.00 |
| | | | 88150 | | MAC-LAUN MANT | -2.94 |
| | | | 88166 | | HOSES FOR WELLS 3 & 4A | 21.79 |
| | | | 88174 | | HOSES FOR WELL 2A | 147.16 |
| | | | | | **Total:** | **96.23** |
| 101524 | 4/15/2013 | CROWN DISPOSAL | 33N00076 | | HAULING FEES - MAR 2013 | 65,959.60 |
| | | | | | **Total:** | **65,959.60** |
| 101525 | 4/15/2013 | CDPH-OCP | 1350218 | | #1910143 - WATER SYSTEM FEES | 27,354.60 |
| | | | | | **Total:** | **27,354.60** |
| 101526 | 4/15/2013 | DOCTOR DIESEL | 13-510 | | DIESEL TANK TEST & CLEANING @ CIT | 497.50 |
| | | | | | **Total:** | **497.50** |
| 101527 | 4/15/2013 | DOOLEY ENTERPRISES INC.| 48323 | 10968 | AMMUNITION | 19,820.00 |
| | | | | | 01-222-0000-4300 | 1,585.60 |
| | | | | | **Total:** | **21,405.60** |
| 101528 | 4/15/2013 | ESCOBAR, MARCO | 032913 - 1| | LP SENIOR PETTY CASH REIMB. | 41.95 |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|----------------------|-----------|----------|----------------------------------------------------------|---------|
| 101528 | 4/15/2013 | ESCOBAR, MARCO | (Continued)| 032913 - 2| LP SENIOR PETTY CASH REIMB. | 68.62 |
| | | | | | 04-2380 | |
| | | | | | **Total:** | **110.57** |
| 101529 | 4/15/2013 | FEDEX | 2-223-58766| | COURIER SERVICE | 51.95 |
| | | | | | 01-190-0000-4280 | |
| | | | | | **Total:** | **51.95** |
| 101530 | 4/15/2013 | VERIZON | 8181811070| | POLICE PAGING | 142.57 |
| | | | 8181811070| | 01-222-0000-4220 | |
| | | | 8181811380| | MWD METER | 40.06 |
| | | | 8181973209| | PARKS MAJOR PHONE LINES | 1,369.87|
| | | | 8181973210| | PD MAJOR PHONE LINES | 2,490.53|
| | | | 8181973211| | PHONE BILL | 2,345.72|
| | | | 8183616728| | ENGINEERING FAX LINE | 20.81 |
| | | | 8183655097| | PD NARCOTICS VAULT | 25.80 |
| | | | 8188371509| | ANIMAL CONTROL & PW PHONE LINE | 45.57 |
| | | | 8188384969| | PD ALARM PANEL | 91.22 |
| | | | | | **Total:** | **6,616.14** |
| 101531 | 4/15/2013 | GRAINGER, INC. | 9091751082| | ENTRY FLOOR MATS @ PD | 382.60 |
| | | | 9094364255| | ENTRY FLOOR MATS | 76.52 |
| | | | | | 01-390-0222-4340 | |
| | | | | | 01-430-0000-4300 | |
| | | | | | **Total:** | **306.08** |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101531 | 4/15/2013 | 101376 GRAINGER, INC. | (Continued)| | FRONT ROTOR BRAKES | 765.20 |
| 101532 | 4/15/2013 | 101428 H & H AUTO PARTS WHOLESALE | 1-728136 | 01-1215 | | 414.42 |
| 101533 | 4/15/2013 | 101434 GUZMAN, JESUS ALBERTO | MARCH 2013| 10-424-3653-4260 | MARIACHI MASTER APPRENTICE PROJ | 1,200.00 |
| 101534 | 4/15/2013 | 101528 THE HOME DEPOT CRC, ACCT#603832202490 3032795 | | 13-311-0301-4300 | TROLLEY SHELTER SIGNS | 133.31 |
| | | | | 4021021 | CROSSWALKS - 3RD/MACLAY | 37.29 |
| | | | | 4022825 | MAINS HERITAGE PARK | 50.10 |
| | | | | 4090104 | PAINT - HERITAGE PARK AIR CONDITI | 26.07 |
| | | | | 4305104 | SNAKE RENTAL DEPOSIT - LP PARK SE | 125.00 |
| | | | | 4305115 | SNAKE RENTAL REFUND - LP PARK SE | -67.88 |
| | | | | 4305116 | MATLS FOR LP PARK RESTROOM REP | 4.42 |
| | | | | 4591207 | MATLS FOR LP PARK RESTROOM REP | 5.43 |
| | | | | 6285698 | GRAFFITI SUPPLIES | 265.06 |
| | | | | | | 578.80 |
| 101535 | 4/15/2013 | 101568 IACOBELLIJS & ASSOC. INC. | 13-114 | 01-2203 | CONSULTANT FOR LOT MERGER OF P | 800.00 |
| 101536 | 4/15/2013 | 101647 INTERSTATE BATTERY | 30571912 | 01-1215 | BATTERY FOR FLEET VEHICLE | 126.39 |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101537 | 4/15/2013 | 101649 INTER VALLEY POOL SUPPLY, INC | 50515 | 01-430-0000-4300 | POOL CHEMICALS | 1,534.72|
| 101538 | 4/15/2013 | 101768 KIMBALL-MIDWEST | 2894993 | 01-1215 | SUPPLIES/HAND SOAP | 197.11 |
| | | | 2904245 | 01-320-0301-4300 | MISC HARDWARE | 213.58 |
| | | | | 01-1215 | | 66.17 |
| | | | | | | 476.86 |
| 101539 | 4/15/2013 | 101772 KING'S BRAKE AND PIONEER TIRE | 002609 | 01-520-0390-4400 | FRNT RIMS, REPAIR LF END SUSPENS | 625.44 |
| 101540 | 4/15/2013 | 101820 LIEBERT CASSIDY WHITMORE | 162396 | 01-112-0002-4270 | LEGAL SERVICES | 4,781.50|
| | | | 162397 | 01-110-3375-4270 | LEGAL SERVICES | 189.00 |
| | | | 162398 | 01-112-0000-4270 | LEGAL SERVICES | 1,185.65|
| | | | 162399 | 01-110-1065-4270 | LEGAL SERVICES | 1,020.00|
| | | | 162400 | 01-112-0000-4270 | LEGAL SERVICES | 120.00 |
| | | | | | | 7,296.15 |
| 101541 | 4/15/2013 | 101829 LINGO INDUSTRIAL ELECTRONICS | 31976 | 13-371-0301-4300 | TRAFFIC SIGNAL CONTROLLER REPLACEMENT | 1,522.73|
| | | | 31977 | 13-371-0301-4300 | PRODUCT 1292 REPLACEMENT | 1,254.59|
| | | | | | | 2,777.32 |
| 101542 | 4/15/2013 | 101857 CITY OF LOS ANGELES | 348F130000009 | 01-500-0000-4260 | FIRE/AMBULANCE SERVICES - FEB 2013 | 263,279.92|
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101543 | 4/15/2013 | LOS ANGELES COUNTY | RE-PW-13031906851 | IW SERVICES THRU 02/2013 72-360-0000-4430 | 6,130.39 |
| 101544 | 4/15/2013 | POWER FORD | 176823 | | FRONT DOOR WEATHER STRIP - PD301 01-320-0225-4400 | 68.41 |
| | | | 176850 | | SHIFT LEVER - WA4573 70-383-0000-4400 | 45.04 |
| | | | 176929 | | REAR DOOR WEATHER STRIP - PD302 01-320-0225-4400 | 67.06 |
| | | | 177212 | | DOOR SPRINGER - PD4539 01-320-0224-4400 | 28.54 |
| | | | 177611 | | ANTIFREEZE, CAPS, BRAKE KITS 01-1215 | 575.74 |
| | | | CM164315 | | CORE RETURN 01-1215 | -38.06 |
| | | | | | **Total:** | **746.73** |
| 101545 | 4/15/2013 | MISSION LINEN & UNIFORM | 140128361 | LAUNDRY 01-225-0000-4350 | 167.95 |
| | | | 140157460 | LAUNDRY 01-225-0000-4350 | 63.25 |
| | | | 140158090 | LAUNDRY 01-225-0000-4350 | 174.30 |
| | | | 340627620 | LAUNDRY 01-225-0000-4350 | 63.40 |
| | | | | | **Total:** | **468.90** |
| 101546 | 4/15/2013 | K.R. NIDA CORPORATION | 26656 | RE-ASSIGN CHANNEL FOR 2-WAY RAD 01-390-0410-4310 | 100.00 |
| | | | | | **Total:** | **100.00** |
| 101547 | 4/15/2013 | OFFICE DEPOT | 1561109871| HARD DRIVE, TAPE AND SORTER 01-222-0000-4300 | 113.39 |
| | | | 1562436013| PROTRACTOR 01-150-0000-4230 | 3.27 |
| | | | 1562734167| CORRECTION TAPE, FOLDERS, RECEIPT | |
| | | | | | **Total:** | **116.66** |
(Continued)
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101547 | 4/15/2013 | OFFICE DEPOT | (Continued) | 01-422-0000-4300 | PENS, NOTE PADS, ETC | 125.16 |
| | | | 1563116835| 01-222-0000-4300 | BINDER, TAPE, CRAZY GLUE, FOLDEI | 120.23 |
| | | | 649101652001| 01-222-0000-4300 | FOLDERS | 293.45 |
| | | | 649101834001| 01-222-0000-4300 | FOLDERS | 38.25 |
| | | | | | **Total:** | **693.75** |
| 101548 | 4/15/2013 | PREFERRED DELIVERY SYSTEMS INC | 549-56 | COURIER SERVICE 01-222-0000-4260 | 206.00 |
| | | | | | **Total:** | **206.00** |
| 101549 | 4/15/2013 | RAMIREZ, JOSE A. | 032813 | MUSIC FOR SPRING DANCE ON 04/20/13 04-2380 | 950.00 |
| | | | | | **Total:** | **950.00** |
| 101550 | 4/15/2013 | RECREATION CONNECTION | 032013 | MEMBERSHIP RENEWAL 01-106-0000-4430 | 96.00 |
| | | | | | **Total:** | **96.00** |
| 101551 | 4/15/2013 | SAM'S CLUB DIRECT, #0402465855179 | 3934 | ASCEP ACTIVITIES 10-420-1371-4300 | 55.59 |
| | | | 4396 | 04-2380 | PIZZA'S FOR MORNINGSIDE WKLY SPF 10-420-1371-4300 | 27.96 |
| | | | 6512 | 01-222-0000-4300 | NEIGHBORHOOD WATCH SUPPLIES | 49.00 |
| | | | | | **Total:** | **132.55** |
| 101552 | 4/15/2013 | SAN FERNANDO, CITY OF | 12516-12527 | REIMBURSEMENT TO WORKERS COM 06-190-0000-4810 | 35,439.09 |
| | | | | | **Total:** | **35,439.09** |
| 101553 | 4/15/2013 | SAN FERNANDO VALLEY SUN | 8545 | PUBLICATION OF ORDINANCE 1625 01-150-0000-4230 | 131.25 |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101553 | 4/15/2013 | SAN FERNANDO VALLEY SUN | (Continued)| 8552 | ADVERTISING FOR SPECIAL EVENT | 577.30 |
| | | | | | 01-420-0000-4260 | |
| | | | | | **Total:** | **708.55** |
| 101554 | 4/15/2013 | SMART & FINAL | 177108 | | SNACKS & BEVERAGES FOR TRAINING | 147.79 |
| | | | | | 01-222-0000-4300 | |
| | | | | | **Total:** | **147.79** |
| 101555 | 4/15/2013 | SOUTHERN CALIFORNIA EDISON CO. | 033013 | | ELECTRIC - VARIOUS LOCATIONS | 1,307.75|
| | | | | | 29-335-0000-4210 | |
| | | | | | **Total:** | **1,307.75** |
| 101556 | 4/15/2013 | TAG/AMS, INC. | 2652909 | | RANDOM DRUG TESTING | 320.00 |
| | | | | | 01-106-0000-4270 | |
| | | | | | **Total:** | **320.00** |
| 101557 | 4/15/2013 | THE HOUSE OF PRINTING, INC. | 144607 | | LETTERHEAD AND ENVELOPES | 433.83 |
| | | | | | 01-315-0000-4300 | |
| | | | | | 01-150-0000-4300 | |
| | | | | | 01-222-0000-4300 | |
| | | | 144613 | | BUSINESS CARDS | 370.61 |
| | | | | | 01-101-0000-4300 | |
| | | | | | 01-150-0000-4300 | |
| | | | | | 01-105-0000-4300 | |
| | | | | | **Total:** | **1,797.41** |
| 101558 | 4/15/2013 | TRAFFIC PARTS INC. | 365042 | | HEAVY DUTY COLLARS FOR BEACONE | 326.63 |
| | | | | | 13-371-0000-4600 | |
| | | | | | **Total:** | **326.63** |
| 101559 | 4/15/2013 | USA BLUE BOOK | 905366 | | GATOR GRIP WRENCH ADAPTER & SO | 910.31 |
| | | | | | 70-384-0000-4340 | |
| | | | | | **Total:** | **910.31** |
| 101560 | 4/15/2013 | UNITED STATES POSTAL SERVICE | 15122187 | | REIMBURSEMENT OF POSTAGE MACH | 1,500.00|
| | | | | | 01-190-0000-4280 | |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101560 | 4/15/2013 | UNITED STATES POSTAL SERVICE | (Continued) | | **Total:** | **1,500.00** |
| 101561 | 4/15/2013 | VULCAN MATERIALS COMPANY | 302716 | | COLD MIX - (ASPHALT) | 1,206.48|
| | | | | | 13-311-0301-4300 | |
| | | | | | **Total:** | **1,206.48** |
| 101562 | 4/15/2013 | YOSEF AMZALAG SUPPLY | 12053680 | | MATLS FOR STORAGE LANDSCAPE | 174.06 |
| | | | | | 70-384-0000-4300 | |
| | | | | | **Total:** | **174.06** |
| 101563 | 4/15/2013 | TIME WARNER CABLE | 8446200540010328 | | CABLE - 03/03/13-04/04/13 | 58.13 |
| | | | | | 01-190-0000-4250 | |
| | | | 8446200540010518 | | CABLE - 02/29/13 - 04/01/13 | 185.31 |
| | | | | | 01-420-0000-4260 | |
| | | | | | **Total:** | **243.44** |
| 101564 | 4/15/2013 | TRANS TECH | 010920 | | REPLACE AXLE/ SEAL BUSHING - PD46 | 202.08 |
| | | | | | 01-320-0225-4400 | |
| | | | | | **Total:** | **202.08** |
| 101565 | 4/15/2013 | ARMORCAST PRODUCT COMPANY | 0145030-IN | | WATER METER BOXES, COVERS & LID | 526.14 |
| | | | | | 70-383-0301-4300 | |
| | | | | | **Total:** | **526.14** |
| 101566 | 4/15/2013 | AL'S KUBOTA TRACTOR | 318316 | | BLADES & BOX COVERS - PK1169 | 149.30 |
| | | | | | 01-320-0390-4400 | |
| | | | | | **Total:** | **149.30** |
| 101567 | 4/15/2013 | J. Z. LAWNMOWER SHOP | 3648 | | EQUIP MAINT | 41.37 |
| | | | 3649 | | TRIMMER LINE | 10.65 |
| | | | | | 70-384-0000-4330 | |
| | | | | | **Total:** | **52.22** |
| 101568 | 4/15/2013 | L.A. DEPARTMENT OF WTR & POWER | 742182-315938 | 742182-315943 | SECURITY LIGHTING - 13655 FOOTHILL | 104.50 |
| | | | | | 70-384-0000-4210 | |
| | | | | | SECURITY LIGHTING - 12900 DRONFIE | 334.25 |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101568 | 4/15/2013 | 888123 L.A. DEPARTMENT OF WTR & POWER | (Continued) | | PORTABLE RESTROOMS @ REC PARK | 438.75 |
| 101569 | 4/15/2013 | 888241 UNITED SITE SERVICES OF CA INC | 114-1171504 | | 01-420-0000-4260 | 131.74 |
| 101570 | 4/15/2013 | 888242 MCI COMM SERVICE | 7DK54968 | | MTA PHONE LINES | 31.80 |
| | | | | | 07-440-0441-4230 | |
| 101571 | 4/15/2013 | 888309 HI 2 LO VOLTAGE WIRING CO, INC | 15823 | | ALARM BOARD MONITORING 04/01/13 | 75.00 |
| | | | | | 01-222-0000-4260 | |
| 101572 | 4/15/2013 | 888356 ADVANCED AUTO REPAIR BODY & | 1035 | | REPLACE STABILIZER BUSHINGS - PDI | 103.03 |
| | | | 1036 | | REPAIR LATCH REAR DOOR LOCK - PK9 | 85.00 |
| | | | 1037 | | REPLACE MOTOR MOUNTS, TRANS MK | 822.08 |
| | | | 1039 | | RE-PAINT ROOF, LT QUARTER PANEL, | 1,298.31|
| | | | | | 01-320-0224-4400 | |
| 101573 | 4/15/2013 | 888455 LA PAZ MEXICAN RESTAURANT | 042813 | | SENIOR SUNDAY BRUNCH ON 04/28/13 | 1,500.00|
| | | | | | 04-2380 | |
| 101574 | 4/15/2013 | 888468 MAJOR METROPOLITAN SECURITY | 1645 | | REPAIRED GATE CONTACT | 170.00 |
| | | | 1646 | | CHECKED CAMERA IN JAIL AREA | 85.00 |
| | | | 1655 | | INSTALLATION OF CAMERA @ PD | 380.00 |
| | | | | | 01-390-0222-4330 | |
| 101575 | 4/15/2013 | 888531 BIG RED PLUMBING SUPPLY, INC. | 77830 | | SOFT COPPER FOR STOCK | 754.72 |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101575 | 4/15/2013 | 888531 BIG RED PLUMBING SUPPLY, INC. | (Continued) | | APR LEASE PAYMENT - TOSHIBA 5500. | 754.72 |
| 101576 | 4/15/2013 | 888556 KEY EQUIPMENT FINANCE | 591214947 - 1304 | | 10-420-1371-4260 | 1,197.91|
| 101577 | 4/15/2013 | 888615 WOOD AUTO SUPPLY INC | 793620 | | VALVE COVER GASKET - PD6204 | 42.35 |
| | | | 794176 | | WATER PUMP - PD6204 | 50.14 |
| | | | 794300 | | DOOR HANDLES - PK3322 | 24.71 |
| | | | 794340 | | EXTERIOR DOOR OPEN DEVICE - PW2 | 114.45 |
| | | | 794443 | | COMPUTER & PRINTER POWER INVER | 244.12 |
| | | | 794631 | | FUEL & OIL ADDITIVES - PD5333 | 60.89 |
| | | | 795478 | | TAIL (STOP TURN) LIGHT - WA4327 | 37.63 |
| | | | 795490 | | ALTERNATOR - PD7833 | 480.62 |
| | | | 795889 | | REFLECTION TAPE - WA4470 | 72.82 |
| | | | 795891 | | WIPER BLADES FOR FLEET | 213.64 |
| | | | 795927 | | THERMOSTATS FOR FLEET | 28.14 |
| | | | 796461 | | PONY MOTOR BELT/COMPOUND - PW4164 | 37.41 |
| | | | 796481 | | SPARK PLUGS - PD9945 | 4.55 |
| | | | 796755 | | BRAKE PADS FRONT - ME4412 | 59.27 |
| | | | 796774 | | HOSE - PW1288 | 36.26 |
| | | | 796814 | | REAR BRAKE PADS | |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101577 | 4/15/2013 | WOOD AUTO SUPPLY INC | (Continued)| | | |
| | | | 796871 | 01-320-0320-4400, FUEL CAP - P07833, 01-320-0225-4400 | 59.27 |
| | | | | | | 26.09 |
| | | | | | **Total:** | **1,592.36** |
| 101578 | 4/15/2013 | BUSINESS CARD | 032113 | NOTRARY COMMISSION RENEWAL, TR 01-105-0000-4370, MISC CHARGES 01-190-0000-4435 | 318.97 |
| | | | 032913 | | | 79.53 |
| | | | | | **Total:** | **398.50** |
| 101579 | 4/15/2013 | MUNITEMPS STAFFING | 123710 | TEMP STAFFING - ADMIN ANALYST W/E 01-310-0000-4112, 01-311-0000-4112, 27-344-0000-4112, 70-381-0000-4112, 70-382-0000-4112, 70-383-0000-4112, 70-384-0000-4112, 72-360-0000-4112 | 163.52 |
| | | | | TEMPORARY STAFFING - INTERIM FINANCE 01-130-0000-4112 | 40.88 |
| | | | | | | 102.20 |
| | | | | | | 408.80 |
| | | | | | | 719.40 |
| | | | | | | 204.40 |
| | | | | | | 204.40 |
| | | | | | | 204.40 |
| | | | | | **Total:** | **6,902.50** |
| 101580 | 4/15/2013 | ROYAL FLUSH | 1946 | PORTABLE TOILET RENTAL @ DRONFI 70-384-0000-4260 | 133.00 |
| | | | | | **Total:** | **133.00** |
| 101581 | 4/15/2013 | LASZLO ENTERPRISES, INC | TCP 11502-A | SENIOR CLUB TRANSPORTATION SERVICES 04-2380 | 1,100.00 |
| | | | | | **Total:** | **1,100.00** |
| 101582 | 4/15/2013 | SEVEN ELK RANCH DESIGN, INC | 2036 | CONSULTING FEES 01/01-31/13 01-310-0000-4270 | 775.00 |
| | | | | | **Total:** | **775.00** |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101583 | 4/15/2013 | BSN SPORTS INC | 95142562 | BASEBALL EQUIPMENT 17-420-1334-4300 | 968.63 |
| | | | 95142564 | MISC YOUTH SPORTS 17-420-1334-4300 | 347.71 |
| | | | | | **Total:** | **1,316.34** |
| 101584 | 4/15/2013 | GILMORE, REVA A. | 03/23/13 - 04/05/13 | FOOD SERVICE MANAGER 10-422-3760-4270, 10-422-3762-4270 | 604.50 |
| | | | | | | 91.00 |
| | | | | | **Total:** | **695.50** |
| 101585 | 4/15/2013 | MARTINEZ, ANITA | 03/23/13 - 04/05/13 | ASSISTANT FOOD MANAGER 10-422-3760-4270 | 159.30 |
| | | | | | **Total:** | **159.30** |
| 101586 | 4/15/2013 | RAMIREZ, FRANCISCO | 03/23/13 - 04/05/13 | HDM DRIVER 10-422-3762-4270, 10-422-3762-4390 | 123.90 |
| | | | | | | 36.40 |
| | | | | | **Total:** | **160.30** |
| 101587 | 4/15/2013 | GOMEZ, GILBERT | 03/23/13 - 04/05/13 | HDM DRIVER 10-422-3762-4390, 10-422-3762-4270 | 45.76 |
| | | | | | | 141.60 |
| | | | | | **Total:** | **187.36** |
| 101588 | 4/15/2013 | CUELLAR, JIMMY KYLE | MARCH 2013 | MARIACHI MASTER APPRENTICE PROGRAM 10-424-3653-4260 | 450.00 |
| | | | | | **Total:** | **450.00** |
| 101589 | 4/15/2013 | MORRISON MANAGEMENT SPECIALIST | 18845201333101 | LP SENIOR MEALS - MARCH 2013 10-422-3760-4260, 10-422-3762-4260 | 4,230.00 |
| | | | | | | 3,271.50 |
| | | | | | **Total:** | **7,501.50** |
| 101590 | 4/15/2013 | JIMENEZ LOPEZ, JUAN MANUEL | MARCH 2013 | MARIACHI MASTER APPRENTICE PROGRAM 10-424-3653-4260 | 600.00 |
| | | | | | **Total:** | **600.00** |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101591 | 4/15/2013 | 889681 VILLALPANDO, MARIA| 03/23/13 - 04/05/13 | | FOOD SERVICE WORKER | |
| | | | | 10-422-3760-4270 | | 199.13 |
| | | | | 10-422-3762-4270 | | 39.83 |
| | | | | | **Total:** | **238.96** |
| 101592 | 4/15/2013 | 890095 OREILLY AUTO PARTS| 2665-350074 | | TOOL BOX LIFT STRUTS - PW2115 | |
| | | | | 01-320-0370-4260 | | 70.98 |
| | | | | | **Total:** | **70.98** |
| 101593 | 4/15/2013 | 890251 ALDERMAN & HILGERS, LLP | 1057 | | LEGAL SERVICES | |
| | | | | 01-110-0567-4270 | | 101.39 |
| | | | | 1058 | LEGAL SERVICES | |
| | | | | 01-110-1065-4270 | | 873.85 |
| | | | | 1059 | LEGAL SERVICES | |
| | | | | 01-110-1070-4270 | | 1,814.60|
| | | | | 1060 | LEGAL SERVICES | |
| | | | | 01-110-3375-4270 | | 4,747.10|
| | | | | | **Total:** | **7,536.94** |
| 101594 | 4/15/2013 | 890325 L.S. AZTEC T SHIRTS | 2013-0325 | | BASKETBALL METALS | |
| | | | | 17-420-1328-4300 | | 482.85 |
| | | | | 2013-0327 | WINTER BASKETBALL METALS & TROF | |
| | | | | 17-420-1328-4300 | | 723.57 |
| | | | | | **Total:** | **1,206.42** |
| 101595 | 4/15/2013 | 890546 BARAJAS, CRYSTAL | MARCH 2013 | | MARIACHI MASTER APPRENTICE PROJ | |
| | | | | 10-424-3693-4260 | | 135.00 |
| | | | | | **Total:** | **135.00** |
| 101596 | 4/15/2013 | 890853 SMART SOURCE OF CALIFORNIA LLC | 1283010 | | RED UTILITY BILLS | |
| | | | | 72-382-0000-4300 | | 351.66 |
| | | | | 72-360-0000-4300 | | 351.66 |
| | | | | 73-350-0000-4300 | | 351.66 |
| | | | | 1283012 | BLUE UTILITY BILLS | |
| | | | | 70-382-0000-4300 | | 946.99 |
| | | | | 72-360-0000-4300 | | 846.98 |
| | | | | 73-350-0000-4300 | | 947.00 |
| | | | | | **Total:** | **3,895.96** |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101596 | 4/15/2013 | 890553 SMART SOURCE OF CALIFORNIA LLC | (Continued) | | JANITORIAL SERVICES CONTRACT FO | |
| | | | | 10955 | 01-390-0222-4260 | 4,305.60|
| | | | | 10955 | 01-390-0406-4260 | 1,214.91|
| | | | | 10955 | 01-390-0410-4260 | 2,607.00|
| | | | | 10955 | 70-381-0460-4260 | 1,088.36|
| | | | | 10955 | 01-390-0480-4260 | 3,780.00|
| | | | | 10955 | 01-430-0000-4260 | 3,450.00|
| | | | | | **Total:** | **16,443.87** |
| 101598 | 4/15/2013 | 890589 ALCOCER, ARACELY E. | 03/20/13 - 03/26/13 | | ZUMBA INSTRUCTOR | |
| | | | | 17-420-1367-4260 | | 180.00 |
| | | | | | **Total:** | **180.00** |
| 101599 | 4/15/2013 | 890685 PASI, JAMISON | 02/20/13 - 03/19/13 | | YOGA/PILATES | |
| | | | | 17-420-1367-4260 | | 60.00 |
| | | | | | **Total:** | **60.00** |
| 101600 | 4/15/2013 | 890740 MORAN, STEPHANIE | MARCH 2013 - 1 | | WATER EXERCISE INSTRUCTOR | |
| | | | | 17-420-1336-4260 | | 360.00 |
| | | | | | **Total:** | **360.00** |
| 101601 | 4/15/2013 | 890838 BLUE TARP FINANCIAL | 27919912 | | DAMAGED LIFT REPLACEMENT | |
| | | | | 01-377-0000-4260 | | 760.84 |
| | | | | 01-2030 | | -67.59 |
| | | | | 28028668 | MAGNETIC LIGHTS - PW1258 | |
| | | | | 72-360-0000-4400 | | 138.87 |
| | | | | 01-2030 | | -12.34 |
| | | | | | **Total:** | **819.78** |
| 101602 | 4/15/2013 | 890879 EUROFINS EATON ANALYTICAL, INC | L0114803 | | WATER ANALYSIS - F426215 | |
| | | | | 75-384-0000-4260 | | 139.60 |
| | | | | L0115277 | WATER ANALYSIS - F426283 | |
| | | | | 70-384-0000-4260 | | 139.60 |
| | | | | L0115286 | WATER ANALYSIS - F426579 | |
| | | | | 70-384-0000-4260 | | 139.60 |
| | | | | LL0115648 | WATER ANALYSIS - F427007 | |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101602 | 4/15/2013 | EUROFINS EATON ANALYTICAL, INC | (Continued) | | | |
| | | | | 70-384-0000-4260 | | 24.00 |
| | | | | | **Total:** | **442.80** |
| 101603 | 4/15/2013 | MAYFAIR PROPERTY LLC | 54-4200-01 | | WATER ACCT REFUND - 1071 N BRANC | 187.91 |
| | | | | 70-2010 | | |
| | | | | | **Total:** | **187.91** |
| 101604 | 4/15/2013 | WEX BANK | 32490763 | | FUEL FOR FLEET | |
| | | | | 70-360-0000-4402 | | 112.08 |
| | | | | 70-384-0000-4402 | | 1,109.14|
| | | | | 70-384-0000-4402 | | 362.77 |
| | | | | 72-360-0000-4402 | | 1,237.16|
| | | | | 73-350-0000-4402 | | 2.00 |
| | | | | 01-320-0224-4402 | | 343.16 |
| | | | | 01-320-0221-4402 | | 123.65 |
| | | | | 01-320-0222-4402 | | 417.61 |
| | | | | 01-320-0224-4402 | | 1,180.90|
| | | | | 01-320-0225-4402 | | 5,214.81|
| | | | | 01-320-0226-4402 | | 2.00 |
| | | | | 01-320-0228-4402 | | 660.42 |
| | | | | 01-320-0311-4402 | | 1,260.75|
| | | | | 01-320-0312-4402 | | 640.51 |
| | | | | 01-320-0313-4402 | | 165.16 |
| | | | | 01-320-0346-4402 | | 107.13 |
| | | | | 01-320-0370-4402 | | 419.07 |
| | | | | 01-320-0371-4402 | | 405.63 |
| | | | | 01-320-0381-4402 | | 1,288.99|
| | | | | 01-320-0420-4402 | | 44.00 |
| | | | | 07-313-3630-4402 | | 1,565.58|
| | | | | 27-344-0000-4402 | | 80.56 |
| | | | | 28-335-0000-4402 | | 155.25 |
| | | | | 70-381-0000-4402 | | 17.15 |
| | | | | | **Total:** | **16,905.45** |
| 101605 | 4/15/2013 | ONYX ARCHITECTS, INC | 20044 | 10964 | LOPEZ ADOBE ANCILLARY BUILDING A | |
| | | | | 10-150-3629-4270 | | 7,248.55|
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|-------------------------|-----------|----------|----------------------------------------------------------|---------|
| 101605 | 4/15/2013 | ONYX ARCHITECTS, INC | (Continued)| | | |
| | | | | | **Total:** | **7,248.55** |
| 101606 | 4/15/2013 | SIEMENS INDUSTRY INC | 400088193 | | TEMP EMERGENCY POWER - HUBBAR | |
| | | | | 13-371-0301-4260 | | 202.00 |
| | | | | | **Total:** | **202.00** |
| 101607 | 4/15/2013 | MONTES CASTELLON, CAROL'S | 03/23/13 - 04/05/13 | | COMMUNITY WELLNESS COORDINATC | |
| | | | | 10-430-3649-4260 | | 544.00 |
| | | | | | **Total:** | **544.00** |
| 101608 | 4/15/2013 | KARYN ABBOTT & ASSOCIATES | 33510 | | LEGAL SERVICES | |
| | | | | 01-110-3375-4270 | | 863.50 |
| | | | | | **Total:** | **863.50** |
| 101609 | 4/15/2013 | REVENUE ASSURANCE | L8631 | | ENERGY CHARGES - 128 S BRAND SEI | |
| | | | | 01-371-0000-4210 | | 2,012.20|
| | | | | | **Total:** | **2,012.20** |
| 101610 | 4/15/2013 | SIEGMETH, MONDAE | 62-1051-04 | | WATER ACCT REFUND - 439 ALEXANDR | |
| | | | | 70-2010 | | 0.20 |
| | | | | | **Total:** | **0.20** |
| 101611 | 4/15/2013 | AMERI, JAMILEH | 35-2670-04 | | WATER ACCT REFUND - 1550 SF RD | |
| | | | | 70-2010 | | 79.02 |
| | | | | | **Total:** | **79.02** |
| 101612 | 4/15/2013 | AYALA RIOS, MAYRA ALICIA| 50-1725-05 | | WATER ACCT REFUND - 1224 EIGHTH | |
| | | | | 70-2010 | | 107.80 |
| | | | | | **Total:** | **107.80** |
| 101613 | 4/15/2013 | DELGADILLO, MARTINA | 62-2422-06 | | WATER ACCT REFUND - 527 HARDING | |
| | | | | 70-2010 | | 126.02 |
| | | | | | **Total:** | **126.02** |
| 101614 | 4/15/2013 | LARA, ANGEL | 62-1700-13 | | WATER ACCT REFUND - 423 1/2 HARPS | |
| | | | | 70-2010 | | 216.74 |
| | | | | | **Total:** | **216.74** |
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|------------|----------------------|-----------|----------|----------------------------------------------------------|--------|
| 101615 | 4/15/2013 | RODRIGUEZ, CESAR | 33-2805-05| | WATER ACCT REFUND - 1120 PICO | 44.41 |
| | | | | 70-2010 | | |
| 101616 | 4/15/2013 | KJAA ASSOCIATES LLC | 62-2872-10| | WATER ACCT REFUND - 445 N WORKM | 645.21 |
| | | | | 70-2010 | | |
| 101617 | 4/15/2013 | REYES, HUGO | 39-0365-17| | WATER ACCT REFUND - 1230 HEWITT | 65.94 |
| | | | | 70-2010 | | |
| 101618 | 4/15/2013 | ORNELAS, GLORIA | 39-1785-05| | WATER ACCT REFUND - 1137 KEWEN | 50.73 |
| | | | | 70-2010 | | |
| 101619 | 4/15/2013 | SOIFER, BEN | 62-1725-07| | WATER ACCT REFUND - 417 HARPS | 60.00 |
| | | | | 70-2010 | | |
| 101620 | 4/15/2013 | JARAMILLO ENTERPRISES INC | 33-3410-00| | WATER ACCT REFUND - 1146 HOLLISTI | 62.75 |
| | | | | 70-2010 | | |
| 101621 | 4/15/2013 | T & J PIZZA | 31-1415-01| | WATER ACCT REFUND - 1113 FIRST | 28.15 |
| | | | | 70-2010 | | |
| 101622 | 4/15/2013 | APG FUND I LLC | 50-2295-06| | WATER ACCT REFUND - 1711 KNOX | 19.74 |
| | | | | 70-2010 | | |
| 101623 | 4/15/2013 | CRANE, DENNIS | 35-2335-02| | WATER ACCT REFUND - 1323 TRUMAN | 429.50 |
| | | | | 70-2010 | | |
| 101624 | 4/15/2013 | RIVERA, NICOLE | MARCH 2013| | MARACH MASTER APPRENTICE PRO | 202.50 |
| | | | | 10-424-3683-4260| | |
**Bank total:** 594,454.87
**Total vouchers:** 594,454.87
| Voucher | Date | Vendor | Invoice | PO # | Description/Account | Amount |
|---------|----------|----------------------|---------|--------|----------------------------------------------------------|---------|
| 101169 | 3/7/2013 | 887627 STANDARD INSURANCE | DEMAND | | LIFE INSURANCE BENEFIT - MARCH 2011-1160 | 3,043.05|
| | | | | | Total: | 3,043.05|
| 101170 | 3/7/2013 | 100840 DELTA CARE USA | DEMAND | | DENTAL INSURANCE BENEFIT - MARC 01-1160 | 440.55 |
| | | | | | Total: | 440.55 |
| 101171 | 3/7/2013 | 100843 DELTA INDEMNITY | DEMAND | | DENTAL INSURANCE BENEFIT - MARC 01-1160 | 12,049.91|
| | | | | | Total: | 12,049.91|
| 101172 | 3/7/2013 | 103896 CALIFORNIA VISION SERVICE PLAN | DEMAND | | OPTICAL INSURANCE BENEFIT - MARC 01-1160 | 2,457.81|
| | | | | | Total: | 2,457.81|
| 101173 | 3/12/2013| 103826 COUNTY OF LOS ANGELES | RECORDING FEES | 01-150-0000-4230 | RECORDING FEES - 1348 HEWITT, 120 | 72.00 |
| | | | | | Total: | 72.00 |
| 101174 | 3/13/2013| 100910 DE SANTIAGO, MICHELLE | 031213 | | REIMB OF RECORDING FEES 01-150-0000-4230 | 65.75 |
| | | | | | Total: | 65.75 |
| 101175 | 3/14/2013| 103648 CITY OF SAN FERNANDO | PR 3-15-13 | | REIMBURSEMENT FOR PAYROLL W/E 01-1003 | 344,100.93|
| | | | | | 02-1003 | 10,149.90|
| | | | | | 07-1003 | 592.54 |
| | | | | | 08-1003 | 10,045.04|
| | | | | | 10-1003 | 23,251.97|
| | | | | | 11-1003 | 5,853.09 |
| | | | | | 17-1003 | 1,323.72 |
| | | | | | 27-1003 | 4,729.00 |
| | | | | | 28-1003 | 4,103.47 |
| | | | | | 70-1003 | 46,276.38|
| | | | | | 72-1003 | 21,102.63|
| | | | | | Total: | 471,798.14|
| 101175 | 3/14/2013| 103648 CITY OF SAN FERNANDO | (Continued) | | 73-1003 | 169.46 |
| | | | | | Total: | 471,798.14|
| 101318 | 3/21/2013| 891086 WOLFRAM WORKPLACE LAW | LASC BC477897 | | MEDIATOR FEES CASE# LASC BC4778 01-110-3375-4270 | 2,250.00 |
| | | | | | Total: | 2,250.00 |
| 101319 | 3/28/2013| 103648 CITY OF SAN FERNANDO | PR 3-29-13 | | REIMBURSEMENT FOR PAYROLL W/E 29-1003 | 4,119.14|
| | | | | | 70-1003 | 46,206.62|
| | | | | | 72-1003 | 21,970.28|
| | | | | | 73-1003 | 169.47 |
| | | | | | 01-1003 | 346,732.64|
| | | | | | 02-1003 | 7,232.12 |
| | | | | | 07-1003 | 576.41 |
| | | | | | 08-1003 | 10,138.95|
| | | | | | 10-1003 | 20,773.69|
| | | | | | 11-1003 | 5,883.72 |
| | | | | | 17-1003 | 1,360.88 |
| | | | | | 27-1003 | 4,728.92 |
| | | | | | Total: | 469,992.84|
9 Vouchers for bank code: bank
Bank total: 962,170.05
9 Vouchers in this report
Total vouchers: 962,170.05
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PLEASE REFER TO
SUCCESSOR AGENCY
ITEM #3
FOR FULL REPORT
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RECOMMENDATION:
It is recommended that the City Council approve a budget of $7,500 for Property Owner Business Improvement District (PBID) formation study expenses.
BACKGROUND:
1. In 2010, a business improvement district was studied to help improve and promote downtown San Fernando and a portion of North Maclay Avenue. The Redevelopment Agency approved a contract with Urban Place Consulting totaling $24,887 for the Property Owner Business Improvement District (PBID) Project.
2. In early 2011, due to issues with the City, work was suspended on the PBID Project.
3. In early 2013, business representatives active in the PBID formation process approached the City about restarting the process.
4. On March 18, 2013, the City Council conducted a study session where members of the steering committee and the PBID consultant, Steve Gibson of Urban Place Consulting, provided the City Council with an update on the progress and steps needed to complete the formation. At this meeting the City Council provided conceptual approval for the City to fund one-half, or $7,500, of the $15,000 needed to complete the process, with the Mall Association providing the other $7,500.
5. On April 2, 2013, at their regular meeting, the City Council directed staff to work with the PBID steering committee to attempt to complete the process in time so that assessments, if approved by the property owners, could be placed on the County tax role by August 2013 and agreed to fund $7,500 toward the formation process.
ANALYSIS/BUDGET IMPACT:
In order for the PBID assessments, if approved by property owners, to appear on the August 2013 tax role, an election by affected property owners must take place in June 2013. The consultant for the project, Steve Gibson, has submitted a proposal of $15,000 to complete the process. The City Council previously agreed to fund one-half, or $7,500, of this cost. Since no funds have been appropriated for this work, the City Council must approve a budget amount to fund the City’s share of this effort. In the Administration budget (01-105-0000-4270) $14,040 was appropriated to retain a consultant to assist with various economic development activities. Staff anticipates that there will be funds remaining in this account to pay for the City’s share of the PBID consultant. Though no budget amendment is necessary because these funds are in the Professional Services account in Administration already, since these dollars were not originally budgeted for this purpose, staff believes the City Council should approve the use of $7,500 for the PBID from this account. It is also possible that the funds may not be needed this fiscal year but should be identified for this purpose if expenses are incurred. The actual contract for this work will be between the consultant and the Mall Association, and the City will contribute its share, $7,500, to the Mall Association.
CONCLUSION:
In order to complete the study and conduct the election process for formation of a PBID in the downtown and North Maclay area, Urban Place Consulting has submitted a proposal of $15,000 for this work. The City Council previously agreed to fund $7,500 for this work and the Mall Association will finance the other $7,500. Funds are available in the Administration Professional Services account (01-105-0000-4270), but were not appropriated originally for this purpose, so it is recommended that the City Council approve the use of these funds for PBID study and formation purposes.
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RECREATION AND COMMUNITY SERVICES DEPARTMENT
MEMORANDUM
TO: Mayor Antonio Lopez and Councilmembers
FROM: Don Penman, Interim City Administrator
By: Ismael Aguila, Recreation and Community Services Operations Manager
DATE: April 15, 2013
SUBJECT: Lifeguard Staffing for the San Fernando Regional Pool Facility
RECOMMENDATION:
It is recommended that the City Council choose one of the following options:
a. Option A – Hire pool staff as part-time City employees at previously adopted Salary Schedule:
i. Adopt Resolution No. 7529 (Attachment “A”) amending the Table of Organization to include the part-time positions of Senior Lifeguard, Lifeguard, and Pool Cashier/Attendant; and
ii. Authorize the City Administrator to initiate the recruitment process for part-time aquatics personnel.
OR
b. Option B – Continue to outsource staffing services with Mission Ambulance:
i. Approve an Amendment (Contract No. 1679(a) – Attachment “B”) extending the Service Agreement with Mission Ambulance (Contract No. 1679 – Attachment “C”), to provide staffing services (including Lifeguards, Senior Lifeguards, and Pool Cashier/Attendant) for the San Fernando Regional Pool Facility (Pool Facility), to May 31, 2014; and
ii. Authorize the City Administrator to execute the Amendment.
BACKGROUND:
1. In September of 2008, the San Fernando Regional Pool Facility opened to the public. At that time, day-to-day operations were provided by the Los Angeles County Department of Parks and Recreation.
2. In June of 2009, the City Council met with the San Fernando Aquatics Foundation (Foundation) to discuss their request to assume the day-to-day operations of the Pool Facility. After much discussion, the Foundation informed the City Council that they were not interested, at that time, to take over the operations of the Pool Facility.
3. In June and July of 2009, the City Council conducted several meetings regarding the City budget with specific discussions centered on the operations and maintenance of the Pool Facility. Staff requested that a six-month budget be prepared due to the fact that the Pool Facility had not been in operation for one year and staff was unsure as to what the actual expenses may be for an entire year. Staff wanted to review, at Mid-Year Budget Review, the overall operations and maintenance for the Pool Facility to determine if additional expenses or revenues would need to be added to the budget. The City Council agreed to approve a six-month budget for the Pool Facility and to discuss further at Mid-Year Budget Review.
4. On July 20, 2009, the City Council adopted the Fiscal Year (FY) 2009-2010 City Budget which included an expense and revenue budget for the operations and maintenance of the Pool Facility for the six-month period of July-December of 2009.
5. On January 19, 2010, the City Council adopted a Resolution approving a six-month budget for the operations and maintenance of the Pool Facility for January-June of 2010. The projected revenue shortfall of $185,705 for the six-month period was approved to be covered by the ending cash balance in Fund 17. At the meeting, staff was directed to prepare an item for a future City Council study session. The item was to include options that could possibly help to reduce the projected revenue shortfall for FY 2010-2011.
6. On February 16, 2010, the Recreation and Community Services (RCS) Director presented several options to the City Council that would increase revenues and decrease expenses for the FY 2010-2011 operation and maintenance of the Pool Facility. The City Council directed that the item be placed on the next Education, Parks, Arts, Health, Youth and Aging (EPAH) Standing Committee agenda for further discussion.
7. On February 23, 2010, the EPAH Standing Committee discussed the proposed revenue enhancing and expenditure decreasing alternatives and directed the RCS Director to bring back, at the next EPAH meeting, a comprehensive plan detailing the alternatives.
8. On March 23, 2010, a comprehensive plan for the operation and maintenance of the Pool Facility was presented to the EPAH Standing Committee. The EPAH Standing Committee directed the RCS Director to agendize this item for discussion and approval by the City Council.
9. On April 5, 2010, the City Council approved the City takeover of full operations of the Pool Facility and authorized the RCS Director to begin preparations for the City to assume responsibility for the operation of the Pool Facility effective July 3, 2010. Preparations for the takeover were to include the approval and adoption of new job specifications for the positions of Pool Manager, Senior Lifeguard, and Lifeguard.
10. On April 14, 2010, the City Council approved Resolutions adopting the job specifications for aquatics staff, amendment to the Table of Organization, and Salary Plan and Schedule.
11. On September 12, 2010, the contract with Los Angeles County Department of Parks and Recreation was terminated and the City resumed responsibility for day-to-day operations of the Pool Facility. After much discussion, the City Council decided to close the Pool Facility to save costs to the City while leaving the Olympic-size pool open for lane rentals to serve the community.
12. On April 18, 2011, the City Council directed the staff to work with the City Attorney to negotiate a Service Agreement with San Fernando Fire and Rescue (SFFR) to provide staffing services for the Pool Facility.
13. On May 2, 2011, the City Council approved a Service Agreement with SFFR to provide staffing services for the Pool Facility.
14. On June 11, 2011, the Pool Facility reopened to the general public.
15. On April 27, 2012, the RCS Department released a Request for Proposal (RFP) for lifeguard services for the Pool Facility.
16. On May 11, 2012, the RCS Department received three proposals in response to the released RFP.
17. On May 21, 2012, the City Council approved a Service Agreement with Mission Ambulance to provide staffing services for the Pool Facility.
18. On February 28, 2013, RCS staff presented to the EPAH Standing Committee an update on the staffing services for the Pool Facility.
19. In March of 2013, the RCS Operations Manager met with the City Attorney regarding potential liability protection provided by the Service Agreement with Mission Ambulance.
20. On March 26, 2013, members of the EPAH Standing Committee recommended to present to City Council options for staffing services.
ANALYSIS:
Aquatics Facility
The City of San Fernando RCS Department plays an important role as the key provider of free/low-cost resources accessible for residents to be physically active year-round. In particular, the Pool Facility offers families a place to play and exercise while also serving as a community gathering place throughout the summer months. In FY 2012-2013, over 13,630 individuals (equating to approximately 57,628 visits) living in and around the City have participated in aquatics programs at the Pool Facility, which include swimming lessons, water exercise classes, recreational play, lap swimming, and competitive water sports.
Services Provided by Mission Ambulance
Since June of 2012, Mission Ambulance has provided lifeguard staffing services for the Pool Facility. These services included the responsibility to hire appropriate lifeguard staffing (including Senior Lifeguards, Lifeguards, and Pool Attendants) for the daily operations and maintenance of the pools and rental facilities. The City has the responsibility of pool operations management that includes marketing, programming, and pool systems maintenance. The Mission Ambulance lifeguard staffing are under the supervision of the City of San Fernando Aquatic Supervisor.
Analysis of Recommended Options
Since December of 2012, the RCS Department has been working to identify options for staffing services for the Pool Facility. The following is a benefit analysis of the options recommended by City staff:
Table 1
| Provided Benefits for City of San Fernando | Option A City | Option B Mission |
|------------------------------------------|---------------|------------------|
| Relieves City staff of the following personnel responsibilities: | | |
| • Perform or obtain legally-permissible drug testing and background checks of lifeguards with respect to criminal conviction records, driving records, and credit history. In addition, handle all recruitment and personnel training. | | X |
| • Ensure all lifeguards meet Federal and State laws for employment. | | X |
| • Provide payroll services for hired lifeguards that include withholding, reporting, and paying all taxes. | | X |
| Will provide a cost savings for the city. | X | |
| Higher hourly salary for lifeguards to help recruit quality staffing. | X | |
| No restrictions for paying overtime to lifeguards after working 8-hours in a day. | X | |
| No 1,000 hour restriction for lifeguards. | | X |
| Provided Benefits for City of San Fernando | Option A City | Option B Mission |
|------------------------------------------|---------------|-----------------|
| Provides layer of protection for general liability claims. | | X |
| Provides layer of protection for Workers Compensation claims. | | X |
| Relieves city of unemployment claims. | | X |
| Provide equipment required for operations (1-AED, 2 backboards, rescue tubes, trauma kits, computer, fax machine, and printer). | | X |
**Table 2**
| Price Comparison of Options | Option A City Staff | Option B Mission |
|----------------------------|---------------------|------------------|
| Labor Costs | $204,545 | $240,268 |
| Potential Unemployment Claims<sup>1</sup> | $10,393 | $0 |
| Staffing Background | $3,000 | $3,000 |
| Equipment Replacement<sup>2</sup> | $7,295 | $0 |
| Total Costs | $225,233 | $243,268 |
<sup>1</sup> The estimated unemployment costs for city employed lifeguards are based on four claims for 6 months. This cost may vary in accordance with federal and state laws. The unemployment costs for Mission Ambulance are included in their Labor Cost proposal.
<sup>2</sup> There will be a one-time cost associated with the purchase of lifesaving equipment. Additional costs related to occasional equipment replacement will be necessary.
The above table shows there will be a savings of $18,035 if Option A is selected. Recently, Mission Ambulance submitted a revised proposal to provide the equivalent services as specified in the Service Agreement with a lower cost of approximately $15,250. This new proposal will lower the total cost to $228,018 for the services provided by Mission Ambulance. The new proposed rate will result in a savings of $2,785 to the General Fund for FY 2013-2014 if Option A is selected.
**Table 3**
| Potential Liability Costs to Consider in Event of a Claim | Annual Deductable |
|----------------------------------------------------------|-------------------|
| Insurance | |
| General Liability | $250,000 |
| Workers Compensation | $500,000 |
| TOTAL | $750,000 |
**CONCLUSION:**
The San Fernando Regional Pool Facility plays an important role as the key provider of free/low-cost resources accessible for residents in the City of San Fernando. The options provided in this
report have various benefits for the City with similar costs. It is recommended that the City Council choose one of the options that will continue and initiate the process of staffing services for the Pool Facility in order to provide quality services to City residents.
**BUDGET IMPACT:**
There will be no impact to the General Fund for FY 2012-2013. Expenses for lifeguard staffing have been budgeted. Depending on the option selected, there may be a savings of $2,785 for FY 2013-2014.
**ATTACHMENTS:**
A. Resolution No. 7529
B. Contract No. 1679(a) – Amendment to Service Agreement
C. Contract No. 1679 – Service Agreement
RESOLUTION NO. 7529
A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF SAN FERNANDO AMENDING PORTIONS OF SECTION 1 OF RESOLUTION NO. 7489, ADOPTED JULY 2, 2012.
WHEREAS, the City Council of the City of San Fernando has adopted the Fiscal Year 2012-2013 Table of Organization on July 2, 2012, per Resolution No. 7489; and
WHEREAS, the Table of Organization as adopted for FY 2012-2013 has provisions for various positions and classifications.
NOW, THEREFORE, THE CITY COUNCIL OF THE CITY OF SAN FERNANDO DOES HEREBY RESOLVE, FIND, DETERMINE AND ORDER AS FOLLOWS:
SECTION 1: That that portion of the said Table of Organization adopted on July 2, 2012, per Resolution No. 7489, be further amended by adding thereto the following information under “budgeted hours per week,” “full time equivalent (FTE) status,” and “average number of personnel in position,” effective March 18, 2013, as follows:
| TITLE | BUDGETED HOURS PER WEEK | FULLTIME EQUIVALENT (FTE) STATUS | AVERAGE NUMBER OF PERSONNEL IN POSITION |
|------------------------|-------------------------|----------------------------------|----------------------------------------|
| Recreation & Community Services |
| Senior Lifeguard (P/T) | 58 | 1.2 | 2 |
| Lifeguard (P/T) | 160 | 4 | 15 |
| Pool Attendant (P/T) | 20 | .50 | 2 |
SECTION 2: Except as amended herein, all other provisions of the said Table of Organization adopted on July 2, 2012, per Resolution No. 7489, remains unchanged and in full force and effect.
SECTION 3: The City Clerk shall certify to the adoption of this resolution and shall cause this resolution and her certification to be filed in the office of the City Clerk.
PASSED, APPROVED, AND ADOPTED this 15th day of April, 2013.
______________________________
Antonio Lopez, Mayor
ATTEST:
______________________________
Elena G. Chávez, City Clerk
STATE OF CALIFORNIA )
COUNTY OF LOS ANGELES ) ss
CITY OF SAN FERNANDO )
I HEREBY CERTIFY that the foregoing Resolution was approved and adopted at a regular meeting of the City Council held on the 15th day of April, 2013, by the following vote to wit:
AYES:
NOES:
ABSENT:
______________________________
Elena G. Chávez, City Clerk
ATTACHMENT “B”
CONTRACT NO. 1679(a)
SAN FERNANDO REGIONAL POOL FACILITY STAFFING AGREEMENT
AMENDMENT TO SERVICE AGREEMENT
This amendment to staffing agreement (Amendment) is dated April 15, 2013 for reference purposes only, and is between the City of San Fernando (City) and Mission Ambulance (Mission).
A. The City and Mission previously entered into a professional services agreement dated May 31, 2012 (Agreement), pursuant to which the City designated Al Hernandez as City Administrator.
B. The parties desire to clarify the terms of the Agreement.
The parties therefore agree as follows:
1. Section D of paragraph 1 of the Agreement is hereby revised to read as follows:
City agrees to compensate Mission for the services provided under this Agreement, and Mission agrees to accept in full satisfaction for such services, a sum not-to-exceed $228,018 (TWO HUNDRED TWENTY EIGHT THOUSAND EIGHTEEN DOLLARS). It is anticipated that Mission will provide the City with 3-6 Lead lifeguards at a rate of $20.57/per hour, 18-22 Lifeguards at a rate of $18.32/per hour, and 2-4 Locker Room Attendants at a rate of $13.56/per hour. The compensation payable hereunder includes all services provided pursuant to this Agreement. City shall not withhold applicable federal or state payroll or any other required taxes, or other authorized deductions from each payment made to Mission. No claims for compensation in excess of the not-to-exceed amount will be allowed unless such additional compensation is authorized by City in writing. All requests for compensation in excess of the not-to-exceed amount must be submitted to the City Representative and approved by the City Council.
2. Section H of paragraph 1 of the Agreement is hereby revised to read as follows:
This staffing agreement between the City and Mission will expire on May 31, 2014, unless extended by mutual agreement of the parties. This Agreement may be terminated by either party upon 30 days written notice to the other party, or immediately upon the breach of any provisions listed in Sections A.1 through A.9.
The parties are signing this Agreement on the date stated in the introductory clause.
CITY OF SAN FERNANDO
By: ________________________________
Don Penman,
City Administrator
MISSION AMBULANCE, INC.
By: ________________________________
Dan Gold
Regional Vice President, CEO
ATTEST:
______________________________________
Elena G. Chávez
City Clerk
APPROVED AS TO FORM:
______________________________________
Rick R. Olivarez
City Attorney
SAN FERNANDO REGIONAL POOL FACILITY STAFFING AGREEMENT
This agreement ("Agreement") is made this 31st day of May 2012, by and between the City of San Fernando, a California municipal corporation ("City") and Mission Ambulance, a California Business, ("Mission").
Mission agrees to provide, and the City hereby agrees, to subscribe for the services of temporary workers ("Associates") employed by Mission and other ancillary services provided by Mission, including, but not limited to personnel placement, upon the following terms and conditions:
A. **Mission’s Responsibilities:**
1. Mission will recruit, screen and hire associates for temporary assignment at the San Fernando Regional Pool Facility ("Pool Facility") by June 1, 2012 in accordance with the job requirements and job descriptions attached hereto as Exhibit A and incorporated herein by this reference.
2. No Mission Associate shall be referred to the City unless he or she meets the job requirements set forth in Exhibit A for the position for which the Associate is being referred.
3. Mission will, for an additional fee, perform or obtain legally-permissible drug testing and physicals of prospective Associates. Mission will also notify the City of any prospective Associate so that the City can perform background checks.
4. Mission will ensure that an Employment Eligibility Verification Form (I-9) is completed for each associate assigned at the Pool Facility. Mission will retain these forms.
5. Mission will maintain all personnel files and payroll records for its Associates.
6. Mission has sole responsibility to determine and set the level of compensation and fringe benefits of its Associates. The City has no authority to alter, change, or increase the compensation and/or benefits of Mission Associates without Mission express agreement.
7. Mission will withhold, pay, and report all taxes and issue associate W-2 forms at the end of each year with respect to each of its Associates assigned to the Pool Facility, as required by law.
8. Mission shall at all times during the term of this Agreement carry, maintain, and keep in full force and effect, the insurance listed below:
1) Commercial General Liability Insurance with minimum limits of One Million Dollars ($1,000,000) for each occurrence and in the aggregate for any personal injury, death, loss or damage. In addition, Mission's insurance shall name the City of San Fernando, its officers, agents, employees and volunteers as additional insureds, and shall be primary, and not contributing with any other insurance or self-insurance maintained by the City.
2) Automobile Liability Insurance for any owned, non-owned or hired vehicle used in connection with the performance of this Agreement with minimum limits of One Million Dollars ($1,000,000) per accident for bodily injury and property damage.
3) Worker’s Compensation insurance as required by the State of California.
4) Professional Liability Insurance with a minimum limit of One Million Dollars ($1,000,000) per occurrence.
The policies required by this Agreement shall be issued by an insurer licensed to do business in the State of California and with an A.M. Best rating of at least A-:VII or better.
Mission agrees that the City will be named as additional insured, and the policy will require notice to the City if there is any default in payment, or any other default which would cause the policy to be terminated or cancelled.
Mission agrees that if it does not keep the insurance required in this Agreement in full force and effect, the City may either immediately terminate this Agreement or, if insurance is available at a reasonable cost, after reasonable notice to Mission, City may take out the necessary insurance and pay, at Mission expense, the premium thereon.
Prior to commencement of work under this Agreement, and throughout the term of this Agreement, Mission shall file with the City’s Risk Manager a properly executed certificate or certificates of insurance and endorsements evidencing compliance with the requirements of this Section. Such certificates shall disclose Mission self-insured retentions or deductibles, which are subject to City approval, which shall not be unreasonably withheld. Mission agrees to provide certified copies of insurance policies if requested by City. All evidence of insurance and notices of cancellation shall be mailed to:
The City of San Fernando
Attn: Michael Okafor
117 Macneil Street
San Fernando, CA 91340
Mission shall provide proof that policies of insurance expiring during the term of this Agreement have been renewed or replaced with other policies providing at least the same coverage. Such proof will be furnished at least two weeks prior to the expiration of the coverages.
The commercial general liability and business automobile liability insurance policies shall contain an endorsement naming the City, its elected officials, officers, agents, employees, attorneys, servants, volunteers, successors and assigns as additional insureds. The commercial general and business automobile liability insurance policies shall be primary to any other coverage available to the City. Any insurance or self-insurance maintained by City, its officers, employees, agents or volunteers, shall be in excess of Mission commercial general and business automobile liability insurance and shall not contribute with it.
All insurance policies shall contain an endorsement providing that the policies cannot be canceled or reduced except on thirty (30) days’ prior written notice to City.
No insurance coverage provided pursuant to this Agreement shall prohibit Mission, and Mission employees, agents, subcontractors, or volunteers from waiving the right of subrogation prior to a loss. Mission hereby waives all rights of subrogation against City.
9. Mission shall comply with applicable laws and regulations, at all times in the performance of this Agreement. To the extent Mission violates this paragraph; Mission will accept full responsibility for any resulting bodily injury or property damage.
B. City’s Responsibilities:
1. The City will not require Mission Associates to perform any duties beyond those that are called for in the applicable job descriptions attached hereto as Exhibit A, without the prior written approval of Mission. The City will promptly notify Mission of any desire to change the material terms and conditions of an Associate's temporary employment, or to change the job duties. Such changes shall be subject to the mutual agreement of the City and Mission.
2. The City must provide signed written verification of Associates' hours to Mission by 9:00 am on the 1st and the 16th of each month for the pay period preceding those dates. Mission pay periods are the 1st through the 15th with the pay date of the 22nd, and 16th through the last day of the month with the pay date on the 7th of the following month. Verification shall be in the form of the City’s signature on Mission or City’s timecards or Associate detail reports from time and attendance systems. The City’s signature authorizes and requires the City to pay Mission for all hours indicated in accordance with Section D.4.
3. The City agrees that, except as set forth in paragraphs 5 and 6 of Section A, it is not responsible for compliance with all applicable state and federal wage and hour laws related to Mission Associates providing services at the Aquatic Facility, including, but not limited to, ensuring that all required rest and meal periods are taken by Mission Associates as required, that all record keeping requirements are complied with, that alternative workweek schedules, if applicable, are in compliance with state or federal law, and by not permitting Mission Associates to work hours in excess of the hours reported to Mission for payment. To the extent the City violates this paragraph, the City will accept full responsibility for any loss or liability caused or incurred.
4. The City will exercise good judgment and management relating to the day-to-day supervision of Mission Associates. Mission will provide appropriate supervision and training, specifically tailored to the job requirements of Mission Associates assigned to the City’s worksite, including all applicable safety and hazardous materials training.
5. The City will provide a safe work environment for Mission Associates including but not limited to maintaining its premises and work areas in compliance with all applicable health and safety laws and regulations.
6. The City will notify Mission immediately in the event of a work-related injury to a Mission Associate. The City will notify Mission immediately in the event of a discrimination or sexual harassment complaint involving a Mission Associate.
7. The City will notify Mission promptly if the City should decide it no longer wishes to accept the services of any particular Mission Associate. In that event, Mission will immediately end the assignment of the Associate.
8. The City will perform background checks with respect to criminal conviction records, driving records, credit history, etc. of prospective Associates.
C. Other Terms and Conditions
The City and Mission agree to the following additional terms and conditions with respect to the provision of Associates by Mission to the City:
1. The City acknowledges that Mission does not furnish insurance to cover damage or physical loss caused by the operation of any vehicle or machinery operated by Mission Associates for the City’s benefit or at the request of the City. The City agrees to accept full responsibility for any claim arising from Mission Associate being asked by the City to operate machinery or equipment, or drive a vehicle, whether owned or rented by either City or Mission Associate.
2. The City agrees to assume sole responsibility, and hold Mission harmless, for any losses or claims that result from a Mission Associate having been assigned by the City the responsibility for handling or possession of any cash, securities or other valuables. Similarly, the City agrees to assume complete responsibility, and hold Mission harmless for any losses or claims that result from Mission Associates having been entrusted by the City with any unattended property or premises.
3. Any use of subcontractors must be approved in writing by the City.
D. Terms and Conditions of Payment
1. City agrees to compensate Mission for the services provided under this Agreement, and Mission agrees to accept in full satisfaction for such services, a sum not-to-exceed Two Hundred Forty Three Thousand Two Hundred Sixty Eight Dollars and Zero Cents ($243,268.00). It is anticipated that Mission will provide the City with 3-6 Senior Lifeguards at a rate of $21.82/per hour, 18-22
Lifeguards at a rate of $19.57/per hour, and 2-4 Locker Room Attendants at a rate of $14.81/per hour. The compensation payable hereunder includes all services provided pursuant to this Agreement. City shall not withhold applicable federal or state payroll or any other required taxes, or other authorized deductions from each payment made to Mission. No claims for compensation in excess of the not-to-exceed amount will be allowed unless such additional compensation is authorized by City in writing. All requests for compensation in excess of the not-to-exceed amount must be submitted to the City Representative and approved by the City Council.
2. The City and Mission understand and agree that Mission service rate shall be adjusted according to federal and state overtime laws, where applicable. In the event overtime pay, time-and-a-half, double-time, including holiday pay, is paid to an associate, Mission service rates shall increase commensurately. It is further understood and agreed that Mission reserves the right to adjust service rates to compensate for mandatory adjustments to FICA, FUTA, SUI, Workers’ Compensation and any federal or state mandated programs or benefits.
3. Service rates may be adjusted at any time upon mutual consent of Mission and the City.
4. Billing Terms
An itemized invoice for temporary services, based on hours shown on Mission or City time cards or associate detail reports from time and attendance systems that have been verified by the City in accordance with Section B.2 (which verified documents shall be attached to the invoice), will be delivered by Mission to City. Such invoice is DUE AND PAYABLE 30 DAYS AFTER INVOICE DATE, if the invoice is accompanied by the required documentation. Invoices that are undisputed by City for more than thirty (30) days after the invoice date will be presumed correct.
5. Past Due Accounts
If any account becomes past due, the entire unpaid balance of the invoice becomes immediately due and payable. Mission shall have the right to litigate in Civil Court in Los Angeles County, California all debt-collection matters. In the event collection action is initiated by Mission to collect such debt, or any portion thereof, City agrees to pay any additional sums, including but not limited to, collection costs, and reasonable attorneys' fees.
E. Conversion to Regular Full-Time Status
The City may convert a Mission associate currently on assignment with City or who has been provided by Mission within the past six months, to its payroll at no additional cost, upon mutual agreement with Mission. No associate may be converted if City’s account balance is past due.
F. Guarantee
If Mission is notified during the first 4 hours of an associate’s assignment that City is not satisfied with the quality of work of the associate, Mission will provide City with a replacement associate within a reasonable time at no additional charge to the City.
G. Representations and Qualifications
1. This Agreement and any attachments constitute the entire Agreement and neither the Agreement nor any amendment shall be valid or enforceable unless in writing and signed by authorized representatives of both parties.
2. All notices or other communications required or permitted to be given under this Agreement shall be directed to Mission and to City at the addresses specified below.
3. The City and Mission are equal employment opportunity employers, and agree that they will not harass, discriminate against or retaliate against any Mission Associates on the basis of race, religion, national origin, age, sex, disability, marital status or any other category protected by law. The City and Mission, on their own behalf, each represent that it has in place policies prohibiting, harassment in the workplace (including sexual harassment). City and Mission further agree not to engage in, nor permit any agent of City, vendor, contractor or other third-party at City’s worksite to engage in any practice that constitutes unlawful discrimination, sexual harassment or other illegal harassment of Mission Associates.
H. Termination of Agreement/Termination of Services
This staffing agreement between the City and Mission will expire on May 31, 2013, unless extended by mutual agreement of the parties. This Agreement may be terminated by either party upon 30 days written notice to the other party, or immediately upon the breach of any provisions listed in Sections A.1 through A.9.
I. Agreements to Indemnify
1. The City shall indemnify, defend and hold harmless Mission and its employees, officers and directors (collectively, the “Mission Indemnitees”) from any and all losses (including court costs and reasonable attorneys’ fees), and claims of any kind, which the Mission Indemnitees may incur, or which may be claimed against the Mission Indemnitees as a result of City’s material breach of any of its responsibilities under this Agreement, including any violation by City of any applicable federal, state, or local laws, including OSHA, at the work site of Mission Associates assigned to City. Mission shall give City prompt notice of
2. Mission shall indemnify, defend and hold harmless City and its employees, officers, and council members (collectively, the “City Indemnitees”) from any and all losses resulting in bodily injury or property damage (including court costs and reasonable attorneys’ fees), which the City Indemnities may incur, or which may be claimed against the City Indemnitees as a result of Mission material breach of any of its responsibilities under this Agreement, including any violation by Mission of any applicable federal, state, or local laws. City shall give Mission prompt notice of any such claim or lawsuit and shall cooperate with Mission and its counsel in the defense of such claim or lawsuit.
3. Notwithstanding paragraph 1 of this Section I, Mission shall hold harmless, indemnify and defend the City Indemnitees from losses or expenses incurred in connection with any workers’ compensation claim or workers’ compensation lawsuit brought by a Mission Associate arising from a work-related injury sustained while such Associate was working on assignment at City, except for such losses or expenses resulting from the gross negligence or willful misconduct of City, its employees or agents. City shall give Mission prompt notice of any such claim or lawsuit and shall cooperate with Mission and its counsel in the defense of such claim or lawsuit.
4. Notwithstanding any provisions to the contrary, in no event will either party be liable to the other for any special, incidental, indirect or consequential damages (including lost profits) arising out of this Agreement whether in an action for or arising out of breach of contract, tort, or any other cause of action.
5. The provisions of this Section I shall survive the expiration or termination of this Agreement, for a period of three years.
J. **Waiver**
Failure by either party at any time to require the performance of the other party or to claim a breach of any provision of this Agreement will not be considered a waiver of any prior or subsequent breach or failure to perform under the terms of this Agreement.
K. **Governing Law**
This Agreement shall be governed by and construed in accordance with the laws of the State of California. Any action to enforce or interpret this Agreement shall be brought in a court of competent jurisdiction in Los Angeles County, California.
L. Partial Invalidity
Should any provision of this Agreement be held to be invalid or unenforceable, the remaining provisions of this Agreement shall remain in full force and shall stand as if the unenforceable provision did not exist.
IN WITNESSES WHEREOF, the City of San Fernando and Mission Ambulance have caused this Agreement to be executed on the date written above and effective on the "date" set forth below:
ACCEPTED:
MISSION AMBULANCE
By: [Signature]
Print Name: DANIEL GOLD
Title: CEO
Address: 1055 E. THIRD STREET
CORONA, CA 92879
Date: 5/31/2012
ACCEPTED:
THE CITY OF SAN FERNANDO
By: [Signature]
Print Name: AL HERNANDEZ
Title: CITY ADMINISTRATOR
Address: 117 MacNeil Street
San Fernando, Ca. 91340
Date: 5/31/12
ATTEST:
[Signature]
Elena G. Chávez,
City Clerk
APPROVED AS TO FORM:
[Signature]
Maribel Medina,
City Attorney
CITY OF SAN FERNANDO
SENIOR LIFEGUARD
DEFINITION
Under supervision, in the absence of the Pool Manager, performs manager duties; assists the pool manager with the operation and administration of the department’s Aquatics Program. This would encompass the areas of programs, personnel, and pool maintenance.
EXAMPLES OF ESSENTIAL DUTIES
Essential duties may include, but are not limited to the following:
1. Enforces all state and local regulations concerning the health and safety of all persons using the pool.
2. Maintains discipline among pool patrons.
3. Organizes swim tests and instructional programs for staff and pool patrons.
4. Participates in the testing and interviewing of potential pool staff.
5. Supervises the pool staff.
6. Acts in the capacity of lifeguard whenever necessary.
7. Renders First Aid, C.P.R., and other emergency services.
8. Assists the pool manager in maintenance of the pool.
9. Adheres to City and departmental policies and procedures.
10. Performs other related duties as assigned.
JOB-RELATED AND ESSENTIAL QUALIFICATIONS
Knowledge of:
1. Principles and methods of operating a public swimming pool.
2. Water safety rules; care and maintenance of pool supplies and equipment.
Ability to:
1. Enforce swimming pool rules and regulations.
2. Establish and maintain effective working relationships with the general public and staff.
3. Train, direct and supervise pool personnel.
4. Apply C.P.R. and First Aid.
5. Prepare and present concise written and oral reports.
6. Understand and speak Spanish (desirable).
Experience and Training Guidelines
Training:
Must have a current American Red Cross Lifeguard Certificate, Water Safety Instructor (WSI) as well as First Aid and C.P.R. (BLS-AED) Certificates. Lifeguard Instructor and Emergency Medical Technician certification are desirable.
Water Safety Instructor Certificate, E.R. Instruction Certificate and Safety training for Swim coaches Certificate is highly desirable.
Experience:
Minimum of one year (960 hours) experience as a Lifeguard is required.
Special Requirement:
Must stay current in field, and acquire all necessary training that new technological changes may present.
Must have valid California Class C Driver’s license at the time of appointment.
Essential duties require the following physical abilities and environmental conditions:
Ability to sit, kneel, stand, walk, crouch, squat, stoop, reach, twist, climb, and lift at least 50 Lbs., may be exposed to the sun, and work under high and low temperatures (mostly between 40 and 115 degrees); may be exposed to frequent loud noises and toxic/poisonous substance, as well as slippery surfaces.
CITY OF SAN FERNANDO
LIFEGUARD
DEFINITION
Under direction, to monitor and control activities of swimmers, enforce swimming pool rules, rescue and treat children and adults in distress.
EXAMPLE OF ESSENTIAL DUTIES
Essential duties may include, but are not limited to the following:
7. Observes swimmers and pool area and responds to unsafe acts or conditions.
8. Maintains order and discipline.
9. Enforces all rules and regulations of the pool.
10. Administers First Aid and artificial respiration.
11. Performs maintenance for pool deck area.
12. Prepares accident and incident reports.
13. Conducts swimming classes, beginning through advanced.
14. Adheres to City and departmental policies and procedures.
15. Performs other related duties as required.
JOB-RELATED AND ESSENTIAL QUALIFICATIONS
Knowledge of:
16. Principles and methods of operating a public swimming pool.
17. Care and maintenance of pool supplies and equipment.
18. Water safety rules.
Ability to:
19. Enforce swimming pool rules and regulations.
20. Establish and maintain effective working relationships with the general public, children, and staff.
21. Train pool personnel.
22. Apply C.P.R. and First Aid.
5. Speak Spanish (desirable).
Training and Experience Guidelines
**Training:**
Must possess a current Lifeguard Training Certificate, Standard First Aid Certificate, C.P.R. (BLS-AED) Certificate for Professional Rescuer Certificate at the time of appointment. Water Safety Instructor Certificate is highly desirable.
**Experience:**
Paid or volunteer experience working with people desired, but not required.
**Special Requirements:**
Must be at least 17 years of age.
Must stay current in field, and acquire all necessary training that new technological changes may present.
Must possess a valid California Class C Driver’s License at the time of appointment.
**Essential duties require the following physical abilities and environmental conditions:**
Ability to sit, stand, walk, kneel, crouch, squat, stoop, reach, twist, climb and lift at least 50 Lbs., may be exposed to sun, and work under high and low temperatures (mostly between 40 and 115 degrees); may be exposed to frequent loud noises and toxic/poisonous substances, as well as slippery surfaces.
CITY OF SAN FERNANDO
POOL ATTENDANT
DEFINITION
Under direction, monitor and control activities of locker room guests, enforce locker room rules, and ensure availability of equipment and/or supplies; and complying with health and safety requirements.
EXAMPLE OF ESSENTIAL DUTIES
Essential duties may include, but are not limited to the following:
1. Inspects locker and shower facilities for the purpose of ensuring that it is suitable for safe operations.
2. Monitors inventory levels of toilette/cleaning items in locker, shower, and restroom facilities and other cleaning supplies for the purpose of ensuring the availability of supplies as needed.
3. Performs minor repairs to equipment and facilities for the purpose of maintaining facilities and equipment in safe operating condition.
4. Responds to inquiries from staff and public for the purpose of conveying information regarding swimming pool/locker room operations, etc.
5. Stocks chemicals and other supplies for the purpose of maintaining adequate quantities and security of items.
JOB-RELATED AND ESSENTIAL QUALIFICATIONS
Knowledge of:
1. Principles and methods of maintaining a public locker room.
2. Care and maintenance of locker room facility and equipment.
3. Locker room safety rules.
Ability to:
1. Enforce locker room rules and regulations.
2. Establish and maintain effective working relationships with the general public, children, and staff.
3. Apply C.P.R. and First Aid.
4. Speak Spanish (desirable).
Training and Experience Guidelines
**Training:**
Must possess a current Standard First Aid Certificate, C.P.R. (BLS-AED) Certificate prior to assignment.
**Experience:**
Paid or volunteer experience working with people desired, but not required.
**Special Requirements:**
Must be at least 17 years of age.
Must stay current in field, and acquire all necessary training that new technological changes may present.
Must possess a valid California Class C Driver’s License at the time of appointment.
Essential duties require the following physical abilities and environmental conditions:
Ability to sit, stand, walk, kneel, crouch, squat, stoop, reach, twist, climb and lift at least 50 Lbs., may be exposed to sun, and work under high and low temperatures (mostly between 40 and 115 degrees); may be exposed to frequent loud noises and toxic/poisonous substances, as well as slippery surfaces.
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CITY COUNCIL
MEMORANDUM
TO: City Councilmembers
FROM: Mayor Antonio Lopez
DATE: April 15, 2013
SUBJECT: Adoption of a Resolution to Support Senate Bill 135 (Padilla) That Would Create an Earthquake Early Warning System in California
RECOMMENDATION:
I am requesting that the City Council consider adoption of Resolution No. 7530 (Attachment “A”) supporting Senate Bill 135 (Padilla) that would create an Earthquake Early Warning System in California.
BACKGROUND:
In March 2013, Senator Alex Padilla sent correspondence to each City Councilmember requesting support for Senate Bill 135. As follow up, Senator Padilla’s Office also provided a Senate Bill 135 Fact Sheet (Attachment “B”), an Earthquake Early Warning System Question and Answer Sheet (Attachment “C”), and a California Integrated Seismic Network (CISN) Earthquake Early Warning Project Frequently Asked Questions Sheet (Attachment “D”).
ATTACHMENTS:
A. Resolution No. 7530
B. Senate Bill 135 Fact Sheet
C. Earthquake Early Warning System Question and Answer Sheet
D. California Integrated Seismic Network (CISN) Earthquake Early Warning Project Frequently Asked Questions Sheet
RESOLUTION NO. 7530
A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF SAN FERNANDO, CALIFORNIA, SUPPORTING SENATE BILL 135 (PADILLA) THAT WOULD CREATE AN EARTHQUAKE EARLY WARNING SYSTEM IN CALIFORNIA
WHEREAS, according to the United States Geological Survey, California is one of the most seismically active states, second only to Alaska; and
WHEREAS, California has experienced dozens of disastrous earthquakes that have caused fatalities, serious injuries, and significant economic loss; and
WHEREAS, ninety percent of the world’s earthquakes and over eighty percent of the world’s largest earthquakes occur along the Circum-Pacific Belt, also known as the Pacific Ring of Fire. The Pacific Ring of Fire includes the very active San Andreas Fault Zone in California; and
WHEREAS, the Uniform California Earthquake Rupture Forecast (UCERF) released in 2008 predicted a 99.7 percent likelihood of a magnitude 6.7 or larger earthquake in California in the next 30 years; and
WHEREAS, a 2013 study published by the Caltech and the Japan Agency for Marine-Earth Science and Technology discovered that a statewide California earthquake involving both the Los Angeles and San Francisco metropolitan areas may be possible; and
WHEREAS, Japan, Taiwan, Mexico, Turkey, Romania, Italy, and China either have or are working on earthquake early warning systems that are capable of saving lives and helping to mitigate loss; and
WHEREAS, California Emergency Management Agency, Caltech, California Geological Survey, University of California at Berkeley, United States Geological Survey, and others have been conducting earthquake early warning research and development in California and together they operate the California Integrated Seismic Network, which has a demonstration earthquake early warning capability; and
WHEREAS, by building upon the California Integrated Seismic Network and processing data from an array of sensors throughout the state, a fully developed earthquake early warning system would effectively detect the strength and progression of earthquakes and alert the public within seconds, up to 60 seconds, before potentially damaging ground shaking is felt; and
WHEREAS, the City of San Fernando must do all it can to better prepare for future earthquakes and that an earthquake early warning system should disseminate earthquake information in support of public safety, emergency response, and loss mitigation.
NOW THEREFORE, THE CITY COUNCIL OF THE CITY OF SAN FERNANDO, DOES HEREBY RESOLVE, FIND, DETERMINE AND ORDER SUPPORT OF SENATE BILL 135 (PADILLA) THAT WOULD CREATE AN EARTHQUAKE EARLY WARNING SYSTEM IN CALIFORNIA.
PASSED, APPROVED, AND ADOPTED this 15th day of April, 2013.
______________________________
Antonio Lopez, Mayor
ATTEST:
______________________________
Elena G. Chávez, City Clerk
STATE OF CALIFORNIA )
COUNTY OF LOS ANGELES ) ss
CITY OF SAN FERNANDO )
I HEREBY CERTIFY that the foregoing Resolution was approved and adopted at a regular meeting of the City Council held on the 15th day of April, 2013, by the following vote to wit:
AYES:
NOES:
ABSENT:
______________________________
Elena G. Chávez, City Clerk
SB 135 – PADILLA
Earthquake Early Warning System
Summary
SB 135 would require the development of a comprehensive statewide earthquake early warning system in California.
Background
Ninety percent of the world’s earthquakes and over eighty percent of the world’s largest earthquakes occur along the Circum-Pacific Belt, also known as the Pacific Ring of Fire. The Pacific Ring of Fire includes the very active San Andreas fault zone here in California. The San Andreas is the "master" fault of an intricate fault network that cuts through rocks of the California coastal region. The entire San Andreas fault system is more than 800 miles long and extends to depths of at least 10 miles within the Earth.
Predictions from the Uniform California Earthquake Rupture Forecast released in 2008 states there is a 99.7% likelihood of a magnitude 6.7 earthquake and a 94% chance of a 7.0 magnitude earthquake in California within the next 30 years. In other words, a major earthquake in California is not a matter of *if*, but *when*.
In January, 2013, the California Institute of Technology and the Japan Agency for Marine-Earth Science and Technology published a study concluding for the first time that a *statewide* California earthquake involving both the Los Angeles and San Francisco metropolitan areas may be possible.
While earthquakes cannot be predicted or prevented, using advanced science and technology we can detect seismic activity to provide an advanced warning, save lives and help mitigate damage.
The objective of earthquake early warning is to rapidly detect the initiation of an earthquake, estimate the level of ground shaking to be expected, and issue a warning before significant ground shaking begins. This can be done by detecting the first energy to radiate from an earthquake, the P-wave energy, which rarely causes damage. Using P-wave information, we can first estimate the location and the magnitude of the earthquake. We then use this to estimate the anticipated ground shaking across the region to be affected. The method can provide warning before the S-wave, which brings the strong shaking that usually causes most of the damage, arrives.
California currently has the California Integrated Seismic Network (CISN), which is a demonstration earthquake early warning system. A fully developed system would process data from an array of sensors throughout the state. The system would effectively detect the strength and the progression of earthquakes, alert the public within seconds and provide up to 60 seconds.
FOR MORE INFORMATION – Contact Angela Manetti, Office of Senator Alex Padilla (916) 651-4020
advanced warning before potentially damaging ground shaking is felt.
Early warning systems are in place, or in the works, in a number of earthquake prone nations including Japan, Taiwan, Mexico, Turkey, Italy, China and Romania. Their success has been demonstrated in recent earthquakes.
Japan’s earthquake early warning system provided the public with critical advanced warning of the 9.0 magnitude earthquake in March 2011. Earthquake warnings were automatically broadcast on television and radio, and 52 million people received the warning on their smartphones. Millions more downloaded the early warning app after the quake to receive warnings in advance of large aftershocks.
The warnings allowed people to take cover, assist loved ones, pull to the side of the road or exit a building. The system brought bullet trains to a stop, and triggered the automatic shutdown of operations at critical companies. A professor at the University of Sendai received a text message of the warning and was able to warn his students to duck for cover before the shaking began and the light fixtures fell from the ceiling.
Earthquake early warning systems not only alert the public, they also speed the response of police, fire and other safety personnel by quickly identifying areas hardest hit by the quake.
**Existing Law**
Current California law is silent on the development of an earthquake early warning system.
**This Bill**
This bill would designate The Office of Emergency Services, in collaboration with the California Institute of Technology (Caltech), the California Geological Survey, the University of California Berkeley, the United States Geological Survey, and others, to develop a comprehensive statewide earthquake early warning system in California.
**Support**
California Institute of Technology
City of Bell Gardens
City of Los Angeles
City of Rancho Cordova
City of South El Monte
City of West Hollywood
Mayor Bill Bogaard of the City of Pasadena
Town of Los Altos Hills
FOR MORE INFORMATION – Contact Angela Manetti, Office of Senator Alex Padilla (916) 651-4020
Earthquake Early Warning System
Q & A
What does the earthquake early warning system do?
A network of seismic sensors, strategically distributed throughout a region, detects approaching waves from the epicenter of an earthquake. The first waves detected by these sensors are P-waves. P-waves are weaker seismic waves which come before destructive S-waves. This data is transmitted to a central site which produces an analysis within a matter of seconds and issues a warning to surrounding areas before destructive waves reach those areas.
How much warning time will it provide?
Warning time can vary depending on a particular location’s distance from the epicenter. Locations close to the epicenter are in a “blind zone” and will not be able to receive a warning. Locations outside the “blind zone” could receive between seconds to minutes of warning time. According to the U.S. Geological Survey, an earthquake early warning system on the west coast could provide as much as 60 seconds warning time before the arrival of stronger, destructive waves.
What other countries either have or are developing an earthquake early warning system?
- Mexico
- Japan
- Istanbul, Turkey
- Bucharest, Romania
- Italy
- Taiwan
- China
How have those systems been successful?
In March 2012, Mexico experienced a 7.4 magnitude earthquake. Although there was significant property damage (estimated at $100 million), there were no fatalities. The warning system had provided enough warning time for the driver and passengers of a bus to successfully evacuate before a pedestrian bridge collapsed on it. It was also reported that prior to the earthquake reaching Mexico City, 56 students ages 6 months to 6 years were already evacuated and gathered in a secure area. Others evacuated office buildings and had an additional 10 seconds before the earthquake reached them. About 20 minutes after the quake, electricity and cell phone service was restored, allowing schools to notify parents of their children’s safety.
Japan also experienced similar success with their earthquake early warning system when a 9.0 magnitude offshore earthquake struck the country in March 2012. The earthquake early warning system, implemented in 2007, was able to give people a minimum of 5 seconds to 30 seconds warning time. It was reported that in this time, the warnings triggered the automatic shutdown of facilities and infrastructure for critical companies and the East Japan Railway Company.
decelerated and stopped 11 of its bullet trains with 5-10 seconds to spare before the earthquake was felt. In addition, manufacturing companies and government buildings had enough time to stop 16,740 elevators at their nearest floors, allowing its passengers to evacuate. Professor Kensuke Watanabe at the University of Sendai received a text message earthquake warning. This allowed him enough time to instruct his class to take cover underneath their desks, protecting them from falling objects. Fortunately, none were injured from Professor Watanabe’s group.
**What systems do we have in place now?**
The United States has the Advanced National Seismic System to analyze and monitor seismic events throughout the nation.
Here in California, the California Integrated Seismic Network functions as a statewide seismic activity monitoring system. This system was developed through a collaborative effort between California Institute of Technology, University of California, Berkley, United States Geological Survey, California Emergency Management Agency, and California Geological Survey. Not only does the network monitor seismic activity in California, it generates and distributes ShakeMap along with other information related to public safety, emergency response, and recovery.
Both existing nationwide and statewide operations can be easily integrated into an early earthquake warning system.
**How does California’s Integrated Network System compare to those in other countries?**
All earthquake early warning systems are tailor made for the each region’s unique geographic fault placement. The best system to establish a comparison with is between California and Japan since they are closely related in size (California: 163,700 sq. ft.; Japan 145,900 sq. ft.).
According to the U.S. Geological Survey, the quantity and placement of the seismic sensors of California’s Integrated Network System are lacking compared to Japan’s robust system. California needs to increase the density of its seismic sensors and stations for an effective earthquake early warning system. By doing so, there will be less “blind zones” and warnings can be issued faster.
Why does California need an earthquake early warning system?
The California Institute of Technology and the Japan Agency for Marine-Earth Science and Technology published a study concluding for the first time that a STATEWIDE California earthquake involving BOTH the Los Angeles and San Francisco metropolitan areas may very well be possible. This should be of concern to all Californians.
Even without this new study we have serious reason for concern. The Uniform California Earthquake Rupture Forecast released in 2008 predicted a 99.7 percent likelihood of a magnitude 6.7 quake and a 94% chance of a magnitude 7.0 or greater in the next 30 years.
Earthquake Early Warning Project
Frequently Asked Questions
What is Earthquake Early Warning?
When an earthquake occurs seismic waves radiate from the epicenter like waves on a pond. It is these waves we feel as earthquake shaking and cause damage to structures. The technology exists to detect moderate to large earthquakes so quickly that a warning can be sent to locations outside the area where the earthquake begins before these destructive waves arrive.
How do Earthquake Early Warning systems work?
Currently, there are two approaches to earthquake early warning (EEW): the “single station” (“on-site”) approach and the “network” approach.
Single-station approach: In this approach a single sensor detects the arrival of the faster but weaker P-wave and warns before the arrival of the slower, more destructive S-wave. This approach is relatively simple, but it is less accurate and more prone to false alerts compared to the network approach.
Network approach: The network approach utilizes many seismic sensors that are distributed across a wide area where earthquakes are likely to occur. This network of sensors sends data to a central site where ground motion signals are analyzed, earthquakes are detected and warnings are issued. The network approach is considered to be slower, but more reliable than the on-site approach. This is because it uses information from many stations to confirm that the ground motion detected is actually from an earthquake and not from some other source of vibration. Using a network of seismic sensors has the advantage that these stations are used constantly for monitoring daily small earthquakes so the system will be maintained and exercised routinely. Only a regional network of sensors is capable of characterizing large, complex earthquakes as they evolve. Thus, forecasts gain accuracy as more data are recorded and analyzed.
California routinely experiences small and moderate earthquakes that do little or no damage. In the vast majority of cases, EEW will alert users that although the ground is about to shake, the expected shaking will be predicted to be slight or moderate. Only in the rare case of a large earthquake will there be a warning of strong shaking.
Why not just use on-site seismometers instead of a networked system?
Earthquake early warning can be based on data from a single station or from a network of stations, or a combination of the two. In a “single station” warning system, data does not need to be sent to a central processing site. However, using only one station to detect ground motion and provide an alert is more prone to false alarms. Accuracy and warning time are maximized when using a combination of warnings from single stations and a regional seismic network. For the optimum performance during a moderate to large earthquake, we combine on-site and regional warning approaches in the CISN ShakeAlert demonstration system.
How does California’s current earthquake monitoring system support EEW?
The California Integrated Seismic Network (CISN) is a collaborative effort between Caltech, UC Berkeley, USGS, CalEMA and California Geological Survey (CGS) and currently operates a network of hundreds of seismic sensors in California. The CISN that is mainly funded by USGS, CalEMA, and CGS monitors and notifies about earthquake activity in California. The CISN generates and distributes ShakeMap and other products for emergency response, post-earthquake recovery, earthquake engineering, and seismological research. Although not sufficient for a robust EEW system, the CISN network provides the backbone on which to efficiently and cost-effectively build a regional early warning system. Leveraging the existing investment in earthquake monitoring has several advantages. First, it reduces the startup costs of an EEW system by using
sensors and other infrastructure that already exists. Second, by being integrated with current earthquake monitoring the system will be supported, tested, and developed by the nation’s experts in the field. Finally, building on the existing CISN network means that all the improvements for EEW also result in improved information for emergency response and aftershock forecasting.
**How much warning time will there be?**
The amount of warning time at a particular location depends on its distance from the earthquake epicenter. Locations very close to the earthquake epicenter that are within the ‘blind zone’ will receive no warning. Locations far removed from the earthquake epicenter would receive lots of warning time but may not experience damaging shaking. For locations in between, the warning time could range from seconds to minutes. The benefits of EEW are greatest for earthquakes greater than magnitude 7 where the area of strong shaking is large. EEW would be most effective in a case where the earthquake begins on a fault far from your location and the rupture propagates toward your location. This would be the case for an earthquake beginning at the northern end of the San Andreas Fault and rupturing south towards the San Francisco Bay Area, or an earthquake starting near the Salton Sea and rupturing north toward Los Angeles, which was the scenario event in the 2008 ShakeOut exercise. The chart below explains the distance dependence of warning times.
*Figure 1: Warning time depends on your location’s distance from where the earthquake begins. The slanted red line shows how warning time increases with distance from the epicenter. In this case, warning time increases beyond the 21 mile-radius blind zone with, for instance, approximately 10 seconds warning at 40 miles distance. Ongoing research is focused on reducing the size of the blind zone.*
How realistic is a government-run EEW system? Are there systems in operation now?
EEW systems are now either operational or are being implemented in several countries. Mexico City has had a system since 1991. Japan has had a nationwide public warning system since 2007. There are also systems in Istanbul, Turkey, Bucharest, Romania, China, Italy, and Taiwan. All of these systems are tailor made for the local system of faults and thus cannot easily be adapted to California.
In the United States, USGS is funding research into earthquake early warning in California with several research partners: UC Berkeley, Caltech, the Southern California Earthquake Center (SCEC) and Eidgenössische Technische Hochschule (ETH), Zürich. With these partners, and by leveraging federal and state investments already made in the Advanced National Seismic System to monitor earthquake activity, an EEW system in the US administered by the USGS is a realistic expectation of leaders and the community. By being part of an existing, active seismic network, the early warning system will be tested and monitored daily through existing operations. Additionally, building on the existing National System means all the infrastructure improvements for EEW will also result in improved information for emergency response and aftershock forecasting.
Figure 2: Earthquake sensor density: California versus Japan. New sensors need to be added in California to shorten the CISN sensors spacing to approximately 12 miles to facilitate timely EEW. The shorter the station spacing, the smaller the blind zone will be because warnings can be issued faster.
Who will issue the warnings?
Under the Disaster Relief Act of 1974, popularly known as the Stafford Act (P.L. 92–288), the USGS has the Federal responsibility to issue alerts for earthquakes, to enhance public safety, and to reduce losses through effective forecasts and warnings. USGS already issues rapid, automatic earthquake information via the Internet, email, text messages, and social media.
How will warnings be delivered?
Every available technology will be used to insure that EEW messages reach as many people and as quickly as possible. Most currently available mass messaging technologies are too slow for EEW. However, many promising technologies are on the horizon like broadcast text messaging, smartphone apps and recent upgrades to the national Integrated Public Alert and Warning System. EEW uses will open the door to many public/private partnerships.
The EEW system must be connected with users of the warning ahead of time, and therefore requires a public outreach effort upon implementation to make people aware of the system and how to respond to it. Responses are most effective when automated and pre-established so the recipients know what action to take when they get a warning.
How can an earthquake early warning be used?
The uses for EEW fall into two major categories: warning people to take protective action and triggering automatic responses in places like factories.
EEW uses range from the simple to the complex. Here are some examples:
- **Transportation**: Slowing or stopping trains, stopping airport take-offs and landing, closing vulnerable bridges, slowing or stopping traffic by turning all signals red, including freeway entrances
- **Utilities**: Opening/closing critical valves in pipelines; shutting down systems, reroute power, securing field personnel in safe positions
- **Construction**: Placing cranes and lifts in safe positions, moving people from unsafe locations
- **Office**: Stopping elevators at the nearest floor and opening the doors, moving away from windows to interior/safer spaces
- **Industrial**: Closing valves, slowing or stopping production lines and sensitive processes, moving employees away from hazardous materials
- **Medical**: Halting dental operations, surgery, laser procedures, etc.
- **Restaurants**: Shutting off heat sources, securing/avoiding dangerous areas like deep fryers
- **Schools**: Warning school children to drop, cover and hold on
- **Emergency**: Alert first-responders in the field to temporarily retreat to safe spaces, triggering doors to open for emergency vehicles, start generators
- **Cars & trucks**: Instruct alerted drivers to turn on emergency flasher (to warn others) and to slow down
- **General**: Alerting the public to prepare physically and psychologically for the impending shaking
Are there any limitations to the system?
No system is perfect. No warning will be possible in a “blind zone” within 15-20 miles of the epicenter that is shaken in the first few seconds of the quake. It is also possible the system might send warnings for earthquakes too small to cause damage or when there is no earthquake at all. Finally, the system could fail to send warnings or send them too late to be acted upon. While all these “failure modes” are possible, rigorous planning and testing should minimize them. In many situations automatic systems can use information about time, location, magnitude and certainty in the warning notification to make decisions about the appropriate action to take in a particular context.
How long before a full system will be operating and sending messages to the general public?
In order to have a fully developed system, three steps are necessary: the development of the technology to provide warnings to the public, education about the meaning of the warnings, and investment in the seismic infrastructure to improve the rapid detection of earthquakes.
In late 2011 a demonstration project began sending live notifications to a small number of selected test users in the business, utility and transportation sectors of California. *Public warnings will not be sent as part of this demonstration project.* Additional investment in sensors, communications infrastructure, software development and operations personnel will be required to create a robust public system. There is currently no commitment to fund such an effort.
**How much will a fully developed and operational system cost?**
The CISN that operates the statewide infrastructure for earthquake monitoring will also be the backbone of a future EEW system. Currently, the annual budget for the CISN that is funded by the USGS/ANSS, CalEMA, and others is about $15M/yr.
Additional sensor sites, upgraded data communications, algorithm development, new software systems, and robustness features are needed before EEW can be made fully operational. The cost of a robust, fully operational EEW-capable CISN system in California is estimated to be about an additional $80M over 5 years. However, detailed budget and implementation planning has not been made yet. A similar capability in the Pacific Northwest is estimated to cost $65M over 5 years. Not included in these budget numbers are costs associated with user implementation of EEW. Today, the EEW effort benefits from smaller increments of funding, such as provided by the USGS and the Betty and Gordon Moore Foundation, which are being used to continue the EEW research, develop proto-type distribution systems, and working with early adopters.
**What is the role of the private sector, and will jobs be created?**
In Japan jobs have been created in the private sector. These advanced technology companies evaluate the needs of each EEW user and provide value-added application technology to the EEW signals from the Japanese Meteorological Agency (JMA). Such private-sector products also tailor the EEW signal for use in specific applications such as for equipment protection and safety in semi-conductor factories.
We envision such private companies in the US will develop smart EEW-user technology to take automated action based on the EEW signals generated by the CISN. Such technology may safeguard the energy grid, water systems, high-speed rail, open firehouse garage doors, move elevators to the nearest floor, warn doctors treating patients, sound alarms via paging systems in schools, as well as have numerous smart industrial applications. In particular, the power utilities can re-route power around areas of intense shaking. Possible damage to pumping stations in the water system could be mitigated with EEW signals. Also, people working on power systems or on water systems can be warned to enable them to move to safety before shaking arrives.
**Contacts for more information on CISN and EEW:**
Tom Heaton,
Professor of Engineering Seismology
Director of the Earthquake Engineering Research Laboratory
California Institute of Technology (Caltech)
Pasadena, CA; [firstname.lastname@example.org](mailto:email@example.com)
Doug Given,
Project Chief, So. Calif. Earthquake Monitoring
USGS National Earthquake Early Warning Coordinator
USGS Pasadena,
Pasadena, CA; [firstname.lastname@example.org](mailto:email@example.com)
Richard M. Allen,
Associate Professor, Dept. Earth & Planetary Science
Director, Berkeley Seismological Laboratory
UC Berkeley,
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1. Introduction to Old Felixstowe Parish
Old Felixstowe Parish is one Parish with three churches St Peter and St Paul, St Andrew and St Nicholas at the Ferry, in the lovely seaside town and port of Felixstowe, a flourishing growth town on the Suffolk Coast. Whilst it is Britain’s largest Container Port Felixsowe offers much to all ages with a variety of community events as well as traditional seaside character.
Old Felixstowe Parish encompasses much of the central and northern parts of Felixstowe, bounded by the seafront and Felixstowe Ferry on the Deben estuary. The Parish includes the main shopping thoroughfare (Hamilton Road) and a substantial number of residential properties in Old Felixstowe. Further housing developments are in prospect, in the near future, though the inland parish boundary remains largely open farmland today.
Old Felixstowe Parish’s oldest church, St Peter and St Paul, an Historic England Grade II* listed building, has stood at the heart of Old Felixstowe for eight centuries, and its site has possibly been a place of worship for as long as 1,000 years.
St Peter and St Paul is the oldest building in Felixstowe. Records show that its site in Church Road has been home to the current church since the 1300s though parts of it are much changed. Some historians though believe the land may have been used for worship – pagan rather than Christian – as far back as Roman times, nearly 2,000 years ago. The Parish church of St Peter and St Paul stood in Felixstowe Parish (not as now Old Felixstowe Parish) for over 700 years and now a grade II listed building. A priory was mentioned on the site in 1105 but the current building in former guises was mentioned in 1362. Remnants of this era include the medieval carvings in the choir area. There is a pulpit from Jacobean times, a piscine, one small panel in the font, and the St Peter Pence Poor Box from pre reformation and reformation, as well as parts of the exterior including the main tower and south walls. Various parts were added over the centuries including the Victorian era. In 1829 the interior was called “a little rustic” but today’s interior owes much to the interest of Lady Login in the 1860s and 70s in restoring the church and opening in 1872. Renovations included the rebuilding of the sanctuary area, the pews, the font remodelled, and exterior walls using the Bawdsey Martello tower bricks. In 1917 the organ took a direct hit from a naval shell that did not explode so the church was still standing today! The 6 distinctive stain glass windows of saints, connected with the site, date 1895-1905 in the arts and crafts movement style.
The graveyard offers a wealth of local and national history in the various persons buried. There may appear to be few changes apart from the building of the Link in 1987 and the Remembrance Garden in 1997 after the closing of the graveyard. Each successive generation have developed and changed the building to suit their worship needs. Many hold the place with special regard for the numerous family connections over the years in baptisms, weddings, funerals and burials as well as Christian faith services and events.
In 1907 in response to the development of the town centre St Andrew’s church was built of wood and corrugated iron and affectionately known as the “Tin Tabernacle”. Built on land donated by Captain E.G. Pretymann, it was a second-hand structure as its erection was not meant to be permanent. In 1926 plans and funds to build a new church were in progress, the First World War having stopped the originally intended new building. The current building, opened in August 1931, is unique in its style using the then modern construction methods and materials that would be “high, light and airy looking” based on traditional Suffolk perpendicular style. Hilda Mason and Raymond Erith designed the building using the innovative methods for the time even after disagreements with the incumbent the Rev HB Greene. These materials are still causing great problems today and even with new technology, the renovation is continually being reviewed to solve the problem of the now infamous “concrete rot” although those in the know will agree that St Andrews will not fall down just yet or in this generations lifetime!. The interior features of Wrinch’s wooden communion table, choirstalls, lectern and pulpit complement the light airiness inside. The beautiful east Ascension Window above the Communion table attract the attention from the nave. Over the years St Andrews has contributed another facet to Parish life in that it often innovated, embraced and enhanced changes from the traditional “church” offered by the Parish. Its large capacity has enable it to host various big events whether for the Church or the community.
The third church building of the Parish is St Nicholas Church, often known as “the Ferry Church.”
In 1878 The Ferry church or as it was known then “the Schoolroom”, was a wooden hut placed in the geographically isolated hamlet of Felixstowe Ferry as the Parish Church of St Peter and St Paul was over a mile away and not the easiest to access on the dirt tracks via Ferry Road only. The Ferry has maintained its unique and distinctive character with the church serving the community there and now the united Parish. In 1943 a bomb exploded near the church and caused sufficient damage for the Ferry church to be closed although the Golf Club kindly offered a temporary meeting hut. It was rebuilt and opened in 1954 which was fortunate as the Ferry hamlet and surrounding fields were severely flooded in 1953 in the East Coast Floods of January that year so would have suffered significant damage if built earlier. Much of the church has remained unchanged.
Inside it offers few traditional church items except wooden sanctuary chairs and a lectern plus the two ten commandment boards, St Nicholas offers mostly homemade textiles depicting the sea and hamlet in which it stands. In recent years it has survived closure reviews and whilst today a basic building, it still is as ever popular as a peaceful, fun loving place for the Parish to enjoy- even more so since the arrival of the “Milleniloo” (2003) giving a much needed modern facility to enjoy. The Ferry and its’ church has always provided a welcome to the town and provides another facet of Parish life despite there being only a few of the original Ferry families now attending and is held with fondness by many over the years.
1. Introduction Felixstowe and Old Felixstowe Parish
1.1 Brief history of St Peter and St Paul church (The Parish Church)
1.2 St Andrew’s Church
1.3 St Nicholas at the Ferry
2. The church of St Peter and St Paul Felixstowe
2.1 A 14th century building
2.2 The Roman site and Domesday
2.3 The Coming of Christianity:
i King Sigebert
ii St Felix
2.4 The Priory dedicated to St Felix 12th Century
2.5 The 14th Century
i. the choir stalls
ii. The Piscine
iii. The Font
iv. The Poor Box
v. the Bell
2.6 Reformation and Changes
i. the Pulpit
2.7 18th Century decline
2.8 i 19th Century rebuilding and refurbishment
ii The Login Family
2.9 The latter 19th and early 20th Century
i The Stained Glass windows above the altar
ii The 1939-1945 War Memorial
iii The First world War memorial 1914-1918
2.10 Other memorials
i. Adam Wood Landguard connection
ii Hannah Versey
iii General Allenby
iv The Turner Brothers
v Queens Guiders
vi Church members Frank Griffith, Brian Cambrie
vii The Login Windows
2.11 Later 20th Century
i. Reredos
ii Post war developments
ii The Organ
iii post 1980
iv the Link
iv 21st century changes
2.12 The graveyard
i. The Lych gate
ii Every gravestone tells a story
ii the oldest grave
iii The Cotman graves
iv War Graves
v Other Felixstowe links
vi The Garden of Remembrance
3 St Andrew’s Church
3.1 Capt. Pretyman and the “Tin Tabernacle”
3.2 the rebuilding of St Andrews
3.3 Rev HB Greene
3.4 Hilda Mason
3.5 Raymond Erith
3.6 the Foundation Stone
3.7 Raymond Wrinch
3.8 The Communion Table
3.9 The Oak Paneling
3.10 The Lectern
3.11 The Pulpit
3.12 The Font
3.13 Painting of St Augustine
4. St Nicholas Church
4.1 Sir Cuthbert Quilter and the “Schoolroom”
4.2 1943 bomb
4.3 Marble tablet
4.4 Interior
5. The Covid Pandemic Of 2020-21
Acknowledgements
ST PETER AND ST PAUL CHURCH
A 14th century building
Back in the 1300s the area we know today as Felixstowe was undergoing its second renaissance. It was home to a Plantagenet palace, a favourite place for the royal family to visit – and Edward III stayed there in 1338 and 1339 while he marshalled a fleet of 260 ships, oared galleys, in the Deben tributaries, the largest of which we today call the King’s Fleet, before it set off in 1340 to fight the French – and win – at the Battle of Sluys in the 100 Years War. King John had been an earlier visitor to the palace. The remains of the building, called Walton Old Hall, stand in the corner of the sports ground between Colneis Road and Dellwood Avenue – and not far away stood St Felix Priory.
It was against this background that work began in the early 14th century on today’s parish church of St Peter and St Paul.
The Roman site and Domesday
To discover why the site for the church was chosen we have to look back to Felixstowe’s first renaissance, 1,000 years before when the boundaries of Walton, today the northernmost part of the resort, stretched to the sea. The Roman invaders recognised the peninsula’s importance in the 4th century, with Constantine the Great ordering the construction of a reasonably basic shore fort on a six acre site at the cliffs at The Dip – a key defensive position, situated between two estuaries. Established oyster beds in the Orwell (beneath Fagbury Cliffs) also provided a ready source of food for the garrison. In the early 300s AD the cliffs here stretched up to a mile further out to sea but erosion in this area has been rapid over the centuries, along with extensive excavation of septaria, a material used for building (and used in the construction of St Peter and St Paul). The Roman fort would probably have been about 170m long by 130m wide. Seven hundred years after the Romans left, the Normans built Walton Castle on top of the ruins of the old shore fort, most likely within its walls. King Henry II ordered the castle’s destruction in 1174 – its stones were then used to create footpaths on roads around the area. Today at extreme low tide the seaweed-topped remains of the Roman fort can still be seen.
There is some thought among historians that the site of St Peter and St Paul may have been used for worship by the Romans – but not home to a Christian church, but a Roman temple.
Historian Phil Hadwen, a renowned expert on Felixstowe, wrote: “There would certainly have been a temple to the Roman gods near the fort, before the Emperor Constantine made a dictat in 313 AD that Jesus Christ could be worshipped. Such a Roman worship site may have been on the top of the cliffs nearby, now washed away by the sea. However, John Fairclough, former Roman expert at Ipswich Museum, believes that this is not necessarily so. The Romans liked to erect their temples at special or magical places, where a spring bubbles out of the ground for instance. Looking from The Dip back towards the area of the church we find Reed Pond valley, with a stream or small trickle of water. Is there a small spring near the present church to supply this
valley? Churches were often built on the sites of pre-Christian worship so it is not beyond the realms of possibility that worship has been ongoing in this area for well on 2,000 years.”
Today Reed Pond is a marshy area crossed by a paved footpath just below The Pines to The Dip, and its source watercourse has probably been buried over many years of housebuilding, particularly the creation of the Cliff Estate in the 1970s and 80s. Whether that source was in Church Road where St Peter and St Paul stands today it is impossible to tell. However, a number of Roman finds have been made on the land now occupied by St George’s Road – immediately next to the modern church – which could support the theory that a temple stood where the church now stands. These finds – recorded by E St F Moore in East Anglian Notes and Queries, Volume 1, 1885-86, included a splendid vase of Samarian ware, bone combs, a bone disc from the back of a mirror, flue tiles, glass phials, tweezers, rings, a gold chain, pins, brooches, the shells of oysters, mussels and cockles, and a small bronze bell from a chariot.
In Roman times, there was likely to have been a small resident population in the area, though likely only a scattering of farms. By the 1300s, there had been little change – the population of the area was more established but still not large. The Domesday Book of 1086 recorded dozens rather than hundreds of people.
The landscape though was very different to today. Mainly fields and some woodland on the higher ground, while the lower levels bordering the rivers Deben and Orwell, which today house rich drained arable farmland protected by river walls, were marshes frequently flooded with changing topography due to water levels, and stitched together by a maze of inlets and navigable water courses used by those who knew them well and had the skills to negotiate such tricky conditions.
**The Coming of Christianity – King Sigebert and St Felix**
Christianity did not come to the area until three centuries after the Romans left, leaving Britain in the Dark Ages.
In 630 AD King Sigebert requested that Canterbury (where St Augustine had arrived from Rome in 596) send missionaries to spread the Word in East Anglia. Bishop Felix, who came from Burgundy, responded to this call. He set up his centre at Dommoc, which was once thought to have been the thriving port of Dunwich, but is now believed to be Felixstowe, where with the Irish monk, Fursa, preached the Gospel very successfully for seventeen years.
The Domesday Survey compiled in 1085-6 was a record of what people owned rather than which buildings existed, and although there is mention of Walton and its church, Felixstowe doesn’t feature. At this time the Felixstowe area would have been known as Walton and that area of town would dominate until Victorian times. A church at “Burg” or “Burch” is mentioned as being dedicated to St Felix and some historians strongly believe that this is Felixstowe’s first church, possibly a wooden structure on the site of St Peter and St Paul. The area did not become known as Felixstowe (named after St Felix) instead of Burch until probably the 1200s.
The priory 12th century dedicated to St Felix
The first building of note in the town after the Roman occupation was a small priory or monastery, dedicated to St Felix and founded by Roger Bigod, the first Earl of Norfolk and major landowner in Suffolk as Baron, in 1105. The priory, Order of St Benedict, was built before the Norman castle and was possibly situated within the walls of the old Roman fort. Divers from the North East Essex Sub Aqua Club carried out an investigation of the fort remains in 1976 and found a building within the walls. Marine archaeologist Stuart Bacon, of the Suffolk Underwater Studies Unit, said they described it as a fortification and so it was probably the Norman castle, but may have been the priory. The priory was a cell of the cathedral priory of Rochester. This was confirmed by the Bigod family. It must have been a small insignificant cell with about four inmates, one of whom was the prior, elected by the mother house. Its dedication introduces the name of St Felix, the local saint and first bishop of East Anglia. St Felix Day, January 7, was celebrated annually in a certain “Stowe” or place in Walton. There would have been a church associated with this cell and both would have been built of septaria, scoured from the cliffs. Many of the churches in the area were built with this greyish brown material, which unfortunately breaks and crumbles very easily – not ideal for churches which would hopefully stand for centuries. In consequence many of churches have suffered badly, some even completely crumbling away.
Historian S D Wall said the priory grounds of Old Abbey Close, called Priory Meadow, appears to be the land in the vicinity of Golf, Marcus and Priory Roads with the ponds south of the meadow. Inhabitants of Old Thurlow House in Golf Road have always maintained that the lawn in front of the house and the area running down to the sea was the site of the priory’s carp ponds.
The monastery was removed during the 13th century to a meadow at the rear of Walton Church, still called Abbey Meadow. This may have been because when Hugh Bigod built his Norman castle at Walton in about 1147-8 he used the remains of the old Roman fort. The Bigods fell out with Henry II and the castle was destroyed, which would have meant moving both the church and the monastery. The monastery went to Walton and the new church was most likely built on the site of today’s St Peter and St Paul. However, nothing remains today of the “cell of Fylchestow”.
St Peter and St Paul during the 14th Century
The earliest records of the present St Peter and St Paul date from the 1300s and parts of today’s building, including the tower and porch still survive from the medieval church. There is documentary evidence in 1362 which states that the Countess of Norfolk held the Advowson (right of presentation to the benefice) of the church. A church of St Felix together with St Mary’s, Walton, is mentioned in 1339 in connection with a grant to the Priory of Rochester, and there is a possibility that this refers to St Peter and St Paul. Because this is not certain, we can only speculate that the present church was built between 1339 and 1360 – though Historic England’s experts say the tower arch could be as early as 1300.
It is clear that much of the church was built sometime during the 14th century. Its oldest architecture is mainly from this time, but the building does convey the curious impression of being a rather remarkable mixture of old and new. The tower and porch are definitely ancient, and the nave dating from the same time retains traces of Norman workmanship.
What would it have been like attending church in the 14th century? Of course, England was a Roman Catholic country at this time. Whether St Peter and St Paul had a confessional is not known – there is no sign of a confession box or stall today and no record of such an item.
Seating in church was rare in the 14th century. Stalls and benches did not become commonplace in many churches in England until the 15th and 16th centuries. Where there were benches they were positioned around the walls. In medieval times people would stand in church, not in the nave necessarily, and sometimes wander around and mingle. Services would have been spoken in Latin with the priests facing the altar, backs to the people, and saying mass softly – and little of it would have been understood. Services were long, and, especially in larger churches, a variety of activities would be taking place at the same time. There could be a service taking place in the main nave, other services in the side chapels, people coming and going, merchants meeting for business purposes, pilgrims might be visiting shrines, and there could be beggars seeking charity. People were not compelled to go to church in the Middle Age, though some saw it as a break from long hard hours of manual work, and most services were held by and for those in the religious community: priests, aristocracy and community leaders. There was no sense that a personal relationship with God was possible at this stage.
Life was also unpredictable in the 14th century – a turbulent time. It began with Edward I invading Scotland and capturing William Wallace – and saw five monarchs, of which Edward III reigned half the century. He declared himself King of France in 1338 and started the 100 Years War. Later this led to the Peasants’ Revolt of 1381, partly against taxes raised to fight the war.
Production of paper started in Germany, the Black Death arrived in 1348, striking twice more in 1360 and 1369, killing one-third of the population in areas where it hit. In 1382 John Wycliffe began translating the Bible from Latin into English. While parts of St Peter and St Paul’s structure from the 14th century still survive – the tower, west doorway, nave and north doorway, south doorway, and south porch – the interior of the church provides lots of insight into church life and ecclesiastical buildings of the 15th century.
14th and 15th Century artefacts
The wonderful carved and tracery ends and poppy heads of the choir stalls – which were originally in the nave – were certainly the work of 15th century craftsmen. The stalls were placed in the chancel during the restoration and the Victorian woodwork can be seen in the fronts of the stalls and elsewhere in them; this matches the woodwork which screens the organ chamber. The stall ends include leaves, berries and four-petalled flowers. On the eastern poppy head of the priest’s stall, facing east, is a little man sticking his tongue out. On the armrests are the remains of various mythological creatures. At the ends of the front bookrests are fine lions and what appears to be a horse though some claim it was originally a unicorn!
In the south wall of the sanctuary is a 15th century cinquefoil-headed piscine niche, containing an octfoil drain, down which was poured the water from the washing of the priest’s hands and of the sacred vessels at the Eucharist.
The font, of the octagonal pattern found in many East Anglian churches, is also 15th century. The font was restored in the 1800s when some of the carved motifs on the bowl were re-cut. In the faces of the bowl are the instruments of Our Lord’s Passion and Death, apart from the west face, which shows a 15th century ship (a symbol of the Christian church). The crown of thorns and the cross with INRI are entirely 19th century stone masonry.
Before the break with Rome instituted by Henry VIII in 1534, with the services in Latin, the only concession to the ordinary working worshippers, who couldn’t even read English, would have been wonderful colour paintings on the walls, the stained glass windows and carvings. These would have been of biblical subjects and the lives of the Saints. The church itself would have been a sort of religious manual, which the congregation could try to interpret. Dividing the nave and the chancel was the rood screen, above which was the great Rood showing our Lord on the cross, with his Mother and St John on either side. The central fact of Christianity, Christ crucified, was always there for all to see.
Near the south door is an iron-bound almsbox, probably from the 15th century or early 16th. It was hollowed out of a solid piece of timber and may have served as a Peter’s Pence box for the church’s contribution to its medieval headquarters in Rome.
The south porch was added during the late 14th or early 15th century and was often used not just as a shelter but also as a meeting place. The first part of the baptism, church and wedding services also took place in the porch.
The church bell is nearly 400 years old. Its inscription reads “MILES GRAY MADE ME, 1627”. It has a diameter of 31 inches (approximately 80cm) and weighs 5cwt 3quarters (approximately 292.5kg). The bell was restored in 1991.
The church registers date from 1652, providing historians with a glimpse of the lives of those who have lived and died in the parish. The earliest versions are in the Suffolk “Hold”, the local Records’ Office in Ipswich.
Reformation and Changes
The Reformation in England not only changed how people worshipped at that time, but also the very structure and fabric of the majority, if not all, of the churches. Henry VIII’s wish to divorce Catherine of Aragon and marry Anne Boleyn led to the break with Rome and to England becoming a Protestant country. The dissolution of the monasteries happened soon afterwards, and the church was totally changed in just a few years. Although the attack by King Henry’s ministers on the monasteries was mainly for financial reasons, there was no doubt that many of the monks were far too worldly and more concerned with wealth and extravagant living, rather than being dedicated to the worship of God. Consequently they were ripe for change. Also the Bible which had been translated into English became more accessible, and there were several religious factions all worshipping in their own fashion and believing it was the true way.
Most of the interior of St Peter and St Paul Church was changed in the 16th and 17th centuries in accordance with the new ideas and liturgies. Anything vaguely ‘Catholic’ would have disappeared, although it is recorded that fragments of the rood screen remained until 1829. What wasn’t removed or changed by the reformers became of interest to the Puritan regime during and after the English Civil War. William Dowsing, whose picture can be seen in Christchurch Mansion in Ipswich, toured the churches of Suffolk during the late 1640s, and acting under orders from the Earl of Manchester gave instructions for any “superstitious images and inscriptions” to be destroyed.
The Reformation had new liturgical needs which required different furnishings. The church became furnished for the Prayer Book of Worship of the established Church of England, where the pulpit became the dominant focus. The pulpit dates from the early 1600s and is a fine piece of Jacobean carving, standing on what was believed to be part of the original nave arch, or even the priory church, and is 14th century. The Pulpit was probably the top part of what was once a triple-decker arrangement but was painted black by the Victorians to look like mahogany.
18th Century decline
From this point onwards the structure of the church changed greatly. For a long period restoration was not a priority and consequently the fabric would have suffered from neglect. Constructed of septaria, St Peter and St Paul would have needed ongoing repairs over the centuries but was described as a “mean building” by one commentator in the 1700s and in 1740/41 John Kirby’s survey of the Felixstowe neighbourhood had a sketch showing the tower partly collapsed or reduced in height. It had a pyramid style roof which gave it the look it has today. The tower at this stage was two-thirds of the height it had once been. It was not unusual for church towers to be made lower as they were an obvious landmark for enemy invaders. The tower is now so patched up with brick that little of its original septaria remains. The tower walls are four feet thick compared with those of the nave, which are two feet six inches. The medieval nave and chancel remained but the windows had lost their tracery and really looked the worse for wear. The chancel had two windows on its south side and a tiny priest’s entrance between them. It wasn’t long before the chancel,
with its three-light east window, fell into total ruin. Drawings from the time show serious neglect and the church, effectively serving a hamlet at the end of a country lane leading to the sea, and very much secondary to the much larger population of Walton, in a perilously poor state.
Until comparatively recently the upkeep of the chancel was the responsibility of the rector, while the rest of the church had to be maintained by the parishioners. Felixstowe and Walton shared a lay rector, who most probably lived away from the area. Consequently the chancels in both churches suffered from a lack of hands-on attention. This culminated towards the end of the 18th century with the ruined chancel being demolished and a small brick one being erected. The nave was 61ft long and the chancel 20ft by 16ft.
David Elisha Davy visited the church in 1829, and from his notes it is possible to surmise details of the interior of the church at that time. At the east end of the plaster-ceilinged low chancel stood the communion table within its rails. Above on the east wall were the framed boards, one painted with the Lord’s Prayer and Creed, while the other displayed the Ten Commandments. There was no ceiling to the nave and the timber framework of the roof was visible. The upright parts of the rood screen were still standing between the chancel and the nave, but quite likely in a poor condition. The royal coat-of-arms of George III were above the chancel arch, clearly reminding the congregation of the position of the monarch as the temporal head of the established church. It is a sad observation that the pulpit was painted to look like mahogany. Beneath the tower stood the historic font, which Davy’s notes indicate may have had the carvings around its bowl slightly altered at a later date. There were box pews in the nave and chancel and a few carved benches at the east end of the nave (presumably those 15th century ones now in the chancel). A gallery under the tower contained a barrel-organ and also a gallery space for the singers. The area beneath was used as a vestry. In the floor was a Purbeck marble slab, which had once contained a brass.
The churchwardens’ accounts illustrate that attempts were made to keep the church sound and comfortable. In 1795 a bricklayer was working on the tower, hardly surprising considering that more and more brickwork was necessary as the septaria slowly crumbled away. A new bell rope was also purchased. There were problems with the church fence and locals were hanging their clothes on it to dry. Parts of the graveyard were being used as a playground. Sparrows seemed to be a nuisance and large numbers were destroyed. In 1805 the windows were repaired and reglazed. Large structural bills were paid in 1800, 1810, 1816 and 1844, but there are no details of the work done. Mr Smith of Ipswich was usually employed for church repairs, but Woolnough of Walton and George Jackson were also used. In 1810 seven and a half yards of purple cloth, yellow silk fringes and tassels were bought for the new hangings for the pulpit and reading desk.
With the rather parlous state the church was in during the middle of the 19th century there were to be three factors that would help transform the church building and the parish, allowing it to become the fine establishment that it is today.
**19th Century rebuilding and refurbishment**
Firstly, the third renaissance of Felixstowe – the major development of the town from a small village into a fashionable resort, shaping the way we see the core of the town today, its centre, seafront and port. In the early 1800s Felixstowe was a sleepy backwater. There was a small community at Felixstowe Ferry and quite a thriving one in Walton. The foresight of John Cobbold and Colonel George Tomline, medical recommendations about the health-giving properties of sea air and sea water bathing, and the gradual improvement of transport links, coupled with more time for the working man to take some form of holiday, and a summer holiday by the Empress of Germany in 1891, all resulted
in Felixstowe becoming a popular if rather exclusive resort. Not only were there wealthy visitors, but several people of means and influence came to live here. By the latter part of the century, upmarket new hotels were attracting the celebrities of the day, cabinet ministers, and minor royalty, many new homes were being built, and all this was helped by the construction of the railway line and direct trains to London.
Secondly, the new awakening within the church fuelled by the Oxford Movement encouraged the restoration of churches and a return to medieval architecture and fittings, which affected most English parish churches.
**The Login family**
Thirdly, the connection of the Login family with St Peter and St Paul Church. During 1869-70 Lady Login, a Scot and the widow of Sir John Spencer Login, together with some of his influential friends, organised concerts, lectures and bazaars to raise money for a thorough restoration and rebuilding of the church. A faculty for the new chancel and transepts and organ loft was granted in August 1871. Historian Allan Jobson, in *The Felixstowe Story*, says that to enable the work to be done five mural tablets had to be taken down and refixed elsewhere, and 23 graves had to be moved and pathways altered. One of the reasons put forward for the need for the work was the growing population of Felixstowe – which totalled 641 at this time.
A Scottish firm of architects, Charles Edward and Thomas Robertson, of Bank Street, Dundee, were chosen by Lady Login to prepare designs for the new work. They had designed several new churches in Dundee and the surrounding area, but Felixstowe would seem to be their only major English church work. The building contractor was Mr RS Smith, from Northgate Street, in Ipswich. Mr Frewer, also from Ipswich, provided the carved stonework. The idea was to face the external walls with flint, the usual building material for Suffolk churches, but the architects suggested using bricks from the disused Martello Tower at Bawdsey Ferry. Permission to do this was obtained from the Government and the bricks were laid, not in courses, but in a haphazard herringbone fashion, which gives the impression from a distance of grey Kentish ragstone.
The chancel arch was built in the early 14th century style in 1870-72. It has foliage corbels, more of which support the chancel roof. Several of the 19th century corbels supporting the roof timbers inside, and window hood-moulds outside the church, are simple square stone blocks, still waiting to be carved. The new chancel, north transept, vestry and organ chamber were completed first and a dedication service was held in June 1872. The sermon was preached by the Rector of St Mary’s, Bury St Edmunds. The organ, by Holdich, which had been moved from the west end of the church to its own purpose-built chamber, was played by Mr Holdich himself. The south transept was built in 1873. During the work the nave was shortened by 20ft.
One of the outstanding features of the ‘new’ church was the Login windows, which are simple, but so effective. Another feature, often overlooked and maybe not known, is the grave and memorial to Sir John Login. This can be found well to the right of the main path which passes under the lych-gate porch. This monument is one of the finest in the churchyard.
Dr John Login, a native of Orkney, started his military career in the Bengal army as a medical officer. He served in both medical and administrative capacities and his dedication earned him the respect of the civil authorities. One of his tasks was to be
responsible for the treasury of the kings of Lahore. His high principles and moral fortitude were possibly the reason that he became the guardian of the Maharajah Duleep Singh, the deposed ruler of the annexed Punjab, who was about eleven years old at the time.
Duleep Singh’s father was the owner of the Koh-I-Noor diamond, the greatest treasure in India, but the East India Company, acting for the British Government, acquired the diamond and thought that it would do their cause no harm if they presented it as a gift to Queen Victoria.
After about four years tutoring by Dr Login, Duleep Singh became a Christian and, probably for his own safety as well as removing a possible ‘rallying figure’ in India, was brought to England, still under the care of John Login. For his efforts Login was knighted. By the time that the Maharajah had achieved his majority at 18, he felt that Login was too old a companion, and purchased a country estate at Elveden, close to Thetford on the Norfolk-Suffolk border, in 1863.
Sir John and Lady Login retired to Felixstowe, but four months later on Sunday, October 18, 1863, Sir John died suddenly, quietly and peacefully at home. He was 54. He had appeared to be in reasonable health. He had been to church that morning, but in the evening, as was the family custom, they were joined by the other members of the household to sing their favourite hymns. Sir John was singing the last one, ‘Jesu, lover of my soul’, as he went upstairs to his room. He died soon after and was found sitting in his chair.
Duleep Singh was distraught and wanted Login buried in a mausoleum at Elveden, but Lady Login insisted that he be buried in Felixstowe, so with Queen Victoria’s approval the Maharajah designed the monument, complete with the wording, and it is here he is buried. There were two cannons flanking the monument but the second was stolen in 1998 after the first went missing years earlier.
Lady Login lived in the parish for 15 years in the 1860s and 70s, during which time she worked tirelessly to improve the church. Not only did she raise considerable sums of money for improvements, as the church at this time was almost derelict, but as a devoted Christian she was a regular attendee at the services. Her writings, Lady Login’s Recollections is a fascinating book which gives some idea what services were like at that time.
Just one vicar served the large parish of St Peter and St Paul as well as the adjoining one of Walton, at that time the much more populated area. The vicar of Walton-cum-Felixstowe had four churches to serve: the two parish churches, the chapel for the garrison at Landguard Fort (for which he drew pay from the War Office as a chaplain) and a mission-chapel at Felixstowe Ferry. Two curates were employed to help him. Unfortunately, the vicar – Rev Chas Maundier – strongly resisted the idea of planning his services or making any worthwhile arrangements, so his assistants didn’t really know until Sunday mornings where they were supposed to be, or to whom they would be preaching: fishermen, coastguards, farmers and farm labourers, soldiers or a congregation of visitors from London. The vicar had no problem preparing sermons as it appeared that he had a number in hand, quite possibly written while he was at university, which were used in strict rotation and were as familiar to his listeners as they were to him. There was an obvious temptation for the regular members of the congregation to remind
him of the next few sentences when he forgot his lines! He certainly wouldn’t have countenanced a service held before eleven o’clock!
On one hot summer’s Sunday the vicar surpassed himself. Most of the congregation had had to walk for some distance to attend the service, as they were either visitors or lived some distance from the church. The very large gathering was sitting tightly packed in the high loose-boxes which formed the pews of the church, waiting for the service to begin. The younger members of the congregation were on forms which filled the aisle, overseen by a verger or beadle, who marched up and down to keep order armed with a seven-foot pole of office. This he frequently used to correct those whom he felt were not being attentive or reverent enough. Sadly his hearing and aim were not all that they should be, and he often damaged the headgear of ladies nearby or poked an unsuspecting and unoffending parishioner in the eye! In the gallery at the west end sat a few singers and a newly acquired barrel organ with about 14 hymn tunes. The church bell continued to sound well after the appointed time for the start of the service, the organ began its repertoire all over again, and still no clergyman appeared. Some members of the congregation had already started to depart when the vicar finally arrived, hot and bothered in his ramshackle pony-carriage. After racing through the morning service he came to the sermon, when he offered an apology for the inconvenience he had caused. He had given out contradictory instructions the previous day and both he and his curates had all turned up at Landguard Fort to take the service there.
Lady Login resided mainly in Felixstowe until the summer of 1878 when she moved to Aylesford in Kent. She died in the early morning of April 17, 1904, in her 84th year, and is buried with her husband, Sir John, in the churchyard.
The architect who carried out the work at St Peter and St Paul chose the Decorated style of architecture (early 14th century) for the new work, which was the style preferred by many Gothic Revival restorers as the purest form of Gothic architecture. It was also planned to raise the height of the nave roof to the level of the transept roofs, to put similar tracery to that in the chancel windows in the south window of the nave, and to rebuild the tower making it a stage higher, with two light belfry windows and an embattled parapet. However, this work was never done.
**The latter 19th century and 20th Century**
According to historian Allan Jobson, the parish was separated from Walton in 1893 with its first vicar being Rev William Seaver.
Many of the internal fittings and furnishings have been added since the restoration. The benches for the nave and transepts arrived during the 1890s and the parish clerk and churchwarden, William Versey, was sent to Ipswich with a wagon and three horses to fetch them from the docks, where they had arrived by boat in 1890.
The wooden wainscoting which lines the lower part of the walls was inserted in 1898.
In 1899 Ipswich builder RS Smith was employed to raise the level of the nave floor, remove all the box pews with the exception of two in the chancel and to move the pulpit from its position one third of the way down the nave to its current position near the chancel arch. It was during this work the ancient piscine was found.
The eastern nave windows built between 1895 and 1905 were designed by an unknown “Arts and Crafts” movement exponent remained without their mullions and tracery until 1908-9, when they were given Perpendicular tracery (15th century) to the designs of HW Buxton, a local architect and member of the congregation. Mr Buxton was also responsible for the designs of the Cliff Hotel and the Cottage Hospital in Felixstowe. He also carved the external corbels, which were dedicated in April 1909. The northwest nave window, which still lacks its tracery, is a reminder of what the other windows looked like before this was done. The 6 stained glass windows display characters associated with the history of St Peter and St Paul. A rare depiction of King Sigebert who requested help in the preaching of the Gospel to East Anglian, St Felix who came from Burgundy to set up the gospel preaching, St Edmund representing the mother Cathedral, St Nicholas, St Peter and St Paul, as the two churches at the time in the Parish.(No St Andrews yet!) To the south another pair of complementary windows are made to St Luke and Anna. All the windows were donated by the White Jarvis White family in memory of different members and include another later plain window in the North nave.
The first, in the north-east, shows St Edmund carrying an arrow, which refers to the fact that he was martyred in 869 by the Danes, who used him for target practice. Next to him is a wolf and a shield showing the saint’s head. This refers to the legend that a wolf guarded St Edmund’s head. Above this are three crowns, the emblem of St Edmund’s kingdom of East Anglia. A reconstructed picture of the Abbey of St Edmundsbury is beneath. The second window depicts St Nicholas, the patron saint of seafarers, with a lamp, an anchor at his feet, and below that a ship.
Moving to the east there is St Peter, with his emblem of the crossed keys and, because he was a fisherman, a net full of fish. Then St Paul with a sword and a book. In the south east there is St Felix, the first Bishop of the East Angles, with mitre and pastoral staff. Below is an illustration of Norwich Cathedral. There is a local legend that St Felix’s body is buried beneath St Peter and St Paul. In truth, when he died his body was taken to Ely Cathedral, but his relics were later stolen by the Monks of Ramsey Abbey, and enshrined there; where they attracted throngs of pilgrims throughout the Middle Ages. Next is Sigebert, King of the East Angles, carrying an axe in full Saxon military dress which is considered unusual as he was a pacifist. He was converted by St Felix. Also pictured is a Saxon ship.
In the same style as these windows, in the south chancel window, is the prophetess Anna, and below her we can see Hadleigh Church and Deanery Tower. There is also St Luke, with his gospel and his emblem, an ox; beneath this is a picture of King’s College, Cambridge. These windows were added in 1914 as a memorial to Anne Spooner and Felix Cobbold.
The church had an almighty escape in 1917 when a British naval shell accidentally landed in the organ, but providentially it never exploded. Until recently it was preserved and displayed in a glass case in the church, but it can now be seen at Felixstowe Museum, which is housed in an annexe of Landguard Fort.
**The Memorials**
Churches of similar age to the parish church, or even a little younger, often have walls covered with plaques to commemorate famous worshippers, the war dead or even the diligent, hardworking parishioners who have given long and loyal service. But the walls of St Peter and St Paul are surprisingly stark. There are memorials on the walls, but they are not in profusion and many are tucked away in the transepts.
**The 1939-45 War memorial**
The first memorial is found on the east wall of the south porch.
‘This tablet was erected in thanksgiving to God for his deliverance, and in memory of those who gave their lives in the 1939-45 war.’
Of the 28 names inscribed, all, with the exception of C F Jennings and H G Jennings, are also on the town’s war memorial outside Felixstowe Town Hall on the seafront.
Much research has taken place to establish the stories and details of each person named and several have significance in Felixstowe.
John Child attended Felixstowe County Secondary School and whilst initially he joined the army, he transferred to the Fleet Air Arm. He serves as an Air Mechanic (E) 1st Class, Royal Navy, and HMS Sparrowhawk. He died 20/06/1943 aged 27 in an air crash with two other crew members in Scotland. He was son of Ethel Child of Felixstowe and is buried at St Peter and St Paul Churchyard. John is commemorated not only on the church memorial but on Felixstowe Sea front Memorial and the Felixstowe Grammar School War Memorial Lectern (currently in Felixstowe Society Archive in Harvest House).
Sergeant James Douglas Davie lived in Ranelagh Road and later Cobbold Road. He was an Air Gunner in 106 Squadron RAF Volunteer Reserve based in Coningsby Lincolnshire as part of a seven man crew on Lancaster Bombers. En-route to a bombing raid in Germany James’ Lancaster R 5683 exploded mid-air and crashed onto the mudflats at Butterwick, 4 miles from Boston in Lincolnshire on 26/07/1942. He was only aged 25 and is buried at Felixstowe New Cemetery Langley Avenue and commemorated on Felixstowe Seafront Memorial as well as in the church.
Joseph Chamberlain Newson’s father was a trinity house pilot and in 1939 Joseph was fisherman living at Fisherman’s Haul at Felixstowe Ferry. Married to Eva and with one child he enlisted as a Seaman in Royal Naval Patrol Service and was serving on HM Trawler Franc Tireur, which was sunk by an E-Boat off the port of Harwich on 25/09/1943. The torpedo killed 15 of the crew. Joseph is commemorated on Felixstowe Sea Front War memorial and the Royal Naval Patrol Service memorial in Lowestoft as well as in the Porch of St Peter and St Paul.
**The World War 1 Memorial 1914-1918**
Inside the church in the south transept is the World War One memorial with 24 names on who had a connection with the Parish. Many had relative connections whilst some had connections with being based in Felixstowe like the Sea Plane Experimental Service (Felixstowe Sea Planes) or with the numerous hospitals in Felixstowe including the Cliff Hotel in Hamilton Gardens which was appropriated for the war effort for injured and recovering military personnel.
Alfred Thurlow was the 4th of 10 children of George Thurlow and Susannah Fairweather. Alfred was born in Felixstowe on September 25, 1880 and baptised at St Peter and St Paul. The family lived at Church Villa Cottage, High Road. In April 1900, Alfred married and had 2 boys and 3 girls. Before the war Alfred was a bricklayer and he and his family were living in High Road, Walton. He sang in the parish choir and during all this time his father George was the Sunday School Superintendent at St Peter and St Paul. In 1917, aged 37, Alfred was called up. His grandson remarked that Alfred, ‘joined, 30 days later was dead.’ As part of the Passchendaele battles, Alfred’s battalion attempted to take their objective but were cut down by heavy shell fire. Alfred has no known grave. (Thanks to relative Annabel Brown for this information)
Another local lad with strong connections with St Peter and St Paul was Jack Thurston who was born in Felixstowe on August 13, 1894 living with his parents and 7 siblings in one of the houses opposite St Peter and Paul church. After attending Ferry County Primary School, it is thought that Jack worked as a clerk possibly in Ipswich. With one of his sisters he emigrated to Melbourne Australia on September 25, 1913. Another brother also later emigrated to Australia. Jack enlisted in the Australian Infantry on February 21, 1916. Australian forces including Jack’s battalion, were involved in desperate fighting to stem the German advance which began in March 1918. Jack died of his wounds during a battle in the Amiens area. (Thanks to relative Janette Avery for this information.)
These amazing stories were uncovered for the 2018 Centenary Celebrations for the ending of World War I. The stories behind each names for World War II were researched in 2019 and are both recorded in files placed inside the church as are the stories of each the war graves heroes in the graveyard. This joint venture with Felixstowe Society means that future generations can remember and will not forget the heroes each Armistice day in November.
**Other memorials**
On the south wall just, left of the south porch entrance there are two memorials, one rather grand and the other more homely.
The large tablet informs us that the remains of Adam Wood, a gentleman, from the Independent Company of Invalids at Landguard Fort, are interred in the chancel. He died on 10th June 1773, and his widow who died on 5th January 1822, aged 85, is buried with him. The memorial plaque was erected as a mark of filial respect by Sir George Adam Wood, who was a real force in the military service of his country. This memorial is somewhat unusual in that it tells more about the person involved in erecting it than the people it commemorates. Sir George (1767-1831) became a Major General with the decorations KCB, KMT and KCH. He served under Sir John Moore at Corunna in 1809 and was in command of the Royal Artillery at the Battle of Waterloo. The Independent
Company of Invalids was made up of elderly British regular soldiers and in 1793 there were 36 such companies scattered around in various garrisons and forts.
Near the tablet there is a lovely homely brass plaque to Hannah E Versey, who was for many years the caretaker of the church. According to the 1901 census she is living in St Georges Terrace, the row of houses just beyond the lych gate and is the wife of churchwarden, William Versey who single-handedly collected the seating for the church from Ipswich docks. Hannah died on December 7, 1906.
Just before the South Transept is the only memorial in Felixstowe to Field Marshall Sir Edmund Henry Hynman 1st Viscount Allenby of Megiddo and of Felixstowe. This tablet was unveiled on the south wall of the nave on October 21, 1967. Allenby, who recognised Felixstowe as his home for several years, was born on April 23, 1861, in Brackenhurst, Nottinghamshire, and died in London on May 14, 1936. He fought in the South African Boer war and served as inspector general of cavalry (1910-1914). In World War One he commanded with distinction in the Middle East and his victory over the Turks at Gaza in 1917 led to the capture of Jerusalem. He was invited to enter Jerusalem on his horse, but he declined, declaring that his Saviour enter on a donkey so he would enter on foot. His capture of Damascus and Aleppo ended Ottoman power in Syria. His success was partly due to his innovative use of cavalry and other mobile forces and he is remembered as the last great British leader of mounted cavalry. This memorial stone was erected in 1967 and apart from Allenby’s tomb in Westminster Abbey is the only other memorial in this country. His parents are buried in St Peter and St Paul Graveyard hence the connection with the Parish.
On either side of the chancel arch two tablets commemorate Henry Arthur Turner and John Hudspith Turner, both of whom dedicated their lives to the service of the Lord among the Eskimo people, now universally known as the Inuit. These memorials give a brief description of their work for Christ, but much more can be found in a very interesting book written by Carol Charles and Christopher Trott called ‘Felixstowe to Pangnirtung’.
In a well-written preface to this book we are told: “In 1926 Dr D H C Bartlett, one of the founder members of the Bible Churchmen’s Missionary Society, went to Felixstowe to talk about the society and to ask if there were any young people who would give their lives to God’s service in the mission field. Arthur and Jack (John) both stepped forward.” We are also told that by 1954 there were ten missionaries from the parish church working all over the world.
Both the plaques have the stars and igloo of the Diocese of the Arctic – yellow stars in the formation of the plough on a blue sky and gold brick igloos on a red background.
Arthur, a former chorister of our church, became Canon of Aklavik Cathedral, as did his brother Jack. They both worked among the Inuit on Baffin Island, Arthur for 25 years, facing difficulties with cheerful courage, and Jack for 18 years. Not only was Arthur labouring with God’s word, but he was also an engineer, builder and schoolmaster. Jack made long journeys over frozen seas to Inuit camps, and both translated the Scriptures into the native tongue.
Entering the chancel there are four small plaques. One refers to the stained-glass windows, but the other three are homely reminders of the family history of the church. On the right of the altar we have a memorial to Frank Griffiths Howell, who was assistant curate from 1934 until 1939 and vicar of Felixstowe from 1947-1960, who died October 23, aged 54. On the left of the altar there is a touching plaque to Brian, youngest son of parish vicar Rev SR Cambie. Brian died on April 4, 1906, aged six years and six months, understood to have fallen into an open fire and never recovered.
Beneath Brian’s memorial is quite an unusual plaque which announces the installing of electric light in the church in March 1949. It was paid for by Mrs A Elland in memory of her husband Walter who died just after Christmas in 1938. The words at the foot of the plaque tell us that he was a valued member of the church council and that he was a worshipper at St Andrew’s.
Memorials in the north transept are probably the least well-known, because several are quite high and also somewhat difficult to read.
Starting on the west side, there is the honours board for the 1st Old Felixstowe Guides Queen Guides, an award which ceased in 1984. There are 15 names celebrated between 1972 and 1984, many well-known young women of the parish. The board shows the success of the Guide movement and credit must be given to the girls for their hard work in obtaining the award, but also to their leaders who obviously guided them extremely well.
There are two memorial plaques for members of the Login family. The upper one is to Sir John Spencer Login, mentioned previously, but beneath is a memorial to Vera Margaret Campbell, who died at Pau, South of France on February 20, 1866, aged 21, and her sister Mabel Douglas, who also died at Pau, on December 12, 1865, aged seven – the eldest and youngest daughters of Sir John and Lady Login. “They sleep together in the English cemetery at Pau.” With Sir John dying in 1863 Lady Login lost three loved ones in 27 months.
On the opposite side of the transept there are a variety of plaques, the most obvious being that right in the north corner to “the glorious memory of the officers, NCOs and other ranks of the 3rd Battalion Loyal (North Lancashire) Regiment who fell in the Great War 1914-18”. Details of their involvement in Felixstowe can be read on the memorial. The most noticeable plaque is that to George Sampson Elliston, a medical man, well decorated and a warden of the church for 10 years. Close by is the collection of memorials to the Dickens dynasty from the 1830s to 1860s, buried in a vault nearby, and finally the Bruce plaques, relatives of the Dickens.
Over the past hundreds of years a huge number of people have worshipped at St Peter and St Paul and some have left their mark on the fabric of the church – including the magnificent stained glass windows.
FC Eden, a noted 20th century stained glass artist, designed the stunning armorial glass in the south transept window. It dates from 1926 and the arms displayed are those of the Login family, for Sir John Spencer Login; King George V; and the Campbells of Kinloch, Perthshire for Lena, Lady Login who was a Campbell. These fine windows certainly deserve closer scrutiny.
**The reredos**
The appearance of the east end of the church was greatly enhanced by the beautiful carved linenfold reredos and panelling around the sanctuary. ‘With thanksgiving to God this panelling is dedicated to the beloved memory of Walter Horne, Vicar of Felixstowe 1911-1925. A gift of many friends.’ Placed in position in 1947, it has a mellowed appearance because it was made from oak from an old derelict windmill. It was carved by Ernest Barnes of Ipswich to a design by H Munro Cautley, the Diocesan Architect and an authority on East Anglian churches. Another great improvement occurred two years later when electric lighting was installed, given in memory of Walter Elland, a valued member of the Church Council, by his widow.
The ministry of Rev HB Greene (1925-47) – who plays a key role in the history of St Andrew’s Church – was used by God for the conversion and calling of men and women of Felixstowe to serve as missionaries in distant lands. Within six years, five men and a woman had joined the ranks of the Bible Churchmen’s Missionary Society (BCMS), founded in 1922 to carry out pioneering missionary work in faithful accordance with the principles of the Prayer Book and 39 Articles of the Church of England, as based on the supreme and unerring authority of God’s Word, the Bible. BCMS is now known as Crosslinks. The Rev and Mrs RH Haste were in India from 1928-48, Rev and Mrs WS Jarrold went to Burma in 1931, Rev Cecil F Green to Morocco in 1934 and the Turners, already mentioned, lived and died in Baffin Land in the Arctic. Two further lady missionaries, Miss Ethel L Barkworth and Miss Betty Meadows (later Betty Young), went out from the parish in 1947 and 1948 to China and then Malaya.
**Post Second World War**
Having an old historical building is always a heavy burden on any parish as it will constantly need repairing. Since the end of the Second World War there had been big repairs to the roof, a boiler house was erected, a new boiler installed, the organ had an overhaul, the interior colour washed, memorials placed, churchyard paths laid down, as
well as the rebuilding of the Ferry Church. So with more work needed in 1956, a plea was made ‘to all parishioners, worshippers and other friends’ for £2,000 for immediate urgent repairs. A door-to-door appeal throughout the Parish produced £408 and within thirteen months the total had been reached. The parish not only asked for cash gifts, but suggested that people could donate jewellery, silver, plate and antiques, which the Church Council would be quite willing to collect.
The required repairs were completed and there was a thanksgiving service for the restoration of the church on Sunday May 18, 1958. The vicar at this time was Rev Frank Howell and at this special service the preacher was the Rt Rev T Cashmore, Bishop of Dunwich.
The arched recess housing the organ is not at all ancient. The organ is a two-manual and pedal instrument built by Gray and Davidson of London and it has fifteen speaking stops. It was erected in 1900 and replaced a very small organ, which was originally a barrel-organ and sited in the west gallery before being modified by Holdich.
Behind the organ chamber is the vestry, which used to contain the large chest used for storing church and parish valuables. It was equipped with three locks, the keys of which were held by the vicar and churchwardens, so that the chest could only be opened when all three were present. This now has been repositioned into a store room where it houses many of the church’s historical artefacts. On the vestry walls used to hang pictures of two 19th century bishops of Norwich, in whose diocese Felixstowe was situated until 1914, when the Diocese of St Edmundsbury and Ipswich was created. The picture of Bishop Henry Bathurst was from 1820 and the other was of Bishop John Pelham. There were also photographs of previous vicars of Felixstowe from 1855. Redecoration of the vestry has caused these artefacts to be moved. Now the vestry is rather a bare, but white walled, sanctuary. Probably more in keeping with the needs of spiritual preparation for a service whilst many of the photographs are now in the church archive.
**Modern changes post 1980s**
In 1983 a faculty (the process by which churches have to obtain Diocesan approval before they can make alterations, a form of planning permission) allowed a number of changes to be made within the church. A platform was built, there were changes in the position of the Communion Rails and choir stalls, the Communion Table was repositioned and the 15th century font was moved. Derek Woodley, a local architect, designed the changes. The Communion Table was moved from the apse and placed on the raised platform beneath the crossing and the seating in the chancel and transepts was changed so that the pews faced it. This was in line with modern liturgical practice of the congregation being gathered “around the table” and suited the shape of the church.
In 1986 the church changed from oil to gas heating. The nave roof, probably mediaeval, is hidden by the 19th century plaster ceiling; some of the beams you can see are thought to be original, but some had to be replaced and treated in 1987. In adding the new Link extension the beams were examined and found to be full of the death watch beetle.
The building of the Link
The greatest change to the church building in modern times has been the addition of an extension, now known as The Link, in 1988. The Rev Martyn Bateman, who came from Wickham Market, followed on from the good work of Rev Roger Taylor. While exploring the parish on his bicycle getting to know the people and generally sizing up the place, he had a vision. This was to extend St Peter and St Paul to accommodate the increase in numbers in the parish due to all the new homes appearing on the Cliff Estate. He had a three-year battle to gain permission to build onto a Grade II* listed building, which included opposition from within the parish. However, a plan was finally approved to build an extension on the north side of the church, well away from the 14th century south porch.
This plan allowed more than even he had envisaged, because the building became two storeys and also allowed for some modern facilities to be added. The principle regarding this new extension was that it had to blend in with the existing fabric of the church. It was not an easy task to erect the extension because much work was necessary before building could start. The site chosen meant that several graves had to be removed and relocated in another part of the churchyard. Before this could be done permission had to be obtained and any objections made to the Diocesan Registrar in Ipswich. A stone has been placed on the site and a Book of Remembrance, provided by the family of the late Barbara Peacock, records all the names of the graves which were moved.
The money to pay for the new building, estimated between £90,000 and £100,000, was raised by parishioners through covenants, coffee mornings, prayer, praise, gifts and a ‘buy a brick’ scheme. A brick for the new extension could be purchased and then a picture was taken while it was laid. This proved extremely popular and there must be many households still with their photograph and brick-laying certificate. The children played their part by collecting coins in Smartie tubes and the then vicar, Rev Harry Boreham, undertook a sponsored walk from Saxmundham, his previous parish, to Felixstowe. The appointed architect was JR Edwards from Felixstowe and Hucol Bros Ltd were the builders chosen to carry out the work. The finished cost of the building was £107,529.95, which included the architect’s fees.
The Link was dedicated in April 1988 and the Rev Martyn Bateman was invited back for the ceremony. The new extension provides a welcoming vestibule, meeting rooms, storage space, kitchen, toilets and cloakroom and has been regularly used for morning and evening prayer, choir practise, Sunday School classes, meetings of various church groups and social events. It offers a friendly, warm and welcoming entrance to the church.
In 1991 modern lighting was installed in the church.
**21st Century changes**
Over the past twenty years or so the PCC, churchwardens and others have striven to keep the church in working order even though the problems have at times seemed almost insurmountable.
During floor repairs in 2001 it was decided to conduct services in either The Link or the Old Felixstowe Community Centre. New wooden flooring was put into the transepts to replace the tiles, and the tiles in the nave reset. Pews in the transepts were removed and replaced with chairs – some ‘sponsored’ by parishioners who gave £80 to pay for a chair and have a suitable inscription fixed to it. Old radiators were removed and overhead electric heating installed. Meanwhile, the sound amplification system was greatly improved.
Although the Quinquennial Inspection Report for 2005 concluded that the church was in sound order, there had been considerable work done on various aspects of the church for this to be achieved. In 2008/9 the chancel needed reflooring and the interior of the church was redecorated.
**The graveyard**
Very few churches in Felixstowe have their own graveyards. The full history of St Peter and St Paul’s graveyard is still waiting to be fully discovered, but with some research and by wandering around it is obviously a loving history of those who worshipped at the church.
**The Lych-Gate**
The lych-gate is one of the best-known features of the church. ‘Lych’ is an old English word for ‘corpse’ or ‘body’, so what we really have is a corpse gate, under which the body entered on its way towards its final resting place. Coffins were sometimes carried to church, and sometimes a table or trestle would be placed under the lych-gate on which the bearers could rest the coffin while waiting for the vicar, who usually walks ahead of the coffin into the church. Today these gates are sometimes decorated for weddings, and couples who have been photographed under them may be oblivious to their original use. In past times parishioners would expect to be buried in the church’s graveyard, but St Peter and St Paul’s is now closed and only those with grave spaces booked or who are being added to family graves can be buried here. The maintenance of the area is now looked after by East Suffolk Council.
The lych-gate dates from 1914 and was erected by Samuel Alexander to the memory of his wife Mary Jane who died on 12th January 1911. There are very appropriate scriptures from the Old Testament carved on either side.
Every gravestone tells a story
Old Felixstowe Parish graveyard is a tranquil and contemplative space, containing a number of graves reflecting the heritage of the town.
A grave near the lych-gate shows the frailty of life. Arthur Ryle of Dornoch, Sutherlandshire, third son of the Rt Rev JC Ryle, Bishop of Liverpool, is buried there. He died of spotted fever on 20th March 1915, contracted while working for the soldiers in the YMCA hut in Felixstowe. He was 57 and died, “Doing his little bit”.
The oldest gravestone
Just before the South Porch, on the right hand side, is what appears to be the oldest grave in the churchyard – that of George and Ann Driver, from 1783. The visible wording refers to Ann who died in April 1st 1783. There may be older graves, but due to the condition of many of the inscriptions they are difficult to read.
As you would expect many of the tombstones have a personal touch and this is what makes churchyards such intimate places. Almost hidden, and in the middle of all the other graves, we find the grave of Edward John Versey who was a chorister at the church for 83 years.
Apart from the many different crosses and types of headstones is one that is unique: that of Susanah Hampshire, her son William Gardiner Clarke and his wife. William was a member of Felixstowe Urban District Council for 50 years. Why is this one different? It is the only one with a photograph. This is a feature rarely found in English churchyards, though quite common abroad and caused some problems as to its legitimacy in correspondence between the Diocese and the church wardens!
The gravestone of Clifford Alfred Newson (“Billy”), a Trinity House pilot, and his wife Alice Daisy Newson, nee Scotcher (“Mickle”) is also somewhat unusual as their nicknames are recorded.
Perhaps the most heart-breaking gravestone can be found near the gate leading to the Link. It reads:
“In memory of my dear husband Frederick Robert Jennings, who died Dec. 11th 1907 aged 32. Also of the precious little son Alec Douglas who so suddenly passed away 4 months later April 14th aged 11 months.
Forget them, no - nor ever will,
I loved them then, I love them still
Their memory is as dear today
As in the hour they passed away.
BUT
(GOD KNOWETH BEST.)”
Possibly the most significant tomb must be the Login monument, which was approved by Queen Victoria herself (see earlier references about the Login Windows). Nearby we find two graves to the Cotman family. Thomas, the wonderful local architect responsible for so many of Felixstowe’s finest buildings including Harvest House (formerly the Felix Hotel), and his brother Henry. Both have quite imposing gravestones, but Thomas’ is probably bettered by Frederic George Cotman whose artist’s palette is carved on his stone.
Prominent local authors are represented: Alan Jobson (also church warden in the 1960s), whose local books are always a pleasure to read, especially The Felixstowe Story; and another writer, not so well known but certainly important to students of our town’s history, is EH Symonds who wrote Trial by Air and Sea, a very fine account of Felixstowe air station and also the part played in war-time by HMS Beehive.
**War graves**
The graveyard is a recognised Commonwealth War Memorial Graveyard. The graves and commemorative headstones of 14 World War I and 4 World War II servicemen feature in various parts of the graveyard. Members of the Blount family served in both wars and are buried in the family plot is John Hillier Blount who was training to fly with the Royal Flying Corps prior to joining his squadron in France in 1918. He died in a training accident in Yorkshire and his mother, who lived in Felixstowe, had his body brought back to St Peter and St Paul graveyard. John was only 19.
A poignant headstone located in a tree-lined path commemorates three brothers and their nephew who all lost their lives in WW1. The Butterworth brothers, Felix, Stanley and their nephew Eric Durrant are buried in the plot and another brother, Reginald, whose body was never found during the Battle of the Somme, is commemorated on the headstone. Opposite these four family members lies the grave of their parents James and Martha.
In another part of the graveyard is the family plot of members of the Minns family. Commemorated on the gravestone is Frank Minns who took part in one of the most significant actions in the early hours of D Day when he and his platoon were the first to land in France to secure what is now known as Pegasus Bridge in Normandy. Due to significant research in 2018 and 2019 all the war grave heroes and those of the memorials inside the Church have their history recorded in folders found inside the church and which will eventually be accessible on the website.
Although Viscount Allenby, who led British troops to recapture Jerusalem in 1917, is fittingly buried in Westminster Abbey, his parents Hynman and Catherine share a plot with an imposing gravestone.
**Other Felixstowe Links**
Another prominent headstone, in the form of a cross and base, commemorates Ida Nancy Churchman, daughter of Sir William and Lady Churchman of Melton Lodge, Woodbridge who were the local cigarette manufacturers and whose family have a stand named after them in Ipswich Town Football Club.
An unusual gravestone is that of Wing Commander Frank John French OBE DFC and AFC and his Russian wife. Mr French was a highly decorated World War II hero and a highly respected customs official at the Port of Felixstowe. This gravestone has an inscription in the Cyrillic alphabet which states “Christ is risen” which is an appropriate comment and make his Russian connection overt!
Several well-known clergymen are buried in the graveyard including the Rev Walter Horne, vicar of Felixstowe from 1911 to 1925. There are many interesting and exciting stories behind these characters which can be enjoyed when, in cooperation with Felixstowe Society, Old Felixstowe Parish hold regular graveyard tours. See the Old Felixstowe Parish website for details. Also DIY tours on a theme will be available on the website for those with further interest. There are a plethora of stories about the locals and their influence not only in the town of Felixstowe but worldwide.
**The Garden of Remembrance**
The Garden of Remembrance is home to plaques placed for those who have chosen to be cremated, and there are others, too, placed around the graveyard in the south and east.
The Garden of Remembrance was set up in 1996. The then vicar of Felixstowe Parish, Rev Peter Laurie said that for some time there had been a need for a secluded area where families could quietly remember their loved ones. “The garden gives people an attractive retreat for contemplation and makes good use of the remaining corner of the churchyard.”
A problem had arisen when the churchyard of St Peter and St Paul was closed, meaning ashes were no longer able to be buried there. This matter was discussed by the PCC in 1993. There was an area in the north west of the churchyard, about 12 metres by 20 metres, which at that time consisted of grass, a shed, some stonework and an ever-increasing pile of rubbish. It was decided that this could be the new Garden of Remembrance.
A well-designed Garden of Remembrance should provide four main functions: a place where ashes can be buried, somewhere a memorial could be located to a loved one, a place where flowers could be placed and lastly a pleasant, quiet and peaceful environment. Also it was hoped that this place could be used for some considerable time. After a number of designs were considered and visits to other Gardens of Remembrance undertaken, a young parishioner named Wendy Martin presented the idea of brick crosses, and this was the chosen option. This way a uniform type of flower container could be embedded in each quadrant of the cross and the memorial plaques would be the size of a brick face. It was agreed that a local stonemason would be awarded a contract, on a yearly basis, to produce all the plaques in a consistent style. Various local contractors were considered but eventually Notcutts Landscapes were chosen. Paul Baines, a designer with the company, was able to bring his Christian ideas to the project and he produced a garden plan based on the sign of the fish. He also believed that the garden was a natural extension of the churchyard. Before work could start the Church Authorities and Suffolk Coastal District Council had to consider and approve the plans.
Today the garden of Remembrance upholds the very functions for which it was built for and any one in the parish or attending services regularly is allowed to have their ashes buried there.
ST ANDREW’S CHURCH
By the end of the 19th century, Felixstowe was growing rapidly – its third renaissance in full swing. The visit of the Empress of Germany in the 1870s had made it a fashionable resort at a time when the seaside was becoming a popular place to relax, away from the busyness of smoky, industrial cities. Felixstowe was attracting the ‘London set’ for holidays and weekend breaks, but also people looking to live by the sea. The opening of the Town Station in Hamilton Road in 1898 led to new residential development in and around the town centre, and along the seafront, as well as hotels, shops and seaside attractions. The early years of the 20th century saw construction of the promenade and pier (which at that time was half a mile long). As St Peter and St Paul Church saw the benefits of the influx of new residents and visitors, suggestions were put forward for the building of a new Anglican church in the town centre.
Land was given by Captain EG Pretyman at the junction of what today is St Andrews Road, Fleetwood Road and Croutel Road. There were few other houses around the site at all. In 1907 a temporary church built of wood and corrugated iron was erected – a second-hand church, in effect, as it had previously stood in Shepherd’s Hill, London, where it had been dedicated to St Andrew. It was brought to Felixstowe and rebuilt. Although its structure was utilitarian, it was not without charm, with a “perky little tower”, octagonal belfry stage and a spire. It had gothic windows and a stained glass east window. It was nicknamed the “Tin Tabernacle”.
The temporary church was not expected to last forever, and the Rev Walter Horne raised £3,000 towards the building fund for a new church, but the project had to be postponed due to the First World War.
In 1925 the Rev HB Greene became vicar. He was a man of great determination and generated tremendous enthusiasm and commitment among church members to see a new building erected. He was Irish, with strong protestant leanings, and was determined that St Andrew’s would be a centre for evangelism in the town and reflect this tradition.
He had decided views about the appearance of his church as well, and selected his building committee carefully, making it clear that he would not tolerate opposition. He dismissed H Buxton’s designs, and commissioned Hilda Mason to prepare fresh plans. She was at the time a surveyor to the Dioceses of Ipswich and St Edmundsbury and an active member of the Church of England living in Felixstowe in the Parish in Maybush Lane. She designed parts of the Bartlett Convalescent Home on Bath Hill as well as Kings Knoll, a private house in Woodbridge. Her first designs were rejected by the architects to the Ecclesiastical Commissioners, so she enlisted the help of Raymond Erith who had been responsible for restoration work of the buildings numbers 10, 11 and 12 in Downing Street, and whom she had met as a fellow student at the Architectural Association. Their
new plans were accepted in December 1929, and work started on the church in the spring. The old Tin tabernacle was sold to a local builder and used for many years at the Beach Station, Walton Avenue, Roger’s builder’s yard.
The years 1927 to 1929 had seen the preparation of the Revised Book of Common Prayer, and its rejection by Parliament. Extreme Evangelicals and Anglo-Catholics alike were triumphant as its dismissal, and Rev Greene carefully composed a suitable inscription for the foundation stone: “in thanksgiving for answered prayer in the rejection of the Prayer Book measures…” This stone was laid by Viscount Brentford, who lived in Felixstowe, and had been a staunch opposer in Parliament of the Revised Prayer Book in 1930.
Hilda Mason wanted to design a church which would use modern materials and a modern construction, and would be “high, light and airy-looking”. The local Suffolk style of 15th century perpendicular with large windows was used but the material of concrete was very much an unproven material in England despite the Church of Notre Dame du Raincy, near Paris, built in 1925, being heralded as the first major exploration of using this lighter more versatile material for buildings. Hilda Mason’s father and brother owned the Mason’s concrete works at Claydon, near Ipswich so this, instead of traditional brick and stone, which had been rejected on the grounds of cost, was to be the main material. The frame of the ferro-concrete quickly took shape. The concrete window frames were positioned, and some of Miss Mason’s stained-glass designs inserted. They were of geometric patterns in vivid colours of red, yellow and blue and the vicar was appalled, likening the result to an “ice cream parlour”. He also disliked the shape of the east window. All worked stopped. The architects refused to alter their designs, and resigned.
The vicar then appointed Raymond Wrinch to complete the building and modify the design of the east window to be taller. The Ascension Scene, by Pearce and Cutler of Birmingham, was installed at a cost of £300. The central figure was based upon a window in Norwich Cathedral.
Wrinch also altered the plans for the choirstalls, lectern, pulpit and communion table to the wooden items we see today mostly made by James Gosling of Walton. All made in oak they complement each other. The communion table is a replica of a Suffolk Reformation design which replaced stone altars in the reign of Elizabeth I. Made by Wipple and Co, it was deliberately placed by the Rev. Greene away from the East wall as he did not want it confused with an altar of sacrifice but a table to draw near to remember the commemorative aspect of communion.
It did not have candles, crosses or other adornments except for communion vessels in line with Rev Greene’s protestant stance. In fact, for many years any cross was noticeably absent from the church!
The oak panelling in the East behind the table bear the text “He is not here He is risen.” This for many is an unusual choice when today’s attitude is more open to the idea that Jesus is with us everywhere but again Rev. Greene was reflecting the theology that Christ was not physically present and bound to one specific place particularly during the communion (the theology of transubstantiation). The nave benches and the interior doors remained to Erith’s design hence why they do not maintain the linen fold design. Greene insisted that the lectern be as high as the pulpit since the reading of God’s word is as important as man’s preaching of it. The pulpit is inscribed with the wording “We preach Christ and Him Crucified”. The Lectern with the wording “The Word of God is the Sword of the Spirit.”
The Font was until the 90s at the rear of the church but it has been made a movable item in line with current baptismal practices. It is an old font from St Peter and St Paul encased in the oak linen fold design to match the lectern and pulpit.
The current organ by Norman and Beard was installed in 1938 replacing a smaller instrument which was moved and is now in Shottisham Church. The organ was another recycling initiative having come from a Nonconformist chapel in Great Yarmouth.
It is easy to miss the one painting on the west wall. This is of St Augustine landing on the shores of Kent and was a gift to the church which originally hung in St Andrew’s Hall. A modern textile screen on the South side was made by Dorothy Stokes in 2008 for a talents event and against reflects a more modern approach to textiles in the church rather than stained glass windows to encourage symbolic meaning. Behind the screen is the original altar which was recycled from St Peter and St Paul and used in the “Tin Tabernacle” A movable altar on wheels doubles as a communion table when the communicants receive the bread and the wine at the crossing. This is a late 20th century feature made for the changes of bringing the communion closer to those seated in the nave much like St Peter and St Paul brings the communion table forward to the platform.
Several features were not accomplished, notably the tall tower, and pinnacles and turrets at the junction of the nave and chancel. This can be seen from the original Erith architectural drawings which hang either side of the main south door.
St Andrew’s is an unashamedly 20th century building, using 20th century materials and construction methods, and though it has been much criticised it represents an interesting development in architecture, and is light, dignified and spacious. It is, in fact, a Grade II* listed building, registered by the Department of the Environment in 1980 because of its distinction in being the first church in England to be constructed in this unusual manner.
Today the church still provides an opportunity for evangelism in the centre of the town and is much used as community centre for concerts and large scale civic events.
ST NICHOLAS CHURCH
Walk at Felixstowe Ferry today and often the only sounds are the chink-chink of halyards whipped by the winds against boat masts and the screeching of gulls. The fishing hamlet at the mouth of the River Deben has changed little over the centuries. Its pub, the Ferry Boat Inn, dates back to 1680. It is home to fishermen, sailors, artists and writers.
Its connections to Bawdsey on the opposite bank are historically stronger than to Felixstowe – a ferry has connected the two communities for hundreds of years, first a boat and later a steam-operated chain ferry installed in 1894 by Sir Cuthbert Quilter of Bawdsey Manor, and later a motor launch. Back in 1740 only two houses were recorded at the Ferry. Since then a cluster of homes has been built, several on stilts to keep them above the possibility of flooding, the sailing club, boathard and golf links. In summer its cafes and pub bring many visitors to enjoy the food, sea and events.
It was about 1878 when it was felt the people of the Ferry needed their own place of worship. One story states the tiny corrugated iron building erected in 1879 was provided by Sir Cuthbert Quilter. The building also served as a school and was referred to as ‘the Schoolroom’.
In the summer of 1943 a bomb exploded near the church, damaging it beyond repair. The golf club kindly lent a hut to provide a temporary place for worship.
After the war fundraising began for a new church. Hopes were bolstered by a promise of £2,000 from local building contractor Walter F Cross – however, Mr Cross died in 1949 and his solicitors were unable to recognise his kind offer as it had not been confirmed in writing. This meant the church had to be redesigned. The current building was designed by Harold F Walker, who designed the choir vestries in neighbouring Parishes at St John’s and St Mary’s Walton and was erected by local building firm Percy Chas Plant. The aim had been to spend £4,000 plus furniture and architect’s fees, but this was then cut to £1,500. The new church, which was opened on July 18th 1954, is a simple functional building dedicated to St Nicholas, the patron saint of seafarers. A marble tablet by the west door tells of the landmarks in its history and ends by referring to the text from the prophet Haggai; most aptly chosen: “The glory of the latter house shall be greater than that of the former, saith the Lord of Hosts, and in this place I will give peace.”
Inside much of the fabric is modern although the lectern and the prayer desk were recycled from St Andrews Church. Many of the banners and art work reflect the Ferry community and have been made by the church members. The addition of the Millennium loo in 2003 and the Millennium replacement windows did much to encourage continued worship at St Nicholas. Today the church is used for evening worship in the summer months, and special events and occasions in the life of the Ferry community, including the annual Seafarers’ Sunday Service. It also is used by visiting churches and community groups for retreats and as a social activity base.
With more than 1,400 new homes earmarked for sites in the area – some built, some underway and others planned – and a 2,000-home ‘garden suburb’ proposed for countryside on the edge of the town, Felixstowe is set for its fourth renaissance. The churches of Old Felixstowe Parish are looking forward to the opportunities for the future to spread the Word of God and bring more people into a relationship with the living Lord Jesus.
We cannot but mention the Covid 19 pandemic of 2020/21 when for the first time since each of the buildings opening, the churches had to be closed in the first Lockdown of March 2020. Opening sporadically and briefly during 2020 before closing again after the Christmas day service December 2020. St Andrews reopened for a spoken Sunday service as Government Guidelines did not permit singing in March 2021 whilst St Peter and St Paul remained open on two days a week for personal and private prayer only with no group meetings. Strict measures were in place for sanitising and social distancing with much of the movable items like hymn books and Bibles removed and pews cordoned off. Unusual times, never known but the worship so much part of the buildings of Old Felixstowe Parish continued with online worship into homes around the Parish from the Vicarage Study. Whilst people could not meet in the buildings as many missed this face to face and group worship Sundays and mid-week but some activities continued using Zoom conferencing as a way to stay linked. The Parish remained serving the community in ways perhaps not thought possible during this unique time in its history. As Bishop of the Diocese, the Right Reverend W Whittingham, when opening St Andrews in on 8th August 1931 said he “would be sorry if this beautiful church did not give rise to something exceptional in the Spiritual life of Felixstowe”. A message that the Old Felixstowe Parish still holds to in its purpose and vision for the twenty first century “We, Old Felixstowe Parish seek to: Live, show and tell the love of God, become like Christ and draw others to Him”
Acknowledgments
Written and collated for 2021. Thanks go to Richard Cornwell for rewriting the body of text of the church history from a variety of previous records and using his newspaper acumen to update the history of the parish. We also thank Jean Macpherson and Bev Boyce (of Felixstowe Society) for the archive materials and knowledge that was originally brought together by “Mr Felixstowe” and Parish member, Phil Hadwen. Many have contributed Church history in the past including Old Church warden and local historian Alan Jobson, Suffolk Church Historian, Roy Tricker, Church members past like S D Wall, present church members like Irene Grant and Philippa Garnham.
For photos we wish to thank church members Reg Paley, Paul Voller, Jean Macpherson and local photographers John Smith and his historical collection, Barry Barrett for drone images. All of whom have given permission to Old Felixstowe Parish to use of the photos
for this project. We tactfully remind all that these and the text are subject to copyright and any use is not permitted unless gained from the Parish Office.
A full list of photographic credits are
Barry Barratt page 1, 2(x2), 8.
David Curtis page 28, 29.
Keith and Elizabeth Horne Pages 26, 27
Jean Macpherson page 5, 7, 9, 12, 13, 15(x3), 16(x2), 17(x2), 18 (x4) 20(x2), 23, 25 (x3)
26,28 (x2), 29, 30 (x2), 31 (x2) and 32.
Reg Paley pages 24(x3),
John Smith Collection pages 14,29(x3), 31 and 32.
Paul Voller pages 5, 6, 9(x2), 10, 13, 23 and 28.
OFP Archive and OFP ownership of donated images and artefacts pages 1, 8, 10, 20,
21, 27, 28, 31 and 32.
Unattributed to date page 1
Free clip art by kind public permission page 7
https://cliparts.zone/clipart/846195
Logo Churches in Felixstowe together page 33
We wish to thank the current Communications and Administrator David Jennings for his technical input and Vicar Rev Chris Hood for his encouragement and Associate Priest David White for advice on layout.
Lastly we thank all church members past and present for without this “church family” we would not have buildings which have survived much and continue to be used for the glory of God.
Do not hesitate to contact Old Felixstowe Parish for further details of any parts of the church history or adding to it, or booking a tour for a group or any other faith questions or life milestone bookings you may require requiring baptism, wedding or funeral.
Website
http://www.oldfelixstoweparish.org.uk
Telephone: 01394 670940 Parish office hours are intermittent but usually Monday, Wednesday and Thursdays mornings.
E mail: firstname.lastname@example.org
Office address for written correspondence:
Old Felixstowe Parish Office
St Andrew’s Church
St Andrew’s Road
Felixstowe
Suffolk
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South Park SD
Special Education Plan Report
07/01/2020 - 06/30/2023
District Profile
Demographics
2005 Eagle Ridge Rd
South Park, PA 15129
(412)655-3111
Superintendent: Wayne Gdovic
Director of Special Education: Kathleen Wooddell
Planning Committee
| Name | Role |
|--------------------|----------------------------------------------------------------------|
| Lynn Como | Administrator : Professional Education Special Education |
| Justin Dellarose | Administrator : Professional Education Special Education |
| L. Robert Furman | Administrator : Professional Education Special Education |
| Kevin Monaghan | Administrator : Professional Education Special Education |
| Dave Palmer | Administrator : Professional Education Special Education |
| Kathleen Wooddell | Administrator : Professional Education Special Education |
| Colleen Moses | Business Representative : Professional Education Special Education |
| Lauren Lippert | Ed Specialist - Other : Professional Education Special Education |
| Kellie Palamara | Ed Specialist - Other : Special Education |
| Bethany Chicora-Lewis | Ed Specialist - School Counselor : Professional Education Special Education |
| Kari Havel | Ed Specialist - School Counselor : Professional Education Special Education |
| Chris Stoicovy | Ed Specialist - School Counselor : Professional Education Special Education |
| Ellisen Lowe | Elementary School Teacher - Regular Education : Professional Education Special Education |
| Sharon Zaremski | Elementary School Teacher - Special Education : Professional Education Special Education |
| Carolyn Doyle | High School Teacher - Special Education : Professional Education Special Education |
| Name | Position and Role |
|-----------------|-----------------------------------------------------------------------------------|
| Alexandra Sahady| High School Teacher - Special Education : Professional Education Special Education |
| Joshua Spicer | High School Teacher - Special Education : Professional Education Special Education |
| Melanie Lauritzen| Middle School Teacher - Regular Education : Professional Education Special Education |
| Jessica Ferguson| Middle School Teacher - Special Education : Professional Education Special Education |
| Dawn Byron | Parent : Professional Education Special Education |
| Stephanie Giusti| Parent : Professional Education Special Education |
| David Giusti | Parent : Professional Education Special Education |
Core Foundations
Special Education
Special Education Students
Total students identified: 227
Identification Method
Identify the District's method for identifying students with specific learning disabilities.
Annual Public Notice to identify, locate, and evaluate children with disabilities and who require special education and related services, the District recognizes all other federal regulations and uses a discrepancy model for the purpose of identifying students with Specific Learning Disabilities. The following criteria are used for determining the existence of a specific learning disability:
1. Address whether the child does not achieve adequately for the child’s age or does not meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and scientifically based instruction appropriate for the child’s age or State-approved grade-level standards; oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills; reading comprehension; mathematics calculation; and mathematics problem solving.
2. Examine whether the child exhibits a pattern of strengths and weaknesses, relative to intellectual ability as defined by a severe discrepancy between intellectual ability and achievement, or relative to age or grade.
3. Determine that the findings are not primarily the result of: a visual, hearing, or orthopedic disability; intellectual disability; emotional disturbance; cultural factors; environmental or economic disadvantage; and limited English proficiency.
4. Ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or mathematics by considering documentation that:
(a) The child was provided scientifically-based instruction in regular education settings, delivered by a qualified personnel, as indicated by observations of routine classroom instruction.
(b) Repeated assessments of achievement were conducted at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents.
Although the district utilizes the Discrepancy Model, the District recognizes the benefits of early intervention. Through the district wide benchmark assessments and implementation of standard aligned curriculum, students needing interventions are being identified and research based interventions are being implemented.
At the Elementary Center students are grouped throughout the day based on skill assessments. Team meetings are held either at the beginning of the school day or a floating substitute is employed to facilitate participation in team meetings and better meet the needs of individual students. Paraprofessionals are employed to assist students. Paraprofessionals provide drill on
phonics, math facts, and other previously taught skills, as well as act as Personal Care Assistants, to address Self-Care, Behavioral, and Safety deficits with students as needed. Title One provides remedial reading for grades 1-4. Title One provides remedial math to grades two through four as well.
At the Middle School, homeroom has been extended to create an intervention period (Eagle Time) as well as a flex period at the end of the school day in order to provide students requiring assistance, opportunities to receive additional supports. At the fifth grade level, reading and math resource classes are offered for special education students. At fifth and sixth grade levels, fundamental math and language arts skills are offered to students in need of attaining these basic skills. At the seventh and eighth grade levels, interventions are offered to students in need of attaining these basic skills. At the seventh and eighth grade levels interventions are offered that supplement the existing curriculum in both math and language arts. Students are identified based on the PSSA, grades, and any other at-risk factor that inhibits some aspect of their learning. The Student Assistance Team functions to assess student needs: academic, behavioral, and emotional and initiate interventions within the school setting. Students whom present with mental health needs are referred for assessment through our partnership with HSAO and/or our Glade Run partner.
At the High School level students may receive assistance during study halls as well as before and after school. High school honor students also provide tutoring. In addition, identified students receive additional supports in the areas of Social Studies, Science, and testing via assigned Resource Study Halls. At Middle and High School levels Paraprofessionals are utilized to support students in both the regular and special education classes. The High School also offers a Keystone Remediation Class which is not a special education class. As occurs at the Middle School level, the Student Assistance Team functions to assess student needs: academic, behavioral, and emotional and initiate interventions within the school setting. Students whom present with mental health needs are referred for assessment through our partnership with HSAO and our Glade Run partner. It is hoped that these resources provide students with the adaptations needed to be successful within a regular education environment.
**Enrollment**
Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.
The data is publicly available via the PennData website. You can view your most recent report. The link is: [https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx](https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx)
Based on the Special Education Data Report for the School Year 2018-2019, at the present time the South Park School District does not evidence disproportionality in regards to ethnicity. Considering a 10% difference as disproportionate, the District does not evidence disproportionality in regards to the number of students identified with Autism, The State percent is 11.3%, while the District percent is 18.11%. Since this is a medical diagnosis, the District accepts the diagnosis parents bring from a physician or child psychiatrist. We believe educators and medical
professionals are becoming more aware of the symptoms and thus increasing the number of diagnosed cases.
**Non-Resident Students Oversight**
1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?
2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?
3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?
**How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?**
The District does not have a 1306 facility within its jurisdiction at this time. If/When the district may have a 1306 facility within its jurisdiction with a potential special education student, or potential 504 eligible student the protocol indicated below will be followed:
- The Special Education Administrator/Coordinator of the 1306 facility will notify the Director of Special Education at South Park within 1 business day regarding an identified student.
- South Park School District (Host District) will then issue a 4605 to the District of residence for the identified student and request educational records.
- South Park School District (Host District) will review the records received from the District of Residence and convene the IEP team to determine educational placement always considering education in least restrictive environment (public school) first unless it is determined that this would not provide an appropriate level of supports and services for the student. Once educational placement is determined, South Park School District (Host District) will issue the Notice of Recommended Educational Placement.
- South Park School District (Host District) would be responsible for FAPE, Child Find, reporting progress, appointing a surrogate and communicating with the School District of Residence.
**How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?**
If/When students reside and participate in educational programming at a 1306 facility, the Director of Special Education at South Park School District in collaboration with the Director at the 1306 facility will review the educational records of all students placed in such a facility for Child Find purposes. Records will be scrutinized for need of services. When need of service cannot be ruled out and an Education Evaluation is not available, the South Park School District (Host District) will conduct an Educational Evaluation. The IEP team first determines which services will be provided by reviewing the Evaluation Report.
and documenting the student’s present levels of academic achievement and functional performance and the academic, developmental, and functional needs sections of the IEP. Goals and objectives, as well as other sections of the plan will be agreed upon. The IEP team will then determine, based on the needs of the student, the level and location of the intervention.
The general education environment with supplemental aids and services within the student’s Host School District (South Park) and with access to all extracurricular activities will be considered as the first level of least restrictive environment. Individualized Education Program teams will consider what supplementary aids and services that would be necessary to support the student in the regular education environment. The Supplementary Aid and Support Toolkit has been distributed to staff and is utilized as a resource tool during IEPs. When this is not appropriate, the continuum of services from least to a more restrictive environment will be followed to determine an appropriate placement. As the law requires a full continuum of services is offered and based on individual student needs whereby a placement out of the district may be appropriately recommended.
**What problems or barriers exist which limit the District’s ability to meet its obligation under Section 1306 of the Public School Code?**
The Host District (South Park) strives to obtain educational records in a timely manner. However, it has been our experience that the students assigned to a 1306 facility have moved frequently or have not been in an educational program for some time. When it is reported that a student has had an IEP efforts will be made to obtain the special education records from the last identified prior district and/or from the parent. When records cannot be obtained, a Permission to Reevaluate will be issued and the district will conduct their own evaluation.
**Incarcerated Students Oversight**
Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).
School district personnel are informed about the requirement to transfer records to the appropriate authority for students with disabilities who committed a crime. Each building administrator has a copy of the BEC on this issue. When necessary, the solicitor is contacted for consultation and advice. A collaborative working relationship has been established between district administrators and local law enforcement in order to safeguard the confidentiality of the students to the degree protected by the law.
All incarcerated students are offered a free appropriate public education by either the Allegheny Intermediate Unit or the school district hosting the facility.
We have no students who are incarcerated at this time.
**Least Restrictive Environment**
1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.
2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)
3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.
**Ensuring Maximum Integration, Program Description, and Educational Environments**
The IEP team first determines which services will be provided by reviewing the Evaluation Report and documenting the student’s present levels of academic achievement and functional performance and the academic, developmental, and functional needs sections of the IEP. Goals and objectives, as well as other sections of the plan are agreed upon. The IEP team then determines, based on the needs of the student, the level and location of the intervention.
The general education environment with supplemental aids and services within the student’s home school is considered as the first level of least restrictive environment. Individualized Education Program teams consider what supplementary aids and services that would be necessary to support the student in the regular education environment. The Supplementary Aid and Support Toolkit has been distributed to staff and is utilized as a resource tool during IEPs.
**Supplementary Aids and Services**
| Service/Resource | Description |
|------------------|-------------|
| Allegheny Intermediate Unit Services | The Allegheny Intermediate Unit provides the following services on an as needed basis: Special Education Services including visual and hearing support services; Related Services including occupational and physical therapy); Professional Development, Preschool Early Intervention Services, Homeless Children’s Initiative; Pupil Personnel Services (psychological services, social work services); ACCESS Program (data collection and reporting system); Extended School Year (coordinates programs and services). Co-teaching is currently offered to special education students grades K-12 in ELA and Math. Pull out classes are provided for those students for whom co-teaching is not appropriate. |
| Supplemental Aids and Services | Supplementary Aids and Services are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic activities. |
settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with the law. Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs ONLY if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
The following is a framework for considering the full range of Supplementary Aids and Services (SAS).
**Collaborative (adults working together to support students)**
Scheduled time for co-planning for team meetings
Instructional arrangements that support collaboration (e.g. co-teaching, paraeducator support)
Professional development related to collaboration
Coaching and guided support for team members in implementation of co-teaching and assistive technology
Scheduled opportunities for parental collaboration All school personnel collaborate in the development and delivery of a Standard Aligned System Parent day and evening workshops
Attendance at monthly AIU liaison meetings
Director of Special Education meets monthly within each building with special education staff
Director of Special Education meets twice monthly with Central Office and Building Administration
Special Education Website
Data analysis meetings
**Instructional Development (development and delivery of instruction that addresses diverse learning needs)**
Providing modified curricular goals
Providing alternate ways for students to demonstrate learning
Providing testing modifications
Providing alternate materials and/or assistive technology (e.g. large print, books on tape, transcribe text to Braille, alternate computer access
Providing instruction on functional skills in the context of the typical routines in the regular classroom
Changing method of presentation
Using reading services
Providing research based supplementary materials
Providing instructional adaptations (e.g. pre-teaching, repeating directions, extra examples and non-examples)
Study guides
Access to computers Books on Tape
Software to enhance learning
Extra set of books for home
Adapted electives
Teacher outlines
Modification of length of assignment
Modified grading
Providing visual or written schedules
Paraprofessional Support
**Physical**
(adaptions and modifications to the physical environment)
Furniture arrangement in the environments
Specific seating arrangements
Individualized desk, chairs etc.
Adaptive equipment
Adjustments to sensory input (e.g. light, sound)
Environmental Aids such as sensory room
Structural Aids (e.g. wheelchair accessibility, elevator, grab bars)
Supervision of elevator
Vocational stations within class
**Social-Behavioral (supports and services to increase appropriate behavior and reduce disruptive or interfering behavior)**
Social skill instruction
Counseling supports
Peer supports
Individualized behavior support plans
Modification of rules and expectations
Cooperative learning strategies
Providing breaks during instructions
Assignment books checks between home and school
Notifying students in advance of schedule changes
Utilization of Social Stories
Professional development on behaviors and disabilities
Conflict mediations sessions
Anti-bullying presentations
Extra time to travel between class
Trauma-based care
Learning support classrooms are operated within each building. The Elementary Center includes an Autistic Support classroom that provides services to students in grades K/1 as well as an Autistic Support classroom that provides supports to students grades 2,3,4. The Middle School provides a functional academics/life skills support classroom that provides supports
and services to students in grades 5-8. The High School also provides a functional academics/life skills support classroom which provides services for students in grades 9-12 as well as for our students whose families choose for them to remain until they are 21. The district also employs two full time speech/language pathologists that serve all three buildings. All programs are staffed by school district employees. The District contracts with three licensed school psychologists, and with Glade Run to provide individual and group therapies. The District employs 4 Guidance Counselors: 1@ the Elementary Center, 1 @ the Middle School, and 2 @ the High School to provide Career Planning Instruction, social skills groups, and counselling. The District contracts with the Allegheny Intermediate Unit for low incidence needs (e.g. vision, hearing, occupational therapy, and physical therapy).
The transition coordinator meets with students and their families to support the students' post school outcomes for education, employment and independent living. The transition coordinator also works with families with accessing services with the Office of Intellectual Disabilities. In addition, the Office of Vocational Rehabilitation organization (OVR) provides workshops to students in grades 9-12 regarding post-secondary ambitions through the Early Reach Program, and is invited to attend IEP Meetings for students in grades 11 and 12 to prepare for the transition between High School and Post-Secondary Education and/or employment. A PAES (Practical Assessment Exploration System) Lab was established during the 2017-2018 school year to provide needed vocational skills practice for high school students as part of the district's transition services. It allows students to acquire vocational skills through hands-on experiences in a simulated real-work world environment. In addition, a simulated apartment and Cafe' were created to give students the opportunity to address daily living skills deficits and to have work experiences within their educational environment. In-house jobs have been created as well which include: shredding; delivering mail and materials to teachers/classrooms; washing windows; dusting; running vacuums; etc. Some students have been employed part-time over the summer within the facilities/custodial departments to acquire real world job skills practice, and during the summer of 2020 these opportunities will be expanded to our grounds crew in order to enable students to acquire skills such as: grass cutting, landscaping; machine operations and maintenance, etc. Our Transition Coordinator, Lifeskills Teacher, and Paraprofessionals provide Community-based Instruction activities within the South Park community and beyond to assist students with generalizing their acquired skills to real life situations. In addition, students volunteer at the food bank; do food prep work at the high school; and are provided work experiences within the community as well. To address the needs of our students aged 18-21, we work with OVR as well as outside agencies that
include Step by Step, Project Search, Project Discovery, Goodwill, etc. These agencies provide enhanced vocational experiences to our students and provide guidance to staff students, and families in making that transition from school services to adult services after graduation.
When this is not appropriate, the continuum of services from least to a more restrictive environment is followed to determine an appropriate placement. As the law requires a full continuum of services is offered and based on individual student needs whereby a placement out of the district may be appropriately recommended.
The District provides opportunities for students to interact with non-disabled students throughout the day, including extracurricular activities. Students receiving services in a special education public school, a licensed private academic day school, or an approved private academic school are encouraged to participate in specific classes and/or extracurricular activities with their local, same-age peers in their home school. The district encourages students to attend school clubs, social events and vocational or academic classes during the day.
The LEA participates in Least Restrictive Environment, Inclusion, behavioral, instructional, and standard based trainings offered by PaTTAN and the Allegheny Intermediate Unit. In addition, the district has trained and will continue to train building level staff in regard to least restrictive environment, the placement process, adapting delivery of instruction and material, behavior support, co-teaching, inclusion, the standard aligned system, differentiation of instruction, common core, and development of literacy skills with the challenging reader.
Each year the District's Special Education Data are reviewed and an Action Plan developed that aspires to bring about change and modifications that will assist the District in meeting the State Performance Targets.
The District will continue to seek out grant monies that build district capacity to facilitate maximum integration.
All teachers are highly qualified as are all Paraprofessionals. The special education teachers are able to collaborate with the general education teachers.
Regular education students on a volunteer basis dedicate their time to provide positive peer relationships, to encourage appropriate social interactions, and to develop reciprocal play and social skills. This is done by regular visits to the room which supports students with severe autism, physical education classes, other unstructured environments (e.g. lunch, recess), and during transition times. Consultations are provided through, the Allegheny Intermediate Unit, PaTTAN HSAO, and Glade Run to assist in the learning and behavior management of students. Program supervision is provided by the building principals.
The District has an established partnership with Glade Run to provide on site-therapists.
The elementary teachers utilize flexible grouping based on their learning needs and strengths of the students. At the Middle School the program also incorporates an intervention time in which students are provided instruction based on their strengths and needs during an extended homeroom time as well as during established flex time at the end of the school day. At the high school level, teachers assist students during resource study halls, and before and after school. High school honor students also provide tutoring.
All teachers in the District, special education and regular education, are highly qualified meeting the Pennsylvania Department of Education’s requirements. The special education teachers are able to
collaborate and provide consultation to the general education staff.
The District assigns a special education teacher to provide transition services for eligible students ages fourteen and older. The transition coordinator meets with students and their families to support the students' post school outcomes for education and employment. The District provides academic skill assessments, career interest surveys, and vocational assessments to help students develop and attain their goals. Students are provided the opportunity to participate in an annual Transition Fair that is co-sponsored by South Park School District as well as other partner districts. Throughout the school year speakers from various colleges and universities, as well as from the various branches of the U.S. Armed Forces, provide presentations for students. Tours are arranged for the area vocational technical school and the local special education center that provides vocational programming. Students are able to attend this facility (Steel Center Vocational) for vocational training. The District contracts with Goodwill Industries, Life Works, and Community Options for vocational evaluations as needed and for work study programs. The District also contracts with local alternative education programs such as Phase IV and CIS, for students at risk for graduating. For students 17 and older who are at risk for graduating, the district also works with students with referrals to Job Corp as needed. The school district co-sponsors a Transition Fair with other districts at Baldwin High School annually. It includes agencies from across Allegheny County that can provide needed resources to families of identified students as they prepare for transitioning post-secondary. In addition, South Park School District sponsors a "Parent Transition Night" annually specifically for identified students within the district and their families. Some of the agencies attending include: Office of Vocational, Rehabilitation (OVR), Social Security, etc.
The District provides various behavior, social, and emotional supports that are available for special education students and support full participation within the general education program. The District provides a continuum of services and interventions including a school-wide behavior program that focuses on positive reinforcement and accountability; good classroom management strategies; Individual Behavior Plans; staff consultation; and student counseling services. Guidance counselors provide individual and small group counseling to address student behaviors, social skills, coping skills, emotional and academic issues. In addition, the District contracts with Glade Run, HSAO, and Associates in Counseling and Wellness to provide individual and group therapies to those students in need.
The Student Assistance Team has a team of specially trained individuals who conduct student needs assessments, and develop specific intervention plans focusing on a student's academic, social, emotional, behavioral, and mental health development.
All special education teachers and a team from each level have been trained to conduct Functional Behavior Assessments and to develop Positive Behavior Support Plans. District staff has received training in Crisis Prevention Intervention and Safety Training offered by the Allegheny Intermediate Unit as well as the District's In-house CPI Trainer.
The District has formed a committee that meets periodically throughout the year to assess training and inservice needs. This is completed through staff surveys, observations, and review of current State initiatives. Recent professional development has focused on: Interventions including academic and behavioral ones, Differentiated Instruction, Confidentiality, Positive Behavior Support, Autism, Trauma-based Care, Supplementary Aids and Services, new curricula aligned to the Common Core in ELA and Math in grades K-8, a new Student Information System (SIS) and IEP writing system via
Powerschool, Transition, and Extended School Year. In addition, staff is encouraged to attend local and state conferences sponsored by PaTTAN, Allegheny Intermediate Unit and the Department of Education as well as to participate in webinars that are available through the aforementioned and other entities.
The district has continuous and comprehensive parent involvement through various district events, transition orientations for students transitioning from PreK to Kindergarten, Elementary to the Middle School and middle school to the high school, individual trainings specific to their child's program, group trainings, surveys that provide feedback that assist the district in evaluating and growing its program, and a Parent Steering Committee that advises and assists the district in providing assistance to parents and families of identified students. The District has redesigned the District website so that staff, parents, and community can access information regarding our educational programming with ease. The Home Access Center (HAC) has been created so that parents can access their children's homework assignments, attendance, and grades readily. Parents can also access District trainings via our website so that those parents that cannot attend District trainings can view at their leisure. For those parents that do not have computer access, the District provides copies to our local township library. During the current school year parental training has focused on communication devices, transition, interventions, and trauma-based care. Our district website provides handouts, relevant articles, and forums for parents on various topics. The district also circulates respective trainings from surrounding districts and organizations, including the Allegheny Intermediate Unit, PaTTAN, and the PEAL Center. The District makes every effort to provide whatever accommodations are needed to support parent participation at trainings and in all meetings, including ACCESS and translators.
The South Park School District encourages and participates in Interagency collaboration meetings with multiple agencies which have resulted in appropriate programming for students, as well as fostered positive communication between the district and parents.
The District is committed to reading instruction and literacy through the implementation of various reading curriculum and reading programs to meet students' needs. All students are exposed to the regular education curriculum. This is accomplished through utilization of the co-teaching model. Ongoing training for Staff has been provided. Intensive intervention materials from the regular education curricula are utilized for students who require additional modifications and support. Supplemental curriculum such as Accelerated Reader, Earobics, Sonday, SRA Direct Instruction, Language for Learning, Fundations, and Wilson are available and utilized as needed.
The district is committed to utilizing effective research based programs in the areas of math and written expression. Again all students are exposed to the regular education curriculum. The District has Math curricula aligned to the Common Core for grades K-12. This is accomplished through utilization of the co-teaching model. When not appropriate, students are provided instruction utilizing functional reading and math programs.
The district employs sufficient Paraprofessionals to assist students and has provided comprehensive training to the Paraprofessionals. Paraprofessionals are trained on each in-service and Act 80 day on one or more of the 10 standards. During past years, each Paraprofessional has far exceeded the minimum requirement of 20 hours of inservice.
The district utilizes assistive technology proactively to assist in the delivery of services to all students. The District employs a full-time Director of Technology and two technology support staff
as well. These personnel are the first line of contact in problem solving for student needs. When required, the District utilizes the services of the Allegheny Intermediate Unit to conduct further assessments and assists the district in creating action plans.
The district provides sensitivity training to students and staff at all levels. The district contracts with Children’s Institute to offer Disability Awareness training for staff and students and have invited other agencies: Tourette’s Association,
To further raise awareness and build compassion within both staff and students for those with various disabilities, the District participates in fund raising events such as Hop for Leukemia, Autism Speaks, Special Olympics, and Jump Rope for the Heart. In addition, the district established an inclusive Bocce Team during the 2019-2020 school year which is WPIAL sanctioned and Special Olympics sponsored. Fund raising was done for Special Olympics by selling “Spread the Word” bracelets; holding Bocce matches between students and staff, students and first responders, and any other groups interested in challenging our; and having students with disabilities and without disabilities working together to plan awareness events for their peers.
All policies are in full compliance with federal and state regulations.
The District has developed the Kindergarten Readiness Guide which is provided to local preschools and placed in local public sites. The goal is for parents and preschools to have the packet one year before kindergarten entrance. In addition, the district has implemented online enrollment for the 2020-2021 school year to make the enrollment process easier for families.
The district maintains a positive relationship with the Intermediate Unit and PaTTAN consultants and has utilized this expertise in the areas of assistive technology, autism, behavior support, inclusion, curriculum adaptations, Transition, and paraprofessional training. Administration, special education teachers, regular education teachers, paraprofessionals and all staff working with students are trained annually in the areas of concern and maintain a good relationship to meet each student’s needs. The District plans to continue to provide and expand professional development regarding scientifically based interventions, differentiated curriculum, inclusive practices and learning about various disabilities; conduct ability awareness programs for students, staff and parents; provide resources to design and implement curriculum, instruction, assessment and technology to respond to the challenges of diverse student needs; and form partnerships with families and communities.
**LRE Data Analysis**
The 2018-2019 Special Education Data Report indicates that the South Park School District has 12.4% of the students identified with an exceptionality. This is 4.9% lower than the State. Examining the breakdown by exceptionality, the District has a higher rate of autism than reported across the State. South Park data indicates 18.1% while the State reports 11.3%. This data reflects medical diagnoses.
The Special Education Data from the 2018-2019 school year, calculates to 53.3% of our identified students are in the regular education classroom 80% or more of the time compared to the state average of 61.5%. In addition, the number of students in the regular education classroom less than 40% is 5.6% compared to the state average of 8.9%. Identified students in other settings account for 10.3% which is 5.5% higher than the state average of 4.8%. The Director of Special Education attends IEP Meetings at outside settings and invites parents to visit District buildings to inform them
of supports and services available within the regular education setting. When the IEP Team deems it appropriate to move the student back to a lesser restrictive environment, a plan is put into place to transition the student back to the District so as to set the student up for success within that environment. In addition, the district continues to review data to determine needed changes in programming.
LRE data is reviewed and shared with administration and staff throughout the school year. The District places emphasis on early intervention and close communication with parents when a student begins to struggle as evidenced by our written procedures. These procedures ensure students to not fall through the "cracks" and further bring attention and intervention from both home and school. District staff is held accountable for implementation strategies in the regular class and the District has utilized paraprofessional support within the regular class.
Based on the 2018-2019 Special Education Data, the District has 10.3% percent of its students outside of the District in other settings, compared to the State's percent of 4.8%. This number can be contributed to the number of students moving into the district who have already been placed in more restrictive environments as well as to the increase in the number of students with significant mental health issues who cannot be supported within the district based on our limited resources in this area. The additional provision of on-site therapists through Glade Run and Associates in Counseling and Wellness and the possible addition of a Social Worker within the school district is anticipated to help reduce the number of students placed outside of the District for emotional needs. Students who exhibit drug involvement, in addition, to their other disabilities at times require placements in alternate licensed facilities to appropriately address their drug involvement. Students are returned to their regular school as soon as the IEP determines that placement is their LRE. The District continues to aspire to meet the statewide average data in regards to out of district placements.
**Behavior Support Services**
1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).
2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.
3. If the district also has School-Based Behavioral Health Services, please discuss it.
The South Park School District policy and procedures for de-escalation and the use of restraints follows 22 PA Code Section 14.133, stating that positive measures must form the basis of support programs to ensure that all students shall be free from demeaning treatment, the use of aversive techniques and the unreasonable use of restraints. Behavior support programs shall include research based practices and techniques to develop and maintain skills that will enhance an individual student’s or eligible young child’s opportunity for learning and self-fulfillment. Behavior support programs and plans shall be based on a functional behavior assessment and utilize positive behavior techniques. When an intervention is needed to address problem behavior, the types of intervention chosen for a particular student or eligible young child shall be the least intrusive necessary. The use of restraints is considered a measure of last resort, only to be used after other less restrictive measures, including de-escalation techniques have been utilized.
Restraints to control acute or episodic aggressive or self-injurious behavior may be used only when the student is acting in a manner as to be a clear and present danger to himself, to other students or to employees, and only when less restrictive measures and techniques have proven to be or are less effective. The use of restraints to control aggressive behavior of an individual student shall cause the school entity to notify the parent of the use of the restraint and shall cause a meeting of the IEP team within ten (10) school days of the inappropriate behavior causing the use of restraints, unless the parent, after written notification, agrees in writing to waive the meeting. At this meeting, the IEP team shall consider whether the student needs a Functional Behavioral Assessment (FBA), Reevaluation, a new or revised Positive Behavior Support or a change of placement to address the inappropriate behavior.
The use of prone restraints (child is held face down on the floor) is prohibited in school programs. The South Park School District maintains and reports data on the use of restraints as prescribed by the Secretary of Education. Data is collected on an on-going basis and reported into the electronic web site maintained by Leaders.
**School Based Behavioral Health Services**
The South Park District provides various behavior, social, and emotional supports to help maintain students in the least restrictive environment. The District provides a continuum of services and interventions including a school-wide behavior program that focuses on positive reinforcement and accountability; good classroom management strategies; Individual Behavior Plans; staff consultation; and student counseling services.
The District employs four guidance counselors: one at elementary, one at the middle school level and two at high school level. Guidance counselors work with individual and small groups of students. Classroom presentations are also provided. Topics focus on behavior, social skills, career planning, and academic skills.
Some, but not all of the activities and services provided by the guidance department include the following.
**School Guidance Curriculum**
- Academic support, including organizational, study and test-taking skills
- Goal setting and decision-making
- Career awareness, exploration and planning
• Education on understanding self and others
• Communication, problem-solving and conflict resolution
• Multicultural/diversity awareness
• Rotational classes on anger management, bullying, and conflict resolution, respect, responsibility, good decision making, friendship, lying, cheating, stealing, and getting along with others.
• Peer relationships, coping strategies and effective social skills
Individual Student Planning
• Academic planning and monitoring of all students
• Goal setting/decision-making
• Education on understanding of self, including strengths and weaknesses
• Transition plans
• Newcomers group
Responsive Services
• Individual and small-group counseling
• Individual/family/school crisis intervention
• Conflict resolution
• Consultation/collaboration
• Referrals
• Liaison between families, students, and agencies
System Support
• Professional development
• Consultation, collaboration and teaming
• Program management and operation
• Test coordinators
Counselors collaborate with both parents, teachers, administrators, and students. Some areas of focus for this collaboration are listed below. Our guidance counselors are an invaluable resource in
the behavior management and emotional needs of our student body.
Parents
Parent education
Communication/networking
Academic planning
One-on-one parent conferencing
Interpretation of assessment results
Teachers
Classroom guidance activities
Academic support, including learning style assessment and education to help students succeed academically
At-risk student identification and implementation of interventions to enhance success
Administrators
School climate
Behavioral management plans
School-wide needs assessments
Student data and results
Student assistance team building
Students
Peer education
Peer support
Academic support
School climate
Leadership development
Community
Crisis interventions
Referrals
Career education
The Student Assistance Program has a team of specially trained individuals who conduct student needs assessments, and develop specific intervention plans focusing on student’s academic, social, emotional, behavioral, and mental health development. Members include administrative members, guidance counselors, nurses, and teachers and representatives from Allegheny County Behavioral Health.
Glade Run serves as an on site mental health provider at the high school and middle school, and elementary levels. HSAO also assists families with accessing community mental health services and/or resources and Associates in Counseling and Wellness provide trauma based care training to staff and individual supports to students with Tier 3 needs.
All special education teachers have been trained to conduct Functional Behavior Assessments and to develop Positive Behavior Intervention Plans. District staff has been trained in Crisis Prevention Intervention Techniques and will continue to be trained in this area. The Director of Special Education is the current CPI Trainer, however, additional staff (district Police Officer, and new high school guidance counselor) will also be trained prior to the 2020-2021 school year as CPI Trainers. The district employs two on-campus police officers and still maintains a close working relationship.
with the South Park Police Department.
The South Park School District provides on-going professional development activities to prepare and train District staff to address the special knowledge and skills to serve the behavioral needs of children with disabilities. Each building has a team trained in Addressing Challenging Behavior Using Data. This includes training on conducting functional behavior assessments and developing positive behavior support plans.
In addition, the High School implements Building Wide Behavior Support. Data review is a constant within this framework for successful practices and is reviewed weekly with the core team and monthly with the entire teaching staff. Staff buy-in helped the school to create and define the Three P's - Prompt, Prepared and Polite. Students are taught what the school rules look like in various areas of the building and on transportation provided. Teachers are present in the hallways and are quick to positively reward students for good behaviors rather than punish students. Through the process, students have received many positive behavioral incentives for both behavior and academic changes. Our peer tutoring program has really increased and reaches more students in need and our Tier II team holds study skills groups. When an issue does arrive that impacts many students, teachers are given prepared lesson plans and teaching time to present to the students. Student involvement in these activities helps to make them feel connected and results in a positive impact within the school and with each other. As the program grows each year, the impact we see at the high school is nothing but positive. District staff is provided the opportunity to attend local, state and national conferences.
The Elementary level has Building-Wide Positive Behavior Support.
The Middle School utilizes the Olweus Anti Bullying Program.
The District also provides parent opportunities for training and information sharing in regard to students with disabilities. Parents are also notified of relevant trainings conducted by local organizations, schools and universities.
The District encourages and participates in Interagency collaboration meetings with multiple agencies which have resulted in appropriate programming for students with complex needs. Interagency participation at District IEP meetings have improved appropriate programming for students, as well as fostered positive communication between district and parents.
The District currently utilizes the consultation and technical services provided by the Intermediate Unit, Glade Run, HSAO, Allegheny County Office of Behavioral Health, and Wesley Spectrum.
Student Assistance Teams operate at each level to identify students at risk for mental health needs. A member of HSAO Mental Health participates on the elementary, middle, and high school teams as a liaison. The district also works with the Youth Advocacy Program (YAP) when a student continues to have truancy issues.
Students with emotional support needs receive their program in either a co-taught class with supplementary aids and supports or in a resource room setting. In addition, they receive on-site mental health counseling provided by guidance counselors or through a partnership with Glade Run or Associates in Counseling and Wellness. Glade Run is approved to provide service at the elementary, middle and high school levels. This partnership provides on-site behavioral health services that promote social and emotional growth. This partnership emphasizes a team approach in which educators, counselors, families and communities work together to foster strong, confident,
and contributing youth. Associates in Counseling and Wellness provides services to Tier 3 students who require trauma-based care.
Some of the areas of counseling that are provided during school hours focus on:
- Inter-personal relationships
- Stress and Mood
- Grief and Loss
- Trauma and Anxiety
- Anger Management
- Conflict Resolution
- Behavioral Issues
- Communication Skills
- Problem-Solving
- Character Building and Self-Esteem
**Intensive Interagency/Ensuring FAPE/Hard to Place Students**
1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.
2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.
3. Discuss any expansion of the continuum of services planned during the life of this plan.
**Ensuring FAPE**
The South Park School District, as of this date, has been able to locate a program for all their special education students to ensure the provision of FAPE. The South Park School District has been able to locate services for difficult to place students by exploring a range of services and consulting with various agencies. However, if the District ever had difficulty locating a program to ensure FAPE, they would contact the Bureau of Special Education within the Pennsylvania Department of Education to report the students who may lose instruction while waiting for an appropriate special education program. The District would also contact the Interagency Coordinator at PaTTAN and the AIU, to assist in the process of securing a placement for the student. In addition the following agencies may also be contacted to be part of the team: HSAO, Mercy Behavior Health Services, Family Links, Wesley Spectrum, Family Behavior, Wesley Spectrum, Southwestern Health Services, Juvenile Court (Probation Officer), Children and Youth Services, Partial Hospital Programs, Allegheny Department of Human Services Office of Behavioral Health, Drug and Alcohol Treatment Centers, and Alternative Education Programs.
The District staff have participated in training and workshops by the State and the AIU, which
included focusing on the interagency approach. We also have staff participate in Student Assistance Training. As a result we have engaged in interagency collaboration resulting in appropriate programming and interventions to meet the individual needs of students.
To date, the South Park School District has been successful in procuring appropriate educational placements for all their special education students in large part due to our efforts to collaborate with other child serving agencies to meet the individual needs of students in the least restrictive environment. Utilizing various agencies has not only improved securing appropriate programming for students, but also has fostered positive communication between the District staff and parents.
**Local Continuum of Supports and Services**
The district has had an elementary autistic support class since the 2007-2008 school year, however, due to the increase in the number of students identified with Autism entering kindergarten needing supports within an autistic support classroom, a second AS classroom was established prior to the 2019-2020 school year. One classroom provides supports and services to students in grades K/1. The other AS classroom provides support to students in grades 2,3, and 4.
A life skills class has been in existence at the middle school since 2009-2010 and continues to provide programming within the district today. Prior to the 2018-2019 school year, the *I Can Work* curriculum which teaches prevocational skills to students was acquired to assist students with transition to the high school and in generalizing skills acquired to real world experiences. A school store was also created to provide students within the life skills program additional prevocational skills practice. Life skills work with students within the Circle of Friends group in inventorying, marketing, and selling products needed by their classmates. Monies earned go back into the program and students use to learn budgeting skills as well.
A life skills class was established at the High School level during the 2014-2015 school year and continues to provide and expand programming to address functional academics and transitional service needs to our students. A PAES Lab was later added to provide our students at the high school with needed vocational skills practice. A ‘Cafe’ operated by students within the life skills program in partnership with typical peers who participate in our Circle of Friends program was established and continues to expand since its creation during the 2017-2018 school year. Students also have the opportunity to access in-house jobs such as shredding, delivering mail and materials, cleaning windows, sweeping, etc in order to further develop their vocational skills.
Students in the Autistic Support and Life Skills classes participate in Community-based instruction across all grade levels in order to generalize their skills across environments.
A partnership with Glade Run was established during the 2012-2013 school year and has made mental health counseling by an independent provider available on site. This partnership continues within the district today and has expanded to include individual and group therapy but assists families in accessing community resources that provide supports within the home as well. In 2018-2019, the district partnered with HSAO to provide the district with support in assisting families with accessing mental health and other community resources and services.
A partnership with Associates in Counseling and Wellness was recently established to address the needs of Tier 3 students needing trauma-based care.
The High School and Elementary Schools utilize Building-Wide Positive Behavior Support. The Middle School utilizes the Olewus Anti-bullying program.
Special education teachers are available to assist students during study halls as are paraprofessionals.
Per the 2018-2019 Special Education Data Report based on the December 1, 2018 Child Count, 53.3% of identified students in South Park are inside the regular class 80% or more of the school day as compared to the state average of 61.5%. Identified students inside the regular education class less than 40% of the time is 5.6% as compared to state average of 9.4%, and 10.3% of students are placed in other settings outside the district as compared to the state average of 4.8%.
On-going professional development regarding continues in the areas of ELA and Math instruction, Functional Behavior Assessments, Positive Behavior Support Plans, Differentiated Instruction, Positive Reinforcement, etc.
The South Park District continues to explore and create ways to expand the district’s continuum of special education supports, services and educational placements. Data are analyzed on a quarterly basis and shared with staff and administration.
The District considers the general education classroom as the preferred assignment of students with disabilities. Supplementary aids and services are used to support students with disabilities as active participants with non-disabled peers as well as to enable their access to the general curriculum.
There are a number of supplementary aids and services to be considered and implemented by the IEP teams including but not limited to the following: Collaborative, Instructional, Physical, and Social-Behavioral. Special classes, separate schooling, or other removal of children with disabilities from the regular education classroom occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. The South Park District provides positive behavior interventions, strategies, and supports designed to foster increased participation of children with disabilities in the general education environment.
In addition to the use of supplementary aids and services to address behavioral issues in the general education classroom, the district develops Functional Behavior Assessments and Behavior Intervention Plans; provides individual and group student counseling services; consultation to parents and staff; and professional development. Fundamental to the provision of these services is school-wide behavior support. School-wide behavior support services all students through programs such as early intervention, student assistance teams and building level initiatives to set expectations to unify consistent behaviors of all students. The District rewards the attributes of Polite, Positive, Prompt, and Prepared. Individual behavior support plans are used to develop and maintain skills that will enhance an individual student’s opportunity for learning and demonstrating appropriate behavior.
Consultations are provided to parents and school staff regarding the behavior management of students within the school setting. Consultation is provided by DT Watson, the Allegheny Intermediate Unit and the PaTTAN staff. Individual and group counseling is available to improve cognitive and behavioral functioning that allows students to benefit from their educational program.
The Student Assistance Team effectively screens and refers students who may be in need of counseling services. Parents, teachers, related service providers and administrators are able to refer to the Student Assistance Team.
Counseling services are provided by the guidance counselors, Glade Run therapists, and Associates in Counseling and Wellness therapists as well.
In addition, the District currently has five agencies which are providing Behavior Support Consultation or Therapeutic Staff Support during the school day on site: HSAO, Glade Run, Associates in Counseling and Wellness, DT Watson, and Allegheny County Office of Behavioral Health. The district also utilizes the Youth Advocacy Program (YAP) in order to address students with truancy issues.
The District utilizes the RESOLVE crisis intervention program and other services provided through Allegheny County Mental Health, as needed.
If a more restrictive setting is needed, the District would refer the student to a Licensed Private School, an Approved Private School, and/or a partial hospital program.
The District provides on-going professional development to all staff, including paraprofessionals and related service providers to enhance understanding of least restrictive environment.
The primary focus of all staff training is to improve the achievement of all students and to ensure that effective instructional practices based on empirical evidence are implemented. Therefore, staff needs are guided by current state-wide initiatives and research-based effective practices related to curriculum, instruction, assessment, and intervention.
The District incorporates professional development days in the school calendar for training staff. Administration meets with staff on a weekly basis to address professional development issues. The District also utilizes the assistance of Allegheny Intermediate Unit, PaTTAN, community resources, and private providers. Staff is encouraged to attend professional workshops and conferences offered by local universities and professional organizations. In addition various training delivery systems including building-based, video conferences, webinars, guided practice, coaching, information dissemination, and consultation on specific cases have been helpful in supporting the ongoing efforts at the building level of providing positive behavior supports and maintaining students in the least restrictive environment.
**Expansion of the Continuum of Services Planned during the life of this plan**
The South Park School District administration and designated staff and parents review the special education data, enrollment data, and test data to make informed data-driven decisions for program planning and enhancements. This process has resulted in the expansion of our continuum of services and supports. The District continues to provide and seek:
1) Professional development regarding scientifically based interventions, differentiated curriculum, inclusive practices and learning about disabilities.
2) On-going training for both general education and special education staff regarding research based interventions, progress monitoring, educational benefit for students, the Standard Aligned System, and the Common Core;
3) Disability awareness programs for students, staff, and parents;
4) Resources to improve curriculum, instruction, assessment and technology to better meet the needs of diverse students;
5) Expansion of partnerships with families and community resources;
6) Utilization of alternative means of providing parent training in addition to face to face workshops. The District is beginning to make these training sessions available via video streaming and/or webinars so that parents can watch trainings at their leisure.
7) Maintenance and expansion of the parent and staff loan library to educate parents on services and
interventions in the home setting.
8) Purchase of a new functional/lifeskills curriculum, Styer Fitzgerald to ensure continuity in programming to students in our AS and Life Skills classrooms across grade levels, K-12.
The South Park School District has an in-house continuum of services that can accommodate the needs of most autistic and life skills students.
Co-teaching is implemented in grades K-12 in ELA and Math within the district.
The District recognizes the need to expand early intervention services. Full Day kindergarten was established during the 2019-2020 school year. The District hosts an extended day program within the elementary center. In addition, the district also hosts a preschool program in our elementary center and another in the high school which provides on-site experiences for our high school students participating in Child Development. The district has also housed a DART classroom within the elementary center. Fundations, an Orton-Gillingham based intervention, is being used within Full Day kindergarten classes to provide a strong foundation in phonemic awareness for all students. In addition, Touch Math is being utilized with students lacking numeracy skills. In addition, specials teachers (music, phys. ed, art, library, and computer) are providing double dosing of these interventions throughout the school day. The Wilson reading intervention program is provided to students and grades 3 and up who continue to struggle with reading.
We also recognize our need to expand services through preventative therapeutic support; scheduled time for staff to collaborate regarding individual student needs, increased professional development and support needs for staff; increased parent involvement and participation in training and family support groups; and improved collaboration between the District, parents, and community agencies.
The South Park School District, as of this date, has been able to locate a program for all their special education students to ensure the provision of FAPE. The South Park School district has been able to locate services for difficult to place students by exploring a range of services and consulting with various agencies. However, if the District ever had difficulty locating a program to ensure FAPE, they would contact the Bureau of Special Education within the Pennsylvania Department of Education to report the students who may lose instruction while waiting for an appropriate special education program for more than thirty days. The District would also contact the Interagency Coordinator at PaTTAN and the AIU, to assist in the process of securing a placement for the student. In addition the following agencies may also be contacted to be part of the team: HSAO, Glade Run, Mercy Behavior Health Services, Family Links, Wesley Spectrum, Family Behavior, Jefferson IOP, Wesley Spectrum, Southwestern Health Services, Juvenile Court (Probation Officer), Children and Youth Services, Partial Hospital Programs, Allegheny Department of Human Services Office of Behavioral Health, Drug and Alcohol Treatment Centers, and Alternative Education Program.
The District staff has participated in training and workshops by the State and the AIU, which included focusing on the interagency approach. We have also had Student Assistance Liaisons train district staff on site. As a result we have engaged in interagency collaboration resulting in appropriate programming and interventions to meet the individual needs of students.
To date, the South Park School District has been successful in procuring appropriate educational placements for all their special education students in large part due to our efforts to collaborate with other child serving agencies to meet the individual needs of students in the least restrictive environment. Utilizing various agencies has not only improved securing appropriate programming for students, but also has fostered positive communication between the District staff and parents.
Assurances
Special Education Assurances
The Local Education Agency (District) has verified the following Assurances:
- Implementation of a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district.
- Implementation of a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The District implements mechanisms to disseminate child find information to the public, organizations, agencies and individuals on at least an annual basis.
- Assurances of students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.
- Compliance with the PA Department of Education, Bureau of Special Education’s report revision notice process.
- Following the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.
- Assurance of funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.
24 P.S. §1306 and §1306.2 Facilities
There are no facilities.
## Least Restrictive Environment Facilities
| Facility Name | Type of Facility | Type of Service | Number of Students Placed |
|--------------------------------------|-----------------------------------|--------------------------|---------------------------|
| Mon Valley | Special Education Centers | Autistic Support | 2 |
| Highland | Approved Private Schools | Emotional Support | 6 |
| Western Pennsylvania School for the Blind | Approved Private Schools | Multihandicapped | 2 |
| Wesley Academy | Other | Emotional Support | 2 |
| Pathfinder | Special Education Centers | Multi-handicapped | 4 |
| Western PA School For Deaf (WPSD) | Approved Private Schools | Hearing Support | 2 |
| WISCA | Special Education Centers | Autistic Support | 1 |
| Watson | Approved Private Schools | Life Skills | 4 |
| Watson @ Friendship Academy | Approved Private Schools | Emotional Support | 2 |
| Mon Valley | Special Education Centers | Emotional Support | 1 |
| Wesley Bridge Vocational Program | Other | Autistic Support | 1 |
| St. Anthony's Program @ Duquesne University | Special Education Centers | Life Skills Support | 1 |
| Wesley Spectrum K-8 | Approved Private Schools | Emotional Support | 2 |
| Pioneer Education Center | Special Education Centers | Multi-handicapped | 1 |
## Special Education Program Profile
**Program Position #1**
*Operator:* School District
**PROGRAM DETAILS**
*Type:* Class
*Implementation Date:* August 26, 2019
*Reason for the proposed change:* District is moving to full day kindergarten and adding 2 K classes within the building. In order to accommodate, two 2nd grade classrooms have to be moved down the hall. As a result, the K/1 Autistic Support classroom needs to move to a hallway with appropriate aged peers across from a
restroom. This displaces this classroom which will move across the hall to a double room. Students in K/1 Learning Support pull-out will receive instruction here.
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 5 to 7 | 10 | 0.7 |
Justification: Students are never grouped with more than a 3 year age span.
Locations:
| South Park Elementary | An Elementary School Building | A building in which General Education programs are operated |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Learning Support | 5 to 7 | 5 | 0.3 |
Justification: Students are never grouped with more than a 3 year age span.
Locations:
| South Park Elementary | An Elementary School Building | A building in which General Education programs are operated |
**Program Position #2**
*Operator:* School District
**PROGRAM DETAILS**
*Type:* ClassandPosition
*Implementation Date:* August 26, 2019
*Reason for the proposed change:* Teacher will be working with students in grades 2 & 3 for the 2019-2020 school year. She does not have any students requiring Autistic Support on her caseload. They are all students with Learning Support.
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 7 to 9 | 7 | 0.6 |
Justification: Students are never grouped with greater than a 3 year age span.
Locations:
| South Park Elementary | An Elementary School Building | A building in which General Education programs are operated |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Learning Support | 7 to 9 | 6 | 0.4 |
Justification: Students are never grouped with more than a 3 year age range.
Locations:
| South Park Elementary | An Elementary School Building | A building in which General Education programs are operated |
**Program Position #3**
*Operator:* School District
**PROGRAM DETAILS**
*Type:* Position
*Implementation Date:* August 26, 2019
**Reason for the proposed change:** Change in staff with this caseload.
### PROGRAM SEGMENTS
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 9 to 10 | 4 | 0.4 |
| **Justification:** Students are never grouped at more than a 3 year age span |
| **Locations:** | | | | |
| South Park Elementary | An Elementary School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Learning Support | 9 to 10 | 5 | 0.5 |
| **Justification:** Students are never grouped at more than a 3 year age span |
| **Locations:** | | | | |
| South Park Elementary | An Elementary School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Autistic Support | 9 to 10 | 1 | 0.05 |
| **Justification:** Students are never grouped at more than a 3 year age span |
| **Locations:** | | | | |
| South Park Elementary Center | An Elementary School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Emotional Support | 9 to 10 | 1 | 0.05 |
| **Justification:** Students are never grouped at more than a 3 year age span |
| **Locations:** | | | | |
| South Park Elementary Center | An Elementary School Building | A building in which General Education programs are operated | | |
### Program Position #4
**Operator:** School District
**PROGRAM DETAILS**
- **Type:** ClassandPosition
- **Implementation Date:** August 26, 2019
- **Reason for the proposed change:** Change from FT AS to Supplemental MDS due to the needs of the students
### PROGRAM SEGMENTS
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Multiple Disabilities Support | 5 to 7 | 2 | 0.2 |
| **Justification:** Students are never grouped with more than a 3 year age range. |
| **Locations:** | | | | |
| South Park Elementary | An Elementary School Building | A building in which General Education programs are operated | | |
| South Park Elementary | An Elementary School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Autistic Support | 5 to 7 | 7 | 0.8 |
| Justification: Students are never grouped with more than a 3 year age range. |
**Locations:**
- South Park Elementary
- An Elementary School Building
- A building in which General Education programs are operated
---
**Program Position #5**
*Operator:* School District
**PROGRAM DETAILS**
- **Type:** ClassandPosition
- **Implementation Date:** August 26, 2019
- **Reason for the proposed change:** Itinerant Emotional Support student added to teacher's caseload
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 10 to 12 | 10 | 0.6 |
| Locations: |
- South Park Middle School
- A Middle School Building
- A building in which General Education programs are operated
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Learning Support | 10 to 12 | 3 | 0.3 |
| Locations: |
- South Park Middle School
- A Middle School Building
- A building in which General Education programs are operated
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Emotional Support | 10 to 12 | 1 | 0.1 |
| Locations: |
- South Park Middle School
- A Middle School Building
- A building in which General Education programs are operated
---
**Program Position #6**
*Operator:* School District
**PROGRAM DETAILS**
- **Type:** Position
- **Implementation Date:** August 26, 2019
- **Reason for the proposed change:** Teacher no longer has student requiring Autistic Support. Removed from caseload. Addition of student requiring Supplemental ES support.
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 11 to 12 | 8 | 0.8 |
Justification: Students are never grouped with more than a 4 yr age range
Locations:
South Park Middle | A Middle School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Learning Support | 11 to 12 | 1 | 0.1 |
Justification: Students are never grouped with more than a 4 yr age range
Locations:
South Park Middle | A Middle School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Emotional Support | 11 to 12 | 1 | 0.1 |
Justification: Students are never grouped with more than a 4 yr age range
Locations:
South Park Middle School | A Middle School Building | A building in which General Education programs are operated | | |
**Program Position #7**
*Operator:* School District
**PROGRAM DETAILS**
*Type:* Position
*Implementation Date:* August 26, 2019
*Reason for the proposed change:* Teachers caseload changed as well as implementation date.
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 11 to 14 | 1 | 0.1 |
Justification: Students are never grouped with more than a 4 yr age range
Locations:
South Park Middle | A Middle School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Life Skills Support | 11 to 14 | 5 | 0.6 |
Justification: Students are never grouped with more than a 4 yr age range
Locations:
South Park Middle | A Middle School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Autistic Support | 11 to 14 | 2 | 0.2 |
Justification: Students are never grouped with more than a 4 yr age range
Locations:
South Park Middle School | A Middle School Building | A building in which General Education programs are operated | | |
**Program Position #8**
*Operator:* School District
**PROGRAM DETAILS**
*Type:* Class
*Implementation Date:* August 26, 2019
*Reason for the proposed change:* Teacher no longer has a student receiving Autistic Support services. Change in caseload
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 11 to 13 | 7 | 0.7 |
Justification: Students are never grouped with more than a 4 yr age range
Locations:
South Park Middle | A Middle School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Learning Support | 11 to 13 | 3 | 0.3 |
Justification: Students are never grouped with more than a 4 yr age range
Locations:
South Park Middle | A Middle School Building | A building in which General Education programs are operated | | |
**Program Position #9**
*Operator:* School District
**PROGRAM DETAILS**
*Type:* Class
*Implementation Date:* August 26, 2019
*Reason for the proposed change:* Change in caseload. 1 ES student moved. 1 exited special ed.
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 11 to 14 | 10 | 0.8 |
Locations:
South Park Middle | A Middle School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Learning Support | 11 to 14 | 2 | 0.2 |
**Program Position #10**
*Operator: School District*
**PROGRAM DETAILS**
*Type:* ClassandPosition
*Implementation Date:* August 26, 2019
*Reason for the proposed change:* Change in caseload and position from .5 MS & .5 HS to 1.0 @ HS
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Emotional Support| 14 to 18 | 3 | 0.25|
**Locations:**
| South Park High School | A Senior High School Building | A building in which General Education programs are operated |
|------------------------|-------------------------------|-------------------------------------------------------------|
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Learning Support | 14 to 18 | 6 | 0.5 |
**Locations:**
| South Park High School | A Senior High School Building | A building in which General Education programs are operated |
|------------------------|-------------------------------|-------------------------------------------------------------|
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Emotional Support | 14 to 18 | 1 | 0.08|
**Locations:**
| South Park High School | A Senior High School Building | A building in which General Education programs are operated |
|------------------------|-------------------------------|-------------------------------------------------------------|
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 14 to 18 | 2 | 0.17|
**Locations:**
| South Park High School | A Senior High School Building | A building in which General Education programs are operated |
|------------------------|-------------------------------|-------------------------------------------------------------|
**Program Position #11**
*Operator: School District*
**PROGRAM DETAILS**
*Type:* ClassandPosition
*Implementation Date:* August 26, 2019
*Reason for the proposed change:* Change in caseload/Types of supports
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 14 to 18 | 7 | 0.64|
Justification: Students are never grouped with more than a 4 year age span.
| Locations: | South Park High | A Senior High School Building | A building in which General Education programs are operated |
|------------|-----------------|-------------------------------|----------------------------------------------------------|
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|---------|-----|
| Itinerant | Learning Support | 14 to 18 | 3 | 0.27|
Justification: Students are never grouped with more than a 4 year age range.
| Locations: | South Park High | A Senior High School Building | A building in which General Education programs are operated |
|------------|-----------------|-------------------------------|----------------------------------------------------------|
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|---------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Emotional Support | 14 to 18 | 1 | 0.09 |
Program Position #12
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: August 26, 2019
Reason for the proposed change: Change in caseload
PROGRAM SEGMENTS
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|---------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 14 to 18 | 8 | 0.4 |
Justification: Students are never grouped with more than a 4 year age span.
| Locations: | South Park High School | A Senior High School Building | A building in which General Education programs are operated |
|------------|------------------------|-------------------------------|----------------------------------------------------------|
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|---------|-----|
| Itinerant | Learning Support | 14 to 18 | 7 | 0.35|
Justification: Students are never grouped with more than a 4 year age span.
| Locations: | South Park High School | A Senior High School Building | A building in which General Education programs are operated |
|------------|------------------------|-------------------------------|----------------------------------------------------------|
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|---------|-----|
| Itinerant | Emotional Support | 14 to 18 | 3 | 0.15|
Justification: Students are never grouped with greater than a 4 year age range.
| Locations: | South Park High | A Senior High School Building | A building in which General Education programs are operated |
|------------|-----------------|-------------------------------|----------------------------------------------------------|
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Emotional Support | 14 to 18 | 2 | 0.1 |
| Justification: Students are never grouped with more than a 4 yr age span |
| Locations: | | | | |
| South Park High School | A Senior High School Building | A building in which General Education programs are operated | | |
**Program Position #13**
*Operator:* School District
**PROGRAM DETAILS**
*Type:* Class and Position
*Implementation Date:* August 26, 2019
*Reason for the proposed change:* Change in caseload segment
Supplemental LSS students added
FT Transition Coordinator's caseload is seniors and he consults with 8th grade thru 12th grade special ed teachers specifically regarding transition, including running the PAES Lab.
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Learning Support | 18 to 21 | 10 | 0.62 |
| Justification: Students are never grouped with more than a 4 year age span. |
| Locations: | | | | |
| South Park High | A Senior High School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 18 to 21 | 2 | 0.12 |
| Justification: Students are never grouped with more than a 4 year age range. |
| Locations: | | | | |
| South Park High | A Senior High School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Emotional Support | 18 to 21 | 1 | 0.06 |
| Justification: Students are never grouped with more than a 4 year age range. |
| Locations: | | | | |
| South Park High | A Senior High School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Life Skills Support | 18 to 21 | 3 | 0.19 |
| Justification: Students are never grouped with more than a 4 year age range |
| Locations: | | | | |
| South Park High School | A Senior High School Building | A building in which General Education programs are operated | | |
Program Position #14
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: August 26, 2019
Reason for the proposed change: Change in types and level of supports
PROGRAM SEGMENTS
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|---------------------------------------|---------------------------|-----------|----------|-----|
| Full-Time Special Education Class | Life Skills Support | 15 to 18 | 2 | 0.22|
| Justification: Students are never grouped with more than a 4 year age range. |
Locations:
South Park High | A Senior High School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|---------------------------------------|---------------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 15 to 18 | 5 | 0.56|
Locations:
South Park High School | A Senior High School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|---------------------------------------|---------------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Autistic Support | 15 to 18 | 2 | 0.22|
Locations:
South Park High School | A Senior High School Building | A building in which General Education programs are operated | | |
Program Position #15
Operator: School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: August 26, 2019
Reason for the proposed change: Change in caseload
Change in staff
PROGRAM SEGMENTS
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|---------------------------|-----------|----------|-----|
| Itinerant | Speech and Language Support | 5 to 10 | 60 | 1 |
Justification: Students are never grouped with more than a 3 year age range.
Locations:
South Park Elementary | An Elementary School Building | A building in which General Education programs are operated | | |
Program Position #16
Operator: School District
PROGRAM DETAILS
Type: ClassandPosition
Implementation Date: August 25, 2016
Reason for the proposed change: Speech/Language Pathologist will be in closer proximity to students that she supports
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|---------------------------|-----------|----------|-----|
| Itinerant | Speech and Language Support | 5 to 10 | 25 | 0.44|
Justification: Students are never grouped with more than a 3 year age range.
Locations:
South Park Elementary
An Elementary School Building
A building in which General Education programs are operated
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|---------------------------|-----------|----------|-----|
| Itinerant | Speech and Language Support | 10 to 14 | 22 | 0.38|
Justification: Students are never grouped with more than a 4 year age range.
Locations:
South Park Middle
A Middle School Building
A building in which General Education programs are operated
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|---------------------------|-----------|----------|-----|
| Itinerant | Speech and Language Support | 14 to 21 | 10 | 0.18|
Justification: Students are never grouped with more than a four year age range.
Locations:
South Park High
A Senior High School Building
A building in which General Education programs are operated
**Program Position #17**
Operator: Intermediate Unit
**PROGRAM DETAILS**
Type: ClassandPosition
Implementation Date: August 26, 2019
Reason for the proposed change: Change in caseload. One HS student graduated. Elementary student identified.
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|---------------------------|-----------|----------|-----|
| Itinerant | Deaf and Hearing Impaired Support | 17 to 18 | 1 | 0.04|
Locations:
South Park High School
A Senior High School Building
A building in which General Education programs are operated
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|---------------------------|-----------|----------|-----|
| Itinerant | Deaf and Hearing Impaired Support | 5 to 7 | 1 | 0.07|
Locations:
Program Position #18
Operator: Intermediate Unit
PROGRAM DETAILS
Type: ClassandPosition
Implementation Date: August 26, 2019
Reason for the proposed change: Change in caseload.
PROGRAM SEGMENTS
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|------------------------------------------------------|----------------------------------------|-------------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Blind or Visually Impaired Support | 14 to 21 | 1 | 0.94|
Justification: Students are never grouped with more than a 4 yr age span
Locations:
South Park High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #19
Operator: School District
PROGRAM DETAILS
Type: ClassandPosition
Implementation Date: August 26, 2019
Reason for the proposed change: Change in caseload and Position from LS Teacher to AS Classroom Teacher Grades 2,3, & 4
PROGRAM SEGMENTS
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|------------------------------------------------------|----------------------------------------|-------------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Autistic Support | 8 to 10 | 4 | 0.8 |
Locations:
South Park Elementary Center
An Elementary School Building
A building in which General Education programs are operated
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|------------------------------------------------------|----------------------------------------|-------------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Multiple Disabilities Support | 8 to 10 | 1 | 0.2 |
Locations:
South Park School District/Elementary Center
An Elementary School Building
A building in which General Education programs are operated
Program Position #20
Operator: Intermediate Unit
PROGRAM DETAILS
Type: ClassandPosition
Implementation Date: August 26, 2019
Reason for the proposed change: Change in caseload.
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Blind or Visually Impaired Support | 5 to 10 | 6 | 0.19 |
Justification: Students are never grouped with more than a 4 yr age span
Locations:
South Park Elementary Center | An Elementary School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Blind or Visually Impaired Support | 10 to 14 | 1 | 0.05 |
Locations:
South Park Middle School | A Middle School Building | A building in which General Education programs are operated | | |
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Blind or Visually Impaired Support | 14 to 21 | 1 | 0.11 |
Justification: Students are not grouped within a 4 year age range.
Locations:
South Park High School | A Senior High School Building | A building in which General Education programs are operated | | |
**Program Position #21**
*Operator:* Intermediate Unit
**PROGRAM DETAILS**
*Type:* Position
*Implementation Date:* August 26, 2019
*Explain any unchecked boxes for facilities questions:* Position is a TVI providing Orientation and Mobility within the school district not a classroom. Services are provided throughout the district and within the community.
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Blind or Visually Impaired Support | 14 to 21 | 2 | 0.16 |
Justification: Students are not grouped with age range greater than 4 years
Locations:
South Park High School | A Senior High School Building | A building in which General Education programs are operated | | |
**Program Position #22**
*Operator:* School District
**PROGRAM DETAILS**
*Type:* Position
*Implementation Date:* October 15, 2019
**PROGRAM SEGMENTS**
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Supplemental (Less Than 80% but More Than 20%) | Learning Support | 11 to 14 | 4 | 0.4 |
Locations:
| Type of Support | Level of Support | Age Range | Caseload | FTE |
|-----------------|------------------|-----------|----------|-----|
| Itinerant | Learning Support | 11 to 14 | 6 | 0.6 |
Locations:
- South Park Middle School
A building in which General Education programs are operated
### Special Education Support Services
| Support Service | Location | Teacher FTE |
|----------------------------------|-----------------------------------------------|-------------|
| Director of Special Education | South Park Elementary, Middle and High School | 1 |
| Paraprofessionals | South Park Elementary, Middle and High School | 19 |
### Special Education Contracted Services
| Special Education Contracted Services | Operator | Amt of Time per Week |
|--------------------------------------|------------------------|----------------------|
| Occupational Therapy | Intermediate Unit | 3 Days |
| Physical Therapy | Intermediate Unit | 1 Days |
| Psychologist | Outside Contractor | 3 Days |
| Autism Consultant | Outside Contractor | 30 Minutes |
| Blind/VI | Intermediate Unit | 5 Days |
| Deaf/HI | Intermediate Unit | 1 Days |
| Physical Therapy Assistant | Intermediate Unit | 1 Days |
## District Level Plan
### Special Education Personnel Development
#### Autism
| Description | Special Education Staff will continue to receive ongoing professional development related to Autism in both large group, small group, and IEP Team professional development on Act 80 and In-service days. Professional Development will be provided via District staff, the Allegheny Intermediate Unit, outside agencies as needed, and PaTTAN. |
|-------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Person Responsible | Building Principal and Director of Special Education |
| Start Date | 7/1/2020 |
| End Date | 6/30/2023 |
| Program Area(s) | Special Education |
#### Professional Development Details
| Hours Per Session | 3.0 |
|-------------------|-----|
| # of Sessions | 3 |
| # of Participants Per Session | 36 |
| Provider | AIU3, School District, Individual |
| Provider Type | Providers will consist of a variety of educators from the District, AIU3, PaTTAN, and outside agencies as needed. |
| PDE Approved | Yes |
| Knowledge Gain | Administrators, Teachers, and Staff working with students with Autism Spectrum Disorder will acquire knowledge of how to implement successful programs for them using appropriate supplementary aids and services and specially designed instruction. Staff will become more familiar with social deficits that students with Autism Spectrum Disorder may demonstrate in order to facilitate positive social interactions for them within the general education environment. |
| Research & Best Practices Base | Curricula and supplementary materials used will be research based and appropriate for students with Autism Spectrum Disorder. The Director of Special Education will work with other Administrators and Grade Level Team Leaders to review materials and resources that will be implemented within the classroom. New curricula (Styer Fitzgerald) will be introduced to self-contained AS and LSS staff prior to the 2020-2021 school year in order to |
| **For classroom teachers, school counselors and education specialists** | Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. Empowers educators to work effectively with parents and community partners. |
|---|---|
| **For school or LEA administrators, and other educators seeking leadership roles** | Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards. Provides leaders with the ability to access and use appropriate data to inform decision-making. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results. |
| **Training Format** | Series of Workshops
School Whole Group Presentation
Live Webinar
Department Focused Presentation
Offsite Conferences |
|---|---|
| **Participant Roles** | Classroom teachers
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
Paraprofessional
New Staff
Related Service Personnel
Parents |
|---|---|
| **Grade Levels** | Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5) |
| Description | The District policy on school-wide positive behavioral supports will continue to be enforced and adhered to by all district administrators, teachers, paraprofessionals, and students. All K-12 administrators, teachers, and support staff will receive ongoing training on how to effectively conduct functional behavioral assessments (FBAs) and develop positive behavioral support plans (PBSPs).
At the high school level, staff and parents will be refreshed on Building Wide Positive Behavior Support.
Staff will be refreshed in CPI and new staff will be trained.
At the middle school level, staff and parents will be refreshed in the Olweus Anti Bullying Program.
At the elementary level, staff and parents will be refreshed on Building Wide Positive Behavior Support. |
| **Professional Development Details** |
|-------------------------------------|
| **Hours Per Session** | 3.0 |
| **# of Sessions** | 6 |
| **# of Participants Per Session** | 30 |
| **Provider** | PaTTAN, AIU3, District |
| **Provider Type** | A variety of resources will be utilized to provide professional development |
| **PDE Approved** | Yes |
**Knowledge Gain**
Participants will gain knowledge and skill to develop positive behaviors and diminish behaviors that impede student learning.
Participants will gain skill in deescalating conflict and applying restraints if needed.
Participants will learn to identify bullying and teach students, parents, and staff strategies to assist the victim, the bully, and the bystander.
Staff will gain updated knowledge and skill in conducting functional behavior assessments, developing and implementing positive behavior supports, and implement Chapter 14 discipline requirements.
Staff will also implement alternatives to suspension.
All staff will become aware of warning signs of child abuse and their
| Research & Best Practices Base | Non violent crisis intervention has been proven to be an effective means of reducing student conflict. The extensive research on positive behavior support has shown that behavior that impedes student learning are most effectively addressed through data analysis and positive behavior interventions. |
|--------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| For classroom teachers, school counselors and education specialists | Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Empowers educators to work effectively with parents and community partners. |
| For school or LEA administrators, and other educators seeking leadership roles | Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results. |
| Training Format | LEA Whole Group Presentation
Series of Workshops
School Whole Group Presentation
Department Focused Presentation
Offsite Conferences |
| Participant Roles | Classroom teachers
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
School counselors
Paraprofessional
New Staff
Related Service Personnel
Parents |
| Grade Levels | Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8) |
| Program Area(s) | Professional Education, Special Education, Gifted Education, Educational Technology |
|-----------------|----------------------------------------------------------------------------------|
| **Professional Development Details** | |
| Hours Per Session | 6.0 |
| # of Sessions | 3 |
| # of Participants Per Session | 20 |
| Provider | District |
| Provider Type | School Entity, AIU3 Consultants, PaTTAN Consultants, and Curriculum Publisher |
| PDE Approved | Yes |
**Knowledge Gain**
Paraprofessionals will gain a better understanding of various disabilities and strategies to assist them in accessing the general education curriculum. Various topics during in-service days will be provided to assist them in this endeavor.
Paraprofessionals will de-escalate conflicts and skill in restraint procedures and techniques.
Paraprofessionals will administer CPR and First Aid when needed.
Paraprofessionals will acquire and improve competency in the PDE Standards.
**Research & Best Practices Base**
Training is supported by Chapter 14 and PDE Standards.
CPR and First Aid is a District requirement to ensure safety of all students and staff.
**For classroom teachers, school counselors and education specialists**
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
**For school or LEA administrators, and other educators seeking leadership roles**
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
| Training Format | LEA Whole Group Presentation
Series of Workshops
Department Focused Presentation |
|-----------------|--------------------------------------------------------------------------------|
| Participant Roles | Paraprofessional
New Staff |
| Grade Levels | Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12) |
| Follow-up Activities | Observation of Participant |
| Evaluation Methods | Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Observation, Tests, and Master Teacher Reports |
**Reading**
**Description**
At the primary level (grades K-2) the District focus continues to be to develop reading readiness skills (letter-sound correspondence and the development of phonic skills). The Elementary Center vision is that all students will be reading near or at grade level by the time that they reach second grade. As a result, emphasis will continue to be placed on providing appropriate reading interventions to students based on assessment data. As part of this plan, the district implemented full day kindergarten during the 2019-2020 school year. It established a daily 30 minute Fundation intervention period across all Kindergarten classes in order to move closer to the district vision mentioned previously.
Teachers, including Specials (Art, Music, Gym, etc.) and Paraprofessionals have been and will continue to be trained in various reading interventions including: Reading Mastery (SRA), Language for Learning, Sonday, Fundations, Wilson, and Wonder Works (Reading Intervention aligned to the Reading Wonders curriculum along with PA Core Standards). These interventions address the needs of at-risk and struggling learners. Advanced readers needs are met.
within the regular education classroom and weekly enrichment groups.
At the Middle School level, Reading Instruction continues to be provided to grades 5-8. Reading interventions provided at the K-4 level are continued at the Middle School level with the exception of Fundations. Wonder Works and Wilson Reading are additional interventions that are provided to struggling readers as determined by assessment data.
At the High School level (grades 9-12), students who continue to struggle in Reading are provided appropriate interventions. They also receive modified core instruction in ELA on an as needed basis.
**Person Responsible**
Building Principal, Director of Special Education
**Start Date**
7/1/2020
**End Date**
6/30/2023
**Program Area(s)**
Professional Education, Teacher Induction, Special Education, Gifted Education, Educational Technology
### Professional Development Details
| Hours Per Session | 3.0 |
|-------------------|-----|
| # of Sessions | 6 |
| # of Participants Per Session | 50 |
| Provider | District Personnel, AIU3 Consultants, PaTTAN Consultants, Curriculum Publisher |
| Provider Type | School Entity, AIU3 Consultants, PaTTAN Consultants, Ed Web webinars, Master Teacher, and Curriculum Publisher |
| PDE Approved | Yes |
| Knowledge Gain | Staff will understand the common core standards in literature and how they will be implemented.
Staff will acquire knowledge in regard to what students need to know to demonstrate proficiency on the Keystone Examination in literature.
Staff will acquire instructional strategies to remediate students.
Staff will understand how to interpret and use student growth data to guide their decisions about best instructional practices. |
| Research & Best Practices Base | Keystone Exams and common core standards are mandated by PDE and recognized as best practices.
Training educators in how to access and interpret AIMsweb, Keystone, |
| **For classroom teachers, school counselors and education specialists** | PSSA, PVAAS, PASA, and SAS data is vital in learning how to make instructional decisions. Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. Empowers educators to work effectively with parents and community partners. |
|---|---|
| **For school or LEA administrators, and other educators seeking leadership roles** | Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards. Provides leaders with the ability to access and use appropriate data to inform decision-making. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results. |
| **Training Format** | Series of Workshops
School Whole Group Presentation
Live Webinar
Department Focused Presentation
Professional Learning Communities
Offsite Conferences |
| **Participant Roles** | Classroom teachers
Principals / Asst. Principals
Parents |
| **Grade Levels** | Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12) |
| Follow-up Activities | Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Lesson modeling with mentoring |
|----------------------|----------------------------------------------------------------------------------|
| Evaluation Methods | Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Student PSSA data
Standardized student assessment data other than the PSSA
Classroom student assessment data
Review of participant lesson plans
Review of written reports summarizing instructional activity
Student Keystone Data and PSSA Scores |
**Transition**
| Description | All secondary special education teachers (grades 7-12) along with the District Administrative Team have participated in Indicator 13 training during the 2015-2016 school-year. Training in best practices in transition is offered annually.
Evidence of change will be: transition plans that meet PDE requirements; PDE Special Education Data Report on Transition; Agendas from professional development activities; and completed Student Transition Surveys. Graduation and drop-out rates will be monitored. Exit and post school surveys will also be analyzed as well. |
| Person Responsible | Middle School and High School Principals, Transition Coordinator, Director of Special Education |
| Start Date | 7/1/2020 |
| End Date | 6/30/2023 |
| Program Area(s) | Professional Education, Teacher Induction, Special Education, Student Services |
**Professional Development Details**
| Hours Per Session | 3.0 |
|-------------------|-----|
| # of Sessions | 6 |
| # of Participants Per | 20 |
| Session | Provider | Provider Type | PDE Approved | Knowledge Gain |
|---------|----------|---------------|--------------|----------------|
| | District | School Entity | Yes | Staff will gain knowledge to meet the transition needs of students in postsecondary education and training, employment, and independent living. Special Education Teachers will have a better understanding of developing effective transition IEPs and developing transition programs that are meaningful and appropriate for our students with disabilities. Staff will gain knowledge in PDE requirements for effective transition. |
| Research & Best Practices Base | The District will utilize the PDE Transition Audit Checklist to ensure all components of transition are effectively implemented. Guidelines from the Indicator 13 Trainings along with resources from PaTTAN and AIU3 are considered when transition plans are being developed. The Transition Coordinator will monitor IEPs of students of transition age to ensure compliance, offer advice and suggestions regarding best practices, and in order to plan and create appropriate transition activities within each individual's transition plan. |
| For classroom teachers, school counselors and education specialists | Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. Empowers educators to work effectively with parents and community partners. |
| For school or LEA administrators, and other educators seeking leadership roles | Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards. Provides leaders with the ability to access and use appropriate data to inform decision-making. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results. |
Special Education Affirmations
We also affirm our understanding that any requests for any deviations from the Chapter 14 regulations, standards, policies, and procedures must be made in writing to the Pennsylvania Department of Education. The school district understands that the Special Education Component of the District Level Plan will be approved by PDE in accordance with the following criteria as set forth in 22 Pa. School Code § 14.104 and as part of the District Level Plan:
1. There are a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district.
2. The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis.
3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.
4. The school district will comply with the PA Department of Education, Bureau of Special Education’s revision notice process.
5. The school district follows the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.
6. The school district affirms the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.
We affirm that the school district has completed a 28 day public inspection and comment period as required under 22 PA Code § 4.13 (d) prior to the school entity’s governing board approval and submission to the Department of Education (Bureau of Special Education).
No signature has been provided
Board President
No signature has been provided
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ASTR1P01
Brock University
Prof. Barak Shoshany
Lecture 6: Newtonian physics
We will learn about...
• Some basic concepts in physics, such as mass, density, momentum, and rate of change.
• Newtonian mechanics and Newtonian gravity: the laws of physics that control the motion of most things in the universe, including stars and planets.
Newton's first law of motion
• Isaac Newton, born in 1642, was an English mathematician, physicist, and astronomer.
• He is responsible for establishing the field of classical mechanics.
• In 1687, Newton published his book “Mathematical Principles of Natural Philosophy”.
• There he introduced his three laws of motion and his law of universal gravitation.
Newton's first law of motion
• Before Newton, the motion of the planets was a mystery.
• Galileo, Kepler, and others described some properties of this motion, but the motion itself was only understood after Newton published his laws.
• With Newton's laws, it finally became possible to do a complete mathematical analysis of the motions of the planets.
• This was used to derive and explain Kepler's laws from fundamental principles.
Newton's first law of motion
• Newton's laws apply not only to planets – they also apply to objects on Earth, and to Earth itself.
• And this is further evidence that the planets are made from the same matter as the Earth is.
• If I drop a ball on Earth, it follows the exact same laws as the Earth itself does when it orbits around the Sun.
• And if I drop a ball on Mars, or in the Andromeda galaxy, or anywhere else in the universe, it will still follow the same laws.
Newton's first law of motion
• To explain Newton's laws, we first need to clarify the difference between speed and velocity.
• In physics, speed means how fast you're moving, e.g. 100 km/h.
• Velocity has two components: a speed and a direction.
• So 100 km/h is a speed, while 100 km/h due north is a velocity.
Newton's first law of motion
• Mathematically, speed is just a number, while velocity is a vector.
• A vector is an arrow that has a length and a direction.
• The length, or magnitude, of the velocity vector is the speed.
Newton's first law of motion
• In the previous lecture, we learned that the inertia of an object is its natural tendency to keep moving at the same speed.
• Newton's first law of motion is basically a more precise version of Galileo's law of inertia.
• It states that an object moving at constant velocity will not change its speed unless acted on by a force.
• "Constant velocity" also includes being at rest – a constant velocity of zero.
• So Newton's first law also means that an object at rest will stay at rest unless acted on by a force.
Newton's first law of motion
• But what exactly is a force?
• Mathematically, force is a vector. Again, this means it has both a length and a direction.
• Physically, a force is an interaction or influence that pushes or pulls an object.
• The length of the force vector tells us how strong the force is.
• The direction of the force vector tells us the direction of the push or pull.
Newton's first law of motion
Force is measured in units of newton (N).
This force pushes the ball with 100 N to the north-east.
This force pulls the ball with 50 N to the south.
Newton's first law of motion
• Usually, we don’t really see Newton’s first law in action.
• That’s because moving objects generally touch surfaces, leading to friction; or the air, leading to air resistance.
• Both are types of forces, and these forces eventually reduce the object’s speed to zero.
• Also, if you throw something in the air, the force of gravity will pull it back to the ground.
• So on Earth, objects never actually continue to move at constant velocity forever.
Newton's first law of motion
• But in space, there's an almost perfect vacuum, so stars, planets, and other objects can move forever without slowing down.
• If you throw a ball in space, far from the gravitational influence of any planet or star, the ball might keep moving at a constant speed in a straight line forever!
Some basic concepts in physics: mass
• Before we can understand Newton's second law, we need to understand some basic physics concepts.
• Intuitively, the mass of an object is a measure of how much matter is in that object.
• Mass is measured in units of kilograms (kg).
Some basic concepts in physics: weight
• The **weight** of the object is proportional to its **mass**, but the two quantities are not the same.
• The mass of an object is **constant**, it never changes.
• The weight of an object measures how much gravitational force attracts the object to the surface of a planet.
• So the object's weight will be larger on Earth than on the Moon, for example, since the Earth has more mass, so it exerts more gravity.
• In space, far from any sources of gravity, objects have no weight.
Pop quiz
• The gravity on the surface of Mars is about 1/3 of the gravity on the surface of Earth.
• If my mass is 60 kg on Earth, how much will my mass be on Mars?
A: 20 kg
B: 180 kg
C: 60 kg
Pop quiz
• The correct answer is:
C: 60 kg
• Mass is constant. If my mass is 60 kg on Earth, then it’s also 60 kg anywhere else. Only weight depends on the strength of gravity.
Some basic concepts in physics: density
• Imagine that you have 1 kg of bricks and 1 kg of feathers.
• Intuitively, the bricks “should” weigh more than the feathers, which means they should have more mass.
• But in reality, both the bricks and the feathers have the same mass of 1 kg!
Some basic concepts in physics: density
• So what's the difference? The bricks have a higher **density**.
• Density is defined as **mass per unit volume**.
• It is measured in units of **kg per meter cubed (kg/m$^3$)**.
• If a material has a density of 1 kg/m$^3$:
• 1 m$^3$ of this material will have a mass of 1 kg.
• 2 m$^3$ of this material will have a mass of 2 kg.
• And so on.
Some basic concepts in physics: density
• The average density of a brick is 2,000 kg/m$^3$.
• The average density of a feather is 2 kg/m$^3$, which is 1,000 times smaller.
• This means that to get 1 kg of feathers, we need a volume that is 1,000 times larger than the volume of 1 kg of bricks!
Pop quiz
• The density of the human body is approximately 1,000 kg/m$^3$. What is the volume of a 100 kg human?
A: $\frac{1}{10}$ m$^3$
B: 1 m$^3$
C: 10 m$^3$
Pop quiz
• The correct answer is:
\[ A: \frac{1}{10} \text{ m}^3 \]
• If one 100 kg human has a volume of \( \frac{1}{10} \text{ m}^3 \), then ten 100 kg humans will have:
• Total mass: 1,000 kg.
• Total volume: 1 m\(^3\).
• Density: 1,000 kg/m\(^3\).
Some basic concepts in physics: momentum
• Momentum is the product of mass and velocity.
• You can think about momentum in terms of atoms.
• If a 1 kg brick is moving with a velocity of 1 m/s, each individual atom inside the brick moves with the same velocity.
• The mass is analogous to the number of atoms. So the momentum, mass × velocity, is like adding up the velocities of all the atoms.
• The momentum of this brick will be $1 \text{ kg} \times 1 \text{ m/s} = 1$.
• The units of momentum are kg·m/s, but that’s not important right now.
Some basic concepts in physics: momentum
• Consider a brick with twice the mass, 2 kg, moving at the same speed, 1 m/s.
• Even though each individual atom is still moving at 1 m/s, there are now twice as many atoms, so the brick will have twice the momentum.
• The momentum will be $2 \text{ kg} \times 1 \text{ m/s} = 2$.
Some basic concepts in physics: momentum
• Now consider a 2 kg brick moving at twice the speed, 2 m/s.
• Even though we have the same number of atoms as the previous brick, each individual atom is now moving at twice the speed, so the brick will have twice the momentum.
• The momentum will be $2 \text{ kg} \times 2 \text{ m/s} = 4$.
• In conclusion, we see that the momentum measures the “total movement” of all the atoms in an object.
Pop quiz
• What is the total momentum of two 3 kg bricks moving at 2 m/s?
A: 6
B: 12
C: 24
Pop quiz
• The correct answer is:
B: 12
• Two 3 kg bricks have a total mass of 6 kg. So the momentum is:
\[ 6 \text{ kg} \times 2 \text{ m/s} = 12 \]
Some basic concepts in physics: rate of change
• Velocity is the rate of change of position. It tells us how fast the position changes.
• In other words, it tells us by how many meters the position changes every second.
• That’s why it’s measured in meters per second (m/s).
Some basic concepts in physics: rate of change
• If an object moves away at velocity 1 m/s:
• After 1 second it will be 1 meter away.
• After 2 seconds it will be 2 meters away.
• And so on.
• If an object moves away at velocity 5 m/s:
• After 1 second it will be 5 meters away.
• After 2 seconds it will be 10 meters away.
• And so on.
Some basic concepts in physics: rate of change
• Acceleration is the rate of change of velocity.
• It tells us how fast the velocity changes.
• In other words, it tells us by how many meters per second the velocity changes every second.
• That’s why it’s measured in meters per second per second or meters per second squared (m/s²).
Some basic concepts in physics: rate of change
• If an object starts from rest and moves with acceleration $1 \text{ m/s}^2$:
• After 1 second it will be moving at 1 m/s.
• After 2 seconds it will be moving at 2 m/s.
• And so on.
• If an object starts from rest and moves with acceleration $5 \text{ m/s}^2$:
• After 1 second it will be moving at 5 m/s.
• After 2 seconds it will be moving at 10 m/s.
• And so on.
Pop quiz
• A ball starting from rest and falling on Earth has acceleration of approximately $10 \text{ m/s}^2$. What will be its velocity after 3 seconds?
A: $10 \text{ m/s}$
B: $20 \text{ m/s}$
C: $30 \text{ m/s}$
Pop quiz
• The correct answer is:
C: 30 m/s
• $10 \text{ m/s}^2$ means:
• 10 m/s after 1 second.
• 20 m/s after 2 seconds.
• 30 m/s after 3 seconds.
Newton’s second law of motion
• Newton's second law of motion says that the force acting on a body is equal to the rate of change of the body’s momentum.
• If there's no force, there's also no change in momentum.
• But if we do apply a force, then it will cause the momentum to change over time. More force means more change in momentum.
Newton’s second law of motion
• Remember that momentum is mass times velocity.
• But in almost all cases, the mass stays constant.
• If there's a force, the momentum changes. But if the mass is constant, then changing the momentum only changes the velocity.
• In other words, if there's a force, then there's also acceleration: a change in velocity.
Newton’s second law of motion
• So if the mass is constant, we can say that force equals mass times acceleration.
• Mathematically, you may be familiar with the equation $F = ma$:
• $F$ is the force,
• $m$ is the mass (assumed to be constant),
• $a$ is the acceleration.
• We measure force in newtons (N).
• 1 N is the force that gives a mass of 1 kg an acceleration of 1 m/s$^2$.
• For example: if I push a mass of 1 kg with a force of 8 N, it will get an acceleration of 8 m/s$^2$.
Newton’s second law of motion
• On the other hand, if there's no force, there's no acceleration, and the velocity doesn't change.
• But that's Newton's first law: the velocity stays the same unless we apply a force.
• So why do we need the first law? It seems redundant.
Newton’s second law of motion
• Well, not exactly: Newton's first law is needed because it defines the concept of inertial frames of reference.
• A frame of reference is a frame where an observer is at rest.
• An inertial frame of reference is one in which Newton’s first law holds.
• When you’re in a parked car, your frame is inertial.
• When you’re in a car moving at constant speed, your frame is also inertial.
Newton’s second law of motion
• But when your car accelerates, the frame is not inertial any more.
• If you accelerate forward, the back of your chair pushes you forward.
• You are at rest in your own frame, even though a force is acting on you.
• So Newton’s first law is not valid, and your frame is not inertial.
• In general, an accelerating frame is always a non-inertial frame.
Newton’s second law of motion
• Remember that we can't feel the Earth moving because it's moving at a constant speed, and we can only feel acceleration, not constant speed.
• Newton's second law provides the reason: in an inertial frame, if you're moving at a constant speed, then there's no force acting on you, and therefore nothing to feel.
• But if you're accelerating, then there must be a force causing that acceleration. This force is what your body actually feels when you accelerate.
Newton’s third law of motion
• Newton's third law of motion says that if two objects exert forces on each other, these forces are equal in magnitude and opposite in direction.
• A simpler way of stating the third law is that "every action has an equal and opposite reaction".
• When you walk or run, you are using Newton’s third law.
• Your feet push against the ground (the action).
• The ground pushes back on your feet (the reaction).
• Rockets also operate using Newton’s third law.
• The rocket exhausts gas towards the back.
• Due to Newton’s third law, this action has an opposite reaction, pushing the rocket forward.
• Rockets don’t need to push on air! This actually works best in a vacuum.
Newton’s third law of motion
• The most important consequence of Newton's third law is conservation of momentum.
• This means that the total momentum of the two interacting objects never changes.
• The first object applies a force in one direction, causing a change in momentum in that direction.
• But the second object applies the same force in the opposite direction, causing an opposite change in momentum.
• The two changes cancel each other, so the total momentum stays the same.
Newton’s third law of motion
• Mass is not conserved, and velocity is not conserved either.
• But momentum, the product of mass and velocity, is conserved.
• We can use the fact that momentum is conserved to simplify a lot of calculations.
• But more importantly, it gives us a better understanding of how our universe works at the most fundamental level.
Angular momentum
• Remember that momentum can be thought of as the “total movement” of all the atoms in an object.
• Mass is analogous to the number of atoms.
• Momentum = mass × velocity = adding up the velocities of all the atoms.
• Angular momentum can be thought of as the “total rotation” of an object around a point.
• It is defined as mass × velocity × distance from the point.
• Angular momentum is also conserved.
• A figure skater is spinning with her arms out.
• The angular momentum of the arms is mass × velocity × distance from the axis of rotation.
• When she brings her arms in, the distance becomes smaller.
• The angular momentum and mass stay constant.
• If the distance is smaller, the velocity must increase so that the product stays the same.
• So the skater rotates faster when bringing her arms in.
Angular momentum
• Remember Kepler’s second law: a planet's speed in its orbit is inversely proportional to its distance from the Sun.
• Now we know that this is a consequence of conservation of angular momentum.
• This works just like the skater! When the planet is closer to the Sun, the distance decreases, so the speed must increase.
Newton’s universal law of gravitation
• According to Newton’s first law, an object will keep moving in a constant speed **in a straight line** unless acted on by a force.
• But the planets are not moving in straight lines. According to Kepler’s first law, their orbits are **ellipses**.
• Therefore, there must be some **force** bending the paths of the planets.
• On Earth, gravity bends the paths of objects.
• When you kick a ball, it will not continue in a straight line.
• The path of the ball will bend due to gravity.
• Could the same force apply to planets?
Newton’s universal law of gravitation
• Until Newton, it was assumed that gravity works only on Earth.
• But where does it stop? At what distance away from Earth?
• For example, could gravity also pull the Moon, like it pulls a falling rock?
• If so, then this would explain why the Moon isn’t moving in a straight line. It keeps falling towards Earth, and this bends its path.
• Imagine throwing a ball from a high altitude.
• If the ball’s velocity is small, it will fall towards the ground.
• If you throw it fast enough, it will keep falling towards the Earth but never actually hit the ground.
• A similar thing happens to the Moon. This explains the elliptical orbit of the Moon around the Earth.
Newton’s universal law of gravitation
• If this works for the Moon, then it could also explain the elliptical orbits of the planets around the Sun.
• However, for this we must assume that Earth is not the only source of gravity, as was previously believed.
• The Sun is also a source of gravity, and all the planets “fall” in elliptical orbits around it.
Newton’s universal law of gravitation
• But why should the Earth and the Sun be special? The next logical step is to assume that every object in the universe has gravity.
• This is also consistent with Newton’s 3rd law: forces come in equal and opposite pairs.
• If the Sun applies a gravitational force on a planet, then by the 3rd law, the planet must apply the same force on the Sun.
• Therefore, the planets must also be a source of gravity.
Newton’s universal law of gravitation
• In fact, all objects that have mass attract each other.
• At least, this is what Newtonian gravity says. General relativity provides a more precise definition of gravity, which we will learn later.
• This is why we call it the universal law of gravitation. It works on any object in the universe, not just on Earth.
• Since Newton was creating a new scientific theory, he had to make sure it’s consistent with the theories that came before it, such as Kepler’s laws.
• This is always the case when creating a new theory. If it’s inconsistent with what we already know, then it cannot be correct!
Newton’s universal law of gravitation
• Recall Kepler’s laws of planetary motion:
• Kepler’s first law: The orbit of a planet is an ellipse, with the Sun at one of the two focal points.
• Kepler’s second law: A planet’s speed in its orbit is inversely proportional to its distance from the Sun.
• Kepler’s third law: The square of a planet’s orbital period is proportional to the cube of the planet’s average distance from the Sun.
• Newton was able to derive all three laws mathematically from his laws of motion and law of gravitation.
• Kepler’s laws described properties of the orbits, but did not explain what causes them. Newton’s laws provided the explanation.
The math of Newtonian gravity
• Just words are not enough to describe theories in physics and astronomy.
• To define a theory precisely, we must use mathematics.
• We can’t just say “massive objects attract each other”, because this statement is qualitative and doesn’t produce testable predictions.
• We need to express exact relationships between quantities, so that we can do precise calculations and compare them with data.
• To formulate and test his theory, Newton had to invent a new field of mathematics, calculus, which deals with change.
The math of Newtonian gravity
• Remember: a scientific hypothesis can only be accepted as a theory if its predictions match experimental and/or observational data.
• The more precisely it matches the data, the more confident we can be in that theory.
• This happened before, with Ptolemy’s model. When it no longer matched the data, it had to be replaced with the heliocentric model, Kepler’s laws, and eventually Newtonian gravity.
• In fact, 200 years after Newton, it was discovered that Newtonian gravity is not 100% precise either. It was replaced by general relativity, a much more precise theory. We will learn more about that later.
The math of Newtonian gravity
• Everything you are learning in this course can only be properly described using mathematical expressions.
• However, I stripped away the math so that I can at least explain the essence of the theories and concepts in words.
• This is often done in popular science articles and videos.
• It almost always results in oversimplification of the theories being explained, and creates misconceptions because the audience is not given the full details.
• In this course I try as much as possible to correct popular misconceptions, and avoid creating new ones.
The math of Newtonian gravity
• Newtonian gravity can be precisely described by this equation:
\[ F = G \frac{m_1 m_2}{r^2} \]
• \( m_1 \) is the mass of the first object.
• \( m_2 \) is the mass of the second object.
• \( F \) is the force of gravity between the objects.
• \( r \) is the distance between the objects.
• \( G \) is a constant of proportionality called the gravitational constant. Its value doesn’t matter, it’s just used to convert units.
• In words: “the force of gravity is proportional to the product of the masses of the two objects divided by the distance squared”.
The math of Newtonian gravity
• Remember the comparison rule for fractions.
• If the numerator (top) gets larger, the fraction gets larger:
\[
\frac{3}{5} < \frac{4}{5}
\]
• If the denominator (bottom) gets larger, the fraction gets smaller:
\[
\frac{3}{5} > \frac{3}{6}
\]
The math of Newtonian gravity
• We can learn a lot about gravity from the fact that there’s a fraction on the right-hand side.
\[ F = G \frac{m_1 m_2}{r^2} \]
• The force is larger if either of the masses in the numerator is larger.
• The force is smaller if the distance in the denominator is larger.
Pop quiz: $F = G \frac{m_1 m_2}{r^2}$
• Which object feels a larger force of gravity on Earth?
• $m_1 =$ mass of Earth (constant), $m_2 =$ mass of the object.
A: 10 kg object
B: 20 kg object
C: both feel the same force
Pop quiz: $F = G \frac{m_1 m_2}{r^2}$
- The correct answer is:
B: 20 kg object
- The force is larger when the mass is larger (because it’s in the numerator).
Pop quiz: $F = G \frac{m_1 m_2}{r^2}$
• By how much is the force of gravity on Earth on a 20 kg object stronger than the force on a 10 kg object?
• $m_1 =$ mass of Earth (constant), $m_2 =$ mass of the object.
A: twice as strong
B: 4 times as strong
C: 10 times as strong
Pop quiz: $F = G \frac{m_1 m_2}{r^2}$
• The correct answer is:
A: twice as strong
• When $m_2$ doubles, $F$ also doubles, because they are proportional:
$$F \propto m_2$$
Pop quiz: $F = G \frac{m_1 m_2}{r^2}$
• At what distance is the force of gravity between two objects larger?
• $r =$ distance between the objects.
A: 10 meters
B: 20 meters
C: both feel the same force
Pop quiz: $F = G \frac{m_1 m_2}{r^2}$
- The correct answer is:
A: 10 meters
- The force is larger when the distance is smaller (because it’s in the denominator).
Pop quiz: $F = G \frac{m_1 m_2}{r^2}$
• By how much is the force of gravity between two objects at 10 meters separation larger than the force at 20 meters?
• $r =$ distance between the objects.
A: twice as strong
B: 4 times as strong
C: 10 times as strong
Pop quiz: $F = G \frac{m_1 m_2}{r^2}$
• The correct answer is:
B: 4 times as strong
• When $r$ decreases by a factor of 2, $F$ increases by a factor of $2^2 = 4$, because $F$ is inversely proportional to the square of $r$:
$$F \propto \frac{1}{r^2}$$
Newtonian gravity at a distance
• Another thing we can learn from this equation is that gravity fades with distance but never disappears completely.
\[ F = G \frac{m_1 m_2}{r^2} \]
• When \( r \) increases, \( F \) decreases. So planets farther away from the Sun feel a smaller force of gravity (if their masses are the same).
• But \( F \) never becomes zero, no matter how large \( r \) is.
• For \( F \) to be zero, \( r \) must be infinite.
Newtonian gravity at a distance
• The Sun’s gravity attracts not only the planets in the solar system, but also icy bodies surrounding the solar system.
• These objects are located in:
• The Kuiper (KIE-per) belt, at 30-50 AU (4-7 light hours), containing the orbits of Pluto and other dwarf planets.
• The Oort (OR-t) cloud, much farther away, at 2,000 to 200,000 AU (0.03 to 3.2 light-years)
• The Sun’s gravity also affects nearby stars such as Alpha Centauri.
The Kuiper Belt and the Oort Cloud
Credits: NASA
Distances In the Solar System (Logarithmic)
Credits: NASA / JPL-Caltech
Newtonian gravity at a distance
• Outside the Milky Way galaxy, the gravity of our Sun alone is so small that it has no effect on its own.
• However, the Sun’s gravity adds up with that of billions of other stars to create the gravitational pull of the entire Milky Way galaxy.
• If we zoom out, we can think of the Milky Way as a single source of mass, with the total mass of its billions of stars, including the Sun.
Newtonian gravity at a distance
• This means that other smaller galaxies orbit the Milky Way, just like planets orbit the Sun.
• These galaxies are called satellite galaxies, and they are located within 1.4 million light-years of the Milky Way.
• This includes the Large Magellanic Cloud and the Small Magellanic Cloud, which have been observed since prehistoric times.
• Other satellite galaxies were discovered more recently.
The Large and Small Magellanic Clouds
Credits: AndrewRT & Slashme (Wikipedia)
Map of the Milky Way and Its Satellite Galaxies
Credits: AndrewRT & Slashme (Wikipedia)
Newtonian gravity at a distance
• The mass of the Milky Way galaxy adds up with that of other galaxies to create the total gravitational pull of the Local Group.
• The mass of the Local Group adds up with other galaxy groups to create the total gravitational pull of the Virgo Supercluster.
• The mass of the Virgo Supercluster adds up with other superclusters to create the pull of the Laniakea Supercluster.
• And so on...
• Technically, the mass of your body participates in the gravitational pull that acts on entire galaxy superclusters!
The Laniakea (la-nee-uh-KEI-uh) Supercluster Contains 100,000 Galaxies
Credits: Andrew Z. Colvin
Free fall
• The Earth’s gravity affects the Moon, which is $\sim 384,000$ km from Earth.
• It even affects the other planets in the solar system. In fact, to calculate the precise orbit of each planet, you must take into account the gravitational influence of all the other planets.
• So why do astronauts in space feel no gravity and can float in the air, even though they are only a few hundred km above the surface, much closer than the Moon?
Astronauts Floating Onboard the International Space Station
Credits: NASA
Free fall
• In fact, the astronauts in orbit are in free fall. This means they’re not floating, they’re actually falling around the Earth!
• Just like a hammer and a feather fall at the same rate, the astronauts and the space station fall at the same rate.
• Since the astronauts fall at the same rate as the station, they appear to float.
Free fall
• Remember:
• Weight is the gravitational force on the body.
• Mass is the amount of matter in the body, and doesn’t depend on gravity.
• The astronauts feel “weightless” – they do not feel any gravity.
• But in fact, the gravity of the Earth is still acting on them.
Free fall
• We feel our weight when we are on Earth because the ground pushes up on us.
• This is called a normal force.
• It exists due to Newton’s 3rd law:
• The force of gravity is the action.
• The normal force is the equal and opposite reaction.
Free fall
• The astronauts don’t feel a normal force because they are falling at the same rate as everything around them.
• So nothing pushes up on them: not the air, not the walls of the space station, not anything else.
• They feel “weightless” because they don’t feel the force of gravity, even though it still acts on them.
• We know the force of gravity acts on them because otherwise they would continue flying in a straight line away from Earth.
Free fall
• You don’t need to go to outer space to feel weightless.
• It can also be achieved using a plane inside Earth’s atmosphere.
• In normal plane flight, the bottom of the plane exerts a normal force on us, so we don’t feel weightless.
• However, if a plane flies in a parabolic path, like an object thrown in the air, the passengers will experience weightlessness for a short time.
Parabolic Path for a Reduced-Gravity Aircraft
Credits: UCSD Physiology/NASA lab
Conclusions
• In this lecture, we learned about Newton’s laws of motion, Newton’s universal law of gravitation, and related physics concepts.
• We saw that Newton’s laws can explain Kepler’s laws, as well as many other types of motion.
• **Reading:** OpenStax Astronomy, sections 3.2-3.6.
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Alignment of
GOLD® Objectives for Development & Learning: Birth Through Third Grade
WITH
New Hampshire Early Learning Standards (2016)
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 30M.SED.1.1. | Self-esteem |
| EXPECTATION | 30M.SED.1.1.1. | Call attention to themselves in photographs or videos
GOLD® Objectives for Development and Learning
• Objective 29 Demonstrates knowledge about self |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 30M.SED.1.2. | Self-confidence |
| EXPECTATION | 30M.SED.1.2.1. | Show independence and competence
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.4 Seeks to do things for self |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 30M.SED.1.3. | Social identity |
| EXPECTATION | 30M.SED.1.3.1. | Identify or point to characters that resemble themselves or their family members in books or magazines
GOLD® Objectives for Development and Learning
• Objective 12 Remembers and connects experiences a. Recognizes and recalls
Objective 12a.2 Recognizes familiar people, places, and objects; looks for hidden object where it was last seen |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 30M.SED.2.1. | Relationships with primary caregivers |
| EXPECTATION | 30M.SED.2.1.1. | Continue to need adult approval and validation but show more competence
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.4 Seeks to do things for self |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 30M.SED.2.2. | Relationships with less familiar adults |
| EXPECTATION | 30M.SED.2.2.1. | Are more comfortable around unfamiliar adults
GOLD® Objectives for Development and Learning
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.4 Uses trusted adult as a secure base from which to explore the world |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 30M.SED.3.1. | Relationships and social skills with peers |
| EXPECTATION | 30M.SED.3.1.1. | Begin to play cooperatively for brief periods with other children
GOLD® Objectives for Development and Learning
• Objective 2 Establishes and sustains positive relationships c. Interacts with peers
Objective 2c.2 Plays near other children; uses similar materials or actions |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 30M.SED.3.2. | Recognition of others’ feelings |
| EXPECTATION | 30M.SED.3.2.1. | Begin to display empathy towards other children
GOLD® Objectives for Development and Learning
• Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues
Objective 2b.4 Demonstrates concern about the feelings of others |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 30M.SED.3.3. | Behavioral regulation |
| EXPECTATION | 30M.SED.3.3.1. | Show increased self-regulation and awareness of how their actions affect others
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations
Objective 1b.4 Accepts redirection from adults |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 30M.SED.4.1. | Emotional expression |
| EXPECTATION | 30M.SED.4.1.1. | Verbally relate their needs, wants, and feelings to others
GOLD® Objectives for Development and Learning
• Objective 3 Participates cooperatively and constructively in group situations b. Solves social problems
Objective 3b.4 Seeks adult help to resolve social problems |
| STRAND / STANDARD | NH.30M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 30M.SED.4.2. | Emotional Regulation |
| EXPECTATION | 30M.SED.4.2.1. | Begin using words to describe their feelings while still expressing strong emotions
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors a. Manages feelings
Objective 1a.4 Comforts self by seeking out special object or person |
| STRAND / STANDARD | NH.30M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.LD.1. | Listening Comprehension |
| GRADE LEVEL EXPECTATION | 30M.LD.1.1. | Receptive verbal communication |
| EXPECTATION | 30M.LD.1.1.1. | Respond to simple questions
GOLD® Objectives for Development and Learning
• Objective 8 Listens to and understands increasingly complex language a. Comprehends language
Objective 8a.4 Identifies familiar people, animals, and objects when prompted |
| STANDARD / GLE | 30M.LD.2. | Non-verbal Communication |
|----------------|-----------|--------------------------|
| GRADE LEVEL EXPECTATION | 30M.LD.2.1. | Non-verbal communication |
| EXPECTATION | 30M.LD.2.1.1. | Begin to understand other children’s nonverbal social cues
**GOLD® Objectives for Development and Learning**
• Objective 10 Uses appropriate conversational and other communication skills b. Uses social rules of language
Objective 10b.4 Uses appropriate eye contact, pauses, and simple verbal prompts when communicating |
| STRAND / STANDARD | NH.30M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Thirty Months to Three Years) |
|-------------------|------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.LD.3. | Communication Concepts |
| GRADE LEVEL EXPECTATION | 30M.LD.3.1. | Pragmatics and social language |
| EXPECTATION | 30M.LD.3.1.1. | Can participate in simple conversational exchanges, usually with adults
**GOLD® Objectives for Development and Learning**
• Objective 10 Uses appropriate conversational and other communication skills a. Engages in conversations
Objective 10a.4 Initiates and attends to brief conversations |
| STRAND / STANDARD | NH.30M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Thirty Months to Three Years) |
|-------------------|------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 30M.LD.4.1. | Vocabulary development |
| EXPECTATION | 30M.LD.4.1.1. | Correctly use a growing number of vocabulary words and show interest in new words (E.g. Liam knows that fast, quick, and speedy mean the same thing.)
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary
Objective 9a.4 Names familiar, people, animals, and objects |
| STRAND / STANDARD | NH.30M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Thirty Months to Three Years) |
|-------------------|------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 30M.LD.4.2. | Expressive language or speaking |
| EXPECTATION | 30M.LD.4.2.1. | Use more connecting words, such as “and” or “then”
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs c. Uses conventional grammar
Objective 9c.4 Uses three- to four-word sentences; may omit some words or use some words incorrectly |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 30M.EL.1.1. | Participation in language and literacy activities |
| EXPECTATION | 30M.EL.1.1.1. | Enjoy being read to and looking at books independently; may say familiar words and phrases while looking at the appropriate page (E.g. Kali, 33 months, sings along to the repetitious book, Brown Bear, Brown Bear, as her teacher reads it to her.)
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.2 Shows interest in books
• Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
Objective 18a.2 Contributes particular language from the book at the appropriate time |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 30M.EL.1.2. | Narrative and story sense |
| EXPECTATION | 30M.EL.1.2.1. | Can react to dramatic elements of a story and may respond with predictions when asked, “What will happen next?” (E.g. Addison, 33 months, is able to predict what is hidden under the flap on a page of a familiar book.)
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
Objective 18a.3 Emerging to 18a.4 Asks and answers questions about the text; refers to pictures |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 30M.EL.1.3. | Comprehension and interpretation |
| EXPECTATION | 30M.EL.1.3.1. | Ask for familiar books to be read in exactly the same way each time and know when sections are being skipped
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.2 Shows interest in books |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 30M.EL.1.4. | Interest in and appreciation of reading |
| EXPECTATION | 30M.EL.1.4.1. | Ask for familiar books to be read in exactly the same way each time and know when sections are being skipped
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.2 Shows interest in books |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 30M.EL.1.5. | Phonological awareness (which refers to understanding the sound structure of language such as sounds, rhymes, syllables and words) |
| EXPECTATION | 30M.EL.1.5.1. | Participate in chants and songs and books that rhyme
**GOLD® Objectives for Development and Learning**
• Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition a. Notices and discriminates rhyme
Objective 15a.2 Joins in rhyming songs and games |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 30M.EL.1.6. | Book awareness |
| EXPECTATION | 30M.EL.1.6.1. | Can turn the book to the first page for an adult to begin reading and close the book and say, “The end.”
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.4 Orients book correctly; turns pages from the front of the book to the back; recognizes familiar books by their covers |
| STRAND / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
|-------------------|------------|---------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 30M.EL.2.1. | Print and alphabet awareness |
| EXPECTATION | 30M.EL.2.1.1. | Point to print and ask, “What does that say?” or ask someone to write for them
GOLD® Objectives for Development and Learning
• Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts
Objective 17b.2 Shows understanding that text is meaningful and can be read |
| STRAND / STANDARD | NH.30M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 30M.EL.2.2. | Interest in and emergent writing |
| EXPECTATION | 30M.EL.2.2.1. | Use their increased fine motor control to control the size and shape of their scribbles
GOLD® Objectives for Development and Learning
• Objective 7 Demonstrates fine-motor strength and coordination b. Uses writing and drawing tools
Objective 7b.4 Grips drawing and writing tools with whole hand but may use whole-arm movements to make marks |
| STRAND / STANDARD | NH.30M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-EN.1. | Number Operations |
| GRADE LEVEL EXPECTATION | 30M.CD-EN.1.1. | Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting |
| EXPECTATION | 30M.CD-EN.1.1.1. | Begin to initiate one-to-one matching for four or fewer items
GOLD® Objectives for Development and Learning
• Objective 20 Uses number concepts and operations a. Counts
Objective 20a.3 Emerging to 20a.4 Verbally counts to 10; counts up to five objects accurately, using one number name for each object |
| STRAND / STANDARD | NH.30M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-EN.2. | Geometry and Spatial Sense |
| GRADE LEVEL EXPECTATION | 30M.CD-EN.2.1. | Shapes and their attributes, position, comparing and contrasting two or more objects, and distance |
| EXPECTATION | 30M.CD-EN.2.1.1. | Use comparison words and position words correctly
**GOLD® Objectives for Development and Learning**
• Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships
Objective 21a.2 Follows simple directions related to position (in, on, under, up, down)
• Objective 22 Compares and measures a. Measures objects
Objective 22a.2 Makes simple comparisons between two objects |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-EN.3. | Measurements |
| GRADE LEVEL EXPECTATION | 30M.CD-EN.3.1. | Size, volume, quantity and other measurable qualities, and the tools to measure them |
| EXPECTATION | 30M.CD-EN.3.1.1. | Recognize that objects and people can be measured (E.g. Brianna asks her mother, “How big am I?”)
**GOLD® Objectives for Development and Learning**
• Objective 22 Compares and measures a. Measures objects
Objective 22a.2 Makes simple comparisons between two objects |
| STRAND / STANDARD | NH.30M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-EN.4. | Patterns and Relationships |
| GRADE LEVEL EXPECTATION | 30M.CD-EN.4.1. | Recognizing or creating planned or random repetitions and comparisons |
| EXPECTATION | 30M.CD-EN.4.1.1. | Recognize simple patterns (E.g. Malik looks at the plastic animals on the shelf and says, “Mommy, baby, mommy, baby.”)
**GOLD® Objectives for Development and Learning**
• Objective 23 Demonstrates knowledge of patterns
Objective 23.2 Shows interest in simple patterns in everyday life |
| STRAND / STANDARD | NH.30M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-EN.5. | Data Collection and Analysis |
| GRADE LEVEL EXPECTATION | 30M.CD-EN.5.1. | Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world |
| EXPECTATION | 30M.CD-EN.5.1.1. | Notice that objects can be classified in different ways based on different attributes (E.g. Leo and Peter argue over whether to sort their vehicles by color or by size.)
**GOLD® Objectives for Development and Learning**
• Objective 13 Uses classification skills
Objective 13.2 Matches similar objects |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-EN.6. | Time and Sequence |
| GRADE LEVEL EXPECTATION | 30M.CD-EN.6.1. | Concept of time as it relates to daily routines, and sequencing of events |
| EXPECTATION | 30M.CD-EN.6.1.1. | Can anticipate what will happen next in daily routines
**GOLD® Objectives for Development and Learning**
• Objective 12 Remembers and connects experiences b. Makes connections
Objective 12b.4 Remembers the sequence of personal routines and experiences with teacher support |
| STRAND / STANDARD | NH.30M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-SSS.1. | Key Concepts |
| GRADE LEVEL EXPECTATION | 30M.CD-SSS.1.1. | Object permanence |
| EXPECTATION | 30M.CD-SSS.1.1.1. | Enjoy hiding games
**GOLD® Objectives for Development and Learning**
• Objective 12 Remembers and connects experiences a. Recognizes and recalls
Objective 12a.2 Recognizes familiar people, places, and objects; looks for hidden object where it was last seen |
| STRAND / STANDARD | NH.30M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-SSS.2. | Exploring the Physical World |
| GRADE LEVEL EXPECTATION | 30M.CD-SSS.2.1. | Physical world |
| EXPECTATION | 30M.CD-SSS.2.1.1. | Focus on small details in indoor and outdoor environment (E.g. Esme lays on the grass and watches an ant move.)
**GOLD® Objectives for Development and Learning**
• Objective 27 Demonstrates knowledge of Earth’s environment |
| STRAND / STANDARD | NH.30M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-SSS.3. | Exploring the Social World |
|----------------|---------------|----------------------------|
| GRADE LEVEL EXPECTATION | 30M.CD-SSS.3.1. | Social conventions |
| EXPECTATION | 30M.CD-SSS.3.1.1. | Understand that certain rules and customs apply in some situations and not in others (E.g. Sam tells his baby sister, “No yelling in church.”) |
| GOLD® Objectives for Development and Learning | • Objective 30 Shows basic understanding of people and how they live |
| STRAND / STANDARD | NH.30M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Thirty Months to Three Years) |
|-------------------|----------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 30M.CD-SSS.3.2. | Self, family, and community |
| EXPECTATION | 30M.CD-SSS.3.2.1. | Explore various roles in their home and classroom (E.g. Natalie tells James, 20 months old, that he is the baby and that she is going to be the mommy. She then begins acting out the role by giving him a bottle.) |
| GOLD® Objectives for Development and Learning | • Objective 30 Shows basic understanding of people and how they live |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
|-------------------|---------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.1.1. | Curiosity and sensory exploration |
| EXPECTATION | 30M.CD-AL.1.1.1. | Continue to seek information through observation, exploration, and asking questions |
| GOLD® Objectives for Development and Learning | • Objective 24 Uses scientific inquiry skills |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
|-------------------|---------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.1.2. | Cause and effect |
| EXPECTATION | 30M.CD-AL.1.2.1. | Anticipate and try to prevent another person’s actions that will create undesirable effects |
| No Correlations |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
|-------------------|---------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.CD-AL.2. | Reasoning and Problem Solving |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.2.1. | Theories about the world and how things work (Reflection, critical thinking, and trial and error) |
| EXPECTATION | 30M.CD-AL.2.1.1. | Solve some problems without having to physically try out all possible solutions and may ask for help when needed
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning c. Solves problems
Objective 11c.4 Observes and imitates how other people solve problems; asks for a solution and uses it |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.3.1. | Imitation, risk taking, and experimentation |
| EXPECTATION | 30M.CD-AL.3.1.1. | Take risks in big body play, expanding their physical abilities
**GOLD® Objectives for Development and Learning**
• Objective 4 Demonstrates traveling skills
Objective 4.4 Experiments with different ways of moving
• Objective 5 Demonstrates balancing skills
Objective 5.4 Experiments with different ways of balancing
• Objective 6 Demonstrates gross-motor manipulative skills
Objective 6.4 Manipulates balls or similar objects with stiff body movements |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.3.2. | Creativity, imagination, and inventiveness |
| EXPECTATION | 30M.CD-AL.3.2.1. | Engage in more extended pretend play
**GOLD® Objectives for Development and Learning**
• Objective 14 Uses symbols and images to represent something not present b. Engages in sociodramatic play
Objective 14b.2 Imitates actions of others during play; uses real objects as props |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.3.3. | Sense of delight and humor |
| EXPECTATION | 30M.CD-AL.3.3.1. | Play exuberantly
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking
Objective 11e.4 Uses creativity and imagination during play and routine tasks |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
|-------------------|---------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.4.1. | Adaptability of thought processes, planning, and intentionality |
| EXPECTATION | 30M.CD-AL.4.1.1. | Plan their own simple activities and organize the materials they need
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning a. Attends and engages
Objective 11a.4 Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
|-------------------|---------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.4.2. | Working memory and focus and attention |
| EXPECTATION | 30M.CD-AL.4.2.1. | Can maintain attention on their choice of activity until they have achieved their goal (E.g. Cheng draws one more line on her picture and says, “All done,”)
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning a. Attends and engages
Objective 11a.4 Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
|-------------------|---------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.4.3. | Motivation, initiative, and persistence |
| EXPECTATION | 30M.CD-AL.4.3.1. | Demonstrate the motivation to master simple tasks
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning b. Persists
Objective 11b.4 Practices an activity many times until successful |
| STRAND / STANDARD | NH.30M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Thirty Months to Three Years) |
|-------------------|---------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.CD-AL.5. | Symbolic Representation |
| GRADE LEVEL EXPECTATION | 30M.CD-AL.5.1. | Representational Process |
| EXPECTATION | 30M.CD-AL.5.1.1. | Understand that some signs in the community represent familiar places
GOLD® Objectives for Development and Learning
• Objective 14 Uses symbols and images to represent something not present a. Thinks symbolically
Objective 14a.2 Recognizes people, objects, and animals in pictures or photographs |
| STRAND / STANDARD | NH.30M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Thirty Months to Three Years) |
|-------------------|-------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 30M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 30M.PDH.1.1. | Spatial awareness |
| EXPECTATION | 30M.PDH.1.1.1. | Move their bodies through space with balance and control
**GOLD® Objectives for Development and Learning**
- Objective 4 Demonstrates traveling skills
- Objective 4.4 Experiments with different ways of moving
- Objective 5 Demonstrates balancing skills
- Objective 5.4 Experiments with different ways of balancing |
| STRAND / STANDARD | NH.30M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 30M.PDH.1.2. | Development of the senses, orientation to stimuli, and sensory integration |
| EXPECTATION | 30M.PDH.1.2.1. | Begin to focus on important stimuli while ignoring extraneous stimuli
**GOLD® Objectives for Development and Learning**
- Objective 11 Demonstrates positive approaches to learning a. Attends and engages
- Objective 11a.4 Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments |
| STRAND / STANDARD | NH.30M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 30M.PDH.1.3. | Physical State Regulation |
| EXPECTATION | 30M.PDH.1.3.1. | May take initiative to make themselves more comfortable (E.g. Remey takes off his socks and says, “Too hot.”)
**GOLD® Objectives for Development and Learning**
- Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
- Objective 1c.6 Demonstrates confidence in meeting own needs |
| STRAND / STANDARD | NH.30M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.PDH.2. | Large muscle development and coordination |
| GRADE LEVEL EXPECTATION | 30M.PDH.2.1. | Gross motor skills |
| EXPECTATION | 30M.PDH.2.1.1. | Purposefully explore with their whole body and use objects and equipment
**GOLD® Objectives for Development and Learning**
• Objective 4 Demonstrates traveling skills
Objective 4.4 Experiments with different ways of moving
• Objective 5 Demonstrates balancing skills
Objective 5.4 Experiments with different ways of balancing
• Objective 6 Demonstrates gross-motor manipulative skills
Objective 6.4 Manipulates balls or similar objects with stiff body movements |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.PDH.3. | Small muscle development and coordination |
| GRADE LEVEL EXPECTATION | 30M.PDH.3.1. | Fine motor skills |
| EXPECTATION | 30M.PDH.3.1.1. | Use smaller manipulatives with ease
**GOLD® Objectives for Development and Learning**
• Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands
Objective 7a.6 Uses refined wrist and finger movements |
| STRAND / STANDARD | NH.30M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.PDH.4. | Nutrition |
| GRADE LEVEL EXPECTATION | 30M.PDH.4.1. | Nutrition |
| EXPECTATION | 30M.PDH.4.1.1. | Show some awareness that some foods are more nutritious than others (E.g. After Mr. Brian reads *We Eat Food That’s Fresh*, Kara points to the fresh strawberries on her plate at snack time.)
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.6 Demonstrates confidence in meeting own needs |
| STRAND / STANDARD | NH.30M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.PDH.5. | Basic safety |
| GRADE LEVEL EXPECTATION | 30M.PDH.5.1. | Basic safety |
| EXPECTATION | 30M.PDH.5.1.1. | Show increasing awareness of health and safety practices
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.6 Demonstrates confidence in meeting own needs |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.PDH.6. | Self-care |
| GRADE LEVEL EXPECTATION | 30M.PDH.6.1. | Self-care |
| EXPECTATION | 30M.PDH.6.1.1. | Are more likely to willingly participate in self-care routines, if culturally appropriate
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.6 Demonstrates confidence in meeting own needs |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 30M.CE.1.1. | Invention and imagination |
| EXPECTATION | 30M.CE.1.1.1. | Use and play with a variety of media and materials for exploration and creative expression
GOLD® Objectives for Development and Learning
• Objective 33 Explores the visual arts |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 30M.CE.1.2. | Curiosity and interest |
| EXPECTATION | 30M.CE.1.2.1. | Show interest in a variety of materials and activities related to creative expression
GOLD® Objectives for Development and Learning
• Objective 33 Explores the visual arts |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 30M.CE.1.3. | Confidence |
| EXPECTATION | 30M.CE.1.3.1. | Ask adults to save or take pictures or videos of their artistic creation
**GOLD® Objectives for Development and Learning**
• Objective 33 Explores the visual arts |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 30M.CE.2.1. | Awareness and attention |
| EXPECTATION | 30M.CE.2.1.1. | Try to reproduce aspects of music, art, drama, dance, and natural phenomena they have witnessed (E.g. After watching a tap dancer, Reagan, Andrew, and Gabe recreate tap dancing.)
**GOLD® Objectives for Development and Learning**
• Objective 33 Explores the visual arts
• Objective 34 Explores musical concepts and expression
• Objective 35 Explores dance and movement concepts
• Objective 36 Explores drama through actions and language |
| --- | --- | --- |
| STRAND / STANDARD | NH.30M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Thirty Months to Three Years) |
| STANDARD / GLE | 30M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 30M.CE.2.2. | Sense of joy and wonder |
| EXPECTATION | 30M.CE.2.2.1. | Exclaim enthusiastically in response to experiencing beauty indoors or outdoors (E.g. Ginny and her friends jump up and down shouting, “It’s a rainbow,” when they see a rainbow in the sprinkler.)
**GOLD® Objectives for Development and Learning**
• Objective 27 Demonstrates knowledge of Earth’s environment |
| --- | --- | --- |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 3Y.SED.1.1. | Self-esteem |
| EXPECTATION | 3Y.SED.1.1.1. | Draw adult’s attention to their actions and creations (E.g. On the playground Luna keeps telling her father, “Watch me, watch me!”)
**OLD Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.6 Demonstrates confidence in meeting own needs |
| --- | --- | --- |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.1. | Self-Concept and Social Identity |
|----------------|-----------|----------------------------------|
| GRADE LEVEL EXPECTATION | 3Y.SED.1.2. | Self-confidence |
| EXPECTATION | 3Y.SED.1.2.1. | Begin to experiment with their own potential and show confidence in their own abilities |
| OLD Objectives for Development and Learning | • Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.6 Demonstrates confidence in meeting own needs |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
|-------------------|------------|------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.SED.1. | Self-Concept and Social Identity |
|----------------|-----------|----------------------------------|
| GRADE LEVEL EXPECTATION | 3Y.SED.1.3. | Social identity |
| EXPECTATION | 3Y.SED.1.3.1. | Continue to develop awareness of differences and their own gender and cultural identity (E.g. Delia says to her teacher, “I’m a girl, so I can be a mommy someday.”) |
| GOLD® Objectives for Development and Learning | • Objective 30 Shows basic understanding of people and how they live |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
|-------------------|------------|------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.SED.2. | Attachment |
|----------------|-----------|------------|
| GRADE LEVEL EXPECTATION | 3Y.SED.2.1. | Relationships with primary caregivers |
| EXPECTATION | 3Y.SED.2.1.1. | Respond appropriately to social and emotional cues of adults |
| GOLD® Objectives for Development and Learning | • Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.6 Manages separations without distress and engages with trusted adults |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
|-------------------|------------|------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.SED.2. | Attachment |
|----------------|-----------|------------|
| GRADE LEVEL EXPECTATION | 3Y.SED.2.2. | Relationships with less familiar adults |
| EXPECTATION | 3Y.SED.2.2.1. | May initiate contact with unfamiliar adults, when familiar adults are nearby |
| GOLD® Objectives for Development and Learning | • Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.6 Manages separations without distress and engages with trusted adults |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
|-------------------|------------|------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 3Y.SED.3.1. |
|-------------------------|-------------|
| EXPECTATION | 3Y.SED.3.1.1. |
| | Play cooperatively with other children and show preference for some children over others (E.g. Jose and Chris are playing together. When Martin comes over, Chris says, “No, go away.”)
**GOLD® Objectives for Development and Learning**
- Objective 2 Establishes and sustains positive relationships c. Interacts with peers
- Objective 2c.4 Uses successful strategies for entering groups
- Objective 2 Establishes and sustains positive relationships d. Makes friends
- Objective 2d.4 Plays with one or two preferred playmates |
| STRAND / STANDARD | NH.3Y.SED. |
|-------------------------|------------|
| | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.3. |
|-------------------------|-----------|
| | Social Competence |
| GRADE LEVEL EXPECTATION | 3Y.SED.3.2. |
|-------------------------|-------------|
| EXPECTATION | 3Y.SED.3.2.1. |
| | Begin to label others’ feelings and recognize reasons for those feelings
**GOLD® Objectives for Development and Learning**
- Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues
- Objective 2b.5 Emerging to 2b.6 Identifies basic emotional reactions of others and their causes accurately |
| STRAND / STANDARD | NH.3Y.SED. |
|-------------------------|------------|
| | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.3. |
|-------------------------|-----------|
| | Social Competence |
| GRADE LEVEL EXPECTATION | 3Y.SED.3.3. |
|-------------------------|-------------|
| EXPECTATION | 3Y.SED.3.3.1. |
| | Follow classroom rules and routines with guidance
**GOLD® Objectives for Development and Learning**
- Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations
- Objective 1b.6 Manages classroom rules, routines, and transitions with occasional reminders |
| STRAND / STANDARD | NH.3Y.SED. |
|-------------------------|------------|
| | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
| STANDARD / GLE | 3Y.SED.4. |
|-------------------------|-----------|
| | Emotional Competence |
| GRADE LEVEL EXPECTATION | 3Y.SED.4.1. |
|-------------------------|-------------|
| EXPECTATION | 3Y.SED.4.1.1. |
| | Express their feelings verbally with greater frequency
**GOLD® Objectives for Development and Learning**
- Objective 1 Regulates own emotions and behaviors a. Manages feelings
- Objective 1a.6 Is able to look at a situation differently or delay gratification |
| STRAND / STANDARD | NH.3Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Three Years) |
|-------------------|------------|---------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 3Y.SED.4.2. | Emotional Regulation |
| EXPECTATION | 3Y.SED.4.2.1. | Begin to respond to an adult’s cues about regulating their emotions (E.g. At drop-off time, Sage begins to control his crying when his teacher says, “I know you’re sad, would you like to see what your friends are doing?”)
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors a. Manages feelings
Objective 1a.6 Is able to look at a situation differently or delay gratification |
| STRAND / STANDARD | NH.3Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Three Years) |
|-------------------|-----------|--------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.LD.1. | Listening Comprehension |
| GRADE LEVEL EXPECTATION | 3Y.LD.1.1. | Receptive verbal communication |
| EXPECTATION | 3Y.LD.1.1.1. | Show awareness of others’ comments or statements that have to do with them (E.g. Milo shouts, “Don’t want to go to the doctor!” after overhearing his parents talk about his illness.)
GOLD® Objectives for Development and Learning
• Objective 8 Listens to and understands increasingly complex language a. Comprehends language
Objective 8a.6 Responds appropriately to specific vocabulary and simple statements, questions, and stories |
| STRAND / STANDARD | NH.3Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Three Years) |
|-------------------|-----------|--------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.LD.2. | Non-verbal Communication |
| GRADE LEVEL EXPECTATION | 3Y.LD.2.1. | Non-verbal communication |
| EXPECTATION | 3Y.LD.2.1.1. | Notice other children’s body language and try to interpret it
GOLD® Objectives for Development and Learning
• Objective 10 Uses appropriate conversational and other communication skills b. Uses social rules of language
Objective 10b.6 Uses acceptable language and basic social rules while communicating with others; may need reminders |
| STRAND / STANDARD | NH.3Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Three Years) |
|-------------------|-----------|--------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.LD.3. | Communication Concepts |
| GRADE LEVEL EXPECTATION | 3Y.LD.3.1. | Pragmatics and social language |
| EXPECTATION | 3Y.LD.3.1.1. | Begin to understand the rules for communication in different situations (E.g. Charlie whispers when dad explains that he needs to use a quiet voice when visiting grandpa in the hospital.)
**GOLD® Objectives for Development and Learning**
• Objective 10 Uses appropriate conversational and other communication skills b. Uses social rules of language
Objective 10b.6 Uses acceptable language and basic social rules while communicating with others; may need reminders |
| --- | --- | --- |
| STRAND / STANDARD | NH.3Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Three Years) |
| STANDARD / GLE | 3Y.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 3Y.LD.4.1. | Vocabulary development |
| EXPECTATION | 3Y.LD.4.1.1. | Continue to build their vocabulary including more descriptive words
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary
Objective 9a.6 Describes and tells the use of many familiar items |
| STRAND / STANDARD | NH.3Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Three Years) |
| STANDARD / GLE | 3Y.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 3Y.LD.4.2. | Expressive language or speaking |
| EXPECTATION | 3Y.LD.4.2.1. | Can relate a simple story (E.g. When asked about her day, Rhianna says, “I went out on the playground and it was so icy and I fell and I cried and cried and my teacher helped me.”)
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs d. Tells about another time or place
Objective 9d.4 Tells simple stories about objects, events, and people not present; lacks many details and a conventional beginning, middle, and end |
| STRAND / STANDARD | NH.3Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Three Years) |
| STANDARD / GLE | 3Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 3Y.EL.1.1. | Participation in language and literacy activities |
| EXPECTATION | 3Y.EL.1.1.1. | May describe what’s happening in the pictures while turning the pages in a familiar book |
|-------------|--------------|----------------------------------------------------------------------------------------|
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 18 Comprehends and responds to books and other texts a. Interacts during |
| | | reading experiences, book conversations, and text reflections |
| | | Objective 18a.4 Asks and answers questions about the text; refers to pictures |
| STRAND / STANDARD | NH.3Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Three Years) |
|-------------------|-----------|-------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 3Y.EL.1.2. | Narrative and story sense |
| EXPECTATION | 3Y.EL.1.2.1. | Relate or retell stories with more parts |
|-------------|--------------|------------------------------------------|
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 18 Comprehends and responds to books and other texts c. Retells stories and recounts details from informational texts |
| | | Objective 18c.2 Retells some events or information from a familiar story or other text with close adult prompting |
| STRAND / STANDARD | NH.3Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Three Years) |
|-------------------|-----------|-------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 3Y.EL.1.3. | Comprehension and interpretation |
| EXPECTATION | 3Y.EL.1.3.1. | Can ask and answer simple questions about the story |
|-------------|--------------|----------------------------------------------------|
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 18 Comprehends and responds to books and other texts a. Interacts during |
| | | reading experiences, book conversations, and text reflections |
| | | Objective 18a.4 Asks and answers questions about the text; refers to pictures |
| STRAND / STANDARD | NH.3Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Three Years) |
|-------------------|-----------|-------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 3Y.EL.1.4. | Interest in and appreciation of reading |
| EXPECTATION | 3Y.EL.1.4.1. | Say what they like about a favorite book |
|-------------|--------------|-----------------------------------------|
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 18 Comprehends and responds to books and other texts a. Interacts during |
| | | reading experiences, book conversations, and text reflections |
| | | Objective 18a.4 Asks and answers questions about the text; refers to pictures |
| STRAND / STANDARD | NH.3Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Three Years) |
|-------------------|-----------|-------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 3Y.EL.1.5. |
|-------------------------|------------|
| EXPECTATION | 3Y.EL.1.5.1. |
| | Enjoy playing with the sounds of language (E.g. Claire laughs loudly when her friend calls her Clairey Berry.) |
**GOLD® Objectives for Development and Learning**
- Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition a. Notices and discriminates rhyme
- Objective 15a.4 Fills in the missing rhyming word; generates rhyming words spontaneously
| STRAND / STANDARD | NH.3Y.EL. |
|-------------------|-----------|
| STANDARD / GLE | 3Y.EL.1. |
| | Emergent Reading |
| GRADE LEVEL EXPECTATION | 3Y.EL.1.6. |
|-------------------------|------------|
| EXPECTATION | 3Y.EL.1.6.1. |
| | Understand proper handling of books to avoid damage and help repair books, with adult support |
**GOLD® Objectives for Development and Learning**
- Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
- Objective 17a.4 Orients book correctly; turns pages from the front of the book to the back; recognizes familiar books by their covers
| STRAND / STANDARD | NH.3Y.EL. |
|-------------------|-----------|
| STANDARD / GLE | 3Y.EL.2. |
| | Emergent Writing |
| GRADE LEVEL EXPECTATION | 3Y.EL.2.1. |
|-------------------------|------------|
| EXPECTATION | 3Y.EL.2.1.1. |
| | Begin to recognize their own name and may notice words that start with the same letter as their own name |
**GOLD® Objectives for Development and Learning**
- Objective 16 Demonstrates knowledge of the alphabet a. Identifies and names letters
- Objective 16a.2 Recognizes and names a few letters in own name
| STRAND / STANDARD | NH.3Y.EL. |
|-------------------|-----------|
| STANDARD / GLE | 3Y.EL.2. |
| | Emergent Writing |
| GRADE LEVEL EXPECTATION | 3Y.EL.2.2. |
|-------------------------|------------|
| | Interest in and emergent writing |
| EXPECTATION | 3Y.EL.2.2.1. | Begin to differentiate between drawing and writing, and their scribbles may look more like writing (E.g. After painting a picture, 3-year-old Isaiah makes a series of vertical lines, representing his name.)
**GOLD® Objectives for Development and Learning**
• Objective 19 Demonstrates writing skills b. Writes to convey ideas and information
Objective 19b.4 Uses drawing, dictation, and controlled linear scribbles to convey a message |
| --- | --- | --- |
| STRAND / STANDARD | NH.3Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Three Years) |
| STANDARD / GLE | 3Y.CD-EN.1. | Number Operations |
| GRADE LEVEL EXPECTATION | 3Y.CD-EN.1.1. | Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting |
| EXPECTATION | 3Y.CD-EN.1.1.1. | Show an interest in counting 1 to 10, may hold up fingers to indicate quantity
**GOLD® Objectives for Development and Learning**
• Objective 20 Uses number concepts and operations a. Counts
Objective 20a.4 Verbally counts to 10; counts up to five objects accurately, using one number name for each object |
| STRAND / STANDARD | NH.3Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Three Years) |
| STANDARD / GLE | 3Y.CD-EN.2. | Geometry and Spatial Sense |
| GRADE LEVEL EXPECTATION | 3Y.CD-EN.2.1. | Shapes and their attributes, position, comparing and contrasting two or more objects, and distance |
| EXPECTATION | 3Y.CD-EN.2.1.1. | Explore and identify shapes in their environment and begin to notice attributes of shapes with adult help (E.g. Addy, 3 years old, says, “Look, my paper plate is a circle!”)
**GOLD® Objectives for Development and Learning**
• Objective 21 Explores and describes spatial relationships and shapes b. Understands shapes
Objective 21b.4 Identifies a few basic shapes (circle, square, triangle) |
| STRAND / STANDARD | NH.3Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Three Years) |
| STANDARD / GLE | 3Y.CD-EN.3. | Measurements |
| GRADE LEVEL EXPECTATION | 3Y.CD-EN.3.1. | Size, volume, quantity and other measurable qualities, and the tools to measure them |
| EXPECTATION | 3Y.CD-EN.3.1.1. | Use non-standard tools to measure, with adult assistance (E.g. Marla, Stacy, and Tim pass a lump of clay between them to see if it is bigger or smaller than each child’s hand.)
**GOLD® Objectives for Development and Learning**
• Objective 22 Compares and measures a. Measures objects
Objective 22a.5 Emerging to 22a.6 Uses multiples of the same unit to measure; uses numbers to compare; knows the purpose of standard measuring tools |
| --- | --- | --- |
| STRAND / STANDARD | NH.3Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Three Years) |
| STANDARD / GLE | 3Y.CD-EN.4. | Patterns and Relationships |
| GRADE LEVEL EXPECTATION | 3Y.CD-EN.4.1. | Recognizing or creating planned or random repetitions and comparisons |
| EXPECTATION | 3Y.CD-EN.4.1.1. | Extend simple patterns
**GOLD® Objectives for Development and Learning**
• Objective 23 Demonstrates knowledge of patterns
Objective 23.5 Emerging to 23.6 Extends and creates simple repeating patterns |
| STRAND / STANDARD | NH.3Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Three Years) |
| STANDARD / GLE | 3Y.CD-EN.5. | Data Collection and Analysis |
| GRADE LEVEL EXPECTATION | 3Y.CD-EN.5.1. | Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world |
| EXPECTATION | 3Y.CD-EN.5.1.1. | Sort objects or people into subgroups by one attribute
**GOLD® Objectives for Development and Learning**
• Objective 13 Uses classification skills
Objective 13.4 Places objects in two or more groups based on differences in a single characteristic, e.g., color, size, or shape |
| STRAND / STANDARD | NH.3Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Three Years) |
| STANDARD / GLE | 3Y.CD-EN.6. | Time and Sequence |
| GRADE LEVEL EXPECTATION | 3Y.CD-EN.6.1. | Concept of time as it relates to daily routines, and sequencing of events |
| EXPECTATION | 3Y.CD-EN.6.1.1. | Can remember and describe daily sequence of events
**GOLD® Objectives for Development and Learning**
• Objective 22 Compares and measures b. Measures time and money
Objective 22b.2 Knows usual sequence of basic daily events |
| STRAND / STANDARD | NH.3Y.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Three Years) |
| STANDARD / GLE | 3Y.CD-SSS.1. | Key Concepts |
| GRADE LEVEL EXPECTATION | 3Y.CD-SSS.1.1. | Object permanence |
| EXPECTATION | 3Y.CD-SSS.1.1.1. | Play simple memory games
**GOLD® Objectives for Development and Learning**
• Objective 12 Remembers and connects experiences a. Recognizes and recalls
Objective 12a.4 Recalls familiar people, places, objects, and actions from the past (a few months before); recalls one or two items removed from view |
| --- | --- | --- |
| STRAND / STANDARD | NH.3Y.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Three Years) |
| STANDARD / GLE | 3Y.CD-SSS.2. | Exploring the Physical World |
| GRADE LEVEL EXPECTATION | 3Y.CD-SSS.2.1. | Physical world |
| EXPECTATION | 3Y.CD-SSS.2.1.1. | Ask many questions about the physical world and investigate with adult guidance
**GOLD® Objectives for Development and Learning**
• Objective 26 Demonstrates knowledge of the physical properties of objects and materials |
| STRAND / STANDARD | NH.3Y.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Three Years) |
| STANDARD / GLE | 3Y.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 3Y.CD-SSS.3.1. | Social conventions |
| EXPECTATION | 3Y.CD-SSS.3.1.1. | Demonstrate and follow different customs in different settings
**GOLD® Objectives for Development and Learning**
• Objective 30 Shows basic understanding of people and how they live |
| STRAND / STANDARD | NH.3Y.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Three Years) |
| STANDARD / GLE | 3Y.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 3Y.CD-SSS.3.2. | Self, family, and community |
| EXPECTATION | 3Y.CD-SSS.3.2.1. | Ask questions about other people’s experiences in their families and communities
**GOLD® Objectives for Development and Learning**
• Objective 30 Shows basic understanding of people and how they live |
| STRAND / STANDARD | NH.3Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Three Years) |
| STANDARD / GLE | 3Y.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.1.1. | Curiosity and sensory exploration |
| EXPECTATION | 3Y.CD-AL.1.1.1. | Persist in asking “Why?”
**GOLD® Objectives for Development and Learning**
• Objective 24 Uses scientific inquiry skills |
| STRAND / STANDARD | NH.3Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Three Years) |
|-------------------|-------------|---------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.1.2. | Cause and effect |
| EXPECTATION | 3Y.CD-AL.1.2.1. | Use variations on previous actions in new environments and with different objects to create new and desired effects
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking
Objective 11e.4 Uses creativity and imagination during play and routine tasks |
| STRAND / STANDARD | NH.3Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Three Years) |
|-------------------|-------------|---------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.CD-AL.2. | Reasoning and Problem Solving |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.2.1. | Theories about the world and how things work (Reflection, critical thinking, and trial and error) |
| EXPECTATION | 3Y.CD-AL.2.1.1. | Remember strategies that have worked and apply them to new situations (E.g. At home, Davis moves a stool to the sink so that he can reach for his toothbrush. At child care the next day, Davis struggles to reach a pencil on the counter so he picks up a chair and puts it near the counter.)
GOLD® Objectives for Development and Learning
• Objective 12 Remembers and connects experiences b. Makes connections
Objective 12b.6 Draws on everyday experiences and applies this knowledge to a similar situation |
| STRAND / STANDARD | NH.3Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Three Years) |
|-------------------|-------------|---------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.3.1. | Imitation, risk taking, and experimentation |
| EXPECTATION | 3Y.CD-AL.3.1.1. | Engage in pretend play that includes roles and experiences that they find challenging (E.g. After a visit to his doctor, Brent gives his doll a shot.)
GOLD® Objectives for Development and Learning
• Objective 14 Uses symbols and images to represent something not present b. Engages in sociodramatic play
Objective 14b.4 Acts out familiar or imaginary scenarios; may use props to stand for something else |
| STRAND / STANDARD | NH.3Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Three Years) |
|-------------------|-------------|---------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.3.2. |
|-------------------------|---------------|
| EXPECTATION | 3Y.CD-AL.3.2.1. |
| | Invent stories and characters |
| | **GOLD® Objectives for Development and Learning** |
| | • Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking |
| | Objective 11e.4 Uses creativity and imagination during play and routine tasks |
| STRAND / STANDARD | NH.3Y.CD-AL. |
|-------------------------|--------------|
| | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Three Years) |
| STANDARD / GLE | 3Y.CD-AL.3. |
|-------------------------|-------------|
| | Play |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.3.3. |
|-------------------------|---------------|
| EXPECTATION | 3Y.CD-AL.3.3.1. |
| | Laugh at themselves when they do something silly |
| | **GOLD® Objectives for Development and Learning** |
| | • Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking |
| | Objective 11e.4 Uses creativity and imagination during play and routine tasks |
| STRAND / STANDARD | NH.3Y.CD-AL. |
|-------------------------|--------------|
| | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Three Years) |
| STANDARD / GLE | 3Y.CD-AL.4. |
|-------------------------|-------------|
| | Executive Function |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.4.1. |
|-------------------------|---------------|
| EXPECTATION | 3Y.CD-AL.4.1.1. |
| | Can adapt plans to incorporate new materials |
| | **GOLD® Objectives for Development and Learning** |
| | • Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking |
| | Objective 11e.4 Uses creativity and imagination during play and routine tasks |
| STRAND / STANDARD | NH.3Y.CD-AL. |
|-------------------------|--------------|
| | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Three Years) |
| STANDARD / GLE | 3Y.CD-AL.4. |
|-------------------------|-------------|
| | Executive Function |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.4.2. |
|-------------------------|---------------|
| EXPECTATION | 3Y.CD-AL.4.2.1. |
| | Can play simple memory games such as matching pictures on cards |
| | **GOLD® Objectives for Development and Learning** |
| | • Objective 12 Remembers and connects experiences a. Recognizes and recalls |
| | Objective 12a.4 Recalls familiar people, places, objects, and actions from the past (a few months before); recalls one or two items removed from view |
| STRAND / STANDARD | NH.3Y.CD-AL. |
|-------------------------|--------------|
| | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Three Years) |
| STANDARD / GLE | 3Y.CD-AL.4. |
|-------------------------|-------------|
| | Executive Function |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.4.3. |
|-------------------------|---------------|
| EXPECTATION | 3Y.CD-AL.4.3.1. |
| | Show initiative in a variety of ways including offering to help
| | **GOLD® Objectives for Development and Learning**
| | • Objective 11 Demonstrates positive approaches to learning a. Attends and engages
| | Objective 11a.4 Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments |
| STRAND / STANDARD | NH.3Y.CD-AL. |
|-------------------------|--------------|
| STANDARD / GLE | 3Y.CD-AL.5. |
| GRADE LEVEL EXPECTATION | 3Y.CD-AL.5.1. |
| EXPECTATION | 3Y.CD-AL.5.1.1. |
| | Are aware that some symbols represent words and numbers
| | **GOLD® Objectives for Development and Learning**
| | • Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts
| | Objective 17b.2 Shows understanding that text is meaningful and can be read |
| STRAND / STANDARD | NH.3Y.PDH. |
|-------------------------|--------------|
| STANDARD / GLE | 3Y.PDH.1. |
| GRADE LEVEL EXPECTATION | 3Y.PDH.1.1. |
| EXPECTATION | 3Y.PDH.1.1.1. |
| | Move with confidence and stability, coordinating movements to accomplish simple tasks (E.g. Outside on the playground, a small group of children play a game of Duck, Duck, Goose.)
| | **GOLD® Objectives for Development and Learning**
| | • Objective 4 Demonstrates traveling skills
| | Objective 44.6 Moves purposefully from place to place with control
| | • Objective 5 Demonstrates balancing skills
| | Objective 5.6 Sustains balance during simple movement experiences |
| STRAND / STANDARD | NH.3Y.PDH. |
|-------------------------|--------------|
| STANDARD / GLE | 3Y.PDH.1. |
| GRADE LEVEL EXPECTATION | 3Y.PDH.1.2. |
| EXPECTATION | 3Y.PDH.1.2.1. |
| | Develop the ability to use one sense to predict what they would perceive with another (E.g. Jowanna reaches into the mystery bag and guesses that she is holding a teddy bear based on the way it feels.)
| | No Correlations |
| STRAND / STANDARD | NH.3Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Three Years) |
|-------------------|------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 3Y.PDH.1.3. | Physical State Regulation |
| EXPECTATION | 3Y.PDH.1.3.1. | May be able to identify the need to eliminate No GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.6 Demonstrates confidence in meeting own needs Correlations |
| STRAND / STANDARD | NH.3Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Three Years) |
|-------------------|------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.PDH.2. | Large muscle development and coordination |
| GRADE LEVEL EXPECTATION | 3Y.PDH.2.1. | Gross motor skills |
| EXPECTATION | 3Y.PDH.2.1.1. | Show increased confidence in their ability to coordinate large muscles and interest in new ways to use large muscles
GOLD® Objectives for Development and Learning
• Objective 4 Demonstrates traveling skills
Objective 4.6 Moves purposefully from place to place with control
• Objective 5 Demonstrates balancing skills
Objective 5.6 Sustains balance during simple movement experiences
• Objective 6 Demonstrates gross-motor manipulative skills
Objective 6.6 Manipulates balls or similar objects with flexible body movements |
| STRAND / STANDARD | NH.3Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Three Years) |
|-------------------|------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 3Y.PDH.3. | Small muscle development and coordination |
| GRADE LEVEL EXPECTATION | 3Y.PDH.3.1. | Fine motor skills |
| EXPECTATION | 3Y.PDH.3.1.1. | Show increased confidence in ability to coordinate small muscles and interest in new ways to use small muscles
GOLD® Objectives for Development and Learning
• Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands
Objective 7a.6 Uses refined wrist and finger movements |
| STANDARD / GLE | 3Y.PDH.4. | Nutrition |
|----------------|-----------|----------|
| GRADE LEVEL EXPECTATION | 3Y.PDH.4.1. | Nutrition |
| EXPECTATION | 3Y.PDH.4.1.1. | Try healthy foods from a variety of cultures when given the opportunity
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.6 Demonstrates confidence in meeting own needs |
| STRAND / STANDARD | NH.3Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Three Years) |
| STANDARD / GLE | 3Y.PDH.5. | Basic safety |
|----------------|-----------|-------------|
| GRADE LEVEL EXPECTATION | 3Y.PDH.5.1. | Basic safety |
| EXPECTATION | 3Y.PDH.5.1.1. | Can identify and explain familiar health and safety signs in the community
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.6 Demonstrates confidence in meeting own needs |
| STRAND / STANDARD | NH.3Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Three Years) |
| STANDARD / GLE | 3Y.PDH.6. | Self-care |
|----------------|-----------|-----------|
| GRADE LEVEL EXPECTATION | 3Y.PDH.6.1. | Self-care |
| EXPECTATION | 3Y.PDH.6.1.1. | Seek to accomplish self-care and house-keeping tasks with reminders, if culturally appropriate
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.6 Demonstrates confidence in meeting own needs |
| STRAND / STANDARD | NH.3Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Three Years) |
| STANDARD / GLE | 3Y.CE.1. | Exploration and creation of artistic works |
|----------------|-----------|------------------------------------------|
| GRADE LEVEL EXPECTATION | 3Y.CE.1.1. | Invention and imagination |
| EXPECTATION | 3Y.CE.1.1.1. | Create more elaborate three dimensional structures, songs, rhymes, and dances with a combination of materials
**GOLD® Objectives for Development and Learning**
• Objective 33 Explores the visual arts
• Objective 34 Explores musical concepts and expression
• Objective 35 Explores dance and movement concepts |
| --- | --- | --- |
| STRAND / STANDARD | NH.3Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Three Years) |
| STANDARD / GLE | 3Y.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 3Y.CE.1.2. | Curiosity and interest |
| EXPECTATION | 3Y.CE.1.2.1. | Ask how to produce a particular sound, visual image, or movement
**GOLD® Objectives for Development and Learning**
• Objective 34 Explores musical concepts and expression |
| STRAND / STANDARD | NH.3Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Three Years) |
| STANDARD / GLE | 3Y.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 3Y.CE.1.3. | Confidence |
| EXPECTATION | 3Y.CE.1.3.1. | Show adults and peers what they can do or have created, including short individual performances or artistic creations
**GOLD® Objectives for Development and Learning**
• Objective 33 Explores the visual arts
• Objective 34 Explores musical concepts and expression
• Objective 35 Explores dance and movement concepts
• Objective 36 Explores drama through actions and language |
| STRAND / STANDARD | NH.3Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Three Years) |
| STANDARD / GLE | 3Y.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 3Y.CE.2.1. | Awareness and attention |
| EXPECTATION | 3Y.CE.2.1.1. | Share opinions about likes and dislikes in art and creative expression
**GOLD® Objectives for Development and Learning**
• Objective 33 Explores the visual arts |
| STRAND / STANDARD | NH.3Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Three Years) |
| STANDARD / GLE | 3Y.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 3Y.CE.2.2. | Sense of joy and wonder |
| EXPECTATION | 3Y.CE.2.2.1. | Use descriptive words to express their response to an aesthetic experience (E.g. Using his communication device, Mark tells Tory he really likes the colors in her painting.)
**GOLD® Objectives for Development and Learning**
• Objective 33 Explores the visual arts |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.1.1. | Self-esteem |
| EXPECTATION | 4-5Y.SED.1.1.1. | Continue to seek adult attention and recognition of what they know and can do
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.8 Takes responsibility for own well-being |
| EXPECTATION | 4-5Y.SED.1.1.2. | Boast about what they know and can do (E.g. Quinn says, “I am really good at drawing rainbows.”)
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.8 Takes responsibility for own well-being |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.1.2. | Self-confidence |
| EXPECTATION | 4-5Y.SED.1.2.1. | Are confident, self-directed, purposeful and inventive in play
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.8 Takes responsibility for own well-being |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.1.3. | Social identity |
| EXPECTATION | 4-5Y.SED.1.3.1. | Notice differences and make comparisons between their physical characteristics and others’ and the way things are done in different settings (E.g. Consuela says “My abuela talks Spanish and my grandma talks English.”)
**GOLD® Objectives for Development and Learning**
• Objective 30 Shows basic understanding of people and how they live |
| --- | --- | --- |
| EXPECTATION | 4-5Y.SED.1.3.2. | Express or describe their own characteristics and preferences (E.g. Jacob only chooses brown sweatpants when clothes shopping with his mother.)
**GOLD® Objectives for Development and Learning**
• Objective 29 Demonstrates knowledge about self |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.2.1. | Relationships with primary caregivers and less familiar adults |
| EXPECTATION | 4-5Y.SED.2.1.1. | Interact easily with familiar adults, but may be hesitant to approach or respond to less familiar adults
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.8 Engages with trusted adults as resources and to share mutual interests |
| EXPECTATION | 4-5Y.SED.2.1.2. | Seek adult help when needed for emotional support, physical assistance, social interaction, and approval
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.8 Engages with trusted adults as resources and to share mutual interests |
| EXPECTATION | 4-5Y.SED.2.1.3. | Imitate familiar adults in culturally appropriate ways in everyday situations
**GOLD® Objectives for Development and Learning**
• Objective 30 Shows basic understanding of people and how they live |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.3.1. | Relationships and social skills with peers |
| EXPECTATION | 4-5Y.SED.3.1.1. | Approach others with expectations of positive interactions
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships c. Interacts with peers
Objective 2c.4 Uses successful strategies for entering groups |
| --- | --- | --- |
| EXPECTATION | 4-5Y.SED.3.1.2. | Build skills needed to participate successfully as a member of a group, such as taking turns
**GOLD® Objectives for Development and Learning**
• Objective 3 Participates cooperatively and constructively in group situations a. Balances needs and rights of self and others
Objective 3a.4 Take turns |
| EXPECTATION | 4-5Y.SED.3.1.3. | Sustain interaction by cooperating, helping, sharing, and expressing interest, though they may need adult guidance
**GOLD® Objectives for Development and Learning**
• Objective 3 Participates cooperatively and constructively in group situations a. Balances needs and rights of self and others
Objective 3a.6 Initiates the sharing of materials in the classroom and outdoors |
| EXPECTATION | 4-5Y.SED.3.1.4. | Develop friendships, sometimes based on shared interests or characteristics
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships d. Makes friends
Objective 2d.7 Emerging to 2d.8 Maintains friendships for several months or more; forms friendships around similar play interests |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.3.2. | Recognition of others’ feelings |
| EXPECTATION | 4-5Y.SED.3.2.1. | Begin to understand the reasons for others’ emotions and respond appropriately (E.g. Audrey says to a friend who is upset over not getting the toy she wanted during play, “You’ll get to play with it next time.”)
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues
Objective 2b.6 Identifies basic emotional reactions of others and their causes accurately |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.3.3. | Behavioral regulation |
| EXPECTATION | 4-5Y.SED.3.3.1. | Begin to be able to stop undesirable behaviors on their own or with a gentle reminder (E.g. Xavier starts to grab Zach’s car, but stops himself and asks, “Can I use that when you’re done?”)
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors a. Manages feelings
Objective 1a.6 Is able to look at a situation differently or delay gratification |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.4.1. | Emotional expression |
| EXPECTATION | 4-5Y.SED.4.1.1. | Demonstrate increasing competencies in recognizing and describing their own emotions
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues
Objective 2b.6 Identifies basic emotional reactions of others and their causes accurately |
| --- | --- | --- |
| EXPECTATION | 4-5Y.SED.4.1.2. | Explore emotions in various ways (through play, art, music, and dance)
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues
Objective 2b.6 Identifies basic emotional reactions of others and their causes accurately |
| STRAND / STANDARD | NH.4-5Y.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 4-5Y.SED.4.2. | Emotional Regulation |
| EXPECTATION | 4-5Y.SED.4.2.1. | May still have difficulty regulating strong emotions
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors a. Manages feelings
Objective 1a.7 Emerging to 1a.8 Controls strong emotions in an appropriate manner most of the time |
| --- | --- | --- |
| EXPECTATION | 4-5Y.SED.4.2.2. | Increasingly use words instead of actions to express their emotions
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors a. Manages feelings
Objective 1a.7 Emerging to 1a.8 Controls strong emotions in an appropriate manner most of the time |
| STRAND / STANDARD | NH.4-5Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Four and Five Years) |
| STANDARD / GLE | GRADE LEVEL EXPECTATION | EXPECTATION |
|---------------|------------------------|-------------|
| 4-5Y.LD.1. | 4-5Y.LD.1.1. | Listening Comprehension
Receptive verbal communication
Listen with understanding to stories, directions, and conversations
**GOLD® Objectives for Development and Learning**
• Objective 8 Listens to and understands increasingly complex language a. Comprehends language
Objective 8a.6 Responds appropriately to specific vocabulary and simple statements, questions, and stories |
| EXPECTATION | 4-5Y.LD.1.1.2. | Follow instructions that include a two or three step sequence of actions such as setting up a game or following a recipe
**GOLD® Objectives for Development and Learning**
• Objective 8 Listens to and understands increasingly complex language b. Follows directions
Objective 8b.6 Follows directions of two or more steps that relate to familiar objects and experiences |
| STRAND / STANDARD | NH.4-5Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Four and Five Years) |
| STANDARD / GLE | GRADE LEVEL EXPECTATION | EXPECTATION |
|---------------|------------------------|-------------|
| 4-5Y.LD.2. | 4-5Y.LD.2.1. | Non-verbal Communication
Non-verbal communication
Understand non-verbal cues
**GOLD® Objectives for Development and Learning**
• Objective 10 Uses appropriate conversational and other communication skills b. Uses social rules of language
Objective 10b.6 Uses acceptable language and basic social rules while communicating with others; may need reminders |
| EXPECTATION | 4-5Y.LD.2.1.1. | Communicate needs, wants, or thoughts using nonverbal gestures, actions, or expressions (E.g. 5-year-old Devin points to the block area when he is asked what he wants to do next.)
**GOLD® Objectives for Development and Learning**
• Objective 10 Uses appropriate conversational and other communication skills b. Uses social rules of language
Objective 10b.6 Uses acceptable language and basic social rules while communicating with others; may need reminders |
| STRAND / STANDARD | NH.4-5Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Four and Five Years) |
| STANDARD / GLE | GRADE LEVEL EXPECTATION | EXPECTATION |
|---------------|------------------------|-------------|
| 4-5Y.LD.3. | 4-5Y.LD.3.1. | Communication Concepts
Pragmatics and social language |
| EXPECTATION | 4-5Y.LD.3.1.1. | Use language according to rules appropriate for the cultural context (may need adult help in recognizing appropriate cultural context) (E.g. 4-year-old Savannah asks her peer, “Can I please have the purple crayon?”)
**GOLD® Objectives for Development and Learning**
• Objective 10 Uses appropriate conversational and other communication skills b. Uses social rules of language
Objective 10b.6 Uses acceptable language and basic social rules while communicating with others; may need reminders |
| --- | --- | --- |
| EXPECTATION | 4-5Y.LD.3.1.2. | With adult support, can take turns in conversations and group discussions
**GOLD® Objectives for Development and Learning**
• Objective 10 Uses appropriate conversational and other communication skills a. Engages in conversations
Objective 10a.7 Emerging to 10a.8 Engages in complex, lengthy conversations of five or more exchanges |
| STRAND / STANDARD | NH.4-5Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 4-5Y.LD.4.1. | Vocabulary development |
| EXPECTATION | 4-5Y.LD.4.1.1. | Use increasingly complex and varied vocabulary and language
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary
Objective 9a.8 Incorporates new, less familiar, or technical words (acquired through texts and conversations) in everyday conversations; correctly uses new meanings for familiar words |
| EXPECTATION | 4-5Y.LD.4.1.2. | Use words and phrases learned through conversations and being read to (E.g. 4-year-old Hazel says, “The end”, when she finishes her snack.)
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary
Objective 9a.8 Incorporates new, less familiar, or technical words (acquired through texts and conversations) in everyday conversations; correctly uses new meanings for familiar words |
| STRAND / STANDARD | NH.4-5Y.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 4-5Y.LD.4.2. | Expressive language or speaking |
| EXPECTATION | 4-5Y.LD.4.2.1. | Speak clearly enough to be understood
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs b. Speaks clearly
Objective 9b.6 Is understood by most people; may mispronounce new, long, or unusual words |
| --- | --- | --- |
| EXPECTATION | 4-5Y.LD.4.2.2. | Use language for a variety of purposes, including communicating information (E.g. 5-year-old Sean shows his friends his new race car and they ask him questions about it and tell him stories about theirs.)
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary
Objective 9a.8 Incorporates new, less familiar, or technical words (acquired through texts and conversations) in everyday conversations; correctly uses new meanings for familiar words |
| EXPECTATION | 4-5Y.LD.4.2.3. | Ask questions and initiate and respond in conversations with others
**GOLD® Objectives for Development and Learning**
• Objective 10 Uses appropriate conversational and other communication skills a. Engages in conversations
Objective 10a.6 Engages in conversations of at least three exchanges |
| EXPECTATION | 4-5Y.LD.4.2.4. | Tell stories with multiple characters and events
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs d. Tells about another time or place
Objective 9d.6 Tells stories about other times and places that have a logical order and that include major details |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.1.1. | Participation in language and literacy activities |
| EXPECTATION | 4-5Y.EL.1.1.1. | Learn new information from books being read to them
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
Objective 18a.6 Identifies story-related problems, events, and resolutions during conversations with an adult |
| EXPECTATION | 4-5Y.EL.1.1.2. | Ask for a story to be read and respond to stories told or read aloud
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
Objective 18a.6 Identifies story-related problems, events, and resolutions during conversations with an adult |
| --- | --- | --- |
| EXPECTATION | 4-5Y.EL.1.1.3. | Respond to adult questions about a book or story
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
Objective 18a.6 Identifies story-related problems, events, and resolutions during conversations with an adult |
| EXPECTATION | 4-5Y.EL.1.1.4. | Ask questions about a book or story
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
Objective 18a.6 Identifies story-related problems, events, and resolutions during conversations with an adult |
| EXPECTATION | 4-5Y.EL.1.1.5. | Make connections between a book or story to personal experiences (E.g. Irena points to a picture of a dog and says, “I have a dog like this, only bigger and my dog never chews shoes”. )
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
Objective 18a.6 Identifies story-related problems, events, and resolutions during conversations with an adult |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.1.2. | Narrative and story sense |
| EXPECTATION | 4-5Y.EL.1.2.1. | Guess what will happen next in a story using pictures as a guide
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
Objective 18a.6 Identifies story-related problems, events, and resolutions during conversations with an adult |
| EXPECTATION | 4-5Y.EL.1.2.2. | Tell their own stories
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs d. Tells about another time or place
Objective 9d.6 Tells stories about other times and places that have a logical order and that include major details |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.1.3. | Comprehension and interpretation |
| EXPECTATION | 4-5Y.EL.1.3.1. | Represent stories told or read aloud through a variety of media or in play
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts c. Retells stories and recounts details from informational texts
Objective 18c.4 Retells familiar stories and recounts details from a nonfiction text using pictures or props as prompts |
| EXPECTATION | 4-5Y.EL.1.3.2. | Use their own words to retell a simple familiar story while looking at a book
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts c. Retells stories and recounts details from informational texts
Objective 18c.4 Retells familiar stories and recounts details from a nonfiction text using pictures or props as prompts |
| EXPECTATION | 4-5Y.EL.1.3.3. | Retell information from a book (E.g. 5 year old Mac tells his Papa that Tyrannosaurus Rex runs as fast as a horse.)
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts c. Retells stories and recounts details from informational texts
Objective 18c.4 Retells familiar stories and recounts details from a nonfiction text using pictures or props as prompts |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.1.4. | Interest in and appreciation of reading |
| EXPECTATION | 4-5Y.EL.1.4.1. | Select favorite books, authors, or illustrators
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.6 Knows some features of a book (e.g., title, author, illustrator, front and back covers); connects specific books to authors |
| --- | --- | --- |
| EXPECTATION | 4-5Y.EL.1.4.2. | Request or respond to informational books on favorite topics
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
Objective 18a.6 Identifies story-related problems, events, and resolutions during conversations with an adult |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.1.5. | Phonological awareness (which refers to understanding the sound structure of language such as sounds, rhymes, syllables and words) |
| EXPECTATION | 4-5Y.EL.1.5.1. | Listen to and recognize different sounds in rhymes, songs, and familiar words (E.g. When the teacher sings, “Willaby wallaby Wecca an elephant sat on…”, Becca shouts, “Becca!”)
**GOLD® Objectives for Development and Learning**
• Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition a. Notices and discriminates rhyme
Objective 15a.6 Decides whether two words rhyme |
| EXPECTATION | 4-5Y.EL.1.5.2. | Play with sounds of spoken language including letter sounds, rhymes, and words (E.g. Ray says, “My name rhymes with play.”)
**GOLD® Objectives for Development and Learning**
• Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition a. Notices and discriminates rhyme
Objective 15a.6 Decides whether two words rhyme
• Objective 16 Demonstrates knowledge of the alphabet b. Identifies letter-sound correspondences
Objective 16b.4 Produces the correct sounds for 10–20 letters |
| EXPECTATION | 4-5Y.EL.1.5.3. | Can distinguish the beginning sounds of some words
**GOLD® Objectives for Development and Learning**
• Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition b. Notices and discriminates alliteration
Objective 15b.4 Shows awareness that some words begin the same way |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
|-------------------|------------|-------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 4-5Y.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.1.6. | Book awareness |
| EXPECTATION | 4-5Y.EL.1.6.1. | Identify parts of books such as cover, first page, and title
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.6 Knows some features of a book (e.g., title, author, illustrator, front and back covers); connects specific books to authors |
| EXPECTATION | 4-5Y.EL.1.6.2. | Understand that print carries a message
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts
Objective 17b.2 Shows understanding that text is meaningful and can be read |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.2.1. | Print and alphabet awareness |
| EXPECTATION | 4-5Y.EL.2.1.1. | Recognize some letters in the alphabet, especially those in their own name (E.g. While putting her things away in her cubby, 4-year-old Azlyn notices other children’s names on their cubbies. She exclaims, “Hey, Autumn starts the same as me!”)
**GOLD® Objectives for Development and Learning**
• Objective 16 Demonstrates knowledge of the alphabet a. Identifies and names letters
Objective 16a.4 Recognizes and names as many as 10 letters, especially those in own name |
| EXPECTATION | 4-5Y.EL.2.1.2. | Begin to associate sounds with words or letters
**GOLD® Objectives for Development and Learning**
• Objective 16 Demonstrates knowledge of the alphabet b. Identifies letter-sound correspondences
Objective 16b.4 Produces the correct sounds for 10–20 letters |
| EXPECTATION | 4-5Y.EL.2.1.3. | Understand that specific symbols are used to communicate in writing
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts
Objective 17b.6 Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation |
| STRAND / STANDARD | NH.4-5Y.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Four and Five Years) |
|-------------------|------------|-------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 4-5Y.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 4-5Y.EL.2.2. | Interest in and emergent writing |
| EXPECTATION | 4-5Y.EL.2.2.1. | Understand that writing is a way of communicating
**GOLD® Objectives for Development and Learning**
• Objective 19 Demonstrates writing skills b. Writes to convey ideas and information
Objective 19b.6 Uses drawing, dictation, and mock letters or letter forms to convey a message |
| EXPECTATION | 4-5Y.EL.2.2.2. | Use scribbles, shapes, pictures, or dictation to represent thoughts or ideas
**GOLD® Objectives for Development and Learning**
• Objective 19 Demonstrates writing skills b. Writes to convey ideas and information
Objective 19b.6 Uses drawing, dictation, and mock letters or letter forms to convey a message |
| EXPECTATION | 4-5Y.EL.2.2.3. | Engage in writing using letter-like symbols to make letters or words
**GOLD® Objectives for Development and Learning**
• Objective 19 Demonstrates writing skills b. Writes to convey ideas and information
Objective 19b.6 Uses drawing, dictation, and mock letters or letter forms to convey a message |
| EXPECTATION | 4-5Y.EL.2.2.4. | Begin to copy or write their own name
**GOLD® Objectives for Development and Learning**
• Objective 19 Demonstrates writing skills a. Writes name
Objective 19a.10 Writes partially accurate first name |
| STRAND / STANDARD | NH.4-5Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-EN.1. | Number Operations |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-EN.1.1. | Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting |
| EXPECTATION | 4-5Y.CD-EN.1.1.1. | Develop progressively more complex knowledge and skills about numbers, in the following sequence: |
| INDICATOR | 4-5Y.CD-EN.1.1.1.a. | Identify by sight how many are in a small group of up to 3 items
**GOLD® Objectives for Development and Learning**
• Objective 20 Uses number concepts and operations b. Quantifies
Objective 20b.3 Emerging to 20b.4 Recognizes and names the number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts |
| INDICATOR | 4-5Y.CD-EN.1.1.1.b. | Demonstrate understanding of one-to-one correspondence
**GOLD® Objectives for Development and Learning**
• Objective 20 Uses number concepts and operations a. Counts
Objective 20a.4 Verbally counts to 10; counts up to five objects accurately, using one number name for each object |
| --- | --- | --- |
| INDICATOR | 4-5Y.CD-EN.1.1.1.c. | Recognize that the last number used in counting is the same as the total (E.g. Leila counts four cars and when the teacher asks her, “How many cars do you have?” she answers, “Four.”)
**GOLD® Objectives for Development and Learning**
• Objective 20 Uses number concepts and operations a. Counts
Objective 20a.6 Verbally counts to 20; counts 10–20 objects accurately; knows the last number states how many in all; tells what number (1–10) comes next in order by counting |
| INDICATOR | 4-5Y.CD-EN.1.1.1.d. | Count objects in two different collections (up to ten in each) to determine which is the larger one
**GOLD® Objectives for Development and Learning**
• Objective 20 Uses number concepts and operations b. Quantifies
Objective 20b.6 Makes sets of 6–10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many |
| INDICATOR | 4-5Y.CD-EN.1.1.1.e. | Can answer the question “What comes after...” a number without having to recount (E.g. When asked, “What comes after five,” Sawyer says, “Six,” without having to count up from one.)
**GOLD® Objectives for Development and Learning**
• Objective 20 Uses number concepts and operations a. Counts
Objective 20a.6 Verbally counts to 20; counts 10–20 objects accurately; knows the last number states how many in all; tells what number (1–10) comes next in order by counting |
| INDICATOR | 4-5Y.CD-EN.1.1.1.f. | Change small collections of objects by combining or removing objects and then counting to determine how many they have (E.g. Avery counts out three blocks, then adds two more, and counts all of the blocks and says, “I have five blocks.”)
**GOLD® Objectives for Development and Learning**
• Objective 20 Uses number concepts and operations b. Quantifies
Objective 20b.6 Makes sets of 6–10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many |
| STRAND / STANDARD | NH.4-5Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Four and Five Years) |
| --- | --- | --- |
| STANDARD / GLE | 4-5Y.CD-EN.1. | Number Operations |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-EN.1.1. | Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting |
| EXPECTATION | 4-5Y.CD-EN.1.1.2. | While many children move through all of the steps of this sequence by five years old, others may still be only partially through this sequence by that age. |
|-------------|------------------|-------------------------------------------------------------------------------------------------------------------------------------|
| INDICATOR | 4-5Y.CD-EN.1.1.2.a. | Begin to recognize and attempt to write numerals up to 10
**GOLD® Objectives for Development and Learning**
• Objective 20 Uses number concepts and operations c. Connects numerals with their quantities
Objective 20c.6 Identifies numerals to 10 by name and connects each to counted objects |
| STRAND / STANDARD | NH.4-5Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-EN.2. | Geometry and Spatial Sense |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-EN.2.1. | Shapes and their attributes, position, comparing and contrasting two or more objects, and distance |
| EXPECTATION | 4-5Y.CD-EN.2.1.1. | Use words that show understanding of order and position of objects
**GOLD® Objectives for Development and Learning**
• Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships
Objective 21a.6 Uses and responds appropriately to positional words indicating location, direction, and distance |
| EXPECTATION | 4-5Y.CD-EN.2.1.2. | Identify and name common shapes
**GOLD® Objectives for Development and Learning**
• Objective 21 Explores and describes spatial relationships and shapes b. Understands shapes
Objective 21b.6 Describes basic two- and three-dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation |
| EXPECTATION | 4-5Y.CD-EN.2.1.3. | Describes basic features of shapes (E.g. Finnley says, “This triangle has three sides and this square has four sides.”)
**GOLD® Objectives for Development and Learning**
• Objective 21 Explores and describes spatial relationships and shapes b. Understands shapes
Objective 21b.6 Describes basic two- and three-dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation |
| EXPECTATION | 4-5Y.CD-EN.2.1.4. | Compare the shape of two objects (E.g. Reanna draws two round shapes and says, “This one is an oval and this one is a circle.”)
**GOLD® Objectives for Development and Learning**
• Objective 21 Explores and describes spatial relationships and shapes b. Understands shapes
Objective 21b.6 Describes basic two- and three-dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-EN.3. | Measurements |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-EN.3.1. | Size, volume, quantity and other measurable qualities, and the tools to measure them |
| EXPECTATION | 4-5Y.CD-EN.3.1.1. | Recognize that objects can be measured by height, length, weight, and volume (E.g. Palo makes a stack of unifix cubes next to his friend and says, “You’re 40 cubes tall.”)
**GOLD® Objectives for Development and Learning**
• Objective 22 Compares and measures a. Measures objects
Objective 22a.6 Uses multiples of the same unit to measure; uses numbers to compare; knows the purpose of standard measuring tools |
| EXPECTATION | 4-5Y.CD-EN.3.1.2. | Make comparison such as bigger or smaller between two groups of objects
**GOLD® Objectives for Development and Learning**
• Objective 20 Uses number concepts and operations b. Quantifies
Objective 20b.4 Recognizes and names the number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts |
| EXPECTATION | 4-5Y.CD-EN.3.1.3. | Recognize that time is measured in units (E.g. John asks how many more minutes he can stay outside.)
**GOLD® Objectives for Development and Learning**
• Objective 22 Compares and measures b. Measures time and money
Objective 22b.6 Uses some time measurement words and tools |
| STRAND / STANDARD | NH.4-5Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-EN.4. | Patterns and Relationships |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-EN.4.1. | Recognizing or creating planned or random repetitions and comparisons |
| EXPECTATION | 4-5Y.CD-EN.4.1.1. | Order or sequence several objects based on one characteristic
**GOLD® Objectives for Development and Learning**
• Objective 22 Compares and measures a. Measures objects
Objective 22a.4 Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume |
| --- | --- | --- |
| EXPECTATION | 4-5Y.CD-EN.4.1.2. | Begin creating simple patterns with familiar objects (E.g. Max places the blocks in rows of long, short, long, short, etc.)
**GOLD® Objectives for Development and Learning**
• Objective 23 Demonstrates knowledge of patterns
Objective 23.6 Extends and creates simple repeating patterns |
| STRAND / STANDARD | NH.4-5Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-EN.5. | Data Collection and Analysis |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-EN.5.1. | Gathering, organizing, and analyzing information, drawing conclusions to make sense of the world |
| EXPECTATION | 4-5Y.CD-EN.5.1.1. | Sort objects and count and compare the groups formed (E.g. Carlo says, “There are 3 brown teddy bears and 4 black teddy bears.”)
**GOLD® Objectives for Development and Learning**
• Objective 13 Uses classification skills
Objective 13.4 Places objects in two or more groups based on differences in a single characteristic, e.g., color, size, or shape
• Objective 20 Uses number concepts and operations b. Quantifies
Objective 20b.4 Recognizes and names the number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts |
| EXPECTATION | 4-5Y.CD-EN.5.1.2. | Organize and represent information visually, with adult support (E.g. The teacher helps the preschoolers create a picture graph showing the numbers of children who walked to school or rode in a car.)
**GOLD® Objectives for Development and Learning**
• Objective 22 Compares and measures c. Represents and analyzes data
Objective 22c.3 Emerging to 22c.4 Creates and reads simple graphs; uses simple comparison and ordinal terms to describe findings |
| STRAND / STANDARD | NH.4-5Y.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-EN.6. | Time and Sequence |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-EN.6.1. | Concept of time as it relates to daily routines, and sequencing of events |
| EXPECTATION | 4-5Y.CD-EN.6.1.1. | Begin to differentiate between yesterday, today, and tomorrow
**GOLD® Objectives for Development and Learning**
• Objective 22 Compares and measures b. Measures time and money
Objective 22b.4 Relates time to daily routines and schedule |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-SSS.1. | Key Concepts |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-SSS.1.1. | Object permanence and representational/symbolic thought |
| EXPECTATION | 4-5Y.CD-SSS.1.1.1. | Talk about things or people that are not present
**GOLD® Objectives for Development and Learning**
• Objective 12 Remembers and connects experiences a. Recognizes and recalls
Objective 12a.6 Tells about experiences in order, provides details, and evaluates the experience; recalls three or four items removed from view |
| EXPECTATION | 4-5Y.CD-SSS.1.1.2. | Use a variety of forms (drawings, block structures, movement, and other materials) to represent their ideas and feelings
**GOLD® Objectives for Development and Learning**
• Objective 14 Uses symbols and images to represent something not present a. Thinks symbolically
Objective 14a.6 Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas |
| STRAND / STANDARD | NH.4-5Y.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-SSS.2. | Exploring the Physical World |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-SSS.2.1. | Physical science, life science, earth and space science, and environmental science |
| EXPECTATION | 4-5Y.CD-SSS.2.1.1. | Begin to identify the properties of various living things and what living things need to be able to survive
**GOLD® Objectives for Development and Learning**
• Objective 25 Demonstrates knowledge of the characteristics of living things |
| EXPECTATION | 4-5Y.CD-SSS.2.1.2. | Begin to talk about environmental changes and phenomena (weather, seasons, sun, and moon)
**GOLD® Objectives for Development and Learning**
• Objective 27 Demonstrates knowledge of Earth’s environment |
| EXPECTATION | 4-5Y.CD-SSS.2.1.3. | Show interest in caring for the earth and environment
**GOLD® Objectives for Development and Learning**
• Objective 27 Demonstrates knowledge of Earth’s environment |
| EXPECTATION | 4-5Y.CD-SSS.2.1.4. | Explore simple physical science concepts such as force, motion, and gravity (E.g. Three children in the preschool room build an elaborate structure with blocks and ramps and then run different marbles through it to see which is the fastest.)
**GOLD® Objectives for Development and Learning**
• Objective 26 Demonstrates knowledge of the physical properties of objects and materials |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-SSS.3.1. | Social conventions (Rules and expectations, authority and governance) |
| EXPECTATION | 4-5Y.CD-SSS.3.1.1. | Show interest in caring for the classroom environment
**GOLD® Objectives for Development and Learning**
• Objective 30 Shows basic understanding of people and how they live |
| EXPECTATION | 4-5Y.CD-SSS.3.1.2. | Participate in developing classroom rules
**GOLD® Objectives for Development and Learning**
• Objective 30 Shows basic understanding of people and how they live |
| EXPECTATION | 4-5Y.CD-SSS.3.1.3. | Practice culturally appropriate social conventions (E.g. Satori uses chopsticks when eating meals at home.)
**GOLD® Objectives for Development and Learning**
• Objective 30 Shows basic understanding of people and how they live |
| EXPECTATION | 4-5Y.CD-SSS.3.1.4. | With guidance from adults, can engage in problem-solving to resolve difference in perspectives
**GOLD® Objectives for Development and Learning**
• Objective 3 Participates cooperatively and constructively in group situations b. Solves social problems
Objective 3b.7 Emerging to 3b.8 Resolves social problems through basic negotiation and compromise |
| STRAND / STANDARD | NH.4-5Y.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-SSS.3.2. | Self, family, and community (Culture, ethical and human issues) |
| EXPECTATION | 4-5Y.CD-SSS.3.2.1. | Know basic personal information
**GOLD® Objectives for Development and Learning**
• Objective 29 Demonstrates knowledge about self |
| EXPECTATION | 4-5Y.CD-SSS.3.2.2. | Are aware of own family relationships and show curiosity about others’ families
GOLD® Objectives for Development and Learning
• Objective 29 Demonstrates knowledge about self |
| --- | --- | --- |
| EXPECTATION | 4-5Y.CD-SSS.3.2.3. | Notice similarities and differences in people, families, and social groups
GOLD® Objectives for Development and Learning
• Objective 30 Shows basic understanding of people and how they live |
| EXPECTATION | 4-5Y.CD-SSS.3.2.4. | Recognize some people, places, and occupations in their communities
GOLD® Objectives for Development and Learning
• Objective 30 Shows basic understanding of people and how they live |
| EXPECTATION | 4-5Y.CD-SSS.3.2.5. | Act out family roles and occupations in dramatic play
GOLD® Objectives for Development and Learning
• Objective 14 Uses symbols and images to represent something not present b. Engages in sociodramatic play
Objective 14b.6 Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes |
| EXPECTATION | 4-5Y.CD-SSS.3.2.6. | Show interest in issues of friendship and fairness
GOLD® Objectives for Development and Learning
• Objective 2 Establishes and sustains positive relationships d. Makes friends
Objective 2d.6 Establishes a special friendship with one other child, but the friendship might only last a short while
• Objective 3 Participates cooperatively and constructively in group situations a. Balances needs and rights of self and others
Objective 3a.6 Initiates the sharing of materials in the classroom and outdoors |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| --- | --- | --- |
| STANDARD / GLE | 4-5Y.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.1.1. | Conjecture, scientific inquiry process, curiosity, and sensory exploration |
| EXPECTATION | 4-5Y.CD-AL.1.1.1. | Observe, wonder, and/or ask questions, make guesses, and explore hypotheses
GOLD® Objectives for Development and Learning
• Objective 24 Uses scientific inquiry skills |
| EXPECTATION | 4-5Y.CD-AL.1.1.2. | Use senses and tools/technology to aid in investigation
GOLD® Objectives for Development and Learning
• Objective 28 Uses tools and other technology to perform tasks |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
|-------------------|---------------|------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 4-5Y.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.1.2. | Cause and effect |
| EXPECTATION | 4-5Y.CD-AL.1.2.1. | Sometimes use magical thinking, showing misunderstanding of cause and effect (E.g. Zeke puts his snow pants by the front door, believing that this will make it snow overnight.)
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.4 Explores and investigates ways to make something happen |
| EXPECTATION | 4-5Y.CD-AL.1.2.2. | Continue to experiment with cause and effect
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.4 Explores and investigates ways to make something happen |
| EXPECTATION | 4-5Y.CD-AL.1.2.3. | Engage in repeated actions to make something happen (E.g. Dannie notices that Marie buttons her own coat, so Dannie tries several methods before succeeding in buttoning her own coat.)
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning b. Persists
Objective 11b.6 Plans and pursues a variety of appropriately challenging tasks |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.2. | Reasoning and Problem Solving |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.2.1. | Theories about the world and how things work, reflection, critical thinking, and trial and error |
| EXPECTATION | 4-5Y.CD-AL.2.1.1. | Talk about own ideas, predictions, and plans, building on prior experiences either self-initiated or guided by adults
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning c. Solves problems
Objective 11c.6 Solves problems without having to try every possibility |
| EXPECTATION | 4-5Y.CD-AL.2.1.2. | Can figure out more than one solution to a problem if the first one doesn’t work (E.g. In trying to get a ball down from the tree, Marlow first throws a shoe to get it down and when that doesn’t work, gets a rake to try to poke it down.)
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning c. Solves problems
Objective 11c.6 Solves problems without having to try every possibility |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.3. | Cooperative Learning |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.3.1. | Cooperative learning |
| EXPECTATION | 4-5Y.CD-AL.3.1.1. | Work with others to plan or problem solve toward a shared goal and can describe the reasons for their shared decisions (E.g. Aaron, Chuck, and Jill make a complex track for a train and discuss how sharp curves make trains derail.)
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking
Objective 11e.6 Changes plans if a better idea is thought of or proposed |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.4. | Play |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.4.1. | Imitation, risk taking, experimentation, spontaneous learning, and play with others |
| EXPECTATION | 4-5Y.CD-AL.4.1.1. | Co-create elaborate pretend play with other children, including scenarios with multiple roles, ideas, and co-negotiated rules
GOLD® Objectives for Development and Learning
• Objective 14 Uses symbols and images to represent something not present b. Engages in sociodramatic play
Objective 14b.6 Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes |
| EXPECTATION | 4-5Y.CD-AL.4.1.2. | Engage in pretend play with others to explore and understand life experience and roles
GOLD® Objectives for Development and Learning
• Objective 14 Uses symbols and images to represent something not present b. Engages in sociodramatic play
Objective 14b.6 Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes |
| EXPECTATION | 4-5Y.CD-AL.4.1.3. | Create sophisticated structures alone and with others, using various constructive materials, sometimes used in pretend play
**GOLD® Objectives for Development and Learning**
• Objective 14 Uses symbols and images to represent something not present a. Thinks symbolically
Objective 14a.6 Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.4. | Play |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.4.2. | Sense of delight and humor |
| EXPECTATION | 4-5Y.CD-AL.4.2.1. | Show delight in all aspects of play from planning to describing the experience
**GOLD® Objectives for Development and Learning**
• Objective 14 Uses symbols and images to represent something not present a. Thinks symbolically
Objective 14a.6 Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas |
| EXPECTATION | 4-5Y.CD-AL.4.2.2. | May play with language including “bathroom” words
No Correlations |
| EXPECTATION | 4-5Y.CD-AL.4.2.3. | Begin to understand simple jokes
No Correlations |
| EXPECTATION | 4-5Y.CD-AL.4.2.4. | May share physical humor with one another
No Correlations |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.4. | Play |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.4.3. | Creativity, imagination, and inventiveness |
| EXPECTATION | 4-5Y.CD-AL.4.3.1. | Tell elaborate stories of their own invention or add details to stories
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs d. Tells about another time or place
Objective 9d.8 Tells elaborate stories that refer to other times and places |
| EXPECTATION | 4-5Y.CD-AL.4.3.2. | Create games that continue to evolve as they plan
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking
Objective 11e.6 Changes plans if a better idea is thought of or proposed |
| --- | --- | --- |
| EXPECTATION | 4-5Y.CD-AL.4.3.3. | Pretend to be characters from stories, books, television shows, movies, or their own invention
**GOLD® Objectives for Development and Learning**
• Objective 14 Uses symbols and images to represent something not present b. Engages in sociodramatic play
Objective 14b.4 Acts out familiar or imaginary scenarios; may use props to stand for something else |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.5. | Executive Function |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.5.1. | Adaptability of thought processes, planning, and intentionality |
| EXPECTATION | 4-5Y.CD-AL.5.1.1. | Begin to show ability to adapt their plans when they can’t follow through with their original idea
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning b. Persists
Objective 11b.6 Plans and pursues a variety of appropriately challenging tasks |
| EXPECTATION | 4-5Y.CD-AL.5.1.2. | Can adapt their plan to include other children with adult guidance
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking
Objective 11e.6 Changes plans if a better idea is thought of or proposed |
| EXPECTATION | 4-5Y.CD-AL.5.1.3. | Can engage in increasingly complex planning (E.g. The 4-year-olds create very complex rules for the game they are playing on the playground.)
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning b. Persists
Objective 11b.6 Plans and pursues a variety of appropriately challenging tasks |
| EXPECTATION | 4-5Y.CD-AL.5.1.4. | May ask for help on own or with teacher prompting or seek more information when needed
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking
Objective 11e.6 Changes plans if a better idea is thought of or proposed |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.5. | Executive Function |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.5.2. | Working memory and focus and attention |
| EXPECTATION | 4-5Y.CD-AL.5.2.1. | Pay attention to and remember details
**GOLD® Objectives for Development and Learning**
• Objective 12 Remembers and connects experiences a. Recognizes and recalls
Objective 12a.8 Uses a few deliberate strategies to remember information |
| EXPECTATION | 4-5Y.CD-AL.5.2.2. | Keep track of more than one thing at a time
**GOLD® Objectives for Development and Learning**
• Objective 12 Remembers and connects experiences a. Recognizes and recalls
Objective 12a.8 Uses a few deliberate strategies to remember information |
| EXPECTATION | 4-5Y.CD-AL.5.2.3. | Stay focused for longer periods of time on activities that interest them and return to those activities
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning a. Attends and engages
Objective 11a.8 Sustains attention to tasks or projects over time (days to weeks); can return to activities after interruptions |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.5. | Executive Function |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.5.3. | Motivation, initiative, and persistence |
| EXPECTATION | 4-5Y.CD-AL.5.3.1. | Demonstrate a desire to please adults and may seek adult attention (E.g. 4-year-old Zara yells “Watch me! Watch me!” as she walks across the balance beam.)
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.8 Engages with trusted adults as resources and to share mutual interests |
| EXPECTATION | 4-5Y.CD-AL.5.3.2. | Take the initiative carrying out their own plans and persist until the goal is achieved
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning b. Persists
Objective 11b.8 Plans and pursues own goal until it is reached |
| --- | --- | --- |
| EXPECTATION | 4-5Y.CD-AL.5.3.3. | May get frustrated if they cannot carry out their goals to the level of mastery they desire
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors a. Manages feelings
Objective 1a.8 Controls strong emotions in an appropriate manner most of the time |
| STRAND / STANDARD | NH.4-5Y.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CD-AL.6. | Symbolic Representation |
| GRADE LEVEL EXPECTATION | 4-5Y.CD-AL.6.1. | Representational Process |
| EXPECTATION | 4-5Y.CD-AL.6.1.1. | Use objects to represent other objects in their pretend play (E.g. Hadley and Kayla build an elaborate castle using couch cushions and blankets.)
GOLD® Objectives for Development and Learning
• Objective 14 Uses symbols and images to represent something not present b. Engages in sociodramatic play
Objective 14b.4 Acts out familiar or imaginary scenarios; may use props to stand for something else |
| EXPECTATION | 4-5Y.CD-AL.6.1.2. | Understand that symbols on pictographs and bar graphs indicate quantity (E.g. Chethan puts a sticker on the class graph to show that he has a cat at home and remarks, “More children have a dog at home than a cat.”)
GOLD® Objectives for Development and Learning
• Objective 22 Compares and measures c. Represents and analyzes data
Objective 22c.3 Emerging to 22c.4 Creates and reads simple graphs; uses simple comparison and ordinal terms to describe findings |
| STRAND / STANDARD | NH.4-5Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.PDH.1. | Body Awareness and Control |
| GRADE LEVEL EXPECTATION | 4-5Y.PDH.1.1. | Spatial awareness, development of the senses, orientation to stimuli, sensory integration, physical fitness, knowledge for participation in physical education |
| EXPECTATION | 4-5Y.PDH.1.1.1. | Participate in a variety of physical activities to enhance personal health and physical fitness
**GOLD® Objectives for Development and Learning**
• Objective 4 Demonstrates traveling skills
Objective 4.8 Coordinates increasingly complex movements in play and games |
| --- | --- | --- |
| EXPECTATION | 4-5Y.PDH.1.1.2. | Continue to develop their ability to move their body in space and control their bodily movements (E.g. Tanya maneuvers her wheelchair up a ramp and around a corner to join her friends.)
**GOLD® Objectives for Development and Learning**
• Objective 4 Demonstrates traveling skills
Objective 4.8 Coordinates increasingly complex movements in play and games |
| EXPECTATION | 4-5Y.PDH.1.1.3. | Increasingly use eye-hand coordination to perform a variety of tasks
**GOLD® Objectives for Development and Learning**
• Objective 6 Demonstrates gross-motor manipulative skills
Objective 6.8 Manipulates balls or similar objects with a full range of motion |
| STRAND / STANDARD | NH.4-5Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.PDH.2. | Large Muscle Development and Coordination |
| GRADE LEVEL EXPECTATION | 4-5Y.PDH.2.1. | Gross motor skills |
| EXPECTATION | 4-5Y.PDH.2.1.1. | Continue to develop large muscle control and coordination to play more complex games and/or perform more controlled actions (E.g. Juanita, 5 years old, tosses a stone on the hopscotch game, hops on one foot through two squares and then jumps on two feet to complete the game.)
**GOLD® Objectives for Development and Learning**
• Objective 4 Demonstrates traveling skills
Objective 4.8 Coordinates increasingly complex movements in play and games
• Objective 5 Demonstrates balancing skills
Objective 5.8 Sustains balance during complex movement experiences |
| EXPECTATION | 4-5Y.PDH.2.1.2. | Increase their strength, balance, flexibility, and stamina
**GOLD® Objectives for Development and Learning**
• Objective 4 Demonstrates traveling skills
Objective 4.8 Coordinates increasingly complex movements in play and games
• Objective 5 Demonstrates balancing skills
Objective 5.8 Sustains balance during complex movement experiences |
| EXPECTATION | 4-5Y.PDH.2.1.3. | Use a variety of materials and equipment in gross motor activities
**GOLD® Objectives for Development and Learning**
• Objective 4 Demonstrates traveling skills
Objective 4.8 Coordinates increasingly complex movements in play and games
• Objective 5 Demonstrates balancing skills
Objective 5.8 Sustains balance during complex movement experiences
• Objective 6 Demonstrates gross-motor manipulative skills
Objective 6.8 Manipulates balls or similar objects with a full range of motion |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.PDH.3. | Small Muscle Development and Coordination |
| GRADE LEVEL EXPECTATION | 4-5Y.PDH.3.1. | Fine motor skills |
| EXPECTATION | 4-5Y.PDH.3.1.1. | Continue to develop small muscle control and coordination (E.g. 4-year-old Emily uses her index finger and her thumb to form the clay into animal like shapes.)
**GOLD® Objectives for Development and Learning**
• Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands
Objective 7a.8 Uses small, precise finger and hand movements |
| EXPECTATION | 4-5Y.PDH.3.1.2. | Demonstrate greater dexterity with a variety of tools such as eating utensils, crayons, keyboards, paint brushes, and scissors
**GOLD® Objectives for Development and Learning**
• Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands
Objective 7a.8 Uses small, precise finger and hand movements |
| STRAND / STANDARD | NH.4-5Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.PDH.4. | Nutrition |
| GRADE LEVEL EXPECTATION | 4-5Y.PDH.4.1. | Nutrition |
| EXPECTATION | 4-5Y.PDH.4.1.1. | Recognize and eat a variety of nutritious foods
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.8 Takes responsibility for own well-being |
| EXPECTATION | 4-5Y.PDH.4.1.2. | When asked, are able to name nutritious alternatives
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.8 Takes responsibility for own well-being |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.PDH.5. | Basic Safety |
| GRADE LEVEL EXPECTATION | 4-5Y.PDH.5.1. | Basic safety |
| EXPECTATION | 4-5Y.PDH.5.1.1. | Follow basic health and safety rules with some reminders and/or guidance from adults (E.g. 5-year-old Miles stops at the curb while on a walk with his mother. He looks both ways, holds his mom’s hand, and then crosses the street at the crosswalk.)
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors b. Follows limits and expectations
Objective 1b.6 Manages classroom rules, routines, and transitions with occasional reminders |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.PDH.6. | Self-care |
| GRADE LEVEL EXPECTATION | 4-5Y.PDH.6.1. | Self-care |
| EXPECTATION | 4-5Y.PDH.6.1.1. | Demonstrate increasing independence with basic health care skills, if culturally appropriate (E.g. 4-year-old Saygan blows his nose using a tissue and then goes to the sink to wash his hands with soap and water.)
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.8 Takes responsibility for own well-being |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CE.1. | Exploration and Creation of Artistic Works |
| GRADE LEVEL EXPECTATION | 4-5Y.CE.1.1. | Invention and imagination |
| EXPECTATION | 4-5Y.CE.1.1.1. | Act out elaborate pretend play scenarios with objects, create representational and abstract art, and play with musical instruments individually and with peers
**GOLD® Objectives for Development and Learning**
• Objective 33 Explores the visual arts
• Objective 34 Explores musical concepts and expression
• Objective 36 Explores drama through actions and language |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CE.1. | Exploration and Creation of Artistic Works |
| GRADE LEVEL EXPECTATION | 4-5Y.CE.1.2. | Curiosity and interest |
| EXPECTATION | 4-5Y.CE.1.2.1. | Show interest in learning new skills related to art, music, dance, and drama (E.g. Doug asks his teacher to show him how to play more chords on the guitar.)
**GOLD® Objectives for Development and Learning**
• Objective 33 Explores the visual arts
• Objective 34 Explores musical concepts and expression
• Objective 35 Explores dance and movement concepts
• Objective 36 Explores drama through actions and language |
| EXPECTATION | 4-5Y.CE.1.2.2. | Participate in experiences in art, music, creative movement, drama, and dance
**GOLD® Objectives for Development and Learning**
• Objective 33 Explores the visual arts
• Objective 34 Explores musical concepts and expression
• Objective 35 Explores dance and movement concepts
• Objective 36 Explores drama through actions and language |
| STRAND / STANDARD | NH.4-5Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CE.1. | Exploration and Creation of Artistic Works |
| GRADE LEVEL EXPECTATION | 4-5Y.CE.1.3. | Confidence |
| EXPECTATION | 4-5Y.CE.1.3.1. | Display or perform for others and/or talk about what they have made or done
**GOLD® Objectives for Development and Learning**
• Objective 33 Explores the visual arts
• Objective 34 Explores musical concepts and expression
• Objective 35 Explores dance and movement concepts
• Objective 36 Explores drama through actions and language |
| EXPECTATION | 4-5Y.CE.1.3.2. | Show an interest in participating in group performances, but may become anxious and choose not to participate
**GOLD® Objectives for Development and Learning**
• Objective 33 Explores the visual arts
• Objective 34 Explores musical concepts and expression
• Objective 35 Explores dance and movement concepts
• Objective 36 Explores drama through actions and language |
| --- | --- | --- |
| STRAND / STANDARD | NH.4-5Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CE.2. | Appreciation of and Response to the Creations of Others and the Natural World |
| GRADE LEVEL EXPECTATION | 4-5Y.CE.2.1. | Awareness and attention |
| EXPECTATION | 4-5Y.CE.2.1.1. | Discuss and evaluate the music, art, drama, dance, and natural phenomena they have witnessed
**GOLD® Objectives for Development and Learning**
• Objective 33 Explores the visual arts
• Objective 34 Explores musical concepts and expression
• Objective 35 Explores dance and movement concepts
• Objective 36 Explores drama through actions and language |
| STRAND / STANDARD | NH.4-5Y.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Four and Five Years) |
| STANDARD / GLE | 4-5Y.CE.2. | Appreciation of and Response to the Creations of Others and the Natural World |
| GRADE LEVEL EXPECTATION | 4-5Y.CE.2.2. | Sense of joy and wonder |
| EXPECTATION | 4-5Y.CE.2.2.1. | Show interest and respect for the creative work of self and others, and share experiences and ideas about art and creative expression
**GOLD® Objectives for Development and Learning**
• Objective 33 Explores the visual arts
• Objective 34 Explores musical concepts and expression
• Objective 35 Explores dance and movement concepts
• Objective 36 Explores drama through actions and language |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
|-------------------|-----------|--------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | B.SED.1.1. | Self-esteem |
| EXPECTATION | B.SED.1.1.1. | Smile or are comforted when a trusted caregiver speaks kindly to them
GOLD® Objectives for Development and Learning
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.2 Demonstrates a secure attachment to one or more adults |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
| STANDARD / GLE | B.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | B.SED.1.2. | Self-confidence |
| EXPECTATION | B.SED.1.2.1. | Smile and laugh when imitating an adult (E.g. 8-month-old Ashton smiles when he imitates his teacher clapping.)
GOLD® Objectives for Development and Learning
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.2 Demonstrates a secure attachment to one or more adults |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
| STANDARD / GLE | B.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | B.SED.1.3. | Social identity |
| EXPECTATION | B.SED.1.3.1. | By 9 months, recognize that they are separate and distinct from primary caregivers (E.g. 8-month-old Taniesha cries whenever her mother leaves the room.)
GOLD® Objectives for Development and Learning
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.2 Demonstrates a secure attachment to one or more adults |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
| STANDARD / GLE | B.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | B.SED.2.1. | Relationships with primary caregivers |
| EXPECTATION | B.SED.2.1.1. | Demonstrate interest in familiar adults and develop strong attachment to primary caregivers
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.2 Demonstrates a secure attachment to one or more adults |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
| STANDARD / GLE | B.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | B.SED.2.2. | Relationships with less familiar adults |
| EXPECTATION | B.SED.2.2.1. | Are able, over time, to differentiate between familiar and unfamiliar adults
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.2 Demonstrates a secure attachment to one or more adults |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
| STANDARD / GLE | B.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | B.SED.3.1. | Relationships and social skills with peers |
| EXPECTATION | B.SED.3.1.1. | Demonstrate increasing awareness of other children (E.g. while lying on a blanket close to her, Carlos reaches for Becca’s arm.)
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues
Objective 2b.2 Reacts to others’ emotional expressions |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
| STANDARD / GLE | B.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | B.SED.3.2. | Recognition of others’ feelings |
| EXPECTATION | B.SED.3.2.1. | May cry when another baby cries
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues
Objective 2b.2 Reacts to others’ emotional expressions |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
| STANDARD / GLE | B.SED.3. | Social Competence |
|----------------|----------|-------------------|
| GRADE LEVEL EXPECTATION | B.SED.3.3. | Behavioral regulation |
| EXPECTATION | B.SED.3.3.1. | Calm themselves (E.g. 9-month-old Vinod babbles in his crib until his father comes to get him up from his nap.) |
| GOLD® Objectives for Development and Learning | • Objective 1 Regulates own emotions and behaviors a. Manages feelings
Objective 1a.4 Comforts self by seeking out special object or person |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
|-------------------|-----------|------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.SED.4. | Emotional Competence |
|----------------|----------|----------------------|
| GRADE LEVEL EXPECTATION | B.SED.4.1. | Emotional expression |
| EXPECTATION | B.SED.4.1.1. | Express enjoyment and unhappiness in their environment |
| GOLD® Objectives for Development and Learning | • Objective 1 Regulates own emotions and behaviors a. Manages feelings
Objective 1a.2 Uses adult support to calm self |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
|-------------------|-----------|------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.SED.4. | Emotional Competence |
|----------------|----------|----------------------|
| GRADE LEVEL EXPECTATION | B.SED.4.2. | Emotional Regulation |
| EXPECTATION | B.SED.4.2.1. | By 9 months, stop crying when their needs are met or they expect their needs to be met |
| GOLD® Objectives for Development and Learning | • Objective 1 Regulates own emotions and behaviors a. Manages feelings
Objective 1a.2 Uses adult support to calm self |
| STRAND / STANDARD | NH.B.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Birth to Nine Months) |
|-------------------|----------|------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.LD.1. | Listening Comprehension |
|----------------|----------|-------------------------|
| GRADE LEVEL EXPECTATION | B.LD.1.1. | Receptive verbal communication |
| EXPECTATION | B.LD.1.1.1. | Show interest in the speech of others and prefer familiar voices |
| GOLD® Objectives for Development and Learning | • Objective 8 Listens to and understands increasingly complex language a. Comprehends language
Objective 8a.2 Shows an interest in the speech of others |
| STRAND / STANDARD | NH.B.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Birth to Nine Months) |
|-------------------|----------|------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.LD.2. | Non-verbal Communication |
|----------------|----------|-------------------------|
| GRADE LEVEL EXPECTATION | B.LD.2.1. | Non-verbal communication |
| EXPECTATION | B.LD.2.1.1. | Use various sounds and movements to communicate
GOLD® Objectives for Development and Learning
• Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary
Objective 9a.2 Vocalizes and gestures to communicate |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Birth to Nine Months) |
| STANDARD / GLE | B.LD.3. | Communication Concepts |
| GRADE LEVEL EXPECTATION | B.LD.3.1. | Pragmatics and social language |
| EXPECTATION | B.LD.3.1.1. | Use sounds to get adult attention and to engage adults
GOLD® Objectives for Development and Learning
• Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary
Objective 9a.2 Vocalizes and gestures to communicate |
| STRAND / STANDARD | NH.B.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Birth to Nine Months) |
| STANDARD / GLE | B.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | B.LD.4.1. | Vocabulary development |
| EXPECTATION | B.LD.4.1.1. | At this age children are not communicating with words
No Correlations |
| STRAND / STANDARD | NH.B.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Birth to Nine Months) |
| STANDARD / GLE | B.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | B.LD.4.2. | Expressive language or speaking |
| EXPECTATION | B.LD.4.2.1. | Begin vocalizing using a variety of sounds (E.g. Stan uses different types of cries to communicate different needs.)
GOLD® Objectives for Development and Learning
• Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary
Objective 9a.2 Vocalizes and gestures to communicate |
| STRAND / STANDARD | NH.B.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Birth to Nine Months) |
| STANDARD / GLE | B.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | B.EL.1.1. | Participation in language and literacy activities |
| EXPECTATION | B.EL.1.1.1. | Focus on picture books while an adult is reading to them (E.g. 6-month-old Alisha sits on her mother’s lap and looks and pats her hand on the book that her mother is reading.)
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.2 Shows interest in books |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Birth to Nine Months) |
| STANDARD / GLE | B.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | B.EL.1.2. | Narrative and story sense |
| EXPECTATION | B.EL.1.2.1. | Look at the face of an adult describing the sequence of what will happen next. (E.g. 5-month-old Nate stares intently at his father’s face when he describes how he will change Nate’s diaper.)
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.2 Shows interest in books |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Birth to Nine Months) |
| STANDARD / GLE | B.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | B.EL.1.3. | Comprehension and interpretation |
| EXPECTATION | B.EL.1.3.1. | Enjoy hearing a book being read and looking at the pictures, but do not understand the sequence of the story
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.2 Shows interest in books |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Birth to Nine Months) |
| STANDARD / GLE | B.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | B.EL.1.4. | Interest in and appreciation of reading |
| EXPECTATION | B.EL.1.4.1. | Show enjoyment at being read to through vocalizing, eye contact, and movement (E.g. 8-month-old Sophia squeals in delight when her mother reads *Ten Little Fingers and Ten Little Toes*.)
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.2 Shows interest in books |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Birth to Nine Months) |
| STANDARD / GLE | B.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | B.EL.1.5. | Phonological awareness (which refers to understanding the sound structure of language such as sounds, rhymes, syllables and words) |
| EXPECTATION | B.EL.1.5.1. | Respond to sounds and words heard often
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary
Objective 9a.2 Vocalizes and gestures to communicate |
| STRAND / STANDARD | NH.B.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Birth to Nine Months) |
| STANDARD / GLE | B.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | B.EL.1.6. | Book awareness |
| EXPECTATION | B.EL.1.6.1. | Treat books as any other object by exploring with hands and mouth (E.g. 5- month-old Colby grabs a board book and puts it to his mouth to chew on it.)
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.2 Shows interest in books |
| STRAND / STANDARD | NH.B.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Birth to Nine Months) |
| STANDARD / GLE | B.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | B.EL.2.1. | Print and alphabet awareness |
| EXPECTATION | B.EL.2.1.1. | Note: Children at this age are not aware of print as being distinct from anything else in their environment
No Correlations |
| STRAND / STANDARD | NH.B.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Birth to Nine Months) |
| STANDARD / GLE | B.EL.2. | Emergent Writing |
|----------------|---------|-----------------|
| GRADE LEVEL EXPECTATION | B.EL.2.2. | Interest in and emergent writing |
| EXPECTATION | B.EL.2.2.1. | Note: Children at this age are not aware of writing |
| STRAND / STANDARD | NH.B.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-EN.1. | Number Operations |
| GRADE LEVEL EXPECTATION | B.CD-EN.1.1. | Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting |
| EXPECTATION | B.CD-EN.1.1.1. | Develop an awareness of one or more than one (E.g. 7-month-old Gary holds one toy in one hand, another toy in the other hand.) |
| GOLD® Objectives for Development and Learning | • Objective 20 Uses number concepts and operations b. Quantifies Objective 20b.1 Emerging to 20b.2 Demonstrates understanding of the concepts of one, two, and more |
| STRAND / STANDARD | NH.B.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-EN.2. | Geometry and Spatial Sense |
| GRADE LEVEL EXPECTATION | B.CD-EN.2.1. | Shapes and their attributes, position, comparing and contrasting two or more objects, and distance |
| EXPECTATION | B.CD-EN.2.1.1. | Develop an understanding of where things are in their environment |
| GOLD® Objectives for Development and Learning | • Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships Objective 21a.1 Emerging to 21a.2 Follows simple directions related to position (in, on, under, up, down) |
| STRAND / STANDARD | NH.B.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-EN.3. | Measurements |
| GRADE LEVEL EXPECTATION | B.CD-EN.3.1. | Size, volume, quantity and other measurable qualities, and the tools to measure them |
| EXPECTATION | B.CD-EN.3.1.1. | Explore and begin to notice differences in temperature of objects in their environment |
| Objectives for Development and Learning | • Objective 22 Compares and measures a. Measures objects Objective 22a.1 Emerging to 22a.2 Makes simple comparisons between two objects |
| STANDARD / GLE | B.CD-EN.4. | Patterns and Relationships |
|----------------|------------|----------------------------|
| GRADE LEVEL EXPECTATION | B.CD-EN.4.1. | Recognizing or creating planned or random repetitions and comparisons |
| EXPECTATION | B.CD-EN.4.1.1. | Engage in sustained gazing at objects or people, or track movement with their eyes |
| GOLD® Objectives for Development and Learning | • Objective 11 Demonstrates positive approaches to learning a. Attends and engages Objective 11a.2 Pays attention to sights and sounds |
| STRAND / STANDARD | NH.B.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Birth to Nine Months) |
|-------------------|-------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | B.CD-EN.5. | Data Collection and Analysis |
| GRADE LEVEL EXPECTATION | B.CD-EN.5.1. | Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world |
| EXPECTATION | B.CD-EN.5.1.1. | Focus attention to people or objects in their environment for a period of time |
| GOLD® Objectives for Development and Learning | • Objective 11 Demonstrates positive approaches to learning a. Attends and engages Objective 11a.2 Pays attention to sights and sounds |
| STRAND / STANDARD | NH.B.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Birth to Nine Months) |
|-------------------|-------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | B.CD-EN.6. | Time and Sequence |
| GRADE LEVEL EXPECTATION | B.CD-EN.6.1. | Concept of time as it relates to daily routines, and sequencing of events |
| EXPECTATION | B.CD-EN.6.1.1. | Associate a specific occurrence with meeting their needs (E.g. Emma hears footsteps and lifts her arms anticipating that mommy is coming to pick her up.) |
| GOLD® Objectives for Development and Learning | • Objective 12 Remembers and connects experiences a. Recognizes and recalls Objective 12a.2 Recognizes familiar people, places, and objects; looks for hidden object where it was last seen |
| STRAND / STANDARD | NH.B.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Birth to Nine Months) |
|-------------------|--------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | B.CD-SSS.1. | Key Concepts |
| GRADE LEVEL EXPECTATION | B.CD-SSS.1.1. | Object permanence |
| EXPECTATION | B.CD-SSS.1.1.1. | Track moving objects and begin to understand that people and objects no longer in sight still exist |
| GOLD® Objectives for Development and Learning | • Objective 12 Remembers and connects experiences a. Recognizes and recalls Objective 12a.2 Recognizes familiar people, places, and objects; looks for hidden object where it was last seen |
| STRAND / STANDARD | NH.B.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Birth to Nine Months) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.CD-SSS.2. | Exploring the Physical World |
| GRADE LEVEL EXPECTATION | B.CD-SSS.2.1. | Physical world |
| EXPECTATION | B.CD-SSS.2.1.1. | Explore objects in various ways using their senses
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.2 Uses senses to explore the immediate environment |
| STRAND / STANDARD | NH.B.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Birth to Nine Months) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | B.CD-SSS.3.1. | Social conventions |
| EXPECTATION | B.CD-SSS.3.1.1. | Recognize cultural and social labels for people and relationships in their family
No Correlations |
| STRAND / STANDARD | NH.B.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Birth to Nine Months) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | B.CD-SSS.3.2. | Self, family, and community |
| EXPECTATION | B.CD-SSS.3.2.1. | Recognize primary caregivers
GOLD® Objectives for Development and Learning
• Objective 12 Remembers and connects experiences a. Recognizes and recalls
Objective 12a.2 Recognizes familiar people, places, and objects; looks for hidden object where it was last seen |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
|-------------------|-------------|--------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | B.CD-AL.1.1. | Curiosity and sensory exploration |
| EXPECTATION | B.CD-AL.1.1.1. | Show awareness of occurrences in their surroundings and use their senses to explore people and objects
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.2 Uses senses to explore the immediate environment |
| STANDARD / GLE | B.CD-AL.1. | Inquiry and Exploration |
|----------------|------------|-------------------------|
| GRADE LEVEL EXPECTATION | B.CD-AL.1.2. | Cause and effect |
| EXPECTATION | B.CD-AL.1.2.1. | Understand that their actions can have an effect on people and objects in their environment and repeat actions to duplicate effects (E.g. Colleen gently bounces 6-month-old Rory on her lap. When she stops, Rory moves his body up and down until Colleen resumes the bouncing.)
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning b. Persists
Objective 11b.2 Repeats actions to obtain similar results |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-AL.2. | Reasoning and Problem Solving |
| GRADE LEVEL EXPECTATION | B.CD-AL.2.1. | Theories about the world and how things work (Reflection, critical thinking, and trial and error) |
| EXPECTATION | B.CD-AL.2.1.1. | Seek to make sense of what happens in their environment
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning c. Solves problems
Objective 11c.2 Reacts to a problem; seeks to achieve a specific goal |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | B.CD-AL.3.1. | Imitation, risk taking, and experimentation |
| EXPECTATION | B.CD-AL.3.1.1. | Engage in turn taking interactions with adults and explore a variety of materials including their own bodies, people, and objects
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.2 Uses senses to explore the immediate environment |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | B.CD-AL.3.2. | Creativity, imagination, and inventiveness |
| EXPECTATION | B.CD-AL.3.2.1. | Infants this young do not demonstrate creativity, imagination, and inventiveness
No Correlations |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-AL.3. | Play |
|----------------|------------|------|
| GRADE LEVEL EXPECTATION | B.CD-AL.3.3. | Sense of delight and humor |
| EXPECTATION | B.CD-AL.3.3.1. | Show pleasure in simple sensory games (E.g. AJ’s mother tugs at the blanket in his hands and he tugs it back toward himself. They do this several times as AJ laughs.) |
| GOLD® Objectives for Development and Learning | • Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.2 Uses senses to explore the immediate environment |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
|-------------------|-------------|------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | B.CD-AL.4.1. | Adaptability of thought processes, planning, and intentionality |
| EXPECTATION | B.CD-AL.4.1.1. | Can act intentionally to achieve a goal. (E.g. 8-month-old Oscar rolls across the floor to reach a toy.) |
| GOLD® Objectives for Development and Learning | • Objective 11 Demonstrates positive approaches to learning c. Solves problems
Objective 11c.2 Reacts to a problem; seeks to achieve a specific goal |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
|-------------------|-------------|------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | B.CD-AL.4.2. | Working memory and focus and attention |
| EXPECTATION | B.CD-AL.4.2.1. | Begin to maintain focus despite distractions during brief delays |
| GOLD® Objectives for Development and Learning | • Objective 11 Demonstrates positive approaches to learning a. Attends and engages
Objective 11a.2 Pays attention to sights and sounds |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
|-------------------|-------------|------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | B.CD-AL.4.3. | Motivation, initiative, and persistence |
| EXPECTATION | B.CD-AL.4.3.1. | Persist in pursuing objects of interest (E.g. 9-month-old Jasper crawls after his family’s cat.) |
| GOLD® Objectives for Development and Learning | • Objective 11 Demonstrates positive approaches to learning b. Persists
Objective 11b.2 Repeats actions to obtain similar results |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-AL.5. | Symbolic Representation |
|----------------|------------|------------------------|
| GRADE LEVEL EXPECTATION | B.CD-AL.5.1. | Representational Process |
**EXPECTATION**
B.CD-AL.5.1.1. Calm in the presence of their primary caregiver (E.g. Gigi clings to her teacher when a stranger enters the classroom.)
*GOLD® Objectives for Development and Learning*
- Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
- Objective 2a.2 Demonstrates a secure attachment to one or more adults
| STRAND / STANDARD | NH.B.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Birth to Nine Months) |
|-------------------|-----------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | B.PDH.1.1. | Spatial awareness |
| EXPECTATION | B.PDH.1.1.1. | Use many repetitions to move various body parts and gain increasing control over movements |
| | | *GOLD® Objectives for Development and Learning*
- Objective 5 Demonstrates balancing skills
- Objective 5.2 Balances while exploring immediate environment |
| STRAND / STANDARD | NH.B.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Birth to Nine Months) |
|-------------------|-----------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | B.PDH.1.2. | Development of the senses, orientation to stimuli, and sensory integration |
| EXPECTATION | B.PDH.1.2.1. | Show awareness of and respond to sensory stimuli |
| | | *GOLD® Objectives for Development and Learning*
- Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
- Objective 11d.2 Uses senses to explore the immediate environment |
| STRAND / STANDARD | NH.B.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Birth to Nine Months) |
|-------------------|-----------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | B.PDH.1.3. | Physical State Regulation |
| EXPECTATION | B.PDH.1.3.1. | Begin to develop predictable patterns for sleeping, eating, and eliminating
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.2 Indicates needs and wants; participates as adult attends to needs |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Birth to Nine Months) |
| STANDARD / GLE | B.PDH.2. | Large muscle development and coordination |
| GRADE LEVEL EXPECTATION | B.PDH.2.1. | Gross motor skills |
| EXPECTATION | B.PDH.2.1.1. | Develop head and trunk stability and ability to change positions
GOLD® Objectives for Development and Learning
• Objective 4 Demonstrates traveling skills
Objective 4.2 Moves to explore immediate environment |
| STRAND / STANDARD | NH.B.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Birth to Nine Months) |
| STANDARD / GLE | B.PDH.3. | Small muscle development and coordination |
| GRADE LEVEL EXPECTATION | B.PDH.3.1. | Fine motor skills |
| EXPECTATION | B.PDH.3.1.1. | Move from awareness of hands to ability to reach and grasp objects of varying sizes
GOLD® Objectives for Development and Learning
• Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands
Objective 7a.2 Reaches for, touches, and holds objects purposefully |
| STRAND / STANDARD | NH.B.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Birth to Nine Months) |
| STANDARD / GLE | B.PDH.4. | Nutrition |
| GRADE LEVEL EXPECTATION | B.PDH.4.1. | Nutrition |
| EXPECTATION | B.PDH.4.1.1. | Suck and swallow liquids and associate breast or bottle with being fed
No Correlations |
| STRAND / STANDARD | NH.B.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Birth to Nine Months) |
| STANDARD / GLE | B.PDH.5. | Basic safety |
| GRADE LEVEL EXPECTATION | B.PDH.5.1. | Basic safety |
| EXPECTATION | B.PDH.5.1.1. | Cry to indicate stress and to seek help
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.2 Indicates needs and wants; participates as adult attends to needs |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Birth to Nine Months) |
| STANDARD / GLE | B.PDH.6. | Self-care |
| GRADE LEVEL EXPECTATION | B.PDH.6.1. | Self-care |
| EXPECTATION | B.PDH.6.1.1. | Note: Infants at this age rely on adults to care for them (E.g. Joey washes 8- month-old Dana’s hands after a diaper change.)
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.2 Indicates needs and wants; participates as adult attends to needs |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Birth to Nine Months) |
| STANDARD / GLE | B.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | B.CE.1.1. | Invention and imagination |
| EXPECTATION | B.CE.1.1.1. | Produce sounds through own vocalizations or play with objects in the indoor and outdoor environment
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs b. Speaks clearly
Objective 9b.2 Babbles strings of single consonant sounds and combines sounds |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Birth to Nine Months) |
| STANDARD / GLE | B.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | B.CE.1.2. | Curiosity and interest |
| EXPECTATION | B.CE.1.2.1. | Experiment and repeat a variety of vocalizations and body movements (E.g. Logan, 4 months old, begins to mimic his mother's facial expressions.)
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs b. Speaks clearly
Objective 9b.2 Babbles strings of single consonant sounds and combines sounds |
| --- | --- | --- |
| STRAND / STANDARD | NH.B.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Birth to Nine Months) |
| STANDARD / GLE | B.CE.1. | Exploration and creation of artistic works |
|----------------|---------|------------------------------------------|
| GRADE LEVEL EXPECTATION | B.CE.1.3. | Confidence |
| EXPECTATION | B.CE.1.3.1. | Gain control over their ability to produce sounds and movement and show delight in positive reactions from others
**GOLD® Objectives for Development and Learning**
- Objective 9 Uses language to express thoughts and needs b. Speaks clearly
Objective 9b.2 Babbles strings of single consonant sounds and combines sounds |
| STRAND / STANDARD | NH.B.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Birth to Nine Months) |
|-------------------|---------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | B.CE.2.1. | Awareness and attention |
| EXPECTATION | B.CE.2.1.1. | Focus on sounds, patterns, and movements in the indoor and outdoor environment (E.g. Colin, 8 months old, giggles when he feels the breeze on his face.)
**GOLD® Objectives for Development and Learning**
- Objective 11 Demonstrates positive approaches to learning a. Attends and engages
Objective 11a.2 Pays attention to sights and sounds |
| STRAND / STANDARD | NH.B.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Birth to Nine Months) |
|-------------------|---------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | B.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | B.CE.2.2. | Sense of joy and wonder |
| EXPECTATION | B.CE.2.2.1. | Enjoy and respond to sights, sounds, textures, tastes, and smells
**GOLD® Objectives for Development and Learning**
- Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.2 Uses senses to explore the immediate environment |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
|-------------------|-----------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 9M.SED.1.1. | Self-esteem |
| EXPECTATION | 9M.SED.1.1.1. | Show likes and dislikes in ways that are consistent with the family’s cultural expectations (E.g. Brady vocalizes pleasure while playing, but cries while having a diaper changed.)
**GOLD® Objectives for Development and Learning**
- Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.2 Indicates needs and wants; participates as adult attends to needs |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
|-------------------|------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 9M.SED.1.2. | Self-confidence |
| EXPECTATION | 9M.SED.1.2.1. | Take actions in the expectation of getting a response from an adult (E.g. 11-month-old Carolyn lifts her arms up knowing that her caregiver will pick her up.) |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately |
| | | Objective 1c.2 Indicates needs and wants; participates as adult attends to needs |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 9M.SED.1.3. | Social identity |
| EXPECTATION | 9M.SED.1.3.1. | Show preference for their family members and primary caregivers |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults |
| | | Objective 2a.2 Demonstrates a secure attachment to one or more adults |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 9M.SED.2.1. | Relationships with primary caregivers |
| EXPECTATION | 9M.SED.2.1.1. | Rely on trusted adults to feel secure trying new activities |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults |
| | | Objective 2a.4 Uses trusted adult as a secure base from which to explore the world |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 9M.SED.2.2. | Relationships with less familiar adults |
| EXPECTATION | 9M.SED.2.2.1. | Show strong preference for familiar adults and may demonstrate fear or rejection responses to unfamiliar adults
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.4 Uses trusted adult as a secure base from which to explore the world |
| --- | --- | --- |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 9M.SED.3.1. | Relationships and social skills with peers |
| EXPECTATION | 9M.SED.3.1.1. | Show interest in other children
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships c. Interacts with peers
Objective 2c.2 Plays near other children; uses similar materials or actions |
| --- | --- | --- |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 9M.SED.3.2. | Recognition of others’ feelings |
| EXPECTATION | 9M.SED.3.2.1. | Show awareness in other people’s emotions
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues
Objective 2b.2 Reacts to others’ emotional expressions |
| --- | --- | --- |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 9M.SED.3.3. | Behavioral regulation |
| EXPECTATION | 9M.SED.3.3.1. | Need adult support to regulate physical expressions of emotions (E.g. Mari **GOLD®** pulls another baby’s hair until the teacher takes her hand and shows her how to pat the baby gently.)
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues
Objective 2b.2 Reacts to others’ emotional expressions |
| --- | --- | --- |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.4. | Emotional Competence |
|----------------|-----------|----------------------|
| GRADE LEVEL EXPECTATION | 9M.SED.4.1. | Emotional expression |
| EXPECTATION | 9M.SED.4.1.1. | Begin to express a variety of feelings through vocalizations, facial expressions, and body movements
**GOLD® Objectives for Development and Learning**
• Objective 3 Participates cooperatively and constructively in group situations b. Solves social problems
Objective 3b.2 Expresses feelings during a conflict |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
|-------------------|------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 9M.SED.4.2. | Emotional Regulation |
| EXPECTATION | 9M.SED.4.2.1. | Follow their caregiver to keep him/her in sight
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.4 Uses trusted adult as a secure base from which to explore the world |
| STRAND / STANDARD | NH.9M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Nine to Eighteen Months) |
|-------------------|-----------|-------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.LD.1. | Listening Comprehension |
| GRADE LEVEL EXPECTATION | 9M.LD.1.1. | Receptive verbal communication |
| EXPECTATION | 9M.LD.1.1.1. | Demonstrate their understanding of others’ speech through their actions, such as responding physically to simple requests (E.g. Joshua, 15 months, smiles when his father says, "Smile at Daddy.")
**GOLD® Objectives for Development and Learning**
• Objective 10 Uses appropriate conversational and other communication skills b. Uses social rules of language
Objective 10b.2 Responds to speech by looking toward the speaker; watches for signs of being understood when communicating |
| STRAND / STANDARD | NH.9M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Nine to Eighteen Months) |
|-------------------|-----------|-------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.LD.2. | Non-verbal Communication |
| GRADE LEVEL EXPECTATION | 9M.LD.2.1. | Non-verbal communication |
| EXPECTATION | 9M.LD.2.1.1. | Communicate using consistent sounds, gestures, and facial expressions
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary
Objective 9a.2 Vocalizes and gestures to communicate |
| --- | --- | --- |
| STRAND / STANDARD | NH.9M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.LD.3. | Communication Concepts |
| GRADE LEVEL EXPECTATION | 9M.LD.3.1. | Pragmatics and social language |
| EXPECTATION | 9M.LD.3.1.1. | Begin to use single words to communicate
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs c. Uses conventional grammar
Objective 9c.1 Emerging to 9c.2 Uses one- or two-word sentences or phrases |
| STRAND / STANDARD | NH.9M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 9M.LD.4.1. | Vocabulary development |
| EXPECTATION | 9M.LD.4.1.1. | Produce their first word and may have a vocabulary of up to 15 words
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs c. Uses conventional grammar
Objective 9c.2 Uses one- or two-word sentences or phrases |
| STRAND / STANDARD | NH.9M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 9M.LD.4.2. | Expressive language or speaking |
| EXPECTATION | 9M.LD.4.2.1. | Move from imitating single words to beginning to use single words to communicate
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs c. Uses conventional grammar
Objective 9c.2 Uses one- or two-word sentences or phrases |
| STRAND / STANDARD | NH.9M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 9M.EL.1.1. | Participation in language and literacy activities |
| EXPECTATION | 9M.EL.1.1.1. | Enjoy being read to and may seek opportunities to be read to and to interact with books
GOLD® Objectives for Development and Learning
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.2 Shows interest in books |
| --- | --- | --- |
| STRAND / STANDARD | NH.9M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 9M.EL.1.2. | Narrative and story sense |
| EXPECTATION | 9M.EL.1.2.1. | Participate in book reading activities (E.g. Brandon, 15 months, makes a shhh sound and puts his finger on his lips at the appropriate time when reading The Napping House.)
GOLD® Objectives for Development and Learning
• Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
Objective 18a.1 Emerging to 18a.2 Contributes particular language from the book at the appropriate time |
| STRAND / STANDARD | NH.9M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 9M.EL.1.3. | Comprehension and interpretation |
| EXPECTATION | 9M.EL.1.3.1. | May focus on certain elements in the illustrations, but often skip pages or focus on a particular page
GOLD® Objectives for Development and Learning
• Objective 18 Comprehends and responds to books and other texts b. Uses emergent reading skills
Objective 18a.1 Emerging to 18b.2 Pretends to read a familiar book, treating each page as a separate unit; names and describes what is on each page, using pictures as cues |
| STRAND / STANDARD | NH.9M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 9M.EL.1.4. | Interest in and appreciation of reading |
| EXPECTATION | 9M.EL.1.4.1. | Bring a book to an adult to be read to and/or respond positively to an adult’s offer to read
GOLD® Objectives for Development and Learning
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.2 Shows interest in books |
| STRAND / STANDARD | NH.9M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Nine to Eighteen Months) |
|-------------------|-----------|------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 9M.EL.1.5. | Phonological awareness (which refers to understanding the sound structure of language such as sounds, rhymes, syllables and words) |
| EXPECTATION | 9M.EL.1.5.1. | Recognize and react to the sounds of language and can discriminate between non-speech environmental sounds (E.g. Jamie continues playing when he hears the refrigerator door open, but stops when he hears a jar being opened.) |
| | | **GOLD® Objectives for Development and Learning** |
| | | Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition |
| | | a. Notices and discriminates rhyme |
| | | Objective 15a.1 Emerging to 15a.2 Joins in rhyming songs and games |
| STRAND / STANDARD | NH.9M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 9M.EL.1.6. | Book awareness |
| EXPECTATION | 9M.EL.1.6.1. | Look at pictures in books, but often treat books like other toys and objects in the environment |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts |
| | | Objective 17a.2 Shows interest in books |
| STRAND / STANDARD | NH.9M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 9M.EL.2.1. | Print and alphabet awareness |
| EXPECTATION | 9M.EL.2.1.1. | May begin to recognize that labels convey meaning (E.g. Jared sees a box of cheerios and says, “Oh, Oh!”) |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts |
| | | Objective 17b.2 Shows understanding that text is meaningful and can be read |
| STRAND / STANDARD | NH.9M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 9M.EL.2.2. | Interest in and emergent writing |
| EXPECTATION | 9M.EL.2.2.1. | Use writing tools (crayons, markers, pens) and notice that they can make marks with these utensils
**GOLD® Objectives for Development and Learning**
• Objective 7 Demonstrates fine-motor strength and coordination b. Uses writing and drawing tools
Objective 7b.2 Grasps drawing and writing tools, jabbing at paper |
| --- | --- | --- |
| STRAND / STANDARD | NH.9M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-EN.1. | Number Operations |
| GRADE LEVEL EXPECTATION | 9M.CD-EN.1.1. | Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting |
| EXPECTATION | 9M.CD-EN.1.1.1. | Begin to understand the concepts of “more” and “all gone” and begin to request “more” or indicate “no more” verbally or non-verbally
**GOLD® Objectives for Development and Learning**
• Objective 20 Uses number concepts and operations b. Quantifies
Objective 20b.2 Demonstrates understanding of the concepts of one, two, and more |
| STRAND / STANDARD | NH.9M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-EN.2. | Geometry and Spatial Sense |
| GRADE LEVEL EXPECTATION | 9M.CD-EN.2.1. | Shapes and their attributes, position, comparing and contrasting two or more objects, and distance |
| EXPECTATION | 9M.CD-EN.2.1.1. | Demonstrate an awareness of the distance between their body and materials in space (E.g. Jayce crawls across the room to grab a toy.)
**GOLD® Objectives for Development and Learning**
• Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships
Objective 21a.2 Follows simple directions related to position (in, on, under, up, down) |
| STRAND / STANDARD | NH.9M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-EN.3. | Measurements |
| GRADE LEVEL EXPECTATION | 9M.CD-EN.3.1. | Size, volume, quantity and other measurable qualities, and the tools to measure them |
| EXPECTATION | 9M.CD-EN.3.1.1. | Show some awareness of the relative size of objects in their environment
**GOLD® Objectives for Development and Learning**
• Objective 22 Compares and measures a. Measures objects
Objective 22a.2 Makes simple comparisons between two objects |
| STRAND / STANDARD | NH.9M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-EN.4. | Patterns and Relationships |
|----------------|-------------|----------------------------|
| GRADE LEVEL EXPECTATION | 9M.CD-EN.4.1. | Recognizing or creating planned or random repetitions and comparisons |
| EXPECTATION | 9M.CD-EN.4.1.1. | Explore similarities and differences among objects in their environment |
**GOLD® Objectives for Development and Learning**
- Objective 22 Compares and measures a. Measures objects
- Objective 22a.2 Makes simple comparisons between two objects
| STRAND / STANDARD | NH.9M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Nine to Eighteen Months) |
|-------------------|-------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-EN.5. | Data Collection and Analysis |
| GRADE LEVEL EXPECTATION | 9M.CD-EN.5.1. | Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world |
| EXPECTATION | 9M.CD-EN.5.1.1. | Focus on details in people and objects in their environment |
**GOLD® Objectives for Development and Learning**
- Objective 11 Demonstrates positive approaches to learning a. Attends and engages
- Objective 11a.2 Pays attention to sights and sounds
| STRAND / STANDARD | NH.9M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Nine to Eighteen Months) |
|-------------------|-------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-EN.6. | Time and Sequence |
| GRADE LEVEL EXPECTATION | 9M.CD-EN.6.1. | Concept of time as it relates to daily routines, and sequencing of events |
| EXPECTATION | 9M.CD-EN.6.1.1. | Demonstrate some understanding of when things happen in relation to routines |
**GOLD® Objectives for Development and Learning**
- Objective 12 Remembers and connects experiences b. Makes connections
- Objective 12b.2 Looks for familiar persons when they are named; relates objects to events
| STRAND / STANDARD | NH.9M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Nine to Eighteen Months) |
|-------------------|-------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-SSS.1. | Key Concepts |
| GRADE LEVEL EXPECTATION | 9M.CD-SSS.1.1. | Object permanence |
| EXPECTATION | 9M.CD-SSS.1.1.1. | Show understanding that people and objects no longer in sight still exist (E.g. Molly watches her mother put keys in her purse. Molly then searches in the purse to find them.) |
**GOLD® Objectives for Development and Learning**
- Objective 12 Remembers and connects experiences a. Recognizes and recalls
- Objective 12a.2 Recognizes familiar people, places, and objects; looks for hidden object where it was last seen
| STRAND / STANDARD | NH.9M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Nine to Eighteen Months) |
|-------------------|-------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-SSS.2. | Exploring the Physical World |
| GRADE LEVEL EXPECTATION | 9M.CD-SSS.2.1. | Physical world |
|-------------------------|---------------|---------------|
| EXPECTATION | 9M.CD-SSS.2.1.1. | Through trial and error, begin to develop an understanding of some basic physical science concepts such as gravity, force, and motion. (E.g. Penelope repeatedly drops her cup off the high chair and watches it fall to the floor.) |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 11 Demonstrates positive approaches to learning b. Persists |
| | | Objective 11b.2 Repeats actions to obtain similar results |
| STRAND / STANDARD | NH.9M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Nine to Eighteen Months) |
|-------------------------|---------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 9M.CD-SSS.3.1. | Social conventions |
|-------------------------|---------------|--------------------|
| EXPECTATION | 9M.CD-SSS.3.1.1. | Use culturally appropriate labels for people and relationships in their family |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary |
| | | Objective 9a.4 Names familiar, people, animals, and objects |
| STRAND / STANDARD | NH.9M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Nine to Eighteen Months) |
|-------------------------|---------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 9M.CD-SSS.3.2. | Self, family, and community |
|-------------------------|---------------|-----------------------------|
| EXPECTATION | 9M.CD-SSS.3.2.1. | Interact with members of their household and their classroom (Relates to social/emotional construct of relationships and social skills with peers) |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 2 Establishes and sustains positive relationships c. Interacts with peers |
| | | Objective 2c.2 Plays near other children; uses similar materials or actions |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
|-------------------------|---------------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.1.1. | Curiosity and sensory exploration |
|-------------------------|---------------|-----------------------------------|
| EXPECTATION | 9M.CD-AL.1.1.1. | Explore objects using their senses and manipulate them in a variety of ways |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation |
| | | Objective 11d.2 Uses senses to explore the immediate environment |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-AL.1. | Inquiry and Exploration |
|----------------|-------------|-------------------------|
| GRADE LEVEL EXPECTATION | 9M.CD-AL.1.2. | Cause and effect |
| EXPECTATION | 9M.CD-AL.1.2.1. | May do things to get a response from familiar adults and children (E.g. Luke drops peas and looks over to his caregiver as they fall from the table to the floor.) |
| GOLD® Objectives for Development and Learning | • Objective 11 Demonstrates positive approaches to learning c. Solves problems
Objective 11c.2 Reacts to a problem; seeks to achieve a specific goal |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-AL.2. | Reasoning and Problem Solving |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.2.1. | Theories about the world and how things work (Reflection, critical thinking, and trial and error) |
| EXPECTATION | 9M.CD-AL.2.1.1. | Act out ideas about how things work by repeating and changing their actions (trial and error) |
| GOLD® Objectives for Development and Learning | • Objective 11 Demonstrates positive approaches to learning c. Solves problems
Objective 11c.2 Reacts to a problem; seeks to achieve a specific goal |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.3.1. | Imitation, risk taking, and experimentation |
| EXPECTATION | 9M.CD-AL.3.1.1. | May initiate turn taking with a trusted adult (E.g. Spencer gives a small toy to his grandmother and she gives another toy to him. They repeat this several times.) |
| GOLD® Objectives for Development and Learning | • Objective 11 Demonstrates positive approaches to learning b. Persists
Objective 11b.2 Repeats actions to obtain similar results |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.3.2. | Creativity, imagination, and inventiveness |
| EXPECTATION | 9M.CD-AL.3.2.1. | May invent ways to attract adult attention and engage with them (E.g. Gretta pretends to cough to gain her teacher’s attention and repeats this when her teacher laughs.) |
| GOLD® Objectives for Development and Learning | • Objective 11 Demonstrates positive approaches to learning c. Solves problems
Objective 11c.2 Reacts to a problem; seeks to achieve a specific goal |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.3.3. | Sense of delight and humor |
| EXPECTATION | 9M.CD-AL.3.3.1. | Express delight in ways appropriate to their culture |
| | | No Correlations |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.4.1. | Adaptability of thought processes, planning, and intentionality |
| EXPECTATION | 9M.CD-AL.4.1.1. | Can carry out their own one-step plan (E.g. Penthia puts a hat on her head.) |
| | | GOLD® Objectives for Development and Learning |
| | | • Objective 11 Demonstrates positive approaches to learning c. Solves problems |
| | | Objective 11c.2 Reacts to a problem; seeks to achieve a specific goal |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.4.2. | Working memory and focus and attention |
| EXPECTATION | 9M.CD-AL.4.2.1. | Can have expectations of what will happen based on previous experiences (E.g. Wilfred pulls his mother’s hand to bring her to the refrigerator knowing she will offer juice to him.) |
| | | GOLD® Objectives for Development and Learning |
| | | • Objective 12 Remembers and connects experiences b. Makes connections |
| | | Objective 12b.2 Looks for familiar persons when they are named; relates objects to events |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.4.3. | Motivation, initiative, and persistence |
| EXPECTATION | 9M.CD-AL.4.3.1. | Explore objects that interest them with focus and persistence |
| | | GOLD® Objectives for Development and Learning |
| | | • Objective 11 Demonstrates positive approaches to learning a. Attends and engages |
| | | Objective 11a.3 Emerging to 11a.4 Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CD-AL.5. | Symbolic Representation |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.5.1. |
|-------------------------|---------------|
| EXPECTATION | 9M.CD-AL.5.1.1. |
| | May draw comfort from objects that represent family members or primary caregivers (E.g. Berti keeps her mother's scarf in her cubby and clings to it when upset.) |
**GOLD® Objectives for Development and Learning**
- Objective 1 Regulates own emotions and behaviors a. Manages feelings
- Objective 1a.4 Comforts self by seeking out special object or person
| STRAND / STANDARD | NH.9M.PDH. |
|-------------------|------------|
| STANDARD / GLE | 9M.PDH.1. |
| GRADE LEVEL EXPECTATION | 9M.PDH.1.1. |
| EXPECTATION | 9M.PDH.1.1.1. |
| | Become more aware of where their body is in relation to other objects and people in the environment |
**GOLD® Objectives for Development and Learning**
- Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships
- Objective 21a.2 Follows simple directions related to position (in, on, under, up, down)
| STRAND / STANDARD | NH.9M.PDH. |
|-------------------|------------|
| STANDARD / GLE | 9M.PDH.1. |
| GRADE LEVEL EXPECTATION | 9M.PDH.1.2. |
| EXPECTATION | 9M.PDH.1.2.1. |
| | Use senses to experience objects and the environment |
**GOLD® Objectives for Development and Learning**
- Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
- Objective 11d.2 Uses senses to explore the immediate environment
| STRAND / STANDARD | NH.9M.PDH. |
|-------------------|------------|
| STANDARD / GLE | 9M.PDH.1. |
| GRADE LEVEL EXPECTATION | 9M.PDH.1.3. |
| EXPECTATION | 9M.PDH.1.3.1. |
| | By the end of this age range are eating three meals per day plus snacks |
**GOLD® Objectives for Development and Learning**
- Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
- Objective 1c.4 Seeks to do things for self
| STRAND / STANDARD | NH.9M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Nine to Eighteen Months) |
|-------------------|------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.PDH.2. | Large muscle development and coordination |
| GRADE LEVEL EXPECTATION | 9M.PDH.2.1. | Gross motor skills |
| EXPECTATION | 9M.PDH.2.1.1. | Become mobile, progressing from crawling to walking, and show strong interest in climbing
GOLD® Objectives for Development and Learning
• Objective 4 Demonstrates traveling skills
Objective 4.4 Experiments with different ways of moving |
| STRAND / STANDARD | NH.9M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Nine to Eighteen Months) |
|-------------------|------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.PDH.3. | Small muscle development and coordination |
| GRADE LEVEL EXPECTATION | 9M.PDH.3.1. | Fine motor skills |
| EXPECTATION | 9M.PDH.3.1.1. | Coordinate eyes and hands while exploring or holding objects
GOLD® Objectives for Development and Learning
• Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands
Objective 7a.4 Uses fingers and whole arm movements to manipulate and explore objects |
| STRAND / STANDARD | NH.9M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Nine to Eighteen Months) |
|-------------------|------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.PDH.4. | Nutrition |
| GRADE LEVEL EXPECTATION | 9M.PDH.4.1. | Nutrition |
| EXPECTATION | 9M.PDH.4.1.1. | Chew and bite and develop the ability to eat finger foods
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.4 Seeks to do things for self |
| STRAND / STANDARD | NH.9M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Nine to Eighteen Months) |
|-------------------|------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.PDH.5. | Basic safety |
| GRADE LEVEL EXPECTATION | 9M.PDH.5.1. | Basic safety |
| EXPECTATION | 9M.PDH.5.1.1. | Seek physical contact with primary caregivers when faced with new or unfamiliar people or environments (Relates to social/emotional construct of relationships with primary caregivers)
GOLD® Objectives for Development and Learning
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.4 Uses trusted adult as a secure base from which to explore the world |
| --- | --- | --- |
| STRAND / STANDARD | NH.9M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.PDH.6. | Self-care |
| GRADE LEVEL EXPECTATION | 9M.PDH.6.1. | Self-care |
| EXPECTATION | 9M.PDH.6.1.1. | May be able to participate, with adult assistance, in self-care tasks such as dressing and undressing, and feeding themselves, if culturally appropriate
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.4 Seeks to do things for self |
| STRAND / STANDARD | NH.9M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 9M.CE.1.1. | Invention and imagination |
| EXPECTATION | 9M.CE.1.1.1. | Use tools to create sounds and marks with various objects, and media
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.4 Explores and investigates ways to make something happen |
| STRAND / STANDARD | NH.9M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 9M.CE.1.2. | Curiosity and interest |
| EXPECTATION | 9M.CE.1.2.1. | Explore the sounds that a variety of environmental objects can make and explore a variety of sensory media to create visual images (sand, finger paint, crayons)
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.4 Explores and investigates ways to make something happen |
| STRAND / STANDARD | NH.9M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Nine to Eighteen Months) |
|-------------------|-----------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 9M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 9M.CE.1.3. | Confidence |
| EXPECTATION | 9M.CE.1.3.1. | Refine their actions to get closer to the desired effect in sound and movement |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 11 Demonstrates positive approaches to learning b. Persists |
| | | Objective 11b.4 Practices an activity many times until successful |
| STRAND / STANDARD | NH.9M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 9M.CE.2.1. | Awareness and attention |
| EXPECTATION | 9M.CE.2.1.1. | Show awareness of and preference for specific textures, smells, sounds, and visual images (E.g. Kathryn uses her hands to pick up a piece of birthday cake and then repeatedly wipes her hands on her shirt saying, “No.”) |
| | | **No Correlations** |
| STRAND / STANDARD | NH.9M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 9M.CE.2.2. | Sense of joy and wonder |
| EXPECTATION | 9M.CE.2.2.1. | Respond with delight to some experiences, environments, and specific sensations |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation |
| | | Objective 11d.2 Uses senses to explore the immediate environment |
**New Hampshire Early Learning Standards**
**Ages 18 to 24 months, adopted 2016**
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 18M.SED.1.1. | Self-esteem |
| EXPECTATION | 18M.SED.1.1.1. | Show awareness of being seen by others such as repeating an action when someone is watching (E.g. Whenever she sees a camera, Ruby smiles and poses.)
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.4 Seeks to do things for self |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 18M.SED.1.2. | Self-confidence |
| EXPECTATION | 18M.SED.1.2.1. | Show more awareness of their abilities
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.4 Seeks to do things for self |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 18M.SED.1.3. | Social identity |
| EXPECTATION | 18M.SED.1.3.1. | Mimic adult behavior and responses to other people
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking
Objective 11e.2 Imitates others in using objects in new and/or unanticipated ways |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 18M.SED.2.1. | Relationships with primary caregivers |
| EXPECTATION | 18M.SED.2.1.1. | Continue to need the security of a trusted adult; ask for help, if needed, in verbal and non-verbal ways
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.4 Uses trusted adult as a secure base from which to explore the world |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.SED.2. | Attachment |
|----------------|------------|-----------|
| GRADE LEVEL EXPECTATION | 18M.SED.2.2. | Relationships with less familiar adults |
| EXPECTATION | 18M.SED.2.2.1. | Continue to show hesitation around unfamiliar adults (E.g. Billie hides behind his father when the store clerk says “hi” to him.) |
| GOLD® Objectives for Development and Learning | • Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.4 Uses trusted adult as a secure base from which to explore the world |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
|-------------------|-------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 18M.SED.3.1. | Relationships and social skills with peers |
| EXPECTATION | 18M.SED.3.1.1. | Play alongside other children, with or without acknowledging their presence |
| GOLD® Objectives for Development and Learning | • Objective 2 Establishes and sustains positive relationships c. Interacts with peers
Objective 2c.2 Plays near other children; uses similar materials or actions |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
|-------------------|-------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 18M.SED.3.2. | Recognition of others’ feelings |
| EXPECTATION | 18M.SED.3.2.1. | Demonstrate interest in the feelings of another child |
| GOLD® Objectives for Development and Learning | • Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues
Objective 2b.4 Demonstrates concern about the feelings of others |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
|-------------------|-------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 18M.SED.3.3. | Behavioral regulation |
| EXPECTATION | 18M.SED.3.3.1. | With guidance, demonstrate they can use some classroom materials appropriately (E.g. The teacher shows her toddlers how to handle books gently and Clara turns the pages carefully.) |
| GOLD® Objectives for Development and Learning | • Objective 3 Participates cooperatively and constructively in group situations a. Balances needs and rights of self and others
Objective 3a.2 Responds appropriately to others’ expressions of wants |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
|-------------------|-------------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 18M.SED.4.1. | Emotional expression |
| EXPECTATION | 18M.SED.4.1.1. | May express their feelings strongly including extended episodes and may not be easily distracted
GOLD® Objectives for Development and Learning
• Objective 3 Participates cooperatively and constructively in group situations b. Solves social problems
Objective 3b.2 Expresses feelings during a conflict |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
|-------------------|-------------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 18M.SED.4.2. | Emotional Regulation |
| EXPECTATION | 18M.SED.4.2.1. | Use comfort objects or certain behaviors to calm themselves (E.g. Finn finds and holds his blanket to calm himself.)
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors a. Manages feelings
Objective 1a.4 Comforts self by seeking out special object or person |
| STRAND / STANDARD | NH.18M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Eighteen to Twenty-Four Months) |
|-------------------|-------------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.LD.1. | Listening Comprehension |
| GRADE LEVEL EXPECTATION | 18M.LD.1.1. | Receptive verbal communication |
| EXPECTATION | 18M.LD.1.1.1. | May show by their actions understanding of simple statements (E.g. Blaine sits down at the table when his teacher says, “It’s time to eat.”)
GOLD® Objectives for Development and Learning
• Objective 8 Listens to and understands increasingly complex language a. Comprehends language
Objective 8a.4 Identifies familiar people, animals, and objects when prompted |
| STRAND / STANDARD | NH.18M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Eighteen to Twenty-Four Months) |
|-------------------|-------------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.LD.2. | Non-verbal Communication |
| GRADE LEVEL EXPECTATION | 18M.LD.2.1. | Non-verbal communication |
| EXPECTATION | 18M.LD.2.1.1. | Understand others’ nonverbal symbolic cues such as nodding for yes or shaking head for no |
|-------------|---------------|------------------------------------------------------------------------------------------|
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 8 Listens to and understands increasingly complex language b. Follows directions |
| | | Objective 8b.2 Responds to simple verbal requests accompanied by gestures or tone of voice |
| STRAND / STANDARD | NH.18M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Eighteen to Twenty-Four Months) |
|-------------------|------------|------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.LD.3. | Communication Concepts |
| GRADE LEVEL EXPECTATION | 18M.LD.3.1. | Pragmatics and social language |
| EXPECTATION | 18M.LD.3.1.1. | Convey a variety of meanings through simple vocabulary (E.g. Jeff says “milk,” which can mean, “I want milk,” “I’m finished drinking milk,” or “I spilled my milk.”) |
|-------------|---------------|------------------------------------------------------------------------------------------------------------------------------------------|
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary |
| | | Objective 9a.4 Names familiar, people, animals, and objects |
| STRAND / STANDARD | NH.18M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Eighteen to Twenty-Four Months) |
|-------------------|------------|------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 18M.LD.4.1. | Vocabulary development |
| EXPECTATION | 18M.LD.4.1.1. | Combine two words to express wants or needs (E.g. As Harper walks to the car she says, “Car go.”) |
|-------------|---------------|-----------------------------------------------------------------------------------------------|
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 9 Uses language to express thoughts and needs c. Uses conventional grammar |
| | | Objective 9c.2 Uses one- or two-word sentences or phrases |
| STRAND / STANDARD | NH.18M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Eighteen to Twenty-Four Months) |
|-------------------|------------|------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 18M.LD.4.2. | Expressive language or speaking |
| EXPECTATION | 18M.LD.4.2.1. | Begin to use words to communicate and may combine two to three words to form short phrases or sentences
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs c. Uses conventional grammar
Objective 9c.3 Emerging to 9c.4 Uses three- to four-word sentences; may omit some words or use some words incorrectly |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 18M.EL.1.1. | Participation in language and literacy activities |
| EXPECTATION | 18M.EL.1.1.1. | May show preferences for specific books and turn pages at the appropriate time with adult assistance
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.2 Shows interest in books |
| STRAND / STANDARD | NH.18M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 18M.EL.1.2. | Narrative and story sense |
| EXPECTATION | 18M.EL.1.2.1. | Can recognize that a story is beginning from a clue such as ‘Once upon a time’
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
Objective 18a.1 Emerging to 8a.2 Contributes particular language from the book at the appropriate time |
| STRAND / STANDARD | NH.18M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 18M.EL.1.3. | Comprehension and interpretation |
| EXPECTATION | 18M.EL.1.3.1. | Point to and vocalize about an illustration or imitate an action seen in a picture (E.g. 18-month-old Angelique imitates the jumping action of the frog when being read, Jump Frog Jump.)
**GOLD® Objectives for Development and Learning**
- Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
- Objective 18a.1 Emerging to 8a.2 Contributes particular language from the book at the appropriate time |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 18M.EL.1.4. | Interest in and appreciation of reading |
| EXPECTATION | 18M.EL.1.4.1. | Name and/or ask for favorite book and may show preference for books on certain topics
**GOLD® Objectives for Development and Learning**
- Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
- Objective 17a.2 Shows interest in books |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 18M.EL.1.5. | Phonological awareness (which refers to understanding the sound structure of language such as sounds, rhymes, syllables and words) |
| EXPECTATION | 18M.EL.1.5.1. | Enjoy chants and songs and books that rhyme
**GOLD® Objectives for Development and Learning**
- Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition a. Notices and discriminates rhyme
- Objective 15a.2 Joins in rhyming songs and games |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 18M.EL.1.6. | Book awareness |
| EXPECTATION | 18M.EL.1.6.1. | Hold the book properly and turn pages, sometimes several at a time
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.4 Orients book correctly; turns pages from the front of the book to the back; recognizes familiar books by their covers |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 18M.EL.2.1. | Print and alphabet awareness |
| EXPECTATION | 18M.EL.2.1.1. | Can show awareness of and recognize some print in the environment
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts
Objective 17b.2 Shows understanding that text is meaningful and can be read |
| STRAND / STANDARD | NH.18M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 18M.EL.2.2. | Interest in and emergent writing |
| EXPECTATION | 18M.EL.2.2.1. | Gain more control over the kinds of marks they make (lines vs. circular marks)
**GOLD® Objectives for Development and Learning**
• Objective 7 Demonstrates fine-motor strength and coordination b. Uses writing and drawing tools
Objective 7b.4 Grips drawing and writing tools with whole hand but may use whole-arm movements to make marks |
| STRAND / STANDARD | NH.18M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-EN.1. | Number Operations |
| GRADE LEVEL EXPECTATION | 18M.CD-EN.1.1. | Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting |
| EXPECTATION | 18M.CD-EN.1.1.1. | Can use number words in songs and finger plays without understanding that numbers represent quantity
**GOLD® Objectives for Development and Learning**
• Objective 20 Uses number concepts and operations a. Counts
Objective 20a.2 Verbally counts (not always in the correct order) |
| STRAND / STANDARD | NH.18M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Eighteen to Twenty-Four Months) |
|-------------------|--------------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.CD-EN.2. | Geometry and Spatial Sense |
| GRADE LEVEL EXPECTATION | 18M.CD-EN.2.1. | Shapes and their attributes, position, comparing and contrasting two or more objects, and distance |
| EXPECTATION | 18M.CD-EN.2.1.1. | Demonstrate an understanding of simple position words (E.g. Hayden climbs a hill and says, “Me on top!”) |
**GOLD® Objectives for Development and Learning**
- Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships
- Objective 21a.2 Follows simple directions related to position (in, on, under, up, down)
| STRAND / STANDARD | NH.18M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Eighteen to Twenty-Four Months) |
|-------------------|--------------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.CD-EN.3. | Measurements |
| GRADE LEVEL EXPECTATION | 18M.CD-EN.3.1. | Size, volume, quantity and other measurable qualities, and the tools to measure them |
| EXPECTATION | 18M.CD-EN.3.1.1. | Explore the concept of volume (E.g. Chase and Jade pick up a bucket of sand and dump it into the sandbox, over and over.) |
**GOLD® Objectives for Development and Learning**
- Objective 22 Compares and measures a. Measures objects
- Objective 22a.2 Makes simple comparisons between two objects
| STRAND / STANDARD | NH.18M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Eighteen to Twenty-Four Months) |
|-------------------|--------------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.CD-EN.4. | Patterns and Relationships |
| GRADE LEVEL EXPECTATION | 18M.CD-EN.4.1. | Recognizing or creating planned or random repetitions and comparisons |
| EXPECTATION | 18M.CD-EN.4.1.1. | Show awareness of objects and pictures that are the same |
**GOLD® Objectives for Development and Learning**
- Objective 23 Demonstrates knowledge of patterns
- Objective 23.2 Shows interest in simple patterns in everyday life
| STRAND / STANDARD | NH.18M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Eighteen to Twenty-Four Months) |
|-------------------|--------------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.CD-EN.5. | Data Collection and Analysis |
| GRADE LEVEL EXPECTATION | 18M.CD-EN.5.1. | Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world |
| EXPECTATION | 18M.CD-EN.5.1.1. | Can sort objects that are the same and different on one attribute (E.g. Amy puts all the red vehicles in one basket.)
**GOLD® Objectives for Development and Learning**
• Objective 13 Uses classification skills
Objective 13.4 Places objects in two or more groups based on differences in a single characteristic, e.g., color, size, or shape |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-EN.6. | Time and Sequence |
| GRADE LEVEL EXPECTATION | 18M.CD-EN.6.1. | Concept of time as it relates to daily routines, and sequencing of events |
| EXPECTATION | 18M.CD-EN.6.1.1. | Can recall information about the immediate past (E.g. Jack recalls what he had for morning snack when his aunt asks him after lunch.)
**GOLD® Objectives for Development and Learning**
• Objective 12 Remembers and connects experiences a. Recognizes and recalls
Objective 12a.2 Recognizes familiar people, places, and objects; looks for hidden object where it was last seen |
| STRAND / STANDARD | NH.18M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-SSS.1. | Key Concepts |
| GRADE LEVEL EXPECTATION | 18M.CD-SSS.1.1. | Object permanence |
| EXPECTATION | 18M.CD-SSS.1.1.1. | Can find objects that are not in sight
**GOLD® Objectives for Development and Learning**
• Objective 12 Remembers and connects experiences a. Recognizes and recalls
Objective 12a.2 Recognizes familiar people, places, and objects; looks for hidden object where it was last seen |
| STRAND / STANDARD | NH.18M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-SSS.2. | Exploring the Physical World |
| GRADE LEVEL EXPECTATION | 18M.CD-SSS.2.1. | Physical world |
| EXPECTATION | 18M.CD-SSS.2.1.1. | Through repeated observation, experimentation, and/or exploration, further develop their understanding of basic physical science concepts and the natural world
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.3 Emerging to 11d.4 Explores and investigates ways to make something happen |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 18M.CD-SSS.3.1. | Social conventions |
| EXPECTATION | 18M.CD-SSS.3.1.1. | Recognize that there are routines and may test the expectations
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.3 Emerging to 11d.4 Explores and investigates ways to make something happen |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 18M.CD-SSS.3.2. | Self, family, and community |
| EXPECTATION | 18M.CD-SSS.3.2.1. | Identify family members of other children in their class
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary
Objective 9a.4 Names familiar, people, animals, and objects |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 18M.CD-AL.1.1. | Curiosity and sensory exploration |
| EXPECTATION | 18M.CD-AL.1.1.1. | Continue to investigate people and objects as tools
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.3 Emerging to 11d.4 Explores and investigates ways to make something happen |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 18M.CD-AL.1.2. | Cause and effect |
| EXPECTATION | 18M.CD-AL.1.2.1. | Experiment with cause and effect while investigating their environment
**GOLD® Objectives for Development and Learning**
• Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.3 Emerging to 11d.4 Explores and investigates ways to make something happen |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-AL.2. | Reasoning and Problem Solving |
| GRADE LEVEL EXPECTATION | 18M.CD-AL.2.1. | Theories about the world and how things work (Reflection, critical thinking, and trial and error) |
| EXPECTATION | 18M.CD-AL.2.1.1. | Process and assimilate new information and experiences by comparing them to previous information and experiences to expand their understanding of the world (E.g. Manfredo sees a horse for the first time and says, “Big doggie!”)
**GOLD® Objectives for Development and Learning**
• Objective 12 Remembers and connects experiences b. Makes connections
Objective 12b.2 Looks for familiar persons when they are named; relates objects to events |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 18M.CD-AL.3.1. | Imitation, risk taking, and experimentation |
| EXPECTATION | 18M.CD-AL.3.1.1. | Enjoy using their whole bodies in active play
**GOLD® Objectives for Development and Learning**
• Objective 4 Demonstrates traveling skills
Objective 4.4 Experiments with different ways of moving |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-AL.3. |
|----------------|-------------|
| GRADE LEVEL EXPECTATION | 18M.CD-AL.3.2. |
| EXPECTATION | 18M.CD-AL.3.2.1. |
| Play with toys in ways of their own invention. (E.g. Kai puts blocks and cars together in a single structure.) |
| **GOLD® Objectives for Development and Learning** |
| • Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking |
| Objective 11e.2 Imitates others in using objects in new and/or unanticipated ways |
| STRAND / STANDARD | NH.18M.CD-AL. |
|-------------------|--------------|
| COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-AL.3. |
|----------------|-------------|
| GRADE LEVEL EXPECTATION | 18M.CD-AL.3.3. |
| Sense of delight and humor |
| EXPECTATION | 18M.CD-AL.3.3.1. |
| Take delight in repetitive games and interactions (E.g. Bode and his teacher pass a ball back and forth and each time the teacher pretends to stop, Bodhi says, “again” and laughs when the teacher starts again.) |
| No Correlations |
| STRAND / STANDARD | NH.18M.CD-AL. |
|-------------------|--------------|
| COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-AL.4. |
|----------------|-------------|
| GRADE LEVEL EXPECTATION | 18M.CD-AL.4.1. |
| Adaptability of thought processes, planning, and intentionality |
| EXPECTATION | 18M.CD-AL.4.1.1. |
| Plan and implement a two-step dramatic play (E.g. Ezra pretends to feed the baby doll and then puts it in the baby bed.) |
| **GOLD® Objectives for Development and Learning** |
| • Objective 14 Uses symbols and images to represent something not present b. Engages in sociodramatic play |
| Objective 14b.2 Imitates actions of others during play; uses real objects as props |
| STRAND / STANDARD | NH.18M.CD-AL. |
|-------------------|--------------|
| COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-AL.4. |
|----------------|-------------|
| GRADE LEVEL EXPECTATION | 18M.CD-AL.4.2. |
| Working memory and focus and attention |
| EXPECTATION | 18M.CD-AL.4.2.1. |
| Stay focused on simple stories or books for brief periods of time |
| **GOLD® Objectives for Development and Learning** |
| • Objective 11 Demonstrates positive approaches to learning a. Attends and engages |
| Objective 11a.3 Emerging to 11a.4 Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments |
| STRAND / STANDARD | NH.18M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
|-------------------|---------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 18M.CD-AL.4.3. | Motivation, initiative, and persistence |
| EXPECTATION | 18M.CD-AL.4.3.1. | Initiate simple plans (E.g. 20-month-old Abreeanna pulls on her teacher's hand and says, "out", as she walks to the door.) |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 11 Demonstrates positive approaches to learning c. Solves problems |
| | | Objective 11c.2 Reacts to a problem; seeks to achieve a specific goal |
| STRAND / STANDARD | NH.18M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
|-------------------|---------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.CD-AL.5. | Symbolic Representation |
| GRADE LEVEL EXPECTATION | 18M.CD-AL.5.1. | Representational Process |
| EXPECTATION | 18M.CD-AL.5.1.1. | Use an object to represent something else |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 14 Uses symbols and images to represent something not present b. Engages in sociodramatic play |
| | | Objective 14b.2 Imitates actions of others during play; uses real objects as props |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
|-------------------|---------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 18M.PDH.1.1. | Spatial awareness |
| EXPECTATION | 18M.PDH.1.1.1. | Can negotiate moving around objects and people without bumping into them |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 4 Demonstrates traveling skills |
| | | Objective 4.4 Experiments with different ways of moving |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
|-------------------|---------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 18M.PDH.1.2. | Development of the senses, orientation to stimuli, and sensory integration |
| EXPECTATION | 18M.PDH.1.2.1. | Demonstrate sensory preferences (E.g. After playing in the sand in the sensory table, Anne wipes her hands together and leaves when the teacher adds water to make mud.) |
| | | **No Correlations** |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
|-------------------|-------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 18M.PDH.1.3. | Physical State Regulation |
| EXPECTATION | 18M.PDH.1.3.1. | Can show tiredness or hunger through predictable behaviors
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.4 Seeks to do things for self |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
|-------------------|-------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.PDH.2. | Large muscle development and coordination |
| GRADE LEVEL EXPECTATION | 18M.PDH.2.1. | Gross motor skills |
| EXPECTATION | 18M.PDH.2.1.1. | Move from one place to another by walking and running with basic control and coordination
GOLD® Objectives for Development and Learning
• Objective 4 Demonstrates traveling skills
Objective 4.4 Experiments with different ways of moving |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
|-------------------|-------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.PDH.3. | Small muscle development and coordination |
| GRADE LEVEL EXPECTATION | 18M.PDH.3.1. | Fine motor skills |
| EXPECTATION | 18M.PDH.3.1.1. | Reach, grasp, and release objects with more control and experiment with using tools
GOLD® Objectives for Development and Learning
• Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands
Objective 7a.4 Uses fingers and whole arm movements to manipulate and explore objects |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
|-------------------|-------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.PDH.4. | Nutrition |
| GRADE LEVEL EXPECTATION | 18M.PDH.4.1. | Nutrition |
| EXPECTATION | 18M.PDH.4.1.1. | Successfully chew and bite foods of varying textures
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.4 Seeks to do things for self |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.PDH.5. | Basic safety |
| GRADE LEVEL EXPECTATION | 18M.PDH.5.1. | Basic safety |
| EXPECTATION | 18M.PDH.5.1.1. | Look to primary caregivers when faced with new or unfamiliar people or environments (Relates to social/emotional construct of relationships with unfamiliar adults)
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.4 Uses trusted adult as a secure base from which to explore the world |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.PDH.6. | Self-care |
| GRADE LEVEL EXPECTATION | 18M.PDH.6.1. | Self-care |
| EXPECTATION | 18M.PDH.6.1.1. | Show increasing interest in and sometimes insistence on doing things for themselves, if culturally appropriate (E.g. Preda insists on putting the soap on her hands without help.)
**GOLD® Objectives for Development and Learning**
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.4 Seeks to do things for self |
| --- | --- | --- |
| STRAND / STANDARD | NH.18M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 18M.CE.1.1. | Invention and imagination |
| EXPECTATION | 18M.CE.1.1.1. | Use tools with more intentionality and purpose
**GOLD® Objectives for Development and Learning**
• Objective 7 Demonstrates fine-motor strength and coordination b. Uses writing and drawing tools
Objective 7b.4 Grips drawing and writing tools with whole hand but may use whole-arm movements to make marks |
| STRAND / STANDARD | NH.18M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Eighteen to Twenty-Four Months) |
|-------------------|-----------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 18M.CE.1.2. | Curiosity and interest |
| EXPECTATION | 18M.CE.1.2.1. | Show an increasing range of curiosity about their environment, objects and people
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
Objective 11d.3 Emerging to 11d.4 Explores and investigates ways to make something happen |
| STRAND / STANDARD | NH.18M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Eighteen to Twenty-Four Months) |
|-------------------|-----------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 18M.CE.1.3. | Confidence |
| EXPECTATION | 18M.CE.1.3.1. | May request adult attention and approval for all of their artistic, dance, and musical efforts
GOLD® Objectives for Development and Learning
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.4 Uses trusted adult as a secure base from which to explore the world |
| STRAND / STANDARD | NH.18M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Eighteen to Twenty-Four Months) |
|-------------------|-----------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 18M.CE.2.1. | Awareness and attention |
| EXPECTATION | 18M.CE.2.1.1. | Begin to focus on and distinguish details in the indoor and outdoor environments
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning a. Attends and engages
Objective 11a.2 Pays attention to sights and sounds |
| STRAND / STANDARD | NH.18M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Eighteen to Twenty-Four Months) |
|-------------------|-----------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 18M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 18M.CE.2.2. | Sense of joy and wonder |
| EXPECTATION | 18M.CE.2.2.1. | Express joy in aesthetic experience
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.4 Seeks to do things for self |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
|-------------------|-------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 24M.SED.1.1. | Self-esteem |
| EXPECTATION | 24M.SED.1.1.1. | Show delight in their abilities
GOLD® Objectives for Development and Learning
• Objective 29 Demonstrates knowledge about self |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 24M.SED.1.2. | Self-confidence |
| EXPECTATION | 24M.SED.1.2.1. | Perform the tasks requested of them and may initiate tasks on their own (E.g. Kyle’s nana spoons food onto his plate and Kyle says, “Me do it!” and reaches for the spoon.)
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.6 Demonstrates confidence in meeting own needs |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 24M.SED.1.3. | Social identity |
| EXPECTATION | 24M.SED.1.3.1. | Point out or comment on differences in gender and physical characteristics, using social labels (E.g. Eddie points to each classmate and labels each as “boy” or “girl.”)
GOLD® Objectives for Development and Learning
• Objective 29 Demonstrates knowledge about self |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 24M.SED.2.1. | Relationships with primary caregivers |
| EXPECTATION | 24M.SED.2.1.1. | Imitate and attempt to please familiar adults (E.g. Rylee joins in singing when her caregiver sings a silly song with her.)
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.6 Manages separations without distress and engages with trusted adults |
| --- | --- | --- |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 24M.SED.2.2. | Relationships with less familiar adults |
| EXPECTATION | 24M.SED.2.2.1. | Dependent on experience, may show more interest in unfamiliar adults, but are still cautious
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults
Objective 2a.6 Manages separations without distress and engages with trusted adults |
| --- | --- | --- |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 24M.SED.3.1. | Relationships and social skills with peers |
| EXPECTATION | 24M.SED.3.1.1. | Engage in brief or momentary interactions with other children, but may need adult support (E.g. Siddarth yells, “Run, run,” to several other children on the playground.)
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships c. Interacts with peers
Objective 2c.3 Emerging to 2c.4 Uses successful strategies for entering groups |
| --- | --- | --- |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 24M.SED.3.2. | Recognition of others’ feelings |
| EXPECTATION | 24M.SED.3.2.1. | May try to comfort children who are distressed (E.g. Filomena gives her teddy bear to Ellen, who is crying.)
**GOLD® Objectives for Development and Learning**
• Objective 2 Establishes and sustains positive relationships b. Responds to emotional cues
Objective 2b.4 Demonstrates concern about the feelings of others |
| --- | --- | --- |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.SED.3. | Social Competence |
|----------------|------------|------------------|
| GRADE LEVEL EXPECTATION | 24M.SED.3.3. | Behavioral regulation |
| EXPECTATION | 24M.SED.3.3.1. | With adult guidance, can begin to tone down aggressive behaviors.
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors a. Manages feelings
Objective 1a.4 Comforts self by seeking out special object or person |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
|-------------------|-------------|---------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 24M.SED.4.1. | Emotional expression |
| EXPECTATION | 24M.SED.4.1.1. | Share their feelings through talking and pretend play
GOLD® Objectives for Development and Learning
• Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking
Objective 11e.4 Uses creativity and imagination during play and routine tasks |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
|-------------------|-------------|---------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 24M.SED.4.2. | Emotional Regulation |
| EXPECTATION | 24M.SED.4.2.1. | Have difficulty regulating strong feelings
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors a. Manages feelings
Objective 1a.4 Comforts self by seeking out special object or person |
| STRAND / STANDARD | NH.24M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Twenty-Four to Thirty Months) |
|-------------------|------------|---------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.LD.1. | Listening Comprehension |
| GRADE LEVEL EXPECTATION | 24M.LD.1.1. | Receptive verbal communication |
| EXPECTATION | 24M.LD.1.1.1. | Show by their actions that they understand simple one-step directions (E.g. When her teacher says, “Put on your coat,” Doretta picks up her coat and puts her hand in the sleeve.)
GOLD® Objectives for Development and Learning
• Objective 8 Listens to and understands increasingly complex language b. Follows directions
Objective 8b.4 Follows simple requests not accompanied by gestures |
| STRAND / STANDARD | NH.24M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.LD.2. | Non-verbal Communication |
|----------------|-----------|--------------------------|
| GRADE LEVEL EXPECTATION | 24M.LD.2.1. | Non-verbal communication |
| EXPECTATION | 24M.LD.2.1.1. | Use gestures to augment what they are trying to communicate with words (E.g. Destiny shakes her head emphatically as she says, “No, no, no.”) |
| GOLD® Objectives for Development and Learning | • Objective 10 Uses appropriate conversational and other communication skills b. Uses social rules of language
Objective 10b.4 Uses appropriate eye contact, pauses, and simple verbal prompts when communicating |
| STRAND / STANDARD | NH.24M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Twenty-Four to Thirty Months) |
|-------------------|------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.LD.3. | Communication Concepts |
| GRADE LEVEL EXPECTATION | 24M.LD.3.1. | Pragmatics and social language |
| EXPECTATION | 24M.LD.3.1.1. | Use language for a variety of functions |
| GOLD® Objectives for Development and Learning | • Objective 10 Uses appropriate conversational and other communication skills a. Engages in conversations
Objective 10a.4 Initiates and attends to brief conversations |
| STRAND / STANDARD | NH.24M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Twenty-Four to Thirty Months) |
|-------------------|------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 24M.LD.4.1. | Vocabulary development |
| EXPECTATION | 24M.LD.4.1.1. | Demonstrate a burst of new vocabulary words, which they may or may not use correctly |
| GOLD® Objectives for Development and Learning | • Objective 9 Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary
Objective 9a.5 Emerging to 9a.6 Describes and tells the use of many familiar items |
| STRAND / STANDARD | NH.24M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Twenty-Four to Thirty Months) |
|-------------------|------------|----------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 24M.LD.4.2. | Expressive language or speaking |
| EXPECTATION | 24M.LD.4.2.1. | Use words and some common rules of speech to express their ideas and thoughts (E.g. Margie exclaims, “I climbed up stairs!”)
**GOLD® Objectives for Development and Learning**
• Objective 9 Uses language to express thoughts and needs c. Uses conventional grammar
Objective 9c.4 Uses three- to four-word sentences; may omit some words or use some words incorrectly |
| --- | --- | --- |
| STRAND / STANDARD | NH.24M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 24M.EL.1.1. | Participation in language and literacy activities |
| EXPECTATION | 24M.EL.1.1.1. | While being read to, point to and comment on illustrations and repeat or anticipate familiar words or phrases in the text
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
Objective 18a.2 Contributes particular language from the book at the appropriate time |
| STRAND / STANDARD | NH.24M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 24M.EL.1.2. | Narrative and story sense |
| EXPECTATION | 24M.EL.1.2.1. | May relay or retell simple stories
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts c. Retells stories and recounts details from informational texts
Objective 18c.2 Retells some events or information from a familiar story or other text with close adult prompting |
| STRAND / STANDARD | NH.24M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 24M.EL.1.3. | Comprehension and interpretation |
| EXPECTATION | 24M.EL.1.3.1. | Identify with a particular character or scene (E.g. When listening to the book, *Where’s My Teddy Said Eddie*, Zaviel, 25 months, makes a scared face, identifying with the little boy in the woods.)
**GOLD® Objectives for Development and Learning**
• Objective 18 Comprehends and responds to books and other texts a. Interacts during reading experiences, book conversations, and text reflections
Objective 18a.4 Asks and answers questions about the text; refers to pictures |
| --- | --- | --- |
| STRAND / STANDARD | NH.24M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 24M.EL.1.4. | Interest in and appreciation of reading |
| EXPECTATION | 24M.EL.1.4.1. | May ask an adult to read the same book repeatedly
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective 17a.2 Shows interest in books |
| STRAND / STANDARD | NH.24M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 24M.EL.1.5. | Phonological awareness (which refers to understanding the sound structure of language such as sounds, rhymes, syllables and words) |
| EXPECTATION | 24M.EL.1.5.1. | Enjoy chants and songs and books that rhyme
**GOLD® Objectives for Development and Learning**
• Objective 15 Demonstrates phonological awareness, phonics skills, and word recognition a. Notices and discriminates rhyme
Objective 15a.2 Joins in rhyming songs and games |
| STRAND / STANDARD | NH.24M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 24M.EL.1.6. | Book awareness |
| EXPECTATION | 24M.EL.1.6.1. | Can identify the front of the book and use clues on the cover to select a book (E.g. Using the cover of the book as a clue, Charna, 28 months, picks up The Itsy Bitsy Spider and says to her mother, “Spider book.”)
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses a. Uses and appreciates books and other texts
Objective Objectives 17a.3 Emerging to 17a.4 Orients book correctly; turns pages from the front of the book to the back; recognizes familiar books by their covers |
| --- | --- | --- |
| STRAND / STANDARD | NH.24M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 24M.EL.2.1. | Print and alphabet awareness |
| EXPECTATION | 24M.EL.2.1.1. | Recognize that print and numerals are symbols that convey meaning (E.g. Colin, age 2, points to the bottom of his painting on his classroom wall and says, “There’s my name.”)
**GOLD® Objectives for Development and Learning**
• Objective 17 Demonstrates knowledge of print and its uses b. Uses print concepts
Objective 17b.2 Shows understanding that text is meaningful and can be read |
| STRAND / STANDARD | NH.24M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 24M.EL.2.2. | Interest in and emergent writing |
| EXPECTATION | 24M.EL.2.2.1. | Scribble and draw and see these as the same
**GOLD® Objectives for Development and Learning**
• Objective 19 Demonstrates writing skills b. Writes to convey ideas and information
Objective 19b.2 Uses drawing, dictation, and scribbles or marks to convey a message |
| STRAND / STANDARD | NH.24M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-EN.1. | Number Operations |
| GRADE LEVEL EXPECTATION | 24M.CD-EN.1.1. | Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting |
| EXPECTATION | 24M.CD-EN.1.1.1. | Develop an understanding of the relationship between spoken numbers and quantity for quantities up to 2 or 3 (E.g. Blake picks up a car and a block and says, “Two toys.”)
**GOLD® Objectives for Development and Learning**
• Objective 20 Uses number concepts and operations b. Quantifies
Objective 20b.2 Demonstrates understanding of the concepts of one, two, and more |
| STRAND / STANDARD | NH.24M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Twenty-Four to Thirty Months) |
|-------------------|---------------|------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CD-EN.2. | Geometry and Spatial Sense |
| GRADE LEVEL EXPECTATION | 24M.CD-EN.2.1. | Shapes and their attributes, position, comparing and contrasting two or more objects, and distance |
| EXPECTATION | 24M.CD-EN.2.1.1. | Demonstrate an understanding of many position words (E.g. Brittany says to her teacher, “I’m next to you.”)
GOLD® Objectives for Development and Learning
• Objective 21 Explores and describes spatial relationships and shapes a. Understands spatial relationships
Objective 21a.2 Follows simple directions related to position (in, on, under, up, down) |
| STRAND / STANDARD | NH.24M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-EN.3. | Measurements |
| GRADE LEVEL EXPECTATION | 24M.CD-EN.3.1. | Size, volume, quantity and other measurable qualities, and the tools to measure them |
| EXPECTATION | 24M.CD-EN.3.1.1. | Show awareness of measurable qualities, such as size, distance, temperature, and weight, which, in toddler terms, are big/small, near/far, hot/cold, heavy/light
GOLD® Objectives for Development and Learning
• Objective 13 Uses classification skills
Objective 13.4 Places objects in two or more groups based on differences in a single characteristic, e.g., color, size, or shape
• Objective 22 Compares and measures a. Measures objects
Objective 22a.2 Makes simple comparisons between two objects |
| STRAND / STANDARD | NH.24M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-EN.4. | Patterns and Relationships |
| GRADE LEVEL EXPECTATION | 24M.CD-EN.4.1. | Recognizing or creating planned or random repetitions and comparisons |
| EXPECTATION | 24M.CD-EN.4.1.1. | Show awareness of and interest in patterns
GOLD® Objectives for Development and Learning
• Objective 23 Demonstrates knowledge of patterns
Objective 23.2 Shows interest in simple patterns in everyday life |
| STRAND / STANDARD | NH.24M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-EN.5. | Data Collection and Analysis |
GOLD® © 2016 by Teaching Strategies, LLC
Alignment format © 2017 by EdGate Correlation Services, LLC
| GRADE LEVEL EXPECTATION | 24M.CD-EN.5.1. | Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world |
|-------------------------|---------------|--------------------------------------------------------------------------------------------------|
| EXPECTATION | 24M.CD-EN.5.1.1. | Can find people and objects that are the same based on one attribute |
**GOLD® Objectives for Development and Learning**
- Objective 13 Uses classification skills
- Objective 13.4 Places objects in two or more groups based on differences in a single characteristic, e.g., color, size, or shape
| STRAND / STANDARD | NH.24M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Twenty-Four to Thirty Months) |
|-------------------|---------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CD-EN.6. | Time and Sequence |
| GRADE LEVEL EXPECTATION | 24M.CD-EN.6.1. | Concept of time as it relates to daily routines, and sequencing of events |
| EXPECTATION | 24M.CD-EN.6.1.1. | Show increased knowledge and memory for daily routines |
**GOLD® Objectives for Development and Learning**
- Objective 12 Remembers and connects experiences b. Makes connections
- Objective 12b.4 Remembers the sequence of personal routines and experiences with teacher support
| STRAND / STANDARD | NH.24M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Twenty-Four to Thirty Months) |
|-------------------|---------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CD-SSS.1. | Key Concepts |
| GRADE LEVEL EXPECTATION | 24M.CD-SSS.1.1. | Object permanence |
| EXPECTATION | 24M.CD-SSS.1.1.1. | Ask for people or things that are not in sight |
**GOLD® Objectives for Development and Learning**
- Objective 12 Remembers and connects experiences a. Recognizes and recalls
- Objective 12a.4 Recalls familiar people, places, objects, and actions from the past (a few months before); recalls one or two items removed from view
| STRAND / STANDARD | NH.24M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Twenty-Four to Thirty Months) |
|-------------------|---------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CD-SSS.2. | Exploring the Physical World |
| GRADE LEVEL EXPECTATION | 24M.CD-SSS.2.1. | Physical world |
| EXPECTATION | 24M.CD-SSS.2.1.1. | Show interest in observing, experiencing, and/or exploring physical science concepts and the natural world
**GOLD® Objectives for Development and Learning**
• Objective 25 Demonstrates knowledge of the characteristics of living things
• Objective 26 Demonstrates knowledge of the physical properties of objects and materials |
| --- | --- | --- |
| STRAND / STANDARD | NH.24M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 24M.CD-SSS.3.1. | Social conventions |
| EXPECTATION | 24M.CD-SSS.3.1.1. | Participate in expected behavior including greetings and good-byes
**GOLD® Objectives for Development and Learning**
• Objective 10 Uses appropriate conversational and other communication skills b. Uses social rules of language
Objective 10b.6 Uses acceptable language and basic social rules while communicating with others; may need reminders |
| STRAND / STANDARD | NH.24M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 24M.CD-SSS.3.2. | Self, family, and community |
| EXPECTATION | 24M.CD-SSS.3.2.1. | May sort items or toys into “families” and label with different roles in their own terms
**GOLD® Objectives for Development and Learning**
• Objective 30 Shows basic understanding of people and how they live |
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.1.1. | Curiosity and sensory exploration |
| EXPECTATION | 24M.CD-AL.1.1.1. | Seek information through observation, exploration, and use of simple tools (E.g. Arthur pulls a chair up to the kitchen counter to see what his father is making for dinner.)
**GOLD® Objectives for Development and Learning**
• Objective 28 Uses tools and other technology to perform tasks |
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.1.2. | Cause and effect |
|-------------------------|---------------|-----------------|
| EXPECTATION | 24M.CD-AL.1.2.1. | Repeat actions to create the same effect and add variations of those actions to see if the same thing happens |
**GOLD® Objectives for Development and Learning**
- Objective 11 Demonstrates positive approaches to learning b. Persists
- Objective 11b.4 Practices an activity many times until successful
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
|-------------------|---------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CD-AL.2. | Reasoning and Problem Solving |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.2.1. | Theories about the world and how things work (Reflection, critical thinking, and trial and error) |
| EXPECTATION | 24M.CD-AL.2.1.1. | Use multiple strategies to solve simple problems, but may become frustrated when their strategies don’t work |
**GOLD® Objectives for Development and Learning**
- Objective 11 Demonstrates positive approaches to learning c. Solves problems
- Objective 11c.3 Emerging to 11c.4 Observes and imitates how other people solve problems; asks for a solution and uses it
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
|-------------------|---------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.3.1. | Imitation, risk taking, and experimentation |
| EXPECTATION | 24M.CD-AL.3.1.1. | Try out new actions, roles, and words that they imitate from others |
**GOLD® Objectives for Development and Learning**
- Objective 11 Demonstrates positive approaches to learning e. Shows flexibility and inventiveness in thinking
- Objective 11e.2 Imitates others in using objects in new and/or unanticipated ways
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
|-------------------|---------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.3.2. | Creativity, imagination, and inventiveness |
| EXPECTATION | 24M.CD-AL.3.2.1. | Begin to engage in simple pretend games |
**GOLD® Objectives for Development and Learning**
- Objective 14 Uses symbols and images to represent something not present b. Engages in sociodramatic play
- Objective 14b.2 Imitates actions of others during play; uses real objects as props
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
|-------------------|--------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.3.3. | Sense of delight and humor |
| EXPECTATION | 24M.CD-AL.3.3.1. | Are amused by incongruity (E.g. Jonah laughs hysterically when his father pretends to put Jonah’s shoes on his big feet.) No Correlations |
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
|-------------------|--------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.4.1. | Adaptability of thought processes, planning, and intentionality |
| EXPECTATION | 24M.CD-AL.4.1.1. | Can try to figure out what is getting in the way of their plan |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation |
| | | Objective 11d.4 Explores and investigates ways to make something happen |
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
|-------------------|--------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.4.2. | Working memory and focus and attention |
| EXPECTATION | 24M.CD-AL.4.2.1. | Have increased attention spans for activities that interest them or that they initiate |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 11 Demonstrates positive approaches to learning a. Attends and engages Objective 11a.4 Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments |
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
|-------------------|--------------|-------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.4.3. | Motivation, initiative, and persistence |
| EXPECTATION | 24M.CD-AL.4.3.1. | Persist in following their own curiosity even if adults try to deter them (E.g. 24-month-old Sebastian keeps dropping his toy cars in the toilet bowl even though his mother tells him not to.) |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation |
| | | Objective 11d.4 Explores and investigates ways to make something happen |
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
|-------------------|---------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CD-AL.5. | Symbolic Representation |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.5.1. | Representational Process |
| EXPECTATION | 24M.CD-AL.5.1.1. | Use a variety of materials, media, and other forms of self-expression to represent their thinking (E.g. Tessa makes up songs about herself.) |
**GOLD® Objectives for Development and Learning**
- Objective 14 Uses symbols and images to represent something not present a. Thinks symbolically
- Objective 14a.4 Draws or constructs, and then identifies what it is
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
|-------------------|-------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 24M.PDH.1.1. | Spatial awareness |
| EXPECTATION | 24M.PDH.1.1.1. | Show increased balance and coordination in play activities |
**GOLD® Objectives for Development and Learning**
- Objective 4 Demonstrates traveling skills
- Objective 4.4 Experiments with different ways of moving
- Objective 5 Demonstrates balancing skills
- Objective 5.4 Experiments with different ways of balancing
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
|-------------------|-------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 24M.PDH.1.2. | Development of the senses, orientation to stimuli, and sensory integration |
| EXPECTATION | 24M.PDH.1.2.1. | Use the information received from their senses to change the way they interact with the environment |
**GOLD® Objectives for Development and Learning**
- Objective 11 Demonstrates positive approaches to learning d. Shows curiosity and motivation
- Objective 11d.4 Explores and investigates ways to make something happen
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
|-------------------|-------------|-----------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 24M.PDH.1.3. | Physical State Regulation |
| EXPECTATION | 24M.PDH.1.3.1. | May resist sleeping or napping even when tired
No Correlations |
|-------------|----------------|------------------------------------------------|
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.PDH.2. | Large muscle development and coordination |
| GRADE LEVEL EXPECTATION | 24M.PDH.2.1. | Gross motor skills |
| EXPECTATION | 24M.PDH.2.1.1. | Have more control with their arm and leg movements for walking, running, climbing, etc.
GOLD® Objectives for Development and Learning
• Objective 4 Demonstrates traveling skills
Objective 4.4 Experiments with different ways of moving |
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.PDH.3. | Small muscle development and coordination |
| GRADE LEVEL EXPECTATION | 24M.PDH.3.1. | Fine motor skills |
| EXPECTATION | 24M.PDH.3.1.1. | Use tools purposefully to accomplish a goal (E.g. Shelby uses a glue stick to glue paper onto a wall collage.)
GOLD® Objectives for Development and Learning
• Objective 7 Demonstrates fine-motor strength and coordination a. Uses fingers and hands
Objective 7a.6 Uses refined wrist and finger movements |
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.PDH.4. | Nutrition |
| GRADE LEVEL EXPECTATION | 24M.PDH.4.1. | Nutrition |
| EXPECTATION | 24M.PDH.4.1.1. | Demonstrate a willingness to try new foods if offered on multiple occasions
GOLD® Objectives for Development and Learning
• Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately
Objective 1c.6 Demonstrates confidence in meeting own needs |
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.PDH.5. | Basic safety |
| GRADE LEVEL EXPECTATION | 24M.PDH.5.1. | Basic safety |
|-------------------------|-------------|-------------|
| EXPECTATION | 24M.PDH.5.1.1. | May acknowledge potentially unsafe situations, but are not yet able to be responsible for their own safety (E.g. Felipe climbs to the top of the toddler loft but needs a teacher’s assistance to get down.) |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately |
| | | Objective 1c.6 Demonstrates confidence in meeting own needs |
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
|-------------------------|-------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.PDH.6. | Self-care |
| GRADE LEVEL EXPECTATION | 24M.PDH.6.1. | Self-care |
| EXPECTATION | 24M.PDH.6.1.1. | Are able to participate in and occasionally initiate simple health routines, if culturally appropriate |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately |
| | | Objective 1c.6 Demonstrates confidence in meeting own needs |
| STRAND / STANDARD | NH.24M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 24M.CE.1.1. | Invention and imagination |
| EXPECTATION | 24M.CE.1.1.1. | Create three dimensional structures, songs, rhymes, drama, and dances |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 33 Explores the visual arts |
| | | • Objective 34 Explores musical concepts and expression |
| | | • Objective 35 Explores dance and movement concepts |
| | | • Objective 36 Explores drama through actions and language |
| STRAND / STANDARD | NH.24M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 24M.CE.1.2. | Curiosity and interest |
| EXPECTATION | 24M.CE.1.2.1. | Show interest in combining objects or media (E.g. Garrith glues yarn, paper, and packing peanuts onto a piece of construction paper.) |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 33 Explores the visual arts |
| STRAND / STANDARD | NH.24M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Twenty-Four to Thirty Months) |
|-------------------|------------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 24M.CE.1.3. | Confidence |
| EXPECTATION | 24M.CE.1.3.1. | Select and use artistic materials and tools more purposefully (E.g. Cohen selects a paint brush from the box and blue paint from the row of paint cups and brings them over to the art easel.) |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 33 Explores the visual arts |
| STRAND / STANDARD | NH.24M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Twenty-Four to Thirty Months) |
|-------------------|------------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 24M.CE.2.1. | Awareness and attention |
| EXPECTATION | 24M.CE.2.1.1. | Show what they notice about the music, art, drama, dance, and natural phenomena they have witnessed |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 33 Explores the visual arts |
| | | • Objective 34 Explores musical concepts and expression |
| | | • Objective 35 Explores dance and movement concepts |
| | | • Objective 36 Explores drama through actions and language |
| STRAND / STANDARD | NH.24M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Twenty-Four to Thirty Months) |
|-------------------|------------|----------------------------------------------------------------------------------------------------------------------------------|
| STANDARD / GLE | 24M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 24M.CE.2.2. | Sense of joy and wonder |
| EXPECTATION | 24M.CE.2.2.1. | May participate actively in singing songs and dancing |
| | | **GOLD® Objectives for Development and Learning** |
| | | • Objective 34 Explores musical concepts and expression |
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Boozhoo! Now that spring weather is here, be aware that our area has seen an increase in deer ticks in recent years. Please take a moment to read the article about tick safety in this newsletter. If you are doing some spring cleaning, be advised that burning your trash is a serious threat to public health and Red Lake’s Hazardous Substance Control Act prohibits open burning of household wastes.
We are excited about the new research that the Waters Program is conducting! They partnered with the Science Museum of MN to drill sediment cores through the ice on both Upper and Lower Red Lake to reconstruct the history of the lake and investigate possible changes due to climate change.
Our Wildlife Program is once again counting spring migrating waterfowl at Red Lake Farms this year. This data is contributing to a long term data set that gives us some great information on trends in waterfowl populations to use for determining future habitat work on the reservation. This past winter, over 250 acres of brushland/forest were enhanced for use by golden-winged warblers through a cooperative effort with the American Bird Conservancy. This was a great project that will benefit many wildlife species.
Extremely late ice on and very warm temperatures through most of the winter, kept walleye harvest much lower this year compared to last year’s record winter harvest. Fishing should be very good this spring if the weather cooperates and anglers are able to get out. Red Lake fishing opener is on May 7, 2016. Take a kid fishing!
We are excited about our NEW and improved Red Lake DNR Website - www.redlakednr.org and Red Lake DNR Facebook page! New features including a new online burning permit application, current fire danger maps, current fishing and hunting regulations, and a new weather application are ready to view! We also plan on posting videos and integrating our Red Lake DNR Facebook page on the new website. Please take a moment, and visit us on the web!
Miigwetch!
Al Pemberton
RED LAKE DNR
15761 High School Drive
Red Lake, MN 56671
Phone - (218) 679-3959
Fax - (218) 679-2830
firstname.lastname@example.org
Visit us on the web!
www.redlakednr.org
Strong March Walleye Bite Helps Winter Harvest
Extremely late ice on and very warm temperatures through most of the winter, kept harvest much lower this year compared to last year’s record winter harvest. This year we took 28,000 pounds of walleye during the months of December and January compared to last year when we harvested 250,000 pounds during these months. This year’s winter harvest of 193,720 pounds is slightly above the long-term average since 2007, but less than half of what we took in 2015 (Figure 1).
Fishing should be very good this spring if the weather cooperates and anglers are able to get out. Currently we estimate that there are about 13 million walleyes lakewide. This is a result of two of the strongest year classes that we have ever seen in Red Lake. The 2009 and 2011 year class which are currently between 14 and 19 inches in size. These year classes will sustain the fishery for at least the next 5 years. The walleye population remains very healthy and we are continuing to harvest the surplus and we hope to harvest around a million pounds of walleye this year.
Spring came early this year but then seemed to stall. The ice will likely go off about a week early this year compared to normal. The average ice off date of Lower Red is April 27th and the average ice off date for Upper Red is April 22nd. This should be good news for anglers, because the walleye should have a chance to spawn before the opener on May 7th. This will also allow the water to warm and the fish to become more active. We hope that everyone has a safe and enjoyable summer and try to take a kid fishing this summer; they will remember it for a lifetime.
Figure 1: Walleye harvested during the winter 2007-2016.
Reservation Walleye Fishing Regulations
Upper and Lower Red Lake and Tributaries
SEASON:
• The summer fishing season will open on May 7th, 2016 at 12:01 A.M.
• Ice fishing continues until the last Saturday in March.
BAG LIMIT:
• Personal Use = 10 walleyes a day, 30 walleyes in possession.
• Commercial = 100 walleyes a day, must be turned into the Fisheries.
SIZE LIMIT:
• Personal Use = Walleye smaller than 22 inches may be kept, walleyes between 22 and 28 inches must be released, and only one walleye over 28 inches may be kept daily.
• Commercial = Only walleyes between 13 and 22 inches will be accepted at the Fisheries. This may change based on markets by the Fisheries manager.
• There is no size limit on walleyes caught below the Red Lake Dam in the Red Lake River west to the reservation boundary, but bag limits still apply.
ADDITIONAL REGULATIONS:
• Only Red Lake Band members may fish on the reservation waters of Upper and Lower Red Lake and its tributaries.
• The Red Lake River below the Dam does not close to fishing.
• Hook and Line is the only legal way of fishing.
• Fish must be transported to a residence before they are filleted.
• One proper fitting life vest is required for each person in any type of watercraft, including but not limited to boats, canoes, inflatables, jet skis and kayaks.
Protect, respect and enjoy the Red Lake walleye into the future!
Spring Cleanup Hazards
Backyard Burning Is a Health Hazard
Backyard burning is a more serious threat to public health and the environment than previously believed. Burning household waste produces many toxic chemicals and is one of the largest known sources of dioxins in the nation. Red Lake's Hazardous Substance Control Act (HSCA) prohibits open burning of household wastes.
DIOXINS
What are dioxins?
Dioxins are highly toxic, long-lasting organic compounds. They are dangerous even at extremely low levels and have been linked to several health problems, including cancer, and developmental and reproductive disorders.
How are dioxins formed?
Dioxins are formed when products containing carbon and chlorine are burned. Even very small amounts of chlorine can produce dioxins. Backyard and barrel burning releases significant amounts of dioxins. Trying to prevent dioxins from forming by separating out items high in chlorine content is not effective, since low levels of chlorine are present in most household trash.
How are we exposed to dioxins?
Dioxins accumulate in the food chain. Airborne dioxins can settle onto feed crops, which are then eaten by domestic meat and wildlife animals. Dioxins also can settle on water or enter waterways through soil erosion. These dioxins accumulate in the fats of animals, and then in humans when we consume meat, fish, and dairy products.
Other Air Pollutants
Smoke from open burning contains hazardous pollutants such as particulate matter, sulfur dioxide, lead, mercury, and hexachlorobenzene. These pollutants can have immediate and long term health effects such as:
- Asthma, emphysema, and other respiratory illnesses.
- Nervous system, kidney, or liver damage.
- Reproductive or developmental disorders.
Not only are the people who burn trash exposed to these pollutants, but so are their families and neighbors. Children, the elderly, and those with preexisting respiratory conditions can be especially vulnerable.
Ash
The ash residue from backyard burning can contain toxic pollutants, such as mercury, lead, chromium, and arsenic, which can contaminate vegetables if scattered in gardens. Children can accidentally swallow toxic materials from dirt on their hands while playing near discarded ash.
WHAT YOU CAN DO:
**Reduce.** You can reduce the amount of waste you generate by using durable, long-lasting goods and avoiding disposable items; buying products in bulk; and looking for products with less packaging.
**Reuse.** Reusing items is another way to reduce the amount of waste you generate. Repair, sell, or donate used or unwanted items.
**Recycle.** Red Lake has begun to research the development of a recycling program. Currently, drop-off locations are available in many surrounding communities for recyclable materials.
**Properly Dispose of Waste.** Don't litter or dump illegally. The Red Lake transfer station provides collection sites in the Red Lake, Redby, Ponemah, and Little Rock communities.
Your Environmental Programs are in place to protect the people and environment of the Red Lake Band of Chippewa Indians. We are available to provide guidance to the communities and anyone concerned about the environment in which we live and work. Community participation and feedback are always welcome. Together we can protect our treasured resources for ourselves, our children, and all generations to come.
**Compost.** Composting is a great way to dispose of yard trimmings and food scraps, while creating a natural, free fertilizer. There are many resources available to teach homeowners how to build composting bins.
---
**Reduce, Reuse, Recycle and Respect**
www.redlakednr.org
Paleolimnology Research on Red Lake
The Red Lake Band and the Science Museum of Minnesota are partnering to conduct a research project on both Upper and Lower Red Lake. At our request, staff from the Science Museum joined staff from the Red Lake DNR on both lakes in March in order to take sediment cores through the ice. The ice was good this year, and travel went smoothly with the exception of a total whiteout on day two as we traversed Upper Red Lake. The sediment cores are collected by pressing long plastic tubes into the lake bottom to recover sediment without mixing it up. Keeping the sediment intact is important because it allows the scientists working on it in the lab to reconstruct the history of the lake using various paleolimnological techniques.
Paleo...what? No, it’s not a new diet fad. Paleolimnology (Paleon = old, limne = lake, logos = study) is a scientific discipline that uses microscopic fossils and chemical constituents in lake sediment to reconstruct the historical environments in lakes. The fossils are typically diatoms (pictured below) and insects with parts that don’t easily decompose. Diatoms are a group of algae which have shells made of silica (basically glass). As time goes on and these organisms die, they sink to the bottom of the lake and leave a fossil record in the sediment. The different groups of organisms can tell us a lot about the history of the lakes. Different groups of organisms thrive in different ecological conditions. More of a particular species might mean more phosphorus was present at that time. Another species might tell us something about the type of phosphorus. Others may inform us about the oxygen or nitrogen availability.
Their position in the sediment tells us when in time they were placed there. The further down in the sediment an organism is found, the longer it’s been since it was buried. Measuring concentrations of naturally occurring radioisotopes can put actual dates on the different layers of sediment. This can be important if we’re attempting to align conditions in the lake with conditions around the lake.
So what’s the point? Well, knowing what the conditions in the lake were over the past two hundred years will help us to understand what impacts European settlement and related changes in land use in the area had on the lakes. This will help us to establish what “normal” conditions in the lake should be. We will also see what community shifts have occurred in the last few decades and be able to determine whether there have been any changes which may be associated with...
climate change. We are particularly interested in this last question because recent paleolimnology work on Lake of the Woods seems to indicate a shift in algal communities only in the last 20 years or so. Whether this change is associated with climate change is difficult to know for sure but it does help us direct our water quality monitoring efforts. The bottom line is: The more we know about the lake the better job we can do protecting it!
If you have interest in this project, or any other project that the Water Resources Program is working on, give us a call or contact us through the website. We’re happy to provide information to the public, presentations to classrooms, and representation at public meetings whenever it’s needed.
Water Resources Program Updates
Spring is here and that means lots and lots of sampling for the Water Resources Program! We collect water quality data from all of the major streams flowing into Red Lake. Our work extends far off the Reservation at times in order to catch water quality problems at their source rather than at the lake. We even collect data from Lake of the Woods and the streams flowing through tribal lands there.
Being located in the headwaters area of the Red Lake River certainly has its advantages. Water quality is quite good overall in this area. With minimal development and no major industrial sources of water pollution we only have minor concerns within our watersheds. This doesn’t mean we can ignore them. We are always looking for pollutants of concern and working with local partners like the Natural Resources Conservation Service, Beltrami Soil and Water Conservation District, and Minnesota Pollution Control Agency to protect existing water quality and improve it where we can. We will be publishing an extensive water quality assessment in the coming months with much more detail. Be sure to check it out on the new Red Lake DNR Website.
Please remember to give our staff plenty of space if you see them leaning over a bridge or culvert in order to take a water sample. And please don’t get too close if you see them in the stream. They may be using electrofishing equipment, and while it’s safe for trained personnel, it can be dangerous to bystanders.
Ola Cobenais, Water Resources Technician collecting water quality data at a stream crossing on the Reservation.
Red Lake Completes over 250 Acres of GWWA Habitat on River Road
Golden-winged Warblers (GWWA) are small song birds that are specialist species, requiring “young,” or early-successional forests for breeding. The GWWAs depend on the conservation and habitat maintenance of breeding areas throughout the Great Lakes Region. GWWAs have suffered one of the steepest population declines of any North American songbird species, with a decline of more than 3 percent annually over the last 45 years. This decline is due primarily to habitat loss and land use change, particularly the loss of early successional or “young” forest habitat adjacent to mature forest stands. GWWAs require a diverse habitat in order to complete the summer breeding portion of their annual life cycle. Like American Woodcock, GWWAs nest on the ground in forest openings located next to older deciduous forest stands. Once the chicks have fledged, the parents will move the brood into the mature forest where they will teach their young to forage on various insects (especially leaf-rolling caterpillars) until they leave for their wintering grounds at the end of the summer.
In the last few years, local bird surveys have shown a strong GWWA population on the Red Lake Reservation. This past winter (during frozen ground condition), American Bird Conservancy and the Red Lake DNR enhanced over 250 acres of early succession GWWA habitat in the brushland/forest interface near the River Road Area (see map). Winter shearing of over-mature alder, willow, and sumac created a diverse mix of vegetative size and structure required by breeding GWWAs, as well as benefitting other local wildlife species (deer, moose, bear, grouse, woodcock, etc).
Spring Waterfowl Migration Surveys
Research has found that Minnesota’s cultivated wild rice farms can provide important habitats for waterfowl and other wildlife. Trends in waterfowl use and nesting success at Red Lake Farms have been tracked annually since 1997. In 2011, much of Red Lake Farms was taken out of wild rice production which resulted in a drastic reduction in waterfowl use of the area. In 2015, the number of flooded acres for cultivated rice was increased which provided the Wildlife Program with a unique opportunity to study the short term effects of paddy acres available on local waterfowl use and production. The data from these surveys is used to evaluate the effects of habitat enhancement and restoration projects and to help guide future management efforts in the area.
Each spring, the Red Lake DNR – Wildlife Department conducts spring waterfowl migration surveys on the cultivated rice paddies at Red Lake Farm. Migration surveys are conducted to evaluate use of habitats. Species composition and density (number of birds per flooded paddy acre) are recorded along a pre-selected survey route. The route has included up to 19 cultivated wild rice paddies, covering up to 970 acres. The route is chosen with regard to representative habitat and vehicle access, and includes paddies of various sizes (19.6-118.3 acres), shape and surrounding habitats. The survey is conducted weekly in the mornings, when waterfowl are most active. Surveys usually begin in late March, when the rice paddies start getting flooded and sometimes continue into early May.
The spring migration surveys is followed by one week of breeding pair surveys. The count is done to provide an idea of the local breeding population that will potentially be nesting in the area that year. This is done by identifying the duck species and determining if they are potential breeders for the year (lone drakes, pairs or groups of less than 5 drakes) or if they are in a bachelor group (groups of more than 5 drakes). The spring migration survey is typically done in mid-May, after most of the northern breeders have flown out. Mallards, blue-winged teal and ringed-neck ducks are the majority of species remaining during the breeding pair survey.
The timing of waterfowl migration at Red Lake Farms is influenced by weather and open water availability on the paddies. The total number of ducks and total number of waterfowl species migrating through is also dependent on open water availability at Red Lake as well as the amount of open water available further west in the Central Flyway, which can vary considerably from year to year (see graphs). Mallards, tundra swans and northern pintails are usually the first species to arrive in large numbers, followed by ring-necked ducks, lesser scaup and American wigeons. Blue-winged teal and green-winged teal numbers usually peak in mid-April, followed by northern shoveler in early May. On average, mallards, tundra swans, lesser scaup, northern pintails and ring-necked ducks account for over 80% of the birds recorded during the spring surveys. Spring use of the paddies usually peaks around the second or third week in April.
Continued on page 10
Total number of ducks (by species) recorded during spring migration surveys at Red Lake Farms, 2002-2016.
Total Waterfowl Numbers
Total number of birds recorded during the spring migration surveys at Red Lake Farm, 1997-2016. The low numbers from 2011-2013 is due to a drastic reduction in the number of flooded acres at Red Lake Farms for growing cultivated wild rice during those years.
New Red Lake Fire Center
The Red Lake Nation DNR Wildland Fire Program moved into a brand-new facility in the fall of 2015 - next to the Red Lake Elementary School. The 16,000 square foot facility features 9 heated garage stalls for storage and maintenance of Fire Engines. A helipad is located on site for helicopter for recon and fire suppression work. All fire programs (Wildland Fire, Fire Prevention, Aviation, Dispatch, and Fuels Management) are now under the same roof. Dispatch has a state-of-the-art office now to direct fire suppression activities. A workout room with treadmills, lockers and showers, allows firefighters to keep up on their fitness while maintaining the ability to respond to fire calls. The new Red Lake Fire Center was funded by the Bureau of Indian Affairs.
Tick Season is here!
Red Lake DNR staff would like to advise the public that deer ticks (also known as blacklegged ticks) are active and abundant in the woods now. Deer ticks are the main carrier of Lyme disease, and may transmit other diseases such as Human Anaplasmosis, Babesiosis, Ehrlichiosis, and Powassan Virus.
Red Lake, and the surrounding counties of Beltrami, Clearwater and Itasca, are classified by the Minnesota Department of Health as having the highest risk of Tick-Borne Diseases in Minnesota.
Please check yourself and your children after being outside. Deer ticks are small, and during the nymph stage of their life cycle can be very difficult to find. If you find a tick embedded in the skin, or want more information about deer ticks, please visit the following websites or go to your local health care practitioner (IHS). Symptoms to look for include headaches, fever, joint aches, fatigue, and raised/welted skin around the bite. Physicians may be able to prescribe antibiotics to treat the diseases.
http://www.health.state.mn.us/divs/idepc/dtopics/tickborne/index.html
http://www.cdc.gov/lyme/transmission/blacklegged.html
http://canlyme.com/lyme-basics/
Blacklegged Tick (Ixodes scapularis)
adult female
adult male
nymph
larva
Now available at Red Lake Nation Foods in Red Lake!
- wild rice & wild rice blends
- hand harvested wild berry jams, jellies & syrups
- maple syrup
- wild rice pancake mix
- fish batter mix
- gift boxes & baskets
- hand-crafted birch bark baskets
- herbal tea
- popcorn
Hours: Monday - Friday 8 AM - 4:30 PM
Located in the former Nibi Bottling Plant - Redby
redlakenationfoods.com
888-225-2108 | <urn:uuid:078f8883-5bef-4348-bd5a-d0c1006d5146> | CC-MAIN-2019-04 | http://www.redlakednr.org/Websites/redlakednr/files/Content/5508991/19924_Red_Lake_DNR_Newsletter_Spring_low_res.pdf | 2019-01-17T09:28:38Z | crawl-data/CC-MAIN-2019-04/segments/1547583658901.41/warc/CC-MAIN-20190117082302-20190117104302-00557.warc.gz | 398,280,870 | 4,581 | eng_Latn | eng_Latn | 0.993789 | eng_Latn | 0.997782 | [
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India has Rich Cultural Heritage
Sutturu: Sri Pejawar Swamiji of Sri Krishna Math, Udupi was present in the valedictory function of seminar on Agriculture. He gave his holy message on the occasion. He remembered the founder of Sutturu Math and praised him as one of the Mahatmas. He said there are many theories and beliefs in this world, each tries to prove the truth. He asked the Hindus to be united to protect our nation languages and culture. We have heard in Puranas, the God and Goddess having thousands of legs, hands and heads, but we never heard them having thousand ‘Hearts’. In the same way Hindu religion may have different communities, but the base is the same.
Sri Basava Marulasiddha Swamiji, Sri Basava Kendra, Shimoga stated his speech in the same occasion by a story from the Epic, the Ramayana. He opined that India is rich country but people do not know how to utilize the resources, so they remain poor. He told people can gain more profit in Agriculture by using modern technologies.
Brahmakumari Lakshmi, Brahmakumari Eshwari University, Mysuru was present at the occasion. She told the farmers are the backbone of our country and they are the one who is really giving us food everyday. But nowadays farmer’s life has become Snake and Ladder game, so they get stressed and will commit suicide. They need to do Meditation and Bhajanas to come over it. -by Dechamma P.S.
Farmers are Asset of the Nation
Sutturu: Sri C.H.Vijayashankar, Former minister, at the Inauguration of the Seminar on Agriculture, began his speech by greeting people and said, earlier days farmers were self dependents, but nowadays they are depending on cities. He added that agriculture is the main profession of our country; more than 70% of the people are farmers. Many farmers are illiterate; they don’t have idea on technologies to implement new methods in agriculture. He advised to farmers should not depend on the city for technology and fertilizers; you can get it all in the village itself.
Sri N.H. Shiva Shankar Reddy, the Minister for Agriculture, released the book ‘Krushi Kayaka’ Special Issue. He started his speech mentioning the problems faced by farmers. The economy of farmers are depleting due to high rates of fertilizers and not getting the right price for their crops. He advised farmers to use modern technologies and told to make use of two lakhs agricultural ponds, constructed by government. - by Bidyalaxmi & Vinit C. & Noble Abraham
Foreigners Praised more Prominence to Farmers
Sutturu: Robert, a researcher from Sri Lanka took part in the Valedictory function of the Seminar on Agriculture at Jathra Mahotsava, he said countering problems in agricultural fields is easy but their solutions are not easy. His research is based on factor affecting agriculture, climate change and wildlife destruction. He said they can facilitate their work in order to find specific problems and place in the country by interacting with international groups and scientific communities and exchange in learning problems and Knowledge and experience from other part of the world. John Samuel from Netherland also took part in this function, talked about the problems faced by farmers in his country. They have to stop their work for many months on the time of snow fall. He stated that factors affecting the climatic conditions are all same all over the world. The speakers praised the Math for giving great importance to agriculture and farmers. They concluded their speech by saying that they can share more information on the issue in their next visit to the Math - by Bidyalaxmi
Call for Farmers to Enhance Income
Sutturu: Dr. Sri Mummadi Nirvanaswamiji, Sri Deghula Math, Kanakapura was presence in the seminar on Agriculture. He spoke on the ‘Enhancing the Farmers’ Income – Opportunities and Challenge of farmers. He informed the farmers about the Government schemes on Agriculture. He said Agricultural activities depend upon rainfall, if it doesn’t rain the farmers suffer. So it is necessary for the farmers to acquire knowledge from Scientists and Researchers to learn new methods of farming and get more profit. ‘The unproductive people talk about the unproductive things’ says retired Prof. Krishnegowda who took part at the inauguration of the Seminar on Agriculture. He entertained everyone with his humour. He shared a story that he heard from Siddeshwara Swamiji. And gave a message - ‘If you are awake you are not a beggar, if you are asleep then you are a beggar’. He justifies his message with many examples. - by Srigiri B.S. & Vinya S P & Teju B.
Peace-Prayer Friendship March at Chunchanahalli
Sutturu: A Peace-Prayer Friendship March was held at Chunchanahalli Village as the part of Sutturu Jathra Mahotsava. A Shatshtala holy Flag was hoisted by Sri Channabasava Deshikendra Swamiji, Sri Saleelakhyya Math, Bettadapura and Kannada Math, Bettageri, Virajpet Tq.
Sri Immadi Basavarajendra Swamiji, Sri Doddha Math, Kunduru, Malavalli Tq. began his speech by greeting all the dignitaries on the dias. He said that Peace-Prayer Friendship March is good motivational program which creates awareness on Religion. He called Devanaru, Mallana Moole and Suttur Math as "Thirveni Sangama", He concluded by saying to this types of programs are needed to protect our Religion.
Utilize Government Facilities; Dinesh Gundu Rao
Sutturu: The Inauguration of the Seminar on the Agriculture was held in Sutturu Jathra Mahothsava. Sri Dinesh R. Gundu Rao, MLA and Former Minister, started his speech by addressing the gathering and said, Indigenous Games and Cultural Activities are the highlights of Sutturu Jathra Mahotsava. It create awareness and enhances knowledge of the people. He mentioned, the programmes of the Government for Farmers, providing electricity, Fertilizers and breeds. He added, major achievements of the Government are Debt Waive and 5 Rs. Subsidy for Milk. -by Sririgi.B.S & Vanya.S.P
Sandalwood Makes Farmer Rich
Sutturu: Smt. Kavitha Mishara, Kavihalu, Manvi taluk, taken part in the Valedictory function of Seminar on Agriculture in the Sutturu Jathra Mahotsava. In this special occasion she said, our daily life started with milk served by the farmers. She opined, Farmers are like Ball, Economically they fall and arise and she advised multi crops cultivation is better than mono crop cultivation. By cultivating Sandalwood crop will open the fortune door of Farmers, and Youth must show interest in it. On the stage Sri S.T. Patil, Chikkannaadi, Indi Tq. also delivered their speech in the occasion. -by Sririgi.B.S
Kites added Charm to the Sky
Sutturu: On the occasion of Sutturu Jathra Mahotsava the Kite flying competition held on 3rd February. The event is conducted by the Bangalore Kite Club at the school ground. In this competition newly designed fifty different kinds of kites were flown, including a kite, which had the picture of Dr. Sri Siddaganga Swamiji. There were also Kites such as Jet, Dragon, Delta, Stunt kites. V.K.Rao said that the kites are made in a way to bring social awareness. Ten international kite flyers took part in the competition on Sunday. Vinod Kumar was the coordinator of this competition. -by Bidyalaxmi & Sririgi. B.S
The Famous Cattle Fair
Sutturu: The 51st Cattle fair was started on 1st Feb, as a part of Adi Jagadguru Shri Shivaraathreshwara Shivayogi Mahaswamiji's Jathra Mahotsava. 170 pair of Cattles from different parts of the State are exhibited in this fair. All the necessary arrangements like water, food and shelter are done properly by the Committee Incharge. Veterinary doctors are there to look after these cattles and worm tablets are given to cattle to avoid infectious diseases. Cattles are classified into 6 groups like milk tooth, two tooth, four tooth, six tooth, dentures and canine tooth. They will be given I, II, III prizes, Rupees 10,000, 7,500, and 5,000 respectively for the best pair of Cattles. The fair is also spreading awareness on Cattle Insurance.
"I have never missed the cattle fair at Suttur". I have come with Gange and Gauri, the Hallikara breed cattles said Amasamodayya, a farmer from Gmarahalli village. -by Steffy Ruth S & Dechamma P.S.
Save Earth from Fertilizers
Sutturu: Sri. S.T. Patel, Chikkannaada, Indi taluk delivered a special lecture in Valedictory Function of seminar on Agriculture. He spoke about the importance of Trees and said trees are the controller of climate change. He expressed his concern to the "modern" land and told Fertilizers make an adverse affect on the soil. He advised the farmers not to use fertilizers. -by Teju B
God Resides in Desi Cows
Sutturu: Krishi Mela is exhibiting Desi cows. There is a belief that goddesses dwell in desi cows. Desi cows are superior than hybrid cows. Their product itself is medicine to human diseases. But the sad thing is number of Desi cows is diminishing day by day. Following are the major breeds of Desi cows, namely:
Gir: it is originated from Gujarat and it is commonly found in Maharashtra and Rajasthan. This cultivar is also known as Bhadwari, Desan and Sarti etc. Its is dark red or dark brown, the horns are completely bent and look like 'half moon' shaped. This breed is famous for tolerance and Immune system.
Sahiwal: it is a breed of Zebu cattle it is primarily used in dairy production. It is originated from the Sahiwal district of Punjab province in Pakistan. It gives more milk compared to other Desi cows. Average yield is 8 to 10 liters per day with lactation period of 10 months.
Hallikar: most commonly found in south Karnataka. Long vertical and backward bending horns, large humps in males, moderate to long and height and medium size of the body. The bulls of this breed of cattle are known for their strength and endurance and mainly used for draft purposes.
Ongole: it is an indigenous cattle breed that originates from Andhra Pradesh and Tamil Nadu. It has great demand, as it is said to possess resistance to both foot and mouth diseases. These cattles are commonly used in bull fights.
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1. Check out the lesson and activity packet below, which will be included in each student’s City Kit.
2. The lessons have been adapted into Google Slides to be used in your virtual classroom as needed. Here is the link: https://docs.google.com/presentation/d/1i8wVkWiQ0ANQtcdILk2cCXS2eSssQtJWz57O4R8vL5Q/copy?usp=sharing
3. Ask students to watch the introduction video before tackling the kit and the lesson packet. Video can be found on YouTube: http://bit.ly/lightsonvideo or through Google Drive: https://drive.google.com/file/d/1U5ipZw6W-kiFAdT1LY5PxMogp0yr7gU4/view?usp=sharing
4. Here is the link to a short video about Morse Code found on Youtube: https://youtu.be/ORIDAmGf_vQ, this is also in the student version for them to access.
5. Please fill out this teacher survey about you and your student’s experience with the Lights On City Kit: http://bit.ly/TeacherLightsOnSurvey
6. Reach out to Jessica at email@example.com if you have any questions or need anything.
Grade Band: 1st Grade. The activities in this kit build upon each other. We recommend that students start at Lesson 1, followed by Lesson 2 and then finish with the Activity.
Topic: How does light help us to see and communicate? Students will explore several methods for communicating with light and sound, then create their own light communication box.
Background Information: People communicate with each other through three main methods: light, sound, and writing. Often all three methods are used together to communicate our ideas and thoughts.
Light can be used on its own to convey ideas either by its color, by flashing, or by being on - think of a traffic light, a turn signal in a car, or an on/off switch on a device. Light can also be combined with sound - think of television, computers, and telephones.
Materials Included in Kit:
- Activity packets
- Flash Light
- Large Push Pin
- Crayons
- Black construction paper
- Kit box for activity
Other Materials Needed:
- Pen or pencil
- Tape
- Piece of cardboard
Standard: 1st Grade: 1-PS4-2-4 Can you see the light?
PROCEDURE:
1. This lesson has one packet to explore using light and sound to communicate. Review background information before you get started.
2. To learn how to get started, check out our introduction video found at this link: http://bit.ly/lightsonvideo
3. Start with Lesson 1 to learn about what communication is and the three main ways to communicate. Read and answer the questions in the Lesson 1 worksheet.
4. Next, explore using light to communicate with Morse Code in the Lesson 2 worksheet.
5. Then, follow the steps in Lesson 3 to create and test your own light communication device using the box from this activity kit!
MODIFICATIONS:
- Lessons 1 and 2 include photograph examples and guiding questions to help get kids looking closely and thinking. For the photographs throughout the lessons, help get kids looking closely by asking ‘What do I see, think, and wonder?’. Please feel free to modify questions or build on ideas that work best for your student.
- In each of the lessons, there are discussion questions and opportunities for turn and talks/pair share for students to engage with each other on the topic.
- Lesson 3 gets seriously hands-on and tasks kids with making their own communication device using the tools in this kit. Once the device is created, test it in a dark room. If your student is inspired, create multiple communication devices from boxes in your home or classroom.
EXTENSIONS:
Email us a picture of your communication device! We’d love to see it and check out your work. You can email a snapshot to us at firstname.lastname@example.org or share it with us on social media with the hashtag #BMICityKits.
These activities are some of the materials we are making at the museum. We would love your feedback and help! Please complete this short survey at http://bit.ly/lightsonsurvey or get in touch with BMI Education Manager Jessica Celmer with any thoughts at email@example.com.
LESSON 1: What is communication? How do we communicate?
Communication means sharing information with other people. People and things communicate with each other every day. Communication includes talking, writing, reading, listening, and seeing.
Let’s talk about the three main ways that people communicate. Three main ways we communicate are by sound, by the written word, and by light.
Sound
People used sound to communicate for a long, long time. We communicate with sound whenever we talk.
Circle the image that uses sound to communicate:
Can you find any items in your home that use sound to communicate?
Below are examples of items from the museum that use sound to communicate--two radios and a telephone:
Do radios and telephones that we use today look different? Draw a radio or telephone that is found in your home in the space below.
Writing
The written word has also been used to communicate for a long time. Writing can be used to communicate in many different ways.
Think about all of the items people read every day. Do you have a favorite book that you like to read?
Circle the image that uses the written word to communicate:
Below are traffic signs and a neon sign from the museum, using words to communicate:
When we drive, it is important that the driver can read the sign quickly. What do you notice about the road signs above?
Light
The third way we communicate is by light. There are many ways light is used to communicate. Light can be used as a way to communicate on its own, with sound, or with words.
Machines glow to let us know they are on. Traffic lights change colors to tell us when to drive. Fire alarms flash and make loud noises when there is danger. And televisions use light and sound for people to watch.
Circle the image that uses light to communicate:
Here are two televisions from the museum--how do they look different from a TV in your home?
This is a car from the museum. Cars use brake lights and turn signals to communicate to other drivers on the road. Check out a turn signal and brake lights in action at the bottom of the page.
Take a look at the photos below for some more examples of light communication. Circle the ones you have seen before.
Why do you think it is important to have so many different ways to communicate? Circle the options you think are most important.
- For people who cannot see or hear well
- In case technology breaks
- For people who speak a different language
- For people who cannot see all colors
- When it is important to communicate quickly
- For people who cannot read
- For people who like to read more than listen
- For communicating with a lot of people at once
- For people who like to listen more than read
Write your own answer:
______________________________
______________________________
______________________________
______________________________
LESSON 2: Using Light to Communicate
One method that can use both light and sound to communicate is Morse Code.
Morse Code communicates using a code made up of dots and dashes representing the letters of the alphabet and the numbers 1-10.
Morse Code was invented by a man called Samuel Morse over a 100 years ago. The code was used to send messages very long distances with a machine called a telegraph. The first message using Morse Code was sent by Samuel Morse from Washington DC to Baltimore! Check out this short video by The Dr. Binocs Show to learn more: https://youtu.be/ORIDAmGf_yQ
Here is a painting of Samuel Morse with a telegraph:
A telegraph uses electricity to send messages over connected wires. This is a telegraph:
Text messages were sent using the special Morse Code alphabet. Back then, this was faster than writing a letter and mailing it.
Check out the Morse Code Alphabet:
**MORSE CODE**
| Letter | Morse Code |
|--------|------------|
| A | .- |
| B | -... |
| C | -.-. |
| D | -.. |
| E | . |
| F | ..-. |
| G | --. |
| H | .... |
| I | .. |
| J | .--- |
| K | -.- |
| L | .-.. |
| M | -- |
| N | -. |
| O | --- |
| P | .--. |
| Q | --.- |
| R | .-. |
| S | ... |
| T | - |
| U | ..- |
| V | ...- |
| W | .-- |
| X | -..- |
| Y | -.-- |
| Z | --.. |
Here is an example of the word Baltimore written in Morse Code:
___ *** *__ *___ ** ___ ** __ _ _ _ _ _ _ _ _ * _* *
Can you write your name in Morse Code using the dots and dashes for each letter of your first name?
________________________________________
Morse Code is not used very often today. We now have better technology to communicate. Only the military uses Morse Code when there is not another way to communicate.
Messages in Morse Code can be sent using sound like with the telegraph. Light can also be used to send messages in Morse Code. The light source can be flashed on and off in the pattern of the dots and dashes.
A soldier in the Navy or Coast Guard would use a light like the one below to send a message in Morse Code to another ship.
Activity:
One of the most common phrases everyday people may still know in Morse Code is SOS. SOS is a signal that you need help, it means ‘Save Our Souls’.
One situation where knowing SOS in Morse Code could be helpful is if you are stuck out on the water. Here is an example of a situation:
Imagine you are sailing a ship through dangerous waters. You want to communicate with someone on land far away. It is dark outside, and your radio is broken. Luckily, you have a flashlight. You can turn the light on and off to send a message in Morse Code!
Using the flashlight that came in your kit, practice Morse Code by leaving the light on for a couple of seconds for a dash and flickering it or covering the light quickly for a dot.
Take a look at the image below. Can you practice signalling SOS using three quick flickers of the flashlight for S and three longer flickers for O?
LESSON 3: Make your own Light Communication Device
In this next activity, we will be using our light communication skills in another way. You will create your own light communication device by using the following items from your kit:
- Your activity kit box
- Black construction paper
- Large push pin
- Flashlight
For our activity, imagine we are in a similar situation sailing on a ship through dangerous water, but you do not know Morse Code.
Could we build a device using light to communicate with each other?
Let’s imagine that it is not an emergency, but you are trying to share something you saw while on the boat. You can share this information by creating a light communication device.
How will you know if the light communication device is working?
First, start by choosing what you would like to draw.
Here are some ideas of some things you may see while imagining we are at sea:
Things to see on a boat
- a boat
- birds
- lifevest
- fish
- friend
- Sun
- clouds
- waves
- flag
- lighthouse
- anchor
- crab
- steering wheel
- compass
What will you choose to draw? In the space below draw a small version of what you will draw for your communication device:
Next, draw your picture using a pencil on the sheet of black construction paper. Keep in mind, a simple drawing is best since you will be communicating it from a distance. See our example below.
After your drawing is complete, find a piece of cardboard to put under your piece of black construction paper, like the example below.
Then, take the large push pin and poke holes along the lines of your drawing. This will allow for the light to show through the holes in the paper. See our example below:
For our next step, you will need an adult to help you. A hole will need to be cut out on the short end of one side of the box.
First, take the flashlight from the kit, put the light end on one side of the box, and trace a circle outline of the light. See our example below.
Then, the adult will cut the outline of the hole out of the box safely, using a pair of scissors or a craft knife. See our example below.
Once the holes are poked along your drawing and the flashlight hole is cut in the side of your box, it is time to tape your drawing over the open area of the activity box kit.
You may need an adult to help you tape the paper. Make sure all of your materials are out of the box and the flaps of the box are open on only one side.
The paper should cover the entire open area of the box. See our example below.
Now your light communication device is ready to be tested!
Find another person to test it with, perhaps a family member or a classmate. Then, find a room that does not have many windows or that is dark when the lights are turned off.
The other person should be standing across the room from you. Turn on your flashlight and put it in the hole at the bottom of your box. Then, turn off the lights.
Did your device work? Was your friend able to understand what you were communicating without talking?
See our light communication device in action in the photo below!
If you enjoyed making this light communication device, find a box in your home and make another one to share with your friend or family member!
Send us your feedback!
Share a picture of your communication device!: #BMICityKits or firstname.lastname@example.org
Take a survey: http://bit.ly/StudentLightsOnSurvey
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**Praising humanity, Canadian style!**
**Genocidal tragedy in the self-proclaimed bastion of human rights**
**POLITICAL TEHRAN** — The heart-wrenching discovery of Tk entsuls to Secwepemc First Nation children remains the subject of a heated debate over the genocide of Indigenous people in the recent history of Canada and how to heal the wounds of history and continue to foster an environment based on its track record in respecting human dignity.
The world awoke Saturday to the heart-breaking news that the remains of 215 indigenous children have been found on the land of a former boarding school that was Canada’s largest facility for Indigenous children.
The remains of the indigenous children, some as young as three, were found buried in a mass grave at the site of the Kamloops Indian Residential School located some 220 miles or 354 kilometers north of Vancouver. These remains, the second such mass grave of ground-penetrating radar and local officials have not ruled out that more bodies may be found, while the location of other school grounds have not been searched yet.
The Kamloops Indian Residential School was created solely to assimilate Indigenous children of First Nations origin into Canadian culture.
From the 19th century until the 1970s, more than 150,000 First Nations children were required to attend state-funded Christian schools as part of a program to assimilate them into the Canadian society. They were forced to convert to Christianity and not allowed to speak their native languages. Many were beaten severely and some as many as 6,000 are said to have died, according to the Associated Press.
The Canadian government apologized in Parliament in 2008 and admitted that physical and sexual abuse in the schools was rampant. Many students recall being beaten for speaking their own language, or for speaking with their parents and culture, the Associated Press reported.
The mass grave has reawakened calls for the Roman Catholic Church to apologize for its role in Canada’s policy of the 19th and 20th centuries to remove Indigenous children and move them from families to attend state-funded residential schools.
“We commend the Tk’emlups te Secwepemc First Nation Chief Rosanne Casimir put out a statement confirming the discovery of the previously unreported remains of 215 indigenous people of Canada.
“It is with a heavy heart that Tk’emlups te Secwepemc Kwlped? (Chief) Rosanne Casimir confirms an unfathomable loss that was spoken about but never documented by the Kamloops Indian Residential School. This past weekend, the Tk’emlups te Secwepemc people are still in shock at the stark truth that preliminary findings came to light – the confirmation of the remains of 215 children who were students at the Kamloops Indian Residential School,” she explained.
Casimir also expressed sympathy to the anger of the indigenous people.
Canadian Prime Minister Justin Trudeau instructed the federal buildings to fly flags at half-mast.
To honor the 215 children whose lives were taken at the former Kamloops residential school and all Indigenous children who were taken from home, the survivors, and their families, I have ordered all federal buildings and flags on and off Parliament Hill to fly at half-mast,” he said on Twitter.
Also, Carolyn Bennett, Canada’s Minister of Crown-Indigenous Relations, highlighted the need for Canadians to reflect about the dark side of their history. “The devastating discovery of the remains of 215 children at the former Kamloops residential school underscores importance of telling Canada’s story, including the painful part of our history,” she said on Twitter.
The prime minister also highlighted the dark history of residential schools in Canada saying these schools were a colonial policy that stole Indigenous children from their communities. “These acts of child-stealing sent these children away and never returned to their families. The loss of children who attended these schools is unfathomable,” she continued.
The episode reveals how caution Canadians must be in its approach to the human right. While the most serious historical unhealed wounds in its society, Canada has been lecturing other countries, such as Iran on the issue of human rights and human dignity.
“This is a huge human tragedy in Canadian history that can only be called genocide. It should be condemned by the whole world. To hide behind a humanitarian mask has such a strong impact on the future of Khosrowi, spokesman for Iran’s Foreign Ministry, told his weekly press conference on Monday.
The spokesman also expressed sympathy to the indigenous people of Canada and called on the North American countries to make up for its dark days.
While extending my condolences to Indigenous Canadians, the ‘government of Canada must always remember to reflect on the darkest days of the past whenever it wants to make any political gestures, and to try to make up for those dark days at home,’ Khatibzadeh pointed out.
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**Good progress made but key issues remain unresolved in Vienna talks, Iran says**
**POLITICAL TEHRAN** — Spokesman for Iran’s Foreign Ministry Saeed Khatibzadeh has echoed the assessment of Iran’s top nuclear negotiator that the Vienna nuclear talks are moving forward but key issues remain unresolved.
Speaking at a weekly press conference on Monday, Khatibzadeh said the talks in Vienna had reached ‘key points’ and that there was no new statement to be made, adding that good and significant progresses have been made, but key issues remain unresolved.
‘Having seen the position of the Islamic Republic of Iran. We conduct the negotiations and discussions in Vienna with the utmost care and observation. Each round could have been the last round, but because of the existing issues, the talks have been moved to the next round,’ Khatibzadeh explained.
The remarks came after commenting on the recent remarks by Russia’s ambassador to the Vienna-based international organizations Mikhail Ulyanov who has said the current round of talks will be the last one.
Ulyanov’s comments came amid intensive nuclear talks in Vienna between Iran and the remaining parties to the 2015 nuclear deal, known as the Joint Comprehensive Plan of Action (JCPOA). The fifth round of nuclear talks in Vienna between Iran and the remaining parties to the JCPOA began on Sunday.
Responding to a Twitter user’s question on when the next round of talks would begin, on Sunday, Khatibzadeh said: ‘The fifth round of the Vienna talks is JCPOA’s smaller round. As of now, there are no plans for the sixth. The negotiators proceed from the understanding that the current round should be the last.’
Khatibzadeh said the fifth round can be the last round if the remaining key issues are resolved, it could be the last round, but it is not, it will continue. The Vienna talks have made good and significant progress in three working groups, but key issues remain. These issues will also be addressed carefully, ‘he said. ‘All JCPOA-related sanctions must be lifted and Verified. This verification will take place in the formulas discussed in Vienna, and then Iran will return to compliance with the deal.’
The spokesman also underlined that there is no stalemate in the Vienna talks.
‘There are no deadlocks in the Vienna talks, and the talks have reached key points, and key issues need to be decided, and this requires its own time, observation, and time. We do not allow the Vienna process to be distracted, and rushed,’ Khatibzadeh said, adding, ‘Our criterion is to ensure the highest interests of the people and the system. Our team carefully studies the situation and determines which States must decide whether to continue Trump’s failed legacy or turn the page and return to its commitments under the JCPOA, and if that happens, Iran’s response is the full implementation of the JCPOA. The JCPOA is what is written, neither more nor less.’
Khatibzadeh further stressed that the US should not use the so-called ‘snapback’ sanction imposition against Iran for the aim of depriving Iran of the benefits envisioned in the JCPOA.
‘Iran’s position is that all the sanctions imposed by the Trump administration against Iran, from the use of depriving Iran of JCPOA’s interests, with the aim of imposing sanctions on Iran, are contrary to the spirit and the words of the JCPOA,’ the spokesman stated.
He continued, ‘The principle of the US negotiating team, which was agreed to and confirmed in the Joint Statement, is that there is not their opinion on some of these issues. We made our views clear and decisive. Certainly, in some key areas, we have not made a final decision, and we are at the point where certain decisions will be made on some issues. The route we took was based on the same issues we encountered last time.’
Khatibzadeh also alluded to remarks by U.S. Secretary of State Antony Blinken who has said the US seeks to strengthen and lengthen the JCPOA as well as address gaps in the agreement.
Instead of trying to approach the remaining issues of the JCPOA, they should return to their commitments under the United Nations Security Council Resolution 2231 and the JCPOA. The only solution on the table is the JCPOA, which which was signed in 2015, and that is the best thing the current U.S. administration can think of to do, Khatibzadeh said, adding, ‘If there are other issues to even think about, there is a long list of destruction caused by the Trump regime in the past five years.’
‘All parties are aware of this and have taken the talks seriously. Many delegations are hoping that the round can be the last round of talks and we can reach a conclusion. You can have such hope, but you have to be a little bit cautious. The issues that remain to be resolved are still current issues, although their number has decreased and we have made great strides in writing the text in previous periods. We can move forward further, but the few issues that remain are still key issues that need to be decided.’
The top nuclear negotiator pointed out, ‘One should still see situations like about the JCPOA, which can be the last round or not. We want to be able to do this as soon as possible, but we are looking for an agreement that meets our definite demands and positions that have been already decided. We believe that we have been involved in these talks, and the experts with me will participate in the working groups, and we will take the discussions seriously, and we hope to be able to make faster progress than in the past.’
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**Araachi holds meetings with JCPOA parties in Vienna**
**POLITICAL TEHRAN** — Iran’s top nuclear negotiator, Saeed Khatibzadeh, along with Deputy Foreign Minister Seyyed Abbas Arachi have held separate tripartite and quadrupartie meetings with the European, Chinese and Russian delegations.
Kazem Gharibabadi, Iran’s permanent representative to the UN offices in Vienna, said on Monday that the two-day ministerial meeting with the heads of the Russian and Chinese delegations to discuss the latest developments in the ongoing 2015 nuclear deal, officially known as the Joint Comprehensive Plan of Action (JCPOA).
‘Tripartite and quadrupartie talks with Iran, China and Russia. Heads of delegations discussed and reviewed issues related to ongoing JCPOA negotiations,’ Gharibabadi said.
Arachi, who headed the Iranian delegation, also said that the JCPOA was discussed in the meeting. ‘A tripartite meeting with European delegations of Iran, France and Russia at the level of ministers on JCPOA took place. The participants exchange views on current state of affairs and the way to implement the JCPOA.’
During the meeting, the Iranian delegation explained its views on the joint texts and the issues related to the Chinese and Russian sides, according to Fars News.
The Chinese and Russian delegations also provided their comments and explanations reiterated their full support for Iran’s position, Fars News said. It added all three delegations stressed the importance of continuing to work seriously and away from any unruly behavior or delay.
Following the tripartite meeting, Arachi held a quadrupartie meeting with European delegations of the EU and Russia.
Arachi’s meetings came amid the fifth round of the nuclear talks currently under discussion in Vienna. ‘The talks made progress but are yet to reach a final stage. Arachi said that all parties and delegations have taken this seriously and many delegations are hoping that this round can be the last round of talks and we can reach a conclusion.
‘You can have such hope, but you have to be a little bit cautious. The issues that remain to be resolved are still current issues, although their number has decreased and we have made great strides in writing the text in previous periods. We can move forward further, but the few issues that remain are still key issues that need to be decided,’ he said.
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**Iranian lifters snatch silver and bronze at IWF Junior World C’ships**
**SPORTS TEHRAN** — Iran’s Reza Hassanpour won silver and bronze medals at the International Weightlifting Federation (IWF) Junior World Championships.
In the men’s +109kg contest, Hassanpour took the silver with 172kg in snatch, 236kg in clean and jerk and 398kg in total. His counterpart Zaidi won the bronze after making 173-221-396 on Monday.
Tera Konings from the Netherlands ended with 180-231-411 to win the gold medal in the weight class.
On Sunday, Yekta Jamali claimed Iran’s first-ever medal in the weightlifting event in the junior category.
She won a bronze medal in the 87kg weight class by lifting 92kg in snatch and 116kg in clean and jerk for a total of 208.
The 2021 IWF Junior World Weightlifting Championships took place in Tashkent, Uzbekistan from May 23-31.
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**Iran football team arrive in Bahrain**
**SPORTS TEHRAN** — Iran national football team arrived at the Bahrain International Airport near Manama, Bahrain on Monday.
The players and coaching staff require to submit a negative PCR test to enter their camp.
Iran are scheduled to meet Hong Kong in their first match in the 2022 FIFA World Cup qualification on June 7.
The Persians will also meet hosts Bahrain four days later at the Bahrain National Stadium in Riffa.
Dragan Stojicic’s side will also play Cambodia and Iraq on June 11 and 15, respectively.
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**Ebadipour praises Alekno for building trust with players**
**SPORTS TEHRAN** — Iran captain Milad Ebadipour praised recently appointed head coach, Vladimir Alekno, for his way of establishing a strong bond with his players that could translate into results.
Iran opened their opening match against Asian rivals Japan in straight sets but showed a lot of pace, stealing a net against VNL defending champions Russia in the second match on Saturday and defeated Netherlands in the latest.
“We expected a tough game because we played against Russia, one of the best teams in the world,” Ebadipour told fivb.org.
“They are really good and worthy of respect, especially in the physical aspects of the match. I have to praise our young players because they played really well. They prepared a lot and I think they did a good job. It’s true that we haven’t won this game, but we made some small mistakes during the match.
“There is indeed familiarity with Russia’s game on Alekno’s part, who was the assistant coach of the Russian team and thus helped his team improve its game in its second outing. However, an element that the Russian mentor has changed in the Iranian system is the mentality of the players.
“Before the tournament, he pushed us to be an offence-driven team, so he prepared us to face teams that are physically better than Russia, United States, Brazil and Poland,” Ebadipour explained.
“He knew that we had to focus on strengthening our offensive capabilities in the middle. We played very well in attack against Russia and if I continue doing this, we could really put other teams in trouble.”
The 27-year-old outside hitter also commended his coach for building trust with the players.
“We had a bad game against Japan, but we showed that we can compete with Russia. This is very important for our growth. Even in tough times, trust in each other will make you grow because there is always a good lesson each time,” he said.
Since Alekno’s arrival in Tehran in mid-April, the Russian has used a positive approach that has inspired the players to give their best.
“I had a bad start in the national team because of injury, but he trusted me and gave me time to recover. This is important for me. When a coach trusts me in it, it makes me want to give him my 100 percent all the time. I am sure the other players also feel the same. That’s the best thing about Alekno, he puts a lot of trust in his players.”
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**Iranian wrestlers to participate at Turkey and Russia’s tournaments**
**SPORTS TEHRAN** — Iranian Greco-Roman and freestyle wrestlers will participate at the Vehbi Emre & Mehmet Karakul 2021 and Ali Aliev Memorial in Russia. The European & Asian Karakul 2021 will be held in Istanbul, Turkey from June 18 to 20.
Iran will send 16 wrestlers to the event.
Iran’s freestyle team will also take part at the Ali Aliev Memorial. The competition will be held in Kaspiysk, Dagestan from June 25 to 27.
Ali Zurukyan, Ali Aliev Memorial’s freestyle wrestler who competed in the 1964, 1968 and 1968 Olympics, passed away.
After his death, the Russian Wrestling Federation has hosted the annual Ali Aliev Memorial International Wrestling Meeting at the Ali Aliev Wrestling Training Center in Kaspiysk, Dagestan, Russia.
**Persepolis: once awe-inspiring gateway opens to public after millennia**
**TOURISM** — Tehran — After two millennia, the public is to get access to (the remnants of) majestic gateway, which is situated near the UNESCO registered Persepolis in southern Iran.
Named Tall-e Aqori, the archaeological site and its surroundings, which have been subject to archaeological research over the past decade, was officially inaugurated as an open museum by the visiting Cultural Heritage, Tourism, and Handicrafts Minister on Monday.
According to local experts, parts of Persepolis dating from Talle Aqori seem to have a more detailed introduction of the Iranian culture of the time, allowing tourists a better understanding of the art of the Achaemenids from another angle.
The gateway is made of brick and clay materials and has three stories, been decorated with painted bricks. The lower part and the pillars of the walls are decorated with reliefs of animals, avatars, the sun, and facets of the walls are embellished with various colored panels of mythical animals, symbols, and belief symbols of the Achaemenids, Elamites, and Mesopotamians.
Supervised by a joint mission of Iranian and Italian archaeologists and cultural heritage experts, the excavations on Tall-e-Aqori uncovered vestiges of a massive gateway measuring 108 by 40 meters with a height of approximately 12 meters.
The archaeologists succeeded in proving that Cyrus the Great had ordered the construction of the gateway near Persepolis in Talle Aqori and that this magnificent structure had been built during the reign of his son Cambyses.
“The gateway had a corridor in the center, which was composed of a rectangular room measuring eight by twelve meters, and inside this central room, there were four living chairs. And the central corridor opened on both sides to the Achaemenid camp,” according to Alireza Askari-Charaudi who is a senior Iranian archaeologist.
The royal city of Persepolis ranks among the most important sites which have no equivalent, considering its unique architecture, the remaining decoration, sculptures, and art. Persepolis, also known as Takht-e Jamshid, whose magnificent ruins rest at the foot of Kuh-e Rahmat (Mountain of Mercy), is situated 60 kilometers northeast of the city of Shiraz in Fars province.
The city was burnt by Alexander the Great in 330 BC apparently as revenge to the Persians because it seems the Persian King Xerxes had burnt the Greek City of Athens in 480 BC. The city’s immense terrace was begun about 518 BC by Darius the Great, the Achaemenid Emperor. On this terrace, successive kings erected a series of architecturally stunning palatial buildings, among them the Apadana, the Tripylon, and the Throne Hall (“Hundred-Column Hall”).
This 13-ha ensemble of majestic approach roads, monumental throne rooms (Apadana), reception rooms, and dependencies classified among the world’s greatest archaeological sites. Persepolis was the seat of the government of the Achaemenid Empire, though it was designed primarily as a showplace and spectacular center for the receptions and festivals of the kings and their empire.
The site is marked by large terraces with its east side abutting the Kuh-e Rahmat (“Mount of Mercy”). The other three sides are formed by a rectangular wall, varying in height from 10 feet (3 meters) to 13 to 41 feet (4 to 12 meters); on the west side, a magnificent double stair in two flights of stone slabs steps up to the terrace top. On the terrace are the ruins of several colossal buildings, all constructed of a dark gray stone (often polished to a marble-like surface) from the adjacent mountains.
**Minister inaugurates 28 tourism projects in Fars province**
**TEHRAN** — Ali-Asgar Mosavvar on Monday inaugurated 28 cultural heritage and tourism projects in Fars during his visit to the southern Iranian province.
The projects worth 7.3 trillion rials (about $17.3 million) include hotels (2,000 rooms), guesthouses, apartment hotels, traditional restaurants, agritourism unises, museums, eco-lodge units, and rural guesthouses, and other cultural amenities, according to a report provided by the Ministry of Cultural Heritage, Tourism, and Handicrafts.
The projects will create 1,000 jobs and more than 600 beds to the hospitality sector of the province and generate 267 new job opportunities.
The ancient region of Fars also spelled Pars, or Persis was the heart of the Achaemenid Empire (550–330 BC), which was founded by Cyrus the Great and had its capital at Pasargadae. Darius the Great moved the capital to nearby Persepolis in the early to early 5th century BC.
The capital city of Shiraz is home to some of the country’s most magnificent buildings and sights. In contrast to Tehran, it offers more and more domestic sightseers flocking into this provincial capital which was the literary capital of Persia during the Zand dynasty from 1751 to 1794.
The Islamic Republic expects to reap a bonanza from its numerous tourist spots such as bazaars, museums, mosques, bridges, battlefields, mausoleums, churches, cinemas, shops, and mansions, of which 10 being inscribed on the UNESCO World Heritage list. Under the 2025 Tourism Vision Plan, Iran aims to increase the number of tourist arrivals from 4.8 million in 2014 to 20 million in 2025.
**Heritage**
**TEHRAN** — Seven thousand historical relics have so far been excavated from various archaeological sites located across Qom province, the provincial tourism chief said on Monday.
The relics, some of which dating back to 7,000 years ago, have been kept in museums and their treasure houses of the province, Ali-Reza Yaghmaei said.
In a recent discovery, which took place last year Tepe Yousef Khan in Qom relics and ruins relating to the Ararat-Karaxes culture, one of the most developed Bronze Age cultures of the time, were brought to life.
The Kara-Araxes culture, also called the Early Transcaucasan culture, was a civilization that existed from about 4000 BC until about 2000 BC, which has traditionally been regarded as the date of its end; in some locations, it may have disappeared as early as 2600 or 2700 BC. The earliest evidence of the Kara-Araxes culture dates from the Ararat plain; it spread northward in the Caucasus around 3000 BC.
Some say that the economy of the Kara-Araxes communities was based on agriculture and livestock raising, especially of cattle and sheep. They grew grain and orchard crops and are known to have used implements to make flour. They raised cattle, sheep, goats, dogs, and pigs.
Before the Kara-Araxes period, horse bones were not found in Transcaucasia. Later, beginning about 3300 BC, they became widespread, with signs of domestication. There is evidence that the Kara-Araxes as well as the later Araratians, like the Armenians, may all be indigenous to the Caucasus, and its cultural variants characterized according to Caucasian geography, which includes the later major cultures in the region.
The area is well documented evidence of human habitation in the Iranian plateau is in deposits from several excavated cave and rock-shelter sites, located mainly in the Zagros Mountains, which were dated to Middle Paleolithic or Mousterian times (c. 100,000 BC).
**Ancient gypsum furniture discovered in fire temple central Iran**
**HERITAGE** — Sets of gypsum furniture have recently been discovered during an archaeological excavation in central Iran.
Available evidence suggests the furniture was once used for traditional rituals during the Sassanid era (224-651 AD), according to the Research Institute of Cultural Heritage & Tourism.
A joint team of archaeologists from the universities of Isfahan and Shiraz examined the objects at a fire temple in Vigol, which is located approximately 100 kilometers of Aran-Bidgol near Kashan.
In many ways, Iran under Sassanian rule witnessed tremendous achievements of Persian civilization. Experts say that during the Sassanid era, the architectural structure of the country witnessed a great revolution.
In that era, crafts such as metalwork and gem-engraving grew highly sophisticated, as scholarship was encouraged by the state; many works from both the East and West were translated into Pahlavi, the official language of the Sassanians.
Encyclopedia Britannica states that a revival of Iranian nationalism took place under the Sassanid rule.
**Iranian handicrafts: Moj-bafi of Ilam**
Moj-bafi ("weaving Moj") is one of the arts and handicrafts of the people of western regions of Iran and has a very long history. It has accompanied the people and their people's way of life for thousands of years. Moj-bafi is a hand-woven textile with big geometric and cross patterns. The wraps and yells are woven from cotton yarns. This textile is woven by the traditional "Chalak Verdi" machinery and in colors such as blue, dark blue, yellow, and red.
Generally, two kinds of products are woven in Moj workshop: 1. "Sajideh" or prayer rugs, that is used as a floor cover when praying. The size of these prayer rugs is usually hundred in one hundred and fifty centimeters. 2. Moj or wrapping for the bedding, that is woven usually by the order of the clients. The Moj is woven in various sizes and shapes and depends on the thickness of the yarn, varies from forty-five to twenty-five centimeters.
In the villages of the sufficient-nomadic and family villages of Bakhtiar, weaving these textiles for the belongings of the beds, as well as for use in leisure time and has turned into a craft and home activity. The primitive material is wool that is always available in the animal husbandry society of Iran in this region and its machinery is very simple. The weaving process usually lasts a whole year, mostly at the end of spring and the beginning of winter. The more motifs a Moj has, the more time it takes to weave it in the weaving process and that is a reason why it will take more time and energy. Generally, the weavers express the quality of Moj by the pattern based on the number of shuttles used for their production. During recent years when these labors have become less popular, the number of shuttles used for weaving has decreased. The designs, forms, materials, and patterns have altered. Some of the common patterns of Moj are "Kashkuli", "Hozi", "Chakhmigh", small patterns, simple "She Hozi", "Kabli", "Gole" (sprinkled flowers), and many more. Each shuttle is used to weave one color of yarn which means more shuttles are used to make more complicated and elaborate designs that are more valuable.
(Source: Visit Iran)
‘Silent earthquake’ casts shadow over environment
By Faranak Bakhtiari
TEHRAN — Geologists call subsidence a ‘silent earthquake’ because an earthquake is immediately felt by people on the ground at the same time, but subsidence is the cause of ongoing deformation and its impact appears gradually, which is getting a big threat in the country.
Land subsidence, a gradual settling or sudden sinking of Earth’s surface due to subsurface movement of earth materials is mainly caused by aquifer-system compaction, withdrawal of groundwater, deposition of organic soils, underground mining, oil and gas extraction, hydro-compaction, natural compaction, sinkholes, and thawing permafrost.
Subsidence results in significant economic losses in terms of structural damages and high maintenance costs. This affects roads and transportation networks, hydraulic infrastructure, water supply systems, and foundations. The total damage worldwide is estimated at billions of dollars annually.
40% of groundwater resources withdrawn
Iran is greatly affected by the phenomenon. Ali Akbar Ghasemi, head of Geological Survey and Mineral Exploration and Oil RDA on Monday:
With the onset of drought in every country, people are more inclined to use water resources and due to limited water resources in Iran, wells are drilled legally and illegally across the country, which has led to land drought, he added.
In the whole world, water resources with drawal is 60-70 percent and when they reach 40-60 percent which is considered problematic, that will be a crisis when exceeding 60-80 percent, he noted.
Yet the contribution of groundwater withdrawal to subsidence in Iran is outpacing the world average by more than 80 percent, he further noted.
Highlighting that subsidence is deeply intertwined with subsidence, he said that subsidence is called a ‘silent earthquake’ by geologists because earthquake occurs instantly and all its effects immediately appear, while subsidence occurs when aquifers, plants, animals, and human societies have already been damaged.
How aquifer overexploitation can sink land
Over the past decades, some of the aquifer levels have reached 100 meters below sea level.
On top of that, groundwater drawdowns resulting in the filling of vacant cavities between fine particles and highly compressible soils, reduces the capacity of aquifers and increases subsidence probability.
Groundwater overexploitation will affect the plains, as rainwater will not penetrate into the subsurface reservoirs and cause higher rates of soil erosion along with permanent inundation.
Inefficient irrigation methods in addition to digging illegal wells and uncontrolled growth of extraction-induced subsidence as well as 50,000 wells pumping underground water resources in the capital, 30,000 are in the south.
Almost all provinces struggling with subsidence
Except for Gilan province, all 30 provinces in the country are struggling with the issue of subsidence, which, fortunately, in Isfahan province, more measures are taken to deal with the issue.
Two densely populated provinces of Tehran and Isfahan are vastly subsiding by 36 and 17 centimeters annually, respectively; becoming increasingly vulnerable to flooding and natural incidents as well as bearing huge infrastructure damage.
Some 30 provinces of Iran are struggling with the issue of subsidence, while two densely populated provinces of Tehran and Isfahan are rapidly subsiding by 36 and 17 centimeters annually, respectively; becoming increasingly vulnerable to flooding and natural incidents as well as bearing huge infrastructure damage.
Rising temperature, rising tendency for more water resources
It should be noted that over the next 40 years, the country’s temperature will rise by 2.5 degrees Celsius, which will increase the country’s need for more water resources.
One of 608 plains in Iran, more than 300 are vastly sinking and forbidden to enter, he said.
According to Shahidi, by 2100, due to climate change and melting glaciers, the southern coast of Iran in the provinces of Kerman, Bushehr, and Hormozgan will be submerged.
How to reduce the risk?
The installation of smart water systems on the water pumps in the country is an efficient measure in this regard.
The Ministry of Energy should take steps toward reducing groundwater exploitation, in addition to banning well construction as well as shutting down the illegal wells in the country.
It should also control agricultural products and prohibit the connection of agricultural wells to rivers at these provinces, and instead, introducing agricultural products which require a low amount of water.
Five snake species endemic to Iran
(Part 3)
So, any trade of the species is permitted only with the CITES’s permission, and all member parties are obliged to control the trade and protect the trade of the species.
Spider-tailed horned viper was declared endangered by the DOE in November 2019.
Cerastes gasperettii
Cerastes gasperettii, commonly known as the Arabian horned viper, is a venomous snake species found especially in the Arabian Peninsula and from Israel to Iraq, and Iran. It is very similar in appearance to C. cerastes, but the geographic ranges of these two species do not overlap. No subpecies of C. gasperettii are recognized.
First, this snake lives in very tropical areas of our country, such as Ahvaz (Ah-Bag) region, Khuzestan and Hamedan hills and has a limited distribution in Iran. Shahrudar snail inhabit.
The vegetation where this species is found is also very limited in diversity. Unfortunately, we are not fully aware of its protection status because no studies have been done. Some specimens of this viper have two deformed horn-like scales on their heads, which is their unique feature, while others are hornless.
The coloration of this species does not have much camouflage ability. It is completely colored similar to sand which helps camouflage it. On the other hand, the shape of the scales is also effective in helping it blend in with the sand. The upper bands start from the side of the nose and extend along the face to the cheeks, appearing like two lines on the head from above. The spots on the head are usually black or brown in color. In the camouflage mode, the pupil of the snake’s eye and part of the horn is out of the sand, which has different effects.
This snake is a diurnal species and moves around the day due to the hot weather. Depending on its size, it chooses its prey and its diet consists of rodents and even lizards. One way to identify this snake is to leave a mark on the sandals. Because it moves in a zigzag pattern, the wind quickly destroys the traces and makes it difficult to find.
This snake is a burrowing species where it lays eggs must be on a shallow level. That is, where there is no hard rocky layer. These snakes lay between four and eight eggs each time, depending on environmental conditions. Their venom is also strong, but because they live in deserts and live in desert and warm habitats, they do not have much conflict with humans, he explained.
Iran’s Hara forests, a key biosphere reserve
The Hara forests, covering an area of 27,310 hectares in southern Iran, is a key biodiversity site due to its remarkable *Avicennia marina* mangrove forest.
The core area of the reserve is a marine zone. The major topographic features of the region include a wetland with a series of small lakes (lulls), mangrove forests, tidal marshes, and shallow coves.
Wetlands are ecosystems that surround water, either seasonally or permanently. They store water and ensure water quality, providing resilience against drought. They play a central role in sustainable development by supplying all our freshwater.
Wetlands are also important for protecting us against floods and the impacts of storms. They provide food and diverse habitats which support fish, species, and ecosystem biodiversity. They play a key role in the life cycles of many species and in annual migration patterns.
Unfortunately, wetlands are being degraded and lost due to pollution, breaching, drainage, changes in water flow, and population growth. In recognition of these challenges, the Ramsar Convention, an international treaty, was adopted in 1971.
Reserves and parks are inscribed on the List of Wetlands of International Importance (known as Ramsar List) under the Convention on Wetlands.
The Hara Forest Biosphere Reserve, the largest one located in the Mehran River delta in the south of Iran. It is situated near the Straits of Khuram between Qeshm Island and the Persian Gulf.
Sea snakes take advantage of Hara aquatic habitats for feeding, breeding, and shelter. The venomous eel-eating snake (Echiscurus) in the region is found on the northern coast of the region, and the critically endangered Hawkshill sea snake (Hydrophiselegans) inhabits the coastal waters of the reserve.
The Strait of Khuram, in which the reserve is located, is a Ramsar site, providing a habitat for the pelican (*Pelecanus crispus*) during the winter months and acts as a regular feeding place for the green turtle (*Chelonia mydas*) – both globally threatened species.
The area is a major habitat for migratory birds in the cold season, and for reptiles, fish, and varieties of Arthropods and Invertebrates. Vessels and boats are also common in the region.
Birdlife includes herons, flamingos, pelicans, and eagle anglers. Another important feature of these forests is the appropriate and suitable seabed conditions for the ovulation of fish in the Persian Gulf.
Ebrahim Hassanbeigi novelizes life story of Martyr Mohsen Hojaji
Hojaji, whose name has become synonymous with his heroic struggle against occupying Islamism, was captured by ISIS forces near Al-Tanf in southeast Syria on August 7, 2017, and was beheaded two days later.
A biography of the 26-year-old soldier by Mohammad Ali Jannati was published by the said Kazemi Publications in September 2018.
His friends and family also give an account of Hojaji in the book titled “The Proud”.
After his martyrdom, Hojaji became the subject of numerous artworks and cultural exhibitions.
Garden in Persian art
Part 1
The garden as an artistic and imagined other form of art, particularly poetry, painting and the decorative arts.
As with poetry, referring to the garden and its vegetation may recreate the garden in another form, use the garden as a setting, or allude to elements associated with the garden.
For poetry, the garden is often used for evocative descriptions and impressions of gardens as the subject of the poem, while the second mentions the garden in passing.
In painting, the garden is a frequent subject of speech and garden imagery, usually containing connotations of the loved one to be benefited from frequent visits.
For the decorative arts, the ‘garden’ can be a more essential representation of the garden, while paintings depict the garden as a setting for events. Vegetal motifs are also used as they are used as generic allusions to the garden. In special circumstances, these allusions may be seen as allusions to paradise itself.
Garden representations
The tradition of simulating the formal garden layout in a floor covering is considerably older than the earliest surviving garden carpet, according to the Ahl-e Khomeini’s Sasanid carpet, discovered in an immense carpet in the early 19th century, the design of a garden, complete with water channels, flora and fauna, being woven with gold and silver, which was then cut out and divided among the owners.
It is referred to as Farah-e Kena, Fars-e Zemestani, and Bakhtiaristan, however, there is no evidence for the continuation of this tradition in the Islamic period until the time of Shah Abbas I (1588–1629).
A garden is the main novel of the Jahan Museum, a famous carpeted dining room in Ambur in America’s largest carpet factory. Most garden carpets date to the 18th and 19th centuries, but all follow the style of the Safavid model.
The Persian garden is a grand-plan, showing the network of intersecting canals and pools, but the vegetation and animal life are represented as in paintings. This makes for some confusion in the history, because the garden would have been viewed from many different directions and levels.
One of the most representative of a garden in Islamic times, appearing on a bronze salver dated 1347, the silver salver displays the facade of the pavilion in the center, surrounded by an arcade with vegetal decoration. A geometric approach was thus used for representing gardens in both metalwork and tile.
Garden elements were also reproduced as three-dimensional objects. The Abbasid caliphs had trees of gold in the courtyards of their city palaces, complete with golden leaves. The octagonal garden with a upper balcony for viewing, served as a model for a ceramic drum-like table in the 13th century.
Garden setting
Since gardens were notable events in the lives of important persons and heroes took place in garden settings, the garden was frequently depicted in art.
A famous example similar to the one in the salver is represented in an Arabic manuscript of pseudo-Galen’s treatise on antidotes dated 1199. This type of pavilion with four-tiered canopy mansions is also found in the Samarkand tapestries at Bukhara.
At least two illustrations from the famous Mongol Shahnamae manuscript, known as the “Demir-i Shahrnasa”, take place in garden settings. Both scenes are now kept in the Metropolitan Gallery of Art, The Smithsonian Institution, Washington, D.C.
Garden settings appear frequently in Persian miniature paintings from the 14th through the 19th century. A formal garden with a pavilion front a pavilion with balconies. On the patio the prince sits on a raised carpeted dais after having an audience.
Flowers, fruit trees and birds are depicted near the fence, and the more elaborate scenes show a narrow stream or even some of the workmen in the garden.
Another example of borders emphasizes the lofty pavilion. The story of the master eavesdropping on the bathing girls from Nezamis Hafiz Pekyar called for a large pavilion, giving the artist an opportunity to represent the garden. Representations of the horse-paint hunting are ubiquitous, but usually without indication of a formal garden setting as distinguishable from an open meadow.
Mughal paintings of the 16th and 17th centuries, especially those of Khorasani and Tranoxia, and the realistic renditions of gardens by Mughal painters add significant information. Zahri al-Din Muhammad Babi Himayat, who lived in several cities during the late 16th century, largely out the particularity of his garden. Safavid painting emphasizes the lush quality of the vegetation as well as the richness of the architectural decoration.
Source: Encyclopaedia Iranica
To be continued
Iranian films win awards at Brazil Tiete festival
TEHRAN — Six films from renowned Swiss filmmakers are being reviewed in the Classics Preserved section of the 38th Fajr International Film Festival, which is currently underway in Tehran.
The movies have been restored by the Swiss Film Archive, the organizers have announced.
Director Jacques Rivette’s 1970 film “Face to Face” remains a highlight of the lineup.
It tells the story of a young boy whose mother has died and the resentments that develop between him and his father, a notable example of film realism in the silent era, and its psychological drama was integrated with the natural landscapes of Switzerland where much of the film was made on location.
“McPhee Flight”, a documentary by the Swiss aviation pioneer Walter Mittelholzer, as well as his flight from Zurich to Tehran in 1925, will also be featured in this section.
The lineup also includes the 1969 Alain Tanner’s 1969 drama “Charles, Dead or Alive”. This film is about a man who is dissatisfied with his life and decides to leave home and begins traveling aimlessly with a couple he meets.
The 1970 French-language film directed by Claude Goretta’s drama, will also be reviewed. The 1970 French-language film follows George, a man who is forced to leave his wife and children for a full-time job. When an investment firm wipes out his life savings, the middle-aged George is soon forced into retirement for health reasons. George ends up in a world of crime when his company turns his back on him and the money is gone overnight. He is soon driven to the brink of insanity over the unfortunate series of events that transpire.
Middle-Southern “The Surveyor” has also been selected to be screened. In the 1972 drama, a lazy surveyor is thwarted by two women whom he meets on his way to work. In another realm of the story, a man gives a bird by another woman who asks him to give it to her as a gift. However, in return, she gives the gift to another girl entirely, and makes love to her.
The 1970 French-language film “The Big-Night” directed Francis Reussner’s 1970 drama. It is about Leno who gets involved with a small Leningrad gang where he meets Liza, the gang leader’s girlfriend, and decides to get active. But everything goes downhill once the police begin to watch their every move.
The organizers of the 38th Fajr International Film Festival recently said that the Renowned Russian filmmaker Andrei Arsenyevich Tarkovsky’s debut film “Ivan’s Childhood” will be screened in the Classics Preserved section of the event, which will come to an end on Wednesday.
Iranian films win awards at Brazil Tiete festival
TEHRAN — Iranian directors won awards in various categories at the Tiete International Film Awards (TIFA) in Brazil as the organizers announced the winners on Sunday.
“Recordist” actor-cum-director Reza Sakhai won the Silver Anhura for best feature film, best screenplay, best sound design and best actor. Sakhai received the award for best actor.
“The Castle” directed by Saba Qasemi won the Silver Anhura for best screenplay in the narrative short category.
A family lives in a house for 22 days left until the house is demolished. Aris is back in the house. He asks for help from a neighbor doctor named Qasemi. Qasemi asks if he can stay in the house until the demolition and finally Aris agrees. But he decides to stay in the house himself to make his final memories at home.
The Silver Anhura for best editing in the feature film category went to “The Nine” by Shahin Rashidi.
“The Nine” is about a photographer who takes eight young people every year, taking them to remote areas to perform annual rituals. The characters in the story are not aware of the horrific fate that awaits them.
Masoumeh Norouzian’s “Fukushima” Tragedy” won the Silver Anhura for best sound design in the documentary category.
Norouzian’s documentary narrates the first days of 2011, which were recorded by the most devastating winter in Japan, when a magnitude 10.0 earthquake shook the eastern part of the country and caused the Pacific Ocean to tremble.
The tsunami that struck Japan caused two explosions at the Daiichi Fukushima power plant, releasing radioactive material that polluted a large area.
According to the film, Ashkin Valaiegi, a freelance journalist living in Japan, made more than 70 land trips to the Fukushima region and interviewed hundreds of people and recorded thousands of photographs of various events, which make Norouzian’s documentary.
The Silver Anhura for the Best Documentary Award was given to the short film “Warehouse” by Hossein Torkhash. The award is presented to a film with a relevant theme in the current social context.
The Tiete International Film Awards (TIFA) was organized both physically and online, showcasing a variety of films from across the world.
You’re dead? So what?” published in Persian
CULTURE TEHRAN — Zahra Ameli’s translation of Cheryl L. Neely’s book “You’re dead? So what?” has been published in Persian by Sad Publications in Tehran.
An ebook edition of the Persian translation has also been released, the publisher has announced.
It is an empirical study of media and law enforcement bias in reporting and investigating violence against African-American women compared to their white counterparts.
Neely is a professor of sociology and criminology at Oakland Community College.
Here she is one of the few studies that has focused on both race and gender as collective factors in determining the extent and prominence of media coverage, as well as the patterns of law enforcement and judicial violence against Black women is disregarded in America.
In a thorough discussion, the African-American author outlines the corresponding relationship between law enforcement institutions and news agencies.
She investigates the level of information sharing regarding cases, the treatment of victims, the public perception of the case, and the response of law enforcement that frequently pressure law enforcement agencies to solve cases.
In a cautious comparison of several cases of both Black and white female victims, Neely reveals that Black women are more likely than white women to be victims of violent crimes in the U.S., and less likely to have the news coverage they deserve. She also shows that Black women are not having any serious incentive to investigate and take on their cases.
She conducts other studies on the time and resources spent by law enforcement institutions on the investigation of crimes, the media coverage of which often generates leads.
Neely also reveals that Black African-American women who are victims of violence do not receive equal institutional privileges as that of their white counterparts, nor are they given equal treatment as others in being represented by law enforcement.
Iranian films win awards at Brazil Tiete festival
TEHRAN — Iranian directors won awards in various categories at the Tiete International Film Awards (TIFA) in Brazil as the organizers announced the winners on Sunday.
“Recordist” actor-cum-director Reza Sakhai won the Silver Anhura for best feature film, best screenplay, best sound design and best actor. Sakhai received the award for best actor.
“The Castle” directed by Saba Qasemi won the Silver Anhura for best screenplay in the narrative short category.
A family lives in a house for 22 days left until the house is demolished. Aris is back in the house. He asks for help from a neighbor doctor named Qasemi. Qasemi asks if he can stay in the house until the demolition and finally Aris agrees. But he decides to stay in the house himself to make his final memories at home.
The Silver Anhura for best editing in the feature film category went to “The Nine” by Shahin Rashidi.
“The Nine” is about a photographer who takes eight young people every year, taking them to remote areas to perform annual rituals. The characters in the story are not aware of the horrific fate that awaits them.
Masoumeh Norouzian’s “Fukushima” Tragedy” won the Silver Anhura for best sound design in the documentary category.
Norouzian’s documentary narrates the first days of 2011, which were recorded by the most devastating winter in Japan, when a magnitude 10.0 earthquake shook the eastern part of the country and caused the Pacific Ocean to tremble.
The tsunami that struck Japan caused two explosions at the Daiichi Fukushima power plant, releasing radioactive material that polluted a large area.
According to the film, Ashkin Valaiegi, a freelance journalist living in Japan, made more than 70 land trips to the Fukushima region and interviewed hundreds of people and recorded thousands of photographs of various events, which make Norouzian’s documentary.
The Silver Anhura for the Best Documentary Award was given to the short film “Warehouse” by Hossein Torkhash. The award is presented to a film with a relevant theme in the current social context.
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Polk County Water System and the Inman-Campobello Water District are pleased to present to you this year’s Annual Drinking Water Quality Report. This report is a snapshot of last year’s water quality. Included are the details about where your water comes from, what it contains, and how it compares to standards set by regulatory agencies. Our constant goal is to provide you with a safe, dependable supply of drinking water. We want you to understand the efforts made to continually improve the water treatment process and protect our water resources. We are committed to ensuring the quality of your water and to providing you with this information, because informed customers are our best allies.
**SOURCE WATER ASSESSMENT PROGRAM (SWAP) RESULTS**
Polk County Water System and the Inman-Campobello Water District purchase water from the Broad River Water Authority (BRWA) for distribution to residential, commercial and industrial customers. The water that is used by this system is surface water from the Broad River. The Broad River originates in the Hickory Nut Gorge area, above Lake Lure, N.C., and flows southeast through Rutherford County. The North Carolina Department of Environmental Quality (DEQ), Public Water Supply (PWS) Section, Source Water Assessment Program (SWAP) conducted assessments for all drinking water sources across North Carolina. The purpose for the assessment was to determine the susceptibility of each drinking water source (well or surface water intake) to Potential Contaminant Sources (PCS). The results for the assessment are available in SWAP Assessment Reports that include maps, background information and a relative susceptibility rating of Higher, Moderate or Lower.
The relative susceptibility rating of the source for Broad River Water Authority was determined by combining the contaminant rating (number and location of PCS within the assessment area) and the inherent vulnerability rating (i.e., characteristics or existing conditions of the watershed and its delineated assessment area). The assessment findings are summarized in the table below:
| Source Name | Susceptibility Rating-Moderate | SWAP Report Date |
|-------------|---------------------------------|------------------|
| Broad River | | September 9, 2020 |
The complete SWAP Assessment report for the Broad River Water Authority may be viewed on the internet at: https://www.ncwater.org/SWAP_Reports/NC0181035_SWAP_Report-20200909.pdf. To obtain a printed copy of this report, please mail a written request to: Source Water Assessment Program - Report Request, 1634 Mail Service Center, Raleigh, NC 27699-1634, or email your request to firstname.lastname@example.org.
Please indicate your system name, PWSID, and provide your name, mailing address and phone number. If you have any questions about the SWAP report, please contact the Source Water Assessment Program staff by phone at 919-707-9098.
It is important to understand that a susceptibility rating of “high” does not imply poor quality, only the systems’ potential to become contaminated by PCS’s in the assessment area.
Protection of drinking water is everyone’s responsibility. You can help protect your community’s drinking water source(s) in several ways: dispose of chemicals properly; take used motor oil to a recycling center, volunteer in your community to participate in group efforts to protect your source, etc.
What the EPA Wants You to Know
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More important information about contaminants and potential health effects can be obtained by calling the Environmental Protection Agency’s Safe Drinking Water Hotline (800-426-4791). 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 microbiological contaminants are available from the Safe Drinking Water Hotline (800-426-4791).
The sources of drinking water (both tap 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 microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife; inorganic contaminants, such as salts and metals, which can be naturally-occurring or result from urban storm runoff, industrial or domestic wastewater discharges, oil and gas production, mining or farming; pesticides and herbicides, which may come from a variety of sources such as agriculture, urban storm water runoff; and residential uses; 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 runoff, and septic systems; and radioactive contaminants, which can be naturally-occurring or be the result of oil and mining activities. In order to ensure that tap water is safe to drink, EPA prescribes regulations which limit the amount of certain contaminants in water provided by public water systems. FDA regulations establish limits for contaminants in bottled water, which must provide the same protection for public health.
Special Information from the EPA
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. Polk County Water System 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 of Detected Contaminants
Inman-Campobello Water District (ICWD), Broad River Water Authority (BRWA), and the North Carolina Department of Environmental Quality (DEQ) routinely monitor for over 150 contaminants in your drinking water according to Federal and State laws. The tables following list all the drinking water contaminants that were detected in the last round of sampling for the particular contaminant group. The presence of contaminants does not necessarily indicate that the water poses a health risk. Unless otherwise noted, the data presented in these tables is from testing done January 1 through December 31, 2020. The EPA or the State requires us to monitor for certain contaminants less than once per year because the concentrations of these contaminants are not expected to vary significantly from year to year. Some of the data, though representative of the water quality, is more than one year old.
Public water systems are required to report only those contaminants which have been detected during the calendar year 2020, or in the most recent sample taken for parameters measured less frequently than once per year. The information must include the contaminant name, the MCLG and MCL, the highest level found (or the average for substances subject to secondary MCLs) and the range of measurements if multiple samples were taken, the date samples were taken, and the typical source or sources of the contaminants detected. Since no MCLs were exceeded, no health effects language is required. Normal levels of trihalomethanes and haloacetic acids, which are the expected by-products of chlorine disinfection, were observed, but these are not regulated at the treatment plant. Each system must report trihalomethane and haloacetic acid data from the monitoring of its own distribution system. All sources of drinking water are subject to potential contamination by substances that are naturally-occurring or man made. These substances can be microbes, inorganic chemicals and radioactive substances. MCLs are set at very stringent levels. To understand the possible health effects described for many regulated constituents, a person would have to drink 2 liters of water every day for a lifetime at the MCL level to have a one-in-a-million chance of having the described health effect.
BRWA monitored our source water for Cryptosporidium and found the levels shown. Cryptosporidium is a microbial parasite found in surface water throughout the U.S. Although Cryptosporidium can be removed by filtration, the most commonly used filtration methods cannot guarantee 100% removal. The monitoring of our source water indicates the presence of these organisms. Current test methods do not enable us to determine if the organisms are dead or if they are capable of causing disease. Symptoms of infection include nausea, diarrhea, and abdominal cramps. Most healthy individuals are able to overcome the disease within a few weeks. However, immunocompromised people have more difficulty and are at greater risk of developing a severe life-threatening illness. Immunocompromised individuals are encouraged to consult their doctor regarding appropriate precautions to take to prevent infection. Cryptosporidium must be ingested for it to cause disease, and it may be spread through means other than drinking water.
### Important Drinking Water Definitions
- **Not Applicable (N/A)** - Information not applicable/not required for that particular water system or for that particular rule.
- **Non Detect (ND)** - Laboratory analysis indicates that the contaminant is not present at the level of detection set for the particular methodology used.
- **Parts per million (ppm) or Milligrams per liter (mg/l)** - One part per million corresponds to one minute in two years or a single penny in $10,000.
- **Parts per billion (ppb) or Micrograms per liter** - One part per billion corresponds to one minute in 2,000 years, or a single penny in $10,000,000.
- **Pico curies per liter (pCi/L)** - Pico curies per liter is a measure of the radioactivity in water.
- **Nephelometric Turbidity Unit (NTU)** - Nephelometric turbidity unit is a measure of the clarity of water. Turbidity in excess of 5 NTU is just noticeable to the average person.
- **Action Level (AL)** - The concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow.
- **Treatment Technique (TT)** - A treatment technique is a required process intended to reduce the level of a contaminant in drinking water.
- **Maximum Residual Disinfection Level (MRDL)** - 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.
- **Level 1 Assessment** - A Level 1 assessment is a study of the water system to identify potential problems and determine (if possible) why total coliform bacteria have been found in our water system.
- **Level 2 Assessment** - A Level 2 assessment is a very detailed study of the water system to identify potential problems and determine (if possible) why an E. coli MCL violation has occurred and/or why total coliform bacteria have been found in our water system on multiple occasions.
- **Maximum Contaminant Level (MCL)** - The “Maximum Allowed” is 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.
- **Maximum Contaminant Level Goal (MCLG)** - The “Goal” is 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.
- **Maximum Residual Disinfection Level Goal** - The “Level” (MRDLG) 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.
### Microbiological Contaminants-Monitored by the ICWD
| Contaminant (units) | MCL Violation Y/N | Your Water | MCLG | MCL/TT | Likely Source of Contamination |
|---------------------|--------------------|------------|------|--------|--------------------------------|
| Total Coliform Bacteria (presence or absence) | N | 0 | N/A | TT* | Naturally present in the environment |
| Fecal Coliform or E. coli (presence or absence) | N | 0 | 0 | Routine and repeat samples are total coliform-positive, and either is E. coli-positive or system fails to take repeat samples following E. coli-positive routine sample or system fails to analyze total coliform-positive repeat sample for E. coli. 1 positive sample/month. Note: If either an original routine sample and/or its repeat sample(s) are E. coli positive, a Tier 1 violation exists. | Human & animal fecal waste |
*If a system collecting fewer than 40 samples per month has two or more positive samples in one month, the system has a MCL violation.
### Turbidity-Systems With Population > 10,000
| Contaminant (units) | MCL Violation Y/N | Your Water | MCLG | MCL | Likely Source of Contamination |
|---------------------|--------------------|------------|------|-----|--------------------------------|
| Turbidity (NTU) | N | Avg 0.04 | N/A | TT = 1 NTU | Soil runoff |
| | | Max 0.09 | | TT = < 0.3 NTU | |
| | | 100% | N/A | | |
Turbidity is a measure of the cloudiness of the water. We monitor it because it is a good indicator of the effectiveness of our filtration system. The turbidity rule requires that 95% or more of the monthly samples must be below 0.3 NTU.
### Inorganic Contaminants
| Contaminant (units) | Sample Date | MCL Violation Y/N | Your Water | Range Low | Range High | MCLG | MCL | Likely Source of Contamination |
|---------------------|-------------|--------------------|------------|-----------|------------|------|-----|--------------------------------|
| Fluoride (ppm) | Feb 2020 | N | 0.60 | 0.00 | 0.97 | 4 | 4 | Erosion of natural deposits; water additive which promotes strong teeth; discharge from fertilizer and aluminum factories. |
Note: The Fluoride level is controlled at approximately 0.70 ppm with the annual average being 0.47 ppm.
### Lead and Copper Contaminants
| Contaminant (units) | Sample Date | Your Water | No. of Sites Found Above the AL | MCLG | MCL | Likely Source of Contamination |
|---------------------|-----------------|------------|---------------------------------|-------|-------|------------------------------------------------------------------------------------------------|
| Copper (ppm) | June-Sept. 2019 | ND | 0 | 1.3 | AL=1.3| Corrosion of household plumbing systems; erosion of natural deposits; leaching from wood preservatives. |
| (90th percentile) | | | | | | |
| Lead (ppb) | June-Sept. 2019 | ND | 0 | 0 | AL=15 | Corrosion of household plumbing systems, erosion of natural deposits. |
| (90th percentile) | | | | | | |
Note: Next lead and copper sampling due 2022.
### Disinfection By-Product Precursors Contaminants
| Contaminant (units) | Sample Date | MCL Violation Y/N | Your Water | Range Low | High | MCLG | MCL | Likely Source of Contamination |
|---------------------|-----------------|--------------------|------------|-----------|------|------|-------|---------------------------------------------------------------------|
| Total Organic Carbon (ppm) (TOCs)-RAW | Monthly 2020 | N | 0.58 | <1.0 | 1.26 | N/A | TT | Naturally present in the environment |
| Total Organic Carbon (ppm) (TOCs)-TREATED | Monthly 2020 | N | ND | <1.0 | ND | N/A | TT | Naturally present in the environment |
Note: Depending on the TOC in our source water, the system MUST have a certain % removal of TOC or must achieve alternative compliance criteria. If we do not achieve that % removal there is an “alternative % removal”. If we fail to meet that, we are in violation of a Treatment Technique. Our water has a very low TOC content. Instead of using the % removal criteria we use an Alt 2 (alternative 2), treated water TOC <2.0 mg/l as the method to comply with d/DBP treatment technique requirements.
### Disinfection By-Product Contaminants-Monitored by the ICWD
| Contaminant (units) | MCL/MRDL Violation Y/N | Your Water | Range Low | High | MCLG | MCL | Likely Source of Contamination |
|---------------------|-------------------------|------------|-----------|------|------|-------|---------------------------------------------------------------------|
| TTHM (ppb) [Total Trihalomethanes] | N | 37 | 0.0 | 40 | N/A | 80 | By-product of drinking water chlorination |
| HAA5 (ppb) | N | 34 | 0.0 | 33 | N/A | 60 | By-product of drinking water disinfection |
| Chlorine (ppm) | N | 1.21 | 0.85 | 2.00 | MRDLG=4 | MRDL=4 | Water additive used to control microbes |
For TTHM: Some people who drink water containing trihalomethanes in excess of the MCL over many years may experience problems with their liver, kidneys, or central nervous systems, and may have an increased risk of getting cancer. For HAA5: Some people who drink water containing haloacetic acids in excess of the MCL over many years may have an increased risk of getting cancer.
### Water Characteristics Contaminants
| Contaminant (units) | Sample Date | Your Water | Range Low | High | Secondary MCL |
|---------------------|-------------|------------|-----------|------|---------------|
| pH | Hourly | 7.2 | N/A | | 6.5 - 8.5 |
### Cryptosporidium
| Contaminant (units) | Sample Date | Your Water | Range Low | High | Secondary MCL |
|---------------------|-----------------|------------|-----------|------|---------------|
| Cryptosporidium (Oocysts/L) | Monthly Jan 2018 Jan - Sept. 2018 | 0.04 | 0.00 | 0.19 | N/A |
Secondary Contaminants, required by the NC Public Water Supply Section, are substances that affect the taste, odor, and/or color of drinking water. These aesthetic contaminants normally do not have any health effects and normally do not affect the safety of your water.
Este informe contiene información muy importante. Tradúscalo o hable con un amigo quien lo entienda bien.
Water Must Be Treated to reduce harmful organisms and other substances to safe levels.
**Screens**
prevent larger debris, fish, etc., from entering the treatment process.
**Raw Water In**
**Treatment Chemicals**
Chlorine, lime, alum and polymers are added to disinfect water, remove metals and form "floc". Powdered activated carbon is added as needed to reduce unpleasant taste and odors.
**Mixing Chambers**
cause the chemicals to blend uniformly, give time for chemical reactions to occur, and allow newly formed "floc" particles the opportunity to collide and combine.
**Filters**
remove fine particles by passing the water through layers of crushed anthracite and sand.
**Settling Basins**
slow the flow of water and allow "floc" particles to sink, removing dirt, microbes and contaminants as they settle.
**Finishing Chemicals**
**Chlorine provides a disinfectant residual.**
**Fluoride prevents tooth decay.**
**Phosphates control corrosion of pipes.**
**Lime** is needed to adjust pH.
**"Finished" Water Out to Storage & Distribution**
All finished drinking water contains carefully controlled amounts of chemicals added during treatment. Federal and state regulations for drinking water set strict limits on the amount of these substances that may be present in the drinking water.
If you have any questions about this report or questions concerning your water quality, please contact Kermit Johnson at 828-863-2295. Polk County is governed by a Board of Commissioners who generally meet on the first and third Monday of each month. For time and location, you may call 828-894-3301. The ICWD is governed by a Board of Commissioners who generally meet at the District Office on the third Tuesday of each month at 8:15 A.M. | 80ff98c5-3274-4fc0-b789-347f3a53a92f | CC-MAIN-2021-43 | https://icwd.org/pdf/CCR%20NC2021.pdf | 2021-10-16T05:58:55+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323583423.96/warc/CC-MAIN-20211016043926-20211016073926-00422.warc.gz | 429,261,578 | 4,576 | eng_Latn | eng_Latn | 0.989441 | eng_Latn | 0.992584 | [
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GCSE CHEMISTRY
Foundation Tier Paper 2
Tuesday 13 June 2023 Morning Time allowed: 1 hour 45 minutes
Materials
For this paper you must have:
• a ruler
• a scientific calculator
• the periodic table (enclosed).
Instructions
• Use black ink or black ball-point pen.
• Pencil should only be used for drawing.
• Fill in the boxes at the top of this page.
• Answer all questions in the spaces provided. Do not write outside the box around each page or on blank pages.
• If you need extra space for your answer(s), use the lined pages at the end of this book. Write the question number against your answer(s).
• Do all rough work in this book. Cross through any work you do not want to be marked.
• In all calculations, show clearly how you work out your answer.
Information
• The maximum mark for this paper is 100.
• The marks for questions are shown in brackets.
• You are expected to use a calculator where appropriate.
• You are reminded of the need for good English and clear presentation in your answers.
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This question is about oxygen.
Scientists think that there was little or no oxygen in the Earth’s early atmosphere.
01.1 Which planet today has an atmosphere that is similar to the Earth’s early atmosphere?
Tick (✓) one box.
Jupiter
Mars
Neptune
Saturn
[1 mark]
01.2 Which is the approximate percentage of oxygen in the Earth’s atmosphere today?
Tick (✓) one box.
20%
50%
80%
100%
[1 mark]
Which two of the following increased the percentage of oxygen in the Earth’s atmosphere?
Tick (✓) two boxes.
Active volcanoes emitted gases
Algae and plants evolved
Animals evolved
Carbonate sediments formed in oceans
Photosynthesis took place
Some scientists think that 1100 million years ago the Earth’s atmosphere contained:
- 16% oxygen
- 4% carbon dioxide.
Complete Figure 1.
You should:
- complete the y-axis scale
- plot the percentage of oxygen in the Earth’s atmosphere 1100 million years ago.
[2 marks]
Oxygen is produced when manganese dioxide is added to hydrogen peroxide solution.
The equation for the reaction is:
\[
\text{hydrogen peroxide} \rightarrow \text{water} + \text{oxygen}
\]
A student investigated the effect of changing the temperature on the decomposition of hydrogen peroxide.
This is the method used.
1. Add 5 cm$^3$ of hydrogen peroxide solution to three test tubes labelled A, B and C.
2. Place each test tube in a water bath at a different temperature.
3. Add 0.2 g of manganese dioxide to each test tube.
Figure 2 shows the results.
01.5 Which test tube contained hydrogen peroxide solution at the highest temperature?
Tick (✓) one box.
Test tube A
Test tube B
Test tube C
[1 mark]
01.6 The student tested the gas produced.
What is used to prove that the gas is oxygen?
Tick (✓) one box.
A glowing splint
Bromine water
Damp litmus paper
[1 mark]
01.7 Manganese dioxide does not appear in the chemical equation for this reaction.
Which is a correct statement about manganese dioxide in this reaction?
Tick (✓) one box.
Manganese dioxide increases the activation energy in this reaction.
Manganese dioxide is a catalyst in this reaction.
Manganese dioxide is used up during this reaction.
Manganese dioxide reduces the rate of this reaction.
[1 mark]
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This question is about glass and polymers.
Beakers can be made from borosilicate glass or poly(propene).
Table 1 shows information about materials used to make beakers.
| Material used to make beakers | borosilicate glass | poly(propene) |
|------------------------------|--------------------|---------------|
| Temperature at which melting begins in °C | 850 | 160 |
| Flammability | does not burn | burns |
| Resistance to impact | shatters | tough |
| Cost of 100 cm³ beaker in £ | 1.50 | 2.00 |
02.1 Suggest two reasons why a Bunsen burner should not be used to heat a liquid in a poly(propene) beaker.
Use Table 1.
[2 marks]
1
2
02.2 Poly(propene) beakers are more expensive than borosilicate glass beakers.
Suggest one reason why using poly(propene) beakers instead of borosilicate glass beakers could save money.
Use Table 1.
[1 mark]
Which is a raw material used to make borosilicate glass?
Tick (✓) one box.
Boron trioxide
Clay
Limestone
Poly(propene) is produced from propene.
The displayed structural formula of propene is:
\[
\begin{align*}
& \text{H} & \text{CH}_3 \\
& \text{C} = \text{C} \\
& \text{H} & \text{H}
\end{align*}
\]
Table 2 shows some information about the elements in one molecule of propene.
| Symbol for element | Name of element | Number of atoms of element in one molecule of propene |
|--------------------|-----------------|------------------------------------------------------|
| C | | |
| H | | |
Complete Table 2.
Which structure is the repeating unit of poly(propene)?
Tick (✓) one box.
[1 mark]
02.5
Poly(propene) is produced in three stages:
- **Stage 1**: separating large alkane molecules from crude oil
- **Stage 2**: producing propene molecules from large alkane molecules
- **Stage 3**: joining many propene molecules together.
Name Stage 1, Stage 2 and Stage 3.
Choose answers from the box.
[3 marks]
| cracking | fermentation | fractional distillation |
|----------|-------------|------------------------|
| | | |
| | | |
Stage 1 is ________________________________.
Stage 2 is ________________________________.
Stage 3 is ________________________________.
A molecule of hexene contains a double carbon–carbon bond.
Many hexene molecules join together to form poly(hexene).
Which two words describe a hexene molecule in this process?
Tick (✓) two boxes.
- Alkene
- Catalyst
- Composite
- Element
- Monomer
[2 marks]
Turn over for the next question
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ANSWER IN THE SPACES PROVIDED
This question is about chromatography.
A student investigated an orange dye using paper chromatography.
Figure 3 shows the apparatus at the start of the investigation.
Complete the labels on Figure 3.
[3 marks]
Figure 4 shows the results at the end of the investigation.
The student made a mistake in the investigation.
What mistake did the student make to produce the results shown in Figure 4?
Tick (✓) one box.
Left the investigation for too long
Used a lid on the beaker
Used a solvent which did not dissolve the dye
Question 3 continues on the next page
A different student did the investigation correctly.
Figure 5 shows the results.
How do the results in Figure 5 show that the orange dye is not a pure substance?
[1 mark]
Determine the $R_f$ value for the red spot.
You should measure:
- the distance moved by the red spot
- the distance moved by the solvent.
Use Figure 5 and the equation:
$$R_f = \frac{\text{distance moved by red spot}}{\text{distance moved by solvent}}$$
[4 marks]
Distance moved by red spot ____________ cm
Distance moved by solvent ____________ cm
_____________________________________________________________________
_____________________________________________________________________
$R_f =$ ________________________________
03.5 Which spot had the greatest $R_f$ value?
Use Figure 5.
Tick (✓) one box.
[1 mark]
Dark yellow spot
Pale yellow spot
Red spot
Turn over for the next question
This question is about a reversible reaction.
A student heated calcium hydroxide to produce calcium oxide and water vapour. This is the method used.
1. Add 2.00 g of calcium hydroxide into a test tube.
2. Heat the test tube and contents for 1 minute using a Bunsen burner.
3. Allow the test tube and contents to cool.
4. Weigh the test tube and contents.
5. Repeat steps 2 to 4 five more times.
Table 3 gives the appearance of the reactant and of the products.
| Reactant | Compound | Appearance |
|----------|----------------|--------------|
| Products | calcium hydroxide | white powder |
| | calcium oxide | white powder |
| | water vapour | colourless gas |
The student looked at the test tube and contents during heating.
The student could not tell that a chemical reaction was taking place by looking at the test tube and contents.
Give two reasons why.
Use the information in Table 3.
[2 marks]
1
2
Accurate results are not produced if solid powders escape from the test tube during heating.
Suggest why sealing the test tube with a stopper is not a good way of preventing the solid powders from escaping.
[1 mark]
The student wanted to calculate the mass of the contents of the test tube after each minute of heating.
The student weighed the test tube and contents after each minute of heating.
What other measurement is also needed to calculate the mass of the contents of the test tube?
Tick (✓) one box.
The change in mass of the contents of the test tube at the end
The mass of the contents of the test tube at the start
The mass of the empty test tube
Question 4 continues on the next page
The student heated 2.00 g of calcium hydroxide to produce calcium oxide and water vapour.
Table 4 shows the results.
| Total heating time in minutes | Mass of contents of test tube in grams |
|------------------------------|---------------------------------------|
| 0 | 2.00 |
| 1 | 1.76 |
| 2 | 1.64 |
| 3 | 1.56 |
| 4 | 1.52 |
| 5 | 1.51 |
| 6 | 1.51 |
Complete the sentence.
Choose the answer from the box.
Use Table 4.
[1 mark]
The minimum heating time needed for all of the calcium hydroxide to be changed into calcium oxide and water vapour is ________________________.
Calculate the total mass of water vapour produced by heating the calcium hydroxide.
Use Table 4.
[2 marks]
Mass = _______________ g
The word equation for the reaction is:
\[
\text{calcium hydroxide} \rightleftharpoons \text{calcium oxide} + \text{water}
\]
The reaction is reversible.
When 4.00 g of calcium hydroxide is completely changed into calcium oxide and water:
- 3.03 g of calcium oxide is produced
- 5.90 kJ of energy is taken in from the surroundings.
04.6 3.03 g of calcium oxide reacts completely with water to produce 4.00 g of calcium hydroxide.
How much energy is transferred to the surroundings in this reaction? [1 mark]
Tick (✓) one box.
Less than 5.90 kJ
5.90 kJ
More than 5.90 kJ
04.7 The forward reaction takes in energy from the surroundings.
Complete the sentence.
Choose the answer from the box.
[1 mark]
\[
\begin{array}{c}
\text{combustion} & \text{endothermic} & \text{exothermic} \\
\end{array}
\]
The forward reaction is ____________________________.
This question is about greenhouse gases and climate change.
05.1 Which two gases are greenhouse gases?
Tick (✓) two boxes.
- Argon
- Carbon dioxide
- Nitrogen
- Methane
- Oxygen
[2 marks]
05.2 Why are greenhouse gases essential for supporting life on Earth?
[1 mark]
The percentage of greenhouse gases in the Earth’s atmosphere today is increasing. Many scientists think that this increase is causing global climate change.
05.3 What is a cause of the greenhouse effect?
Complete the sentence.
Greenhouse gases absorb long wavelength ____________________________.
[1 mark]
Which two are potential effects of global climate change?
Tick (✓) two boxes.
- Fewer droughts
- Fewer storms
- Higher sea levels
- Less coastal flooding
- Melting polar ice
Water vapour is a greenhouse gas.
The percentage by mass of water vapour in the Earth’s atmosphere is 0.25%.
Calculate the mass of water vapour in 350 kg of the Earth’s atmosphere.
Give your answer in grams.
Mass = ____________ g
This question is about fuels.
The energy produced by burning fuels is used to generate electricity in power stations.
Table 5 shows information about three fuels used to generate electricity.
| Fuel | Coal | Oil | Natural gas |
|------------|------|-------|-------------|
| State of fuel at room temperature | solid | liquid | gas |
| Transportation of fuel to power station | train | pipeline | pipeline |
| Percentage by mass of sulfur in fuel (%) | 5 | 1 | 0.001 |
| Relative quantity of solid particles produced when fuel is burned | high | medium | low |
06.1 Explain why coal is usually transported to power stations by train and not by pipeline.
Use Table 5.
[2 marks]
Sulfur dioxide and particulates are atmospheric pollutants produced when fuels are burned.
06.2 1 kg of each fuel in Table 5 is burned.
Which fuel produces the most sulfur dioxide?
Give one reason for your choice.
[2 marks]
Fuel ________________________________
Reason _______________________________________________________
____________________________________________________________
06.3 Give one problem caused by sulfur dioxide.
[1 mark]
____________________________________________________________
____________________________________________________________
06.4 Particulates are formed from solid particles.
1 kg of each fuel in Table 5 is burned.
Which fuel produces the least particulates?
Give one reason for your choice.
[2 marks]
Fuel ________________________________
Reason _______________________________________________________
____________________________________________________________
06.5 Give one problem caused by particulates.
[1 mark]
____________________________________________________________
____________________________________________________________
06.6 Complete the sentence.
Solid particles are formed when fuels undergo incomplete ________________________.
06.7 Figure 6 shows how the use of oil and of natural gas as fuels changed in the UK between 2002 and 2020.
Figure 6
Fuel use in the UK in arbitrary units
Describe the trends shown in Figure 6.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
This question is about alloys.
Steels are alloys of iron.
07.1 Which non-metal element is in all steels?
Tick (✓) one box.
- Carbon
- Iodine
- Sulfur
[1 mark]
07.2 Which two elements other than iron are in stainless steels?
Tick (✓) two boxes.
- Chromium
- Gold
- Magnesium
- Nickel
- Zinc
[2 marks]
07.3 Give two properties of stainless steels.
Choose answers from the box.
[2 marks]
brittle hard low density
resistant to corrosion soluble in water
Property 1 ____________________________________________
Property 2 ____________________________________________
Titanium is used in alloys.
Table 6 shows information about some alloys of titanium.
Table 6
| Titanium alloy | Other metals in alloy | Strength | Used in |
|----------------|----------------------------|----------|--------------------------|
| A | 6.0% aluminium | high | aircraft parts |
| | 4.0% vanadium | | hip joint replacements |
| B | 5.0% aluminium | high | aircraft parts |
| | 2.5% tin | | |
| C | 3.0% aluminium | medium | tennis rackets |
| | 2.5% vanadium | | heart pacemakers |
07.4 Calculate the mass of titanium in 5.0 kg of titanium alloy C.
Use Table 6.
[3 marks]
Mass = ___________ kg
07.5 Suggest why alloy A and alloy B are used to make aircraft parts.
Use Table 6.
[1 mark]
07.6 Titanium alloys used for medical purposes must not be toxic.
Suggest why alloy B is not used for medical purposes.
Use Table 6.
[1 mark]
A student investigated the rate of the reaction between zinc and sulfuric acid.
Hydrogen gas is produced during this reaction.
Figure 7 shows the apparatus.
This is the method used.
1. Add 50 cm$^3$ of sulfuric acid to a conical flask.
2. Add 2.0 g of zinc to the conical flask.
3. Quickly put a stopper in the conical flask and start a timer.
4. Measure the time taken to collect 20 cm$^3$ of gas.
5. Repeat steps 1 to 4 three more times.
Suggest why the stopper must be put in the conical flask as quickly as possible in step 3.
[1 mark]
The student calculated the rate of the reaction for each trial.
Table 7 shows the results of the calculations.
| Rate of reaction in cm$^3$/s | Trial 1 | Trial 2 | Trial 3 | Trial 4 |
|-----------------------------|---------|---------|---------|---------|
| | 0.78 | 0.81 | 0.68 | 0.81 |
Determine the mean time taken to collect 20 cm$^3$ of gas.
Do not include any anomalous results.
Use the equation:
\[
\text{mean rate of reaction} = \frac{\text{volume of gas collected}}{\text{mean time taken}}
\]
[5 marks]
Mean time taken = ____________________ s
Question 8 continues on the next page
08.3 The student changed the investigation so that the mean time taken to collect 20 cm$^3$ of gas was greater.
Which two changes would increase the mean time taken to collect 20 cm$^3$ of gas? [2 marks]
Tick (✓) two boxes.
- Use a catalyst
- Use a larger conical flask
- Use a lower temperature
- Use smaller pieces of zinc
- Use sulfuric acid of a lower concentration
08.4 Hydrogen gas is produced during this reaction.
Describe the test for hydrogen gas.
Give the result of the test. [2 marks]
Test ____________________________________________________________
_______________________________________________________________
Result _________________________________________________________
Turn over for the next question
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This question is about alcohols and carboxylic acids.
Alcohols are used as fuels.
A student burned 1.00 g of six alcohols and determined the energy released from each.
Table 8 shows the results.
| Alcohol | Formula of one molecule of the alcohol | Energy released in kJ/g |
|-----------|---------------------------------------|-------------------------|
| Ethanol | C₂H₅OH | 29.6 |
| Propanol | C₃H₇OH | 33.6 |
| Butanol | C₄H₉OH | 36.1 |
| Pentanol | C₅H₁₁OH | 37.7 |
| Hexanol | C₆H₁₃OH | 38.9 |
| Heptanol | C₇H₁₅OH | 39.8 |
09.1 Calculate the mass of ethanol that must be burned to release the same amount of energy as burning 1.00 g of heptanol.
[2 marks]
Mass = ____________ g
09.2 The energy released in kJ/g varies with the number of carbon atoms in one molecule of each alcohol.
Plot the data from Table 8 on Figure 8.
[2 marks]
09.3 Estimate the energy released in kJ when 1.00 g of octanol (C₈H₁₇OH) is burned.
Use Figure 8.
[1 mark]
Energy released = _______________ kJ
Carbon dioxide is produced when alcohols are burned.
Carbon dioxide is identified by bubbling the gas through limewater.
09.4 Complete the sentence.
Choose the answer from the box.
[1 mark]
Limewater is an aqueous solution of ____________________________.
09.5 Give the result of the test when carbon dioxide is bubbled through limewater.
[1 mark]
Ethanoic acid can be produced from ethanol.
09.6 What is reacted with ethanol to produce ethanoic acid?
Tick (✓) one box.
- A halogen
- An alkali metal
- An oxidising agent
- Water
[1 mark]
09.7 Ethanoic acid contains the functional group –COOH
Complete the displayed structural formula of this functional group.
\[- \text{C} \quad \text{O}\]
\[\text{O} - \text{H}\]
[1 mark]
Ethanoic acid reacts with different compounds.
Draw one line from each compound to a product of the reaction of the compound with ethanoic acid.
[2 marks]
| Compound | Product of the reaction with ethanoic acid |
|----------------|--------------------------------------------|
| Ethanol | Ethyl ethanoate |
| Sodium carbonate | Carbon dioxide |
Do not write outside the box
Turn over for the next question
DO NOT WRITE ON THIS PAGE
ANSWER IN THE SPACES PROVIDED
This question is about chemical analysis.
Potassium bromide is used in medicine.
A scientist tested a sample of medicine to show the presence of potassium ions and of bromide ions.
The sample is soluble in water.
Plan a method the scientist could use to show that the sample of medicine contains potassium ions and bromide ions.
The scientist has:
- a Bunsen burner
- a metal wire
- test tubes
- a dropping pipette
- distilled water
- dilute nitric acid
- silver nitrate solution.
You should give the results of the tests.
[6 marks]
The scientist could also use an instrumental method to show the presence of potassium ions in the medicine.
10.2 Which instrumental method could be used to show the presence of potassium ions in the medicine?
[1 mark]
10.3 Give one advantage of using this instrumental method instead of a chemical test.
[1 mark]
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DO NOT WRITE ON THIS PAGE
ANSWER IN THE SPACES PROVIDED
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WRITING TO LEARN STRATEGIES ON STUDENT LEARNING IN BIOLOGY: AN EXPERIMENT WITH STUDENTS WITH SPECIFIC LEARNING DISABILITIES
A Dissertation
Submitted to
the Temple University Graduate Board
In Partial Fulfillment
of the Requirements for the Degree
DOCTOR OF PHILOSOPHY
by
Dr. Ronnie M. Tarchichi
December 2020
Dissertation Sponsoring Committee Members:
Dr. Joseph DuCette, Advisory Chair, Department of Psychological Studies in Education
Dr. Mathew Tincani, Advisory Chair, Department of Teaching and Learning
Dr. Ken Thurman, Department of Teaching and Learning
Dr. Bassel Sawaya, Department of Neurology and Pharmacology
Current research has shown that writing to learn strategies have a positive impact on overall student learning. However, previous studies mainly assessed student learning through instruments that have been self-designed by researchers and there is little research examining relations between writing to learn strategies and science related context achievement such as biology measured through standardized testing. In addition, very few studies on writing to learn strategies with students with disabilities measure the potential relations with biology achievement. The purpose of this quantitative study is to address the literature gap by implementing the use of writing to learn strategies to institute growth and achievement in biological science in students with disabilities. The objective of the study is to evaluate content area growth of students with disabilities in biological science through the use of writing to learn strategies embedded in classroom pedagogy. Using experimental research, forty-eight students with high incidence disabilities in grades 9 and 10 received writing to learn strategies in their biology class during the school day. The quantitative instrumentation involved in the study is a pre-test comprehensive biology baseline exam, a mid-treatment biology assessment, and a post-test comprehensive biology exam, an acceptability survey, and an attitude toward biology survey that was administered over a semester’s timeline. The exams simulated standardized biology exams that employ the New Jersey Science Standards (NJSS) taught within the curriculum. All exams were slightly different; however, they focused on the same standards in biological science and the same overall content. Results were that the experimental group showed greater growth than the control group in the mid-treatment assessment, posttest and the Attitude Toward Biology Survey. Empirical implications are that writing to learn strategies would have significant impact on biological science standardized testing for students with disabilities.
DEDICATIONS
I dedicate this second dissertation that I have written to my beautiful sons Alexander, Jacob and David who are my gifts from my Lord and Savior, JESUS CHRIST. They have watched me go to class and at Temple University in Philadelphia for the last three years. This was a second doctorate and a ninth degree. With these accomplishments, I want my sons to understand that all things are possible if: 1) you put GOD first in your life and 2) you work hard and do not become satisfied with current levels of success. My sons, you are the best fiends I could ever ask for and you are my everything. My sons, you make this life worth living and every moment I spend with you is a gift from our Creator, JESUS CHRIST.
I also dedicate this work and all my work to my Lord, Savior, King, and GOD, JESUS CHRIST who I owe not only every modicum of success to, but also every breath I take, thank YOU for considering me worthy of following YOU.
ACKNOWLEDGEMENTS
I would like to acknowledge my parents for teaching me the importance of hard work and helping me through all things in life, including this doctorate. I am completing this second doctorate and ninth degree at 39 years old and my parents have always been helpful. I have not stopped my higher learning since 18 and my parents have always been supportive. I always appreciated morning coffee with my parents.
In addition, earning this degree would not be possible without the support of my wife Erica and my 3 beautiful sons, Alexander, Jacob, and David. There have been nights that I have been in class or working that I would have rather spent riding trains, playing superheroes, playing karate kid, hiking, bike riding, or just hanging out with my best friends. This degree, along with the all the others have taken time and I appreciate the time you have given me to work on my goals.
I want to thank the Board of Education for being so supportive to me as their Chief School Administrator during this process. I have a great Board of Education that works as a team to ensure that students are educated properly and their leadership accomplishes both personal and professional objectives.
I would like to thank my dissertation committee. Primarily, I would like to thank Dr. DuCette who has been the best professor that I have had in my long academic journey. You truly are a rose among thorns. Secondly, I would Dr. Tincani and Dr. Thurman for being on my committee and their assistance as well. Thirdly, I would like to thank Dr. Sawaya who has been a great mentor, big brother, and friend.
Lastly, I would like to acknowledge my Creator, Savior, and GOD, JESUS CHRIST who allows these accomplishments when I am not deserving of these endowments.
# TABLE OF CONTENTS
ABSTRACT .................................................................................................................. ii
ACKNOWLEDGEMENTS .......................................................................................... iv
LIST OF TABLES ...................................................................................................... xii
LIST OF FIGURES .................................................................................................... xiii
CHAPTER
1. INTRODUCTION ................................................................................................. 1
The Research Problem ....................................................................................... 1
Problem Statement ............................................................................................. 5
Purpose of the Study ........................................................................................... 6
Research Focus and Research Questions ....................................................... 8
Significance of the Study .................................................................................... 9
Conclusion ........................................................................................................ 11
Dissertation Organization .................................................................................. 12
2. LITERATURE REVIEW ....................................................................................... 13
Introduction ....................................................................................................... 13
Strategic Notetaking .......................................................................................... 14
Dialectical Notebooks ....................................................................................... 18
Writing to Learn Strategies ............................................................................... 19
Theoretical Framework ..................................................................................... 20
Philosophical Epistemology .......................................................................... 21
Vygotsky’s Sociohistorical Theory and Activity Theory ......................... 23
Social Practice Theory and Reciprocal Learning ....................................... 24
| Section | Page |
|------------------------------------------------------------------------|------|
| Conceptual Framework | 26 |
| Science Learning | 29 |
| Impact of Writing to Learn on Biological Science | 32 |
| Learning in Inclusion Classrooms | 33 |
| Learning in Learning Language Moderate Classrooms | 36 |
| Reviewing the Literature | 38 |
| Epistemological Underpinnings | 41 |
| Worldview of the Researcher | 42 |
| Research Questions | 43 |
| 3. METHODOLOGY | 45 |
| Intervention and Location | 45 |
| Participants and Setting | 47 |
| Research Design | 50 |
| Pre-Treatment Phase | 52 |
| Experimental Phase | 52 |
| Post-Treatment Phase | 53 |
| Instrumentation and Materials | 53 |
| Procedures | 54 |
| Data Collection and Analysis | 56 |
| Pre-Test, Mid-Treatment Assessment and Post Test | 56 |
| Attitude Toward Biology Survey | 58 |
| Acceptability Survey | 59 |
| Validity and Reliability | 59 |
Anticipated Results ................................................................. 60
Conclusion ........................................................................... 61
4. RESULTS ............................................................................. 62
Descriptive Data on the Sample ............................................ 62
Student Achievement .......................................................... 63
Attitude Toward Biology Survey .......................................... 67
Additional Analysis ............................................................ 69
Gender ........................................................................... 69
Race .............................................................................. 70
Student Type .................................................................. 70
Acceptability Survey .......................................................... 74
Summary ........................................................................... 75
5. DISCUSSION ....................................................................... 78
Summary of the Findings .................................................... 78
Limitations .......................................................................... 82
Implications ........................................................................ 83
Recommendations for Future Research .............................. 84
Positionality ........................................................................ 87
Bias .................................................................................. 88
Summary ........................................................................... 89
REFERENCES CITED ............................................................... 92
APPENDIX A: PRE-TEST .......................................................... 102
APPENDIX B: MID-TREATMENT ASSESSMENT ..................... 106
APPENDIX C: POST-TEST ................................................................. 111
APPENDIX D: BIOLOGY ATTITUDE SURVEY .................................. 115
APPENDIX E: CHECKLIST FOR DIALECTICAL NOTEBOOK IMPLEMENTATION ........................................................................................................... 116
APPENDIX F: CHECKLIST FOR STRATEGIC NOTETAKING IMPLEMENTATION ........................................................................................................... 117
APPENDIX G: ACCEPTABILITY SURVEY ............................................. 118
# LIST OF TABLES
| Table | Page |
|----------------------------------------------------------------------|------|
| Table 3.1. Participants: Experimental and Control Pretest, Mid-Treatment Assessment & Posttest | 46 |
| Table 3.2. Study Timeline | 47 |
| Table 3.3. Study Participant Breakdown | 50 |
| Table 4.1 Descriptive Data on the Sample | 62 |
| Table 4.2 Benchmarks for Partial Eta Squared | 63 |
| Table 4.3 Descriptive Statistics for the Comparison of the Effects of the Writing to Learn Strategies on the Experimental v Control Groups in Pretest, Mid-Treatment Assessment and Posttest | 64 |
| Table 4.4. Repeated Measures Summary of Results | 65 |
| Table 4.5. Simple Effects Analysis for the Interaction for Student Achievement | 66 |
| Table 4.6. Descriptive Statistics for the Pre and Post Attitude Survey | 67 |
| Table 4.7. Repeated Measures Summary of Results for Attitude | 68 |
| Table 4.8. Simple Effects Analysis for the Interaction for Student Achievement | 69 |
| Table 4.9. Achievement by Student Type | 70 |
| Table 4.10. Repeated Measures Summary of Results for Achievement by Student Type | 71 |
| Table 4.11. Means and Standard Deviations for Attitude by Student Type | 73 |
| Table 4.12. Repeated Measures Summary of Results for Attitude by Student Type | 73 |
| Table 4.13. Differences in Student Satisfaction Between Dialectical Notebooks and Strategic Notetaking | 75 |
| Table 4.14. Mean Responses to Acceptability Survey Statements | 75 |
| Figure | Page |
|--------|------|
| Figure 2.1. Writing to Learn in Biological Science Conceptual Framework | 28 |
| Figure 3.1. Middleboro High School Demographics: 2019-20 | 48 |
| Figure 3.2. Data Collection: 2020 | 53 |
| Figure 4.1 Bar Graph of Experimental and Control Group Pre-Test Scores | 64 |
| Figure 4.2. Line Graph of Experimental and Control Group Growth | 65 |
| Figure 4.3. Pretest to Mid-Treatment Assessment Growth | 66 |
| Figure 4.4. Mid-Treatment Assessment to Post-test Two Growth | 68 |
| Figure 4.5. Line Graph of Pre and Post Means for Attitude | 68 |
| Figure 4.6. Line Graph of Experimental and Control Group Growth LLMM and Inclusion | 72 |
| Figure 4.7. Line Graph of Experimental and Control Group Growth LLMM and Inclusion for Attitude | 74 |
CHAPTER 1
INTRODUCTION
The Research Problem
Educators have recognized the importance of writing in learning content, in particular science content. Writing has been used as a method for learning in all content areas and scholars have researched how writing could positively impact the overall performance in all content area learning (Wills, 1993; Zinsser, 1988). This is true for learning biological science, writing enhances critical thinking skills in students which enhances performance in biological science and supports learning through the initiation of a connection with reading, writing, and learning scientific content (Fulwiler, 2007; Holliday, Yore, & Alvermann, 2006; Kurtz & Quitadamo, 2007). Writing and notetaking strategies in all students, particularly in students with specific learning disabilities, progresses analytical thinking skills in biological science and connects understanding of scientific content (Boyle, 2011; Boyle, 2013; Fulwiler, 2007; Holliday, Yore, & Alvermann, 2006; Kurtz & Quitadamo, 2007).
Within the last decade in primary and secondary schools, writing has become secondary to technology. Technology in primary and secondary education has decreased traditional writing in educational classrooms as they can be mutually exclusive in the curriculum. Writing and technology are not fundamentally incompatible, however, traditional writing is not taught to the extent it was in the past due to advanced use of technology in schools. As such, writing is only minimally taught in primary and secondary education anymore and it has been replaced by an increase in technology courses. Although technology is essential in learning, enhanced handwriting in schools would improve letter processing and reading acquisition in students which could be hindered through the replacement of writing with technology (James &
Throughout K-12 education, technology has become a primary objective of school districts and writing has been left out of the daily course load (Davis, Fisher, & Forde, 2009). In school districts that use tablets and specified technology that allows students to hand write on the tablet, writing could be implemented within technology, however; Middleboro High School does not have that capability. In Middleboro High School, there are Smart Boards and Promethean Boards that we use for class; however, tablets and specified technology that allows students to hand write on the tablet are not available for the students. More technology would offer learning skills that benefit 21st century learning which would enhance the learning process through writing leading to greater achievement and content understanding in specified content areas (Cooper, 2012).
Although technology is highly beneficial to students in the acquisition of 21st century leaning skills, there is a growing gap in content knowledge, critical/analytical thinking skills, and methodological/reasoning abilities based on more time spent on technology than writing within the curriculum. Writing to learn strategies can provide greater understanding of content knowledge to general education students and also students with disabilities (Danoff, Harris, & Graham, 1993). Writing to learn strategies - defined by writing techniques that catalyze learning of content - have a positive impact on student learning in science, especially students with learning disabilities. Writing to learn strategies are an educational and investigative method to learn specified content such as biological science along with concepts within the content through engaging strategies (Tarchichi, 2017). Dialectical notebooks and strategic notetaking, which are defined below, are two forms of writing to learn strategies that are used in this study to enhance student performance in biological science (Danoff, Harris & Graham, 1993; Fulwiler, 2007; Kurtz & Quitadamo, 2007; Moore, 1994; Prain & Hand, 1999; Tarchichi, 2017). Through
writing, students are able to expand their ability to learn content, develop critical understanding of subject matter, and develop greater reflection capabilities about content they have learned (Kurtz & Quitadamo, 2007). Through writing in educational classrooms, student achievement, especially achievement in students with disabilities, increases in individual content areas, in particular, biological science (Boyle, 2010; Hohenshell & Hand, 2006). Writing to learn strategies enhance the ability of students to organize information that is necessary in the content of biological science. Engaging in writing to learn strategies leads to greater understanding leads to greater understanding in science disciplines and content as well as increasing student knowledge within biological science content for students with disabilities.
Without writing being emphasized in the curricula, the ability of students to think critically and analytically has decreased (Kurtz & Quitadamo, 2007). The writing to learn strategies that I focused on were strategic notetaking and dialectical notebooks. Dialectical notebooks allow students to enhance their critical thinking skills through a double entry journal method where the reader analyzes the information in the text and creates meaning to further their understanding of the content (Tarchichi, 2017). Strategic notetaking is a strategy that teaches students to record specific words and phrases from the content to improve their understanding of the overall subject matter. Strategic notetaking enhances the ability of students to record proficient notes from their learning at a pace where they can make meaning from the content (Boyle, 2011). This is especially essential for students with specific learning disabilities because they are expected to learn and understand the same content as their general education peers, which is very difficult in the content of biological science (Boyle, 2011; 2013; Boyle, Forchelli, & Cariss, 2015).
Boyle examined the effects of notetaking skills on students with disabilities and how strategic notetaking can positively impact the learning in the content and subject matter in both the middle and high school level (Boyle, 2001; 2007; 2010; 2011; 2013; Boyle, Forchelli, & Cariss, 2015). Writing to learn strategies can influence overall science learning in both physical and biological science through examination and analysis; additionally, the writing strategies would have a positive impact in the sciences through motivation and learning through integrating theory and practice (Campbell & Fulton, 2003; Kornyshev, 2010; Tynjala, Mason, & Lonka, 2001).
Writing to learn strategies include both dialectical notebooks and strategic notetaking, which are two examples of writing to learn strategies. Dialectical notebooks are double entry journals which act as interactive notebooks for students that help them to make sense of the content they are learning through pedagogy and their own comprehension. Strategic notetaking helps students to learn concepts within a particular content through the creation of their own notes independently, also through summarization of concepts and activation of prior content understanding (Boyle, 2011; Boyle, Forchelli, & Cariss, 2015). The procedures for the use of dialectical notebooks are interconnected to the processes for the use of strategic notetaking in multiple ways. In both writing to learn strategies, students must summarize specific facts, details, and concepts from the lecture/teaching, use independent learning to understand information being presented, and summarize or create a personal understanding of the content being taught (Tarchichi, 2017; Waldman & Crippen, 2009). A ten-item checklist of the implementation of both dialectical notebooks and strategic notetaking is presented in Appendices E and F.
Problem Statement
Students with specific learning disabilities have difficulties learning advanced content, especially science. This is shown in students with specific learning disabilities’ having difficulty in science and their lack of interest in science courses beyond the high school requirements, which is reflected in their standardized test scores in biological and physical science (Espelage, Rose, & Polanin, 2016). Moreover, with the continuous rise in technological advancements in primary and secondary education, there is not much time in the day for writing in the curriculum due to the technology advancements (Davis, Fisher, & Forde, 2009). The rise of technology has had a positive impact on school culture and student learning but came at a price to writing pedagogy in K-12 education; this is especially true for students with specific learning disabilities. Without the ability to write on a continuous basis, students with and without specific learning disabilities will not be as effective when strategically and methodically learning difficult content. Furthermore, writing will catalyze critical thinking when learning difficult content such as biological science (Danoff, Harris, & Graham, 1993; Kurtz & Quitadamo, 2007). The connection needed for learning science embeds both reading and writing. Without writing, it is difficult for students, especially students with disabilities to create the connection needed to learn the difficult scientific content entrenched in biological science (Holliday, Yore, & Alvermann, 2006). Science requires constant experimental writing which must be repetitively used throughout student coursework. This has the overall ability of improving the academic performance of students in content such as biology.
Due to curricular restraints, educators do not have the ability to teach writing daily because they would be off target on the curricular pacing guide. Educators need the freedom to teach writing which will support student learning at the secondary level (Poock, Burke,
Teachers used to have the freedom to use writing to enhance literacy in all content areas. For example, teachers used to be able to deviate from curricular restraints and write stories to develop knowledge in specific learning content. Writing stories would be an excellent way for students, especially students with specific learning disabilities, to grow in their science literacy skills needed to learn biological content (Ritchie, Tomas, & Tones, 2010). Writing is seldom used in school districts today because there is little room in the curriculum; however, if writing to learn strategies were able to be incorporated in schools due to their effectiveness in teaching students with disabilities science content, then the effectiveness of writing could be recognized for policy makers and state curriculum writers.
**Purpose of the Study**
Educational researchers have conducted studies concentrating on notetaking strategies and their effects on students with mild learning disabilities or high incidence learning disabilities such as Learning Language Mild to Moderate students or Inclusion students as a means to measure academic growth in various content areas and disciplines. Yet, there needs to be more empirical evidence for writing to learn strategies as an intervention to cultivate and support biological science advancement and development in students with specific learning disabilities (Boyle, 2001; 2007; 2010; 2011; Boyle, 2013; Boyle, Forchelli & Cariss, 2015). These studies focus on notetaking and this study focuses on both strategic notetaking and dialectical notebooks.
The purpose of this study was to examine the effectiveness of writing to learn strategies, both dialectical notebooks and strategic notetaking in combination on biological science learning for students with specific learning disabilities. I addressed two areas of concentration with this study. I first explored the role writing to learn strategies have on student achievement,
specifically relating to dialectical notebooks and strategic notetaking. By having students with disabilities take standardized science exams in science while receiving writing to learn strategies as a treatment/intervention, this dissertation aimed to contribute to the literature on how writing could catalyze science learning and knowledge in students with disabilities.
The second area of concentration from this study addressed the question of attitude, particularly whether writing to learn strategies have an effect on the desire of the students with disabilities to learn science through writing and if they believe writing had a positive impact on their biological science understanding. By using writing to learn strategies in the form of classroom teaching through small group instruction, students’ level of biological science understanding have led to more learning through writing pedagogy. I hypothesized that the increase in writing to learn strategies would catalyze learning in biological science measured using standardized tests and attitude surveys given to students.
The design of the study was an experimental study where students were randomly assigned to the experimental and control group which is the definition of a true experiment as subjects were randomly assigned. The independent variable was that the writing to learn strategies implemented with the students with disabilities in biology class. The dependent variables in this study were the change in biological science knowledge measured through standardized test assessments and the change in attitude toward biology. In addition, the control group consisted of students with disabilities not receiving the writing to learn strategies. Finally, the secondary students with disabilities’ knowledge measured through standardized tests helped to facilitate an understanding of the relationship between writing to learn strategies and biology learning in students with specific learning disabilities. Therefore, I explored the impact of
writing to learn strategies (dialectical notebooks and strategic notetaking) on biological science content knowledge in students with disabilities.
Research in this area has the potential to inform educators, both teachers and administrators, how beneficial writing to learn strategies can be in biology achievement. The analysis of research on writing to learn strategies used in science and other content areas is beneficial in the potential impact of writing to learn strategies on students with disabilities in biological science. Additionally, research in this area has the potential to inform state and federal departments of education how to positively impact student biology achievement through incorporation of writing to learn strategies in daily pedagogy for students with high incidence disabilities.
**Research Focus and Research Questions**
My research focused solely on students with disabilities in biological science and incorporated one more writing to learn strategy than strictly strategic notetaking. The writing to learn strategies used in my research included dialectical notebooks and strategic notetaking. As stated, this study focused on writing to learn strategies that included strategic notetaking and dialectical notebooks and their impact on learning biological science content knowledge of students with specific learning disabilities (Boyle, 2001; Fulwiler, 2007; Hohenshell & Hand, 2006; Moore, 1994; Prain, 2006; Zinsser, 1988). This was a quantitative research design that was pre-determined using instrument-based questions where statistical analysis and interpretation were used to analyze performance data on standardized exams. In biological science, standardized exams are invaluable measures of student understanding of vital biological concepts and theories. The study consisted of a pretest, a mid-treatment assessment and a posttest where data were collected to support or refute the hypothesis. The null hypothesis was
that writing to learn strategies have no effect on academic achievement for students with disabilities in Biology (Creswell & Creswell, 2017).
Students with disabilities in high school are instructed in biology in alignment with the common core standards. My hypothesis was that if writing to learn strategies are incorporated within teacher pedagogy, student biological science achievement would increase because of the positive influence of writing to learn strategies on student cognition (Bangert-Drowns, Hurley & Wilkson, 2004; Fulwiler, 2007). The usage of writing and writing to learn strategies in science has the potential to enhance content understanding and its relationship to student achievement which was measured in this study (Poock, Burke, Greenbowe, & Hand, 2007). This quantitative study addressed the following two research questions:
1. Do the writing to learn strategies of dialectal notebooks and strategic notetaking enhance student achievement in students with disabilities in biological science?
2. Do the writing to learn strategies of dialectal notebooks and strategic notetaking impact the attitude and acceptability of students with disabilities in biological science?
**Significance of the Study**
A quantitative research study was used to determine whether or not the writing to learn strategies of dialectical notebooks and strategic notetaking had the potential to impact the biological science standardized test scores, the attitude, and the acceptability of students with disabilities in secondary education. Writing to learn strategies have been used by researchers to enhance learning in both primary and secondary students; however, the literature lacks a connection between the writing to learn strategies of dialectical notebooks and strategic notetaking and the biological science learning of students with disabilities (Kurtz & Quitadamo, 2007; Tarchichchi, 2017).
This study contributes to the field of special education research through the exploration of writing to learn strategies and may also be used to inform instruction and biological science learning for students with high incidence disabilities. With a growing emphasis on students in special education staying on the same curricular pacing guide as students within the general education population, there is a continuous responsibility being placed on educators to increase the effectiveness of teaching along with overall student understanding of content areas like mathematics and science (Burns, 2004; Moore, 1994).
This responsibility is placed on educators with limited resources and classroom space; therefore, it is the responsibility of educational researchers to develop teaching strategies that are impactful, resourceful, economical, and which create effective student approaches to learning and studying (Biggs, 1987). These teaching strategies can be developed in a system wherein both researchers and educational practitioners contribute to the development and testing of plausibly more effective educational strategies. Creating additional teaching strategies such as writing to learn catalyze student success in the sciences, especially for students with specific learning disabilities, and give them the learning tools that are essential in understanding difficult content. While the use of writing to learn strategies is existent in the literature, the role of writing to learn strategies in biological science for students with specific learning disabilities remains in question. This is especially true using the writing to learn strategies of dialectical notebooks and strategic notetaking. The results of this study have shown that there is a relationship between writing to learn strategies and biological science learning for students with disabilities (Cole, Waldron, & Maid, 2004).
The potential of the writing to learn strategies of dialectical notebooks and strategic notetaking positively impacting performance and attitude of students with specific learning
disabilities in biological science has relevance for both practical and research application in the field of special education. Standardized exams are used to measure the growth and curricular knowledge of students in public education and writing to learn strategies could be used as a measure of closing the achievement gap for students with specific learning disabilities and development of curricular understanding in a difficult content area such as biological science. Furthermore, the use of attitude surveys could inform educators of the interest of students with disabilities in writing to learn strategies, which could mirror their ability to learn a difficult content area such as biological science, chemistry, physics, or mathematics (Campbell & Fulton, 2003; Countryman, 1992).
**Conclusion**
This quantitative study concentrated on the infusion of writing to learn strategies in biology classrooms in order to facilitate greater biological science content understanding in secondary students with disabilities. There is an absence in the literature regarding writing to learn strategies for students with disabilities to catalyze biological science knowledge and learning in secondary science. The writing to learn strategies of dialectical notebooks and strategic notetaking were aimed at benefiting the Middleboro School District through the inception of biological science learning in students with disabilities.
This study illustrated the need of writing in difficult content areas such as biological science and the benefit writing to learn strategies has on students with specific learning disabilities’ science learning and overall knowledge. Through this research study, I demonstrated that existing curriculum pacing guides should contain a daily writing component that help students with disabilities absorb biological science content more thoroughly. This was also shown through their performance on standardized exams and attitude surveys.
Dissertation Organization
This chapter provided an outline of the research problem, the purpose of the study, and the research questions the study addressed along with the introduction of the two specific writing to learn strategies that were used throughout the dissertation. Chapter 2 will provide a more detailed view of the theoretical framework for the study and a review of the current literature on writing to learn strategies and their impact on student assessment. Chapter 3 describes the systematic design, statistics, and methodology that were used to answer the research questions. The results and statistical analysis are shown in Chapter 4. Lastly, Chapter 5 describes conceivable limitations of the study and the suggestions for future research.
CHAPTER 2
LITERATURE REVIEW
In this chapter, I present the literature review. I offer an introduction to the study, the research involved in strategic notetaking, dialectical notebooks, and writing to learn strategies. I offer a theoretical framework, the philosophical epistemology, along with the social practice theory and reciprocal learning. I discuss the conceptual framework in the study which leads into science learning and the impact of writing to learn on biological science. I then offer literature on learning in inclusion classrooms and learning in language mild to moderate classrooms. I conclude with reviewing the literature and the research questions.
Introduction
There is a lack of research on the impact of writing to learn strategies on the biology performance of students with disabilities. Research is limited to notetaking strategies on students with disabilities in biological science and writing to learn strategies in all content areas with a focus primarily on general education students. These studies focus strictly on the notetaking strategies and no other writing to learn strategy. Additionally, these studies do not focus on students strictly in biological science. Research focusing on notetaking strategies and their educational effects on students with mild learning disabilities or high incidence learning disabilities has been attempted as a measure to facilitate academic growth in various content areas of students; however, there is a lack of empirical evidence for writing to learn strategies being used as a treatment to catalyze and promote biological science growth in students with disabilities (Boyle, 2001; 2007; 2010; 2011; 2013; Boyle, Forchelli & Cariss, 2015). The use of the writing to learn strategies of both strategic notetaking and dialectical notebooks has shown to be beneficial in learning biological science for students with disabilities.
Strategic Notetaking
All students, especially students with disabilities need assistance with their learning in all forms. One of these forms is notetaking that can have long term effects on strategies to retain learned information and assist students in preparation for required exams. Proper notetaking will catalyze learning in all educational settings and will prepare students to capitalize on previously learned material that has critical components for new content which will be introduced in future lessons and enhance critical thinking (Boyle, 2011). An example of this would be organic chemistry where learning nomenclature would be a requirement for learning specific, more detailed reactions. A student cannot simply acquire the necessary notetaking skills in secondary or post-secondary settings to perform well in a subject of that magnitude, the notetaking skills must be acquired earlier in their academic careers. Learning useful notetaking techniques in primary educational settings will enhance learning in secondary and post-secondary learning environments and prepare students for material that is foreign and requires significant cognitive skills and capabilities. This is especially true of students with disabilities as they require more organizational skills and strategies to effectively learn content (Boyle, 2001; 2007; Boyle, Forchelli, & Cariss, 2015). Boyle (2011) discusses strategic notetaking in more content-oriented settings when he stated:
Strategic notetaking offers students with disabilities a chance to learn effective notetaking skills that they could use independent of teacher assistance and, once mastered, these skills could be used by students as they move on to high school and postsecondary settings. (p.33)
As students get older, their education becomes more content specific (just as in the above organic chemistry example) and strategic notetaking is a method of learning that enhances their ability to absorb new information in a more independent learning manner (Boyle, Forchelli, & Cariss, 2015). However, content specific learning for students in the general education setting
and special education setting requires more than rote learning techniques. Students, particularly students with disabilities, need to become more independent in the content knowledge, particularly in content such as science that requires learning in stages (Boyle, 2011). Students with disabilities require more than lecture, discussions, reading and group work. Content specific lessons, especially science lessons require more organizational skills and accurate learning accommodations for students with disabilities. Notetaking strategies ultimately catalyze processing of learned information which would help students to remember vital material that is needed for testing and further learned material that is dependent on previously learned information (Boyle, Forchelli, & Cariss, 2015). Boyle (2011) pointed out the application of notetaking techniques when he stated:
Notetaking techniques, such as strategic notetaking, can be successfully implemented into a content-area curriculum. Teachers who want to use these techniques in their classes should begin by developing their own set of notes using strategic notetaking. These notes will not only help the teacher help the teacher stick to a script of the lecture, but these notes can also serve as model notes for students. (p.62)
Throughout the reviewed research, Boyle discusses the purpose of his studies as he attempts to answer specific research questions centered on notetaking and student performance in test taking skills and abilities. More to the point, Boyle (2011) is very clear in his research intentions in his fourth research question when he stated, “why would middle school students who used strategic note-taking perform better on a long-term recall measure and a comprehension test?” (p.55). This question could be mirrored for high school students when discussing writing to learn strategies such as strategic notetaking impacting a student’s ability to recall content knowledge for a comprehension exam. Boyle (2011) discusses notetaking through the use of five metacognitive cues that essentially help students to create a connection with previously learned content and the arrangement, classification, labeling, and detail-oriented
notetaking strategies. Essentially, Boyle’s research methodology for his studies employed quantitative analysis through the use of experimental and control group design. In Boyle’s research, there is a comparison of experimental and control groups where strategic note taking is used as the independent variable or treatment used by the researcher. The result of whether the notetaking strategies/skills were successful in enhancing academic performance was the dependent variable used in Boyle’s research.
Using a control group served to act as a limitation in the research as Boyle (2013) stated: Although the use of a no-treatment group is a common procedure that has been used in notetaking research, its use does present a possible weakness because some notetaking of the training of the control subjects may have lessened the difference in the effect of the independent variable. (p.87)
Data were collected in various ways including test scores, quizzes, review of student notes, and writing tasks. Data analysis was mainly conducted using a multivariate analysis of variance (MANOVA) due to multiple dependent variables used in the research (Boyle, 2011; 2013). This is very similar to the data analysis in my study although I used a repeated measures analysis of variance (ANOVA).
Additionally, the studies are very similar in their assumptions that strategic notetaking skills and practices will facilitate growth in student learning and will be quantified on performance measures such as exams. The research is consistent in the assumption that students with disabilities require further assistance taking appropriate notes in their classes, especially content specific coursework. Additionally, the reviewed research methods were consistent in their use of experimental and control groups. The most salient differences in the research were the utilization of different populations of students; specifically, middle school students, inclusion students, students with mild disabilities, students with learning disabilities and students within the general education population. The reviewed articles that employed an experimental design
had varying number of subjects including 76, 90, and 104. They were comprised of both students with disabilities and students within the general education population (Boyle, 2010; 2011; 2013). These studies are excellent in understanding notetaking strategies and their potential impact on students with high incidence disabilities in many content areas including science; however, more research is needed to understand the impact of writing to learn strategies on biology for students with disabilities measured through standardized exams. Learning science requires greater abilities than notetaking strategies and other writing to learn strategies such as dialectical notebooks could catalyze science learning in students with disabilities to a greater degree.
In a study performed by Ruiz-Primo, Li, Tsai and Schneider (2010) the authors found that the manner in which students took notes within their notebooks was tethered to their level of scientific understanding. The authors also found that performance on assessments was directly correlated to students’ ability to explain the science content they learned.
The authors stated that
Many researchers have supported writing in science to enhance student understanding of scientific content and processes. It is claimed that the mental representations, strategies, and operations that take place while writing can lead to improved learning…The rationale is that having students present their explanations in written language engages them in a specific type of reflection that is not natural in oral exchanges (p. 584).
A study with a similar objective as previous studies was performed by Danoff, Harris and Graham (1993) where the researchers focused on the effects of strategic writing in classroom content that had both students with disabilities and general education students. This study was beneficial in understanding the impact of strategic writing on more than one content area, but much like the aforementioned studies, there was not a strict focus on biological science or students with disabilities. Specific studies (e.g., Kurtz & Quitadamo, 2007) have focused on
writing strategies and their impact on biological science and the overall effects of writing and its influence on critical thinking skills. Studies have also measured the effects of writing as an educational tool for learning biological science. However, these studies have focused on students strictly in the general education setting and have not included students with disabilities (Hohenshell & Hand, 2006; Kurtz & Quitadamo, 2007; Moore, 1992; 1994). It is essential to employ research that incorporates more writing to learn strategies than simply strategic notetaking that focuses on students with disabilities in biological science.
**Dialectical Notebooks**
Both strategic notetaking and dialectical notebooks are important writing to learn strategies that have the potential to benefit science learning in students with disabilities as hands on and inquiry-based learning activities. School based science education must have some transferability to actual science learning, which would benefit overall understanding of students and enhance their performance on standardized testing (Roth, 2011). Waldman and Crippen (2009) discuss how transferability can be provided in science through the integration of interactive notebooks during learning. The authors provide an example of the interactive notebook activities where the left side of the paper is based in student directed activities and the right side of the paper is based in teacher directed activities. The authors discuss the educational empowerment for students using the interactive notebooks and how they provide students with active engagement, self-reflection, and organizational abilities in science. Moreover, they provide students with a sense of visual learning, content language understanding, and incorporation of learned content from other science disciplines which helps students to identify weaknesses within the standards they are learning (Waldman & Crippen). Waldman and Crippen further discussed the value of interactive notebooks when they stated “working with the
interactive notebook, students come to value sensemaking and become aware of the knowledge and skills required to control their learning. This, in turn empowers students to become confident and focused, thereby improving their achievement” (p. 55).
Students are empowered in science through the use of more hands-on activities where the learning setting and atmosphere adheres to a positive shift in the learning culture (Hwang & Roth, 2007). In their study, Hwang and Roth developed a teaching environment for secondary students through the use of hands-on curricular activities centered on scientific concepts. The authors showed the importance of hands on activities when learning theoretical concepts and theories within physical and biological science.
**Writing to Learn Strategies**
There is extensive literature available on writing to learn strategies and their effects on student learning and literacy in science along with other academic disciplines (Moore, 1994; Ritchie, Tomas, & Tones, 2010). What differs in this study from past and current research is the link of writing to learn strategies to specific biology achievement in high school curriculum for students with disabilities. Writing to learn strategies should change biology achievement based on the positive influence on learning created in students; in addition, writing to learn interventions can enhance classroom content knowledge (Bangert-Drowns, Hurley & Wilkson, 2004).
The importance of biological science in secondary education is paramount and well established. Biology is a main science taught to high school students, with most students taking biology in grade 9 and grade 10. By identifying if writing to learn strategies can benefit biology achievement, student biological science understanding in high school could grow; thereby benefitting most students in secondary education. Biology achievement is important for college
and career readiness because it can help students understand the academic content more fluently (Fry & Villagomez, 2012; Hohenshell & Hand, 2006; Kurtz & Quitadamo, 2007). Most students with disabilities in high school are placed in biology courses because the overall requirements for chemistry and physics courses are too demanding for students with disabilities. Therefore, there is a larger number of students with disabilities in biology courses in a secondary setting. Although not as mathematically demanding as chemistry or physics, biology requires a great deal of critical/analytical thinking skills that must be catalyzed and cultivated in students with disabilities. Due to the disparity of students with disabilities in biological science as compared with the physical sciences, this study is needed and will be beneficial in helping special education students learn biology suitably for their educational needs.
In addition, there is potential to use the information learned in this study in other sciences such as chemistry and physics, further benefiting students in secondary education. Biological science content knowledge can help students learn physical science through biological science theory applied usefully in physical science concepts (Kornyshev, 2010). Strategic writing has been shown to positively impact student growth and erudition in multiple content areas both in primary and secondary education. Moreover, writing in science can assist students grow in course content knowledge, positively affecting academic performance in science and all academic content areas (Poock, Burke, Greenbowe, & Hand, 2007; Tarchichi, 2017). Current research shows there is a positive impact of writing and writing to learn strategies and student scientific learning and concept understanding (Friend, 2002; Hand, Hohenshell, & Prain, 2007).
**Theoretical Framework**
The design of an instructional practice like writing to learn strategies in science content such as biology needs to be rooted in a theoretical framework. Gardner and Belland (2012)
pointed this out when they stated, “to match instructional methods with instructional goals, the design of instructional materials should be grounded in a research-based framework” (p. 468). In learning biological science, and all science for that matter, I have a set of beliefs that guide my teaching, inquiry and research that have led to my philosophical epistemology which affects my ontology, methodology, and research theories. This theoretical framework discusses my philosophical epistemology which leads to two learning theories that I contend shape the use of writing to learn strategies as an intervention in learning. They include Vygotsky’s Sociohistorical Theory and Activity Theory along with Social Practice Theory and Reciprocal Learning (Brown, 1992; Hohenshell & Hand; Wolf-Michael & Yew-Jin, 2007; Holland & Lave, 2009).
**Philosophical Epistemology**
The theoretical framework for writing to learn strategies to be effective as an intervention in learning biological science is embedded in both a positivist and a constructivist approach to learning. Concerning the positivist framework, the biological science content knowledge is delivered to students through the understanding of core concepts in science and the ability of students to understand the scientific processes embedded within biological concepts. Biological science understanding is rooted in scientific law and/or paradigms, where observation, measurement, and methodology are centered on experimentation and hypotheses. Biological science, much like physical science is objective and focused on deductive logic and inductive reasoning where the results are considered absolute truths. Therefore, the knowledge of biological science is considered to be scientific law (Compte, 2000).
Regarding the constructivist framework to learning, there should be a hands-on and collaborative approach to learning biological science. Biological science learning contains an
active learning component which will create greater engagement of students in biological science and the problem-solving skills needed to comprehend biological science concepts (Gardener & Belland, 2012). The use of a hands-on collaborative approach and the student engagement through active learning is how I approached this study. The writing to learn strategies of dialectical notebooks and strategic notetaking enhance knowledge growth through collaboration and discussion with both the teacher and fellow students in the learning process. Social interaction within a biology classroom catalyzes the facilitation of learning science discussion of core concepts within the discipline (Hohenshell & Hand, 2006).
Kumar (2012) showed the significance of the constructivist approach to learning science through concept maps and how the constructivist methodology showed significantly better results in learning scientific content than traditional individual learning methods. In addition, in their case study, Wang and Buck (2016) were able to show that through the application of argumentation in science pedagogy as a learning objective, student participation would increase in science learning. Argumentation and discussion are necessary in the structure and transformation of meaning and understanding in science education. In opposition to the positivist perspective, a constructivist approach to learning welcomes discussion and communal participation in the understanding of scientific learning through argumentation, dialogue, and debate practices that stimulate science content knowledge (Hohenshell & Hand, 2006; Kim & Song, 2005; Wang & Buck, 2016).
The positivist paradigm should be supplemented through the use of paradigms in special education research that employ hands-on/discovery-based learning, in particular, the constructivist paradigm. Subjective and objective methodologies should both be employed in order to fully understand the fundamental and concrete information within the content, and
constructive approaches to inquiry and knowledge within the field should evolve from the mere use of objective analysis that was employed at the commencement of the positivist learning paradigm. In order for a hands-on intervention such as writing to learn strategies to be successful in the field of special education, the use of strict objective methodology through the positivist paradigm should be tethered to collaborative and subjective data analysis that would catalyze essential knowledge and inquiry in students with specific learning disabilities (Anderson & Barrera, 1995; Hohenshell & Hand, 2006; Lather, 1988; 1991). Inquiry should lead to action and must be guided by universal truths that are accepted across all educational content and concepts, especially science and grounded in universal truth or laws. Research in special education is grounded in a positivist and/or functionalist research viewpoint and philosophy and moves toward a constructivist lens for inquiry-based learning (Anderson & Barrera, 1995; Bhaskar, 1975; Comte, 2000).
**Vygotsky’s Sociohistorical Theory and Activity Theory**
Writing to learn strategies in science are linked to Lev Vygotsky’s Sociohistorical Theory and Activity Theory which is a theory that stemmed from the work of Vygotsky (Rowell, 1997; Spinuzzi, 1996). A mechanism for students to enhance their thinking, cognition, impetus and overall learning is through Vygotsky’s Activity Theory. Wolf-Michael and Yew-Jin (2007) discussed the benefits of activity theory when they stated “Activity theory holds much promise for sharpening our thinking and praxis across three interrelated topics in learning research: motive or motivation, emotion, and identity. These concepts are, as Vygotsky realized, integral to cognition, knowing, and learning” (p. 213).
Teaching biology is tethered to student engagement, peer collaboration and discussion along with problem solving (Gardener & Belland, 2011). Conversation, discussion, and
argumentation are essential processes in learning biological science and the integration of science in the natural world and society. Biology learning concepts should be aligned with authentic tasks and personal connections for the student which will catalyze engagement in their learning (Gardener & Belland, 2011; Kuhn, 2005). The writing activities in classrooms are undertakings where students can function as a community of learners which engage students to achieve an objective through the use of teaching and learning actions and activities over a time period. Writing activities allow learners to create meaning through social interaction, collaboration, discussion and cooperative relationships (Gardener & Belland, 2011; Hohenshell & Hand, 2006; Spinuzzi, 1996). Vygotsky’s Sociohistorical Theory and Activity Theory have a focus on catalyzing knowledge through practices of inquiry, collaboration, connection, praxis and the development of understanding in students and their specific learning (Hohenshell & Hand; Wolf-Michael & Yew-Jin, 2007). Vygotsky’s Sociohistorical Theory and Activity Theory are directly linked to social practice theory and reciprocal learning.
**Social Practice Theory and Reciprocal Learning**
Both the positivist and constructivist theoretical epistemologies are centered on my definition of learning which states that knowledge from a science concept that is considered a law must also be rich in teaching centered in social capital for authentic understanding in the school environment. Learning is a sociocognitive process that requires a social interaction amongst the stakeholders in a learner’s education. Based on my belief or theoretical underpinning that social capital must be an instrumental component of the learning process in science education, I contend that for success in science learning to take place, there must be a social context embedded in the educational process. There must be an interchange of resources among the students within an organization for real learning to occur in an educational environment. The idea of social interaction, which I contend is evident in writing to learn
strategies, is a culture of learning which enhances the overall academic growth in students and creates a reciprocal learning process (Brown, 1992; Trainor, 2008, 2010).
Brown’s (1992) design of reciprocal learning incorporates the concept of social capital because she views student peers as a resource to better learn the material, content, or subject matter appropriately. Through her practice of reciprocal learning, students could become more accountable for their learning through a social or active learning process which would catalyze their overall content knowledge (Brown, 1992). Bandura (2001) discussed the social causation or context embedded in personal effectiveness or success. There are environmental and social factors which are essential in the growth and development of an individual, both socially and cognitively. The resources available through social capital have the capabilities to catalyze learning, cognition, and personal ambition (Bandura, 2001). Cole and Wertsch (1996) contend that social capital is directly associated with cognition and that social interactions are tethered to individual development. The researchers argue that social developments within the environment catalyze individual growth and actions.
Much like the above researchers, Holland and Lave (2009) discuss the significance of social practice theory within an environment and its impact on culture, values, and individual engagement. The researchers contend that personal identity and knowledge are woven into the environment, culture, and social practice. John-Steiner and Mahn, (1996) discuss how learning, knowledge, and overall growth are fastened to social systems, culture, and community. Through their educational viewpoint, the participation of the community is directly linked to learning and application of academic and real-world knowledge. Secluded learning without the use of social processes would not yield the learning outcomes of sociocultural methods of learning and erudition (John-Steiner & Mahn, 1996). Lai, Wong, and Feng (2015) argue a connection
between social capital and academic growth and achievement in the school environment.
Trainor (2008) argues the lack of social capital in students with disabilities gives rise to subpar academic outcomes and lessened academic accomplishments. My personal epistemology along with the frameworks associated with writing to learn strategies and learning theories associated with writing to learn strategies have been instrumental components to my positionality.
**Conceptual Framework**
The conceptual framework, shown in Figure 1, was articulated to describe the initial research problem, which was the effect of the writing to learn strategies of dialectical notebooks and strategic notetaking on biological science. The research problem consisted of the lack of performance of students with specific learning disabilities in biological science. Writing enables students, especially students with disabilities, to make an association with the challenging subject of biological science and it would create those connections in other science content areas as well (Holliday, Yore, & Alvermann, 2006; Poock, Burke, Greenbowe, & Hand, 2007; Tarchichi, 2017). The epistemologies that are grounded in this conceptual framework are both positivism and constructivism. Constructivism reveals features of a system that can be partially explained by using Vygotsky’s sociohistorical theory, activity theory, social practice theory, and reciprocal learning. Through these theories, authentic tasks, peer collaboration, connection, inquiry and praxis are enhanced (Hohenshell & Hand, 2006; Wolf-Michael & Yew-Jin, 2007). However, science learning still requires a deductive logic and inductive reasoning that will lead to student content knowledge.
Positivism utilizes the belief the biological science is grounded in scientific law and or paradigms and established or agreed upon facts. Through the use of deductive logic and inductive reasoning, students will enhance their content knowledge of biological science which
originated from the positivist philosophy that science is authentic knowledge and that knowledge is gathered through evidence based and observable methodology (Compte, 2000). Through a positivist framework, content knowledge is acquired; however, inquiry, connection and praxis are also required. Through the utilization of writing to learn strategies of dialectical notebooks and strategic notetaking, there is a progression of students in biological science performance and a positive change in student attitude toward biological science (Hohenshell & Hand, 2006; Zinsser, 1988).
Figure 2.1 Writing to Learn in Biological Science Conceptual Framework.
Prain (2006) stated “writing for learning in science should focus mainly on traditional school science genres because these genres represent the enduring specific representational practices of the science community” (p.184). Learning in science has been the same throughout many content areas in multiple different countries. In science, in particular biological science, the content has been taught using identical methodology and in some cases one prescribed syllabus and textbook (Xiaohui, 1991). Xiaohui (1991) discussed the teaching methods of biology in the county of China along with the limited textbooks and syllabi used to teach an entire county a difficult science in one fashion. The author discussed the need for a variety in teaching methods based on the differences and complexities of learners throughout the country (Xiaohui, 1991). This long-standing method of teaching science exists in many countries throughout the world and more hands-on approaches such as writing to learn strategies when teaching science are needed for students, especially students with disabilities (Scruggs & Mastropieri, 2007). Scruggs and Mastropieri (2007) discussed the relevance of both instructive and constructive knowledge when learning science and the importance of hands on/discovery-based approaches that would benefit the learning of students with disabilities. The authors discuss the importance of mnemonic instruction that is vital in the study of science because it is based in increasing vocabulary achievement where writing is essential. In addition, the authors discussed the importance of text structure analysis and the assessment of science text writing and processing. The authors postulated that the processing of science text leads to growth in science learning and understanding for students with disabilities through enhanced critical and analytical thinking skills (Scruggs & Mastropieri, 2007).
Earlier in their research, Mastropieri and Scruggs (1994) analyzed the science learning of four different school districts where two school districts employed textbook based science learning in a more long-standing method of teaching science for students with disabilities and the other two school districts employed more hands on/discovery based science learning for students with disabilities. Through the use of the different approaches, the authors looked at the vocabulary, activities, illustrations, comprehensible text, and formative and summative evaluation of learning. The authors contend that a hands/on activities-based approach is beneficial for students with disabilities and discussed the important components that are essential in the activities-based approach (Mastropieri & Scruggs). They stated that:
If schools elect an activities-based approach, then peer mediation, special education support, supported inquiry instruction, specific coaching to facilitate thinking, specific cooperative learning instruction and modifications, and activity-specific adaptations will be necessary. In both cases, test formats and assessment procedures may need to be modified to include more curriculum-based and performance-based components (p. 84).
Learning science must have in instructive knowledge; however, constructive knowledge is essential for content understanding for students, especially students with disabilities. More of an emphasis needs to be placed on hands/on, discovery based, and activity-based learning in science for students with disabilities to develop the critical thinking skills needed in understanding scientific content (Mastropieri & Scruggs, 1994; Scruggs & Mastropieri, 2007). Researchers contend that students with disabilities both in primary and secondary education need to acquire the logical, critical, and analytical thinking skills that are associated with scientific learning and reasoning needed for science assessment. McGrath and Tejero Hughes (2018) confirm my point when they stated, “researchers note that inductive thinking and deductive thinking, inherent in scientific reasoning, present difficulties that might hinder the science learning of students with LD” (p. 132).
To acquire these thinking and reasoning skills associated with learning science, it is imperative that both students with disabilities including both inclusion classrooms and Learning Language Mild to Moderate (LLMM) classrooms learn the content appropriately through the principles of scientific reasoning. Critical inquiry is imperative in learning science appropriately for students with disabilities and essential for helping special education students stay grow in the content in comparison with their general education peers. In a study performed by Leshowitz, Jenkens, Heaton and Bough (1993) the researchers enhanced critical thinking skills of secondary students with disabilities through scientific reasoning and critical inquiry and their results were directly compared to their general education peers showing enhanced improvement in the students with disabilities.
Inquiry and critical thinking directly benefit assessment for students with disabilities which is how school districts measure performance of all students. In a study initiated by Stephenson, Miller and Sadler-Mcknight (2019), the authors investigated the effect of scientific writing and peer lead team learning on the critical thinking skills of secondary science students and showed through a similar pre and posttest quasi-experimental design as the one used in this study that science learning infused with peer learning have positive impacts on the academic growth of students along with catalyzing their critical thinking skills. This study shows that the impact of writing is tethered to critical thinking enhancement in students in science learning which has a direct impact on biological science where memorization ability and analytical/thinking capabilities are essential to growth within the content.
Impact of Writing to Learn on Biological Science
Writing can positively influence memorization ability of students and help with the reorganizing of prior knowledge with recently learned information (Friend, 2002). Additionally, specific studies have focused on instructional support when learning science through the use of writing and writing strategies. Researchers used writing strategies as methods of helping their students make connections in reading and learning science content in more of a hands-on and activities-based manner. Additionally, researchers have measured how writing strategies could impact overall science content literacy and understanding (Fulwiler, 2007; Holliday, Yore, & Alvermann, 2006; Prain & Hand, 1999; Prain, 2006; Tarchichi, 2017). These studies were beneficial in understanding the impact of writing strategies on science content, but these studies did not focus on the content of biology and did not apply their research to students with disabilities. Campbell and Fulton (2003) and Ritchie, Tomas and Tones, (2010) have completed studies that have used writing to enhance literacy and inquiry in science for general education students through stories and notebooks. Lastly, researchers have measured the overall impact of teaching writing in all content areas in order to support student learning in the general education population (Ray, Graham, Houston & Harris, 2016; Urqahart & McIver, 2005; Wills, 1993; Zinsser, 1988).
The aforesaid studies have addressed the impact of writing strategies in learning overall content areas, writing strategies in learning science, writing used as a tool for learning biology, how writing could impact critical thinking skills, how writing could improve performance in overall content areas, or how notetaking strategies could impact the performance of students with and without disabilities in multiple content areas. There are deficiencies in these studies that will be addressed in the research I conducted for this dissertation. These specific deficiencies were
remedied by specific writing to learn strategies such as dialectical notebooks and strategic notetaking in learning biological science for students with disabilities.
Specific researchers have examined the effect of writing to learn strategies on learning in students. Zinsser (1988) discussed in his early work, the influence of writing and writing to learn strategies on the way students think about content and learned material. Kurtz and Quitadamo (2007) discuss the effects of writing on critical and analytical thinking skills on learning subject matter and how this augments students’ ability to grow as a learner. Bangert-Drowns, Hurley, and Wilkinson (2004) researched the effectiveness of writing to learn strategies on student academic achievement in their academic content conceptual understanding of learned material. Researchers have used writing as a tool for learning biology in secondary education to engage student understanding and support learning in biological science (Bangert-Drowns, Hurley, & Wilkinson, 2004). The enhancement of these critical and analytical thinking skills is especially essential to students with disabilities in inclusion classrooms and learning language moderate classrooms.
**Learning in Inclusion Classrooms**
Students placed in inclusion classrooms are defined as students that are participating in the general education setting with support from a special education teacher. Students placed in inclusion classrooms within Middleboro High School are placed in general education settings and also fall under the Specific Learning Disability category of disability under IDEA. Inclusion learning supports the ability of students to succeed and achieve academic understanding in any content as they are provided with an equal opportunity education in comparison with their general education peers. In education for numerous reasons we still use methods of pullout instruction for students within special education and if their IEP requires,
students are placed in self-contained classrooms (which will be discussed in the next section of this paper).
Some students with disabilities, if their IEP permits, are placed in inclusion settings where they are educated in the same classroom environment as their general education peers and receive in class support from a teacher of students with disabilities. The special education teacher acts as secondary teacher within the classroom and offers extra assistance to the students with disabilities as they learn specific content such as science (Obiakor, Harris, Mutua, Rotatori, & Algozzine, 2012). In teaching science to students with disabilities in inclusion classrooms, researchers suggest that it is important that students learn in a cooperative model, take advantage of important classroom practices such as peer tutoring and notetaking that will enhance assessment of the students (Scott, 2002). Moreover, in the case study by Scott (2002) the author noted that “students with disabilities sometimes became distracted when not involved in listening and note taking during lectures and class discussions” (p. 18).
In her research, Biddle (2006) discussed the importance of educating students with learning disabilities in manner that is most conducive to their learning. The author discussed the significance of students with disabilities, in particular inclusion students to be educated by teachers that are most qualified to offer effective science instruction and offer students the appropriate accommodations and resources for them to learn effectively in science. The author discussed an expansion of the gamut of instructional strategies for science teachers in order to augment student interest in science, construct an encouraging learning experience in science and enhance achievement in the learning of science content for students with disabilities. The education of literacy skills such as writing are imperative in learning science for students with disabilities. Many students with disabilities do not have the literacy skills required to learn
science content in a textbook driven format that is a more traditional way of learning science content. For students with disabilities that do not possess the appropriate literacy skills to learn science in a more traditional or long-standing textbook driven methodology, a more hands-on or discovery-based approach to instruction would be beneficial (Cawely, 1994; Cawley & Parmar, 2011).
Cawley and Parmar (2011) pointed out that:
Many students may know a great deal about science, but may not be able to read or write well enough to demonstrate this knowledge. For example, a teacher who wants to measure vocabulary might ask the student to write a sentence containing a specific term. The student may know the term, but may not be able to write. (p. 123)
In their study, Hand, Yang, and Bruxvoort (2007) found that the use of writing to learn strategies assisted students’ science understanding through the use of language acquisition and created enhanced science understanding and knowledge of students in the content of science. This study which used writing to learn strategies as an intervention promoted writing which assisted in the demonstration of knowledge and vocabulary growth of students in the discipline of science. The study employed a mixed method methodology that included a pretest/posttest design and interviews to gauge the academic growth and understanding of students. Students were able to write about the content that is generally learned in a traditional or long-standing textbook driven methodology with a goal of helping them further understand a difficult scientific concept.
Through the use of these writing to learn strategies, the authors were able to show in their results that student test scores increased significantly, and students’ analytical thinking skills were heightened with the use of this intervention (Hand, Yang, & Bruxvoort, 2007). More to the point, the researchers stated “the students indicated clearly that they had to think much more about what they were doing as a consequence of being involved with the writing activity. They
had to move past just explaining the definitions” (p. 140). Although the authors were not able to show the importance of writing to learn strategies used as a hands/on activity in learning science in the content of chemistry, they discussed the relevance of writing to learn strategies within biological science. Additionally, they argued that the task of writing to learn strategies is a valuable teaching tool that enhances science terminology and vocabulary, assists in the understanding of science content and makes the meaning of scientific content more authentic for students (Hand, Yang, & Bruxvoort, 2007).
**Learning in Learning Language Mild Moderate Classrooms**
Learning Language Mild to Moderate (LLMM) students are defined as students with specific language difficulties in auditory input and expressive output impacted by their language barrier. This classification is based on the New Jersey Special Education Code, N.J.A.C. 6A:14 where it states “special class programs for students with learning and/or language disabilities may be organized around the learning disabilities or the language disabilities or a combination of learning and language disabilities” (p. 105). Under the New Jersey Special Education Code, LLMM students can have a class size of 10 without an special education teacher assistant, however, once the class size reaches 11, an assistant is required. LLMM students within Middleboro High School are placed in self-contained classrooms and fall under the Specific Learning Disability category of disability under IDEA. Learning science content for students with disabilities that are placed in learning language moderate classrooms would require the same hands/on activity-based instruction offered to students placed in inclusion classrooms. This is because a learning language mild to moderate classroom supports students that are below grade level, have language barriers, require individualized instruction based on their levels or follow an alternate pacing guide of the general education curriculum. Students could be below
grade levels across all content levels or have a reading deficiency based on their language barriers. In addition, learning language mild moderate classes are smaller in number than general education classes because students struggle to maintain their learning within a pacing guide of the curriculum.
In the classroom, teachers work with students in individual instruction, peer instruction and small group instruction to assist with their current reading/language levels and catalyze learning within English, reading or other content areas (Gelzheiser, Meyers, & Pruzek, 1992). In their study, Gelzheiser, et al., pre-tested and post-tested students with disabilities in pull-in and pull-out instruction to measure growth in the reading achievement of students. The authors discussed how the study was flawed based on teacher preference and would have more positive results if the teachers were mandated to use one intervention or treatment in order to increase the reading achievement of the students with disabilities (Gelzheiser, Meyers, & Pruzek, 1992).
Kourea, Gibsoin, and Werunga (2018) performed a study where researchers used writing as a treatment to enhance reading instruction for students with disabilities. The researchers added necessary cultural components to the curriculum and enhanced student learning through guided notes during pedagogy, and helping students engage in the writing process through meaningful writing processes. The authors took the cultural background of the students into consideration, which is necessary for teaching students in learning language moderate classrooms. The researchers discussed how writing for students with disabilities is beneficial for all of their literacy content learning and discussed benefits of writing strategies such as collaborative writing, writing narratives, or cultural writing.
Collins, Lee, Fox, and Madigan (2018) postulated that inclusion of the writing process during reading benefits low performing students in literacy. In their study, the authors argue that
writing and reading are universal in education and should mirror each other if low academically performing students are to grow in their literacy skills. More to the point Collins, et al. made their thoughts of the tethering of reading and writing clear when they stated
Low-performing students may have difficulty with using writing to make sense of their reading, and at the same time, research on reading comprehension and research on writing have made little mention of validated interventions for helping students develop abilities for writing about text. (p. 312)
The authors hypothesized that assisted writing instruction would catalyze growth in reading comprehension skills of low performing students to a greater degree than if writing was not included in the reading comprehension instruction. The study used a relatively large sample size (N=1062) and used a randomized pretest/posttest control group design. The results of the study indicate that the students that were exposed to writing in their reading comprehension pedagogy have greater potential to perform better on assessments based on their exposure to the writing intervention, thereby enhancing their literacy development (Collins, Lee, Fox, & Madigan, 2018). Despite the empirical evidence shown in these articles in support of writing and writing to learn strategies for students with disabilities and low performing students, there are many gaps in the literature that need to be addressed.
**Reviewing the Literature**
Numerous studies have been done by researchers that have implicated the importance of writing in learning in numerous content areas, especially in science. Writing in science and other content areas has had positive results on literacy, communicating their learned information, the role of language in learning and writing, writing summarization, and the construction of sequences and explanations during the writing process (Faller, 2017; Gilgun, 2005; Hylton & Allen, 1993; Klein, 2000; Mateos, Martin, Villalon & Luna, 2008).
For example, Mateos, Martin, Villalon and Luna, (2008) used a multiple case study approach to observe the cognitive activities of secondary students in writing and informational texts in order to construct meaning and informational processing from writing in the erudition process. Hylton and Allen, (1993) discussed the importance of writing to learn strategies, such as journal writing, as a teaching tool for students to explore learning and higher order thinking for discovery-based learning. Faller (2017) examined the role of literacy practices in accordance to specific text genres in hands-on science to foster a relationship between literacy and science through the writing. Dyson (2008) discussed the importance of instructional relationships tethered to literacy and writing practices through contextualization of the learning process. These studies have discussed a relationship between writing and science. However, more quantitative research is needed to explore the relationship between writing and science performance in students, especially biological science in secondary students.
Students with disabilities need to receive more empirically supported education that is based on evidence-based practices in all content areas that fosters critical thinking skills and inquiry-based learning in science (Leshowitz, Jenkens, Heaton, & Bough, 1993; McGrath, Tejero Hughes, 2018). Students with disabilities are given an education that does not mirror the education given to their general education peers, which is both student and teacher driven (Gable, Tonelson, Sheth, Wilson & Park, 2012). Students with disabilities, across grade levels have been known as inactive or sedentary learners and this has been more evident when direct instruction is used as a main teaching method for these students. Students with disabilities greatly benefit from more of a hands-on learning approach in science where the curriculum and pacing guide are tethered to activity-centered science learning. Students with disabilities cannot be expected to retain science content in the same manner as their general education counterparts,
therefore it would be essential that they are able to apply the information they are taught and potentially retain the knowledge through exploratory analysis and study (Caseau & Norman, 1997). Standardized assessment growth is essential for all students, including students with disabilities, and for them to grow in their science assessments, direct instruction is not the best method of instruction.
Educators need to change the way they think about assessing our students with disabilities and move toward more inquiry based/hands on science learning and assessment for both primary students and secondary students (Cawley, 1994; McGrath & Tejero Hughes, 2018). Inquiry based and hands/on learning activities such as dialectical notebooks and strategic notetaking through guided investigation will help to enhance cognitive processing in science and overall memory skills. Through inquiry-based learning, students with disabilities will effectively be able to learn the science curricula in both primary and secondary education and teachers will be able to offer effective learning pathways to students with disabilities. Teachers of these students will need to be better prepared to teach students the curriculum in a way that best prepares them for mandated assessments (Lynch, Taymans, Watson, Ochsendorf, Pyke, & Szesze, 2007).
Cawley (1994) pointed out that:
Hands-on programs force a different approach to instruction and evaluation provided that the hands-on activities are conducted by the students and not simply used as demonstrations by the teachers. In this regard, there must be a degree of equivalence in the use of hands-on activities for instruction and evaluation. (p. 69)
There is a chance some school districts within specific states of the country may not feel as though science assessments are important or relevant to a child’s education, especially students with disabilities, however, they will still need to be educated efficiently by prepared teachers. More to the point, Lynch, Taymans, Watson, Ochsendorf, Pyke, and Szesze (2007)
discussed this point when they stated “even though states may choose not to use the science assessments as a means to demonstrate annual yearly progress, clearly the requirement for science assessments will draw increased attention to science education and to the performance of students with disabilities” (p. 221). Assessments are necessary to gauge student knowledge in science for students, especially students with disabilities and the writing to learn strategies of dialectical notebooks and strategic notetaking could be a teaching intervention to catalyze scientific knowledge growth in special education students.
**Epistemological Underpinnings**
Writing to learn strategies are based on the cognitive development of students and the development of critical thinking skills needed to apply the writing to learn strategies to learning specific scientific content such as biology. The development of scientific thinking is paramount for students to apply the strategies of dialectical notebooks and strategic notetaking which are hands-on approaches to learning fundamental concepts within all content, in particular biological science (Moore, 1992).
Kuhn, Cheney, and Weinstock (2000) discussed the levels of epistemological knowledge where knowledge is definite and there is a certainty in understanding and learning, especially in scientific learning. In scientific learning, assessments and evaluations are the primary way we evaluate student growth and erudition. Students grow in their critical thinking and analytical ability to associate, as well as link and evaluate knowledge obtained through scientific evidence. This growth in science knowledge begins through essential textbook learning; however, it manifests itself through more hands-on/discovery-based learning as the student grows within the content. Through traditional science learning, students learn fundamental concepts that provide learners with a solidified methodology in problem solving that creates building blocks of
knowledge needed by scientists and that knowledge is solidified through hands-on approaches to solidifying scientific content knowledge (Kuhn, 1963).
In scientific thinking, there needs to be a concrete source of knowledge that is linked to a notion of certainty and an objective reality in order to grow as a science learner. Nonetheless, that does not justify how that learner fully comprehended the content (Kuhn & Pearsall, 2000). More to the point, Kuhn and Pearsall (2000) stated “the epistemological achievement of awareness of the sources of one’s knowledge is, of course, critical in scientific thinking. One needs to know and be able to justify exactly how one knows something to be the case” (p. 120). The sources of scientific knowledge and learning are a necessity for the epistemological understanding required for scientific growth and erudition, as are the methods for solidifying that knowledge for learners (Kuhn & Pearsall, 2000; Kuhn, Cheney, & Weinstock, 2000). I am supportive of this epistemology as it lends itself to the positivist and constructivist interpretive framework.
**Worldview of the Researcher**
This study is based on a positivist worldview. This worldview is essential for this study and research because it has a cause and effect element and an experimental study must have reliability for there to be a relationship or link between variables in positivism. The positivist perspective on the tenet of scientific law is rooted in observation and measurement and is not biased based on society or traditions. In positivism, knowledge is valid because of its extraction from scientific law and methodology in research/experimentation is universal throughout all content or subject matter such as biology. Facts are exposed thorough experimentation based on science and the results are absolute truths (Compte, 2000).
Additionally, this study is under a positivist label because it is linked to the notion of certainty. Within the positivist position, there is an objective reality that a researcher can directly observe through the scientific method and the results can be shown in an experimental study. The idea behind logical positivism is deductive logic and is applied to experimentation, which is the case in this research study. Moreover, in this study, there is inductive reasoning in the observation and the experimentation is objective based on inductive reasoning (Bhaskar, 1975; Compte, 2000).
**Research Questions**
Providing students more hands-on instruction in the form of writing to learn strategies addresses many of the questions posed by researchers on how to enhance student knowledge in science. Writing strategies have enhanced student understanding in science and improved reading, writing, and science connections for students (Hand, Yang, & Bruxvoort, 2007; Hohenshell & Hand, 2006; Holliday, Yore & Alvermann, 2006). Strategic notetaking has been used as a treatment in students with disabilities in the form of notetaking interventions in specified content areas (Boyle, 2010; 2011; 2013; Boyle, Forchelli, & Cariss, 2015). However, the deficiencies of biological science need to be addressed in students with disabilities through the use of more than notetaking interventions. Strategic notetaking and dialectical notebooks, when tethered together are writing to learn strategies that could catalyze a gain in biological knowledge in students with disabilities and improve science assessment scores of special education students. Moreover, students in both inclusion classrooms and learning language mild moderate classrooms could become more cognitively engaged in biological science, which could lead to more improved learning for all students with disabilities in secondary science. To further explore these ideas, I developed the following research questions to guide this study.
1. Do the writing to learn strategies of dialectal notebooks and strategic notetaking enhance student achievement in students with disabilities in biology?
From prior research (Hohenshell & Hand, 2006; Tarchichi, 2017), we can expect students who participate in writing to learn strategies to grow in their content knowledge of Biological science. I expect that students who participate in the writing to learn strategies of dialectical notebooks and strategic notetaking to grow minimally in their biological content knowledge and have minimal growth on their biology assessments. Moreover, I expect that the writing to learn strategies will also increase the confidence and overall biological science understanding of students with disabilities which will mirror the growth on their assessments.
2. Do the writing to learn strategies of dialectal notebooks and strategic notetaking impact the attitude and acceptability of students with disabilities in biological science?
From prior research (Kennedy, Quinn, & Taylor, 2016), we can expect students to fall into one of five categories for each question on the attitude survey which include strongly agree, agree, neither agree or disagree, disagree, or strongly disagree. I expect that after the implementation of the writing to learn strategies, students will have a more positive attitude about biological science based upon their enhanced proficiencies and abilities in learning the science. Furthermore, I expect students with disabilities to have a more positive disposition when learning biological science after receiving the writing to learn strategies of dialectical notebooks and strategic notetaking based upon the intervention’s positive influence on learning science. Because both strategies will be offered simultaneously, differential effects of notetaking versus dialectical notebooks will be unknown.
CHAPTER 3
METHODOLOGY
In this chapter, I present the methodology used to answer the research questions. I discuss the intervention and location of the study, the students participating in the study, the instruments and materials used in the study, research procedures, data collection and analysis, the study’s validity and reliability, along with the anticipated results. The research study, procedures, and processes are outlined in the methodological design of the study as well.
Intervention and Location
In Middleboro High School (Pseudonym for an urban high school in a suburb of a major city in the northeastern region of the United States), located in the northeastern region of the United States, I implemented writing to learn strategies for 9th and 10th grade high school biology students. The two writing to learn strategies were only implemented for students in the experimental group of the study. The intervention took place five days a week for approximately 30 minutes each time the secondary students were in their classroom. This intervention was beneficial for biology teachers because it provided individualized, small group instruction for the high school students. The intervention was conducted for seven weeks from mid-January to the end of February, excluding the days when the school district is closed.
The timeline of this study spanned across one semester as the students in the study had biology in the spring semester of 2020. There were two groups participating in the study, an experimental and a control group. Students were randomly assigned to either the experimental or control group. I administered the supplemental writing to learn strategies to the experimental group. The control group received equal time learning biological science content even though they did not receive the two writing to learn strategies. There was a standardized condition
(separate classrooms for experimental and control groups) for the control groups as they were not exposed to the writing to learn interventions as it could confound their scores. All students (both experimental and control) were pretested in January, then the experimental group was introduced writing to learn strategies throughout the seven weeks of the research; both the experimental and control groups received a mid-treatment assessment and a posttest in February (Table 3.1).
**Table 3.1 Participants: Experimental and Control Pre Test, Mid-Treatment Assessment & Post Test**
| Participants | 1/13/20 | 2/4/20 | 2/27/20 |
|--------------|---------|--------|---------|
| Experimental | Pre Test & Attitude Toward Biology Survey | X | Mid-Treatment Assessment | Post Test & Attitude Toward Biology Survey |
| Control | Pre Test & Attitude Toward Biology Survey | Mid-Treatment Assessment | Post Test & Attitude Toward Biology Survey |
Furthermore, the timeline of this study was 34 days. In week one, I pretested both the experimental and control students and writing to learn strategies (both dialectical notebooks and strategic notetaking) began for the experimental group in week one as well. The experimental group received the treatment Monday through Friday for the duration of the study. Students in the control group did not receive the writing to learn strategies but did receive the curricular prescribed mandatory instruction. During day 16, all students took their mid-treatment assessment and during day 34, all students were administered the posttest. In addition, all students took the acceptability survey (AS), and attitude toward biology survey (ATBS) at day 34. After their posttest, all writing to learn strategies commenced and data was analyzed (Table 3.2). Over the 34 days, the writing to learn strategies were incorporated in all biology topics within the high school biology curriculum, and students used both strategic notetaking and
dialectical notebooks as the writing to learn exercise for each topic. For example, if week 1 covered Mitosis, students used both strategic notetaking and dialectical notebooks as the writing to learn exercise for Mitosis. This practice was consistent across all topics in biological science. The control group covered the same topics in biological science except through other methods of learning. There was not a knowledge difference in biology between the two instructors in the study as they had the same state certification in biological science, and both hold a bachelor’s degree in biology.
**Table 3.2 Study Timeline**
| Participants | 1-13-20 | 1-14-2020 to 2-3-2020 | 2-4-20 | 2-5-20 to 2-26-20 | 2-27-20 | 2-28-20 |
|--------------|---------|-----------------------|--------|-------------------|---------|---------|
| **Experimental** | Pre Test & ATBS | Writing to Learn Strategies | Mid-Treatment Assessment | Writing to Learn Strategies | Post Test, AS, & ATBS | Data Analysis |
| **Control** | Pre Test & ATBS | N/A | Mid-Treatment Assessment | N/A | Post Test, AS, & ATBS | Data Analysis |
**Participants and Setting**
The study took place at Middleboro Public Schools District, specifically Middleboro High School which houses grades nine through twelve with an 85% graduation rate. The demographics of Middleboro High School are 40% Hispanic, 35% African American, 14% Caucasian, and 11% Asian. In addition, they include a special education population of 22% and there are 75% economically disadvantaged students who receive free and reduced lunch. Figure 3.1 below summarizes the demographics of Middleboro High School.
In Middleboro High School, there are a total of 1,356 students, 354 grade 10 students and 298 grade 9 students. All students with disabilities enrolled in biology were invited to participate in the study. I, as the researcher invited the students to participate in the study, and as Superintendent of Schools, I addressed unequal power between the researcher and the participants by the development of a trust relationship with all the participants in the study and assured all the students that regardless of the outcomes of the study, I would always act in their best interests as they are students within the school district (Ferguson, Yonge, & Myrick, 2004). Furthermore, I addressed the unequal power between the researcher and the participants through continuous human contact of the researcher with the participants of the study as the relationship grew into reliance, rapport, and amity which overcompensated for the generalized administrator to student dichotomy. As the researcher, I worked with these students daily which facilitated a dichotomy of trust and confidence which acted to reduce the unequal power implanted by the administrator and student relationship (Haigh, 2005).
Students had the freedom to participate or not participate in this study. Many grade 9 students take biology; however, there are students in grade 10 in the course as well. Middleboro High School is on 82-minute block scheduling with a range of 29 students with Leaning Language Mild to Moderate (LLMM) disabilities in two classes, 15 in one and 14 in the other.
There are 19 other special education students enrolled in Biology Inclusion Classrooms and they receive support in the general education setting.
Both the LLMM and Inclusion students were invited to participate in the study. The sample size is 48 students and I randomly assigned these 48 students to experimental and control groups. There were 25 students within the experimental and 23 students within the control. I was limited to the number of students that were available in the study based on the population of students with specific learning disabilities in the high school. The power analysis reported a 17% power based on the limited number of subjects in the study; however, a repeated measures analysis of variance has a significant increase in power due to the fact that the dependent variable is correlated. Students were randomly assigned to the experimental and control clusters. This study followed a true experiment model, and in the high school it is routine to randomly assign students to groups. I anticipated that all students would participate in the study and I was correct. Moreover, all of the parents/guardians provided permission for their children to participate in this study. It has been the practice of the Middleboro School District that all parents/guardians allow their children who are asked to participate in a research study to partake. As stated, this study took place during daily biology classes for all students.
Twenty-nine students with disabilities, specifically Learning Language Mild to Moderate (LLMM) students, were registered for biology in the spring of 2019 along with nineteen other students with disabilities in inclusion classes. The LLMM students were split in two different classes 15 in one and 14 in the other. The LLMM students included 15 students in grade 9 and 14 students in grade 10. The Inclusion students included 11 students in grade 9 and 8 students in grade 10. There were two groups participating in the study, an experimental (the class with the 15 students and 10 Inclusion students) and control group (the class with the 14 students and 9
Inclusion students). Because there were two types of students participating in the study, I accounted for these students in my analytic model through treating the groups as a between subjects factor in the analysis of variance. If there was no significant difference between the groups, the groups would be combined.
The experimental group received writing to learn strategies (dialectical notebooks and strategic notetaking strategies) daily in their biology class and the control group did not receive writing to learn strategies in their biology instruction. All students received at baseline, the ordinary standard of instruction in biology for the school district. Participants were all enrolled in biology class at Middleboro High School. No other inclusion criteria existed. The only reasons for exclusion from this study were that they were not enrolled in biology class at Middleboro High School and/or they had not completed the assent and consent forms.
**Table 3.3 Study Participant Breakdown**
| Total Subjects =48 | Students | LLMM | Inclusion |
|-------------------|----------|------|-----------|
| **Experimental** | | | |
| 9th Grade | 13 | 8 | 5 |
| 10th Grade | 12 | 7 | 5 |
| **Control** | | | |
| 9th Grade | 13 | 7 | 6 |
| 10th Grade | 10 | 7 | 3 |
| **Total** | 48 | 29 | 19 |
**Research Design**
Middleboro High School offered a unique opportunity for this study. There were significant numbers of students in the Leaning Language Mild to Moderate (LLMM) and students in the inclusion classes that made this study possible. I conducted a pilot study in the summer session of 2019 school year to gain some insights into the questions for the writing to learn strategy interventions for this dissertation study. The pilot study was eight weeks long where students who were entering biology for the next school year could learn the fundamental
concepts of the subject. The writing to learn strategies of dialectical notebooks and strategic notetaking were used as a treatment for all students when learning concepts such as Mitosis and Meiosis. Students were observed and interviews were conducted to gage students’ feelings about the effect of writing to learn strategies on learning biological science. Additionally, students were pretested, and post tested in order to measure growth of content knowledge in a pretest/posttest design, similar to this study.
This study used a quasi-experimental design, with half of each biology class for students with disabilities (i.e., LLMM and Inclusion) randomly assigned to the experimental group and the other half assigned to the control group. Additionally, this study followed a pretest/posttest design where the growth of the scores on the posttest was used to assess the effect of the writing to learn intervention on biology test scores. The research methods included predetermined biological science testing instruments and writing to learn attitude survey.
Students answered questions from the Attitude Toward Biology Survey (ATBS) to measure their approaches and outlooks of learning biology before and after the intervention of writing to learn strategies. This was a researcher made survey that was designed to gage the face validity of the writing to learn strategies in biological science. The basis of why I chose these questions were that they offer a subjective assessment of students’ feelings towards biological science and the impact of writing to learn strategies in further understanding the content. The survey included ten statements covering topics of the usefulness of biological science; desire to learn biological science, teaching methods, the satisfaction of learning biology, and understanding the concepts of biological science. The survey also included the influence of writing when learning biology and biological concepts (see Appendix D).
In order to track changes in the approaches and outlooks of learning biology of students with disabilities, students completed the survey before the intervention and immediately after the intervention. In summarizing the research study design, students in both the control and experimental groups were administered the Attitude Toward Biology Survey (Pre-Treatment) and then given a Pre-Test. Following, the ATBS, all students took a biological science pre-test (Appendix A). The experimental groups then began to receive the writing to learn strategies of dialectical notebooks and strategic notetaking. All students in both the control and experimental groups then took the biological science mid-treatment assessment. The experimental groups continued to receive the writing to learn strategies of dialectical notebooks and strategic notetaking. All students in both the control and experimental groups then took the biological science posttest. Once the writing to learn strategies intervention were completed, the students in both the control and experimental groups were administered the Attitude Toward Biology Survey (Post-Treatment) (Figure 3.2). The research design incorporated a pretreatment phase, a quasi-experimental phase and a post treatment phase.
**Pre-Treatment Phase**
On day one of the study, I explained the study procedures with each class. Students responded to statements on the Attitude Toward Biology Survey and took the biological science pretest. All survey responses were recorded, and students did not receive any feedback on their responses. The pre-instruction phase took one block period (82 minutes) to complete.
**Experimental Phase**
On day two of the study, the experimental phase began where students in the experimental group received the writing to learn strategies of dialectical notebooks and strategic notetaking in addition to their standard biology instruction in their classes. Writing to learn
strategies were infused in the learning of the students in the experimental groups daily in small group activities. Students were given a mid-treatment assessment twenty-two days after the pretest. After the mid-treatment assessment, the writing to learn strategies of dialectical notebooks and strategic notetaking continued for students in the experimental groups within small group settings. Students were given a posttest twenty-four days after the mid-treatment assessment and forty-six days after the pretest. After the posttest, students in the experimental group were no longer given the writing to learn strategies of dialectical notebooks and strategic notetaking.
**Post-Treatment Phase**
The following day after the posttest, students responded to the identical statements on the Attitude Toward Biology Survey and responded to an Acceptability Survey as well. All survey responses were recorded, and students did not receive any feedback on their responses. All data for the pretest, the mid-treatment assessment, and the posttest were then analyzed. The instrumentation and materials of the study were thoroughly discussed to ensure instrument validity and the overall intervention’s use of materials.
**Instrumentation and Materials**
All students were pretested using administrator made instruments. The instrument used in this study was a simulated biology exam that mirrors the New Jersey Biology Competency Exam (NJBCT). The steps I took to ensure that my tests reflected the NJBCT was to create questions that were standard specific to the questions offered on the state exam. The biology content standards in the state exam were reflected in the researcher made assessments. I prepared three versions of this simulated exam in the forms of a Pretest, Mid-Treatment Assessment, and a Posttest that focused on the same biological science standards (Appendix A,
Appendix B, and Appendix C). As stated, all students both in the experimental and control group took a biology pretest that mirrored the New Jersey Biology Competency Exam (NJBCT). In the middle of the writing to learn intervention (Day 23), all students (experimental and control groups) took the Mid-Treatment Assessment. At the end of the intervention (Day 46), all students (experimental and control groups) took Post Test 2. The pretest consisted of 15 multiple choice questions that constitute a summative understanding of high school biological science. Both the Mid-Treatment Assessment and Post Test 2 also consisted of 15 multiple choice questions that constitute a summative understanding of high school biological science. All three exams tested the same biological standards and objectives in order to ensure instrument validity. The instrument’s validity was ensured for each test through discussion and description of all instruments with participants before the commencement of the study and through pilot testing not involving the participants (Creswell & Creswell, 2017).
**Procedures**
One classroom at the high school was randomly assigned to the experimental group and ten inclusion students were also randomly assigned to the experimental groups of the study. The assignment of the inclusion students and the LLMM students were all assigned randomly based on the limited number of students with specific learning disabilities within the secondary setting. Clusters of students were assigned based on available students in the school setting. In addition, one classroom in the high school and nine inclusion students were assigned to the control group of the study. There were 25 students in the experimental group and 23 students in the control group. All students completed assent forms and received parental consent forms to participate in the study. If parents/guardians did not want their students participating in writing to learn strategies or taking part in the pretest, mid-treatment assessment or posttest, their pretests, midtreatment assessments, and posttest would not have been analyzed, and their data would not be used. However, this was not the case as all parents/guardians gave consent for their students to participate in the study.
High school biological science teachers were informed if students were in the experimental or control groups at the beginning of January. After being informed, the teachers of the experimental and control groups underwent an orientation and learned what should take place during the study and the writing to learn intervention. The teachers of the control groups were made aware of all the writing to learn interventions using both dialectical notebooks and strategic notetaking that the students in the experimental groups would undertake. No teacher received any training for the implementation of the writing to learn strategies as I administered the strategies to the students. Procedural fidelity measures on both the treatment and control conditions included daily field notes of the writing to learn intervention. There was a daily checklist on what was done each day of the intervention for dialectical notebooks (Appendix E) and strategic notetaking (Appendix F). The students used the intervention properly because I continuously monitored the methods in which they used the writing to learn strategies on a daily basis. Students were documented using the writing to learn strategies of dialectical notebooks and strategic notetaking as they learned different biological concepts to ensure the proper use of the intervention and also to observe the interest of one strategy versus the other.
The teacher in the control group holds the same biological science teaching certification as me and the teacher in the experimental group. The level of biological science knowledge was the same. In the LLMM classroom, all students in the experimental group received writing to learn strategies at the same time. In the Inclusion classroom, there were only five to eight students with disabilities in that classroom. Therefore, within the Inclusion classroom, all
writing to learn strategies were administered in small group instruction for the experimental group with groups of five to eight students as the general learning took place in the classroom. As stated previously, the control groups, both in the LLMM and Inclusion classroom covered the same topics in biological science except for through other methods of learning.
**Data Collection and Analysis**
Data collection took place in two phases. As discussed, there was one pretest and two posttests. Additionally, there was a survey administered and collected through the use of a science attitude survey geared toward biological science and an acceptability survey that measures the appropriateness and relevance of the intervention for the students. Repeated measures ANOVA, Independent Samples T-test and Paired Samples T-test were used to analyze the data (Creswell & Creswell, 2017; Kennedy, Quinn, & Taylor, 2016).
**Pre Test, Mid-Treatment Assessment and Post Test**
One phase of data collection took place at the pretest, midterm assessment, and posttest. I administered the assessments to students in their classroom locations. This study was a pretest-posttest control group design (Creswell & Creswell, 2017). The pretest, mid-treatment assessment and posttest were administered for both the experimental and control groups but only the experimental group received the writing to learn intervention. The unit of analysis was the individual high school students. The pretest was conducted one day prior to the initiation of the writing to learn strategy intervention. To determine that the two groups (experimental and control) were statistically similar, I compared the student’s means scores on the pretest prior to the writing to learn intervention. In order to determine the impact of the writing to learn strategies on student’s biological science content knowledge, I used a Repeated Measures
ANOVA on the scores collected at Pretest, Mid-Treatment Assessment, and Posttest as I compared the three scores for each student.
Data analysis consisted of repeated measures pre, mid and post exam performance of students in order to determine whether relations existed between writing to learn strategies and student achievement. Mean scores of biology assessments were measured in both January and February in order to measure the effectiveness of writing to learn strategies on student achievement. Additionally, the repeated measures determined whether student scores on biology assessments changed through the implementation of the writing to learn strategies which established an association between the two variables (Sampson, Enderle, Grooms, & Witte, 2013).
The Repeated measures ANOVA was used because I employed only one independent variable (writing to learn strategies), I compared three group means where the group participants did not change in the study, and the study participants’ growth was measured while utilizing the writing to learn strategies treatment three times during the study (Pre-test, Mid-Treatment Assessment, and Post-test 2). As previously stated, Figure 3.2 below summarizes the data collection and analysis of the study with a pre-treatment survey, initial pretest, mid-treatment assessment, posttest, a post-treatment survey, and a concluding data analysis.
Attitude Toward Biology Survey
A survey was created for this study that measured the attitudes of students with disabilities toward school science, in particular biological science. In this study, the aim was to capture students’ general attitude toward biology, their motivation in learning biological science, classroom practices and methodologies in learning the science, their capabilities in learning the science, the delight of learning biological science, and the aptitudes of students learning the concepts of biological science (Kennedy, Quinn, & Taylor, 2016).
Prior administration of the Attitude Toward Biology Survey was offered to students in the summer of 2019 in a preliminary study where they were asked to answer the ten statements covering topics of the usefulness of biological science, their desire to learn biological science, and the influence of writing when learning biology and biological concepts, etc. (see Appendix
D). As mentioned previously, during the summer enrichment school of 2019, a preliminary study was conducted with students with disabilities entering biological science.
The goal of the study was to examine the impact of writing to learn strategies on student learning in biological science, in particular the writing to learn strategies of strategic note taking and dialectical notebooks. A secondary goal of this study was to examine the influence of writing to learn strategies on the pedagogy of biology teachers. Students were given a pretest, a mid-treatment assessment, and a posttest as writing to learn strategies were implemented during their biology class. After the eight-week summer enrichment ended, I asked the students that received the writing to learn strategies to take the identical Attitude Toward Biology Survey that is used in this study. After analyzing the results for this study, it was shown that writing to learn strategies had a positive effect on student learning in biological science and students had a more positive view on learning biological science because of the writing to learn strategy intervention.
**Acceptability Survey**
Students were given an acceptability survey that measured their satisfaction with the writing to learn intervention of dialectical notebooks and strategic notetaking. This was a researcher developed instrument which measured the satisfaction, practicality, appropriateness of the writing to learn strategies when learning biological science. Furthermore, the survey measured the student preference of either dialectical notebooks or strategic notetaking when learning biological science and how these strategies impacted the outcomes of intervention. The appropriateness and relevance of the writing to learn intervention along with the complexity of the intervention was gathered from the acceptability survey. After the posttest, students that participated in the experimental portion of the study were offered a acceptability survey that gaged the procedures, expectations, and outcomes associated with the dialectical notebooks and
strategic notetaking (Carter, 2010; Tomasini, Martinez-Basurto, Garcia, & Villegas, 2015) (Appendix G).
**Validity and Reliability**
Student maturation was the main threat to validity in this study. High school is a time of growth, development and progress both academically and socially through maturation. To avoid this, the control group consisted of students in the same content level and the same level of biological science pedagogy as the experimental group. Mortality was also a threat as students could have left school for a variety of reasons such as transfer or dropping out and may also could have had their schedule switched from their guidance counselor. An additional threat to validity was selection because some students might have chosen to not participate in this study; this could have catalyzed lower motivation for authentic participation in the study. The study was limited to Middleboro High School in school district located in the northeastern section of the United States, which limited the generalizability of the results. Another limitation to the study was the small sample size of 48; however, this was moderate to large sample size in special education research. Furthermore, it was difficult to measure the long-term effects of the study as students would have only two to three years left in high school and would not take another biological science course during their high school career.
**Anticipated Results**
It was anticipated that the students in the experimental group would perform significantly better on the mid-treatment assessment, and the posttest as compared to students in the control group. There are many studies that show positive results for writing to learn strategies in overall student learning. Also, research has shown that writing to learn strategies have had a positive impact on student learning in science (Friend, 2002; Fulwiler, 2007; Hand, Yang, & Bruxvoort,
Additionally, the influences of writing to learn strategies on biological science have also had a positive relationship on content growth and development (Hohenshell & Hand, 2006; Moore, 1994). Furthermore, science writing has impacted student learning and positively affected student achievement (Fulwiler, 2007; Prain, 2006). It was anticipated that this study would have significant results with a small to moderate effect size for students that received writing to learn strategies in the experimental group in comparison with students in the control group that did not receive writing to learn strategies. It was hypothesized that students with disabilities that received writing to learn strategies would show greater growth in biological science than their peers who did not receive writing to learn strategies.
**Conclusion**
This chapter was focused on the methodology used to plan and assess how writing to learn strategies impacted the biological science learning of students with disabilities in the Middleboro School District. Moreover, this study sought to gain insight on the effects of writing to learn strategies and biology achievement through the improvement of biological science content knowledge through writing to learn strategies. The objective of the study was to institute a greater level of writing in high school students and measure the potential correlation to biology achievement. This study aimed to determine whether or not writing to learn strategies have a positive impact on student achievement. This quantitative study aimed to identify a correlational relationship between writing to learn strategies and student achievement. However, there was very little research examining writing to learn strategies and biology achievement measured through standardized testing. This study significantly contributed new information to the field of special education by depicting the importance of the two writing to learn strategies of dialectical notebooks and strategic notetaking to achievement in biological science.
CHAPTER 4
RESULTS
This chapter will present the analysis of the data used to address the two research questions in the study. As presented previously, these questions are:
1. Do the writing to learn strategies of dialectal notebooks and strategic notetaking enhance student achievement in students with disabilities in biological science?
2. Do the writing to learn strategies of dialectal notebooks and strategic notetaking impact the attitude and acceptability of students with disabilities in biological science?
The chapter will be presented in three parts. The first section will present descriptive data on the sample. Part 2 will present the results relevant to the major research questions. The final part will present some additional analyses that were used to extend and elaborate the results.
Descriptive Data on the Sample
Descriptive data on the sample are presented in Table 4.1.
Table 4.1: Descriptive Data on the Sample
| | Experimental | Control Group |
|--------------------------|--------------|---------------|
| Gender: | | |
| Female | 12 | 12 |
| Male | 12 | 4 |
| Race: | | |
| African American | 7 | 8 |
| Hispanic | 17 | 11 |
| Multi-Racial | 0 | 4 |
| White | 1 | 0 |
| Student Type: | | |
| LLMM | 14 | 10 |
| Inclusion | 14 | 9 |
The main objective of this study was to compare the differences of the control and experimental groups. The design of the study for student achievement involved a pre-test, a midtreatment assessment, and then a final post-test. For attitude the design involved a pre-test and a post-test. In both cases, repeated measures analysis of variance (ANOVA) was used to analyze the differences between the two groups. Repeated measures ANOVA involves a number of assumptions including the typical assumptions of any ANOVA (e.g., homogeneity of variance). There are two major additional assumptions for repeated measures ANOVA. The first is that the correlations between the levels of the repeated assessment should be approximately equal, which is called the sphericity assumption. Since this assumption is typically violated, the Greenhouse-Geisser correction is usually applied, a process that was used in the analyses that will be reported below.
The second assumption is that the groups are not significantly different at the pre-test. This assumption was tested by separate samples t-tests. If the groups are found to be significantly different, then the pre-test is used as the covariate. For the ANOVAs presented, partial eta squared is provided to indicate the effect size or the ratio of variance associated with or accounted for by the main effects or interaction. The benchmarks for Partial eta squared, based on conventions for defining effect sizes in social science research and adapted from Murphy and Myors (2004) are presented in Table 4.2.
**Table 4.2. Benchmarks for Partial Eta Squared**
| Rating | Description |
|-----------------|-------------|
| $0.01 \leq \geq 0.05$ | Small |
| $0.051 \leq \geq 0.13$ | Medium |
| $\geq 0.14$ | Large |
**Student Achievement**
The means and standard deviations for the pre-test, midterm assessment and the post-test for the control and experimental groups are presented in Table 4.3.
Table 4.3 Descriptive Statistics for the Comparison of the Effects of the Writing to Learn Strategies on the Experimental v Control Groups in Pretest, Mid-Treatment Assessment and Posttest
| Treatment Assignment | Mean | Std. Deviation | N |
|----------------------|--------|----------------|---|
| **Pretest** | | | |
| Experimental | 34.16 | 10.691 | 25|
| Control | 37.35 | 10.936 | 23|
| Total | 35.69 | 10.814 | 48|
| **Mid-Treatment Assessment** | | | |
| Experimental | 42.76 | 9.968 | 25|
| Control | 39.43 | 11.281 | 23|
| Total | 41.17 | 10.636 | 48|
| **Posttest** | | | |
| Experimental | 55.56 | 9.265 | 25|
| Control | 42.13 | 11.868 | 23|
| Total | 49.13 | 12.479 | 48|
As mentioned previously, repeated measures ANOVA assumes that the groups are not significantly different at the pretest. This assumption was met ($t = 1.01, p = .313$). These data are displayed in Figure 4.1
*Figure 4.1 Bar Graph of Experimental and Control Group Pretest Scores*
Consequently, the repeated measures used the pre-test, the mid-treatment assessment and
post-test as the repeated factor. These results are presented in Table 4.4.
**Table 4.4: Repeated Measures Summary of Results**
| Source | Mean Square | F | Sig. | Partial Eta Squared |
|-------------------------|-------------|-------|--------|---------------------|
| **Between Subjects Effects** | | | | |
| Group (Experimental/Control) | 734.97 | 2.189 | .145 | .046 |
| Error Between | 334.23 | | | |
| **Within Subjects Greenhouse-Geisser** | | | | |
| Time (Pre/Mid/Post) | 2699.95 | 557.06| .000 | .924 |
| Group * Time | 1092.22 | 225.35| .000 | .830 |
| Error Within | 4.947 | | | |
As shown in Table 4.4 there was a significant main effect for time and a significant interaction. Both effects are large. A graph of the interaction is presented in Figure 4.2.
**Figure 4.2 Line Graph of Experimental and Control Group Growth**
A simple effects analyses was conducted on the interaction. These results are presented in Table 4.5.
Table 4.5. Simple Effects Analysis for the Interaction for Student Achievement
| Comparison | F | P Value | Partial Eta Squared |
|-----------------------------------|-------|---------|---------------------|
| Group at Pre-Test | 1.04 | .313 | .022 |
| Group at Mid-Treatment Assessment | 1.175 | .284 | .025 |
| Group at Post-Test | 19.265| .000 | .295 |
| Experimental Group Across Time | 805.90| .000 | .931 |
| Control Group Across Time | 34.184| .000 | .608 |
As shown in Table 4.5, the experimental and control groups did not differ at the pre-test (as shown previously) and did not differ at the mid-treatment assessment. The groups did differ significantly, however, at the post-test with a large effect size. Table 4.5 also shows that both groups significantly improved from the pre-test to the post-test with the larger gain being made by the experimental group. The differences in growth for the experimental and control groups are presented graphically in Figures 4.3 and 4.4.
Figure 4.3 Pre-Test to Mid-Treatment Assessment Growth
Figure 4.4 Mid-Treatment Assessment to Post-Test Two Growth
Attitude toward Biology Survey
As presented in Chapter 3, attitudes toward biology were assessed by a ten-item survey using a five-point Likert scale where a higher score indicates a more favorable attitude toward biology. As an initial analysis, these ten items were summed to produce a pre-test and post-test score. Cronbach’s alphas were computed on these two scores and were found to be acceptable (Alpha at the pre-test = .937; at the post-test Alpha = .834). The means and standard deviations for the total attitude score for the experimental and control groups are presented in Table 4.6.
Table 4.6. Descriptive Statistics for the Pre and Post Attitude Survey
| | Group | Mean | Std. Deviation | N |
|----------------------|-----------|---------|----------------|-----|
| PreTestAttitude | Experimental | 18.5200 | 4.47325 | 25 |
| | Control | 17.6957 | 3.59842 | 23 |
| | Total | 18.1250 | 4.05612 | 48 |
| PostTestAttitude | Experimental | 28.3600 | 1.07548 | 25 |
| | Control | 20.0870 | 3.59182 | 23 |
| | Total | 24.3958 | 4.90653 | 48 |
As before, the two groups were compared at the pre-test and the difference was not significant (t = 1.34, p = .488). The results of the repeated measures ANOVA are presented in Table 4.7.
**Table 4.7. Repeated Measures Summary of Results for Attitude**
| Source | Mean Square | F | Sig. | Partial Eta Squared |
|-------------------------------|-------------|-------|--------|---------------------|
| **Between Subjects Effects** | | | | |
| Group (Experimental/Control) | 495.71 | 26.122| .000 | .362 |
| Error Between | 19.98 | | | |
| **Within Subjects Greenhouse-Geisser** | | | | |
| Time (Pre/Post) | 896.07 | 202.63| .000 | .805 |
| Group * Time | 332.23 | 75.149| .000 | .620 |
| Error Within | 4.422 | | | |
As shown in Table 4.7, both main effects and the interaction are significant with large effects. A graph of the interaction is presented in Figure 4.5
Table 4.8. Simple Effects Analysis for the Interaction for Student Achievement
| Comparison | F | P Value | Partial Eta Squared |
|-----------------------------|-------|---------|---------------------|
| Group at Pre-Test | .489 | .488 | .011 |
| Group at Post-Test | 290.71| .000 | .863 |
| Experimental Group Across Time | 188.97| .000 | .887 |
| Control Group Across Time | 79.20 | .000 | .789 |
As shown in Table 4.8, the groups were not different at the pre-test but did differ at the post-test with a large effect. As before, both groups significantly increased in attitude between the pre-test and the post-test with a larger gain for the experimental group. An analysis of the individual items on the survey is presented in Appendix X.
**Additional Analyses**
Several additional analyses were conducted to extend and elaborate the results presented for the two research questions. These are summarized below.
**Gender**
Both of the repeated measures ANOVAs presented above were run again with gender added as an additional between subjects factor. It should be mentioned that all of the analyses presented in this section of the chapter have the limitation that some of the cells have unequal sample sizes with some of these samples being small. As such, these analyses should be interpreted with caution. For achievement there were no differences as a function of gender. For attitude there was a significant main effect for gender (Female mean = 24.903; Male mean = 20.89; $F = 38.21$, $p = .000$, partial eta squared = .470). There was also a significant interaction with females gaining slightly more than males. The pattern of the data, however, was essentially the same for both males and females.
Race
There were only two racial groups with enough subjects to make the analysis meaningful: African Americans and Hispanics. No differences were found for either achievement or attitude.
Student Type
As mentioned above, there were two different types of students in the sample: LLMM and inclusion. The means and standard deviations for achievement for these groups for the three testing periods are presented in Table 4.9.
Table 4.9. Achievement by Student Type
| Group | Mean | Std. Deviation | N |
|------------------------|--------|----------------|---|
| Pretest | | | |
| Experimental LLMM | 35.53 | 11.313 | 15|
| Experimental Inclusion | 32.10 | 9.893 | 10|
| Control LLMM | 35.79 | 9.978 | 14|
| Control Inclusion | 39.78 | 12.498 | 9 |
| Total | 35.69 | 10.814 | 48|
| Mid-Treatment Assessment| | | |
| Experimental LLMM | 44.00 | 10.135 | 15|
| Experimental Inclusion | 40.90 | 9.938 | 10|
| Control LLMM | 37.07 | 10.284 | 14|
| Control Inclusion | 43.11 | 12.374 | 9 |
| Total | 41.17 | 10.636 | 48|
| Posttest | | | |
| Experimental LLMM | 56.13 | 9.296 | 15|
| Experimental Inclusion | 54.70 | 9.650 | 10|
| Control LLMM | 39.29 | 11.684 | 14|
| Control Inclusion | 46.56 | 11.370 | 9 |
| Total | 49.13 | 12.479 | 48|
The ANOVA summary table is presented in Table 4.10.
Table 4.10. Repeated Measures Summary of Results for Achievement by Student Type
| Source | Mean Square | F | Sig. | Partial Eta Squared |
|---------------------------------------------|-------------|-------|--------|---------------------|
| Group (LLMM Experimental & Control; Inclusion Experimental & Control) | 469.51 | 1.405 | .254 | .087 |
| Error Between | 334.116 | | | |
| Source | Mean Square | F | Sig. | Partial Eta Squared |
|---------------------------------------------|-------------|-------|--------|---------------------|
| Time (Pre/Mid/Post) | 2587.216 | 609.09| .000 | .933 |
| Group * Time | 287.25 | 84.528| .000 | .852 |
| Error Within | 3.398 | | | |
As shown in Table 4.10 there is a significant main effect for Time (as already shown) and a significant interaction. A graph of the interaction is presented in Figure 4.6.
Figure 4.6 Line Graph of Experimental and Control Group Growth LLMM and Inclusion
As shown in Figure 4.6 the experimental LLMM group and the experimental Inclusion groups outperformed their control group counterparts on the post-test. It was shown that in the midterm assessment to the post-test, there was a more significant growth for the experimental group in comparison to the control groups for both the LLMM and Inclusion students.
The means and standard deviations for attitude are presented in Table 4.11 and the ANOVA summary Table in 4.12.
Table 4.11: Means and Standard Deviations for Attitude by Student Type
| Group | Mean | Std. Deviation | N |
|------------------------|---------|----------------|-----|
| PretestAttitude | | | |
| Experimental LLMM | 16.3333 | 4.09994 | 15 |
| Experimental Inclusion | 21.8000 | 2.69979 | 10 |
| Control LLMM | 16.0714 | 3.45219 | 14 |
| Control Inclusion | 20.2222 | 2.10819 | 9 |
| Total | 18.1250 | 4.05612 | 48 |
| PosttestAttitude | | | |
| Experimental LLMM | 40.8000 | 2.24245 | 15 |
| Experimental Inclusion | 36.5000 | 2.54951 | 10 |
| Control LLMM | 18.5714 | 2.31099 | 14 |
| Control Inclusion | 25.0000 | 3.12250 | 9 |
| Total | 30.4583 | 9.77613 | 48 |
Table 4.12. Repeated Measures Summary of Results for Attitude by Student Type
| Repeated Measures Summary of Results for Attitude by Student Type |
|-------------------------------------------------------------------|
| **Between Subjects Effects** |
| Source | Mean Square | F | Sig. | Partial Eta Squared |
| Group (LLMM Experimental & Control; Inclusion Experimental & Control) | 8910.511 | 98.99 | .000 | .875 |
| Error Between | 8.189 | | | |
| **Within Subjects Greenhouse-Geisser** |
| Source | Mean Square | F | Sig. | Partial Eta Squared |
| Time (Mid/Post) | 3088.56 | 333.53| .000 | .883 |
| Group * Time | 688.63 | 74.365| .000 | .835 |
| Error Within | 9.26 | | | |
The significant interaction is presented in Figure 4.7.
Figure 4.7 Line Graph of Experimental and Control Group Growth LLMM and Inclusion for Attitude.
Similar to the results for achievement the Experimental LLMM and Inclusion groups increased at a great rate than the control students.
Acceptability Survey
Students that received the writing to learn strategies were given an acceptability survey after the post-test. The survey contained 10 questions in a 5-point Likert format where a higher score indicates a higher level of acceptability. This survey was administered to gauge the perception of effects of the writing to learn strategies on student learning, in particular, the differences between the dialectical notebooks and strategic notetaking. The means, standard deviations and t-test results are presented in Table 4.13.
Table 4.13. Differences in Student Satisfaction between Dialectical Notebooks and Strategic Notetaking
| | Mean | Variance | t-test | Probability | Partial Eta Squared |
|----------------|--------|----------|--------|-------------|---------------------|
| Dialectical | 104.6 | 15.3 | | | |
| Strategic | 83.6 | 38.3 | 6.41 | .000 | .147 |
The results in Table 4.13 show that students were content with the writing to learn strategies and believed the dialectical notebooks to have a more impactful effect on their learning. A table with the means of responses to each item on the survey are included below in Table 4.14. This depicts the descriptive statistics for each question on the Acceptability Survey.
Table 4.14. Mean Responses to Acceptability Survey Statements
| Acceptability Statements | Mean | Standard Deviation |
|------------------------------------------------------------------------------------------|------|--------------------|
| I was satisfied with the dialectical notebooks as method to learn biology | 4.16 | 0.37 |
| I was satisfied with the strategic notetaking as method to learn biology | 3.28 | 0.89 |
| Dialectical notebooks was an appropriate intervention for learning biology | 4.04 | 0.20 |
| Strategic notetaking was an appropriate intervention for learning biology | 3.24 | 0.97 |
| Dialectical notebooks made learning biology easier for me as a student | 4.20 | 0.41 |
| Strategic notetaking made learning biology easier for me as a student | 2.92 | 0.28 |
| Dialectical notebooks were useful as a practice to prepare for a biology test | 4.44 | 0.51 |
| Strategic notetaking was useful as a practice to prepare for a biology test | 3.56 | 0.71 |
| I would use dialectical notebooks on my own when I study a subject like biology | 4.08 | 0.28 |
| I would use strategic notetaking on my own when I study a subject like biology | 3.52 | 0.65 |
Summary
An analysis of the findings in this study showed the effectiveness of the writing to learn strategies on students with disabilities in biological science, as the purpose of this study was to investigate the impact of the writing to learn strategies of dialectical notebooks and strategic notetaking on student achievement. Furthermore, this study investigated if writing to learn
strategies of dialectal notebooks and strategic notetaking impacted the attitude and acceptability of students with disabilities in biological science. The scores of the biological science standardized tests were collected from 25 students in the experimental group (15 LLMM students and 10 Inclusion students) and the 23 students in the control group (14 LLMM students and 9 Inclusion students). The major findings of this study are:
1. A statistically significant effect on student achievement for the use of the writing to learn strategies was found. The students in the experimental group outperformed the control group with a large effect size. Moreover, the effect indicated that impact of the writing to learn strategies was more evident from the mid-treatment assessment to the post-test versus the pre-test to the mid-treatment assessment. The ANOVA showed that there was a significant difference in achievement for biology for all students but that the achievement gains for students in the experimental group was greater.
2. A statistically significant effect on attitude for students administered the writing to learn strategies was found. The students in the experimental group showed a significant improvement in attitude toward biological science in comparison to the control group.
3. While there was a difference between males and females in achievement, with females having a higher mean, there was no evidence that the treatment was differentially effective for females as compared to males.
4. No effect for race was found for either achievement or attitude.
5. There was a slight difference between LLLM and inclusion students although the difference was not great.
6. The acceptability of the writing to learn strategies was measured and the writing to learn strategies of dialectical notebooks and strategic notetaking were shown to be useful and
an appropriate intervention for students with disabilities learning biological science. The students were satisfied with the intervention/treatment used in the study.
CHAPTER 5
DISCUSSION
In this chapter, I discuss the summary of the findings, the limitations of the study, and the implications of the findings on future research along with their implications on teaching biological science to students with specific learning disabilities. Lastly, I conclude the chapter with recommendations on future research based on the results obtained along with summarizing thoughts on the study.
Summary of the Findings
In this study, I examined the advantages of the writing to learn strategies of dialectical notebooks and strategic notetaking on biological science learning for students with disabilities. The goal of the study was to increase scientific content knowledge and affinity for biological science through standardized test scores attitude surveys, and acceptability surveys. Furthermore, I wanted to incorporate strategic instruction through the use of the writing to learn strategies to show their positive effects on students with learning disabilities (Danoff, Harris, & Graham, 1993). Therefore, I will discuss the findings in terms of answering the research questions.
In terms of the first research question “Do the writing to learn strategies of dialectal notebooks and strategic notetaking enhance student achievement in students with disabilities in biological science,” the data analysis showed specific findings. The study showed that while there was only a significant difference in achievement scores for the experimental group versus the control on the post-test, the growth in scores for both the mid-treatment assessment and the post-test were significantly higher in the experimental group. The quantitative data from the standardized exams showed increases in the scores of students in the treatment groups that
received the dialectical notebooks and strategic notetaking which demonstrated their effectiveness in promoting academic achievement in biological science for students with specific learning disabilities. Writing in science has been shown to have positive effects on learning for students which catalyzes skills that enable students to obtain science content knowledge through a different learning process which augments their learning capabilities (Kurtz & Quitadamo, 2007; Prain, 2006; Zinsser, 1988). More to the point, Cawley and Parmar (2011) stated:
Opportunity to learn in science may be defined as providing students with a set of experiences that include important science concepts, processes, and skills as well as presenting lessons in a manner that allow the student to acquire knowledge, process, and skill capability (p. 106).
In terms of the second research question “Do the writing to learn strategies of dialectal notebooks and strategic notetaking impact the attitude and social validity of students with disabilities in biological science,” the data analysis also showed specific findings. The study results showed that there was a significant difference between the attitude toward biological science of the students in the experimental group versus the control group. As stated, after the posttest, all the students were given a post Attitude Toward Biology Survey. In comparison to the control group, the experimental group’s data showed that they grew in their agreement that biology was more useful in problem solving and was more enjoyable to learn. Furthermore, they grew in their appreciation for the method of learning biological science, the way the science was presented and developed admiration for biology learning. Additionally, the students in the experimental group grew in their appreciation for the use of writing when learning biology and the specific concepts within the science. Lastly, and perhaps most significantly, they reported an increased ability to remember specific concepts within biological science in comparison to the control group (Table 4.7).
These findings were the result of the treatment/independent variable of the writing to learn strategies used in the study which included both dialectical notebooks and strategic notetaking. Both dependent variables (change in biological content knowledge and the change in attitude toward biology) were positively influenced by the treatment. Therefore, the null hypothesis which was that writing to learn strategies would have no effect on academic achievement for students with disabilities in biological science was shown to be incorrect (Creswell & Creswell, 2017). These results were evident in the groups that participated in the study, the experimental (the class with the 15 students and 10 Inclusion students) and the control group (the class with the 14 students and 9 Inclusion students). The pretest results were similar for the forty-eight students that participated in the study, which made the results of the study more impactful for the effects of the treatment of writing to lean strategies (Figure 4.1).
Similar results were found in a study conducted by Boyle (2013) that utilized strategic note-taking for inclusive middle school science students and the results indicated that the treatment had a greater impact on student performance than students that were not offered the strategic notetaking. An additional study conducted by Hohenshell and Hand (2006) showed the benefits of writing to learn strategies for secondary students in biological science also had a positive impact on student performance. Hohenshell and Hand’s (2006) results indicated that the use of writing to learn strategies had a positive effect on students’ ability to answer abstract questions in biological science. The results align with this study as students in both the experimental and control groups were asked to answer conceptual questions in biological science for the pretest, midterm assessment, and posttest. The study showed that there was a relationship between writing to learn strategies and biology learning in students with specific learning disabilities and the standardized tests helped to facilitate an understanding of the overall impact.
of dialectical notebooks and strategic notetaking. Writing to learn strategies have been shown to positively impact critical thinking skills for students, which could have played a vital role in this study.
In a study conducted by Kurtz and Quitidamo (2007), writing to learn strategies were used in secondary biological science for academic improvement as well. The researchers discussed a national incentive to augment critical thinking skills for students in science. The study was similar to this study as it was a quasi-experimental pretest/posttest control group design that used a treatment of writing to learn strategies as a treatment for effects on biological science learning. The researchers’ results indicated that the students in the experimental group had more growth in their critical thinking than the students in the control. The researchers conducted their study with general education students; therefore, it was logical to pose if these strategies could also have a positive influence on the critical thinking of students with specific learning disabilities in science (Kurtz & Quitidamo, 2007).
Leshowitz, Jenkens, Heaton, and Bough (1993) conducted a similar study to Kurtz and Quitidamo (2007) where they looked to evaluate the efficiency of an instructional treatment such as dialogues for catalyzing critical thinking skills for special education students. The study had a low number of participants (similar to this study) and looked for different methods to enhance student performance through alternative instructional approaches.
Dialogues are an essential component when teaching writing to learn strategies for students and dialogues used in the study were incorporated in both strategic notetaking and dialectical notebooks in this study as the hypotheses were that the writing to learn strategies of dialectical notebooks and strategic notetaking could positively enhance student achievement and attitude toward leaning biological science.
For this study, the first null hypothesis \((H_0)\) was that writing to learn strategies would not have an impact on achievement of students with disabilities in biological science. The first alternative hypothesis \((Ha)\) was that writing to learn strategies would have an impact on academic achievement of students with disabilities in biological science. The second null hypothesis \((H_0)\) was that writing to learn strategies would not have an impact on attitude of students with disabilities in biological science. The second alternative hypothesis \((Ha)\) was that writing to learn strategies would have an impact on attitude of students with disabilities in biological science. Students that received the treatment of both dialectical notebooks and strategic notetaking had a more positive outlook on learning biological science. Additionally, student responses to the acceptability survey indicated that the students preferred the dialectical notebooks over the strategic notetaking.
Based on the findings in the study, I rejected the first and second null hypothesis as there was shown to be a statistically significant relationship between the independent variable of the writing to learn strategies and the dependent variables of student achievement and attitude toward biological science. The researcher concluded that the treatment of writing to learn strategies positively benefited and impacted students with disabilities for both attitude and achievement as the P Values fell below the (0.05) significant cut off level.
**Limitations**
There were a few limitations in this study. Primarily, there were only forty-eight participants total, which limited the generalizability of the results. Secondly, this study took place in the northeastern section of the United States of America and results could have varied depending where else the study would take place, either on a national or global level. Thirdly, although I performed all of the writing to learn strategies, there were different teachers in the
classroom for the students in the study, which could have created differences in biological content learning even though teachers had the same education and teaching certification. Lastly, I, as the Superintendent of Schools administered the writing to learn strategies in this study, which is also a limitation as this would not be as effective in daily educational practice. It would be more beneficial for the researcher to educate the teachers to implement the writing to learn strategies in their classrooms as this would be more impactful on a daily basis for students and offer more tangible results that can be used as a measure of the effectiveness of the writing to learn strategies used in practice.
**Implications**
Tynjala, Mason, and Lonka, (2001) discussed the importance of the integration of writing as a learning tool from both a theoretical and practical lens. This study infused writing to learn strategies as a practical tool to catalyze student achievement and increase student affinity for biological science. The findings from this study are useful to teachers, administrators, and educational researchers in both science education and special education. Overall, the findings are useful to all educators that are interested in using writing strategies for teaching science at the secondary level for students with specific learning disabilities or general education students. Furthermore, because the writing to learn strategies improved both test scores and overall attitude in biological science, other school districts could benefit from using this evidence-based method for teaching biological science at the secondary level for students with disabilities. This is particularly true for school districts with a higher percentage of special education students that do not typically take biological science classes.
This research has the potential to inform educators, both teachers and administrators, how beneficial the writing to learn strategies of dialectical notebooks and strategic note taking can be
in science learning for students with specific learning disabilities. Also, research in this area has the potential to inform state and federal departments of education how to positively impact student biological science achievement through the importance of writing in the daily pedagogy for students with and without learning disabilities.
Lastly, this study informs educators that the use of the writing to learn strategies of dialectical notebooks and strategic notetaking has the potential to positively impact students’ attitude toward biological science which could impact their science affinity and performance in primary, secondary, and post-secondary education. The overall effectiveness of science learning for students with specific learning disabilities has been a continuous issue in education at the secondary level (Donohoe & Zigmond, 1988; Scott, 2002). Donohoe and Zigmond (1988) discussed a high percentage of students with disabilities with testing issues in secondary science for decades. They further stated that an activity-based learning approach which infuses vocabulary development and constructs meaning from text equates growth in science testing. Writing to learn strategies infuse activity-based learning, constructs meaning from text, and enhances vocabulary enhancement (Tarchichi, 2017). Constructed learning for students with disabilities is more beneficial for achievement than simply using traditional instruction for acquiring knowledge (Scruggs & Mastropieri, 2007).
**Recommendations of Future Research**
Multiple changes can be made in future studies that could expand on the findings of the study. Student achievement scores were significantly different for experimental and control groups and the trends in mean scores showed that students that received the writing to learn strategies grew more significantly in their biological science content knowledge and positive attitude toward learning biological science. The incorporation of strategic notetaking and
dialectical notebooks have been shown to be appropriate if used in biological science classes for students with disabilities.
Future studies could focus on larger groups of students to participate in a similar study for a longer time frame. The larger sample size would add to the generalizability of the results. Furthermore, this study was conducted during the spring semester in a short time frame and it would be beneficial to be over a one-year period (two full semesters). It would be beneficial to incorporate regular education students along with special education students in the same study and analyze the differences in the growth of the experimental and control groups. Future quasi-experimental pretest/posttest control group designs should be used on a reasonably large sample of students with control of extraneous variables across the experimental and control groups. Confounding or extraneous variables that impacted the results of this study would include different grade levels of students or different conditions of learning disabilities which could be accounted for in future studies. For example, future studies could include only students in grade 10 that were explicitly inclusion students or exclusively LLMM students.
The results of this study in biological science could inspire new learning methods for students in other content areas such as physical science (Kornyshev, 2010). Similar studies conducted using writing to learn strategies for students with specific learning disabilities in other subjects besides biological science could be beneficial across the curriculum in secondary education. The use of writing to learn strategies in scaffolded instruction in other areas of science such as chemistry, physics, and mathematics could lead to beneficial results in learned content knowledge in physical science, arithmetic, and inquiry needed to be successful in the secondary content areas (Countryman, 1992; Fulwiler, 2007; Hand, Yang, Bruxvoort, 2007; Russek, 1998; Zinsser, 1988).
Future studies should also begin at the elementary level for learning science. Teaching students writing strategies could have a positive effect on students’ academic learning abilities which would lead to greater abilities to learn science at the secondary level with amplified problem-solving abilities (Klein, 2000). Klein (2000) pointed out the benefits of student learning through writing when he stated “further benefit of such instruction is that these strategies improve the quality of students' writing, so that even if they do not lead students to construct new knowledge in every case, learning them will nonetheless have some educational value” (p. 344).
Writing to learn strategies generally invoke dialogue and group discussion among the teacher and the students. Dialogue and group discussion have considerable educational benefits such as improving critical/analytical thinking skills for students with disabilities which would be very beneficial to students’ learning (Leshowitz, Jenkens, Heaton, & Bough, 1993).
Furthermore, future studies could include using writing to learn strategies as professional developments as well as professional learning communities for special education teachers and infusing those strategies into the pacing guide of the curriculum. Pretest and posttest scores of students could still be measured and used as the dependent variable within the study. The independent variable would be the different writing to learn strategies used in separate classrooms in order to gauge the overall effectiveness if individual strategies along with the success of the utilization of the strategies in science curricula.
Additionally, it would be prudent to assess the level of writing ability of students prior to the treatment of writing to learn strategies, measure the level of writing as a mid-assessment of the treatment, and then evaluate the level of student writing after the treatment of writing to learn strategies was complete. This could further gauge the overall effect of the writing to learn intervention.
Lastly, it would be important to use a larger sample size to be able to analyze the changes in growth for categories such as race. It was shown that race was not significant variable because the lower number of participants in this study (Table 7). A future study with more participants would provide more robust statistics for racial differences for students with disabilities learning biological science and meaningfully contribute to statistical analysis. A greater sample size would also lead to more robust statistics for gender differences that would assist the researcher to understand the overall benefits of writing to learn strategies for male and female students. Although this study did show that there were more significant changes in the answers in the female students in comparison to the male students, there were only 17 males in the study, yet there were 31 female participants in the study (Table 10). A larger sample size would lead to more accurate results and offer the results with a lower margin of error (Creswell & Creswell, 2017).
**Positionality**
My positionality is defined by roles as an administrator, teacher, researcher, and as a member of the Child Study Team (CST) in Middleboro Public Schools. As an administrator and a Learning Disability Teacher Consultant (LDTC), I interact with students with specific disabilities on a daily basis. In fact, as a member of the CST, I perform educational testing of many students with disabilities in Middleboro High School. Additionally, I also have tested both inclusion students and LLMM students in the high school and lower elementary students that are thought to be students of disabilities based on their inability to score proficiently on standardized exams. The tests I generally administer to the students are educational exams such as the WIAT, Woodcock Johnson, Jerry Johns, Batelle, etc. that would determine a student’s eligibility for special education services. In my position, I recognize on a daily basis the lack of needed hands-on learning and social capital that is apparent in specific students with disabilities in their science
learning. My positionality impacted what I looked for within the study in a few ways. As a science teacher and administrator, I expected to see growth based on the writing to learn strategies; however, as a member of the child study team, I knew the growth will be marginal due to the specific learning disabilities of the students. I interpreted the academic growth in the students through the intervention of the writing to learn strategies of dialectical notebooks and strategic notetaking as a success because of the specific learning disabilities of the students.
**Bias**
In this study, there were three forms of bias that could impact the findings of the study. Primarily, there was selection bias that was identified by the participants in the study based on the lack of students with specific learning disabilities within Middleboro High School. There were less than 50 learning language mild moderate and inclusion students within the high school which was considered a small sample size that is not truly representative of the intended population of students with specific learning disabilities. Secondly, there was also confirmation bias where my hypothesis regarding the use of writing to learn strategies in biological science would influence the interpretation of my findings as a validation of my theories on the positive effects of writing to learn strategies on science performance (Cox & Popken, 2008). Lastly, there could have been bias in data interpretation because I have a specific view of the impact of writing to learn strategies on student learning in science and I could have interpreted the data to support my hypotheses if there was minimal growth in student performance. This could have led to overgeneralization of the findings in the study, even though the study was limited to students with specific learning disabilities (Simundic, 2013).
Strategies used to mitigate the above three biases were 1) ensuring that the control group is selected correctly and is representative of the population of students within the study and the
external validity of the study along with its generalizability of the results which accounted for the selection bias, 2) including rigorous statistical procedures that accounted for the confirmation bias as this type of bias often leads to statistical errors and the use of rigorous statistical procedures could have negated the ability of the researcher to selectively interpret the findings toward their hypothesis, 3) ensuring the appropriate statistical tests were used when analyzing the findings along with ensuring the appropriate interpretation/analysis of the results which could account for the bias in data interpretation. It was important in this study not to overgeneralize the findings as the participants are representative of students with specific learning disabilities which consisted of students in inclusion classrooms and learning language mild to moderate students. Moreover, as the repeated measures ANOVA was used to analyze the results which were statistically significant, important pragmatic dissimilarities and relations were also reported that mitigated the potential bias in data interpretation (Creswell & Creswell, 2017; Simundic, 2013).
**Summary**
This chapter discussed the statistical results of the study in terms of the two research questions, the limitations, and implications for the professionals in both general education and special education, along with the recommendations for future research. This study produced statistically significant results for students that received the writing to learn strategies which showed more vigorous progress for the mean achievement scores and the attitude analysis for the experimental group over the control group. This study was important for educational professionals in science and special education interested in implanting writing to learn strategies at the secondary level.
The importance of active versus passive learning and enhanced problem-solving skills are a priority for students with disabilities to learn science. Hands on activities in science help students to absorb information, construct scientific knowledge, and develop an inquiry-based approach to learning needed in science (Cawley, 1994). Literacy proficiency is also essential for promoting scientific understanding for students with learning disabilities (Cawley & Parmar, 2001). Writing to learn strategies enhance problem-solving skills, promote hands-on activities, develop inquiry-based knowledge, stimulate literacy proficiency, and promote student learning which led to the objective of the study being achieved (Danoff, Harris, & Graham, 1993; Fry & Villagomez, 2012).
The aim of this study was to contribute to the knowledge of how writing to learn strategies impact the achievement and overall interest of both Inclusion and Learning Language Mild to Moderate special education students in biological science. Writing to learn strategies offer students with specific learning disabilities accommodative approaches in learning, which are essential in secondary science erudition (Biddle, 2006; Tarchichi, 2017). Writing used as a learning tool for biological science moves away from the inconsequential way science is traditionally learned and offers students a method to learn the content more effectively and appropriately for retention (Moore, 1994). The research questions asked in this study were answered with adequate statistical data within the limitations of the study. In conclusion, the results of the study showed improved learning, achievement, and attitude of students with specific learning disabilities in biological science. The writing to learn strategies of strategic notetaking and dialectical notebooks lead to improved learning and achievement along with having a positive influence on student attitudes toward biological science. This was demonstrated in this study as post-test scores were almost identical for the LLMM and Inclusion
groups which further demonstrated that the writing to learn strategies are effective regardless of class type. Students with specific learning disabilities can all learn biological science effectively with the proper writing to learn strategies implemented in instruction such as dialectical notebooks and strategic notetaking.
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1. (HS-LS2-3; HS-LS1-2) When a giraffe eats leaves from a tree, it incorporates the leaves into its own __________.
a. niche
b. biome
c. biomass
d. community
2. (HS-LS2-3; HS-LS1-2) The term biomass refers to the total ______.
a. producer-to-consumer ratio
b. mass of all living things on Earth
c. unused material excreted as waste
d. mass of the organisms in a given area
3. (HS-LS2-3; HS-LS1-2) Which provides most of the energy in ecosystems?
a. carnivores
b. producers
c. generalists
d. keystone species
4. (HS-LS1-5; HS-LS1-2) Almost all autotrophs get their energy from __________.
a. sunlight
b. producers
c. decaying matter
d. hydrothermal pools
5. (HS-LS1-5; HS-LS1-2) Which of these can be found in trophic level 4?
a. herbivores
b. carnivores
c. omnivores
d. detritivores
6. (NGSS-HS-LS2-4; HS-LS2-5) Lake Erie is a freshwater lake located in the Great Lakes region that borders Michigan, Ohio, Pennsylvania, and New York. The food chain shows an example of some of the relationships within this ecosystem.
Great Lakes Food Chain
green algae → mayfly nymph → white perch → smallmouth bass
a. Describe how carbon enters and exits this specific food chain. (3 points)
b. In the 1950s, Lake Erie experienced very low levels of oxygen, which resulted in the disappearance of mayflies from the ecosystem. Predict 3 outcomes describing how this would alter the flow of carbon in the food chain (3 points)
7. (NGSS-HS-LS2-1; HS-LS2-2) View the following graph that describes the hare-lynx relationship over time:
![Graph showing hare and lynx population over time]
a. Give 1 biotic and abiotic factor that can alter this pattern on the graph (2 points). Give an example how this would alter the pattern for each factor listed (2 points).
8. (HS-LS1-7) A marching band saxophonist is severely dehydrated during practice. The band director should tell her to sit and have a drink to maintain constant cellular respiration during practice. The drink should contain:
a. ATP
b. Lipids
c. Glucose
d. Proteins
9. (HS-LS1-7; HS-LS1-5; HS-LS1-6) Plants can provide the materials that animals use in cellular respiration, and animals can provide some of the materials that plants use for photosynthesis. This image below shows the relationship between photosynthesis and cellular respiration.
According to the diagram, ATP is known as a ______ of the mitochondria?
a. Product
b. Reactant
c. Nucleotide
d. Peptide
10. (HS-LS1-7; HS-LS1-5; HS-LS1-6) Cellular Respiration is useful in the production of which energy source?
a. ATP
b. DNA
c. Glucose
d. Oxygen
11. (HS-LS1-2; HS-LS1-3) Which of the following is a function of the cell membrane?
a. breaks down lipids, carbohydrates, and proteins from foods
b. stores water, salt, proteins, and carbohydrates
c. keeps the cell wall in place
d. regulates which materials enter and leave the cell
12. (HS-LS1-2) Which organelle would you expect to find in plant cells but not animal cells?
a. mitochondrion
b. ribosome
c. chloroplast
d. smooth endoplasmic reticulum
13. (HS-LS1-2) Which organelle stores food and water for the cell?
a. chloroplasts
b. vacuoles
c. nucleoli
d. centrioles
14. (HS-LS1-1) Under which of the following conditions would you expect to find a cell with a predominance of free ribosomes?
a. cell that is secreting proteins
b. cell that is producing cytoplasmic enzymes (proteins)
c. cell that is constructing its cell wall or extracellular matrix
d. cell that is digesting food particles
15. (HS-LS1-2) A cell has the following molecules and structures: enzymes, DNA, ribosomes, plasma membrane, and mitochondria. It could be a cell from a:
a. bacterium, an animal, but not a plant.
b. a plant, but not an animal.
c. a plant or an animal.
d. any kind of organism.
APPENDIX B
MID-TREATMENT ASSESSMENT
Refer to the diagram below to answer questions 1-2
1. (HS-LS1-5; HS-LS1-2) At what trophic level do the killer whales primarily feed?
a. the third trophic level only
b. the second trophic level only
c. the third and fourth trophic levels
d. the first and second trophic levels
2. (HS-LS1-5; HS-LS1-2) How much energy is available to the organisms in level C?
a. all of the energy in level A plus the energy in level B
b. all of the energy in level A minus the energy in level B
c. 10 percent of the energy in level B
d. 90 percent of the energy in level B
1. (HS-LS2-3; HS-LS1-2) Elements such as carbon can move through the environment and organisms in a cycle because living and nonliving things interact in ________.
a. cells
b. species
c. organisms
d. ecosystems
2. (HS-LS1-5; HS-LS2-3) Which process is part of the water cycle?
a. nitrification
b. transpiration
c. sedimentation
d. decomposition
3. (HS-LS1-6) Which of these is common to the carbon cycle, the nitrogen cycle, and the water cycle?
a. The largest reserves of the substance, such as water, are always stored in organisms in the biosphere.
b. The substance, like water, must pass through organisms in order to complete its cycle.
c. The substances are considered biotic factors of an ecosystem.
d. The substance is required by all living things and is involved in many processes that occur in all living things.
4. (NGSS-HS-LS2-1; HS-LS2-2) Provide 2 examples of a system within this ecosystem? Include all components of a system in your answer and include evidence and examples.
5. (NGSS-HS-LS2-1; HS-LS2-2) View the following graph that describes the hare-lynx relationship over time:
a. What is the relationship between the hare and the lynx? (1 point)
6. (HS-LS1-7) Drinks made to hydrate an athlete must be able to maintain the athlete’s cellular respiration. The drink should contain:
a. ATP
b. Lipids
c. Glucose
d. Proteins
7. (HS-LS1-7; HS-LS1-5; HS-LS1-6) Plants can provide the materials that animals use in cellular respiration, and animals can provide some of the materials that plants use for photosynthesis. This image below shows the relationship between photosynthesis and cellular respiration.
According to the diagram, the production of ATP is directly from which process?
a. Cellular Respiration
b. Photosynthesis
c. Glycolysis
d. Electron Transport Chain
8. (HS-LS1-6, HS-LS1-7) The mitochondria directly impacts which of the following processes?
a. ATP production
b. DNA replication
c. Photosynthesis
d. Glucose production
9. (HS-LS1-2) Which of the following is a function of the cell membrane?
a. breaks down lipids, carbohydrates, and proteins from foods
b. stores water, salt, proteins, and carbohydrates
c. keeps the cell wall in place
d. regulates which materials enter and leave the cell
10. (HS-LS1-3) Which of the following organelles are found in prokaryotes?
a. ribosomes
b. Golgi apparatus
c. endoplasmic reticulum
d. lysosomes
11. (HS-LS1-3) Which of the following is an example of a prokaryotic cell?
a. chloroplast
b. fungus
c. bacterium
d. muscle cell
12. (HS-LS1-2) A cell has the following molecules and structures: enzymes, DNA, ribosomes, plasma membrane, and mitochondria. It could be a cell from a.
a. bacterium.
b. an animal, but not a plant
c. a plant, but not an animal.
d. a plant or an animal.
13. (HS-LS1-2) What level of organization is the small intestine?
a. cell
b. tissue
c. organ
d. organ system
1. (HS-LS2-2) A pyramid of numbers is used to show __________.
a. a chain of feeding relationships
b. a network of feeding relationships
c. the distribution of biomass in an ecosystem
d. the distribution of organisms in an ecosystem
2. (HS-LS1-5; HS-LS1-2) Leopard seals eat only meat. What are leopard seals?
a. carnivores
b. herbivores
c. omnivores
d. producers
3. (HS-LS1-5; HS-LS1-2) __________ release carbon dioxide into the atmosphere when they break down organic compounds.
a. autotrophs
b. plants
c. photosynthesis
d. decomposers and heterotrophs
4. (HS-LS2-4) Bobby was asked to predict the trophic levels in a specific ecosystem. When he drew his energy pyramid, he included 7 trophic levels. Why is this not a good example of trophic level model:
a. because as the energy transfer is always 100%
b. because as you increase trophic levels, biomass decreases
c. because as you increase trophic levels, energy transfer decreases
d. both b and c are correct
5. (NGSS-HS-LS1-2; HS-LS6) All living things have numerous characteristics in common. Could the robot below be considered “living”? Why or why not? Use the characteristics of living things to justify your answer.
![Image of a robot playing chess]
6. (HS-LS2-6) The cellular activity of organisms that are carbon or non-carbon based. Living or non-living can be biologically affected by __________.
a. environments
b. other species
c. ecosystems
d. both a and c are correct
7. (HS-LS2-2) View the following survivorship curve
![Survivorship Curve Graph]
Describe what the graph is describing in terms of survivorship with
a. Type I curve:
b. Type II curve:
c. Type III curve:
8. (HS-LS1-7) ATP is essential in order to maintain energy during physical situations. Which of the following situations where a drink containing ATP would be least beneficial?
a. A football player running the 40-yard dash more than once
b. A basketball player jogging around the court
c. A marching band student practicing for an hour with the team
d. A coach walking around the practice field instructing the team
9. (HS-LS1-7; HS-LS1-5; HS-LS1-6) Plants can provide the materials that animals use in cellular respiration, and animals can provide some of the materials that plants use for photosynthesis. This image below shows the relationship between photosynthesis and cellular respiration.
According to the diagram, the following statement is not true:
a. Light energy is the catalyst in the photosynthetic reaction
b. Heat energy is the product in the reaction
c. ATP is a direct product of photosynthesis
d. Glucose and oxygen are direct products of photosynthesis
10. (HS-LS1-7) Which cellular process begins glucose metabolism in all cells?
a. Respiration
b. Fermentation
c. Cellular respiration
d. Glycolysis
11. (HS-LS1-2) Which of the following is NOT a principle of the cell theory?
a. Cells are the basic units of life.
b. All living things are made of cells.
c. Very few cells reproduce.
d. All cells are produced by existing cells.
12. (HS-LS1-3) Which of the following membrane activities does NOT require the expenditure of energy by the cell?
a. active transport
b. osmosis
c. endocytosis
d. exocytosis
13. (HS-LS1-3) A plant cell placed in a hypertonic solution will:
a. remain unchanged.
b. undergo lysis.
c. undergo plasmolysis.
d. swell slightly.
14. (HS-LS4-2) The ultimate source of genetic variation within a population is:
a. mutations in DNA.
b. adaptation of a species to environmental changes.
c. homeostatic mechanisms that compensate for environmental changes.
d. a sensory system that can detect an environmental change.
15. (HS-LS1-3; HS-LS1-2) Which organelles contain enzymes and is involved in digestion and waste removal?
a. chloroplasts
b. lysosomes
c. nucleus
d. mitochondria
APPENDIX D
BIOLOGY ATTITUDE SURVEY
Demographic Data
Please tell us your Gender and Race/Ethnicity. Note that your name will not appear anywhere on the survey.
Gender:
Male_____
Female_____
Ethnicity:
African American/Black_____
Caucasian/White_____
Asian American_____
Hispanic/Latino_____
Multi-Racial_____
Other_____
The following are statements about the study of biology. Please read each statement carefully. Respond to the statements by circling the numbers that correspond to your level of agreement to the statement. It is important that you respond to every question and that you circle only one number per question.
Attitude Toward Biology Survey
| ATB Statements | Strongly Disagree | Disagree | Neither Agree or Disagree | Agree | Strongly Agree |
|---------------------------------------------------------------------------------|-------------------|----------|----------------------------|-------|----------------|
| 1. Biology is useful for solving the problems of everyday life. | 1 | 2 | 3 | 4 | 5 |
| 2. I enjoy learning Biology; I have a real desire to learn biology. | 1 | 2 | 3 | 4 | 5 |
| 3. I enjoy the method I am taught Biology. | 1 | 2 | 3 | 4 | 5 |
| 4. Biology is easy for me | 1 | 2 | 3 | 4 | 5 |
| 5. When I hear the word “biology” I have a feeling of dislike | 1 | 2 | 3 | 4 | 5 |
| 6. No matter how hard I try, I cannot understand biology. | 1 | 2 | 3 | 4 | 5 |
| 7. Biology teachers present materials in a way I cannot understand. | 1 | 2 | 3 | 4 | 5 |
| 8. Writing does not help me when learning biology. | 1 | 2 | 3 | 4 | 5 |
| 9. Writing in biology does not help me learn the concepts in the science. | 1 | 2 | 3 | 4 | 5 |
| 10. I remember most of the concepts I learn in biology class. | 1 | 2 | 3 | 4 | 5 |
CHECKLIST FOR DIALECTICAL NOTEBOOK IMPLEMENTATION
I. Students must use a composition or spiral bound one subject notebook
II. Each notebook or composition book will be used for only one subject
III. One standard or concept should be used for one page
IV. Students are to separate the page by drawing a straight line down the center of the page
V. Teacher lecture the students on the content that is standard specific (e.g. biology)
VI. Students record specific information on the left side of the page on one specific concept
VII. Students record their understanding of the content or the standards on the right side of the column
VIII. Students compare their information on both the left-hand side and right-hand side of the column
IX. Students discuss both the left-hand side and right-hand side of the column in small group instruction
X. In a small group discussion, the researcher/educator discusses the information in the lecture in detail and what the students wrote on the right side of the column in correspondence to the facts and details on left side of the column. The researcher/educator assists the students with the organizational skills needed for dialectical notebooks to be implemented with fidelity.
APPENDIX F
CHECKLIST FOR STRATEGIC NOTETAKING IMPLEMENTATION
I. Students must use a composition or spiral bound one subject notebook
II. Each notebook or composition book will be used for only one subject
III. One standard or concept should be used for one page
IV. The researcher/educator demonstrates the proper notetaking procedure and specific organizational skills needed in strategic notetaking
V. Teachers lecture the students on the content that is standard specific (e.g. biology)
VI. Students record their understanding of the critical components of the content
VII. Students summarize their understanding of the content or standards
VIII. Students compare their recordings of the critical components of the content to their summarization of the content
IX. Students discuss both the critical components of the content to their summarization of the content and take down vital information presented by their classmates in small group instruction
X. In a small group discussion, the researcher/educator discusses the information in the lecture in detail and what the students wrote down as critical components and their summarization and discusses what was vital information and the necessary information that should be retained from the content. The researcher/educator assists the students with the organizational skills needed for strategic notetaking to be implemented with fidelity.
APPENDIX G
ACCEPTABILITY SURVEY
Demographic Data
Please tell us your Gender and Race/Ethnicity. Note that your name will not appear anywhere on the survey.
Gender:
Male_____
Female_____
Ethnicity:
African American/Black_____
Caucasian/White_____
Asian American_____
Hispanic/Latino_____
Multi-Racial_____
Other_____
The following are statements about the social validity of the writing to learn strategies of dialectical notebooks and strategic notetaking. Please read each statement carefully. Respond to the statements by circling the numbers that correspond to your level of agreement to the statement. It is important that you respond to every question and that you circle only one number per question.
Acceptability Survey
| SV Statements | Strongly Disagree | Disagree | Neither Agree or Disagree | Agree | Strongly Agree |
|-------------------------------------------------------------------------------|-------------------|----------|----------------------------|-------|----------------|
| 1. I was satisfied with the dialectical notebooks as method to learn biology | 1 | 2 | 3 | 4 | 5 |
| 2. I was satisfied with the strategic notetaking as method to learn biology | 1 | 2 | 3 | 4 | 5 |
| 3. Dialectical notebooks were an appropriate intervention for learning biology| 1 | 2 | 3 | 4 | 5 |
| 4. Strategic Notetaking was an appropriate intervention for learning biology | 1 | 2 | 3 | 4 | 5 |
| 5. Dialectical notebooks made learning biology easier for me as a student | 1 | 2 | 3 | 4 | 5 |
| 6. Strategic Notetaking made learning biology easier for me as a student | 1 | 2 | 3 | 4 | 5 |
| 7. Dialectical notebooks were useful as a practice to prepare for a biology test | 1 | 2 | 3 | 4 | 5 |
| 8. Strategic Notetaking was useful | 1 | 2 | 3 | 4 | 5 |
| | | | | |
|---|---|---|---|---|
| | | | | |
| 9. I would use dialectical notebooks on my own when I study a subject like biology | 1 | 2 | 3 | 4 | 5 |
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The Darwin Initiative supports developing countries to conserve biodiversity and reduce poverty. Funded by the UK Government, the Darwin Initiative provides grants for projects working in developing countries and UK Overseas Territories (OTs).
Projects support:
• the Convention on Biological Diversity (CBD)
• the Nagoya Protocol on Access and Benefit-Sharing (ABS)
• the International Treaty on Plant Genetic Resources for Food and Agriculture (ITPGRFA)
• the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES)
facebook.com/DarwinInitiative
twitter.com/Darwin_Defra
darwininitiativeuk.wordpress.com
darwininitiative.org.uk
Contents
Publicity and information about the Darwin Initiative 3
A word from Darwin 4
Project articles 5
Sustainably managing shark fishing for livelihoods and food security in Indonesia 5
Understanding the pelagic ecosystem supporting St Helena’s fisheries and marine tourism 7
Advancing fisheries co-management to secure coastal livelihoods and conserve marine biodiversity in Burma (Myanmar) 8
Updating the Deep 9
Conservation and socio-economic benefits of a marine protected area at Glover’s Atoll, Belize 11
Collaborating to save seagrass: communities in Timor-Leste embrace a new opportunity for conservation 13
Supporting effective co-management in the Pemba Channel Conservation Area 15
The Central Caribbean Marine Institute (CCMI) launches International Year of the Reef (IYOR) 17
The Ascension Island Ocean Sanctuary: Planning for the Atlantic’s largest marine reserve 18
General project updates 20
Helping to protect one of the UKOTs’ most iconic, yet threatened, species – the Northern Rockhopper penguin 21
Newsletter contacts 23
Publicity and information about the Darwin Initiative
For more information on the Darwin Initiative please visit gov.uk/government/groups/the-darwin-initiative
For further details about current and completed Darwin Initiative projects, including their final application forms, please visit darwininitiative.org.uk
We also have a blog, that includes news and thoughts on issues being tackled by the Darwin Initiative – both at the project and programme level. You can read it here darwininitiativeuk.wordpress.com
We’re also keen to share other Darwin project blogs. If you have a blog you’d like to share on our website, please get in touch at email@example.com
Publicity and referencing Darwin Initiative
We kindly remind project leaders that if they are publicising their work then it is important that they make every effort to mention Darwin Initiative funding. This is important as it helps us to ensure the Darwin Initiative retains a high profile and secures continued Government funding.
A word from Darwin
This edition of the newsletter is themed around Sustainable Development Goal 14 "Conserve and sustainably use the oceans, seas and marine resources for sustainable development".
Oceans cover three quarters of the Earth’s surface and support the livelihoods of over three billion people. However, ocean ecosystems are under threat, with as much as 40% the world’s oceans negatively impacted by human activities.
Many Darwin Initiative and Darwin Plus projects are working towards the targets of this goal. The articles featured below highlight how some of our projects are working towards:
- Sustainably managing marine and coastal ecosystems
- Increasing the level of protection for ocean habitats
- Improving the sustainability of fisheries and minimising the impacts of overharvesting
- Providing access to markets for small scale fishers
- Increasing scientific knowledge and the capacity for marine research in developing countries
2017 marked the 25th Anniversary of Darwin – and one of our previous newsletters featured just a few of the highlights from over the years!
A recent event to celebrate the Anniversary held at the Royal Society in London featured a show reel documenting what the Darwin Initiative has achieved over the last 25 years – find it here: https://www.youtube.com/user/defrauk
Sustainably managing shark fishing for livelihoods and food security in Indonesia
Lying at the heart of the Coral Triangle, and spanning more than 6 million km$^2$ of ocean and 17,000 islands, Indonesia is a global hotspot for marine biodiversity with high levels of shark richness and endemism. It is also the world’s largest shark fishing nation, with average annual catch exceeding 100,000 tonnes per year.
Shark fisheries have existed in Indonesia for centuries, providing an important source of livelihoods and food security for coastal communities. Fisheries are often small-scale, mixed-species and difficult to monitor due to their informal nature and widespread distribution throughout the archipelago. A rise in targeted and opportunistic shark fishing has taken place in recent decades in response to growing demand for shark products. High value fins are exported to international markets, while non-fin products including meat and skin are consumed domestically. This million-dollar industry employs thousands of people, from fishers to processors to traders, and holds significant social value as a tradition, culture and ‘safety-net’ source of animal protein.
Sharks and their cousins are now recognised as one of the world’s most threatened vertebrate groups, with public sentiment shifting towards promoting their protection. As a result, Indonesia’s shark fisheries are increasingly in the spotlight.
Tanjung Luar, a small village in Lombok, West Nusa Tenggara province, has drawn attention because of its open shark landings, proximity to high-end tourism resorts, and negative portrayal of local fishers in the international media. More than 6,000 individual sharks and rays across 82 different species are landed in Tanjung Luar each year, by a targeted long-line fishing fleet of roughly 50 vessels. Catch is dominated by silky shark (*Carcharhinus falciformis*), dusky shark (*Carcharhinus obscurus*), spinner shark (*Carcharhinus brevipinna*), scalloped hammerheads (*Sphyrna lewini*) and blue sharks (*Prionace glauca*), several of which have recently received increased protection under a range of international conventions, notably the Convention on the International Trade of Endangered Species (CITES) and the Convention on Migratory Species (CMS). High grade shark fins from some of these species can fetch more than USD $100 per kg for the first buyer. This high price, and a lack of other legal, sustainable alternatives, makes implementing shark conservation in Tanjung Luar extremely challenging.
A rise in targeted and opportunistic shark fishing has taken place in recent decades in response to growing demand for shark products.
In a lesser known village in Aceh province, at the northern tip of Sumatra, fishermen targeting shrimps and reef-fish accidentally catch juvenile scalloped hammerheads (*Sphyrna lewini*) in gill nets. The juveniles are low value – fetching less than USD $5 per individual for local consumption – but are often taken in high
numbers. Local fishers acknowledge that catching juvenile sharks is unsustainable, but have limited options for reducing fishing mortality due to the high death rates of the shark bycatch.
The Wildlife Conservation Society (WCS) Indonesia, with financial support from the Darwin Initiative, is seeking to balance the complex trade-offs between shark conservation and socioeconomics through a nuanced, pragmatic, and ethical approach. We support the government and fishing communities to implement fisheries management and marine protected area interventions at the local level, aiming to improve the status of shark and ray populations while securing the livelihoods of local communities who are highly dependent on marine resources. In Tanjung Luar we are helping to identify and incentivise the adoption of more selective and sustainable fishing practices, while also reducing barriers to more sustainable livelihoods. In Aceh we support the establishment of a local shark sanctuary to protect hammerhead shark nursery grounds, and are working with traditional leaders to manage marine resources. We believe that our site-based efforts, which acknowledge complexity, build mutual understanding, encourage participative decision-making, and incentivise sustainability, will set an example for shark conservation efforts in other parts of Indonesia, and throughout the world.
Article written by members of the WCS Indonesia Programme: Muhammad Ichsan, B. M. Simeon, W. P. Lestari, Efin Muttaqin and Hollie Booth. For more information on project 22-008 click here or contact Project Co-Leader Hollie Booth, firstname.lastname@example.org
Lady with fish in Tanjung Luar, Credit: Hollie Booth, WCS
Understanding the pelagic ecosystem supporting St Helena's fisheries and marine tourism
St Helena can be described as one of the most remote islands in the world. Located in the central south Atlantic gyre, it is a 47 square mile anomaly in an otherwise far reaching expanse of almost uninterrupted open water.
Islands such as this can act as productivity hotspots by changing the ocean circulation around them, as well as seeding the ocean with nutrients from the land itself. St Helena has long seen the results of this through the presence of globally important megafauna, such as humpback whales, whale sharks and commercially important tuna species. On a smaller scale, St Helena is also home to many endemic marine species hidden amongst its impressively biodiverse inshore waters.
The St Helena marine environment supports commercial and recreational fishing activities, marine wildlife tours, SCUBA diving, snorkelling and pleasure cruises, as well as providing a stopover for passing yachts. Since the successful commencement of weekly flights to St Helena’s airport in October 2017, tourism numbers are at an all-time high with associated demands on the marine environment greater than ever; a demand that is only expected to increase.
St Helena has long been committed to protecting its marine environment and, in early 2017, declared its 200 nautical mile maritime zone a category VI Marine Protected Area and developed a Marine Management Plan focused on sustainability and protection. Support from the Darwin Initiative made this possible by funding the initial research into sustainably developing and managing the islands fisheries and marine tourism.
A key-part of ensuring sustainability is to understand the pelagic ecosystem and how seasonal and long-term changes in that system will impact the abundance and distribution of the marine life on which the economy of the island depends. To that end, the Darwin Initiative has provided further funding to support the research needed to answer these questions. This project is investigating the marine ecosystem from the foundations up; investigating how ocean physics drive seasonality, how seasonality influences productivity, what organisms fill the gap between marine plants and large mega fauna and how they interact, both with each other and with their environment.
This project boils down to needing to know why the marine environment is the way it is, why the marine species come here and what might happen if anything changes, be it through climatic change or through direct human interaction.
It’s a big task, made all the more challenging by the remote location. Local boat operators do more than drive the scientist to where they need to sample. They use their years of experience to help across all aspects of work, from catching bait fish, like mackerel, to safely navigating and deploying equipment in the notoriously rough waters on the windward side of the island.
The Darwin Initiative has helped create a project run, in part, by the community, for the community; to keep St Helena’s marine tourism flourishing, to help fishermen keep fishing for years to come, to protect St Helena’s biodiversity, and to conserve its marine habitats for future generations to enjoy.
For more information on project DPLUS070 click [here](#) or contact Project Leader Annalea Beard, email@example.com
Advancing fisheries co-management to secure coastal livelihoods and conserve marine biodiversity in Burma (Myanmar)
Around the world fish stocks are declining. This is particularly concerning in developing countries like Burma (Myanmar), where about half the country’s nearly 60 million people live in coastal regions and are directly reliant on fisheries for their livelihoods and food security. While surveys have identified an 80 to 90 percent decline in Burma (Myanmar)’s marine fish stocks over the last few decades, there are some encouraging trends that may help reverse this situation in the world’s ninth largest fishing power.
As part of the country’s ongoing reforms, the Government of Burma (Myanmar) is decentralising natural resource management to state and regional levels. New laws are being developed that are allowing for community involvement and co-management in the fisheries sector, involving greater cooperation between communities and government officials and enabling local people to have greater control over their local resources - and thereby deriving greater benefits from them.
To demonstrate this new co-management approach, our team at The Wildlife Conservation Society (WCS) Myanmar is working with the Department of Fisheries and local partners to craft a model for co-management. Working closely with the Rakhine Coastal Region Conservation Association and Pyoe Pin, technical partners like the University of Exeter, and with support from the UK’s Darwin Initiative, we are assisting 10 coastal fishing communities in the Kyeintali area of southern Rakhine State to pilot a co-management model for their inshore fisheries. Our initial efforts have focused on understanding the communities’ socioeconomic situation and working with them to analyse their current fishing practices. We did this by mapping existing fishing grounds and compiling information on preferred gear types, target fish species, and fishing activities each season.
We then helped the communities identify a co-management area and establish a committee comprising male and female representatives from each of the participating villages. The area extends across the inshore zone (10 nautical miles from shore) and includes locally-designated areas for protection, such as no take zones, seasonally-closed areas, and turtle nesting beaches. As a next step, we will assist the committee to propose their co-management area to the Department of Fisheries for formal recognition. This will further strengthen the communities’ rights over these local resources while aiding them in enforcing community regulations and prohibiting incursions from offshore commercial fishing vessels.
While we continue to support the committee - assisting them in developing and implementing an effective co-management plan and building stronger connections with the Department of Fisheries - we have also begun to identify potential new sites where future co-management arrangements can be replicated. Our long-term goal is to increase fish stocks, conserve biodiversity, and reduce poverty in Burma (Myanmar)’s rural communities by improving sustainable fisheries policies and practices that will eventually benefit thousands of fisheries along the 2,800 km coastline. With support from the Darwin Initiative, we are on our way to achieving this vision.
For more information on project 23-024 click here or contact Project Leader Barry Flaming, firstname.lastname@example.org.
Updating the Deep
Tropical seas around the world support a vast array of species and habitats; from colourful coral reefs to extensive seagrass meadows and fine white sand expanses. These seas also support a significant proportion of the world’s population with an estimated 1.3 billion people living on tropical coasts. Many depend on the adjacent seas for food and their livelihoods.
The pressures from human activities can also have detrimental effects on the tropical ecosystems, with well documented cases of pollution, overfishing, and climate change. Management of marine areas, including the sustainable use of the seas and the setting up of Marine Protected Areas (MPA), is a key step in reducing the impact of human activities on the environment and achieving the targets of UN Sustainable Development Goal 14.
When implementing management solutions to benefit ecosystems but which may restrict human activities or access, it is important to be able to measure success. Data are key to establish an evidence baseline from which it is then possible to monitor the environment and say whether an activity or management measure is having an effect, and where necessary adjust the management solution.
In 2016 a consortium of organisations was awarded a Darwin Plus award to assess the marine ecosystems and build a baseline for future monitoring around the Caribbean island of Anguilla. The consortium included the Centre for Environment, Fisheries and Aquaculture Science (Cefas), Environment Systems Ltd, Newcastle University, United Kingdom Hydrographic Office (UKHO) and the Department of Environment, Anguilla. The aim of the project was to map the distribution and extent of the different underwater habitats, including the valuable coral and seagrass beds, within the shallow waters around the island (down to 20 m). With shipping a significant activity around the island, the project set out to accurately map the main channel for shipping to ensure safe access to the island and reduce the risk of associated environmental disasters.
Charts of the waters around Anguilla may look modern, showing a spread of depth observations and winding contours and symbols indicating the sediment and habitat type. It is not until you drill down into the data behind the chart that you find out that most of these depths were recorded over 150 years ago, using a lump of lead on the end of a piece of rope.
Today, seabed depths are recorded using an array of high-tech methods ranging from sonar, light and passive systems. In this project two separate methods of seabed mapping were used by the team to map the depths and habitats around Anguilla. The first used a ship based method of collecting high resolution data on the seabed. The multi-beam echo sounder used over 200 beams of
sonar to create an image of the seabed which is built up as the vessel moves along a track. These beams of sound can tell us not only how deep the seabed is but also give a relative measure of how hard and rough it is. As this is only a relative measure this needs to be supported by ground-truthing data in the form of seabed video and imagery.
The second method uses remote sensing data from different satellites to create a map of depth and habitats using the relative absorption of different colours of light by the sea and the seabed. This fairly new method of seabed mapping still requires ground-truthing imagery but does not require the long periods of vessel time which a sonar survey needs. The shorter survey time means the assessment can be carried out at short notice with the data processing occurring in a few hours. This makes it especially useful in areas prone to extreme weather events, such as hurricanes, allowing the rapid assessment of changes in depths and habitats which may affect shipping, fisheries and coastal management. This method is also something which can be done relatively easy without any specialist equipment or programs. All that is required is an underwater camera, and a GIS (geographic information system) program to calculate and create the data.
The new maps and charts along with the training provided in producing them have given the Government of Anguilla the tools it needs to carry on its important work in preserving the marine environment in a sustainable way and achieving the UN Sustainable Development Goals. Our previous Darwin Plus project in the British Virgin Islands, delivering similar data, tools and capabilities has already shown several management actions that have increased protection of important biodiversity features.
Article written by Simeon Archer-Rand and Koen Vanstaen. For more information on project DPLUS045 click here or contact Project Leader Koen Vanstaen, email@example.com
A sonar image of an unchartered wreck found in Sandy Ground, Anguilla, Credit: Cefas
Conservation and socio-economic benefits of a marine protected area at Glover’s Atoll, Belize
Marine protected areas (MPAs) are now common. They have evoked considerable public interest and have become one of the more popular tools within an ecosystem-based management approach to balance environmental health and biodiversity conservation, with socio-economic needs of fishing communities across the world’s oceans.
Areas within MPAs where all extractive use is prohibited are traditionally referred to as ‘no-take areas’. These may be embedded within larger marine reserves that include areas for legal extraction of marine resources. However in Belize, the term ‘replenishment zone’ (RZ) has recently been adopted in place of ‘no-take zone’ to emphasize the potential benefits to small-scale fisheries (SSF) based livelihoods, both within the RZ and in surrounding fishing areas. The term ‘replenishment zone’ has a less negative connotation for resource users concerned about being restricted from fishing in traditional waters.
The benefits associated with RZs include conservation of biodiversity, improved fisheries yields, and protection of ecosystem structure and function. The ecological basis for benefits to target species from RZs begins with the development of a high density of large, mature, and highly fecund (fertile) individuals within the RZ. Once such densities are in place, wider benefits may occur through the net export of larvae (‘recruitment effect’) and the net emigration of post-settlement animals (‘spillover effect’) from the RZ.
This Darwin project led by the WCS Belize Programme works with fishers in Belize to ensure the long-term sustainability of the fisheries they rely on, particularly queen conch and Caribbean spiny lobster. The cooperation of local fishers is crucial, and so their perception of the role of these protected areas is pivotal to project success. Interventions are focused on the Glover’s Reef Atoll which has an area of 350 km2 and lies approximately 42 km east of the central Belizean mainland. This atoll is 1 of 7 protected areas that comprise the Belize Barrier Reef Reserve System, inscribed as a UNESCO World Heritage Site in 1996.
A recent study, conducted as part of the project and published in the international journal Marine Ecology Progress Series, examined changes in populations of a range of key species at the Glover’s Reef Marine Reserve (GRMR). The study compared a series of lagoon patch reefs in the RZ with those in the general use zone (GUZ), where fishing is allowed, and estimated changes in overall density, biomass, and size of focal species. Results were then looked at in the context of changes in catch over a seven year time period.
Study findings demonstrate the positive impact of protection within the RZ. Importantly they also identify associated increases in catch per unit of effort (CPUE) within the GUZ, and the benefits of RZs for SSF livelihoods. The focal species of this study included conch and lobster, which are the basis of the two most important SSF in Belize and throughout the Caribbean region. Commercially important fish species included in the study were black grouper, Nassau grouper, mutton snapper, hogfish, and queen triggerfish, as well as six common parrotfish that have been banned from harvest in Belize since 2009 given their importance as reef herbivores.
Interestingly, the study demonstrated that the increases of commercially important species and, perhaps more importantly, the positive trends in catch outside of the RZ, are not due to habitat differences between the RZ and GUZ. The major reef structural components have been in decline for some time across the region and this study raises questions about how marine conservation can best be achieved in the face of wider challenges, such as the increasing cover of nutrient-loving macroalgae.
Despite this, the benefits observed following the establishment and enforcement of the RZ at Glover’s Atoll have been supported by a broader set of fisheries conservation strategies, such as size limits, closed seasons, and species bans. The sustainability of this approach will be assured by continuing long-term community consultations that support the core objectives for the management of GRMR, enhancing economic benefits for Belizean fishers.
The results of this research will also be used to inform the ever evolving conservation and management strategies employed by WCS across Belize. Ultimately the aim is to achieve a balance between biodiversity and ecosystem services protection, including fisheries and tourism-based livelihoods. Doing so will help to secure the future of the UNESCO World Heritage Site, the Belize Barrier Reef System, and will generate findings with broader applicability across the Mesoamerican Reef.
A more comprehensive account of this research discussed in this article is available in:
Alexander Tewfik, Elizabeth A. Babcock, Janet Gibson, Virginia R. Burns Perez, Samantha Strindberg. 2017. Benefits of a replenishment zone revealed through trends in focal species at Glover’s Atoll, Belize. *Marine Ecology Progress Series* 580: 37–56.
For more information on project 22-014 click [here](#) or contact Alexander Tewfik, [firstname.lastname@example.org](mailto:email@example.com)
Collaborating to save seagrass: communities in Timor-Leste embrace a new opportunity for conservation
Monda Costa stands chest deep in the sea. The baking mid-morning sun illuminates the blue water as she peers at a square on the seafloor. Two others from Monda’s home island of Ataúro and a Blue Ventures volunteer assess the same ground.
Where an untrained eye would only see drab plants, the team recognises and records two species of seagrass - *Thalassia hemprichii* and *Syringodium isoetifolium*. Their work is part of a community-based monitoring (CBM) programme established by Blue Ventures to involve Ataúro’s residents in collecting baseline data on seagrass beds - a first step in longer-term efforts to empower communities to protect these and other threatened habitats.
Ataúro Island is in Timor-Leste, which lies within the famed Coral Triangle. So called for its incredibly diverse and teeming reefs, the Coral Triangle has long supported coastal people, like Monda and her family, with its rich resources. The area is also a magnetic destination for scuba divers and other tourists who come to see the spectacular reefs bustling with bright fish and other alluring creatures. Yet without seagrass, these reefs could not flourish.
Seagrasses are flowering plants that form meadows in shallow waters. These meadows are ecological superstars. They trap carbon and produce oxygen, act as nurseries for young reef fish and provide grazing grounds for crowd-pleasing animals like green turtles and dugongs.
Protecting these valuable habitats is a priority in Timor-Leste, but scientists, community members and decision-makers need more information about the location, composition and use of existing seagrass beds.
Fourteen people from local villages, half of whom are women, have come to take part in seagrass surveys on this particular morning. They are eager to participate and with good reason. On Ataúro Island, as in other coastal areas, resources are dwindling as global and local factors affect the health of marine ecosystems and demand changes from coastal communities.
On Ataúro Island, as in other coastal areas, resources are dwindling as global and local factors affect the health of marine ecosystems and demand changes from coastal communities.
In Timor-Leste, the power for change lies within each community. Establishing locally-managed marine areas is a decision made and enforced by villages through the customary law of tara bandu. Informed voices are a critical part of this decision-making.
“I can now tell my community about why seagrass is important for the fish and why it’s good to protect the seagrass beds. Seagrasses provide food for fish, turtles and other animals. And one day more tourists will come and want to see the seagrass and the fish and turtles,” says Monda. “We don’t want people from outside to decide how our resources are used. We need to control and protect our resources.”
Nick Piludu, Blue Ventures’ Country Manager, in Timor-Leste explains why engaging communities in monitoring is important:
“We work with local communities to develop ways to manage their marine resources sustainably by involving them in monitoring and supporting them to identify alternative livelihoods, which is important to ensure that conservation can make financial sense. Together with our other initiatives, the CBM programme on Ataúro helps communities to understand and be in charge of their own natural resources.”
“We don’t want people from outside to decide how our resources are used. We need to control and protect our resources”
CBM participants receive training on the ecological role and the economic value of seagrass meadows. They also learn technical skills for conducting surveys - from laying measuring tape on the seafloor to identifying species and sediment types. Training is voluntary, but once they pass certification tests, surveyors are paid for their time.
Blue Ventures’ Conservation Assistant Jenny House, who is leading the CBM programme, notes that augmenting and tailoring training is critical to helping participants succeed.
“We want the CBM programme on Ataúro to be accessible to as many community members as possible. Some, for example, have less confidence in applying mathematical concepts while others are not skilled swimmers. So we spend time practising percentage calculations and conducting swimming lessons with those who need it,” says Jenny.
“It’s challenging, but we have seen a strong commitment. People on Ataúro are embracing this opportunity to become involved in conservation.”
This tailoring is particularly important because it ensures women can participate. Traditionally, Timorese women have had fewer opportunities than men to earn an income or be active voices in community decision-making. When asked why she participates, Monda is quick and sure:
“The seagrass monitoring programme gives me, as a woman, an opportunity to participate in an activity that is important to the community.”
The benefits of Ataúro’s CBM programme align with Timor-Leste’s commitment to SDG 14 – conserve and sustainably use the ocean, seas and marine resources for sustainable development. By implementing a science-based management plan, the communities on Ataúro will be better equipped to improve ocean health, and the increase in scientific knowledge and research capacity in both men and women will contribute to the sustainable development of Timor-Leste.
Article written by Blue Ventures volunteer Christina Saylor. For more information on project 24-012 click here or contact Project Leader Alasdair Harris, firstname.lastname@example.org
A BV volunteer from Singapore with CBM surveyors, Credit: Christina Saylor
Supporting effective co-management in the Pemba Channel Conservation Area
Of the two islands making up the Zanzibar archipelago, the less populated and developed Pemba Island can be considered an oceanic island, as it is 50 km off the mainland and separated by a 700 metre-deep channel. It hosts some of the richest marine biodiversity in Tanzania and the East African coast with its extensive reefs and mangroves, including turtles, dolphins, and occasional dugongs and whales. Pemba Channel MPA (“PECCA”), stretching the entire West coast of the island, aims to safeguard these habitats and species.
Marine life is also one of the main sources of subsistence and income for relatively remote coastal communities, who have witnessed reduced fish catches due to overexploitation and damaging fishing practices – such as the use of destructive drag-nets or dynamite fishing.
Since 2015, with initial funding from SmartFish (a programme implemented by the Indian Ocean Commission), Fauna & Flora International (FFI) has been working with the NGO Mwambao Coastal Community Network (Mwambao) and the Department of Fisheries Development to provide training and advice to help fishing communities protect their fisheries and marine habitats, and become leaders in community-driven marine conservation in Pemba. This work began on the remote islet of Kisiwa Panza, where we worked to trial a temporary octopus fishing closure to help recover stocks, build support for local marine conservation, thus contributing to the management of PECCA at a seascape level.
The quick and impressive results of this work led neighbouring communities to request support for similar actions. In 2017, Darwin Initiative funding has allowed Mwambao to hire a local staff member permanently based on Pemba to work on strengthening governance, as well as giving us scope to expand to more communities. Since last year 4 closures have been supported across two communities, reducing fishing pressure across 311 ha. Thanks to community data recorders, who regularly monitor the individual weights of octopus caught, we have robust evidence to show that closing areas to fishing increases total octopus catches threefold. Recent community-led in-water monitoring activities also indicated that some juvenile fish densities are higher in the closed areas than outside (including important species for regulating sea urchin proliferation), so we are beginning to see broader biodiversity benefits.
Crossing the channel between main Pemba island and Kisiwa Panza, Credit: Hannah Becker, FFI
Improved knowledge on sustainable fishing practices, increasing fishing returns, and better access to markets for their catches, creates strong incentives for local communities to act collectively and engage in the management of their fishing grounds. For instance, some decided to share the benefits of the increased prices during the opening of their temporary closure to fund the village school. These empowered fishing committees are increasingly supported by the government of Zanzibar – who is starting to recognise the opportunities of co-management and the specific role of communities in achieving more effective marine management across Pemba, for example, supporting enforcement of fishing regulations by patrolling their local fishing grounds.
While we have made great progress, there is still work to be done. A new fishers’ committee has been elected in Kisiwa Panza; after a few recent trainings and community discussions they are now considering various options to implement new management measures.
Now that a few pioneering communities are convinced about the benefits of managing their area and fishing more sustainably, we plan to support new neighbouring communities and then consider how local management efforts can be coordinated.
Darwin Initiative support will allow us to better understand and provide more clarity about enforcement responsibilities and legislative processes for the fishers’ committees and local authorities through training and the production of tools to facilitate this co-management dynamic. This forms a critical component of the project needed to help resolve some conflicts with those fishers who are not following the rules and to ensure all management is legal. Addressing these hurdles will form a major part of our ongoing work.
Article written by Tanguy Nicolas and Nicola Frost. For more information on project 24-008 click [here](#) or contact Project Leader Nicola Frost, email@example.com
The Central Caribbean Marine Institute (CCMI) launches International Year of the Reef (IYOR)
In order to achieve the UN Sustainable Development Goal 14 (SDG), “Conserve and sustainably use the oceans, seas and marine resources for sustainable development,” global leaders and scientists must provide and communicate a deeper understanding of the complex interspecies dynamics that determine the balance of life under the sea.
CCMI’s Dr. Manfrino posited in the United Nations Chronicle article last summer “Can We Save Coral Reefs?” that much more aggressive action is needed on a societal level in order to reduce negative human impacts on coral reefs. In response to the SDG#14, CCMI has developed a range of impactful outreach activities to support Manfrino’s stance on coral reefs during this third International Year of the Reef (IYOR). IYOR 2018 is an excellent opportunity to boost public, private, and governmental efforts to ensure that our seas and especially coral reefs are protected via sustainable efforts and regulations which benefit our society on numerous levels.
One area of CCMI’s research, funded through Darwin Plus (and the Alexandria Trust) is examining which key herbivorous fish species on Caribbean coral reefs are consuming the most problematic species of algae. Careful evaluations of 11 dominant fish species have led to a new discovery that both chubs and certain species of parrotfish are eating the largest volumes (biomass) of algae over large areas. At a time when climate change is pushing competitive interactions to a tipping point, protecting these species provides additional resilience to the coral reef ecosystem as a whole. The work is a collaborative effort between CCMI (led by Dr. Claire Dell), the Cayman Islands Department of Environment and the Smithsonian Institute Marine Conservation Programme and will lead to a draft biodiversity action plan for key species. Dell is working with local fishermen and stakeholders to engage the community in a dialogue that hopes to find new solutions to age old problems.
In addition to maintaining over 25% of all marine species, healthy coral reefs provide a powerful physical barrier that shields coastal communities from over 90% of the wave energy generated by storms. Corals create the framework and calcareous algae that cements reefs together. As the reef structure degrades, lagoon habitats become open to ocean waves, and mangroves and shorelines erode. In the end, protecting key species on the reef relies on our community of stakeholders making informed decisions based on good data. The CCMI Herbivorous Fish Darwin project will be featured in the CCMI’s Reef Lecture Series in April 2018 in the Cayman Islands. We are asking citizen scientists and tourists to join our “IYOR - Zero Impact” campaign which describes how we as individuals can help protect coral reefs for the future.
For more information about CCMI’s IYOR activity, please click here: https://reefresearch.org/get-involved/iyor2018/. For more info on the Herbivorous Fish Project: https://reefresearch.org/what-we-do/research/improving-resilience/
For more information on project DPLUS061 click here or contact Project Leader Carrie Manfrino, firstname.lastname@example.org
The Ascension Island Ocean Sanctuary: Planning for the Atlantic’s largest marine reserve
Although many people would struggle to find it on a map, the remote UK Overseas Territory of Ascension Island is on the verge of entering the ‘big league’ of ocean conservation, joining such notable company as the Great Barrier Reef and the Galapagos Islands as home to one of the world’s largest marine reserves.
The intention to close at least 50% of Ascension’s 440,000 km² exclusive economic zone (EEZ) to all forms of commercial fishing by 2019 was formally announced by the UK Government at the UN Our Oceans summit in September 2016 and will establish the largest fully-no-take marine protected area (MPA) in the Atlantic Ocean. The licensed offshore tuna fishery that had operated intermittently since 1988 was suspended and subsequently re-opened in the northern half of the EEZ under more stringent license conditions while long-term decisions on the location, size and financing of a future MPA could be taken.
Providing the scientific and technical data to support these decisions is currently the focus of a two-and-a-half year Darwin Plus project led by the Ascension Island Government Conservation & Fisheries Department and the University of Exeter and supported by a multitude of partner organisations. The Ascension Island Ocean Sanctuary (ASIOS) Project aims to address many of the challenges and controversies common to all remote, large-scale MPAs: How can it be enforced? How effectively will it conserve the highly mobile species of the open ocean? How do we measure its success? The project is also responding to the mandate of local and UK Government stakeholders to assess whether an economically-viable and well-managed fishery can co-exist with a future MPA in a portion of the EEZ, and, if so, which areas should be protected.
With the support of international partners and collaborators, the ASIOS project has already compiled electronic tracking data for 15 species of shark, fish, birds and turtles. This has begun to provide insights into how marine megafauna use Ascension Island’s EEZ and how they may benefit from different scales of marine protection (please see the project’s online tracking map). As one might expect, not all species stand to benefit equally. Some nomadic species such as blue marlin and blue shark appear to be only transient visitors to Ascension’s waters, and to any future marine reserve, while others, including Galapagos sharks and even tunas, spend long periods around the Island and its outlying seamounts where they may be highly amenable to protection.
Oceanic islands and seamounts are known to be hotspots of abundance and diversity for pelagic species and are obvious focal points for the creation of marine reserves. In order to better understand the scale of their
‘bio-aggregating’ effect, in May 2017 the ASIOS project team joined forces with National Geographic Pristine Seas and the British Antarctic Survey on an EU BEST-funded expedition to survey the biodiversity of three previously unstudied seamounts lying 260-320 km to the south and west of Ascension. Arriving amidst a flotilla of silky and Galapagos sharks, few were left in any doubt that these were special places, worthy of protection.
To determine how large an area needs protecting, the expedition set out to measure how the abundance and diversity of marine life at all levels of the food chain varies with distance from each mount, as well as mapping the movements of individual top predators associated with them. These datasets, now in the latter stages of analysis, will hopefully provide a rare insight into the “biodiversity footprint” of a tropical seamount system that can contribute to MPA planning on Ascension and beyond.
At the time of writing, many of the ASIOS team are onboard the offshore patrol and research vessel that is chartered annually by the Ascension Island Government with funding from Darwin Plus and the UK Foreign and Commonwealth Office. The patrol is guided by cutting-edge, satellite-based vessel detection systems that help to identify and intercept illegal fishers not transmitting on the ‘automatic identification systems’ required of large, ocean-going craft. Through a new collaboration with the NERC Earth Observation Data Acquisition and Analysis Service (NEODAAS) and Plymouth Marine Laboratory, the vessel is also being guided by meteorological satellites which can track the ever-shifting mosaic of fronts, eddies and water masses that constitute the habitats of the open ocean. It is hoped that by studying these features scientists can gain a better understanding of the distribution of life in the vast expanse of the EEZ that is not adjacent to islands and seamounts, allowing them to identify important areas for inclusion within a marine reserve.
With less than two years until designation there is still much to be done; however, with the support of Darwin Plus, the European Union’s BEST 2.0 initiative and other donors, the Ascension Island Ocean Sanctuary promises to put the Territory firmly on the map as a global leader in MPA science and management.
For more information on project DPLUS063 click here or contact Project Leader Sam Weber, email@example.com
Although many people would struggle to find it on a map, the remote UK Overseas Territory of Ascension Island is on the verge of entering the ‘big league’ of ocean conservation, joining such notable company as the Great Barrier Reef and the Galapagos Islands as home to one of the world’s largest marine reserves.
Northern Rockhopper penguin, or pinnamin, as the locals on Tristan da Cunha call their penguins, Credit: Antje Steinfurth
General project updates
Helping to protect one of the UKOTs’ most iconic, yet threatened, species – the Northern Rockhopper penguin
Tristan da Cunha is the UK’s remotest overseas territory and home to one of the UKOTs most iconic yet threatened species – the Northern Rockhopper penguin *Eudyptes moseleyi*, or pinnamin, as the locals call their penguins.
Tucked away in the South Atlantic Ocean, mid-way between South Africa and South America, lies Tristan da Cunha. From the compelling human history to the unique flora and fauna, these islands have captured the hearts of many visitors.
Approximately 85% of the world’s Northern Rockhopper penguins are found in the islands, which makes the species’ stronghold fall within the boundaries of the UK Overseas territory. This claim to fame however comes with some responsibility as it means that just one single catastrophe could prove disastrous to the global population.
This message was driven home in March 2011 when the cargo ship MS Oliva ran aground off the north-western coast of Nightingale Island. Approximately 1,500 tons of fuel and heavy crude oil escaped from the ship, encircling Nightingale, and adjacent Middle (or Alex) islands, the breeding sites of almost half the world’s Northern Rockhopper population.
Even though the oil spill had nothing to do with past population declines nor might it be responsible for the fluctuations that followed, what the catastrophe did reveal and highlight in a most striking manner was how little is known about this Endangered species, and that basic but vital information on the species’ general ecology had been almost totally lacking.
Surveys carried out by the Tristan Conservation Department have provided an important and valuable tool to estimate annual population sizes, but are of little help identifying factors and understanding the mechanisms that are driving population trends and dynamics. This is crucial for any decision-making and the design of an adequate conservation programme.
Northern Rockhopper penguin numbers are in decline and it is our job to find out why
In 2015, the RSPB partnered with the Tristan Conservation Department, the British Antarctic Survey, the Royal Zoological Society of Scotland and the South African Department of Environmental Affairs, and was awarded funding from Darwin Plus, coinciding with the 5th anniversary of the oil spill, and *Project Pinnamin* was born.
Using a combination of traditional observation and cutting-edge tracking tools, *Project Pinnamin* aims to investigate the penguins’ marine ecology, breeding biology and population dynamics to help understand the potential impact of any natural and/or anthropogenic
threats to this population. To do so, we have been gathering tracking data from Nightingale, Gough and Inaccessible islands during different years and phases of the penguin’s annual cycle to quantify temporal and spatial habitat preference and assist in determining whether there is a need to improve and/or design and implement long-term conservation strategies, including areas of marine protection in Tristan waters. Our data have shown that the islands’ Exclusive Fishing Zone is an important foraging area for the Northern Rockhopper penguin, predominantly during the breeding season when adults are most constrained to forage close to their nests.
Results were presented at two workshops held in July 2017 at the RSPB and the UK’s Foreign and Commonwealth Office to inform the stakeholders involved in implementing and managing the Blue Belt marine conservation zones around the UK Overseas Territories, including the Tristan da Cunha government, Marine Management Organisation and Cefas – the Centre for Environment, Fisheries and Aquaculture Science.
Before Project Pinnamin comes to an end in March 2018, we held a two-day workshop at Edinburgh Zoo, to write a new Species Action Plan for the conservation of Northern Rockhopper penguins. The overarching objective was to develop research and conservation objectives and actions for the Northern Rockhopper penguin to ensure populations in the Atlantic and Indian Ocean populations can thrive into the future.
Conserving nature, preserving cultures
Since people settled on Tristan in the early 1800s, the penguins have played a key role in the island’s traditions. While, without doubt, science and research plays a crucial role in the conservation of the species, it is only the local community who can achieve lasting conservation success.
Article written by Antje Steinfurth. For more information on project DPLUS053 click here or contact Project Leader Andy Schofield, firstname.lastname@example.org
Penguin chick a few days after hatching, Credit: Antje Steinfurth
Newsletter Contacts
The Darwin Initiative Secretariat (Defra)
The Darwin Initiative Secretariat (Defra) The Darwin Secretariat is based in Defra and includes Claire Millar, Fiona Charlesworth, Duncan Robertson, Siriol Leach and Shaluki Perera.
If you have any general queries about how the Darwin Initiative operates please e-mail us at email@example.com
For any queries on project applications or existing projects please contact our Darwin Administrators (LTS International) at firstname.lastname@example.org or email@example.com
This newsletter is produced quarterly. To include an article on your project please contact us at firstname.lastname@example.org
The UK Government’s Darwin Initiative aims to promote biodiversity conservation and sustainable use of resources around the world including the UK’s Overseas Territories. Since 1992, the Darwin Initiative has committed over £140 million to 1,055 projects in 159 countries. | 201150c3-61ee-4a28-a6bd-5eac9022a02f | CC-MAIN-2024-46 | https://www.darwininitiative.org.uk/media/tpbb5nzu/darwin-newsletter-february-2018-life-below-water.pdf | 2024-11-04T04:31:48+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027812.67/warc/CC-MAIN-20241104034319-20241104064319-00054.warc.gz | 703,326,098 | 9,932 | eng_Latn | eng_Latn | 0.976113 | eng_Latn | 0.99552 | [
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Communicating Climate Change – a guide for parish and town councils
Summary:
- **An Overview**
Setting the context with an overview of the importance of communication and top tips for any grassroots communication.
- **Running a Communications Campaign**
A guide on running a communications campaign. How to know your audience, know your tool box and create clear communications and messaging. Also top tips for communicating on social media.
- **Building a communications plan**
A run through of building a successful communications plan and some example messaging.
- **Examples of Framing Messages**
An expanded list of example messages to localise and share with your community.
- **Communicating during Covid-19 Crisis**
This section looks at framing climate messages in relation to the coronavirus crisis and provides more example messaging.
- **Resources**
This section lists free online creation tools, sources for content, resources for engaging hard to reach communities, recommended online communication platforms and much more.
The Importance of Communication
Informing and supporting your community to make the changes needed in their own lives is arguably the most important thing you can do. Although significant, the emissions from your direct operations and procurement will be small compared to the emissions that come from your community. You are able to directly address members of your parish and you are a trusted voice. You have the chance to really influence public behaviour change.
In the past, most actions have been done without the buy-in of the public, and mostly through technological and regulatory “behind the scenes” interventions. It’s different now and the changes we now need to make will involve people making significant changes to their lifestyles and therefore we need them on board. The graph below shows that 62% of carbon savings we need to make now will need behavioural change to drive them, in whole or in part. Behaviour change is now vital if we are to meet our targets and prevent catastrophic climate change.
Committee on Climate Change (2019): https://www.theccc.org.uk/wp-content/uploads/2019/05/Net-Zero-The-UKs-contribution-to-stopping-global-warming.pdf
Part of what is needed, and what local councils can do, is about communicating with your community to help normalise low-carbon behaviours and lifestyles. We have the solutions, we have the technology, we now need to support widespread adoption of these solutions and normalise a low carbon life-style.
A cultural shift is needed – if we think back to our childhoods, public health threats such as drink driving or smoking indoors were accepted, but are now frowned upon. This is because they have become socially unacceptable over time, as social norms have shifted. We need to start communicating to people that high carbon lifestyles are socially unacceptable, but demonstrating that it is the ‘norm’ or even ‘aspirational’, to lead a more low carbon lifestyle. We also need to communicate to people that it is normal to talk about climate change, that it is no longer within the domain of “hippy tree-huggers” but that this is a conversation that needs to be had by everyone, everywhere.
Local councils can have a huge role in helping people in their community to understand the changes they need to make, but also helping them understand how they can make these changes, where to access
funding, or where they might go for further support. The below infographic comes from a study carried out by Citizens Advice which surveyed a nationally representative sample of 2002 UK adults about their attitudes to net zero. It demonstrates a big gap in what actually needs to happen in people’s homes and what people think they need to do. For example, 90% of homes will need to install low carbon heating systems to meet the UK-wide government target of net zero but only 38% of people think they’ll need to change the way they heat their homes.
**What people have told us about net zero**
We asked a nationally representative sample of 2002 UK adults about their attitudes to net zero. Fieldwork was conducted online by Opinium between the 11th and 13th December 2019.
- **Support the goal to reach net zero by 2050**
- 82%
- 7/10 of who we polled were aware of the net zero target.
- However a majority (52%) lack confidence that the UK can make the required changes to home heating systems.
- **38% of people think they’ll need to change the way they heat their home to meet net zero**
- **But 90% of homes need to install low carbon heating systems to meet net zero**
- **And 44% of people realised they will have to switch to an electric car**
**Most people are happy to make changes needed to meet net zero**
| Change | Percentage |
|---------------------------------|------------|
| Make their home more energy efficient | 92% |
| Switch to low-carbon heating | 79% |
| Switch to an electric car | 72% |
**However, they need help to do so**
Percent of those who are prepared to make the change who say they’d need advice or financial support
| Change | Percentage |
|---------------------------------|------------|
| Make their home more energy efficient | 66% |
| Switch to low-carbon heating | 76% |
| Switch to an electric car | 66% |
- 68% of people said they’d find it fairly or very difficult if they had to change the heating system to a low carbon option
**Top concerns as the energy market moves to net zero**
- The cost of energy
- Having help and support
- Making changes to their home
- Knowing where to get help if something goes wrong
---
*Citizen’s Advice (2020):*
[https://www.citizensadvice.org.uk/Global/CitizensAdvice/Energy/Energy%20Consultation%20responses/Zero%20summary%20(2).pdf](https://www.citizensadvice.org.uk/Global/CitizensAdvice/Energy/Energy%20Consultation%20responses/Zero%20summary%20(2).pdf)
**Top Tips for Great Grassroots Communication**
Below are some fundamental things to keep in mind when planning a communications strategy:
1. Great communications are established when everybody, including the leadership team, is united in their belief in the purpose of what you’re trying to achieve, and have the ability to embody and articulate that mission.
If you don’t think this is the case for your councillors, the work needs to start internally to make sure you are all clear on why you are pursuing your climate emergency strategy. This could mean:
- Arranging a joint viewing of one David Attenborough’s recent documentaries, such as ‘Climate Change – The Facts’ from the BBC, or ‘A life on our planet’ from Netflix.
- Providing training for your councillors and parish team – check out [The Carbon Literacy Project](https://www.carbonliteracy.com/)
- Organising a Climate Action Day for your council with your community (email us at email@example.com for more info)
It’s critical to get internal buy in as this means everyone is able to communicate your core messages in a genuine way. You want to mobilise every part of your organisation to work together and sing from the same hymn sheet.
2. Once you have buy-in – the ‘PUB TEST’ is a good way to make sure everyone at every level of your team can concisely express what your purpose and aims are in declaring Climate Emergency. I.e. could they get the message across to anyone they would meet in the pub?
3. You should think of your Climate Emergency communications as part of a campaign – each topic you are talking about needs to have a clearly communicated purpose and a strong call to action so people know what you’re asking of them.
Campaigns must have a beginning, a middle and an end and follow a narrative. Each campaign should have a clear goal in terms of improved perceptions, increased understanding or changed behaviour.
4. Communications are most successful when they’re implemented consistently, proactively and constantly reinforced. It’s vital to make sure your messaging is consistent across all your channels – newsletters, parish magazines, social media, websites, emails – even your answerphone message! A good way to manage this is to have a central reserve of ‘boilerplate’ messaging and various blurbs of different lengths that everyone can access and copy and paste into their communications.
Saying things once, twice or three times doesn’t work. A message needs to reach the target group around 10 times before it makes an impact.
5. Know what tools you have in your communications toolbox - it’s bigger than you think and it’s important you think about which tools (or channels) will do the job for your different types of communications.
6. Build advocates in your community. Identifying people who support your cause is a primary goal of any communications campaign, so finding and utilising local advocates to support your campaign will enhance your reach and reputation massively.
7. Evaluate your communications. Too much money is spent on leaflets, posters and websites, and too little on research and evaluation. Working out what works has to be integral to a good communication strategy.
A Frequently Asked Question from local councils...
“Should we go ahead and declare a climate emergency and then plan our communications campaign, community engagement and action plan after? Or is it best to have a clear plan and engagement strategy in place first?”
The single most effective way to get engagement and buy in from your community is to involve them in the process and start engaging in two-way conversations and discourse as early as possible.
Identify community champions and action groups and get them involved in the action planning process – they will be able to contribute local perspectives and expertise which you can use to inform and feed into your climate emergency plan to make it locally relevant.
Many councils copy and paste declarations from each other (because it is confusing to know what should go in one!) so these declarations won’t necessarily be locally relevant. Getting your community to feed into the action planning beforehand will make your declaration a lot more relevant, valuable and actionable.
If you haven’t made a declaration, and even if you don’t have buy-in from everyone within your council, you can and should still be undertaking this communication and engagement activity – these conversations need to happen and the more you can normalise them the better.
If you are quite far along with your climate action planning, and think you know exactly what needs to happen, if you communicate with members of your community and ask them to make suggestions about what needs to happen, more often than not they will give the answers you had in mind anyway. The difference is, this way you’ll have a groundswell of consent and commitment within your community to make them happen.
Running a communications campaign
Know Your Toolbox
It is crucial for you and your council team to understand your communications toolbox in order to know what tools (or channels) you have at your disposal to communicate effectively with your community.
Remember communication is a **two-way street**, so you need to consider what channels make it possible for you to listen to the feedback from your audience – particularly as you’re starting out and testing your messages. It can be very dangerous to start sending messages out into the world and hoping some of them will hit the mark.
You want to set out to start a two-way dialogue. Luckily parish councils are in the best position to be having these conversations, unlike larger local and regional authorities.
You’re working at the closest level to your community so you’re able to engage in one-to-one conversations with people and truly understand what’s important to them, where they feel they lack understanding, what they feel scared about and also what their vision for the future for the local area is.
Channel Mapping Exercise
Different channels will serve different purposes for you so it will help you to do a relatively straightforward exercise to map out what’s in your ‘communications toolbox’.
List out all the ways you could possibly communicate with residents – including ways you can listen and get their feedback.
While making this list, think about:
- what types of communications each channel will be useful for (one way, two way, educational, call to action, relationship building, awareness building),
- how regularly you can use it (i.e. quarterly newsletter, weekly emails, monthly meetings) and
- will you reach very targeted groups or will it be a mass communication channel?
You can categorise channels based on **what outcome you want to achieve** – do you want people to know, feel or do? For example, if you’re simply raising awareness about an event, a newsletter or poster on your parish notice board might do the trick, but if you’re looking to change opinions or behaviours you need to consider using channels that engage two-way dialogue and move across the spectrum towards feeling differently or taking action (see examples below).
This is an important exercise because different issues around your climate plan will require different levels of communication depending on how much they affect people’s lives. Some actions, like reducing household waste or shopping more locally aren’t likely to need as much emotional buy in from people as things like investing in deep home retrofit or reducing car use, which require more fundamental shifts in people’s views and beliefs.
**Top Tips for Social Media**
The traditional channels of Facebook and Twitter are two of the most commonly used social media sites. Here are some tips on how to get the most out of each platform:
**Twitter**
- **Follow others** - they will receive a notification and are more likely to follow you back.
- **Interact with fellow tweeters** using the ‘@’ feature.
• Try to be useful, original and contribute to a conversation. Think about what would make others want to follow you, what you can provide them with and what sets you apart from all the other Twitter users.
• You can’t under-tweet. As with any community, you have to be active in it to reap its rewards. This generally means tweeting a few times a day. You can use other software to schedule these tweets if you don’t want to do them ‘in real time’.
• Use images as much as possible. If you mention a past event or action, make sure to include a photo.
• Don’t over-publicise. Follow the 80/20 rule – it’s important to vary self-promotional updates with interesting links to other blogs, tweets or news stories. 80% of your posts should be sharing what other people have posted, 20% should be your own creations.
• Make use of hashtags to flag up keywords. This will help people find your tweets on these subjects and will make it possible for something to spread or become a trending topic.
• Keep your tweets short and to the point – try not to use up all your characters and stick to 1 or 2 hashtags per tweet.
• Publicise and promote your Twitter account. Whenever you get the chance to promote your Twitter account, do it! Through partners, at events, on your website and in your email footer.
Facebook
• Think about what you want out of Facebook. If you want a space to discuss issues with your community, start a Facebook Group. If you want to use Facebook for promotion and recruiting followers, then opt for a Page (it can be worth having both).
• Try to post something at least 3 or 4 times a week. Facebook will otherwise flag your page as not relevant – and show your content to fewer people.
• Follow the 80/20 rule (as above).
• Always respond to comments.
• Positive posts are generally better liked than posts that are negative.
• Images or videos are a must. Post shareable content. Try listicles.
• Personal stories can make a big impact - gather stories about local people.
• Think why would people share your content? What does your post say about the person who shares it on their own timeline?
• Short posts are better. Ideally fewer than 40 characters.
Worried about dealing with negativity on social media? The Society for Local Council Clerks have worked with a social media specialist, Sam Flynn, to provide guidance to local councils at their 2021 practitioners conference on how to deal with negative behaviour from others on social media. Contact the SLCC for more detail or to see if a recording or resources are available: https://www.slcc.co.uk/practitioners-conference-2021-agenda/
Know Your Audience
Once you know what channels you have in your communications toolbox, you can start to plan how you will use them to communicate different parts of your climate emergency strategy.
It may be that there is existing environmental activity happening in your area already, which can help you when engaging your community. **Asset mapping** is a useful starting point here – have a think about what already exists in terms of environmental action in your area. When it comes to climate and environmental action, there may be a number of existing organisations, voluntary groups, community groups already in your parish, or in the wider area. A good way to start thinking about engaging your community to take action is to think about what already exists, and how can you connect residents in your parish to those groups and activities.
You can do this through chatting to locals, doing some desk-based research, getting a group of people together and pooling together their knowledge of existing activities in the area.
**Common groups and activities to look for:**
- Friends of the Earth local group
- Transition Network (local Transition Town)
- Friends of the….(green space community groups)
- XR
- Activist groups
- Conservation groups
- Local Wildlife Trust
- Ramblers and walking groups
- Local swap and repair forums
- Liftshare and car pooling groups
- Local tradespeople with skills such as buildings retrofit
It is also important that you have an understanding of who you are trying to engage - what are their attitudes toward climate issues, are their lifestyles and habits carbon intensive or are they environmentally conscious, what behaviours could they be changing and how likely are they to push back on messages?
Messaging
When you have a good grasp of the tools and channels available to you for communicating and a better understanding of your community, you can think about the messaging you will include in your communications campaign.
Messages sit at the core of your communications plan, they’re the bits that need to be repeated again and again. How you present and frame these messages has a huge impact on the way they are received by people. Ultimately the type of message and the way it is framed will determine whether you achieve your desired outcomes – whether that be increased understanding, behaviour change or attendance to events.
**Key tips for your messaging**
- Don’t just communicate the problem, **communicate the solutions**! Be positive about what people are doing to tackle the climate emergency in your area and in others.
- Make sure to **communicate the co-benefits** of the activities you are doing, or of the types of activities you are encouraging members of your community to do. For example:
- Being more energy efficient at home can lead to cost savings and comfort as well as carbon savings.
- Setting up a community energy project can generate income that will be put back in the community.
- Spending money on more tree planting will alleviate overheating in the summer as well as storing carbon.
Check out the Ashden Climate Action Co-benefit Toolkit.
• When communicating to your community – it is important that you know who you are trying to engage. What are their lifestyles, what could they be changing, how will they respond to your messaging?
• Tell stories that speak to communal values and make them locally relevant if possible—stories of collaboration, mutual support and compassion will help to oppose more divisive narratives.
• Back up with scientific evidence but don’t use too many numbers. This can lend legitimacy to your work and why it’s important, as well as increase understanding. Stick to the well-established areas of science, repeat the basics, and be accurate. But don’t use too many numbers, and keep the focus on the solutions. Include non-environmental sources too, for example the World Economic Forum and The UK Ministry of Defence.
Clear communications
Overarching all your climate emergency activities, is the need to communicate clearly with your community what you are doing, how you are doing it and most importantly, why you are doing it. If you’ve declared a climate emergency – shout about it! If you’ve done actions towards your declaration then shout even louder! For example, putting heat pumps on council building - use as a showcase for locals to see how a less known technology works, host an open day or put a two-page spread in your parish newsletter.
One way of doing this is by keeping your website and social media pages active and up to date with your climate emergency related activities to share progress, top tips and learnings!
The purpose of doing having clear communications is to:
• Make national and global issues locally relevant and to motivate effective individual and collective responses to the climate emergency.
• Provide civic leadership within communities by encouraging behavioural change, promoting community wellbeing and leading by example and demonstrating good practice.
Case study
The below image shows the homepage of Bradford-on-Avon’s website. As you can see they have a whole section on their website, which they update regularly, on what they are doing to tackle the climate emergency. This is a one-stop shop for people to see all the projects they can get involved in. View the page here: https://bradfordonavontowncouncil.gov.uk/climate-emergency-info/
Building a communications plan
As already discussed a communications plan for the climate emergency will need to reach all sections of your community, and so you will need to think about who those audiences are, what ‘channels’ they tend to use to get their information from, and what kinds of messages will resonate with them. The following few pages introduces you to an approach that you could take to build your plan and provides some example messages for certain audiences, hopefully offering you a useful starting point for your communications campaign.
A good communications plan tells stories, rather than just attempting to communicate facts, and is about dialogue, not monologue. As a parish council, you can’t be expected to carry this for your whole community, so you need to empower them to have the right conversations, and tell their own stories. Begin by thinking about the different audiences that exist in your community, the channels they use, and the messages that they are most likely to want to spread and most likely to want to receive, and from who.
For example, one audience might be ‘parents with young children’, and another might be ‘local business owners’. Audiences can also overlap, for example somebody can be interested in one thing as a parent of young children, but have different drivers as a business owner.
For each audience type now think about what ‘channels’ from your communications toolbox that type of person might use – traditional or social media, specific platforms, peer networks etc.
For example:
| Audience | Channel 1 | Channel 2 | Channel 3 | Channel 4 |
|-----------------------|-------------------------------------------------|-------------------------------------------------|--------------------|-------------------------------------------------|
| Young people/teenagers| Schools (newsletters, assemblies) | Youth clubs (face to face, newsletters, notice boards) | Social media | Physical advertising (eg: posters) |
As mentioned, a good communications plan ‘tells stories’, it can’t just be based around putting across facts. Instead, it must be linked to how those facts will impact different people’s lives, and sometimes the message is better coming from someone else.
Now think about the messages that would potentially resonate with the audiences you have identified in your community, and who is best placed to deliver this message.
For example:
| Audience name | Message & messenger(s) |
|---------------|----------------------------------------------------------------------------------------|
| Young people/teenagers | Message: Young people are the future and will feel the impacts of climate change the most. We need them. Message of empowerment.
Messenger: This is best coming from other young people in the community (eg – youth climate ambassador?) or from any climate activists in the area. |
| | Message: Learn new skills by getting involved in the local community – great for university applications and future careers!
Messenger: School staff (especially career’s advisers) |
| | Message: Creating sustainable and climate friendly policies will ensure they have a higher quality of life in the future.
Messenger: This is best coming from other young people in the community (eg – youth climate ambassador?) |
| | Message: Tie in with wider global messages around youth protests and youth empowerment.
Messenger: This is best coming from other young people in the community (eg – youth climate ambassador?) |
This is a high-level overview of how you would build your communications campaign. You would want to build a list of audiences so you can be sure that you’ve got a programme of communications that’s running all year round, and that you’re not missing big segments of your community, either because you didn’t think enough about different audiences, or because you didn’t realise that your channels might not be their channels, and so on.
Use the table below to build these messages and channels into a communications plan and communications calendar, so that you have regular touchpoints across all audiences, across the year. We have inserted some key messages to get you started:
| AUDIENCE | CHANNEL ↓ | CHANNEL ↓ | CHANNEL ↓ | CHANNEL ↓ | CHANNEL ↓ | CHANNEL ↓ |
|----------------|-----------|-----------|-----------|-----------|-----------|-----------|
| Young people/teenagers | Facebook | Twitter | Parish newsletter | School newsletter | Local paper | Physical advertising (posters) |
| | What is happening in the local area? Link to youth | N/A | N/A | Opportunity to be a youth climate ambassador and gain some skills | N/A | Young people wanted to feed into neighbourhood plan! We need the passion and vision |
| | organisations working on sustainability | | | for university and future jobs! | | |
|---|----------------------------------------|---|---|-------------------------------|---|---|
| | | | | | | |
| | | | | | | |
| | | | | | | |
of young people to shape our local area for a better future.
Top Tip – make sure you use the work of the Climate Outreach Information Network!
This section summarises some key principles for communicating the climate emergency. It includes views from our own communications team experience, but also draws heavily on the work of the Climate Outreach Information Network. This non-profit organisation is internationally recognised for their specialism in helping people communicate around climate change. In particular, their ‘Britain Talks Climate’ resource, published in November 2020, demonstrates that British society can be split into seven segments with regard to their attitudes to climate change. Helpfully, their research shows that a majority of people in every one of the seven segments of society are concerned about climate change, and demonstrates the key messaging approaches that resonate best with each of them.
Climate Outreach’s website can be found here: https://climateoutreach.org/
The Britain Talks Climate resources can be found here: https://climateoutreach.org/reports/britain-talks-climate/
A special publication on communicating about climate change during the pandemic can be found here: www.climateoutreach.org/resources/communicating-climate-change-during-covid-19-crisis-
Speak to people’s values
Rather than focusing on facts and figures, frame messages around themes that speak to particular values like resilience and local empowerment, justice and balance, universalism and the moral collective duty, intergenerational responsibilities.
Resilience/Local Empowerment
- The COVID-19 crisis has shown how vital it is that our communities are prepared and protected from harm—and to take action even when the threat feels distant. As part of our recovery measures, we must step up our ability to handle problems stemming from climate disruption. We know we’re facing more extreme weather events. We can see this threat to health, safety, and economic prosperity. Now is the time to get ready for what lies ahead.
- We’ve seen what we can do when we work together and the amazing kindness and resilience that lies in our communities. We deserve a plan from government that recognises this strength, empowers people and gives them the resources needed to lead the recovery. We’ve already imagined a better future, now it’s time to build it together.
- During the pandemic we have built networks of neighbours and community members to support one another. We can work together as individuals to strengthen our communities and take action to prevent catastrophic climate change.
- People in [town name] have risen to the huge challenge facing their community during Covid-19. It is just this community led response that will allow us to rise the challenge of tackling the climate emergency.
Justice
- The Covid-19 crisis, like the climate emergency, is a human crisis. And, just like the climate crisis, it will disproportionately affect the most vulnerable in our societies. We must continue to fight for the future we believe is right—advocating that any response and recovery from the COVID-19 pandemic upholds human rights and human dignity and transforms our society and economy in a way that tackles the climate emergency and creates a fairer world for all.
It’s more important than ever that we take time to look out for each other and work together, for everyone’s benefit and for the planet’s benefit. It is this attitude of kindness, resilience and ability to adapt, that we should use to inform other global crises.
The pandemic has brought to light the crucial role of cleaners, shop workers, delivery drivers. These low-paid workers will be hardest hit by the climate emergency. Now is the time for us to stand with the people and small businesses who have been working to keep our country moving, and to make sure that everyone who has lost their job or can’t make rent is looked after properly.
Covid-19 has placed the most vulnerable in our society at risk. Climate change will disproportionately affect the poorest, most vulnerable communities. We need to do right by each and every person in our society and strive for a fairer system and healthy planet. We might all be in the same storm but we’re not all in the same boat.
Climate change is a moral challenge. Climate change is harming the poor and vulnerable. We should care for everyone in society. It is our responsibility to preserve the legacy of our parents and provide for the future for our children.
**Balance**
- Climate change is disrupting the natural balance of our world. By taking action we can restore that natural order and balance.
- Which is why we must build back better. Poverty, health, inequality, pollution – all spokes in the wheel of climate breakdown. We cannot fix the climate crisis unless we fix these issues too.
- Covid-19 has been first and foremost a human crisis and we face another existential human crisis. Our changing climate is a sign that we’re out of sync with nature and we need to take action to restore balance. Here are some key actions you can take today:
- Buy local
- Use green transport
- Minimise waste
- Ensure money is invested wisely
- Get involved in community energy opportunities
**Universalism/the moral collective duty**
- We’ve seen communities all over the world, come together and show solidarity and support to one another. This virus is a reminder that we are all part of one global community, and we need to co-operate to solve global problems. Let’s show our thanks and support for those who are on the front line dealing with the crisis - health workers, carers, supermarket staff, lorry drivers, teachers, and so many others.
- Coronavirus is a national emergency. Without action to help us weather this storm, thousands of us will be swept into poverty - or left to sink. But our Government can act to strengthen our social security system; both now and as we move through this moment. [Solution] is within our reach - and will be a lifeline for everyone who is struggling.
- The pandemic has shown just how much we need each other to get by. We owe it to our children to make tough choices now.
- We pull through by pulling together. We can pull together to tackle the Climate Emergency as we have done during Covid-19 crisis.
- Now more than ever, this virus has shown us that we are dependent on each other, we know it’s time to pull together to demand what we all need to stay well. In the same way we can stand united to ensure our own wellbeing and rewrite the rules to ensure better health for us all for generations to come.
**Old Vs New**
*Explain what it was about the old normal that negatively impacted our lives and offer tangible routes to achieve new, better future.*
As we look to build back better, now’s the time for us to get this right - to keep looking out for each other, to keep compassion and justice at the heart of our communities, to keep strengthening the systems that support us all when times are tough. As we rebuild, we can make sure our systems embody ambitious local climate action plans.
As we recover and redesign our economies, we should carefully consider what we bring forward. Now is the moment to rethink our use of fossil fuels, the energy of the past. We are all at risk from climate breakdown. Every subsidy we offer, every stimulus we adopt, should move us toward clean energy and sustainable systems. Recovery packages should invigorate the industries that will move us into the future, not try to resuscitate ones that are already being phased out.
If this crisis has shown us anything, it’s that the systems put in place to govern our lives can be quickly changed for our collective wellbeing. We have a chance to fix what is broken in our society and build a world which can sustain us well into the future.
**Individual change as a part of wider society change**
Just as our response to the pandemic has shown that we’re willing and able to adjust our lives to respond to a large-scale threat and protect each other - wearing a face mask or taking steps to avoid others – we can take action together to fight climate change.
- We are seeing public infrastructure, like bicycle paths and pedestrian walkways, in a new light. They have become symbols of community and essential resources for physical and mental health.
**Embed lifestyle change in the longer term**
- During lockdown more people than ever have been walking and cycling. Are there any environmentally friendly changes you’ve made over the last few months that you’d like to keep? We’d love to hear about them.
- *Showcase*: This group of neighbours in [town name] set up a food waste scheme. Is there anything in your area that’s helping tackle climate change?
- *Showcase*: [This business] offer deliveries using a cargo bike as part of their ‘Bike revolution’. This is just one of the ways they are reducing their environmental impact, and will hopefully inspire others to do the same!
**Jobs**
- Now is the time to build the workforce and to equip UK workers with vital skills for the future. The net-zero economy will require a net-zero workforce, able to install smart low-carbon heating systems and to make homes comfortable; to design, manufacture and use low-carbon products and materials; and to put carbon back, rather than taking carbon out, from under the North Sea.
- An ambitious national programme to retrofit housing with energy efficiency measures, alongside the continuing installation of smart meters, would quickly create long term employment while cutting bills by hundreds of pounds for customers and reducing emissions. [https://www.energy-uk.org.uk/our-work/pwc-and-energy-uk-rebuilding-the-uk-economy.html](https://www.energy-uk.org.uk/our-work/pwc-and-energy-uk-rebuilding-the-uk-economy.html)
- Easing planning barriers for onshore renewables has the potential to unlock 45,000 new jobs & pump £29bn into the UK economy over the next 15 years, as well as saving £1.5bn on consumer energy bills [https://www.businessgreen.com/news/4017851/report-onshore-renewables-boost-uk-economy-gbp29bn](https://www.businessgreen.com/news/4017851/report-onshore-renewables-boost-uk-economy-gbp29bn)
**Energy**
- The economic case for renewables is stronger than ever. To get back to a stable climate, we have to stop using fossil fuels. They put human health, and our future, at risk. The responsible thing to do is to switch to other types of energy. This shift requires bold, coordinated action, led by government. The pandemic has proved that this isn’t easy—but that it can be done.
- We can all take climate action by reducing our energy use at home. Here are some energy saving quick wins to try [https://energysavingtrust.org.uk/home-energy-efficiency/energy-saving-quick-wins](https://energysavingtrust.org.uk/home-energy-efficiency/energy-saving-quick-wins)
Communicating during Covid-19 Crisis
The following section looks at framing climate messages in relation to the coronavirus crisis, and again summarises the work of the Climate Outreach Information Network. It is important to note that there’s lots that can be said about this and it is a dynamic situation with public attitudes shifting on a daily basis.
So the first thing to say is – **timing is crucial**! When people are still currently suffering greatly and experiencing real trauma, they will not be open to messaging about the climate crisis.
Strong climate change messaging during this period can come across as self-satisfied and insensitive to the needs of people who are suffering. The wrong communications at the wrong time — *for example celebrating falls in emissions as a result of people losing jobs and being trapped in their houses* — have a serious risk of backfiring. So it’s important to be sensitive to the needs of different audiences at a given moment.
Regardless, we shouldn’t celebrate these as so-called “benefits” of the pandemic. This crisis – like the climate crisis – will hit the most marginalised, the poorest, and those least able to recover, the hardest.
However, evidence also suggests that a window of engagement may open up afterwards — a unique moment where people have the space to reflect upon what they have gone through and think about whether we want to go back to a “new normal”.
Below are some basic guidelines to help you communicate effectively and sensitively during the COVID-19 pandemic and going forward:
- In the **short term**, during the pandemic we should be **listening** to how this is affecting our communities and how we can offer support. **Signposting to local support** and showing our care and understanding for the challenges.
- When people are able to start moving forward and **thinking about recovery**, we should be framing our messages by **talking about communal values** like resilience and local empowerment, justice and balance, the moral collective duty and kindness.
- We should **avoid talking about coronavirus as being ‘good for the environment’** or making crude comparisons between coronavirus and the climate crisis. Do not attempt to argue that climate change is ‘more important’.
---
**DO**
- **Listen.**
Understand how this is affecting communities & how you can support.
- **Signpost to support & useful local information.**
- **Focus on community.**
We’re part of one global community and need to collaborate to solve global problems.
- **Focus on kindness.**
It’s kindness, resilience and ability to adapt, that we should use to inform other global crises.
---
**DON’T**
- **Talk about COVID-19 as “good for the environment”**
It’s insensitive to people’s suffering.
- **Pit the two emergencies against each other.**
Avoid crude comparisons between the crises, or saying one is more important than the other.
Example of “framing” messages around particular values during the pandemic
**Resilience/ Local empowerment**
“The COVID-19 crisis has shown how vital it is that our communities are prepared and protected from harm—and to take action even when the threat feels distant. As part of our recovery measures, we must step up our ability to handle problems stemming from climate disruption. We know we’re facing more extreme weather events. We can see this threat to health, safety, and economic prosperity. Now is the time to get ready for what lies ahead.”
“We’ve seen what we can do when we work together and the amazing kindness and resilience that lies in our communities. We deserve a plan from government that recognises this strength, empowers people and gives them the resources needed to lead the recovery. We’ve already imagined a better future, now it’s time to build it together.”
**Moral collective duty**
“We’ve seen communities all over the world, come together and show solidarity and support to one another. This virus is a reminder that we are all part of one global community, and we need to co-operate to solve global problems. Let’s show our thanks and support for those who are on the front line dealing with the crisis – health workers, carers, supermarket staff, lorry drivers, teachers, and so many others.”
**Justice**
“The Covid-19 crisis, like the climate emergency, is a human crisis. And, just like the climate crisis, it will disproportionately affect the most vulnerable in our societies. We must continue to fight for the future we believe is right – advocating that any response and recovery from the COVID-19 pandemic upholds human rights and human dignity and transforms our society and economy in a way that tackles the climate emergency and creates a fairer world for all.”
“The pandemic has brought to light the crucial role of cleaners, shop workers, delivery drivers. These low-paid workers will be hardest hit by the climate emergency. Now is the time for us to stand with the people and small businesses who have been working to keep our country moving, and to make sure that everyone who has lost their job or can’t make rent is looked after properly.”
Resources
Free Content Creation Tools
- **Canva** (free designer)
- Social media graphics
- Infographics
- Posters
- Social profile image sizes
- Pull an interesting stat or meaningful quote from a blog post
- **Biteable** (free video templates)
- Turn a blog post into a video
- Create a how-to video
Engaging specific groups and communities
https://climateoutreach.org/resources/a-new-conversation-with-the-centre-right-about-climate-change/
https://climateoutreach.org/resources/recommendations-for-engaging-young-people-with-climate-change-campaigns/
https://climateoutreach.org/resources/journal-article-religious-communities/
Further Resources
- Climate outreach [www.climateoutreach.org](http://www.climateoutreach.org) have a fantastic collection of research and practical guides to help communicate about climate change in ways that resonate with the values of different audiences.
- The CSE website [www.cse.org](http://www.cse.org) has a variety of great support resources on our Local Energy website on local energy projects, renewables, community engagement etc. We will also be producing climate emergency resource packs, mentioned in the webinar, these will be posted on our website in the coming months.
- CSE Factsheets [www.cse.org.uk/resources/category:advice-leaflets](http://www.cse.org.uk/resources/category:advice-leaflets) A great source of content for your campaigns and engagement activities are CSE advice sheets, we have over 50 on everything to do with home energy use – from heat pumps and battery storage to underfloor heating and insulation – you can download and distribute these for free, or use the text and facts to share in your own campaigns.
- Friends of the Earth have created the climate action hub [www.takeclimateaction.uk/resources](http://www.takeclimateaction.uk/resources) which provides resources, training, tools & guides for climate action groups and councils.
They also have a host of case studies of innovative examples of what councils across the UK are doing – visit [www.takeclimateaction.uk/resources/councils-tackling-climate-chaos](http://www.takeclimateaction.uk/resources/councils-tackling-climate-chaos)
- The Green Open Homes Network website [www.greenopenhomes.net](http://www.greenopenhomes.net) has a vast library of useful resources available which are free to use, and event organisers still use the micro site to promote their events. Go and take a look at previous events to get an idea of what you could do in your area.
- Resources for schools and educators [https://www.campaigncc.org/schoolresources](https://www.campaigncc.org/schoolresources) [https://www.cse.org.uk/local-energy/resources%20](https://www.cse.org.uk/local-energy/resources%20) (scroll to resources for schools and educators) | 030003f2-11da-4ebe-a263-2b9afd4bc5fc | CC-MAIN-2024-46 | https://www.south-hill-pc.gov.uk/data/uploads/784_634249437.pdf | 2024-11-09T00:40:32+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028106.80/warc/CC-MAIN-20241108231327-20241109021327-00269.warc.gz | 926,399,504 | 9,240 | eng_Latn | eng_Latn | 0.997818 | eng_Latn | 0.998611 | [
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Present Level of Academic Achievement and Functional Performance (PLAAFP)
Establishing Appropriate and Meaningful Present-Level Narratives That Guide Teaching and Learning
Present Level of Academic Achievement & Functional Performance
Establishing Appropriate and Meaningful Present Level Narratives that Guide Teaching and Learning
What is a PLAAFP?
A student’s Individualized Education Program (IEP) team, which includes the parents, expects special education services to help the student improve at school. As a foundation for higher achievement, the IEP team will identify the student’s current level of learning or performance and the effect or impact of a student’s disability on learning. The present level of academic achievement and functional performance narrative, better known as the PLAAFP statement, is a primary component of an individualized education program (IEP) and is the basis for the development of all other components of the plan. The PLAAFP statements are intended to identify strengths and weaknesses of the student and all of the student’s disability related needs. It is a concise summary of the information and data previously collected and known about the student. The IEP Team must consider the impact the disability has on the student’s ability to learn and function as their non-disabled peers.
By regulation, the PLAAFP is defined as...
IDEA 2004: Sec. 300.320 under Definition of Individualized Education Program
(a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting and must include:
(1) A statement of the child’s present levels of academic achievement and functional performance, including—(i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children);
With supporting regulation of its content defined as...
Development of IEP § 300.324 Development, review, and revision of IEP
(a) Development of IEP—(1) General. In developing each child’s IEP, the IEP Team must consider—(i) The strengths of the child; (ii) The concerns of the parents for enhancing the education of their child; (iii) The results of the initial or most recent evaluation of the child; and (iv) The academic, developmental, and functional needs of the child.
A Few Essential Questions for the IEP Team to Consider as They are Developing a PLAAFP:
- What are the disability-related challenges affecting his or her learning and involvement at school?
- At what academic and functional level is this student performing right now? (Where is the student’s starting point?)
- Is there any other information needed to provide a complete picture of this student?
- What strategies, accommodations and/or assistive technology have already been successful for this student’s learning?
- What are the grade-level academic standards for this student’s grade, and how do the skills of this student compare to those standards?
- Has the student made progress in the current general education placement/curriculum?
- Has the student made progress with his/her current IEP goals and objectives?
Sidebar: What does the word “functional” mean, as used in “functional performance”? Functional means nonacademic, as in “routine activities of everyday living or ADLs.” Routine activities that people tend do every day without needing assistance. This clarification should support IEP Team members with understanding that the purpose of the IEP is to prepare children with disabilities for life after school. This should also help the school understand that teaching children how to “function” in the world is just as important as teaching academic skills.
The writers of the IEP need to remember that the PLAAFP is based upon those identified student needs, strengths, interests and preferences. The following components must be included in the PLAAFP section:
- Factors to Consider
- Baseline Data
- Impact Statement
- Resulting Needs
Alignment of the PLAAFP with the Remaining IEP Components
The PLAAFP determines methods for ensuring involvement in, access to, adaptations, accommodations, or modifications to, the general education curriculum. Each area of educational need identified in the PLAAFP must be addressed in at least one other section of the written IEP such as:
- annual measurable goals and instructional objectives
- supplementary aids/services/supports
- special education programs and services
- secondary transition services
The writers of the IEP should consider a student’s IEP as the needed road map guiding the student from a beginning level of performance to a higher level of achievement.
October 2015
1 Putting the PLAAFP Pieces Together: A Framework to Consider
The PLAAFP will serve as a snapshot of the student at a particular time and place. It will describe the level at which the student is working academically and functionally. The information in the PLAAFP section of the IEP should be written in brief, clear, specific and accurate statements with enough information to describe the student’s current skill levels in objective, measurable terms. If scores are reported, they should either be self-explanatory or explained. The following is an example of how to build a PLAAFP statement.
1.1 Factors to Consider
General Factors to consider include the following and require a brief summary of the discussion regarding each factor:
- **Strengths of the student** – provides an opportunity for the IEP team to discuss the student’s individual skills and abilities which will facilitate his or her growth and learning.
- **Example:** Based on current achievement data dated December 18, 2015, the student is performing in the average range of the cognitive abilities for auditory processing (SS 89) and short-term working memory (SS 88). When the student uses the accommodation of graphic organizer, he is a very creative writer.
- **Concerns of the parent/student** for enhancing the education of the student – provides the IEP team with an opportunity to ensure that parents have input regarding the education of their child.
- **Example:** According to the parent, the student enjoys school most of the time and is progressing but struggles with the completion of homework assignments. The parent believes that the student needs additional time in the resource program and less time in general education setting.
- **Example:** According to the student, he enjoys video games, playing hockey and basketball. He states that he needs help in his science and math classes due to difficulties with understanding reading assignments.
- **Achievement results from the most recent evaluations** – provides the IEP team with an opportunity to review any recent evaluations of the student. This can include any information provided by the district or independent evaluators.
- **Example:** When compared to his same age peers, Michael’s cognitive weaknesses are in the areas of comprehension knowledge SS 79, which falls in the low range, fluid reasoning SS 82, which falls in the low range, and long-term retrieval SS 79, which falls in the low range. Michael was assessed using the Woodcock Johnson IV Tests of Academic Achievement. The results indicated that Michael is significantly weak in reading comprehension. Therefore, grade level material will be quite difficult for him to read and understand.
Michael was assessed using the NWEA MAP district assessment.
| 8th Grade | Fall | Winter | Spring | Fall – 9th grade |
|-----------|--------|--------|--------|-----------------|
| Reading | 194/217| 194/219| 190/220| 189/220 |
| Language Usage | 200/216| 203/218| 217/219| 203/218 |
| MEAP | Math | Reading | Writing | Science |
|------|------------|-------------|------------------|---------|
| 7th | 4-Not Proficient | 4-Not Proficient | 3-Partially Proficient | N/A |
### 1.2 Special Factors
The IEP team **must** consider for ALL students at each meeting:
- **Communication** – deciding if the student needs additional services from a speech and language pathologist.
- **Assistive technology needs** - deciding whether or not assistive technology will help the student achieve or be more independent.
There are **additional areas of need** to be considered **only** as they are appropriate to the individual student. These areas are:
- The use of positive behavioral interventions and supports, and other strategies, to address behavior because the student has behavior that impedes his/her learning, or the learning of others.
- Language needs of the student because the student has limited English proficiency - the team must consider how existing English Language Learner (ELL) services will coordinate with special education services. If the student is not receiving ELL services, consider whether the student needs to be connected with these services.
- If the student is blind or visually impaired, the team must consider the need for Braille instruction.
- If the student is deaf or hard of hearing, the team must consider the mode of language and communication.
**Sidebar:** It is an expectation that for every special factor considered by the IEP team (i.e., the box is checked), the team will document the results of the consideration. If student needs are identified, the team will use the appropriate PLAAFP section to document relevant data, impact of the disability, and resulting special education needs. The team will further address those resulting needs in the relevant sections of the IEP, such as annual goals, supplementary aids and services, special education services and programs, and when required, secondary transition. If the IEP team has considered special factors and determined that there are no resulting needs, it is necessary to document why these options were considered but not selected elsewhere in the PLAAFP statement or in the Notice.
1.3 Base Line Data
PLAAFP descriptions of data must include statements of the students’ present-day performance and development (what the student can and cannot do) in subject and skill areas (see below) and contain enough details so that a general audience can understand the information. The data should include comparative data descriptive of nondisabled peers and the anticipated trajectory of learning in order to accurately and appropriately set goals.
Baseline data must be current and include information such as:
- Curriculum based assessments
- Cognitive assessment
- Student work
- Teacher observation
- Parent input
- Other relevant data
Sidebar: A variety of sources of information should be used to determine the present level of performance. When findings are confined by more than one source of information, the team to an area outcome is compiled, analyzed and synthesized, it is time to write a present level statement. Be sure to use language that clearly indicates the statement is data-based and specific to the student. If specific assessments are referenced, whole and correct titles should be used, not abbreviations. Test scores should be reported with a narrative that interprets the scores or describes the student’s performance on the test. Scores alone are not commonly understood by the general population.
Samples of various and current sources for the PLAAFP statement may include:
- Ending levels of performance on last year’s goals
- Performance on district and statewide assessments, Curriculum-Based Assessments
- Already attained in relation to grade-level standards
- Student’s abilities, interests and strengths, including non-curricular and motivators
- Current/previous strategies, accommodations or assistive technology devices or services that have already shown success
- MET Reports: For students with SLD identify the area of eligibility and how it manifests in the school environment
- Student work
- Parent input
- Medical conditions
- Communication needs
- Performance growth based on progress reports
- Teacher’s written observations
- Transition assessments
- Stakeholder’s input
- The team will also need to know how the student stands in comparison to his or her peers. Are there any gaps between a student’s ability to perform academically with grade-level skills or behave with age-appropriate developmental skills?
Areas of Potential Need
General Education Curriculum (Reading, Writing, and Math)
Provide and describe data that identifies the student’s involvement and progress in the common core standards and/or classroom environment (or in age-appropriate activities for preschool children.) Specify academic area(s) of need as indicated by the data. For students with a Specific Learning Disability (SLD), the area(s) of eligibility that apply to the student must be specified with data.
Secondary Transition Assessments
Includes age appropriate assessments related to training, education, employment, and independent living skills. Explain what the assessment data means for the student’s transition into post-secondary life.
Communication/Speech and Language
Provide and describe data that identifies the communication/speech and language needs of the student. Data in this section may also support the need for assistive technology to address hearing or augmentative communication needs. For students with a speech and language impairment, data should support specific area of eligibility.
Socio-Emotional/Behavioral
Development to the degree and quality of the student’s relationships with peers and adults, feelings about self, social adjustment to school and community environment.
Perception/Motor/Mobility
Provide and describe data that identifies gross and fine motor coordination, balance, and limb/body mobility. For students with a Visual Impairment (VI), provide and describe data provided by an orientation and mobility specialist, if necessary.
Adaptive/Independent Living Skills
Skills for academic success and independent living including personal care, preparing meals, household activities, managing resources, communication, ability to cope with the natural and social demands of his or her environment.
Medical
Health, vision, hearing, or other physical/medical issues. Include any relevant information provided by medical personnel.
Sidebar: Prioritize needs and skills remembering that you have one academic year to support and demonstrate the student’s academic/behavioral growth.
1.4 Impact and Resulting Needs:
Describe how the student’s academic, developmental, and functional needs affect involvement and progress in the general education curriculum or participation in appropriate activities for preschool or post-secondary students.
The writers of the PLAAFP must be prepared to articulate how a student learns best and how the student’s learning deficits, behavioral deficits, and/or medical conditions impede their involvement and progress in the general education curriculum and/or educational setting.
Teachers and other service providers sometimes question the difference between impact and resulting need. **The impact** is a description of how the disability affects the child’s access to and progress in the general curriculum, while the **resulting needs** describe the individualized and specialized instruction and support the student will need. Impact and resulting needs are based on the current data. Keep in mind that all areas of resulting need **must be addressed** somewhere in the student’s IEP.
**Statements of Impact** determine how the area of concern interferes with the student’s ability to participate and make progress in the common core standards and/or classroom environment or in age-appropriate activities for preschool children.
**Statements of Resulting Needs** must be written in general terms, such as a special education accommodation, modification, specialized instruction, a specific related service that will allow the student to participate and make progress in the common core state standards and/or classroom environment or in age-appropriate activities for preschool children. Indicate whether or not a goal will be developed to support the acquisition of a specific skill that relates to the impact or need.
Sidebar: The IEP team should consider and document in the PLAAFP the intellectual functioning and learning styles of the student such as...
- Visual (spatial)
- Aural (auditory-musical)
- Verbal (Linguistic)
- Physical (Kinesthetic)
- Logical (mathematical)
- Social (Interpersonal)
- Solitary (Intrapersonal)
- Social (Interpersonal)
- Solitary (Intrapersonal)
2 Case Study: Using the Three Point Framework to Writing A PLAAFP
Using the PLAAFP form, the IEP team will identify the areas of need for the Case Study: Michael, whom has just concluded the 8th grade, will be enrolling in a new school in the fall for his 9th grade year. Michael has a current IEP from his previous school. He is diagnosed as having a specific learning disability in reading comprehension, and a diagnosis of ADHD based on current medical documentation submitted by the parent.
| Student’s Name: | Michael |
|-----------------|---------|
| IEPT Date: | 10-7-2015 |
Present Level of Academic Achievement and Functional Performance
FACTORS TO CONSIDER
General
The IEP team must consider each of the following:
The strengths of the student:
Michael is less impulsive in conversations and is able to maintain focus on a topic of his interest. Michael completes his homework assignments on time when given a verbal reminder. Testing indicates his strengths to be in oral expression, which fell in the average range when compared to others his age. His written expression, fell slightly below the average range when compared to his same age peers. However, when he is provided a story starter and/or graphic organizer, he is a very capable writer. Michael likes to play any sport and draw.
Input from the parent/student for enhancing the education of the student:
According to the parent, Michael likes school most of the time and is progressing but struggles with the completion of homework assignments. Michael’s mom believes that Michael needs additional time in the resource program and less time in the general education setting. Michael enjoys video games, playing hockey and basketball. Michael’s mom states that he needs help in his science and math classes due to difficulties with understanding reading assignments.
The results of the most recent evaluation(s) of the student which may include formal/informal assessments, individual, state and/or district-wide testing:
When compared to his same age peers, Michael’s cognitive weaknesses are in the areas of comprehension knowledge SS 79, which falls in the low range, fluid reasoning SS 82, which falls in the low range, and long-term retrieval SS 79, which falls in the low range. Michael was assessed using the Woodcock Johnson IV Tests of Academic Achievement. The results indicated that Michael is significantly weak in reading comprehension. Therefore, grade level material will be quite difficult for him to read and understand.
Michael was assessed using the NWEA MAP district assessment.
| 8th Grade | Fall | Winter | Spring | Fall – 9th grade |
|-----------|--------|--------|--------|-----------------|
| Reading | 194/217| 194/219| 190/220| 189/220 |
| Language Usage | 200/216| 203/218| 217/219| 203/218 |
| MEAP | Math | Reading | Writing | Science |
|------|------------|-------------|------------------|---------|
| 7th | 4-Not Proficient | 4-Not Proficient | 3-Partially Proficient | N/A |
**Special Factors**
The IEP team must consider the following for the student (check boxes to indicate consideration):
- ☒ The communication needs of the student.
- ☒ The need for assistive technology devices and services for the student.
The IEP team must consider the following for the student, as appropriate (check all that apply):
- ☐ The use of positive behavioral interventions and supports, and other strategies, to address behavior because the student has behavior that impedes his or her learning or the learning of others.
- ☐ The language needs of the student because the student has limited English proficiency.
- ☐ Braille instruction because the student is blind or visually impaired.
- ☐ The mode of language and communication because the student is deaf or hard of hearing.
Present Level of Academic Achievement and Functional Performance
After reviewing the student’s progress in the general education curriculum and any prior special education goals and objectives, describe how the student accesses or makes progress in the general education curriculum based on grade level content standards for the grade in which the student is enrolled or would be enrolled based on age.
| GENERAL EDUCATION CURRICULUM - READING | Baseline Data | Impact and Resulting Needs |
|----------------------------------------|---------------|---------------------------|
| Involvement and progress in the general education curriculum, or participation in age-appropriate activities for preschool students. | When compared to his same age peers Michael is significantly weak in reading comprehension with a SS of 80, which falls in the low range. Michael struggles to read and understand grade level material. Michael’s mom states that he needs help in his science and math classes due to difficulties with understanding reading assignments. | **Impact:** Michael’s low reading comprehension skills impact his ability to understand the grade level common core curriculum in reading, science, and social studies.
**Resulting Need:** Michael is most successful in a smaller group settings with fewer distractions and affords him opportunities to pace his responses to questions without disrupting others in the general education setting. Books on tape and a peer buddy are accommodations that assist Michael in the general education classroom. Michael will need accommodations to support his reading comprehension in the general education setting and in all academic areas. |
| GENERAL EDUCATION CURRICULUM - WRITING | Considered, not applicable |
|----------------------------------------|----------------------------|
| | |
| GENERAL EDUCATION CURRICULUM – MATH | Considered, not applicable |
|-------------------------------------|----------------------------|
| | |
| SECONDARY TRANSITION ASSESSMENTS | On December 18, 2014, Michael completed the Student Transition Assessment Tool - Revised (STAT-R). In discussing the results with Michael, it was decided that his goal is to attend college and obtain a job in the medical field. He would like to live on his own and get a car. His EDP from May 10, 2014 was also reviewed which supported his interest in the medical field. His mother reports that he has started to help occasionally at home with starting meals, doing laundry, and grocery shopping. He realizes he needs to learn vocational skills. |
| --- | --- |
| Impact: Michael is unclear about potential medical careers and appropriate colleges. During the interview, Michael stated that he wants to get a driver’s license and find a part-time job to help with household expenses. He also realizes he needs work experience and help with managing his earnings. After the STAT and interview, Michael’s teachers felt that inviting MRS to the IEP would be a good idea, but he and his mother decided to wait until the next IEP. |
| Resulting Needs: Research medical careers. Investigate college entrance requirements, learn the driver’s training process, and learn independent living skills: banking, shopping, money management, apartment living, etc. Improve work skills to support competitive employment. Also needs to explore part time job opportunities. |
| COMMUNICATION/SPEECH & LANGUAGE | X Considered, not applicable |
| --- | --- |
| SOCIO-EMOTIONAL/BEHAVIORAL | Currently, Michael is receiving the related services of School Social Work. The general education teacher and special education teacher noted that during structured times Michael stays on task and is able to complete assignments successfully. Michael is challenged during unstructured times. He often is inattentive and disruptive. |
| Impact: Michael continues to need support with maintaining a topic during a conversation and remaining calm while interacting with his classmates. |
| Resulting Needs: Social Work services will still be needed to support his current goal of reducing impulsive behaviors such as talking out of turn during instruction, moving from assigned seating area during cooperative learning tasks, and wanting to exit the classroom during choral reading time. |
| PERCEPTION/MOTOR/MOBILITY | X Considered, not applicable |
| ADAPTIVE/INDEPENDENT LIVING SKILLS | |
|-----------------------------------|---|
| X Considered, not applicable | |
**MEDICAL**
*Health, vision, hearing, or other physical/medical issues.*
☐ Considered, not applicable
Michael has been diagnosed with ADHD, which he currently takes prescription medication for twice per day (once administered during the school day).
**Impact:** Michael has difficulty analyzing a task that has more than three steps. During unstructured times, he is often inattentive and disruptive. On days that Michael misses his prescribed dosage, he becomes impulsive by leaving his assigned seat and/or area and at times being disruptive in regards to talking out of turn.
**Resulting Need:** The general education teacher noted that peer support assists Michael with his focus.
2.1 Alignment of Resulting Needs with the Remaining IEP Components
(Programs, Services, Supplemental Aids, and Goals)
Once the PLAAFP narrative has been developed, the IEP team must identify the needed special education program and services that will allow the student to participate and make progress in the common core state standards and/or classroom environment. All areas of need as stated in the PLAAFP narrative must be addressed in one or more of the following sections of the IEP:
- annual measurable goals and instructional objectives
- supplementary aids/services/supports
- special education programs and services
- secondary transition services
**Example:** Alignment of Resulting Needs with the remaining IEP components:
(Table Talk leading to the development of the remaining sections of the IEP)
Based on gathered data and a careful review of Michael’s current academic and behavioral needs, he will continue to need the special education programs and services as follows:
| Program: | Resource Program |
|----------|------------------|
| **Supplemental Aids and Services: Accommodations/Modifications** |
| ✓ Preferential seating (sitting in back of class to reduce distractions. By doing so, Michael impulsivity is reduced due to the elimination of what is happening behind him—he can focus forward towards teacher.) |
| ✓ Color coded assignment notebook to help with organization (Blue for Math; Red for Science, etc.). |
| ✓ Blank graphic organizers will help organize information to assist with comprehension of material. |
| ✓ Small Group Settings (Resource pull out supports during Science and ELA for re-teaching materials as required) |
| ✓ “Chunking” information – breaking down lengthy reading passages into smaller selections |
| ✓ Guided-Reading Activities during Direct Instruction sessions. |
| ✓ Study Sheets/review/summaries |
| **Related Services:** SSW |
**Sample Goals:** By June 2016, when given 9th grade literary text, Michael will determine the theme or central idea of the assigned reading task and analyze in detail its development over the course of the text during the first semester with 90% accuracy in three trials as measured by collected sample student class work and written student reports.
**Sample Objectives for Michael based on required annual goal.**
| By: Within the first five weeks of the semester | The Student: Michael | Will: Recall and describe the main idea of story in a written format. | Given: A first semester assigned 9th grade reading selection | Based on: A score of 90% out of three written trials within the scheduled timeframe | As Measured By: Collected student work and written student reports |
| By: Within the first five weeks of the semester | The Student: Michael | Will: Recall, describe, and analyze the primary characters | Given: A first semester assigned 9th grade reading selection | Based on: A score of 90% out of three trials within the scheduled timeframe | As Measured By: Collected student work and guided-reading activities. |
3 Compliance Indicators for PLAAFPs
Prior to the conclusion of the annual IEPT meeting, the members need to check for quality, measurability, and meaningful outcomes by circling “Y” for yes confirming the presence of the criteria or “N” for lack of evidence of the criteria.
| Question | Y | N |
|-------------------------------------------------------------------------|----|----|
| 1. Do the current performance levels provide an accurate “picture” of the student? Including instructionally relevant information about the student. | | |
| 2. In determining the PLAAFP did the IEP team consider multiple information sources that exceed a label or test score? | | |
| 3. Does the PLAAFP narrative describe the student’s current educational, behavioral, and functional performance, including grade or functioning level as appropriate, which is sufficient to determine the goals, program and services required for the student to receive FAPE? | | |
| 4. Are the data sources current (not more than one year)? | | |
| 5. Would anyone be able to begin instruction or intervention based on the PLAAFP narratives? | | |
| 6. Is the information understandable so that goals may easily be developed? | | |
| 7. Each PLAAFP statement of need is represented either in the program, service, supplemental aids, or goals section of the IEP? | | |
| 8. Is the PLAAFP individualized? | | |
| 9. Are the student’s strengths evident in the narrative? | | |
| 10. Is the PLAAFP written in objective, descriptive terms? | | |
| 11. Does the PLAAFP reflect the concerns of the parents for enhancing the education of their child? | | |
| 12. Does the PLAAFP address all areas affected by the student’s disability? | | |
| 13. Have all special factors been considered? (e.g. health, motor skills, mobility, assistive technology, & communication) | | |
October 2015
Wayne RESA
33500 Van Born Rd. • Wayne, MI 48184
(734) 334-1300 • 734-334-1620 FAX • www.resa.net
Board of Education
James S. Beri • Kenneth E. Berlinn • Mary E. Blackmon
Lynda S. Jackson • James Petrie
Randy A. Liepa, Ph.D., Superintendent
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If participants are exclusively home visitors, you can replace the title slide with this slide.
WELCOME AND INTRODUCTIONS:
Begin the training by giving participants background information on yourself.
Provide an opportunity for participants to introduce themselves. Encourage them to use their tribal language for their introduction.
INTRODUCE THE TOPIC:
STEAM stands for Science, Technology, Engineering, Art, and Math.
Begin with an activity to get participants thinking about how their culture naturally uses STEAM (i.e., gathering berries, harvesting, carving, fishing, preparing native foods, etc.).
DISCUSSION: HAVE PARTICIPANTS SHARE WHAT STEAM SKILLS THEY USED THAT MORNING.
This will give you an idea of what they think of when they hear the STEAM acronym.
Offer examples such as cooking breakfast, making coffee, parking your car, packing your child’s lunch, checking the weather, brushing your teeth, etc.
*Emphasize: You naturally use STEAM every day! The Native way of life and culture are rich with examples of STEAM.
HSPPS Support STEAM
Subpart C – Education and Child Development Program Services
1302.30 Purpose
A program must deliver developmentally, culturally, and linguistically appropriate learning experiences in language, literacy, mathematics, social and emotional functioning, approaches to learning, science, physical skills, and creative arts.
OPTIONAL HV SLIDE 2:
Read the content on the slide first.
1. STEAM does all of this! It develops thinking and communication skills, fosters positive interactions with adults and children, and builds confidence and joy in learning. All of these skills and behaviors promote school readiness.
2. STEAM integrates areas of learning and development across the ELOF domains. In the course of exploring and investigating, children relate to others, develop concepts, express themselves, manage their emotions, and learn to problem-solve.
3. STEAM is already embedded in much of what you do. It is not something that you need to add to your curriculum or planning. Rather, it informs decisions about interactions and supports that you provide parents.
Subpart C – Education and Child Development Program Services
1302.36 Tribal language preservation and revitalization
A program that serves American Indian and Alaska Native children may integrate efforts to preserve, revitalize, restore, or maintain the tribal language for these children into program services. Such language preservation and revitalization efforts may include full immersion in the tribal language for the majority of the hours of planned class operations.
OPTIONAL HV SLIDE 3:
Read the content on the slide first.
In the last slide we talked about delivering developmentally, culturally, and linguistically appropriate learning experiences. AIAN programs are encouraged to integrate tribal language and culture into program services.
OPTIONAL HV SLIDE 4:
Read the content on the slide first.
OHS strongly supports full integration of tribal languages and culture in EHS and HS programs.
A home-based program must provide home visits and group socialization activities that promote secure parent-child relationships and help parents provide high-quality early learning experiences in language, literacy, mathematics, social and emotional functioning, approaches to learning, science, physical skills, and creative arts. A program must implement a research-based curriculum...
Additionally, home-based programs must encourage parents as the child’s first teacher and support parents as they provide high-quality STEAM experiences that build on children’s individual patterns of development and learning.
Here is a very over-simplified representation of how positive child outcomes are achieved in center-based and family child care. The teacher is working directly with the child. The child is usually in the classroom 5 days a week for around 6 hours or more each day. This means that the teacher and child have approximately 30 hours together each week.
When we look at what is different in home-based programs, the most striking difference is that the home visitor works to promote positive parenting which in turn impacts the child’s development. Part of this positive parenting includes language and cultural activities.
First, the home visitor is in the home 90 minutes once a week. Home visits are planned jointly with home visitor and parent. Home visitors provide age and developmentally appropriate, structured, and child-focused learning experiences. However, they really work with the parent to provide strategies and activities that promote parent’s ability to support the child’s cognitive, social, emotional, language, literacy, and physical development. Home visitors encourage parents to promote the home as a learning environment that is safe, nurturing, responsive, and language- and communication-rich—emphasizing tribal language and the value of cultural activities.
Home visitors also offer group socializations. Socializations are planned jointly with families and conducted with both parent and child participation. They can be held in any convenient location including classrooms, a community facility, in the home of a parent, or a field trip-like setting. Group socializations provide age-appropriate activities that are aligned with tribal and state early learning guidelines. They encourage parents to share their child development, culture, and language experiences with other parents to strengthen parent-child relationships and promote parents’ understanding of child development. This is a wonderful time to invite elders to lead language and cultural activities.
The goal of home-based programs is to provide home visits and group socializations that promote secure parent-child relationships and help parents provide high-quality early learning experiences. These home visits and group socializations offer an opportunity to share cultural ways.
HSPPS: §1302.35 Education in home-based programs.
(a) Purpose. A home-based program must provide home visits and group socialization activities that promote secure parent-child relationships and help parents provide high-quality early learning experiences in language, literacy, mathematics, social and emotional functioning, approaches to learning, science, physical skills, and creative arts.
(c) Home visit experiences. A program that operates the home-based option must ensure all home visits focus on promoting high-quality early learning experiences in the home and growth towards the goals described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and must use such goals and the curriculum to plan home visit activities that implement:
(1) Age and developmentally appropriate, structured child-focused learning experiences;
(2) Strategies and activities that promote parents’ ability to support the child’s cognitive, social, emotional, language, literacy, and physical development;
(3) Strategies and activities that promote the home as a learning environment that is safe, nurturing, responsive, and language- and communication-rich;
(4) Research-based strategies and activities for children who are dual language learners that recognize bilingualism and biliteracy as strengths, and:
(i) For infants and toddlers, focus on the development of the home language, while providing experiences that expose both parents and children to English; and,
(ii) For preschoolers, focus on both English language acquisition and the continued development of the home language; and,
(d) Home-based curriculum. A program that operates the home-based option must:
(1) Ensure home-visiting and group socializations implement a developmentally appropriate research based early childhood home-based curriculum that:
(ii) Aligns with the Head Start Early Learning Outcomes Framework: Ages Birth to Five and, as appropriate, state early learning standards, and, is sufficiently content-rich within the Framework to promote measurable progress toward goals outlined in the Framework; and,
(e) Group socialization.
(2) Group socializations must be structured to:
(ii) Encourage parents to share experiences related to their children’s development with other parents in order to strengthen parent-child relationships and to help promote parents understanding of child development;
When we look at what is different for a home visitor, the most striking difference is that the home visitor works directly with parents to promote positive parenting. To be effective, home visitors in home-based programs must know adult learning principles and have the skills to work with parents to strengthen their parenting practices so they can support their child’s healthy growth and development throughout the week, not just when the home visitor is present. Honoring the family’s culture and language is important in building these relationships and in supporting the child’s learning.
Here’s another graphic to describe home-based programs. This one is a theory of change from an article by Lori Roggman and colleagues in a 2016 issue of *Early Childhood Teacher Education*. Theory of change is simply a series of clear statements or a diagram, as we see on this slide, that portrays the changes a program is trying to make. So, we see from the solid lines that home visiting programs primarily and directly effect parenting and family well-being, which then leads to child development and well-being. This model shows us that through working with families we see change in child development and well-being. Keep this theory of change in mind as we talk about promoting STEAM development for children in home-based programs.
Source: Lori A. Roggman, Carla A. Peterson, Rachel Chazan-Cohen, Jean Ispa, Kallie B. Decker, Kere Hughes-Belding, Gina A. Cook & Claire D. Vallotton (2016) Preparing home visitors to partner with families of infants and toddlers, Journal of Early Childhood Teacher Education, 37:4, 301-313.
Support Parents in Learning About STEAM
- Help parents understand that STEAM is about how children and adults explore the world, not which facts you know.
HV OPTIONAL SLIDE 10:
Each parent will have a different comfort level with STEAM concepts. However, STEAM is about *how* children and adults explore the world—not which facts you know. Start with activities each individual family is already doing with their child and build from there. Help families feel comfortable with STEAM by helping them to identify open-ended, everyday materials such as empty jars & lids or leaves from their backyard—these materials allow for boundless exploration (and can grow with the child).
HV OPTIONAL SLIDE 11:
LEARNING ACTIVITY:
STEAM-related objects and materials can be found anywhere—both inside and outside of the home. We must support families as they find useful items and discover how they can be used to promote STEAM learning.
For this activity, use your worksheet to brainstorm objects that you may find in a child’s home that promote STEAM learning! Consider culture and language activities.
ACTIVITY FOR FAMILIES:
Share the handout “Steam is All Around” with families. Do one of the following activities with families during a home visit of your choice:
1. Brainstorm all the opportunities for STEAM learning that are found around the home or can take place during everyday routines.
2. Have families fill in the handout as they go through their week and check back with them on what they discovered at the next home visit.
3. Encourage families to add cultural activities they may attend in the community. Also, include elders—children might hear stories from their elders or learn from elders. This can be as simple as an elder sharing how they pick berries, weave baskets, or prepare traditional foods.
HV OPTIONAL SLIDE 12:
Home visitors have a great opportunity to support parents as they discover the rich opportunity that exists in everyday routines and find family activities that promote their children's STEAM skills. All parents want their children to learn critical skills and concepts to prepare them for school and life. What better way to help parents meet that goal for their children than by supporting parents as they identify and take advantage of the countless STEAM learning opportunities that occur every day in the home and community?
HV OPTIONAL SLIDE 13:
Encourage parents to introduce STEAM language as children are exploring inside and outside the home. Share the benefits of using STEAM language with their child. Discuss their tribal language and the words they use to explore and develop practical learning skills (i.e., gathering activities during certain times of the year).
HV OPTIONAL SLIDE 14:
An important way to support STEAM learning and skills is through the experiences and activities you encourage families to do at home.
In this video, a parent reads through “The Very Hungry Caterpillar” with his children. As you watch, think about all the ways the parent supports STEAM learning through this activity. Play video.
DISCUSSION: ASK PARTICIPANTS TO SHARE WHAT THEY OBSERVED.
Highlight these STEAM skills and supports.
- The parent read a book about insects that we often see in nature (caterpillars and butterflies).
- This was a hands-on activity where the children were able to find and hold the pictures that matched the book.
- The parent used scientific vocabulary such as “cocoon.”
- The parent encouraged the child to count objects shown in the picture.
- The parent followed the child’s natural exploration and curiosity by allowing her to hold up a different picture than what he asked for—perhaps a picture of interest to the child.
- The parent didn’t always act like the expert—he made it an activity to explore together with the children.
- The parent may show the children a caterpillar or a cocoon while gathering berries, greens, etc. | 6daefe04-3dd7-4358-b290-525592439883 | CC-MAIN-2024-38 | https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/no-search/iss/steam/steam-home-based-optional-presenter-notes-aian.pdf | 2024-09-20T01:03:43+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700652073.91/warc/CC-MAIN-20240919230146-20240920020146-00716.warc.gz | 188,567,091 | 2,640 | eng_Latn | eng_Latn | 0.994202 | eng_Latn | 0.996106 | [
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Tour of Remembrance
Activity Pack
www.tourofremembrance.com
This project was founded by Sarah Dennis – ‘The Veterans Sweetheart’ and sponsored by Shiny Ltd. It has two main aims; to provide easy to use, engaging educational material on Remembrance, and to fund raise for Veterans and Military Charities including Sarah’s nominated charity, the Royal British Legion. The pack provides many links to the National Curriculum.
**The Veterans Sweetheart Needs Your Help**
to reach her £1 million Target
for Veterans & Military Charities including the RBL
during her Tour of Remembrance 2014-2018.
It is Sarah’s ambition to give every child in the country the opportunity to learn the New Remembrance Anthem ‘We Will Remember Them - A Debt of Gratitude’ as well as raising awareness and understanding of the sacrifices made by our war heroes, our veterans and serving military personnel.
She hopes the use of the pack will inspire and educate pupils through enjoyable creative activities to foster in them a greater understanding and respect for Remembrance. And in addition, to help them to remember a hero from WW1 or WW2 via the ‘Remembering a Forgotten Soldier’ Activity.
**This Tour of Remembrance Activity Booklet is complimented by**
**The Royal British Legion Learning Pack Resources**
which can be downloaded as a PDF following this link
http://www.britishlegion.org.uk/remembrance/schools-learning/learning-resources
**The Royal British Legion learning pack for Key Stages 1-4**
provides an educational journey through the War and remembrance covering subjects such as History, English, Citizenship etc.
The RBL have also developed a special App called Somme 100, a fantastic Commemorative Toolkit which can be downloaded free of charge from the Apple App Store and the Google Play Store.
# CONTENTS
**ACTIVITY 1**
Nomination of Remembrance Ambassadors ................................................. 4
**ACTIVITY 2**
Remembering a Forgotten Soldier ............................................................. 5
**ACTIVITY 3**
Remembrance Anthem and Nostalgic Songs .............................................. 8
**ACTIVITY 4**
The Story of the Remembrance Poppy .................................................... 13
**ACTIVITY 5**
Poetry Project .......................................................................................... 19
**ACTIVITY 6**
Fundraising/Event Planning ....................................................................... 20
**ACTIVITY 7**
WW1 Questionnaire ................................................................................... 24
**ACTIVITY 8**
WW2 Questionnaire ................................................................................... 25
**ACTIVITY 9**
National Service and Conflicts since 1945 Questionnaire ....................... 26
**ACTIVITY 10**
Guardian Angel .......................................................................................... 27
**ACTIVITY 11**
Making a Paper Poppy .............................................................................. 29
**ACTIVITY 12**
Trips/Visits/Guest Speakers ....................................................................... 30
**ACTIVITY 13**
Case Studies .............................................................................................. 31
**REFERENCE SECTION**
Links To National Curriculum ..................................................................... 41
Certificate .................................................................................................. 44
Project Credits ........................................................................................... 45
Activity 1
NOMINATION OF REMEMBRANCE AMBASSADORS
Responsibilities of the Remembrance Ambassadors
(with the help of the member of staff overseeing the project)
To plan and oversee the Tour of Remembrance project throughout the year
To hold regular meetings to assess progress of activities including fundraising
To communicate the progress to the student group
To Liaise with outside bodies
How many Remembrance Ambassadors should you have?
Each establishment needs to decide their preference
Possible options include
• 2 ambassadors (If a mixed school / educational establishment
(1 boy and 1 girl – as per the Head Boy Head Girl Tradition)
• Remembrance ambassadors from each student group, creating an Ambassador team, from which different roles could be allocated e.g. Chairperson, Head of Communications, Finance Officer, and assistant roles etc
• Schools may choose to select their Remembrance Ambassadors from each class in the Year 9 group, this being the year in which students learn a lot about the World Wars.
• Whatever your school or establishment agrees is sufficient to give the project the focus it deserves.
Suggested nomination methods
The member of staff overseeing the project to ask for nominations for the role of Remembrance Ambassadors from the student group
Students then to vote for their preferred Ambassador(s)
If a limited number of Ambassadors is the chosen option, in the case of a tie (where 2 students receive the same number of votes) the students will be asked to write a 100 words explaining their vision for the project and what they hope to achieve by the end of the year. The member of staff will then be required to choose the person to take up the role.
Activity 2
REMEMBERING A FORGOTTEN SOLDIER
LESSON PLAN
| SUBJECT / NC LINK | HUMANITIES / IT |
|-------------------|----------------|
| LESSON TITLE | REMEMBERING A FORGOTTEN SOLDIER |
| LESSON DURATION | 1-2 LESSONS |
| LEVEL | KS1-KS4 |
Lesson Objectives
• Use ICT to research War memorials and information about soldiers
• To use research to create own ‘forgotten soldier’ and complete remembrance card
Lesson Objectives From the National Curriculum
• explore challenges for Britain, Europe and the wider world 1901 to the present day
• conduct a local history study
Summary of Tasks / Actions
1. Each student to visit www.roll-of-honour.com and on the top banner, choose your country of residence (England, Wales etc.) Then from the drop down list choose the appropriate alphabetical option to your County and click on the correct one. (e.g. England H-M, England Lancashire).
2. Select the WW1 & 2 drop down menu and choose a memorial near to you, or in a city that you would like to find out about. You can do this more than once and have a look at the pictures of the memorial and the names on it - is there any information about the soldiers?
3. Sketch an image of your chosen memorial and choose one of the soldiers names with information about them. Write down 3 facts about this soldier and what memorial their names are written on and present to the class.
4. Complete the remembrance card Activity on the next page.
Materials and Equipment
IT suite, plain paper, pencil, scissors, photocopier, gapped Remembrance Card sheet from the pack.
References
www.roll-of-honour.com
www.justgiving.com/teams/tourofremembrance www.tourofremembrance.com
REMEMBERING A FORGOTTEN SOLDIER
“A man is not yet dead while his name is still spoken”
– Terry Pratchett
Remembrance Anthem Card
Instructions:
1. Print out the template on the next page in COLOUR and on CARD.
2. Each pupil to fill in their NAME, SCHOOL and DATE in the blank space provided in PEN.
3. Each pupil to go back to their research and choose the name of 1 soldier from a memorial who had no information about them. This is their ‘forgotten soldier’. Fill in the name of this soldier on the Remembrance card in the blank box SOLDIERS NAME.
4. Teacher to laminate after completion, if desired. The cards can be left as A6 for display purposes or folded in half to make them pocket sized.
REMEMBRANCE ANTHEM
We Will Remember Them
A Debt of Gratitude
There is no finer love than that they showed
We will remember them as poppies fill
With each crimson petal they heard the call
They gave their lives for us that much we know
They sacrificed for us that we may grow
and live our lives in peace and happiness
God send your guardian angel on their shoulders to rest
We will remember them land air and sea
They sacrificed for us for you and me
We’ll sing our song for them throughout the land
and with honour and compassion pay more children understand
Remember them as poppies fill
Remember them they heard the call
They gave their lives for you and me
So we live Happily Happily Free
© Published by Shiny Ltd.
Visit www.justgiving.com/teams/tourofremembrance
or text: SDVS99 £amount to 70070
Download
Original recording by: Sarah Dennis
Visit www.tourofremembrance.com
Written and Composed by: Sarah Dennis
The Veterans Sweetheart
REMENBRANCE ANTHEM
We Will Remember Them
A Debt of Gratitude
There is no deeper debt of gratitude our Nation Owes
We will remember them as poppies fill
With each crimson petal they heard the call
They gave their lives for us that much we know
They sacrificed for us that we may grow
and live our lives in peace and happiness
God send your guardian angel on their shoulders to rest
We will remember them land air and sea
They sacrificed for us for you and me
We’ll sing our song for them throughout the land
and with honour and compassion pay more children understand
Remember them as poppies fill
Remember them they heard the call
They gave their lives for you and me
So we live Happily Happily Free
© Published by Shiny Ltd.
Visit www.justgiving.com/teams/tourofremembrance
or text: SDVS99 £amount to 70070
Download
Original recording by: Sarah Dennis
Visit www.tourofremembrance.com
Written and Composed by: Sarah Dennis
The Veterans Sweetheart
REMENBRANCE ANTHEM
We Will Remember Them
A Debt of Gratitude
There is no finer love than that they showed
We will remember them as poppies fill
With each crimson petal they heard the call
They gave their lives for us that much we know
They sacrificed for us that we may grow
and live our lives in peace and happiness
God send your guardian angel on their shoulders to rest
We will remember them land air and sea
They sacrificed for us for you and me
We’ll sing our song for them throughout the land
and with honour and compassion pay more children understand
Remember them as poppies fill
Remember them they heard the call
They gave their lives for you and me
So we live Happily Happily Free
© Published by Shiny Ltd.
Visit www.justgiving.com/teams/tourofremembrance
or text: SDVS99 £amount to 70070
Download
Original recording by: Sarah Dennis
Visit www.tourofremembrance.com
Written and Composed by: Sarah Dennis
The Veterans Sweetheart
LESSON PLAN
SUBJECT / NC LINK | MUSIC
---|---
LESSON TITLE | REMEMBRANCE ANTHEM & NOSTALGIC SONGS
LESSON DURATION | 1-3 LESSONS
LEVEL | KS1-KS4
Lesson Objectives From the National Curriculum
• Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression
• Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions
• Listen with increasing discrimination to a wide range of music from great composers and musicians
• Develop a deepening understanding of the music that they perform and to which they listen, and its history
Summary of Tasks / Actions
1. Teacher to download the original and backing track version of the anthem. Display lyrics to song on the board or print out for students. They also have a copy of the lyrics on their remembrance cards.
2. Listen to the original version and sing along with the track a line at a time as a class, or a section at a time.
3. Perform with the backing track and test the pupils ability to remember the lyrics off by heart. Remember - this is an anthem and the aim is for it to be remembered.
4. This can be performed as a class or pick out some pupils to try a solo - have fun with it!
5. Learn other Nostalgic songs in the same manner and use as you like for assembly or class performances. You could even get different groups to learn a different nostalgic song each and put on their own performance of it to the class.
Materials and Equipment
Computer to download tracks from www.tourofremembrance.com
Audio device for playing music, lyrics (provided) on whiteboard or printed.
References
Anthem Backing Tracks and Original
https://www.youtube.com/watch?v=onD_wT6CKZg Sing Along We’ll Meet Again
https://www.youtube.com/watch?v=V70LZnMccss Sing Along It’s a Long Way To Tipperary
https://www.youtube.com/watch?v=F6wAXdVVaBM Sing Along Pack Up Your Troubles
WE WILL REMEMBER THEM – A DEBT OF GRATITUDE
There is no finer love than that they showed
There is no deeper debt of gratitude our Nation Owes
We will remember them as poppies fall
With each crimson petal they heard the call
They gave their lives for us that much we know
They sacrificed for us that we may grow
and live our lives in peace and happiness
God send your guardian angel on their shoulders to rest
We will remember them land air and sea
They sacrificed for us; for you and me
We’ll sing our song for them throughout the land
and with honour and compassion pray more children understand
Remember them as poppies fall
Remember them they heard the call
They gave their lives for you and me
So we live Happily Happily Free
This song was written by Sarah Dennis - The Veterans Sweetheart and is a modern day Remembrance Anthem
Point to note in the lyrics;
“We will remember them as poppies fall”
- this refers to the Festival of Remembrance held every year at the Royal Albert Hall in London, where poppy petals are dropped from the ceiling and each petal represents a life lost
see video here https://youtu.be/Ndeiw16Lk90
Download the original and backing track version of the Anthem here http://www.tourofremembrance.com
PACK UP YOUR TROUBLES
This is a WW1 marching song written in 1915 by brothers George Henry Powell and Felix Powell. The song was aimed at boosting morale, recruiting in the forces and defending Britain’s war aims.
A sing along version is available here
Pack up your troubles in your old kit-bag,
And smile, smile, smile,
While you’ve a lucifer to light your fag,
Smile, boys, that’s the style.
What’s the use of worrying?
It never was worth while, so
Pack up your troubles in your old kit-bag,
And smile, smile, smile.
IT’S A LONG WAY TO TIPPERARY
Another WW1 song written by Jack Judge.
A sing along version is available here
Up to mighty London
Came an Irishman one day.
As the streets are paved with gold
Sure, everyone was gay,
Singing songs of Piccadilly,
Strand and Leicester Square,
Till Paddy got excited,
Then he shouted to them there:
It’s a long way to Tipperary,
It’s a long way to go.
It’s a long way to Tipperary
To the sweetest girl I know!
Goodbye, Piccadilly,
Farewell, Leicester Square!
It’s a long long way to Tipperary,
But my heart’s right there.
(repeat)
Paddy wrote a letter
To his Irish Molly-O,
Saying, “Should you not receive it,
Write and let me know!”
“If I make mistakes in spelling,
Molly, dear,” said he,
“Remember, it’s the pen that’s bad,
Don’t lay the blame on me!
It’s a long way to Tipperary,
It’s a long way to go.
It’s a long way to Tipperary
To the sweetest girl I know!
Goodbye, Piccadilly,
Farewell, Leicester Square!
It’s a long long way to Tipperary,
But my heart’s right there.
Molly wrote a neat reply
To Irish Paddy-O,
Saying “Mike Maloney
Wants to marry me, and so
Leave the Strand and Piccadilly
Or you’ll be to blame,
For love has fairly drove me silly:
Hoping you’re the same!”
It’s a long way to Tipperary,
It’s a long way to go.
It’s a long way to Tipperary
To the sweetest girl I know!
Goodbye, Piccadilly,
Farewell, Leicester Square!
It’s a long long way to Tipperary,
But my heart’s right there.
WE’LL MEET AGAIN
A WW2 song made famous by Vera Lynn.
This song resonated with soldiers going off to fight and their families and sweethearts.
The assertion that “we’ll meet again” is optimistic, as many soldiers did not survive to see their loved ones again.
A singalong version can be found here
We’ll meet again,
Don’t know where, don’t know when,
But I know we’ll meet again, some sunny day.
Keep smiling through,
Just like you always do,
Till the blue skies drive the dark clouds, far away.
So will you please say hello,
To the folks that I know,
Tell them I won’t be long,
They’ll be happy to know that as you saw me go
I was singing this song.
We’ll meet again,
Don’t know where, don’t know when,
But I know we’ll meet again, some sunny day.
LESSON PLAN
| SUBJECT / NC LINK | ENGLISH / LITERACY |
|-------------------|--------------------|
| LESSON TITLE | THE STORY OF THE REMEMBRANCE POPPY & POETRY PROJECT |
| LESSON DURATION | 1-2 LESSONS |
| LEVEL | KS1-KS4 |
Lesson Objectives From the National Curriculum
**Speaking**
- Ask relevant questions to extend their understanding and build vocabulary and knowledge
- Participate in discussions, presentations, performances and debates
**Reading**
- Listen to, discuss and express views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
- Read a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors
- Learn to appreciate rhymes and poems, and to recite some by heart
- Participate in discussion about what is read to them, taking turns and listening to what others say
- Recognise a range of poetic conventions and understanding how these have been used study setting, plot, and characterisation, and the effects of these
**Writing**
- Say out loud what they are going to write about
- Composing a sentence orally before writing it
- Sequence sentences to form short narratives
- Re-read what they have written to check that it makes sense
- Discuss what they have written with the teacher or other pupils
- Read aloud their writing clearly enough to be heard by their peers and the teacher
Summary of Tasks / Actions
1. Teacher to read out the introductory section to the class
2. Arrange class into 4 groups and assign a section of the story to each group
3. Each group to present their section to the class and either answer the questions themselves or ask the rest of the class for the answers based on what they have presented.
4. Teacher to read out and/or lead the group reading of the 4 lines from The poem ‘The Fallen’
5. Teacher to explain poetry competition in Activity 5
Materials and Equipment
Tour of Remembrance Activity pack
References
http://www.flandersfieldsmusic.com/thepoem.html
http://www.greatwar.co.uk/poems/moina-michael-we-shall-keep-faith.htm
www.justgiving.com/teams/tourofremembrance
www.tourofremembrance.com
In 1914 in the fighting zones of Flanders, the devastation caused to the landscape created a wasteland of churned up soil, smashed up woods, and muddy fields. The soldiers had little choice but to live in an underground network of holes, tunnels and trenches, infested by rats and lice.
Following the cold winter at war in 1914. The spring of 1915 began to warm up the countryside, and April and May were unusually warm. Plants started to grow in the devastated land.
One of the plants that grew on and around the battle zones was the red field poppy. Poppy seeds can lie dormant in the ground for a long time. If the ground is disturbed during the early spring the seeds will germinate and the poppy flowers will grow.
This is what happened in parts of the front lines in Belgium and France where the ground was disturbed by the fighting. The poppy seeds lying in the ground began to grow during the warm weather in the spring and summer months of 1915, 1916, 1917 and 1918.
The sight of these delicate, vibrant red flowers growing on the shattered ground caught the attention of a Canadian soldier by the name of John McCrae. He noticed how the poppies were blowing amidst the crosses on the burial ground. At times the sights and sounds of nature could be seen and heard through the fog of battle. Soldiers spoke of how birds, and most particularly the lark, could be heard twittering high in the sky even during the fury of an artillery bombardment. Following the burial of a dear friend John McCrea composed the poem that we know today as Flanders fields. The first lines of the poem have become some of the most famous lines written in relation to the First World War.
IN FLANDERS FIELDS POEM
The World’s Most Famous WAR MEMORIAL POEM
By Lieutenant Colonel John McCrae
In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place: and in the sky
The larks still bravely singing fly
Scarce heard amid the guns below.
We are the dead: Short days ago,
We lived, felt dawn, saw sunset glow,
Loved and were loved: and now we lie
In Flanders fields!
Take up our quarrel with the foe
To you, from failing hands, we throw
The torch: be yours to hold it high
If ye break faith with us who die,
We shall not sleep, though poppies grow
In Flanders fields
Composed at the battlefront on May 3, 1915
during the second battle of Ypres, Belgium
We Shall Keep the Faith
by Moina Michael, November 1918
Oh! you who sleep in Flanders Fields,
Sleep sweet - to rise anew!
We caught the torch you threw
And holding high, we keep the Faith
With All who died.
We cherish, too, the poppy red
That grows on fields where valour led;
It seems to signal to the skies
That blood of heroes never dies,
But lends a lustre to the red
Of the flower that blooms above the dead
In Flanders Fields.
And now the Torch and Poppy Red
We wear in honor of our dead.
Fear not that ye have died for naught;
We’ll teach the lesson that ye wrought
In Flanders Fields.
GROUP 1
In Flanders Fields was the Inspiration for the Memorial Poppy
It was the dedication of two women who promoted the poppy as the “Memorial Flower. The initial campaign was the inspiration of an American woman, Miss Moina Belle Michael. Who came to be known as “The Poppy Lady”
It was November 1918. Moina Belle Michael was on duty at the YMCA Overseas War Secretaries’ headquarters in New York. A young soldier passed by Moina’s desk and gave her a copy of the “Ladies Home Journal”
Browsing through the magazine, she came across a vivid colour illustration and the poem “In Flanders Fields”. By John McCrae.
Moina had read the poem before, but on this occasion she found herself transfixed by lines from the last verse
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields
As she read it she made a personal pledge to “keep the faith”. And to wear a red poppy in remembrance.
Compelled to make this pledge she scribbled down a response to McCrea’s poem. She titled her poem “We Shall Keep the Faith”.
GROUP 1 QUESTIONS
1. Who was known as ‘The Poppy Lady’?
2. What inspired her to wear a red poppy as a symbol of Remembrance?
3. Where did she find the poem?
GROUP 2
The First Poppies Worn in Remembrance
Moina searched the shops until she found 25 artificial red silk poppies. When she returned to the YMCA Headquarters later that evening she gave out 24 poppies for delegates to wear. And kept one poppy for herself. The delegates gave Monia ten dollars for the poppies so this was the first sale of the Flanders Fields Memorial Poppy on 9th November 1918.
Campaign for the Poppy as a National Memorial Symbol
Moina Michael continued to campaign for the Poppy emblem to be adopted as the United States national memorial symbol. She began a tireless campaign at her own expense, starting with a letter to her congressman in December 1918 asking him to put the idea to the War Department which he immediately did.
The Poppy and help for wounded Ex-servicemen
During the winter of 1918/19 Monia Michael visited wounded and sick men who were hospitalized in and around New York City. She wanted to find what extra things she could do for them in addition to the medical care they were receiving.
Learning about their needs gave her the impetus to widen the scope of the Memorial Poppy idea. She continued to work alone promoting the idea. By the end of 1919 Moina had experienced little success and was beginning to lose hope. However, in the early 1920s a number of organizations adopted the red poppy as a result of Moina’s dedicated campaign.
GROUP 2 QUESTIONS
1. How many poppies did Moina initially buy?
2. What was the date of the first sale of the Flanders fields memorial Poppy?
3. Who Paid for Monia’s campaign?
Group 3
Anna Guérin: “The French Poppy Lady”
In September 1920 a French woman by the name of Madame Anna E Guérin attended the National American Legion convention representing the French YMCA. Inspired by Moina Michael’s idea of the poppy, she began to support the campaign. As the founder of the “American and French Children’s League” she organized French women, children and war veterans to make artificial poppies out of cloth. These poppies were sold and the proceeds used to help fund the restoration of the war-torn regions of France.
1921: French Poppies Sold in America
In 1921 Madame Guérin arranged for the French made poppies to be distributed across America. Millions of these French-made poppies were sold between 1920 and 1924. The funds raised went directly to the League to help areas of France that had been devastated by the First World War.
In 1921 Anna Guérin sent some French women to London to sell their artificial poppies. This was the introduction to the British people of Moina Michael’s idea of the Memorial Poppy. Madame Guérin went in person to visit Field Marshal Earl Douglas Haig, founder and President of The British Legion. She persuaded him to adopt the Flanders Poppy as an emblem for The Legion. This was formalized in the autumn of 1921.
The first British Poppy Day Appeal was launched that year, in the run up to 11th November 1921.
GROUP 3 QUESTIONS
1. What was the name of the French Poppy Lady?
2. What was she the founder of?
3. Where did the funds raised by the sale of the French poppies go?
GROUP 4
The Lady Haig poppy factory, Scotland
The Earl Haig fund Scotland was set up as Scottish Charity in 1921 by its founder Field Marshall Earl Douglas Haig. In 1926 Countess Dorothy Haig, wife of Earl Haig, founded the poppy Factory in Edinburgh, the birthplace of her husband.
From a humble start in March 1926, of ‘two workers, a pair of scissors and a piece of paper’, numbers soon rose to 28 by which time, the bulk of the poppies required for Scotland had been made. And there was a waiting list of 117 men who wished to be employed by the factory.
The charity now trades by the name of Poppy Scotland, based in Edinburgh. The lady Haig poppy Factory produces over 4 million poppies each year. Approximately 30 veterans with disabilities are employed at the factory.
GROUP 4 QUESTIONS
1. Where was poppy factory founded?
2. What did the 117 men want to do?
3. How many poppies are produced each year?
Class Activity – Read by teacher and / or all class together
The Fallen
There were many poems written during wartime which convey the great sense of loss and inspire us to remember. Four lines from one such poem are associated and quoted at Remembrance ceremonies. This poem was first published in the Times newspaper on 21st. September 1914.
From the poem ‘The Fallen’ by Laurence Binyon.
They shall grow not old, as we that are left grow old.
Age shall not weary them, nor the years condemn.
At the going down of the sun and in the morning
We will remember them”.
Activity 5
POETRY COMPETITION
Literary Devices you could use
- Rhyming
- Alliteration
- Analogies
- Metaphors
- Similes
- Personification
- Onomatopoeia
- Adjectives
INSTRUCTIONS
You are to write your own poem on the subject of Remembrance of up to 120 words in length, taking inspiration from the activities you have carried out and anything you have learned regarding the importance of Remembrance.
PRIZE
The winner gets printed poem on remembrance card – all sales of the card to raise funds for Veterans & Military Charities including the Royal British Legion.
EXAMPLE POEM
Battle of the Somme - By Alexandra Edwards, from Rochdale aged 23
The gates of hell were unbarred that day
Bodies in many rows did lay
Death had come to claim the soul of the Old Guard
The 1916 Battle of The Somme was filled with horror, too many had seen
It showed the horror of the war machine
One million men lost in trench warfare
A figure too large for many to bear
British, French and German blood stains the ground
Discarded helmets in a mound
The pounding of artillery, the cries of fear
Reinforcements being sent up from the rear
The tide of battle with its ebb and flow
With numbers of dead continuing to grow
Each side convinced their cause is just
And victory is a must
The price of freedom comes at a great cost
For life is not freely tossed
Sacrificed with glory and pain
Our duty of Remembrance remains
Their lives we did treasure
Thousands gave their final measure
Although today we pause in solemn reflection
Still more souls are added to Deaths’ collection
BACKGROUND
Sarah met Alex, a young creative writer and Poet, at a fundraising gig for SSAFA, Christmas 2015. They chatted about The Tour of Remembrance Project and Sarah asked Alex to write a Piece about the Battle of the Somme. Sarah would like to thank Alex for her amazing work and for allowing her to include it in this pack.
Fundraising progress tracker for Remembrance Ambassadors to update everybody monthly
| MONTH | EVENT | FUNDS RAISED |
|---------|---------------------|--------------|
| January | Cake Sale | £77.80 |
| February| Car Wash | £106.56 |
| March | Sponsored Silence | £400.40 |
**TOTAL**
Ideas for Events list to be given to Ambassadors to plan in calendar with Staff member in charge of project
**Fundraising Events Ideas**
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www.justgiving.com/teams/tourofremembrance www.tourofremembrance.com
How to create a Just Giving page and link it to the Tour of Remembrance Team Page
N.B. You need to have an active fundraising page of your own in order to be able to join the Tour of Remembrance Team.
SEVEN SIMPLE STEPS TO CREATING YOUR OWN FUNDRAISING PAGE FOR A VETERANS CHARITY
1. Visit www.justgiving.com and create an account by clicking on the ‘Get Started’ link
2. Enter your email address, name and password to create a new account. (Teachers will have to do this with their own school email to create one class or school account)
3. When prompted ‘are you raising for a registered charity?’ click yes
4. Enter your address details
5. When prompted ‘search for your cause’ enter ‘ROYAL BRITISH LEGION’ or another Veterans Charity of your choice.
6. When prompted, select ‘Personal Challenge’
7. Fill in the form about your event type as follows; (with details according to your own school)
THREE EASY STEPS TO LINK YOUR PAGE TO THE TOUR OF REMEMBRANCE TEAM PAGE
1. Once your page is created – visit www.justgiving.com/teams/tourofremembrance
Here you will be able to see other team members and how they are doing against their targets. You will also see the £1 million target and how the whole team is doing against the team target.
2. SIMPLY Click on ‘join the team’ and it will say
You are about to join “Tour of Remembrance”.
Click Join team
3. Enter the details of the Fundraising Page you have just created and that’s it.
Everything you fundraise and upload to your page will be donated straight to your chosen charity and be noted on your page as well as being counted towards the team total for the Tour of Remembrance.
Happy Fundraising.
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WW1 QUESTIONNAIRE
These questions are based on the Royal British Legion Learning Pack which can be downloaded here http://www.britishlegion.org.uk/remembrance/schools-learning/learning-resources
WW1 QUESTIONS
1. When did WW1 begin and end for Britain?
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2. When the British government asked for volunteers, did they get a good response?
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3. How many men fought in the First World War?
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4. Of the 15000 men from British colonies in the Caribbean, how many did not survive?
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5. What is the name of the award for extreme bravery?
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6. British boys lied about their age in order to sign up. How old was the youngest one?
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7. Whose assassination was the catalyst that started the First World War?
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8. Which nations were Britain’s allies and which were the enemy?
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9. What was known as the Western Front?
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10. What is so significant about the Dardanelles and Gallipoli?
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answers on page 43
WW2 QUESTIONNAIRE
These questions are based on the Royal British Legion Learning Pack which can be downloaded here http://www.britishlegion.org.uk/remembrance/schools-learning/learning-resources
WW2 QUESTIONS
1. When and why did WW2 begin?
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2. What was important about Dunkirk??
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3. What was the Battle of Britain and how long did it last?
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4. What was the Blitz?
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5. What was significant about Pearl Harbour?
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6. What was the longest Battle of the Second World War and how long did it last?
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7. When was D – Day and what happened?
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8. What is known as the Holocaust?
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9. What was VE day and when did it happen?
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10. Was VE Day the end of the war? .......................................................................................
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answers on page 43
Activity 9
NATIONAL SERVICE & CONFLICTS SINCE 1945 QUESTIONNAIRE
These questions are based on the Royal British Legion Learning Pack which can be downloaded here http://www.britishlegion.org.uk/remembrance/schools-learning/learning-resources
1. What was National Service?
2. When did it end?
3. List the names of the Conflicts in the 1940’s
4. List the names of the Conflicts in the 1950’s
5. List the names of the Conflicts in the 1960’s
6. List the names of the Conflicts in the 1970’s
7. List the names of the Conflicts in the 1980’s
8. List the names of the Conflicts in the 1990’s
9. List the names of the Conflicts in the 2010’s
10. Find and name the places on your lists on the map and include the start date of the Conflict
11. Where have British Forces been deployed as peacekeepers?
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Activity 10
GUARDIAN ANGEL
Colour in or paint one or all of the Guardian Angels below to send to a member of the armed forces who is currently serving to keep us safe and free.
‘God Send Your Guardian Angel on Their Shoulders to Rest’
First Name ___________________________ Age _________
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You could even draw your own Angel like the one below drawn by Clarissa aged 12 from Lancashire England
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How to Make a Remembrance Poppy
Each poppy will require six rectangular pieces of red tissue paper measuring 9cm x 6cm. One green pipe cleaner and a small strip of black crepe paper.
Place the six pieces on top of each other, so that you have six layers of tissue.
Place the template onto the tissue layers and draw around it.
Now cut out the shape, cutting through all six layers.
Arrange the cut pieces, so that they make a flower shape.
Using the green pipe cleaner, pierce through the centre of the flower and push about three centimetres of the pipe cleaner through the flower. Wrap the small strip of black crepe paper around the small protruding piece of pipe cleaner then fold the small piece of pipe cleaner in half and squash into the centre to make the flower seed head.
Gently separate the petals and shape to give the flower a realistic appearance.
| VENUE | DATE | ATTENDED | MY FAVOURITE PART ABOUT THIS VISIT |
|------------------------|----------|----------|------------------------------------|
| War Museum | 19/11/15 | ✓ | Having my picture taken next to the old weapons |
| Fusilier Museum | | | |
| National Memorial Arboretum | | | |
| Memorial Trip | | | |
| Other Ideas | | | |
| SPEAKER | DATE | WHAT I LEARNED |
|----------------------------------------------|----------|-------------------------------------------------------------------------------|
| Cadets | 11/11/15 | What kind of activities they do to prepare them for the forces |
| RAF | | |
| Veterans Champion from area council | | |
| RBL representative | | |
| Other Veterans Charities Representatives | | |
| Representative from your local Veterans Association | | |
Activity 13
CASE STUDIES
Extracts from the Book ‘A Debt of Gratitude’ written by Gary Bridson-Daly.
These case studies have been included in the pack with the kind permission of Gary Bridson-Daly, author of the book ‘A Debt of Gratitude’ which details the real life experiences of WW2 veterans from all backgrounds, nationalities and cultures who served in the British and Commonwealth Forces.
Gary has kindly agreed to release new case studies each year and given his permission for them to be included in the pack. Sarah would like to thank him sincerely for this invaluable contribution.
SERGEANT JOHN CLARKE MBE
6th Battalion Black Watch & 1st Battalion Argyll and Sutherland Highlanders
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JOHN’S STORY
*As soldier in the famous ‘Black Watch’, he saw fierce front line action and service in;
*Tunisia and Algeria, North Africa.
*Monte Casino, Italy, in all phases of the battle.
*Greece, Balkans, against ELAS Communist fighters.
*Present as additional security during an attempt on the life of Winston Churchill in Athens, Greece in 1944.
*Palestine, Middle East, and was at the King David Hotel in Jerusalem when it was bombed in 1946.
*In 2004 awarded an MBE for his work with various associations including the Monte Casino and Polish Veterans associations.
John’s war started in 1939 whilst serving an Engineering Apprenticeship with Metropolitan Vickers in Trafford Park, working on the Sea Scan Naval Radar System, during that time he had the additional duties of a Fire Fighter on factory fire watch putting out incendiary bombs during air raids in the Blitz. He enlisted in 1941 in Manchester at 17½ years of age in the Highland Regiment and at 18 years old was transferred to the 6TH Battalion Black Watch. In 1942 he trained at Perth, Dundee, Scotland, Lea-on-Sea and Southend on the Essex Coast, England. He served in many places and in many varied terrains and kinds of battles always at the ‘Sharp End’ in the forefront of battle, this started in 1943 when he was sent to Algeria and Tunisia to take part in the North African Campaign where he was in the 4th British Division, 1st Army.
Then in 1944 he was sent with the 4th British Division to fight in Italy as part of the 8th Army. As the Italian Campaign raged on throughout 1944 John found himself in many places including the famous battles of Monte Casino, where he was involved in all stages of the battle from start to finish. In late 1944 he was transferred to Greece again with the 4th British Division and ended up fighting in a very different kind of ‘Guerrilla’ warfare situation against the Communist ELAS fighters. This went on until half way through 1945 when his 6th Battalion (Territorial) was stood down in Greece, John was then transferred to the 1st Battalion Argyll and Sutherland Highlanders. He was sent with them as part of the 6th Airborne Division to help in Policing duties in Palestine.
with the British forces that were tasked with containing the growing Jewish Resistance fighters such as the Irgun. It was whilst serving there that on July 22nd John was present at the British Military and Administrative Headquarters at the King David Hotel in Jerusalem when the infamous Bombing took place, again John found himself at the heart of ‘Guerrilla’ style warfare. Upon returning to England in 1947 he was demobbed in York, bringing to an end a military career that had put him right at the frontline of many conflicts from the Deserts of North Africa, to the Mountains of Italy and Greece to the streets of British Mandate Palestine.
During the Campaign in Italy John was involved in many battles all the way up and through the country, and he was engaged in all phases of the particularly hard battles at Monte Casino where combat took place against Elite German Paratrooper Units. The appalling weather conditions throughout most of the Italian Campaign slowed the Allied Forces down considerably, and once D-Day the Invasion of Western Europe had begun to many out there it seemed like they had become a ‘Side Show’ or ‘Forgotten Campaign’. Many of the men who fought in Italy had already fought in North Africa and Sicily and had not even been home. John now shares with us various recollections from his time in the…
FEROCIOUS BATTLES OF MONTE CASSINO
“Some of the things I remember about the Battles at Monte Casino, well we had to deal with many things including the lack of reinforcements from the UK as most resources were being taken in preparation for D-Day, and what is still never really mentioned was that in Italy we were opposed by the cream of the German Army, German Paratroopers, Panzer Grenadiers, Hermann Goering Division and Austrian Alpine Troops, far superior to those defending the Normandy Beaches.”
“As a result of fighting such professional soldiers the battles were hard and nasty with a lot of vicious close quarter hand to hand fighting with small arms and bayonets against a tough and ruthless enemy in a very difficult terrain, this of course lead to many casualties on both sides and the frequent bad weather didn’t help, it significantly slowed down our advance, and I remember in some places where there was phosphorus in the wet soil so when our troops dug slit trenches they would get this phosphorus on their uniforms, and at night this would illuminate them and make them easy targets for German Snipers, we lost quite a few of our boys that way.”
Later on that year in December 1944 John found himself with the Black Watch in a different theatre of war in Greece, and after being ordered to be additional security and help escort some VIP’s in the centre of Athens he was be witness to something quite unexpected…
AN ASSASINATION ATTEMPT ON WINSTON CHURCHILL
“There was stiff resistance from ELAS, many of whom were regular Greek soldiers, but civilians during daylight. On Boxing Day, I had received an order to join a party of VIP’S who were gathering to hold a special meeting. I made contact near the town square. The party turned out to be headed by Winston Churchill and Antony Eden along with
the Archbishop of Greece, with numerous MP’s”.
“As we walked along the business area, a shot rang out, a bullet flashed before my eyes, and I heard the familiar sound of a bullet hitting flesh. The lady behind me fell to the ground, dead, there was nothing I could do. Her name was Erula, an interpreter aged around 40. The shot had been meant for Winston Churchill, he was lying on the ground, surrounded by his escort. Soon afterwards, the sniper was caught, it turned out to be a Bulgarian girl aged about 19.”
“The Greek Campaign was the most brutal I had taken part in. Amazingly, the Atlee Government, in order not to offend the Russians after the war, did not issue a campaign medal to those who had taken part. Instead, they officially awarded the Italy Star, which all those already involved there had already won before being sent to Greece. This was not a campaign against the Germans, the Italy Star was!”
LEADING AIRCRAFTMAN NEIL FLANIGAN MBE
Royal Air Force – Bomber Command
NEIL’S STORY
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*Joined the RAF in Kingston, Jamaica in Dec 1943 and after training became part of Ground crew in Bomber Command.
*Completed specialist trade training as an Aircraft Engineer and became a Leading Aircraftman (LAC).
*Worked on Instrument repair and servicing of Aircraft on many RAF bases, including the planes and gliders of the ill fated Arnhem Mission in Sep 1944.
*Continued to serve in the RAF until 1947 before being demobbed in Preston, Lancashire.
*In 2002 Neil was honoured with an MBE for his very commendable work on various committees and associations and community projects throughout London.
There were many incredible people from many parts of the United Kingdom and countries around the world who answered the county’s call to arms during World War Two, each contributing in their own special way, the determination they brought and the skills they learnt helped Great Britain and her Commonwealth forces defeat Nazism. Neil is another fine example of that, having come far from home in Jamaica where he volunteered and signed up in Kingston in 1943 to serve the ‘Mother Country’ in her time of need. He served from 1943-1947 in Bomber Command as an Aircraft Engineer in the Ground Crew on various RAF Stations in the UK, servicing many types of aircraft for many types of missions including the famous Operation Market Garden mission to Arnhem in Holland in September 1944. Not quite sure what to expect before coming to England to serve in the RAF he reflects and shares various thoughts from those early days, starting with being the...
**39th MAN TO VOLUNTEER FROM JAMAICA**
“When I joined the Royal Air Force in Jamaica in Dec 1943 I did not think I would be in England, I did not know what war was all about, the tragedies, the traumas, the difficulties, and the other side of war, the death and the destruction. However, I was the 39th man to volunteer from Jamaica, and I was one of a batch of about 20 men from Jamaica coming over at that time, once in the UK we started our basic training at RAF Cardington in Bedfordshire, this we all did along with other Englishmen who were conscripted, because as you probably know Jamaicans were not conscripted they were volunteers. After we were reasonably trained after eight weeks we were...”
marched out at a parade and then we were despatched to training camps to learn a skill or to join a squadron of the Royal Air Force. I was shipped off to learn how to repair instruments on the bombers and on the transport aircraft at RAF Melksham in Wilshire at the No.12 School of Technical Training. Naturally like with all new skills you have to spend four, five, six weeks training and we passed the exams, much to everybody’s surprise, and have the confidence to do the job on your own even at an early stage because manpower was short and the job difficult, then after that you were sent to an operational base. Even in those days you didn’t realise the gravity of your responsibility, you had to get aircraft flying, you had to get them serviced, you had to keep them going, whether it be snowing or raining or it be sunshine, you were trained to take responsibility and do your job efficiently, your confidence grew as you grew older and to this end I suppose I survived well and became accustomed to it all”.
During the Second World War many West Indians came forward and volunteered for service from many parts of the Caribbean, it is at this point we look closer at their contribution to our war effort as part of the British and Commonwealth forces.
**WEST INDIAN SERVICEMEN’S CONTRIBUTION TO THE BRITISH AND COMMONWEALTH FORCES**
The Caribbean Colonies of the British Commonwealth had a population of approximately 14 million at the outbreak of World War Two. About 16,000 West Indians volunteered for service alongside the British, of these over a hundred were women who were posted overseas, 80 chose to serve in the Woman’s Auxiliary Air Force (WAAF) and about 30 in the Auxiliary Territorial Service (ATS), they came from many islands such as Jamaica, Antigua, St. Lucia, Bahamas, Trinidad and Tobago, Barbados, British Guiana and Bermuda.
Of this around 6000 West Indians served with both the Royal Air Force and the Canadian Air Force in every role from Fighter Pilots and Bomber Pilots to Bomb Aimers and Air Gunners, and also as Ground Staff which varied from Aircraft Engineers to Administration roles.
At sea thousands of West Indians served in the Merchant Navy, this very dangerous service had a very high casualty rate with nearly a third of all seamen killed during wartime service, and on land the Caribbean Regiment was formed from one thousand volunteers, they served as part of the British Army seeing service in Egypt and Italy, and the Royal Engineers also had highly skilled West Indian technicians within its ranks.
Neil Flanigan was a part of that overall contribution, serving at many RAF Stations in the UK, and whilst he was based at RAF Keevil near Trowbridge in Wiltshire as part of the 299 Squadron in Sep 1944 he worked on Sterling Bombers and Horsa Gliders (pictured below), and recalls preparing them for a very special airborne assault to capture vital bridges around Arnhem in Holland, here Neil describes...
**OPERATION MARKET GARDEN AS SEEN BY THE GROUND CREW**
“I was rather fortunate I went to many camps and went to work on a camp that had Sterling bombers, which was an aircraft that bombed the Germans but also had the capacity to pull gliders across. I can recall the day of the Battle of Arnhem when the gliders were taking off with men strapped with guns, bombs, put on gliders and shipped off to the battle of Arnhem which unfortunately was not a success at that time. The casualties were high, the weather was awful and the Germans knew the British were coming, so it was a massacre, terrible thing indeed, and I was there when we were seeing them off on that fateful day, many of whom would not return!”
*Betty lived through and experienced the two biggest conflicts of the 20th Century, World War One and World War Two.
*As a child of eight during World One she witnessed Germany’s new terror weapon the Zeppelin as it flew low over her area in Salford on a bombing mission.
*During World War Two in addition to her regular job Betty was an Air Raid Warden as part of the ARP’s - Air Raid Precautions for the Civil Defence Service.
*Betty was the longest serving Girl Guide in Great Britain with over 90 years in the organisation, and also served for over 40 years in the WRVS - Women’s Royal Voluntary Service continually giving her time freely for others around her.
*Amongst her many awards for ‘Service to the Community’ were the MBE in 1996, the Mayor’s Citizen Award in 2007 and the Point of Light Award in 2014.
When I interviewed Betty Lowe in 2014 in her native Salford this wonderful lady was an incredible 105 years old and had lived through and witnessed over a century of British history. Betty officially the oldest resident of Salford had memories that stretched back over two World Wars and was one of the few people alive in the United Kingdom who amazingly had memories and stories from both the First World War where at the age of eight in 1916 she vividly remembers seeing a German Zeppelin flying low over Salford on its way to bomb somewhere near Manchester, to later on in the Second World War when Betty was one of the people assigned as an Air Raid Warden to help direct people from their offices to shelters during air raids and doing her bit to contribute as part of the Civil Defence at home in the UK.
Her story is one of long service of helping others and whilst doing so breaking a few records along the way, Betty was the longest serving Girl Guide in the United Kingdom starting at the age of 11 in 1919 and putting in over a staggering 90 years of service during which time she went on to be Girl Guide Leader and later became vice president of Girl Guiding for Greater Manchester West, and in recognition of that being made an honorary Lifetime Guide in the ‘Trefoil Guild’. During that time Betty also gave over 40
years voluntary service to the WRVS (Women’s Royal Voluntary service) at Hope Hospital in Salford where she still worked up until the age of 102 in the canteen, and all of this whilst working full time for 62 years as an Invoicing clerk for various companies, mainly for Morris and Ingram in Salford where Betty worked throughout the war years until her retirement.
Betty was never married and did not have children and so channelled all the energies of her life into continually helping and giving to others around her and this was rightly rewarded in 1996 when she was awarded an MBE by the Queen at Buckingham Palace for her lifelong services to the community, and in 2014 when David Cameron awarded her the ‘Point of Light Award’ given to honour those who have made an exceptional difference to their community he said of her “She had lived and breathed serving others”.
It is because Betty’s memories reached so far back into the twentieth century that it gives the truly unique opportunity to hear recollections from the Home Front from each of the World Wars, captured here are some of the things shared with me in conversations and from the video I did with her that covered and linked these historical conflicts starting with….
**WORLD WAR ONE AND ZEPPELINES OVER Salford and Manchester**
“What I can remember is we were all playing outside and this noisy plane came over and they said it was a Zeppelin and it wasn’t like our aeroplanes it was quite a heavy looking thing and it was quite low and all the mothers came out and dragged us all inside and told us that we hadn’t to go outside until had gone, but they never let us out again that day”.
Fascinated by having the opportunity to talk face to face with one of the few people left in Great Britain who could say firsthand about seeing a Zeppelin during the First World War, I asked Betty to tell me more about the experience, I was told….
“As children we thought we were looking at ‘Flying Sausages’, nobody had ever seen anything like it before, it was like seeing something from another world, because of this that we were watching it for a long time, going I think towards Manchester, no one including our parents really knew what this was or what it was doing here, until later that it is when it was dropping bombs on people!”
Twenty five years later as a grown woman Betty was again experiencing the enemy in the sky over Salford and Manchester, and this time as an Air Raid Warden was actively involved in helping and directing people away from the danger, Betty now tells us about her memories of…
**BEING AN AIR RAID WARDEN IN THE SECOND WORLD WAR**
“You became an Air Raid Warden when you reached a certain age but before that we
used to leave our houses during an air raid and have to go to shelters ourselves, people used to come down and tried to make things better by brewing tea and bringing cakes. Later I was working at Morris and Ingram’s and I had to go because we had to do war work and I took a man’s job so the lad could go in the Army, they never employed women before the war but when the war broke out that all changed”. “When the sirens went I was doing my Air Raid job in the office at St. Ann’s Rosary School on Liverpool Street, as the Raids came I had to dash to the offices and call the people out and we had to tell them where to go and stand with our bucket and the syringe for dealing with Incendiary Bombs, all we could really do then was hope for the best and wait until it was all over”.
It was a great privilege to spend time interviewing Betty as it is with all veterans and in this case to connect with two of the most historical events of the twentieth century.
Gary Bridson-Daley.
LINKS TO NATIONAL CURRICULUM
As outlined in the UK National Curriculum on GOV.UK, this project will allow pupils in KS1-KS3 to explore the topic of remembrance and the war through cross-curricular links.
ENGLISH
The Poetry Project and the WW1/2 Questionnaire and debate will allow pupils to;
**Speaking**
- ask relevant questions to extend their understanding and build vocabulary and knowledge
- articulate and justify answers, arguments and opinions
- give well-structured descriptions and explanations
- participate in discussions, presentations, performances and debates
**Reading**
listen to, discuss and express views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
read a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors
learn to appreciate rhymes and poems, and to recite some by heart
participate in discussion about what is read to them, taking turns and listening to what others say
recognise a range of poetic conventions and understanding how these have been used
study setting, plot, and characterisation, and the effects of these
**Writing**
say out loud what they are going to write about
composing a sentence orally before writing it
sequence sentences to form short narratives
re-read what they have written to check that it makes sense
discuss what they have written with the teacher or other pupils
read aloud their writing clearly enough to be heard by their peers and the teacher
The role of the Remembrance Ambassador will allow pupils to;
gain, maintain and monitor the interest of the listener(s)
consider and evaluate different viewpoints, attending to and building on the contributions of others
select and use appropriate registers for effective communication.
MUSIC
The Remembrance Anthem and Nostalgic War Songs will allow pupils to;
• play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression
• use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions
• listen with increasing discrimination to a wide range of music from great composers and musicians
• develop a deepening understanding of the music that they perform and to which they listen, and its history
ART
The Making A Paper Poppy section will allow pupils to;
use a range of materials creatively to design and make products
HUMANITIES
The Remembering A Forgotten Soldier, WW1/2 Questionnaire and debate, Trips/Visits will allow pupils to;
• build on their knowledge of globes, maps and atlases and use these geographical tools routinely in the classroom and in the field
• name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
• locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
• explore ideas, political power, industry and empire: Britain, 1745-1901
• explore challenges for Britain, Europe and the wider world 1901 to the present day
• conduct a local history study
CITIZENSHIP
• Explore human rights and international law
• Explore diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
WW1 QUESTIONNAIRE ANSWERS
1. For Britain WW1 began on 4th August 1914 and ended on 11th November 1918.
2. Yes – the government asked for 100,000 volunteers and 75,000 applied within the first month.
3. 65 Million men fought in the first world war, from 30 different countries.
4. 185 were killed and 1071 died of sickness – so in total 1256 did not survive. Still more were wounded.
5. The Victoria Cross. 628 were awarded in the first world war.
6. He was found to be just 12 and was sent home.
7. It was the assassinations of Archduke Ferdinand, the heir to the Austro-Hungarian Empire, in June 1914 that caused Britain to declare war on Germany.
8. Britain’s allies were France, Russia and from 1917 the USA. The enemy forces were the Central Powers; Germany, Austria, Hungary with Turkey.
9. It was the area where the majority of the British Troops fought. It is where the Battle of the Somme took place. It was a defensive line of trenches starting in Belgium running all the way to Switzerland.
10. In 1915 British troops along with Australian and New Zealand forces attacked Turkey in The Dardanelles. Allied forces were defeated in Gallipoli and suffered over 200,000 casualties.
www.justgiving.com/teams/tourofremembrance
WW2 QUESTIONNAIRE ANSWERS
1. Just 21 years after the end of the First World War, the Second World War began in September 1939 when Nazi Germany invaded Poland.
2. 226,000 British Forces and 110,000 were rescued from the beaches of Dunkirk in a multitude of various ships.
3. It lasted from July to September 1940 and was the first Battle ever to be fought entirely in the air.
4. The aerial bombing of our cities by the German war planes.
5. This is when the Japanese attacked US Forces on 7th December 1941.
6. The Battle of the Atlantic was the longest Battle, it lasted five years eight months and five days from 1939 to 1945.
7. D Day was on 6th June 1944. It was codenamed operation Overlord and was the largest amphibious attack from water to land in history. Many dies but it marked the beginning of the end for the Nazi regime.
8. The Nazi’s systematic murder of over 6 million people. The Nazi’s targeted Jewish people, Roma (Gypsies), disabled people, Slavs and Poles.
9. VE Day stands for Victory in Europe Day which was announced on 8th May 1945.
10. No. Thousands of Allied Forces were still fighting in the Far East against the Japanese. It was not until 15th August 1945 that the official Allied Victory over Japan Day (VJ Day) was declared, marking the Global end of the Second World War.
www.tourofremembrance.com
Certificate
Please accept this certificate
Presented on behalf of Sarah Dennis
The Veterans Sweetheart
for taking part in fundraising activities
as part of the Tour of Remembrance
Signed..........................................................Date.......................................................
SARAH DENNIS -
THE VETERANS SWEETHEART
www.veteranssweetheart.co.uk
www.justgiving.com/teams/tourofremembrance www.tourofremembrance.com
Project Credits
The Tour of Remembrance Activity Pack
A joint collaboration between Director of Shiny Ltd:
Sarah Dennis BA (Hons) Business, PGCE, from Radcliffe Lancashire
& Samantha Richards – BMus (Hons), PGCE, Music Teacher from Bury Lancashire.
Other Credits
Gary Bridson-Daly - Author of ‘A Debt of Gratitude’
Alexandra Edwards - Author of ‘The Battle of the Somme’
Jean Swanson – Bury Library Service
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‘Mister Justice’ David Kilgour
HOW CANADA CAN HELP SUBVERT THE WORLD’S WORST REGIMES
PLUS: THE WORLD’S GRIMMEST THEME PARKS
AND: INTRODUCING DIPLOMAT’S NEW WINE COLUMNIST
George Fetherling: To Timbuktu and beyond
Aaron Shull: Why Canada needs a foreign spy agency
Destinations: A special invitation to Brazil
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Volume 19, Number 2
Table of CONTENTS
DIPLOMATICA |
Letters to the editor ................................................................. 7
Verbatim: Jamaican High Commissioner on CARICOM ........... 8
Good Deeds: Diplomats help the Canadian Council for the Blind... 10
Diplomatic Agenda: An FTA with Dominican Republic? ............ 11
Q&A: Aaron Shull on the need for a foreign spy service .......... 13
DISPATCHES |
Crusading for human rights and responsible government:
David Kilgour lists the world’s biggest trouble spots ................ 16
Kilgour’s Five-Point Program for dealing with China ............... 23
Remembering: A tour of the world’s grimmest theme parks ....... 24
Debunking oil sands myths ..................................................... 26
DELIGHTS |
Books: A bevy of African reads starting with Timbuktu .............. 28
Books: Short reviews of three books on oil ............................. 32
Entertaining: The beauty of basic recipes ............................... 34
Homes: Kuwait’s residence is a Rockcliffe wonder .................. 36
Wine: Our new columnist debuts with rosé ............................ 38
Canadiana: William Jackman, rescuer and hero ....................... 39
Envoy’s album ........................................................................ 40
New arrivals in the diplomatic community ............................... 42
DIPLOMATIC MISSIONS ......................................................... 44
DESTINATIONS |
Brazil’s envoy invites you to visit ........................................... 49
ALL RIGHTS RESERVED. The publisher assumes no responsibility for unsolicited material. No part of this magazine may be reproduced in any form without written permission from the publisher. The views expressed in the articles are those of the authors. © 2007 ISSN 1190-8343 Publication Mail # 40957/514. Return undeliverable Canadian copies to: Diplomat Magazine, P.O. Box 1173, Station B, Ottawa, ON K1P 5R2
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New meaning of ‘never again’
In spite of much earnest talk by governments, coalitions, and the United Nations itself, human rights abuses persist while the world passively watches. It’s a source of great frustration for David Kilgour, a lawyer and politician who’s spent most of his life fighting for international causes. This tall wiry man with the agility and energy of an Olympic athlete will take up pretty well any cause when he perceives injustice. I remember running into him one evening in Room 200 of the West Block. With his trademark lightning speed, he gave me the details of a story about a young Iranian who was about to be executed. “Is there anything you can do?” he asked. “They’re going to kill him tomorrow.”
That’s what David Kilgour does. An injustice has occurred? Do something – now. One of his best-known efforts was his leadership role in producing an independent report, co-authored by David Matas, senior legal counsel for B’nai Brith Canada, into allegations of organ harvesting of Falun Gong practitioners in China. But that’s just one example – there are dozens more causes he has championed in the name of basic human rights.
In our cover essay, Mr. Kilgour lists the world’s human-rights trouble spots and argues that Canada must reassert its once-good international reputation by encouraging democracy in the planet’s 40 surviving despotic regimes. He also offers a five-point plan on how Canada can encourage democratic revolution in China.
In the same package, Diplomat contributor Don Cayo visits some of the world’s most troubling places: the Killing Field at Choeng Ek, where Pol Pot’s Khmer Rouge killed some 20,000; Auschwitz and Birkenau, where German Nazis and their co-conspirators killed as many as 1.5 million, most of them Jews; and then to Rwanda where Hutus hacked hundreds of thousands of their Tutsi neighbours to death. Mr. Cayo discovered that these sacred sites of remembrance are treated by some as amusement parks of evil but he still recommends visiting them because most people treat them with the solemnity they deserve. On a personal level, his grim travels stirred in him a resolve to speak out sooner and more strongly.
Both Mr. Kilgour and Mr. Cayo make the point that while we fervently think “never again,” we keep seeing atrocities “again and again.”
Human rights were front and centre this summer thanks to last month’s Beijing Olympics which also brought attention to another world problem: the environment. Reporting from the Alberta oil sands, writer Laura Neilson Bonikowsky puts pollution caused by that province’s industry into perspective. China, which accounts for 20 per cent of global emissions, is adding emissions equivalent to those of Alberta, every single month, she discovers.
There’s much else in this issue. Writer George Fetherling offers a wide-ranging essay on books about Africa; book reviewer George Abraham looks at recent publications on oil; food columnist Margaret Dickenson offers a few culinary tricks while culture editor Margo Roston tours the expansive home of Kuwaiti Ambassador Musaed Al-Haroun and his wife, Fatma Al-Khalifa.
And, we introduce a new wine columnist. Beckta dining & wine customers will know Pieter Van den Weghe’s face. He’s been running the front part of the restaurant for the past couple of years and took over as sommelier this year. We’ll miss Stephen Beckta, who’s been delighting our readers with his wine knowledge since 2004. But time pressures involved in opening a second restaurant meant he had to put his pen to rest. And, we know you’ll enjoy the words of his successor. Welcome, Pieter.
Jennifer Campbell is Diplomat’s editor.
UP FRONT
Photographer Ben Welland: “I felt I was going into this shoot blind. I hadn’t researched this man at all. I’d forgotten that a month earlier, when researching organ harvesting in China, I’d seen a press conference he’d done. I was sure that the guy behind the podium was the next social awareness prophet. Then, in his garden photographing him, I realized the unthinkable. I’d promised I wouldn’t forget. But I did. His name. His cause. Everything. I am a part of the problem. I picked the man’s brain. Now I’m a champion for his cause. People need to know. And I needed to remember.”
‘The vast majority of Iranians want democracy’
Nazanin Afshin-Jam responds to Diplomat’s interview with Iran’s chargé d’affaires
After reading an interview with Seyed Mahdi Mohebi, the (former) chargé d’affaires of the Islamic Republic of Iran’s Ottawa embassy in the July-August issue of Diplomat magazine, I shook my head in disbelief.
He said: “Iran has turned into a great country. Just compare for a moment what Iran was before to what it is now – in any arena, whether military, education, women’s issues, industry. All of these have been changed during these 30 years [since the revolution] regardless of enemies, regardless of pressure and sanctions. For a little example, 55 per cent of Iran’s university educators are women.”
If Iran has “turned into such a great country,” why would it be experiencing the No. 1 brain drain in the world as documented in IMF’s 2006 report? Why are thousands of Iranians escaping via dangerous routes through Iraq’s landmine-infested mountains to try to claim refugee status through the UNHCR?
Iran is one of the wealthiest countries in the world, but its leaders are more interested in expanding Islam, in supporting foreign factions such as Hezbollah and Hamas than looking after their citizens’ social welfare. One-third of Iranians live under the poverty line and many more must work two or three jobs just to make ends meet. This explains the massive unemployment, excessive inflation, despondent population and spike in drug abuse, prostitution and HIV/AIDS.
Iran has the highest number of executions in the world per capita. Students who stand up for freedom, women who demand equal rights and workers who ask for their right to unionize face imprisonment, torture and even execution. Thousands more are being persecuted daily for their ethnicity or religious beliefs. Among the most oppressed are the Baha’is, whose seven leaders were recently arrested and whose students are not allowed to attend university unless they recant their faith.
While Iran’s founding father, Cyrus the Great, advocated for religious tolerance and an end to slavery 2,500 years ago, today, Azeris, Kurds, Baluchis, Christians, Zoroastrians, Jews, Sunni Muslims and Sufis fear the implementation of a new bill calling for the execution of converts and of bloggers who promote “prostitution, apostasy or corruption.”
How can women’s conditions have improved – as Mr. Mohebi suggests – when the life of a woman is valued at half of a man’s life under the law?
Why was Nobel Peace Laureate Shirin Ebadi forced to stop practicing as a judge simply based on gender? Women can no longer run for the presidency, let alone attend a soccer match at the local stadium. They must ask permission from their husbands or fathers to travel. There is inequality in divorce, custody and inheritance laws, to say nothing of the forced veiling of women. Mr. Mohebi credits the current regime with the success of women’s 55 per cent participation in university teaching. Why, then, has a new bill been introduced in parliament to put a quota on admitting women to university?
Mr. Mohebi is wrong to claim “Iran’s judiciary system is just like any other country’s. It’s a system that works independently. It has rules….we must trust the system, the judge.”
We cannot trust a system that stones to death Jafar Kiani for adultery despite the order forbidding that execution from the head of the judiciary.
How can we trust a system that executes children in breach of the International Covenant on Civil and Political Rights and the Charter of the Rights of the Child – to which Iran is a party – with more than 130 minors currently on death row?
What other “judiciary” allows its judges to rule based on elm-’ghazi (divine knowledge of the judge) as was done in determining that Makwan Moloudzadeh engaged in homosexual activity with a 13-year-old boy and so hanged in public?
I was also offended this comment by Mr. Mohebi: “We have talked so much about Zahra Kazemi, who was an Iranian national. We have gone through that. It’s a little off the topic now.”
A Canadian citizen was raped, tortured and murdered in the hands of Iran’s government. Her body has still not been returned to her son in Canada. We can never talk too much about Zahra Kazemi, even if Saeed Mortazavi, himself, an official implicated in her murder, is tried in an international tribunal for crimes against humanity.
I hope that the readers of Diplomat recognize that President Mahmoud Ahmadinejad, supreme leader Ali Khamenei and charge d’affaires Seyed Mahdi Mohebi do not represent the voices of the Iranian people, the vast majority of whom thirst for a free, secular, democratic system based on human rights and the rule of law.
If the contents of this letter were ever broadcast in Iranian media, the station would be shut down and I would most likely be imprisoned and possibly killed.
Editor’s note: Nazanin Afshin-Jam was born in Tehran during the Iranian Revolution. Her family was forced to flee and immigrate to Canada when her father was jailed and tortured by the Revolutionary Guard under the new regime. She is an international human rights activist, singer/songwriter, actress and former Miss World Canada 2003. She is co-founder and president of the Stop Child Executions organization and currently serves on the board of the Canadian Race Relations Foundation. Ms. Afshin-Jam mounted a successful campaign to save Nazanin Fatehi, 21, sentenced to hang in Iran in 2007 for defending herself and her niece during an attempted rape. Ms. Fatehi fatally stabbed one of their three attackers. Ms. Afshin-Jam received the “hero for human rights award” at the UN, and will be given the UBC alumni global citizenship award this fall.
Our Caribbean countries have a unique relationship with Canada, going back to the colonial past when, for a time, the Atlantic provinces and some Caribbean territories shared the same colonial governor. Trade between the then-British West Indies and the Atlantic provinces began well before those provinces traded elsewhere in Canada. It is not surprising therefore that the fledgling Royal Bank of Canada established its first-ever branch in the Bahamas, while the Bank of Nova Scotia chose Jamaica as the site for its first branch. Nor should it be surprising that the most enduring items of our trade in goods are rum from the Caribbean and fish from Atlantic Canada.
Today our relations are much more complex than (they were) then. Flowing from our shared principles and values, we have many common concerns at the international and regional levels, concerns which have seen us join forces to secure mutual objectives. Canada has maintained its support of CARICOM development goals not only at individual country level, but also as a regional integration movement. Tourists from our countries exchange visits, though with the weather in our favour, the exchange is also in our favour.
Importantly, though, the people-to-people links are not just through tourism, as the substantial presence of Caribbean people and those with Caribbean antecedents in all walks of life in Canada will attest. We are proud of the contribution which our people have made, and continue to make, to Canada’s growth as a major player on the global stage and to the enrichment of Canada’s multicultural heritage. At the same time, the Caribbean diaspora remains engaged with their native lands and supportive of our region’s thrust for sustainable development, good governance and the security of our democratic institutions. Here too, as dual citizens, they are well placed to influence political outcomes of interest to their native and adopted countries.
We mark the 35th anniversary of the founding of CARICOM at a time of serious global economic challenges, challenges which at best, could slow down the region’s development. The global prices of food and energy are causing difficulties for countries with stronger economies than ours. And, as the impact is felt in both developed and developing countries, any hope for a new development-centred global trade agreement recedes further into the gulf of inflexibilities and protectionism. What began so encouragingly as the Doha development round of global trade negotiations [has now collapsed]. Among those who could suffer most will
Those who’ll suffer most from the collapse of the Doha round of trade negotiations are small, vulnerable economies such as those in the Caribbean, Ms. Coye says.
Marking the 35th anniversary of CARICOM were five high commissioners including, from left, Rajnarine Singh (Guyana), Evadne Coye (Jamaica), Brandon Browne (Organization of Eastern Caribbean States), Michael Smith (Bahamas), Camille Robinson-Regis (Trinidad and Tobago), along with Nathalie Ménos, Haitian chargé d’affaires, and Natalie Cox, first secretary of the Barbados high commission.
be small, vulnerable economies such as ours in the Caribbean.
While the deepening of our integration movement into the CARICOM single market and economy will help to mitigate the shocks, our openness to external markets will not spare us. If here in Canada it is said that when the U.S.A. sneezes, Canada catches a cold, CARICOM states could go as far as adding pneumonia to the imagery, since we would also catch cold from both Canada and the U.S.A.
But this is not about gloom and doom. It’s about confronting the challenges of the future and the strategies which at national and regional levels we implement to secure our objectives. It’s about recognizing and honing the creative genius of our people and enhancing the opportunities of each sector of our societies to strengthen our development. It’s about effective, coordinated response to the socio-economic issues which bedevil our countries. And it’s about the support from, and collaboration with, friendly countries to achieve our development goals.
It is significant then, that this 35th anniversary also sees the deepening of Canada-CARICOM relations, which took a positive step forward when (Prime Minister) Stephen Harper met with Caribbean leaders in Barbados in July last year. We welcome the start of the implementation of the programs for development support which the prime minister pledged in Barbados. His visit marked the renewal of the exchange of high level visits between Canada and the Caribbean. We look forward to the Canada-CARICOM summit to be held here later this year and anticipate the continuation of Canada-CARICOM trade negotiations, which should lead to an agreement by the end of 2009.
On behalf of the governments and peoples of the Caribbean community, my colleagues and I and the staff of our respective missions affirm to you our vision of a Caribbean whose creative, resilient and skilled people unite successfully in the fight against poverty and for sustainable development; a Caribbean already renowned for its beauty and generous hospitality, now to be known as centres of excellence in various streams of human endeavour; a Caribbean whose children are drawn back to play their part in a vibrant economy where the rights of all are respected. Our work here in Canada is sustained by that vision.
Evadne Coye is the Jamaican high commissioner.
The Canadian Council for the Blind has created a relationship with not just one but several embassies and high commissions in Ottawa.
So far, the Indian high commission, the Pakistan high commission and the embassies of Romania, Jordan, Iraq, Lebanon, Kuwait, Azerbaijan, Afghanistan and Thailand have all helped out the council by hosting fundraisers. Most hosted dinners for 10 to 20 people where the head of mission acted as the host and the council sold tickets to the dinner to raise money for its programs. The council always has a staff member present and usually sends a couple of blind or vision-impaired clients as well.
Romanian Ambassador Elena Stefoi held a larger fundraiser at her embassy in her capacity as president of the Ottawa Diplomatic Association. The Iraqi embassy, under Ambassador Howar Ziad, co-hosted the event which attracted several diplomats, business leaders and politicians, including House of Commons Speaker Peter Milliken, and received support from Foreign Affairs and International Trade.
“The embassies have shown real generosity,” said Jim Prowse, executive director of the council. “The dinners give us a chance to talk to them about our programs and it gives them a chance to talk to us and tell us about their organizations.”
Obviously, the council has benefited financially from the relationships. But it’s also gained a lot from the networking opportunities.
“Just meeting people from different countries and offering to share ideas helps,” Mr. Prowse said.
The council, for example, has started a computer training program for the blind and vision-impaired thanks to the funds raised. That might be something diplomats would be interested in doing in their countries, Mr. Prowse said.
“And there are the small things. Peter Milliken came to the Romanian event and commented on the wonderful job we were doing for the blind. That sort of thing keeps politicians focused on the issue,” he said.
Many of the dinners came about after the Canadian Council for the Blind invited diplomats to take part in its annual curling bonspiel. The Finnish embassy used the opportunity to do a little team-building with its staff, Mr. Prowse said.
“We had a really good showing at that,” he said.
His group is trying to create an international blind curling program and he figures it might be something that will interest his new diplomatic contacts who might want to take the program to their countries too.
“You never know how these things will grow,” he said.
The Thai ambassador hosted the most recent dinner and when one of the council’s blind clients needed a drive, Ambassador Snanchart Devahastin didn’t hesitate: He offered to send a car around to pick her up. And that’s just one of many heartwarming stories he could tell, Mr. Prowse said.
The Dominican Republic, a nation with its share of historical firsts, is on the verge of another – this time in its relations with Canada.
*Quisqueya*, as the Dominican Republic used to be called by its original Tainos inhabitants, is the site of the first permanent European settlement in the Americas. In fact, it was the first colony in America – colonized by Spain in 1492 – and gained its independence from Haiti on Feb. 27, 1844 to become a formal republic.
Santo Domingo, the national capital, was also the first colonial capital in the New World and the site of the first cathedral, university, European-built roads and fortress.
The latest first comes in the form of a partnership with Canada. Final negotiations are under way for a free trade agreement (FTA) between the two countries to foster economic integration by progressively eliminating barriers to trade and investment.
Bilateral trade reached $160 million from January to May, with Canadian exports accounting for most – $112 million – or a 62 per cent increase over the same period in 2007.
In a regional context, the Dominican Republic is among a number of countries completing trade negotiations with Canada. Mexico, Chile, Costa Rica, Peru and Colombia have already signed agreements.
The Dominican Republic and Canada are coming up on their second round of negotiations, scheduled for Sept. 29 in Santo Domingo. The first round was held last December in Ottawa, with Dominican and Canadian experts joining businessmen representing the Agrobusiness Board and the Dominican-Canadian Chamber of Commerce. The round went well and concluded with both parties thinking the agreement could be fast-tracked and maybe completed by the end of 2008.
What started in March 2002 with exploratory meetings between Canada and the Dominican Republic is now part of Canada’s formal effort, starting in 2007, of developing ties with Latin America and the Caribbean countries. Canadian agreements are on the horizon with Panama, El Salvador, Honduras, Nicaragua, Guatemala and the Common Caribbean Market, known as CARICOM.
Canada already has a privileged status in the Dominican Republic, particularly in the mining sector, thanks to Barrick Gold’s $2.8 billion investment earlier this year in Cotui, a small town at the centre of the island. According to official data, Canadian investment in our country, between 1996 and March 2006, reached $645 million, including mining, finance, tourism, trade and services. But trade is growing fast. The total investment for all of 2006 alone was $1.8 billion thanks to large investments in the mining sector later that year.
A Canada-Dominican Republic FTA would be a new stimulus for both countries, with heavy equipment exports from Canada for Dominican infrastructure. Meanwhile, the Dominican Republic mainly sends agricultural products and textiles to Canada.
Dominican exports to Canada are mainly nickel, agriculture products such as cacao, coconuts, vegetables and cigars, fine stones for jewellery and finished products from Canadian investments in free zones in electronics, textiles, agro-industry, medical supplies, cotton and shoes. Dominican’s free zones, like those elsewhere, receive raw materials imported free of taxes or tariff and export final products under a special customs regime to facilitate placement in the international market.
Canadian exports are diversifying a connection that started in the early 18th century in the north part of the country and include cooking oil, fish, industrial equipment, printing paper, chemical products and the production of Dominican coins by the Royal Canadian Mint.
When it comes to tourism, the Dominican Republic beckons Canadians to destinations like Puerto Plata, Samana, Punta Cana, Santo Domingo and La Romana. In 2007, we received 714,000 tourists from Canada, second only to those from the U.S., all of them fulfilling a holiday dream. Our target is to attract a million annual visitors from Canada in the next few years.
In a globalized world, creating a climate of confidence and legal protection for foreign investors is in itself a form of capital. Our country has eased regulations and established international standards that correspond to a universal legal framework of protection for foreign investment.
Political life has been reinforced in recent decades to the point where we have an outstanding democratic process thanks to a free and transparent electoral process which has counted on high participation.
from its citizens and support from the international community.
Our country covers 48,442 square kilometres and has almost 10 million inhabitants.
Our highways are among the most modern in the Caribbean, receiving visitors and local travellers from eight international airports and 11 seaports situated close to production activities, and harnessing our state-of-the-art telecommunications.
This development has been spurred by a decade of intense free trade negotiations.
In 1998, Dominican authorities negotiated the CARICOM agreement, then the Central America Common Market, followed by a partial agreement with Panama. Next came the 2004 Dominican Republic-Central American Free Trade Agreement with the U.S.
The Dominican Republic allied itself with CARICOM during negotiations with 25 European Union states in a recently completed agreement. Colombia and MERCOSUR (the Southern Common Market of Argentina, Brazil, Paraguay and Uruguay) have expressed their intention to sign a FTA with the Dominican Republic.
The main objectives of a free trade agreement (as set out in Article XXIV of the 1994 Customs and Trade Agreement, part of the Marrakech Agreement that settles WTO disputes) between Canada and the Dominican Republic are:
- regional integration towards a Free Trade Area of the Americas, and progressive elimination of trade and investment barriers;
- recognition of differences in size and degree of development among countries and equitable solutions to problems that arise from these differences;
- promotion, protection and enhancement of foreign direct investment
- diversification of trade;
- efficient bureaucratic procedures.
The goals go beyond physical commodities. They include immigration concerns, education, labour, professional recognition and environmental considerations.
Certainly an FTA with Canada would contribute to the growth and consolidation of our relations. It would fortify peace and democracy and strengthen the fight against poverty. Conditions in both countries are favourable for negotiating and signing the agreement. Let’s profit from this opportunity.
Why Canada needs a foreign intelligence agency: Even New Zealand has one
Aaron Shull has just graduated with a master’s degree in international affairs and a law degree which he did through a combined program between the University of Ottawa’s law school and Carleton University’s Norman Paterson School of International Affairs.
While at school, he wrote a major research paper on the need for a foreign intelligence service in Canada. And while other students flip burgers and pour coffee to pay their tuitions, he’s been working with disarmament expert Trevor Findlay and former United Nations deputy secretary-general Louise Frechette on her nuclear energy study. He spoke with Diplomat editor Jennifer Campbell.
**Diplomat:** Is there an argument for a Canadian Foreign Intelligence Agency? Is there a need?
**Aaron Shull:** I think there’s a push and pull going on with respect to foreign intelligence in this country. There’s a push from the current Conservative government.
In their election platform in 2006, they mentioned they were going to pursue this but (Public Safety Minister) Stockwell Day has subsequently backed off of this, publicly. He’s said that they’re going to expand the mandate of CSIS rather than create a brand new foreign intelligence agency. The pull is from the federal court. There’s a recent decision by Justice Edmond Blanchard that said CSIS wasn’t able to use wiretaps extra-territorially, meaning in another country, which is something CSIS has done quite frequently. They’ve just never applied for a warrant before. So, what this means is that the legal regime, governing both the foreign intelligence question and governing CSIS generally, is in need of repair. The Conservatives’ willingness to move on this file, combined with this decision of the federal court, means the time to amend the CSIS act is now.
**DM:** Do you think Stockwell Day backed off because of the Federal Court decision?
**AS:** No, I think it was more a question of money. Simple money. It’s just too expensive to establish a new service. And I don’t think it would be as politically feasible. But I think the reason we need one of these services is fairly pronounced. We can gain technology- and trade-related intelligence. We can gain political intelligence, which we’re not able to do right now. We’re not able to send an intelligence agent overseas to gather intelligence. We’re leading a G8 country that doesn’t have this capacity. Even New Zealand has it. The fact is that the CSIS act is antiquated. The reasons that once meant we didn’t need that foreign focus are no longer persuasive.
**DM:** Could you see both happening – rewriting the CSIS act and establishing this foreign intelligence agency?
**AS:** I think so but what is more likely is that they’ll expand the mandate of CSIS. That was (Stockwell) Day’s position. So they rewrite the CSIS act to allow this agency to collect both security-related intelligence through clandestine means – wiretaps, opening mail, things like that – and you also allow them to collect foreign intelligence as well. The difference in this country is that we separate foreign intelligence and security intelligence. Security intelligence relates to threats against the security of Canada and foreign intelligence relates to everything else – political, economic and trade-related intelligence. All of that would be considered foreign intelligence and outside of the mandate of CSIS.
**DM:** The CSIS mandate seems pretty narrow. Is that a concern?
**AS:** The wording is very vague so as long as they can show it’s a threat to Canada, they had pretty much carte blanche. The director of CSIS is on record as saying that they have the same types of power as the CIA (Central Intelligence Agency) but this decision from the court would seem to gravitate against that. That means the legislation that gives this agency its investigative powers is in trouble. Think about it this way: The case that was before the court involved seven individuals under investigation by CSIS while in Canada. They subsequently went overseas and we don’t know where because that was redacted from the decision. But they go, and CSIS asks for a warrant and the Federal Court says they’re not allowed to investigate these individuals. So they could be
plotting a terrorist attack against us and our security intelligence agency doesn’t have lawful authority to investigate them? You could ask the agency in the country they went to but what if it was Syria, and Syria doesn’t want to help? Based on this federal court decision, that’s all a terrorist would have to do. It’s something that’s not found in any other country in the world and to be frank, if you were to bring this up before any democratic electorate, they would think it was crazy.
**DM:** Let’s talk about your work at the United Nations.
**AS:** I was tasked by Trevor Findlay at NPSIA to undertake a research paper on the international legal regime that deals with nuclear weapons. There was a meeting bringing together all sorts of experts on the topic. I was asked to go for the afternoon. It was quite a surreal experience because Trevor asked me, after class one day, if I could work for him part-time. I said I could do four or five hours a week. The following week, he asked if I could fly to the UN for this meeting. It culminated in a well-received study on the topic. It was about how countries are preventing the spread of nuclear weapons and how they’ve dealt with their nuclear obligations.
**DM:** You’ve worked with Louise Frechette on the nuclear file. How is that?
**AS:** We’ve had several good discussions about the issue and about what she thought of my paper. She was at the conference in Australia that I was invited to speak at. She’s quite a golfer so I’ve challenged her to a golf game next time we’re both in Waterloo (the project is based there, out of the Centre for International Governance Innovation.) She tells it like it is so she’s a nice person to be around. She’s very charismatic and the stories she tells and the experience she has had are quite amazing.
**DM:** What are your thoughts on the nuclear situation?
**AS:** The future of nuclear power is going to shape this century for sure. It’s one thing when well-developed countries with robust regimes and regulatory frameworks put in a nuclear power plant. It’s a completely different thing if a developing country does, and the difficulty is that we’re all in the same boat here because if there’s a nuclear accident in a developing country, it will absolutely kill the nuclear regime globally. As a feasible, safe power option, it won’t be seen the same way.
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DISPATCHES | HUMAN RIGHTS
SEPTEMBER—OCTOBER 2008
Rebel MP, globe-trotting champion of defenceless people, David Kilgour never stops
Never again: This Canadian really means it
David Kilgour travels the world (more than 100 countries, and counting) as an indefatigable champion of human rights. He goes to the places where people live wretched lives — and die wretched deaths. He speaks courageously on their behalf. He confronts the criminal regimes that cause vast suffering. His goal, in two simple words, is responsible government. With 40 despotic governments still in power, he argues that Canada must do more to challenge them and to subvert them. In this special essay for Diplomat magazine, Mr. Kilgour analyses the global grip of malignant government on millions of voiceless people. From genocide in Darfur
Protecting the innocents: 40 dictatorships to go
The goal: ‘Responsible government’ around the world
By David Kilgour
With the Beijing Olympics over, the world now seems likely to examine more carefully what China does at home and internationally. Its current record vexes some of us who believe that the core values of the Olympic Charter and Olympic movement stand for human dignity and equality for all members of the human family. The rise of China in recent years has been in the opposite direction, whether among its own people or in countries, such as Burma and Sudan, which are essentially now parts of its economic empire.
Many Canadians think our own national government should engage more effectively with vulnerable peoples. In the case of the cyclone that ravaged Burma in May, for example, the refusal of the country’s military junta to accept external humanitarian relief left even more Burmese in peril. Did responsible governments around the world not have a responsibility to deliver humanitarian relief to as many Burmese victims as feasible, possibly by dropping food and medicine from aircraft covertly?
What of Sudan, where another military regime heavily under the influence of the party-state in Beijing has attempted for more than five years to destroy a large community of Africans in Darfur for blatantly racist reasons?
The president of the International Criminal Court – Judge Philippe Kirsch of Canada – offered one good reason for indicting Sudanese President Omar al-Bashir when he said recently that his court’s concern is justice, not politics. Canada and 105 other countries, not including China, have by treaty become members of the court and given it jurisdiction over crimes such as genocide, crimes against humanity and war crimes. Unfortunately, Bashir is probably safe from any arrest warrant issued from the ICC while he remains president of Sudan.
Genocide Convention
Does the UN Genocide Convention of 1948 apply to Darfur as well? It certainly appears to apply – criminalizing acts anywhere intended to “destroy in whole or in part members of a racial, national, religious or ethnic group.” Unfortunately, enforcement was and remains its fatal weakness. No actions were launched under its provisions against anyone for most of the six subsequent decades. The World Court dealt the convention a further blow last year in a decision – almost unanimous – that instruments of the government of Serbia were not responsible for the genocide which occurred in Bosnia in the 1990s.
Some jurists assert that the UN Genocide Convention is retroactive because it merely codifies pre-existing principles of international law. If so, it should apply to the Armenian Genocide of 1915, Stalin’s Ukrainian Famine in the winter of 1932-33 and the Nazi Holocaust, which continued until Hitler’s virtually final days as Fuhrer in 1945. How many lives might have been lost had the convention been enforced in those cases?
saved if the details of both the Holocaust and Ukraine’s famine had become public knowledge sooner? The essential facts were known about both situations soon enough, but the real problem was the absence of the political will to end these crimes. Thus the “never again” of 1945 became the “again and again” of Rwanda and Darfur. One retired Canadian diplomat even said a couple of years ago: Canada had no strategic interest in Rwanda, thereby admitting the normally unspoken callousness of too many world diplomats and politicians in 1994 and today. Lest we forget, what follows is a brief roll call of subsequent kindred horrors.
**Bosnia-Kosovo**
With about 60 other governments, Canada deployed soldiers to both parts of the former Yugoslavia in the mid-1990s under the NATO banner. The UN Security Council proved unable to act, primarily because Russia threatened continuously to use its permanent veto to protect the government of Serbia. Action came far too late. The ethnic cleansing that persisted in parts of Bosnia, including the brutal three-year siege of Sarajevo, will forever remind the world of the lack of political resolve among European governments and the UN Security Council during those years. Srebrenica, where 7,000 Muslim men and boys were slaughtered, also must not be forgotten.
**Rwanda**
The catastrophe in Rwanda is described carefully in Romeo Dallaire’s book *Shake Hands with the Devil*. Suffice it to say here that – beyond the heroic roles played by Gen. Dallaire, Major Brent Beardsley and the locally-engaged staff at the Canadian mission in Kigali – the performance of Canada’s politicians, diplomats and other officials was deeply disappointing. One Rwandan nun told me in 1997 that her life was saved when a Canadian priest confronted a mob armed with machetes in rural Rwanda and persuaded them to leave. Linda Malvern’s more recent work, *Conspiracy To Murder: The Rwandan Genocide*, notes that just before the killing began one new machete for approximately every three Rwandan men was imported into Rwanda from China.
From Prime Minister Jean Chrétien and throughout the Canadian government, no one can claim any credit for responsible leadership during the events of April-July 1994. Gen. Dallaire points out in his book, for instance, that as the UN Force commander he was expected to take Canadian peacekeepers with him on his assignment – but he could obtain none to take from Ottawa. This, in turn, made it even more difficult to persuade other governments to provide soldiers. The indifference of our Foreign Affairs ministry’s senior management to what was occurring will remain a cause of dishonour to our country.
**Sudan**
Consider only one of many incidents which have occurred in South Sudan. On Feb. 26, 2002, the town of Nhialdui was wiped out to make way for a Chinese oil well that now operates in nearby Leal. According to James Kynge’s award-winning book of 2006, *China Shakes the World*, “Mortar shells landed at dawn, followed by helicopter gun ships directing fire at the huts where the people lived. Antonov aeroplanes dropped bombs and roughly 7,000 (Sudanese) government troops with pro-government militias then swept through the area with rifles and more than 20 tanks…” About 3,000 of the town’s 10,000 residents perished that day.
The genocide in Sudan’s province of Darfur since April 2003 has in all probability cost the lives of as many as 400,000 African Darfurians. The party-state in Beijing continues to assist Omar al-Bashir’s regime in Khartoum, including financing and supplying arms in exchange for taking most of Sudan’s oil production at much-reduced prices. China officially sold about $80 million in weapons, aircraft and spare parts to Sudan during 2005 alone. This included an A-5 Fantan bomber aircraft, helicopter gunships, K-8 military attack aircraft and light weapons, all of which have been found in Darfur, transferred there in violation of UN resolutions.
China’s government has long used the threat of its permanent veto at the UN Security Council to block effective UN peace activities in Darfur. It has essentially traded its veto (and many innocent lives) for cheap oil. Bashir appointed Musa Hilal, the one-time leader of the murderous militia, the Janjaweed, to a position in his government. Mr. Hilal has been quoted as expressing gratitude for “the necessary weapons and ammunition to exterminate the African tribes in Darfur.” Not long ago, the Sudanese military ambushed a well-marked UN peacekeeping convoy in Darfur, later claiming it was a mistake. Virtually every independent observer says it was a deliberate attack.
Mr. Bashir’s refusal to accept the UN-proposed roster of troops and civilian police offered by a number of governments reflects nothing more or less than his politically-based decision to deny the UN-African Union Mission in Darfur the personnel essential for an effective peace mission in Darfur.
When the active support for the Darfur genocide by China’s government caused serious questions about about the Beijing Olympics, the party-state launched a
propaganda campaign to re-position itself as a “friend of Darfur.” In this misinformation effort, no mention was made of China’s trivial humanitarian assistance in Darfur or of the fact that numerous water sources in Darfur have been deliberately destroyed by Sudan’s regular forces and by the Janjaweed. Water sources are targeted by Khartoum’s bombers; the Janjaweed have often denied civilian access to water points and have raped women and girls seeking to collect water for desperate families. Darfurians themselves now seem well aware of Beijing’s role in their torment and destruction.
There is mounting concern that the Khartoum-Beijing alliance will cause the UN peacekeeping force in Sudan to be as ineffective as were the peacekeeping forces in Rwanda and Bosnia. The actions of the government of China across Darfur can only be seen as actively promoting the annihilation of an African people for economic advantage.
**Burma**
One of the bravest and most principled leaders has now been under house arrest for most of 18 years. In the national uprising during 1988 in which the army killed an estimated 3,000 civilians, Nobel Peace laureate Aung San Suu Kyi made her first speech as an opponent of Burma’s military dictatorship. When the junta allowed an election in 1990, Suu Kyi and her National League for Democracy (NLD) won about two-thirds of the votes cast. The generals allowed none of the elected representatives to take their seats and Suu Kyi has remained under house arrest for most of the past 18 years. The UN Special rapporteur has confirmed as a “state-instigated massacre” the attack on a Suu Kyi procession in May 2003, northwest of Mandalay, when about 100 people were killed, including the NLD photographers; Suu Kyi was herself wounded.
In what became more pro-democracy protests last September, junta troops fired automatic weapons at peaceful demonstrators and entered monasteries to beat and murder Buddhist monks who had protested. The junta had earlier received a $1.4 billion package of arms from Beijing – so it seems clear where the fatal bullets and guns were made. At the UN Security Council, the representatives of China and Russia, who had earlier used their vetoes to remove Burma from the council’s agenda (after keeping it off its agenda continuously since the country’s crises of 1990 and 1988 until late 2005) even prevented...
the Security Council from considering sanctions. The two governments also managed to keep the Security Council from issuing a condemnation of the junta’s use of deadly force.
The Nargis cyclone in the Irrawaddy Delta struck in May, which the junta first pretended (by continuing to broadcast an opera on government television) had never happened. The regime newspaper later suggested that foreign humanitarian aid was unnecessary because the victims could live on frogs. Its priority was attempting to bully citizens into making the dictatorship constitutional in a referendum on a junta-drafted constitution.
Beijing protects the generals in exchange for most of the country’s natural gas. It also has gained the right to build a $2 billion oil pipeline from Burma’s coast on the Bay of Bengal to China’s Yunnan province. This will allow China to take delivery of Middle East oil without passing through the narrow Strait of Malacca, which could be shut down in the case of a serious conflict.
**North Korea**
The brutal dictatorship of Kim Jong Il rivals that of Robert Mugabe’s Zimbabwe for any “worst governance” gold medal today. It is no coincidence that Beijing supports both regimes, although its attempt to ship $70 million in arms to Mr. Mugabe after he lost the first round of the recent presidential election was blocked when dock workers in South Africa refused to unload ships carrying the weapons and were supported by the South African courts. According to the International Crisis Group (ICG) in Brussels, China now does about $2 billion in annual bilateral trade and investment with North Korea. About 150 Chinese companies operate in the country. The ICG asserts that China’s priorities with the government in Pyongyang currently include:
- incorporating North Korea into the development plans of its three northeastern provinces to help them achieve stability;
- achieving credit in China, in the region and in the U.S. for its help in achieving a denuclearized North Korea;
- maintaining the two-Korea status quo, as long as it can maintain influence in both capitals as leverage with the U.S. on the Taiwan issue;
- and avoiding a situation where a nuclear North Korea leads Japan and/or Taiwan to become nuclear powers.
In October 2006, after North Korea had completed an underground test of nuclear weapons, the *Economist* magazine called on the U.S., China and Russia to make sacrifices to avoid a nuclear arms race in Asia and the Middle East. “The Chinese could, if they wished, starve North Korea’s people and switch off the lights,” the magazine noted in its lead editorial, but added that pressure of any kind was unlikely to persuade Mr. Kim to give up his bomb.
**Iran**
Systematic human rights abuses by the Iranian government currently include the persecution of ethnic and religious minorities and women (in a kind of gender apartheid, under Sharia law, the life of a woman is worth half that of a man); and the imprisonment, torture and execution of political prisoners and prisoners of conscience. The regime maintains complete control over the country’s media.
In trading with Iran, countries legitimize its government and help to maintain regime officials in positions of absolute power. Trade and investment from abroad also provide Tehran with funds that often are not used for the health, education and general welfare of Iranians but instead for funding terrorist groups abroad, including Hezbollah and Hamas, under the mantle of “expanding the Islamic Empire.”
China-Iran trade has grown from $200 million in 1990 to $10 billion in 2005. It includes conventional arms and ballistic missiles for Iran despite Tehran’s declared hostility to “godless communism” and Beijing’s severe persecution of its Uyghur Muslims. Beijing simply ignores the realities of theocratic rule in Tehran. A major attraction for Tehran is Beijing’s permanent seat on the UN Security Council, which is useful for resisting Western pressure on nuclear and other issues.
There are indications that China has helped with Iran’s Shahab-3 and Shahab-4 medium-range ballistic missiles. Both are capable of reaching any state in the Middle East; the Shahab-4 could hit significant portions of Europe. Two years ago, the U.S. government imposed penalties on eight Chinese companies for exporting material that can be used to improve Iran’s ballistic missile capability. In the Middle East, China’s policy of providing Iran with nuclear weapons technology is injecting a highly-destabilizing element into the region.
By providing Iran with weapons that could be used in support of Islamic fundamentalism, the potential for religious conflict becomes greater. Old hatreds between Iranian and Iraqi religious groups could flare up in the future. Nuclear weapons would give Iran a strategic weapons system that could allow the regime to act even more aggressively. Israel could be brought further into the situation, believing that
the only reason Tehran would want a nuclear weapon is to use it against Israel. China’s goal of securing reliable sources of oil and gas is probably being hindered rather than helped by its weapons sales to Iran by encouraging the Americans to extend their military presence there to deter Iran’s use of force.
Canada initiated the successfully-passed UN General Assembly resolution in late 2007, which drew attention to numerous human rights abuses in Iran, including confirmed instances of torture and cruel, inhuman or degrading treatment or punishment (flogging and amputations) and execution of persons who were under the age of 18 at the time their offence was committed.
In recent months, the government in Tehran has locked up all seven senior leaders of the country’s 300,000-member Baha’i spiritual community. Not a word was heard about them for almost four weeks. It also fired missiles at the approximately 4,000 UN-protected residents, including about 60 Canadian citizens living in Ashraf city in Iraq.
**China**
The list of groups and individuals persecuted across China is long. New victims were added during the Beijing Olympics, including the two women in their 70s sentenced to one-year terms of “re-education through labour” for attempting to hold a legal protest during the Olympics.
There is not much doubt, however, that overall the Falun Gong community is the most inhumanly treated. David Matas, the Winnipeg-based international human rights lawyer, and I, concluded our own independent investigation last year. We found to our deep and continuing concern that, since 2001, the government in China and its agencies have killed thousands of Falun Gong practitioners, without any form of prior trial, and then sold their vital organs for large sums of money, often to “organ tourists” from wealthy nations. We amassed a substantial body of evidence and became convinced beyond any doubt that this crime against humanity has occurred and is still happening. (Our report can be accessed at www.organharvestinvestigation.net).
Mr. Matas and I interviewed a number of Falun Gong practitioners sent to forced labour camps without any form of prior hearing since 1999, who managed later to leave both the camps and China itself. They told us of working in appalling conditions for up to 16 hours daily with no pay and little food, with many of them sleeping in the same room. They made export products, ranging from garments to chopsticks to Christmas decorations for multinational companies.
These macabre deaths would not be occurring if the Chinese people enjoyed the rule of law and if their government believed in the intrinsic importance of each one of them. In my judgment, it is the lethal combination of totalitarian governance and anything-is-permitted economics that allows this kind of governance to persist.
The Chinese Medical Association agreed with the World Medical Association quite recently that “organ tourists” will not be able to obtain further organ transplants in China. Whether this promise was anything more than public relations intended to benefit the Beijing Olympiad remains to be seen. Another worry is that organs seized from unwilling “donors” across China will now go to wealthy Chinese patients with the grotesque commerce thus continuing in the same volume.
Virtually all independent bodies agree that human dignity across China deteriorated in the run-up to the Games. Because of extensive reporting by the world’s independent media to their home countries before and during the Games, however, many are now better informed about exploited Chinese workers, official nepotism and corruption, harassment of religions and democrats, and the constant party-state abuse of the natural environment.
**Responsibility to Protect (R2P)**
In all these situations, pervasive indifference from the international community encourages them to continue. Human dignity on our shrunken planet, however, is becoming more indivisible by the day. The R2P concept is a Canadian concept, adopted at the 2005 UN World Leaders Summit at UN headquarters.
The formal outcome document released at the summit said that nations have “the responsibility to protect” their populations “from genocide, war crimes, ethnic cleansing and crimes against humanity.” The international community’s obligation is to “help states exercise this responsibility.” R2P can be invoked by the international community through the UN Security Council “on a case-by-case basis” and “in co-operation with relevant regional organizations as appropriate” when national states are “manifestly failing to protect their populations from genocide, war crimes, ethnic cleansing and crimes against humanity.”
No mention was made of natural disasters, but it seems clear that when a regime, such as Burma’s, denied much-needed food and medicine to its people, it was engaging in a crime against humanity and should thus be subject to intervention by other governments under R2P. Unfortunately, military force can be used only with the authorization of the often-immobilized UN Security Council.
A major challenge for R2P in the future is that the party-state in China strongly favours a ‘walled world’ in which sovereign authoritarian governments can do as they wish to their own populations with impunity. Over the past three decades, as approximately 50 countries in various parts of the world have adopted one or another form of multi-party democracy and the rule of law, Beijing’s party-state observed this phenomenon with horror. It champions, finances and protects dictatorships – there are still about 40 of them of differing colourations left around the world – wherever it has influence.
Chinese diplomats do their utmost to persuade governments in developing countries that following the China Model would free them from the often-painful social consequences of the stringent economic discipline in place since the financial crises in Asia, Latin America and Russia in 1997 and afterwards, and the rigorous loan requirements which both the World Bank and the IMF enforce.
One-party regimes are thus able to push back nowadays with more confidence against independent media, civil society groups and human rights organizations. Plentiful aid from Beijing for governments with natural resources gives options to leaders who previously had been compelled to rely on donor countries that insisted on progress on human dignity among their nationals. Canadians, Europeans and others, who favour some pooled sovereignty in institutions like the EU and NATO are thus competing increasingly with the Great Wall approach of the Beijing government.
Complicating the world scene even further is the reality that if “anything goes” in the economy of China, “bespredel” (a Russian word that means “without limits”) appears to be an accurate way to describe Russian foreign policy under Vladimir Putin as prime minister. Georgia’s government, of course, should never have attacked South Ossetian’s capital of Tskhinvali with rockets.
David Kilgour: How Canada should deal with China
We should support the freedom aspirations of the Chinese people
1) Zero tolerance for unfair trading practices.
There should in future be zero tolerance in Canada when unfair trade practices are used by the government of China or exporters there, including currency manipulation of the yuan, theft of intellectual property and the continued refusal to honour commitments made by Beijing to the World Trade Organization upon joining in 2001. Japan, India, South Korea and the other rule-of-law democracies in Asia and the Pacific must be our favoured trading partners in the region until the government of China begins to respect the rules of international commerce.
2) Canadian jobs and our own economy must be the priority.
According to a fairly recent survey of more than 1,000 Canadian businesses by the Canadian Manufacturers and Exporters, one-fifth of Canadian manufacturers responded to the rising loonie by shifting production to China. A Montreal business leader told me that approximately 50 companies from his province would not be manufacturing in China now without Export Development Corporation (EDC) financial help. This should stop. No taxpayer money should be going to relocate Canadian jobs to China or anywhere else. Goodyear Tire laid off about 850 employees when it closed its manufacturing facility near Montreal last year in favour of moving to China, yet tires made in China have since been recalled elsewhere as safety hazards.
3) Canadian values must be asserted continuously in dealings with Beijing.
All rule of law governments, including Canada’s, must cease being naive about the party-state in Beijing. The regime continues to rely on repression and brutality to maintain itself in office, but what are Canadian diplomats in China doing effectively to show themselves to be the friends of the poor, persecuted and voiceless across China? What are they doing to advance the rule of law and human dignity? Fully realizing the differences, Canada might seek a role in China not very different from the one we had in establishing popular democracy in South Africa in the late 1980s, which is viewed by some as our country’s finest leadership role internationally in many years.
4) Apply some lessons of non-violent civic resistance elsewhere to China.
There are lessons to be applied very carefully in China (in light of the Tiananmen protest experience in 1989 and elsewhere since) from the non-violent civic resistance which occurred in Russia, Ukraine, the Philippines, Chile, Poland, Hungary, East Germany, Czechoslovakia, the Baltic states, South Africa, Serbia, Peru, Georgia, Romania and other nations. Each situation was different in terms of boycotts, mass protests, strikes and civil disobedience. In all, however, authoritarian rulers were delegitimized and their sources of support, including their armed defenders, eventually abandoned them. The government of Canada should make it clear to all that it stands with the oppressed hundreds of millions of nationals in China and its client states elsewhere and seeks a peaceable transition to the rule of law, respect for all, and democratic governance.
5) Let’s stop listening exclusively to self-interested China business lobbies.
It is now clear that economic liberalisation in China is not necessarily going to lead to the end of political Leninism in Beijing and its client countries. Torture and coerced confessions, party-state killing of Falun Gong practitioners and others extra-judicially, systematic abuse of the Tibetan and Uyghur minorities, nation-wide exploitation of Chinese workers and families, the lack of any kind of social programs for most Chinese – all are incompatible with human dignity and the norms of the 21st century. There is no rule of law anywhere in China and its “courts” are a sham. The party-state shows continuing contempt for the natural environment (except in Beijing before and during the Olympics). Many “experts” on China abroad, including Canada, kowtow to the party-state because they think that their careers require support by the party. It’s time to draw conclusions about China from facts on the ground to support human dignity consistent with the best Canadian values.
Conclusion
Despite all, the new China is stirring in the direction of vast and profound change. Hundreds of thousands of Chinese students have studied abroad and are now an increasingly important part of the political, economic and social fabric at home. Undoubtedly they return with new ideas and the experience of life in rule-of-law and democratic countries. It is hard to see them settling back into authoritarian rule for long. Chinese tourists are now venturing abroad as never before and are seeing for themselves life in different socio-political environments. Despite strenuous effort to clamp down on religion, tens of millions of Chinese are reclaiming their right to believe. Temples, churches and mosques are clandestinely mushrooming across China. These developments and others will lead demands for greater freedoms by word of mouth. Canada and all friends of the people of China need to recognize this phenomenon and position ourselves to support the new tide of expectations that a younger generation of Chinese will bring to bear on all these issues.
– David Kilgour
Vancouver writer Don Cayo has traveled of late to some of the earth’s vilest places. Not landscapes that are merely ugly or unpleasant or unsafe, but places so sullied by evil that they’re no longer fit for ordinary life. First was Tuol Sleng, the high-school-cum-prison in Phnom Penh, and the nearby Killing Fields where Pol Pot’s Khmer Rouge minions murdered 20,000 fellow Cambodians. Then Auschwitz and Birkenau, the death camps in Poland where Nazis – German and kindred spirits from other countries – killed as many as a million and a half people, mostly Jews. Finally two rural churches in Rwanda where machete-wielding Hutus beat their way though barred doors and windows, and even brick walls to hack to death thousands of their Tutsi neighbours. He returned home with these reflections:
By Don Cayo
Some people walk through these sites in tears, many in thoughtful silence. But I was saddened to find there are also louts – the loudmouths with their petty dramas to dissect, the guy sneaking a smoke in Auschwitz, the gigglers with private jokes, the know-it-alls with boring theories, the shameless picture-takers who pop flashes everywhere, even in the Auschwitz crematorium.
And then there was Ken. He and I found ourselves in Cambodia, sharing a table in a busy restaurant after independently visiting the Killing Field at Choeung Ek – a place of meandering pathways through mass graves that left me with a powerful need to be alone with my thoughts.
“Didja go gun-shooting?” the young Australian asked.
No, I said, I did not. I didn’t tell him my reaction when my tuk-tuk driver urged me to stop at an adjacent shooting range as I left Choeung Ek. I was repulsed by the thought that, having just spent time contemplating the work of homicidal maniacs, I’d then pretend to be one.
“Too bad,” said Ken, compensating for my lack of enthusiasm with an excess of his own. “You get to empty the clip in an AK-47 for 30 bucks U.S. Or – I couldn’t afford that much – I got to shoot a Colt .45 for just $10 … It was great!”
This represents the worst of the “amusement park of evil” approach to remembrance. I encountered this phrase in a blog entry by Christopher Tuckwood, a Canadian on the student board on genocide prevention of the U.S. Holocaust Memorial Museum. For some, he noted, such sites are just one more place to go, gawk and get the T-shirt.
Mr. Tuckwood was shocked by the Disneyesque atmosphere he found at Auschwitz during a summer visit. I was there in winter, a quieter time when I was lucky enough to encounter no schoolchildren running about and clambering onto the displays. But I understand his point. I was struck by the irony that, at a site infamous for the businesslike efficiency with which its victims were murdered, Holocaust remembrance is practised on an industrial scale as well. The footfalls of a million visitors a year are wearing grooves in the stairways of the most-visited prison buildings, and eroding the paved or cobbled walkways and roads. And at the exhibits that should be most powerful, your ears are assailed by the din of competing tour guides lecturing to as many as half a dozen close-crowded groups.
I got a small taste of this kind of thing at the first stop on my tour of evil, Choeung Ek. I made the rounds twice, first early in
the morning when I walked alone. I read the signs, written in stilted English, but poignant nonetheless. And I tried to process this awful information and the dismal aura of the place.
Then I hired a guide to help me fill in any gaps. He turned out to be a glib young man who merely destroyed the contemplative atmosphere while telling me nothing I hadn’t read for myself on the signs. And he horrified me when he swung open the glass door of site’s dominant stupa – a towering memorial built to house recovered bones – and plucked out two conveniently placed skulls, one gashed with a machete and one bashed with a cudgel, to illustrate how economically the victims were dispatched.
By that time, late morning, four groups of chattering tourists were beginning to arrive. I left.
Tuol Sleng, though busy, was more conducive to reflection. Visitors respected each other’s space as we went through classroom after classroom, each now full of crude little cells, or steel bed frames on which prisoners were tortured, or gut-wrenching official photos of prisoners, some of them children.
At both of the Rwanda churches – left much as they were except, in the case of the smaller one, for an ugly metal shell over the original building to protect it from the weather – I was the only visitor. The guides quietly explained the basic details, then left me on my own.
Despite the “amusement park of evil” syndrome that intruded on some of my visits, I recommend these experiences. True, too many people tromp through some of these small spaces, but the thoughtful comments in guest books tell me, a few louts notwithstanding, most visitors are powerfully affected.
It’s almost impossible not to choke up at Choeung Ek’s “killing tree” where Khmer thugs bashed babies’ brains out to save the price of a bullet. You can’t overlook the vastness of Birkenau – a place built for the sole purpose of killing “weak” Jews and housing strong ones for the short months it took to work them to death – without your stomach churning. You can’t contemplate the rough hole knocked in the wall of the Ntarama church without imagining you hear the Hutu mob running amok, or smell the fear of the cowering Tutsi families.
In Tuol Sleng, what particularly touched me were the endless ranks of official photographs. These are mug shots, not artistic in any way. But they’re all that’s left to mark the passing of the legions who died. Most looked despairing, some as if they’d already died inside, though a few dared to stare at their captors in defiance. These institutional photographs somehow touched me even more than the crisper shots of happier times – of lives no one knew were soon to end – that I saw in Poland and Rwanda.
In Auschwitz, I was particularly haunted by a room full of human hair – a tiny percentage of what was “harvested” by the Nazis to be woven into blankets. In Rwanda, no one – certainly not I – stayed dry-eyed through the last room, a chronicle of the lives of children who died in the slaughter, in Kigali’s small, but powerful, memorial building.
These experiences did clarify at least one thing for me. I’m resolved to speak out stronger and sooner. I shall henceforth be less tolerant of the myriad excuses that the “international community” – that’s us – falls back on to when a slaughter is under way.
Some of the shameful inactions of the past are well known – the Allies’ failure to bomb the railway that took more than a million to their deaths at Birkenau, or the UN’s inaction in Rwanda. Nor is the world doing better today in places like Darfur or the Congo.
We need a lower and simpler standard of when to say enough is enough, and we need the means and will to enforce it.
The idea of military intervention to protect a population at risk has taken an awful hit as a result of the post-invasion mess in Iraq. But, like Paul Collier, the Oxford economist who wrote *The Bottom Billion*, I believe the right interventions could end evil. Collier cites the example of the British in Sierra Leone. A few hundred troops ended, in short order, a decade-long war that killed at least 75,000 and maimed tens of thousands.
There have been repeated proposals for the UN to mount a standing force that could respond quickly to urgent situations. Dr. Collier suggests such a force to protect fragile governments if they are acting for the good of their people. I think the mandate could include protection of all people at risk, even – perhaps especially – when the danger they face is the government that should be protecting them.
It’s a lie to say “Never again” when we settle for “Again and again.”
Don Cayo is a columnist for the *Vancouver Sun*. Visit www.canada.com/vancouversun/news/blogs/ to see his blog on globalization issues.
**KEEPING TRACK OF ATROCITIES**
A Rwandan church, covered by a metal shell for protection, has been left much as it was.
Nazi death camps in Poland, the Killing Fields of Cambodia, the city streets, even churches, homes and schools of Rwanda – these are the sites that spring to mind when most of us think about modern-day mass murder.
But what happened in these places is in no way unique. According to Genocide Watch, a non-profit group that works to prevent mass killings around the world, the last century’s toll includes:
- 1.5 million Armenians
- 3 million Ukrainians
- 6 million Jews
- 250,000 Gypsies
- 6 million Slavs
- 25 million Russians
- 25 million Chinese
- 1 million Ibos
- 1.5 million Bengalis
- 200,000 Guatemalans
- 1.7 million Cambodians
- 500,000 Indonesians
- 200,000 East Timorese
- 250,000 Burundians
- 500,000 Ugandans
- 2 million Sudanese
- 800,000 Rwandans
- 2 million North Koreans
- 10,000 Kosovars
This adds up to one death every 42 seconds – about the length of time it takes to read this list aloud – all day, every day, for 100 years. Not to mention the on-going, slow-motion slaughter in Darfur where at least 200,000 have perished. Or the carnage in the Democratic Republic of Congo. There, five years after the purported end of an awful war that has killed 5.4 million, the International Crisis Group estimates that up to 1,200 people a day (one every 72 seconds) continue to die from unabated violence.
‘On a global scale, our oil sands are a flyspeck’
Ugly, yes, but with perspective they compare well to other projects
By Laura Neilson Bonikowsky
Extracting bitumen from Alberta’s soil is a dirty business. Media and environmentalists have rightly called attention to its environmental destruction. And these critics continue to pillory the industry long after we’ve all gotten the point that oil sands operations emit carbon dioxide, a greenhouse gas that contributes to climate change.
Oil sands development is a dilemma. It positions Canada to become a world leader in oil supply. *Time* magazine says these Alberta resources are “Canada’s greatest buried energy treasure” that “could satisfy the world’s demand for petroleum for the next century.” But getting at them would place Canada among the top defilers of the planet.
The industry gets a lot of negative press – and that’s not a bad thing because it could keep harmful effects in check. But it gets more press than other environmentally damaging activity, and that is a bad thing, because most people only know what they’re told. A survey of leading Canadian newspapers shows disproportionate coverage. Over 15 months, four leading dailies reported on the oil sands’ connection to climate change in 230 individual articles. The equally damaging Asia-Pacific Gateway initiative to promote trade between North America and Asia rated only five articles. That’s a ratio of 46:1 and shows the myopic tunnel vision with which this country views the oil sands industry.
There is no doubt that environmental damage is the inescapable cost of our comfortable, oil-dependent lifestyles. But the oil sands represent the tip of a melting iceberg when it comes to global warming. Refusing to look at this industry while ignoring other human activities leaves the door open to environmental risks that might be held at bay by an informed public. There is no bright side to the impact of bitumen extraction. This is not a defence of the industry, but demonizing a single activity by an industry we rely on and resent will not solve the problem. If we’re serious about minimizing our environmental footprint, we need to pull our heads out of the oil-soaked sand and take a good look at the entire environmental situation.
Bitumen is a viscous oil that does not flow unless heated or diluted with lighter hydrocarbons. It underlies three major areas of Alberta comprising more than 140,200 square kilometres, with roughly 420 square kilometres currently disturbed by surface mining. Oil sands operations look horrendous – huge machines belching smoke tear up the earth and dig giant craters, polluted waters pour out of pipes. But give it some perspective. Alberta, with 661,848 square kilometres, comprises 6.63 per cent of Canada. The mining area is 0.3 per cent of Alberta. On a global scale, the mining area is a flyspeck and its emissions a whisp.
Canada produces two per cent of the world’s carbon emissions. The oil sands industry produces four per cent of Canada’s emissions. So the oil sands operation produces less than .001 per cent of global emissions.
Oil sands extraction requires stripping away trees and brush and removing the topsoil, muskeg, sand, clay and gravel – what the industry calls overburden. Its ugliness makes the industry an easy target because the scarred earth provides tangible evidence of the harm done. This spectacle contrasts starkly with other human activities that can appear benign but are equally damaging or worse. An example is the conversion of the Amazon region into savannah, with vast swaths of carbon-storing rainforest cut or burned to make room for cattle, or soybeans to fuel the “clean” energy industry. Vast green fields with cattle grazing look picturesque, even wholesome. But these new Brazilian fields are largely responsible for that country’s fourth-place ranking in global carbon emissions.
The deforestation of the Amazon basin is going forward with humanity’s typical lack of foresight. The biofuel industry is irony writ large. It is doing exactly what it is supposed to prevent: producing more global warming. Using land to grow fuel destroys vegetation that stores carbon, and these vast tracts of land produce only modest amounts of fuel. The Amazon rain forest is the planet’s primary carbon warehouse. Destroying it releases carbon into the atmosphere, carbon that should be stored in its broad leaves and heavy trunks. The crops replacing it are minor substitutes. The current rate of deforestation accounts for 20 per cent of the world’s carbon emissions.
As Michael Grunwald explains in *Time*, the crops-for-forest effect is “replicating itself around the world.” Indonesia has become the world’s third-largest carbon emitter by bulldozing and burning wilderness to grow palm oil trees for biodiesel. Malaysia, following suit, has almost no uncultivated land left. One-fifth of American-grown corn is sold for ethanol, so American farmers are switching from soybeans to corn, and Brazilian farmers are expanding their soybean fields to pasture, so cattle producers are clearing adjacent forest for grazing land.
A study led by Princeton researcher Tim Searchinger published in *Science* magazine in February 2008 confirms that growing biofuels on cropland actually increases greenhouse gases, but we didn’t see it coming because biofuel studies ignored the impact of land use. Converting carbon-storing wilderness to agri-fuel production releases “17 to 420 times more carbon dioxide than the annual greenhouse gas (GHG) reductions that these biofuels would provide by displacing fossil fuels.”
Instead of delivering the expected 20 per cent carbon saving, corn-based ethanol nearly doubles greenhouse emissions over 30 years and increases GHG for 167 years. Using American corn land to grow switchgrass for fuel increases emissions by
There is no doubt that environmental damage is the inescapable cost of our comfortable, oil-dependent lifestyles but the oil sands represent the tip of a melting iceberg when it comes to global warming.
50 per cent. Ethanol made with sugarcane is the only biofuel that cuts emissions by more than it costs to produce it.
Advocates of the biofuel industry assert that crop yields will increase and use less land and energy – because the latter will be produced by farm waste. Mr. Searchinger applauds this possibility, but points out that growing fuel is an inefficient use of good cropland, a fact born out by current global food shortages that are a by-product of converting cropland to grow fuel.
Our environmental impact is not restricted to energy production. Trade uses energy for the ships, trains, trucks and aircraft that carry goods, and has a huge, seemingly invisible environmental cost. A case in point is the Asia Pacific Gateway initiative, which will “make Canada the gateway between North America and Asia for business, trade and investment,” according to the program’s press releases. Proposed by the Liberal government in 2005 and modified by the Conservative government in 2006, it was announced as the Asia-Pacific Gateway and Corridor Initiative.
It represents billions of dollars in trade. It also represents a 300-per-cent increase in container volume and a 25-per-cent increase in bulk cargo shipments at the Port of Vancouver by 2020. It will triple the number of trucks on highways, and require an extensive expansion of the roads, bridges, rail lines, and port facilities that support it. Its planners talk about a “green gateway”; its literature includes references to environmental assessments and wildlife overpasses. But there are no references to the resulting increase in GHG emissions, and the media have largely ignored it.
Canada’s major partner in the Pacific Gateway will be China, with its questionable environmental record. China depends heavily on coal, which produces 70 per cent of the nation’s electricity, with demand growing in tandem with its economy. With its own coal sufficient reserves for 100 years, in 2005 it began opening a coal-fired power plant every week, all spewing toxic soot, sulfur and carbon dioxide. Atmospheric scientists such as Steven S. Cliff at the University of California have predicted that China’s coal will increase global warming gases to such a degree that they will exceed that of all industrialized countries combined over the next 25 years. The Chinese government has been reluctant to invest in plants with expensive advanced technology, allowing older equipment with 75-year lifespans instead.
China is the No. 1 emitter of carbon dioxide in the world. Given its large population, its emissions are lower per capita than in the United States, previously the highest emitter, but China’s rising standard of living means electricity consumption is rising. Compare its impact to oil sands operations. China, which accounts for 20 per cent of global emissions, is adding an additional Canada’s-worth of emissions each year and one Alberta’s-worth of emissions each month.
Are ordinary people aware of all these things? Probably not. Information is not easy to find and the media are not helping, so consumers and voters are not making informed decisions. The public also has to see beyond the problem to solutions, because environmental decisions are complicated by economics and politics. The Kyoto Protocol is a perfect example. Targets for reducing carbon emissions have been at odds with national economies, giving rise to plenty of talk from politicians which suggests the environmental risk of political hot air is not really a joke.
Good changes are happening – slowly. The Globe and Mail reported in May that the federal government is reconsidering ethanol production and rethinking legislation to boost ethanol in Canadian gasoline, citing concerns about food shortages and the environment. Although the Pacific Gateway project is proceeding on schedule, China may be changing its ways, announcing the closure of several small power plants in 2008 for environmental reasons – though that may also be a response to coal shortages.
Closer to home, the Alberta government in March issued the first oil sands reclamation certificate to Syncrude Canada for the 104-hectare Gateway Hill site, a few kilometres north of Fort McMurray, a former dump site for the overburden that was scraped away to get at the bitumen underneath.
Alberta requires oil sands developers to restore mined areas to their previous healthy state. Stockpiled topsoil and muskeg are returned to mined-out areas and overburden is used for landscape reconstruction. The reclamation process continues throughout the life of the project, and industry must post financial security equivalent to the cost of reclamation. Non-compliance can be penalized in several ways, including administrative penalties. To qualify for reclamation certification, reclaimed land must have matured sufficiently to be returned to the Crown. To date, 4,500 hectares have been reclaimed and five million trees and shrubs planted. It takes decades for an area to be certified – for Gateway Hill, nearly three decades. That’s a long time in human terms, but in the lifespan of the planet it’s a blink. The earth has a remarkable capacity for healing, once we stop wrecking it.
While corporations need to clean up their acts, the public must be involved too. It’s impossible to eliminate human impact on the planet; in truth, if humans were really committed to doing the best thing for Earth, they’d stop making more humans and allow the planet to revert to its natural state. But that Swiftian modest proposal goes too far. We don’t have to become dumpster-diving freegans or revert to the hunter-gatherer economies of our forebears to live environmentally ethical lives. But we do have to push for government action, demand that media give us all the facts, and look closely at everything we do to our environment.
Laura Neilson Bonikowsky is an Alberta writer.
One of the interesting things—one of many—about *To Timbuktu for a Haircut: A Journey through West Africa* (Dundurn, $26.99 paper) is that its author, Rick Antonson, is the president and CEO of Tourism Vancouver, the convention and visitors’ bureau. What does he do when he needs to get away from the air of bureaucratic confinement that must inevitably accompany such a high-level position in the tourism industry? He certainly doesn’t become a tourist himself. Instead he assumes the role of a serious traveller, the kind that can turn out a book such as this one, relaying the story of a rough and rugged journey (he loved every arduous minute) while, at the same time, providing the necessary historical, geographical and cultural context, expressed with charm and sensitivity.
Of course Timbuktu struggles under the weight of so much old-fashioned romance as to make it an easy place to write about badly and an especially difficult one to write about well. I suppose all of us have a mental picture of it, stuck out there in the Sahara, an ancient city of low buildings with walls made of mud (using a technique the local people called banco). And I suppose most everyone knows by now of the uncounted thousands of ancient Arabic manuscripts to be found there, many still in private homes, where they’re being eaten away by sand and insects. Significant numbers of people in the West, including Mr. Antonson, are working against the odds to help Africans preserve these writings, whose presence is perhaps the most vivid reminder of what a great seat of Islamic learning the city was centuries ago, when it was also, not in the least coincidentally, a place of great wealth.
Added to its appeal for travellers is the fact that Timbuktu, although no longer forbidden to infidels as it was once upon a time, is still almost absurdly remote, even in the context of Mali, one of the world’s poorest countries, with abysmal transportation and communications. As Mr. Antonson writes, “Although Timbuktu exists, there is a consensus that it is, in fact, nowhere.” Yet at a certain point in his life, when he was in his late 50s, Mr. Antonson felt there “was no more fitting” or symbolic a place to visit than Timbuktu. The very name gives off a sense “of ‘beyond,’ of ‘difference,’ and ‘silence.’” The city rose to greatness as a hub of the trade in salt, gold and slaves. It achieved its zenith in the 14th century, and ever since then its name “has meant ‘can’t get there’ to Westerners, and every traveller dreams of having been to such a place.”
Timbuktu first appeared on a European map in 1373 but centuries passed before Europeans actually visited. The 18th century saw the idea of going to Timbuktu become something of a geographical fad, in somewhat the same way that searching for the fate of Sir John Franklin became in the late 19th century. In one 21-year period, 43 expeditions set out to reach the already folkloric city. None made it. The name most commonly associated with this particular ambition is that of Mungo Park, a Scot, who nearly but didn’t quite reach his goal in 1795 and again in 1805. Shortly after the second attempt, he either drowned in the Niger River or was murdered by the Tuareg, a people Antonson spends some time with on his way back out into the world. Finally, in 1826, another British explorer, Major Alexander Gordon Laing, found his way into the city, only to be murdered a month later. Many others perished from the journey itself. A number of the early explorers started out from Tripoli or Fez on the Mediterranean, thereby maximizing the time spent in the desert.
For his part, Mr. Antonson began on the Atlantic coast, at Dakar in Senegal, travelling to Bamako, the capital of Mali, by rail. No one he talks to is sure such a train even exists. So, having once been on the Transsiberian Railway, he naturally seems to have suspected that he must be ready for anything. He ends up crammed into a tiny compartment with three African men, one of whom, Ebou, asks him why in the world he’s going to Bamako. “I’m going to Timbuktu,” I said. “Tomboutcou,” Ebou corrected. And with that he added, “It’s very far.” I listened to them talk among themselves, and noticed my frustration with the West Africans’ French accent. I asked about French words that Ebou said were not French. They were speaking Bambara, interspersed with French phrases and uttered with a French lilt. Their conversation and the slapping of wet branches on our window lulled me to sleep.” Later, he switches to road and river travel.
Like much of the most rewarding travel literature, Mr. Antonson’s narrative turns out to be more revealing of the terrain travelled through than of the intended destination. He has a good eye. “If you saw a thousand people in Mali, no two would be dressed alike”, he writes. “Occasionally they would look similar, but only by chance. Absent was the Western commonality of fashion, similarity of suit and skirt, slacks and jacket. It seemed true, too, of their personalities. The individuality was intense, based on the struggle for life, the indifference to community judgment, and the fact that one ate and wore what was handy. The uniformity of poverty seemed to result in an absence of the ambition to conform in dress.” Antonson will no doubt be interested in *Bogolan: Shaping Culture through Cloth in Contemporary Mali* by Victoria L. Rovine (Indiana University Press, US$24.95 paper), which shows the effects of globalisation on the methods and motifs of traditional Malien textiles.
Strangely, Mr. Antonson writes very little of Timbuktu and Mali in terms of Islam, though you might expect the important role the city once played in spreading Islamic teaching and trade to be another key consideration in assessing its present appeal. Surely it is no coincidence that this is the third Canadian book on the subject to come out in as many years. Another is *Timbuktu: The Sahara’s Fabled City of Gold* (McClelland & Stewart, $34.99) by the well-respected husband-and-wife team of Marq De Villiers and Sheila Hirtle, who have done other books on Africa as well. Then there is *52 Days by Camel: My Sahara Adventure* by Lawrie Raskin, an illustrated book for adolescents. The new revised edition (Annick Press, $26.95 cloth) contrasts contemporary cell-phone-using Africa with antiquarian Timbuktu while retaining the previous edition’s topics, such as the position of Muslim women in Malien society.
No doubt the current confrontation between Islam and the West is also responsible for the new edition, the umpteenth in various languages, of *To Timbuktu: A Journey Down the Niger* (Penguin Group Canada, $17.95 paper) by the American adventure journalist Mark Jenkins. He travelled there by kayak and tries to write somewhat in the tradition of Hemingway without stinting on the similes whose absence is what made Hemingway’s style seem fresh in its day. Not all Mr. Jenkins’ books are written this way. *Off the Map: Bicycling across Siberia*—also Penguin, $17.95 paper—is less hokey, though the means of transport it describes is no less contrived. To see what a more skilled author can do with such epics of solitary travel, I recommend *Traversa: A Solo Walk across Africa, from the Skelton Coast to the Indian Ocean* by Fran Sandham (Penguin, $30).
But I have let myself wander away from the subject of Mr. Antonson, who can be quite wry at times. On a Timbuktu street, he watches as “a lady used a flat pan to remove lumps of bread from the oven and slipped them onto a tray beside the stove. We purchased two loaves, breaking pieces from them and eating as we walked. The garnish of sand was subtle.” In the end, he returns to Canada with self-knowledge as well as information. “Those who call [Timbuktu] home do not share the foreigner’s fascination,” he writes. “The city’s mystique is powerful only until you arrive. I’d like to pretend it’s different, but it isn’t.”
Mali won its independence from France in 1959 (at the same time as Senegal). Since then, following a coup, it has slowly emerged as one of the most stable nations in Africa, a genuine multi-party democracy. This places it in especially stark contrast to its neighbours to the west. Why have most of the countries that touch the Atlantic on the bulbous nose of Africa been mired so often in civil war and related tragedy? A dozen years ago, Robert D. Kaplan, in his book *The Ends of the Earth: A Journey at the Dawn of the 21st Century*, suggested the answer may lie in a dangerous contradiction: the fact that rivers in the region flow east-west whereas tribal allegiances run north-south. If I interpret him correctly, he was suggesting that European colonialism, which existed in West Africa only because the rivers emptying into the ocean permitted trade, did not always adhere closely to the other factor when carving the area into political units. Perhaps they felt they had to act as they did, given all the competition. The Dutch, the Spanish, the Portuguese and the British were quite active and successful in the region at various times, though the francophone powers were always the dominant players (and so French remains the lingua franca). This slice of history is complicated and more than a little dirty.
Consider the Democratic Republic of the Congo. Belgium superimposed its rule on this piece of the map in 1877, supplanting the various indigenous leaders. For a generation beginning in 1885, the territory was called the Congo Free State. This was during the period when it was in fact not free in the least, because Léopold II of Belgium took personal ownership of it and ran it as a lucrative private business venture. In the process, about half of the population met their deaths. It was this fiefdom that Joseph Conrad made the setting of *Heart of Darkness*. The “horror” referred to in the novella is slavery, a practice introduced to wring profit from ivory and rubber. The arrangement was a major scandal even at the time, so that even before the king’s death in 1909, the land ceased being a commercial corporaKing Leopold II of Belgium ran the Democratic Republic of the Congo as a lucrative private business venture. In the process, about half of the population met their deaths.
tion and reverted to colonial status as the Belgian Congo. So it remained until its hard-fought independence in the early 1960s, whereupon it emerged as the Republic of the Congo. More recently, from 1971 and 1997, it became, as a result of one of the numerous coups in the region, Zaire. The current name, Democratic Republic of the Congo, is not a boast about the democracy to be found there, for the country has managed to elude such status. Rather, it is a way to distinguish the Democratic Republic of the Congo from its next-door neighbour, the Republic of Congo (without the definite article before Congo), which from 1880 to 1910 was simply the French Congo. Many outsiders still tend to confuse the two present states. For this reason, the pair of them encourage the informal inclusion of their capital cities (which are in sight of each other) as part of the names: “Democratic Republic of the Congo–Kinshasa” (formerly Léopoldville) and “Republic of Congo–Brazzaville.” The fact that the latter and much smaller nation lives somewhat in the shadow of the other only makes Brazzaville Charms: Magic and Rebellion in the Republic of Congo by Cassie Knight (Raincoast, $35) all the more valuable.
Ms. Knight is a British specialist in Africa who, following the civil war of 1998–99, worked for an NGO, Catholic Relief Services, from a base in Brazzaville. Her book’s subtitle is not ironic, for she did indeed find many of the people charming. Although charm, however scarce, is universal, those particular individuals no doubt stood out all the more in a culture that must strike many westerners as bizarre (Bizarreville?). In thoughtful prose that is not overdressed, she also builds up, gradually, layer upon layer, a picture of the country’s decidedly less endearing side, a land where weird occult rituals are commonly observed and many taller residents keep the so-called pygmies as slaves. She is not judgmental, though she has a serious purpose, as when she writes of how the president, Denis Sassou-Nguesso, a former communist who filled a vacuum brought on by coups and assassinations and was himself deposed, only to elbow his way back to power six years later. The president uses the country’s oil revenues to strengthen the military while...
exhibiting “an absolute disregard for human life and for human suffering. Like the French before them, [he and his cronies] are interested only in profit [rather than] development. Since independence in 1960 there has been no official enquiry into the conduct of the French administrators and concessionary companies that wreaked so much destruction across the country, and the French similarly turn a blind eye to the wrongdoings of the Congolese government [...]” Various militias roam the countryside, including one headed by a man who claims to be the resurrected Jesus. “Independence”, Ms. Knight writes, “was not an easy new beginning for Congo.”
My good fortune in stumbling on Brazzaville Charms leads me to, for example, *The Uncertain Business of Doing Good: Outsiders in Africa* by Larry Krotz, a Canadian who has written frequently of humanitarian projects on that continent (University of Manitoba Press, $24.95) and *Dust from Our Eyes: An Unblinkered Look at Africa* (Wolsak & Wynn, $19 paper) by Joan Baxter, another Canadian. Ms. Baxter has reported on African matters for the BBC World Service and the *Sunday Times* in London as well as for the *Globe and Mail* and the *Toronto Star*. In 2002, for instance, she was one of the first journalists to penetrate the rebel-held areas of Côte d’Ivoire, another former French colony, during its own most recent civil war.
Yet another new Canadian book on the region is *Shrines in Africa* edited by Allan Charles Dawson (University of Calgary Press, $39.95). This collection of essays on the roles played by spiritual shrines is part of the University of Calgary’s admirable “Africa: Missing Voices” series. A number of other university presses in North America, and not always the ones you might think of first, also publish entire series in the field of African studies. One of the best is the “Blacks in the Diaspora” project from Indiana University Press. Among its forthcoming titles is *Deep Roots: Rice Farmers in West Africa and the African Diaspora* edited by Edda L. Fields-Black (US$34.95), appearing in December. Looking much farther ahead than that is risky. But don’t be surprised to see mention of several new works on Nigeria, now that the oil fields in that predominately Muslim nation are drawing closer attention from the United States (whose military created its first-ever Africa Command last year).
George Fetherling’s most recent book is *Tales of Two Cities: A Novella Plus Stories* (*Subway*).
Running on empty
George Abraham
Few politicians have emulated the courage that U.S. president Gerald Ford showed in January 1975 when he told his astonished nation, “Yes, gasoline and oil will cost more than they do now.” The president warned that “Americans are no longer in full control of their own national destiny, when that destiny depends on uncertain foreign fuel at high prices fixed by others.” He was referring to the five-month oil embargo imposed by Arab oil producers that had ended a few months before, in March 1974.
Mr. Ford’s candour helped in the short run, driving down oil imports and hence America’s foreign dependency, but in the long continuum of history, it made little difference. Crude oil imports accounted for roughly 37 per cent of U.S. needs at the time, but have since increased to 60 per cent today, with Canada being the superpower’s largest and most reliable foreign supplier. According to Jay Hakes, head of the U.S. Energy Information Administration, between 1993 and 2000, the world’s biggest oil consumer spends $1 billion a day on imported fuel to keep its lights burning and its vehicles on the road.
There are many who argue that both oil exporters like Canada and importers such as China and India face a moment of truth similar to the oil shock of the early 1970s. With prices at historic highs and no sign of retreating below $100 a barrel, politicians are reluctant to follow the lead of Mr. Ford and tell their publics the true story: The days of cheap oil are behind us. Further, the convergence of the security, environmental and economic implications of the oil trade should force the world to pause and take stock, but the generally stoic responses from corporate titans and political leaders convey a sense of business as usual.
Our selection of books incorporates the theme of why oil has provoked more wars and the spilling of more blood than gold, diamonds or even water.
James Laxer, *Oil*, Groundwood Books, 2008, 145 pages
This book by long-time writer and professor of political science at York University offers a largely neutral primer on why oil occupies a unique geopolitical space. “Neutral” is important and helpful because when it comes to petroleum, it’s hard to sift fact from ideology. What you think about oil depends largely on the constituency you represent: consumers, corporations, utilities, importers, or oil-exporting governments.
Mr. Laxer offers a concise history of the oil industry, starting with its origins on the eve of the American Civil War, in 1858, with the drilling of an oil well in Petrolia, Ont., followed the next year by another in Pennsylvania. In the book’s final chapter, the author asks this open-ended question: Who will consume the last barrel of oil? The author suggests that market forces alone should not be allowed to dictate the answer because oil corporations work for short-term goals such as quarterly results and maximizing shareholder value rather than stewarding one of humanity’s most precious resources.
Jay Hakes, *A Declaration of Energy Independence*, John Wiley and Sons, 2008, 252 pages
Seeing the world through the lens of an American policy-maker, Dr. Hakes agrees with Mr. Laxer that the big oil corporations cannot be the sole arbiters of the public good. Given oil’s complicated relationship to the economy, the environment and national security, the author calls on the White House to mediate between the public interest and the course adopted by petroleum companies, offering a slate of seven solutions – none of them dramatically new – to rescue the U.S. from the continuing stranglehold of Middle East oil.
The former energy czar traces the ebb and flow of American policy since President Richard Nixon launched Project Independence on Nov. 7, 1973, at the height of the Arab oil embargo. Comparing this goal to the Manhattan project that produced the world’s first atomic bomb and the Apollo mission that launched a man on the moon, Mr. Nixon set this lofty ambition: “Let us pledge that by 1980, under Project Independence, we shall be able to meet America’s energy needs from America’s own energy resources.” It took several years before this resolve could result in actual cutbacks, but between 1977 and 1982, American petroleum imports were cut by half.
The original oil shock may be a faraway memory, but the author warns that the “panic factor” continues to rule gasoline prices. The fact that oil supplies can be cut off at several strategic choke points such as the Strait of Hormuz in the Persian Gulf and sections of the Baku-Ceyhan pipeline, aggravate the uncertainty, but the author adds to the irrationality of it all by linking
oil revenues with the mayhem of 9/11: “Without money derived ultimately from oil, the terrorists could not have struck.”
Andrew Nikiforuk, *The Tar Sands: Dirty Oil and the Future of a Continent*, Douglas & McIntyre, 2008, 217 pages
This book could have an impact on the discourse surrounding this country’s petroleum resources and Canada’s emergence as an “energy superpower” and the supplier of choice to the Americans. A provocative writer from Calgary, Mr. Nikiforuk’s thesis can be summed up in these dire words: “The world’s cheapest and cleanest oil has been consumed. The reality of depletion now demands the mining of the dirtiest.”
The cost of extracting oil from the tar sands makes it the most expensive fossil fuel mined anywhere on earth. It is three times as costly as conventional oil, with the author estimating the production cost at around $32 a barrel. It requires burning costly natural gas, pumping millions of litres of precious fresh water, and laying waste a landscape by excavating enormous amounts of earth. The writer compares the operation to “burning a Picasso for heat.”
Mr. Nikiforuk offers compelling evidence to buttress the argument made by both Dr. Hakes and Mr. Laxer, that laissez-faire company executives cannot be allowed to determine oil policy. He contends that the $200 billion invested so far in tar sands development has not undergone rigorous environmental, economic or social analysis, and aims his most damning assertions at the Alberta government. Mr. Nikiforuk agrees with other experts (the New York Times’ Thomas Friedman, among others) who have postulated that there is an inverse relationship between the price of oil and the quality of democracy in a producing state. This is as true of Alberta as it is for Azerbaijan.
“Oil hinders democracy and corrupts the political process through the absence of transparent reporting and clear fiscal accounting. Alberta, a classic petro state, has one of the least accountable governments in Canada as well as the lowest voter turnout. Canada increasingly behaves like an impervious Middle Eastern state.” Most Canadians would disagree, but one cannot help finishing the book with an involuntary “Ouch!”
*George Abraham is Diplomat’s contributing editor.*
Anyone who cooks has a few tricks for getting the job done more quickly and with greater confidence. They may be as simple as buying pre-chopped garlic in oil, relying on commercial sauces and rubs, or adding a package of this or that to boost the flavour. My trick is my inventory of basic recipes.
Perhaps the most frequent question I am asked is, "Do you cook this way everyday"? My response is always the same "Yes, but I never start cooking from scratch thanks to my supply of indispensable basic recipes which can be prepared in advance in small pockets of time."
These simple recipes include both savoury and sweet items. Most may be kept on hand for weeks or months if appropriately stored in the refrigerator, freezer or a cool dry cupboard. Indeed, open my refrigerator door and you’ll find a variety of mayonnaises, and vinaigrettes, chutneys, chocolate cups, balsamic red wine drizzle, caramel, butterscotch and a slew of other sauces, all ready to be called into service when required. In my freezer, you’ll find small, air-tight, plastic containers standing in tall, long rows, and filled with garlic butter, herb cream cheese, pesto, cooked wild and sushi rice, crêpe batter and even lightly spiced flour for dusting meat. Pastry shells/disks/squares are kept in a cool dry basement cupboard.
These recipes can be used independently or as a component of other recipes, adding flavour and a professional touch. Without these basic recipes at my fingertips, even everyday meal preparation for two (never mind entertaining dozens) would be a bit of a hassle. My basic recipes keep me relaxed, organized and enable me to serve an exciting meal as easily as something more ordinary.
These recipes are also versatile. For example, the crêpe batter can be used to make sweet or savoury crêpe recipes from my breakfast crêpes to ice-cream stuffed dessert crêpes, to blinis with caviar, avocado rolls, or pancake coins with goat cheese and sun-dried tomatoes.
A number of friends, colleagues and readers have adopted this trick. They admit to having become more efficient and confident in the kitchen, and more comfortable about entertaining with more time available to spend with their guests.
Of course, for many of my basic recipes, a commercial product exists and is readily available at local supermarkets. A number of readers may have their own versions for at least some of these recipes.
I should add that I also keep on hand supplies of other frequently used ingredients which do take a few minutes to prepare. For example, chopped fresh garlic, chopped and/or toasted nuts are kept in air-tight containers in the refrigerator; grated fresh gingerroot, lemon and orange zest are in the freezer; chopped ginger in syrup and crushed black peppercorns are stored in a kitchen cupboard.
So, there’s my secret. I never start cooking from scratch. My avocado crêpe rolls use two basic recipes – crêpe batter and zesty ginger mayonnaise.
Bon Appétit!
AVOCADO CRÊPE ROLLS
Makes 12 rolls (six hors d’œuvre servings)
1 avocado, ripe (about 9 oz or 250 g)
12 prepared crêpes (diameter: 4 1/2 inches or 11 cm)
1 to 1 1/2 tsp (5 to 8 mL) lemon juice
1/4 cup (60 mL) sour cream
2 tbsp (30 mL) Zesty Ginger Mayonnaise (recipe follows) or plain mayonnaise
1 tbsp (15 mL) black or red caviar (e.g., well-drained lumpfish roe), optional
3/4 tsp (4 mL) maple syrup
1. Cut avocado in half, remove stone and peel carefully. Cut avocado lengthwise into 12 thin wedges; bathe lightly in lemon juice and set aside.
2. Immediately, lay out crêpes on a clean flat surface. Spread central and bottom areas of each crêpe with sour cream (1 tsp or 5 mL) and a touch of Zesty Ginger Mayonnaise (1/2 tsp or 3 mL). Place one wedge of avocado in a horizontal position near bottom edge of crêpe; sprinkle central area of avocado with caviar (1/4 tsp or 1 mL) and drizzle with a few drops (i.e., 1/16 tsp or 0.3 mL) of maple syrup.
Margaret Dickenson’s avocado crêpe rolls use two basic recipes.
3. Starting from bottom edge, roll crêpe securely around avocado wedge to form a roll. Arrange rolls with seam-side down.
4. If not serving immediately, place rolls in an airtight plastic container and store refrigerated for up to three hours.
To make 1/4 cup (50 mL) of Zesty Ginger Mayonnaise, mix together thoroughly 1/4 cup (50 mL) of mayonnaise, 1 teaspoon (5 mL) of peeled and grated fresh ginger-root, and 1/3 teaspoon (2 mL) granulated sugar. Store refrigerated.
**BUCKWHEAT CRÊPE BATTER/CRÊPES**
Makes about about five dozen small crêpes
3/4 cup (180 mL) all-purpose flour
3/4 cup (180 mL) buckwheat flour
1/2 tsp (3 mL) salt
1/2 tsp (3 mL) ground ginger
2 cups (500 mL)* milk
1 1/2 tbsp (23 mL) white vinegar
3 large eggs
3 egg yolks
3 tbsp (45 mL) molasses
3 tbsp (45 mL) butter or margarine, melted
1. In a large bowl, sift together flours, salt and ginger.
2. In a medium bowl, combine milk and vinegar; set aside for about 10 minutes. Add eggs, egg yolks and molasses to milk mixture. Using an electric mixer, beat ingredients together.
3. Make a well in centre of dry ingredients and pour in milk mixture; beat to form a smooth batter. Beat in melted butter. Allow batter to rest refrigerated for at least 30 minutes.
4. To make crêpes, stir batter thoroughly and spoon 1 tbsp (15 mL) into a preheated non-stick skillet or griddle over medium-low heat. Immediately (i.e., before beginning another crêpe), using the underside of the spoon, quickly spread batter in a circular motion to form a small crêpe (diameter: 4 1/2 inches or 11 cm).
5. Cook crêpes until bubbles on surface burst and batter just sets. Using a pancake flipper, carefully peel crêpe from skillet and turn over; cook second side briefly.
6. Stack cooked crêpes on a plate, cover with wax paper and place in an airtight plastic bag until ready to use. (Refrigerate if not using until later.)
Margaret Dickenson is author of the international award-winning cookbook *Margaret’s Table – Easy Cooking & Inspiring Entertaining.*
The Ottawa River sparkles below the patio, framed by the Gatineau hills beyond. Looking east, the eye follows the graceful river towards Montreal. And through the trees, there’s a glimpse of the historic boathouse at the Ottawa New Edinburgh Club. The patio and its vistas – its black and gold wrought-iron railing with hanging baskets of red petunias, its sense of serenity – is one of the most breathtaking spots in the capital.
The Kuwaiti ambassador’s residence on Acacia Lane, a quiet cul-de-sac in Rockcliffe, is situated on one of the premier locations in town and the house itself is a strikingly modern building that is a model of elegance and Arabic detail.
Ambassador Musaed Al-Haroun and his wife, Fatma Al-Khalifa, say their home with its spectacular scenery is “one of the most wonderful parts of the job. The view is amazing and the terrace is gorgeous and it is a new modern home,” he says.
From the street the house is arresting, an all-white square edifice with brown marble exterior detailing, a small dome and a copper roof. A wrought iron fence and a large circular driveway lead to a grand entrance arch.
Built by Kuwait’s first ambassador to Canada, Abdulmohsin Al-Duajj, who found the property and oversaw the demolition of the existing house, the $4 million residence was designed by Montreal architect Armand Dadoun and was finished in 1998.
Arabic influences are obvious from the exterior, and once inside guests are immediately struck by the details. Through the imposing front door, a large marbled foyer with a huge chandelier and tall arches leads to the main reception rooms and, dead ahead, the patio.
“This is the Arab way of building,” says the ambassador, “with a big hall.” Huge windows looking out over the patio and the glorious view, all highlighted by the interior yellow ochre walls, add to the light in the foyer.
The home has three large formal rooms. A comfortable sitting room with floral-print drapes and cream-coloured sofas, is highlighted by a large Iranian carpet, a gorgeous counterpoint to the furnishings. The carpet belongs to the couple and came to Kuwait during the Iranian revolution.
“It belonged to a Supreme Court judge in Iran and had been in his family for 100 years. He was happy to liberate it,” says the ambassador.
A bright red “smoking room” is another feature of the reception space, a room for
relaxing and chatting. “But we can’t call it a smoking room any more,” laughs the ambassador.
The dining room with its four crystal chandeliers dominates the western side of the house. Covered in green wallpaper, the recessed ceiling was painted gold by the ambassador’s wife, creating an opulence highlighted by assorted gold-coloured pieces of *objets d’arts* collected by Ms. Al-Khalifa and arranged on sideboards and on the large table. She ordered some of the pieces from Mexico, some she painted herself. Her dining room table is covered with a gold hand-embroidered tablecloth, specially ordered from Damascus, Syria.
“I had to send it back twice,” she says, “before it came back perfect.”
Besides its formal reception rooms, the house has four bedrooms for the family and three staff bedrooms. The couple has two sons attending high school in Ottawa and two daughters studying in the U.S., just as their father did many years ago. The house is managed by a staff that includes two housekeepers, a chef and a chauffeur. The modern kitchen is hidden in the basement and the food is sent upstairs in a dumbwaiter.
When they entertain, there is often Arab food on the menu, mostly classic rice dishes with lamb, and sometimes chicken or fish. Some are specialties from Ms. Al-Khalifa’s home country of Bahrain. They can easily entertain 60 guests for dinner.
When the family goes back home to Kuwait, where they are building a house for their retirement, it’s a safe bet their Ottawa home and its view will always have a place in their hearts.
Margo Roston is *Diplomat*’s culture editor.
It’s not easy being pink
Ah, poor rosé. Often dismissed and rarely taken seriously, no other style of wine encounters as much prejudice or disregard. Yet hardly any other style of wine captures bright freshness, seductive fruit and liveliness of character in a single glass. Only a handful of wines complement as wide a variety of foods. Even fewer are as no-nonsense tasty on a warm day. And no other wine is as pretty.
Rosé wines are essentially white wines made with red grapes. The best examples have the crisp freshness of a white and the depth of flavour of a red.
There are three ways to make still rosé wine. While it is also possible to create rosé by blending white and red wines, this practice is mostly used for creating pink champagne and sparkling wine.
Producing a very pale rosé involves pressing grapes to free their juice and immediately fermenting that juice as you would with a white wine. Though there is little contact with skins of the grapes, a small amount of pigment is carried off by the juice to make a delicately coloured wine. These rosés are known as vin gris.
The similar saignée (‘to bleed’) method is the second way to create a rosé wine. This is a useful tool for winemakers to increase the skin-to-juice ratio especially after heavy rains occur before harvest and the grapes are swollen with too much water. Here, juice is siphoned off the macerating skins and pulp, and these bleedings are fermented separately to create a rosé. This technique allows for two wines from a single harvest: a charming rosé and a red wine that would otherwise have been weak and lacking depth of flavour.
The third method is clinically known as “abbreviated red wine vinification.” Here, the juice remains in contact with the crushed grapes for between eight and 72 hours depending on grape variety and the wishes of the winemaker. For instance, in St-Saturnin in the south of France, the juice traditionally stays in contact for a single night, leading to the obvious but still romantic name, *vin d’une nuit* or ‘wine of one night.’ With modern winemaking technology and precise temperature control, winemakers can now prolong this period of juice and skin contact while still being able to create wine that is fresh and vibrant in style. Most quality rosés are created this way.
When it comes to pairing them with food, rosés are versatile. Even potential wine nemeses like eggs, complex salads or dishes influenced by Chinese and Indian cuisines will find a great dance partner in a rosé. Myself, I like rosé with tartare and, believe it or not, grilled cheese sandwiches.
For a Canadian rosé wine, I always look forward to the release of Malivoire’s Ladybug. Year after year, this Niagara winery consistently crafts one of the best rosés in Canada, and the 2007 is a stunner. Made mostly of Cabernet Franc with a dose of Gamay Noir, this wine is brimming with strawberry, rhubarb, and maraschino cherry aromas and flavours. At $16, it’s a steal. Other great producers of rosé in Niagara include Angels Gate Winery and Flat Rock Cellars.
Besides Ontario, there are fresh and delicate Cabernet Franc rosés in France’s Loire region, but, for examples with greater depth, head south for the Tavel and Liracs of France’s Rhône Valley. If you’re eating rich meat dishes and it’s too hot to drink big reds, these are perfect. Made from Grenache, they possess a commanding presence and intensity of flavour rarely seen in other rosés. Though a tad pricier, they’re worth it. For my money, I recommend Château d’Aqueria.
If it’s value you’re after, check out rosés (rosato) from Italy and rosado from Spain. Italian rosés from the northeast tend to be delicate while their southern counterparts are richer and gutsier. Spanish rosés come mostly from Navarra and Rioja and are usually made with Grenache.
California, meanwhile, is partly responsible for anti-rosé feelings thanks to its liquid candy known as White Zinfandel. Look to Californian producers like Randall Graham’s Bonny Doon who make a great rosé called Vin Gris de Cigare.
Though summer is over, there’ll no doubt be a few more warm evenings to enjoy a bottle of rosé. Brave wine drinkers, willing to stand out, will be rewarded when they pick a good one.
Pieter Van den Weghe is the sommelier at Beckta dining & wine.
History and legend have much in common. History refers to events of the past. Legend is based on reality, with the drama and pathos enhanced over time. At the intersection of history and legend reside heroes like Captain William Jackman, who came to the rescue on October 9, 1867.
Jackman sailed into Spotted Harbour, Labrador ahead of a storm and went ashore to visit his friend, John Holwell. After their “mug-up” they walked along the coast despite the gale blowing up. Hearing a gunshot, they rushed up a hill and spotted a fishing schooner, the Sea Clipper, floundering on a reef 150 metres (500 feet) from shore. Some versions of the story report 365 metres (400 yards). Jackman and Holwell could see crew and passengers at the rail, or clinging to the shrouds, depending on the storyteller.
It is evident where history becomes legend—it is unlikely they could see anyone aboard a boat 300 metres away through the rain and crashing waves of a brutal storm at night. But this is the stuff of legend.
There were reputedly 27 people crowded aboard, for the ill-fated Clipper had run down another boat, the Loon, earlier and taken the vessel’s complement aboard before the Loon sank.
Holwell ran for help. Jackman kept watch, knowing the impossibility of a life-boat reaching the schooner before it broke up in the vicious storm. Impulsively shedding his clothes, he rushed into the frigid water. He tried to swim, but the waves pushed him back. He swam underwater, surfacing to breathe.
Taking the first man on his back, he turned shoreward, the waves helping him reach shore. Plunging into the raging surf again and again, Jackman rescued 11 by the time Holwell returned with help.
In some versions of the story, Jackman, alone on the beach, guided by fisher’s instinct, saw the ship. Knowing that none knew its fate, he determined to save the desperate souls clinging to the luckless vessel, and sent the first rescued man for help.
The dory the rescuers brought was useless in the rough sea. They tied coils of rope together. Jackman tied one end around his waist, swam to the boat and tied the other end to the rail. With the rope and rescuers’ assistance, he swam back and forth for over two hours, rescuing everyone.
He stumbled onto the beach, the hushed crowd watching in disbelief. Jackman was finishing some tea when someone said a person was missing, the cook of the Loon, who had been injured in the collision with the Clipper. Jackman rushed into the towering waves for the 27th time, against the crowd’s objections; the woman was probably dead.
On board, he found her lying in water. Some stories place her in her berth, about to expire. Jackman brought her to shore, but she died two days later. Or, you could say, she lived only long enough to kiss Jackman goodbye.
The British Royal Humane Society awarded Jackman a silver medal. He died in 1877, aged 39, because, said many, “of the strain his superhuman exertions had placed on his heart.” The largely unknown Jackman, whom none has “risen to record…in immortal verse,” has been remembered in a discordant ballad entitled “The Man Who Saved the Day” and by Canada Post’s “Legendary Heroes” series in 1992. Labrador City’s Captain William Jackman Memorial Hospital commemorates him.
A daring man, a desperate situation, heroic deeds—the stuff of legend. And history.
Laura Neilson Bonikowsky is the associate editor of *The Canadian Encyclopedia*.
THIS PAGE 1. Walt Natynczyk, the new chief of defence staff, was installed July 2. • 2. The diplomatic corps, including (from left) Slovenian Ambassador Tomax Kunstelj, Swiss Ambassador Werner Baumann, Kenyan High Commissioner Judith Bahemuka, Algerian Ambassador Smail Benamara, Ukrainian counselor Igor Kyzym and Zimbabwean Ambassador Florence Chideya, attended his installation. (Photos: Lois Siegel) • 3. House of Commons Speaker Peter Milliken hosted his annual diplomatic reception in Kingston in June. A cocktail reception was held at Fort Henry National Historic Site followed by a barbeque at the Royal Military College. Shown from left: Mr. Milliken, Bosnian Ambassador Milenko Misic, Serbian Chargé d’Affaires Dusan Vujacic, British High Commissioner Anthony Joyce Cary and a Fort Henry guard. • 4. Mohamed Touzri, of Montreal, served Moroccan tea at Ambassador Mohamed Tangi’s national day reception July 30. (Photo: Ulle Baum) • 5. Honduran Ambassador Beatriz Valle attended U.S. Ambassador David Wilkins and his wife Susan’s 4th of July party. (Photo: Frank Scheme)
THIS PAGE 1. Italian Ambassador Gabriele Sardo hosted his annual fundraiser in support of Opera Lyra June 25. Guests ate fresh parmesan cheese, drank Italian wine and enjoyed the music of performers in the opera company (Photo: Frank Scheme) • 2. Early Music Ensemble of Kiili (Estonia) performed at the University of Ottawa July 9th for Estonia’s 90th anniversary. (Photo: Ulle Baum) • 3. Croatian Ambassador Vesela Mrden Korac and her husband, Marko, hosted a national day reception June 10. Shown: Mr. and Mrs. Korac with Deepak Obhrai, left, parliamentary secretary for foreign affairs. (Photo: Bruce MacRae) • 4. Argentine Ambassador Arturo and Maria Angélica Bothamley took part in a private polo game at the club of Kim and David Levy July 26. (Photo: Frank Scheme) • 5. U.S. Ambassador David Wilkins and his wife, Susan, share a kiss before several thousand guests arrived at their final 4th of July party in Canada. (Photo: Frank Scheme)
New Heads of Mission
Louis Léon Boguy Bony
Ambassador of Cote d’Ivoire
Mr. Bony was at university for 10 years, studying economics, law, history, and political science, obtaining a master’s and other post-graduate certification, before he became an instructor at the Université de Paris in 1986. Also in Paris, he worked briefly for UNESCO and a young Africans group before joining the ministry of foreign affairs in 1989.
Since then, he’s held various positions, including working on the Europe desk, advising the cabinet, and working on the diplomatic affairs desk. In 2000, he became a technical consultant to the president and stayed on as advisor to his successor. He was given the rank of ambassador in 2004. Most recently, he’s worked as a special advisor to a third president, in charge of diplomatic affairs.
Mr. Bony is married. He speaks English and French.
André William Anguillé
Ambassador of Gabon
This is Mr. Anguillé’s first posting as ambassador. The career diplomat joined the ministry of foreign affairs after graduating with a master’s in international relations from the University of London in 1989.
For the following several years, he was a counselor at embassies in London and Brussels before being named a human rights advisor to the secretary of state for justice in 1997. Two years later, he became a diplomatic advisor to the minister of defence. In September 2004, he became political counselor at the United Nations’ political department in New York where he stayed until 2006. For the past two years, he’s been at the ministry, working as director-general on the Africa desk.
Mr. Anguillé is married and has four children. He speaks French, English, and German.
Iyorwuese Hagher
High Commissioner for Nigeria
Dr. Hagher is a scholar, poet and playwright. Over his varied career, he’s also served as a senator, cabinet minister and – more recently – diplomat.
Dr. Hagher taught leadership studies at St. Clements University. His political career was a successful one as he was an elected senator at the age of 33, after which he served twice as a cabinet minister, once as minister of health and once as minister of power and steel. For a year beginning in 1995, he was also a participant in the constitutional conference that formed the current constitution.
The envoy studied English and dramatic arts at Ahmadu Bello University in Zaria, and eventually obtained a PhD. Prior to this assignment, he had been ambassador to Mexico, Costa Rica, Guatemala and Panama.
Rakiah Haji Abdul Lamit
High Commissioner for Brunei Darussalam
Ms. Lamit joined the civil service in 1985. Since then, she’s worked in several areas including the political, protocol, ASEAN and consular affairs departments, the APEC national secretariat, and the APEC logistics secretariat. She was involved in the establishment of the policy planning department.
She was posted as second secretary to the high commission in London from 1990 to 1993 and as first secretary to the high commission in Malaysia from 1994 to 1999. She was then posted as minister-counsellor at the embassy in China.
Ms. Lamit has a bachelor degree in South East Asian studies and social anthropology from the University of Kent at Canterbury where she studied from 1982 to 1985.
Ms. Lamit, 48, is single and has an adopted daughter.
Massoud Maalouf
Ambassador of Lebanon
Mr. Maalouf joined the ministry of foreign affairs in 1972 after three years of working for the government. His first posting came immediately and for the next five years, he worked at the embassy in Nigeria. That was followed by two years at the consulate-general in Montreal and later postings to Tunisia, the Holy See and Washington before he was appointed as ambassador.
to Chile in 1995. He was ambassador to Poland in 2003 and non-resident ambassador to Lithuania, Latvia and Estonia at the same time.
Positions he held at headquarters included director of protocol, director of Arab affairs in the political and consular department and director of economic affairs.
Mr. Maalouf, 62, has a master’s degree in economics from Saint Joseph University and speaks Arabic, French, English and Spanish. He is married and has two children.
**Jorge Castaneda**
**Ambassador of Peru**
Mr. Castaneda’s posting in Ottawa represents a return for the career diplomat. While his former wife was posted in Ottawa in 1991, he came along and did a master’s degree in international relations at Carleton University. At the time, married couples couldn’t work at the same mission.
Mr. Castaneda, 59, joined the ministry in 1970 and his first posting, to Poland, came two years later. Subsequent postings have included the former Soviet Union, United States (Houston), Uruguay, Ecuador, Bolivia and Argentina before he returned to Poland as minister in 1996 and as ambassador three years later. He also served as ambassador to Thailand. The envoy has held numerous positions at headquarters including director of human resources in 1995 and undersecretary of administration in 2007.
He is married and has four children.
**Anu’a-Gheyle Solomon Azoh-Mbi**
**High Commissioner for Cameroon**
Mr. Azoh-Mbi started his diplomatic career in 1985 as a diplomat in litigations service. Three years later he moved on to work as deputy service head for official visits in the department of protocol. In 1991, he became an advisor at the secretariat general and four years later, he was a senior adviser in the same office. In this capacity, he represented Cameroon at several international conferences including at the United Nations, African Union, Commonwealth and the Francophonie.
Mr. Azoh-Mbi studied international relations at the International Relations Institute of Cameroon between 1982 and 1985. Prior to that, he studied at the University of Yaounde, where he received a bachelor degree in history and sociology.
The career diplomat, 50, is married and has four children.
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**Non-Heads of Mission**
| Country | Name |
|---------------|-------------------------------------------|
| Algeria | Ali Iguerguigui, First Secretary |
| | El Mouloud Bousbia, Minister-Counsellor |
| Australia | Jason Dean Gallagher, First Secretary |
| | Dorothy Harvey, First Secretary |
| Bangladesh | Monirul Islam, Deputy High Commissioner |
| Bolivia | Claudia Maria Alexis Rocabado Mrden, First Secretary |
| Brazil | Julio Cesar Ferreira Da Silva Junior, Counsellor |
| Bulgaria | Rumyana Yordanova, Third Secretary |
| Chad | Naimbaye Yelke Dasnan, Attaché |
| | Tchouli Gombo, First Secretary |
| | N-Bashir Nurane, Counsellor |
| Chile | Hector Luis Vera Rivas, Attaché |
| China | Wenxiong Yang, Third Secretary |
| | Xinyu Zhang, Second Secretary |
| | Mei Wang, Second Secretary |
| Colombia | Cesar Felipe Gonzalez Hernandez, Minister-Counsellor |
| Cuba | Manuel Rosendo Peterssen Jimenez, Attaché |
| France | Simon Robert Moulle, Minister-Counsellor |
| Germany | Angelika Sieglinde Andorfer-Eisl, Attaché |
| | Anja Barbara Plagenz, Third Secretary |
| Greece | Georgios Galanos, Defence Attaché |
| Guatemala | Federico Jose Urruela Arenalas, First Secretary |
| Hungary | Tamás Kiraly, Deputy Head Of Mission |
| India | Narinder Chauhan, Deputy High Commissioner |
| Indonesia | Bambang Mulyanto, Deputy Head Of Mission |
| Iran | Bahram Ghasemi, Chargé D’affaires |
| Israel | Eyal Ben Ary, Counsellor |
| Jamaica | Georgette Novelet Smith, Attaché |
| Japan | Akiko Muramoto, Third Secretary |
| | Hiroaki Kodama, First Secretary |
| Jordan | Mo’ath A.S. Al Zo’ubi, Third Secretary |
| Kazakhstan | Zhanbulat Murzalin, Second Secretary |
| | Adilzhan Ruziyev, Second Secretary |
| Mexico | Alberto Lozano Merino, Counsellor |
| Mongolia | Amartuvshin Gombosuren, Second Secretary |
| Netherlands | Erik Boer, Deputy Head Of Mission |
| New Zealand | Mark Roger Smith, Counsellor |
| Saudi Arabia | Mohsen Marei H. Alshamlany, Attaché |
| Serbia | Branimir Filipovic, Minister-Counsellor |
| Sierra Leone | Rasie Binta Kargbo, Minister-Counsellor |
| | Saspö Ibrahim Sankoh, First Secretary |
| Spain | Ignacio Sanchez De Lerin Garcia-Ovies, Deputy Head Of Mission |
| | Francisco Javier Cuchi Oterino, Counsellor |
| Switzerland | Bernadette Maria Hurschler, First Secretary |
| | Martin Zbinden, Attaché |
| Trinidad And Tobago | Patricia Goodridge, Attaché |
| Tunisia | Raoudha Hosni, Attaché |
| United States Of America | Jeffrey Todd Cooper, Attaché |
| | Alan Eric Greenfield, Minister-Counsellor |
| | Kurt Frederick Van Der Walde, First Secretary |
| | Ricardo Anthony Schellen, Attaché |
| | James Lawrence Mc Caulley, Coast Guard Attaché |
| | Donna Marie DiBianco, Attaché |
| | Robin Ann Tilsworth, Minister-Counsellor |
| | Theresa Cardinal Brown, Attaché |
| Vietnam | Hoanh Nam Nguyen, Minister-Counsellor |
AFGHANISTAN
His Ex. Omar Samad
Embassy of the Islamic Republic of Afghanistan
240 Argyle Street
Ottawa, Ontario K2P 1B9
TEL 563-4223 FAX 563-4962
firstname.lastname@example.org
www.afghanemb-canada.net
ALBANIA
His Ex. Besnik Konci
Embassy of the Republic of Albania
130 Albert Street, Suite 302
Ottawa, Ontario K1P 5G4
TEL 236-4114 FAX 236-0804
email@example.com
ALGERIA
His Ex. Smail Benamara
Embassy of the People’s Democratic Republic of Algeria
500 Wilbrod Street
Ottawa, Ontario K1N 6N2
TEL 789-8505 FAX 789-1406
www.embassyalgeria.ca.cng.htm
ANGOLA
His Ex. Miguel Maria N. Puna
Embassy of the Republic of Angola
189 Laurier Avenue East
Ottawa, Ontario K1N 6P1
TEL 234-1152 FAX 234-1179
firstname.lastname@example.org
www.embangola-can.org
ARGENTINA
His Ex. Arturo Bothamley
Embassy of the Argentine Republic
55 Metcalfe Street 7th Floor
Ottawa, Ontario K1P 6K7
TEL 236-2351 FAX 236-2659
email@example.com
www.argentina-canada.net
ARMENIA
Mr. Arman Akopian
Chargé d’Affaires
Embassy of the Republic of Armenia
7 Delaware Avenue
Ottawa, Ontario K2P 0Z2
TEL 234-3710 FAX 234-3444
firstname.lastname@example.org
www.armembassycanada.ca
AUSTRALIA
His Ex. William Fisher
Australian High Commission
50 O’Connor, Suite 710
Ottawa, Ontario K1P 6L2
TEL 236-0841 FAX 236-4376
www.canada.embassy.gov.au
AUSTRIA
His Ex. Otto Ditz
Embassy of the Republic of Austria
445 Wilbrod Street
Ottawa, Ontario K1N 6M7
TEL 789-1444 FAX 789-3431
email@example.com
AZERBAIJAN
Mr. Farid Shafiyev
Chargé d’ Affaires
Embassy of the Republic of Azerbaijan
275 Slater Street, Suite 904-C
Ottawa, Ontario K1P 5H9
TEL 288-0497 FAX 236-8089
BAHAMAS
His Ex. Michael D. Smith
High Commission for The Commonwealth of The Bahamas
50 O’Connor Street, Suite 1313
Ottawa, Ontario K1P 6L2
TEL 232-1724 FAX 236-0097
firstname.lastname@example.org
BANGLADESH
His Ex. A.M. Yakub Ali
High Commission for the People’s Republic of Bangladesh
275 Bank Street, Suite 302
Ottawa, Ontario K2P 2L6
TEL 236-0138 FAX 567-3213
email@example.com
www.bdhc.org
BARBADOS
His Ex. Edward Evelyn Geaves
High Commission for Barbados
55 Metcalfe St., Suite 470
Ottawa, Ontario, K1P 6L5
TEL 236-9517 FAX 236-4362
firstname.lastname@example.org
BELARUS
Mr. Pavel Pustovoy
Chargé d’Affaires
Embassy of the Republic of Belarus
130 Albert Street, Suite 600
Ottawa, Ontario K1P 5G4
TEL 233-9994 FAX 233-8500
email@example.com
BELGIUM
His Ex. Jean Lint
Embassy of Belgium
360 Metcalfe Street, Suite 820
Ottawa, Ontario K1R 7X7
TEL 236-7267 FAX 236-7882
firstname.lastname@example.org
www.diplomatie.be/ottawa
BENIN
His Ex. Honoré Ahimakin
Embassy of the Republic of Benin
58 Glebe Avenue
Ottawa, Ontario K1S 2C3
TEL 233-4429 FAX 233-8952
email@example.com
BOLIVIA
His Ex. Edgar Torres Mosqueira
Embassy of the Republic of Bolivia
130 Albert Street, Suite 416
Ottawa, Ontario K1P 5G4
TEL 236-5730 FAX 236-8237
firstname.lastname@example.org
BOSNIA-HERZEGOVINA
His Ex. Milenko Misic
Embassy of Bosnia and Herzegovina
130 Albert Street, Suite 805
Ottawa, Ontario K1P 5G4
TEL 236-0028 FAX 236-1139
email@example.com
www.bhembassy.ca
BRAZIL
His Ex. Paulo Cordeiro Pinto
Embassy of the Federative Republic of Brazil
450 Wilbrod Street
Ottawa, Ontario K1N 6M8
TEL 237-1090 FAX 237-6144
firstname.lastname@example.org
BRUNEI DARUSSALAM
Her Ex. Rakiah Haji Abdul Lamit
High Commission for Brunei Darussalam,
395 Laurier Avenue East
Ottawa, Ontario K1N 6R4
TEL 234-9656 FAX 234-4397
email@example.com
BULGARIA
His Ex. Evgeni Stoytchev
Embassy of the Republic of Bulgaria
325 Stewart Street
Ottawa, Ontario K1N 6K5
TEL 789-3215 FAX 789-3524
BURKINA FASO
Her Ex. Juliette Bonkoungou
Embassy of Burkina Faso
48 Range Road
Ottawa, Ontario K1N 8J4
TEL 238-4796 FAX 238-3812
firstname.lastname@example.org
www.ambburkina-canada.org
BURUNDI
Her Ex. Appolonie Simbizi
Embassy of the Republic of Burundi
325 Dalhousie Street, Suite 815
Ottawa, Ontario K1N 7G2
TEL 789-0414 FAX 789-9537
email@example.com
http://ambabucanada.le-site.info
CAMEROON
His Ex. Anu’a-Ghelye Azoh-Mbi
High Commission for the Republic of Cameroon
170 Clemow Avenue
Ottawa, Ontario K1S 2B4
TEL 236-1522 FAX 236-3885
CHILE
His Ex. Eugenio Ortega Riquelme
Embassy of the Republic of Chile
50 O’Connor Street, Suite 1413
Ottawa, Ontario K1P 6L2
TEL 235-9940 FAX 235-1176
firstname.lastname@example.org
www.chile.ca
CHINA
His Ex. Liujun Lan
Embassy of the People’s Republic of China
515 St. Patrick Street
Ottawa, Ontario K1N 5H3
TEL 789-3434 FAX 789-1911
www.chinaembassycanada.org
COLOMBIA
His Ex. Jaime Giron-Duarte
Embassy of the Republic of Colombia
360 Albert Street, Suite 1002
Ottawa, Ontario K1R 7X7
TEL 230-3760 FAX 230-4416
email@example.com
www.embajadacolumbia.ca
CONGO (ZAIRE)
Ms. Louise Nzanga Ramazani
Chargé d’Affaires
Embassy of the Democratic Republic of the Congo
18 Range Road
Ottawa, Ontario K1N 8J3
TEL 230-6391 FAX 230-1945
COSTA RICA
Her Ex. Emilia Maria Alvarez Navarro
Embassy of the Republic of Costa Rica
325 Dalhousie Street, Suite 407
Ottawa, Ontario K1N 7G2
TEL. 562-2855 FAX 562-2582
firstname.lastname@example.org
www.costaricaembassy.com
CÔTE D’IVOIRE
His Ex. Louis Leon Boguy Bony
Embassy of the Republic of Côte d’Ivoire
9 Marlborough Avenue
Ottawa, Ontario K1N 8E6
TEL. 236-9919 FAX 563-8287
email@example.com
www.ambaci-ottawa.org
ESTONIA
Rasmus Lumi
Chargé d’Affaires
Embassy of the Republic of Estonia
260 Dalhousie Street, Suite 210
Ottawa, Ontario K1N 7E4
TEL. 789-4222 FAX 789-9555
firstname.lastname@example.org
www.eslemb.ca
ETHIOPIA
Embassy of the Federal Democratic Republic of Ethiopia
151 Slater Street, Suite 210
Ottawa, Ontario K1P 5H3
TEL. 235-6637 FAX 235-4638
email@example.com
www.ethiopia.ottawa.on.ca
EUROPEAN UNION
His. Ex. Dorian Prince
Delegation of the European Commission to Canada
150 Metcalfe St. #1900
Ottawa, ON K2P1P1
TEL. 238-6464 FAX 238-5191
firstname.lastname@example.org
www.delcan.ec.europa.eu
FINLAND
Embassy of the Republic of Finland
55 Metcalfe Street, Suite 850
Ottawa, Ontario K1P 6L5
TEL. 288-2233 FAX 288-2244
email@example.com
FRANCE
His Ex. Francois Delattre
Embassy of France
42 Sussex Drive
Ottawa, Ontario K1M 2C9
TEL. 789-1795 FAX 562-3735
www.ambafrance-ca.org
GABON
His Ex. André William Anguïlé
Embassy of the Gabonese Republic
4 Range Road, P.O. Box 368
Ottawa, Ontario K1N 8J5
TEL. 232-5301 FAX 232-6916
firstname.lastname@example.org
GERMANY
His Ex. Matthias Martin Höpfner
Embassy of the Federal Republic of Germany
1 Waverley Street
Ottawa, Ontario K2P 0T8
TEL. 232-1101 FAX 594-9330
email@example.com
GHANA
Her Ex. Margaret Ivy Amoakohene
High Commission for the Republic of Ghana
153 Gilmour Street
Ottawa, Ontario K2P 0N8
TEL. 236-0871 FAX 236-0874
firstname.lastname@example.org
www.ghc-ca.com
GREECE
His. Ex. Nikolaos Matsis
Embassy of the Hellenic Republic
80 McLaren Street, Suite 76
Ottawa, Ontario K2P 0K6
TEL. 238-6271 FAX 238-5676
email@example.com
www.greekembassy.ca
GUATEMALA
Embassy of the Republic of Guatemala
130 Albert Street, Suite 1010
Ottawa, Ontario K1P 5G4
TEL. 233-7237 FAX 233-0135
firstname.lastname@example.org
www.embaguate-canada.com
GUINEA
Mrs. Hawa Diakité
Counsellor & Chargé d’Affaires
Embassy of the Republic of Guinea
483 Wilbrod Street
Ottawa, Ontario K1N 6N1
TEL. 789-8444 FAX 789-7560
email@example.com
GUYANA
His Ex. Rajnarine Singh
High Commission for the Republic of Guyana
151 Slater Street, Suite 309
Ottawa, Ontario K1P 5H3
TEL. 235-7249 FAX 235-1447
HAITI
Ms. Marie Nathalie Menos-Gissel
Chargé d’Affaires
Embassy of the Republic of Haiti
130 Albert Street, Suite 1500
Ottawa, Ontario K1P 5G4
TEL. 238-1628 FAX 238-2986
firstname.lastname@example.org
HOLY SEE
His Ex. The Most Rev. Luigi Ventura
Apostolic Nunciature
724 Manor Avenue
Ottawa, Ontario K1M 0E3
TEL. 746-4914 FAX 746-4786
HONDURAS
Her Ex. Beatriz Valle
Embassy of the Republic of Honduras
151 Slater Street, Suite 805
Ottawa, Ontario K1P 5H3
TEL. 233-8900 FAX 232-0193
HUNGARY
His Ex. Pál Vastagh
Embassy of the Republic of Hungary
299 Waverley Street
Ottawa, Ontario K2P 0V9
TEL. 230-2717 FAX 230-7560
www.mfa.gov.hu/emb/ottawa
email@example.com
ICELAND
Olof Dogg Sigvaldadottir
Chargé d’Affaires
Embassy of Iceland
360 Albert Street, Suite 710
Ottawa, Ontario K1R 7X7
TEL. 482-1944 FAX 482-1945
firstname.lastname@example.org
INDIA
His Ex. Rajaram Lakshmi Narayan
High Commission for the Republic of India
10 Springfield Road
Ottawa, Ontario K1M 1C9
TEL. 744-3751 FAX 744-0913
email@example.com
www.hcicottawa.ca
INDONESIA
His Ex. Djoko Hardono
Embassy of the Republic of Indonesia
55 Parkdale Avenue
Ottawa, Ontario K1V 1E5
TEL. 724-1100 FAX 724-1105
firstname.lastname@example.org
www.indonesia-ottawa.org
IRAN
Mr. Bahram Ghasemi
Chargé d’Affaires
Embassy of the Islamic Republic of Iran
245 Metcalfe Street
Ottawa, Ontario K2P 2K2
TEL. 235-4726 FAX 232-5712
email@example.com
www.salamiran.org
IRAQ
His Ex. Howar M. Ziad
Embassy of the Republic of Iraq
215 McLeod Street
Ottawa, Ontario K2P 0Z8
TEL. 236-9177 FAX 236-9641
firstname.lastname@example.org
www.iraqembassy.ca
IRELAND
His Ex. Declan Kelly
Embassy of Ireland
130 Albert Street, Suite 1105
Ottawa, Ontario K1P 5G4
TEL. 233-6281 FAX 233-5835
email@example.com
www.embassyofireland.ca
ISRAEL
His Ex. Alan Baker
Embassy of Israel
50 O’Connor Street, Suite 1005
Ottawa, Ontario K1P 6L2
TEL. 567-6450 FAX 567-9878
firstname.lastname@example.org
www.embassyofisrael.ca
ITALY
His Ex. Gabriele Sardo
Embassy of the Italian Republic
275 Slater Street, 21st Floor
Ottawa, Ontario K1P 5H9
TEL. 232-2401 FAX 232-1484
email@example.com
www.italyincanada.com
JAMAICA
Her Ex. Evadne Coye
Jamaican High Commission
275 Slater Street, Suite 800
Ottawa, Ontario K1P 5H9
TEL. 233-9311 FAX 233-0611
firstname.lastname@example.org
JAPAN
His Ex. Tsuneo Nishida
Embassy of Japan
255 Sussex Drive
Ottawa, Ontario K1N 9E6
TEL. 241-8541 FAX 241-2232
email@example.com
www.ca.emb-japan.go.jp
JORDAN
His Ex. Nabil Ali Barto
Embassy of the Hashemite Kingdom of Jordan
100 Bronson Avenue, Suite 701
Ottawa, Ontario K1R 6G8
TEL. 238-8090 FAX 232-3341
SLOVENIA
Ex. Tomaz Kunstelj
Embassy of the Republic of Slovenia
150 Metcalfe Street, Suite 2200
Ottawa, Ontario K1P 1P1
TEL. 565-5781 FAX 565-5783
firstname.lastname@example.org
SWITZERLAND
His Ex. Werner Baumann
Embassy of Switzerland
5 Marlborough Avenue
Ottawa, Ontario K1N 8E6
TEL. 235-1837 FAX 563-1394
email@example.com
SYRIA
His Ex. Jamil Haidar Sakr
Embassy of the Syrian Arab Republic
151 Slater Street, Suite 1000
Ottawa, Ontario K1P 5H3
TEL. 569-5556 FAX 569-3800
www.syrianembassy.ca
TAIPEI Economic & Cultural office
David Tawei Lee, Representative
45 O’Connor Street, Suite 1960
Ottawa, Ontario K1P 1A4
TEL. 231-5080 FAX 231-7112
firstname.lastname@example.org
TANZANIA
His Ex. Peter Kallaghe
High Commission for the United Republic of Tanzania
50 Range Road
Ottawa, Ontario K1N 8J4
TEL. 232-1509 FAX 232-5184
email@example.com
www.tanzaniahighcommission.ca
THAILAND
His Ex. Sanchart Devahastin
The Royal Thai Embassy
180 Island Park Drive
Ottawa, Ontario K1Y 0A2
TEL. 722-4444 FAX 722-6624
firstname.lastname@example.org
TOGO
His Ex. Bawoumondom Amelete
Embassy of the Togolese Republic
12 Range Road
Ottawa, Ontario K1N 8J3
TEL. 238-5916 FAX 235-6425
TRINIDAD AND TOBAGO
Her Ex. Camille Rosemarie Robinson-Regis
High Commission for the Republic of Trinidad and Tobago
200 First Avenue, Third Level
Ottawa, Ontario K1S 2G6
TEL. 232-2418 FAX 232-4349
email@example.com
TUNISIA
His Ex. Mouldi Sakri
Embassy of the Republic of Tunisia
515 O’Connor Street
Ottawa, Ontario K1S 3P8
TEL. 237-0330 FAX 237-7939
firstname.lastname@example.org
TURKEY
His Ex. Rafet Akgünay
Embassy of the Republic of Turkey
197 Wurttemberg Street
Ottawa, Ontario K1N 8L9
TEL. 789-4044 FAX 789-3442
email@example.com
UGANDA
His Ex. George Marino Abola
High Commission for the Republic of Uganda
231 Cobourg Street
Ottawa, Ontario K1N 8J2
TEL. 789-7797 FAX 789-8909
firstname.lastname@example.org
www.ugandahighcommission.ca
UKRAINE
His. Ex. Ihor Ostash
Embassy of Ukraine
310 Somerset Street, West,
Ottawa, Ontario, K2P 0J9
Tel. 230-2961 Fax 230-2400
www.ukremb.ca
UNITED ARAB EMIRATES
His Ex. Hassan Al-Suwaidi
Embassy of the United Arab Emirates
45 O’Connor Street, Suite 1800
Ottawa, Ontario K1P 1A4
TEL. 565-7272 FAX 565-8007
email@example.com
www.uae-embassy.com
UNITED KINGDOM
His Ex. Anthony Cary
British High Commission
80 Elgin Street
Ottawa, Ontario K1P 5K7
TEL. 237-1530 FAX 237-7980
www.britainincanada.org
UNITED STATES OF AMERICA
His Ex. David Wilkins
Embassy of the United States of America
499 Sussex Drive
Ottawa, Ontario K1N 1G8
TEL. 236-5335 FAX 688-3088
www.usembassycanada.gov
URUGUAY
His Ex. Alváro M. Moerzinger
Embassy of the Oriental Republic of Uruguay
130 Albert Street, Suite 1905
Ottawa, Ontario K1P 5G4
TEL. 234-2727 FAX 233-4670
VENEZUELA
Jose Antonio Manlio Rodriguez de la Sierra Llerandi
Chargé d’Affaires
Embassy of the Bolivarian Republic of Venezuela
32 Range Road
Ottawa, Ontario K1N 8J4
TEL. 235-5151 FAX 235-3205
www.misionvenezuela.org
VIETNAM
His Excellency Duc Hung Nguyen
Embassy of the Socialist Republic of Vietnam
470 Wilbrod Street
Ottawa, Ontario K1N 6M8
TEL. 236-0772 FAX 236-2704
YEMEN
His Ex. Abdulla Abdulwali Nasher
Embassy of the Republic of Yemen
54 Chamberlain Avenue
Ottawa, Ontario K1S 1V9
TEL. 729-6627 FAX 729-8915
www.yemenincanada.ca
ZAMBIA
His Ex. David Clifford Saviye
High Commission for the Republic of Zambia
151 Slater St., Suite 205
Ottawa, Ontario
K1B 5H3
TEL. 232-4400 FAX 232-4410
ZIMBABWE
Her Ex. Florence Zano Chideya
Embassy of the Republic of Zimbabwe
332 Somerset Street West
Ottawa, Ontario K2P 0J9
TEL. 237-4388 FAX 563-8269
Marketplace
The Rotary Club of Ottawa
Website: www.rotaryottawa.com
E-mail: firstname.lastname@example.org
Rotarian Diplomats,
a welcome awaits you at the Rotary Club of Ottawa.
Please join us at our weekly lunch meetings each Monday at 12:15 p.m.
At The Ottawa Marriott Hotel
100 Kent Str. Luncheon $22.00
Cultural centre in Ottawa and in every major cities of the world
Alliance Française
234-9470
Excellence in teaching French
International diplomas
Beauty Mark
ESTHETICS
2 Beechwood Avenue, Unit 103
744-4460
Dr. Sheldon Butler & Associates
Rideau Optometric Clinic
Sharing a distant vision...
Examen complet de la vue;
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Complete eye exams; Contact lenses
339-50 Rideau St., Ottawa, ON K1N 9Y7
Tel. (613) 367-0800 • Fax. (613) 367-0802
AQUA M. G. MARK TECHNOLOGY
On-Site Water Analysis
Total Water Treatment & Purification
Best Prices and Service in the Nation's Capital!
Pro-Rated Warranty
837-0587
FRANK H. SCHEME
Freelance Photographer
(613) 327-1968
email@example.com
frankscheme.zenfolio.com
Professional Haircare
Advanced Styling
Master Colourists
Courteous Service
Great Space
Conceptual Designs
www.studio698.ca
613 567-6765
698 Cooper St. Ottawa, ON
EMPOWERED MEDIA
Digital Video Productions
Dale Jubb • (613) 852-3523
firstname.lastname@example.org
www.empoweredmedia.ca
Use our professional videography services for recording:
Official Visits, Conferences, or Special Events.
We offer Promotional Videos and Multi-Media Presentations.
When you want to capture the event
entrust Empowered Media services for excellent results!
Dyanne Wilson Photography
Evocative and poignant... images that will in future, bring you back in time.
Professional lifestyle and event photography with the personal touch in your home or at your event.
email@example.com
www.dyannewilson.com
(613) 884-7029
BRITTONS
"Your magazine specialists"
Over 4,000 international magazines and newspapers, as well as best-selling book titles. Inquire about our contract delivery service (613) 237 6116
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(613) 237 6116
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(613) 729 0551
Discover the difference of personalized Care for Women, Men & Teens
Esthetician - Electrologist
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Advanced Podologic Foot Care Technician
by appointment (613) 748-0352
54 Dunvegan Road (Manor Park - 5 mn drive from downtown) - Ottawa
A special year to visit Brazil
By Paulo Cordeiro de Andrade Pinto
Ambassador of Brazil to Canada
This year, Brazil celebrates the 200th anniversary of the arrival of the Portuguese royal family to the then small town of Rio de Janeiro. Queen Maria I and João (John), 40, the Prince Regent, had to leave Lisbon to escape Napoleon’s French troops and suffered the fate of many European monarchs – they lost their crowns and sovereignty. Portugal was then a small European power whose world empire comprised the 19 administrative captaincies of Portuguese America, as well as settlements and factories in Africa, India, China and Oceania (East Timor).
My son, João, who lives in Rio, recently helped to set up a museum exhibition named “1808 – Rio, Capital of Portugal.” Humour aside, it is an expression of truth.
The 1807 Portuguese evacuation was massive. The whole European Royal Court, with more than 15,000 people, plus the royal library, the navy, marine corps, *le Cabinet des médailles* for the first time ever, crossed the Atlantic as unwilling tourists to settle in a green, sunny, lush tropical land.
They rediscovered their South American colonies, “the Brazils,” and to their surprise, many of them liked it. And the Prince Regent liked Brazil most of all.
In 1814, Wellington defeated Napoleon at Waterloo and everybody in Lisbon and London wanted the Portuguese Royals to return to Europe. In 1815, John raised Brazil from the low status of colony to a kingdom equal in stature to Portugal.
Queen Maria I died in Rio and John was sacred King John VI of Portugal, Brazil and the Algarves (a southern Portuguese region). He stayed in Brazil until 1821. The long permanence of the Court led to the establishment of central government institutions in Rio, including a Ministry of Foreign Affairs. It provided a centre of gravity for the collection of colonies established during the previous three centuries. (Portuguese navigators, on their way to India, had found the coast of Bahia in 1500.)
In 1822, King John’s son, the Crown Prince Pedro, proclaimed Brazil’s independence from Portugal and proclaimed himself Pedro I, Emperor of Brazil. In 1889, Brazil became a republic. This unique historical event in the Americas can still be seen in the mountain city of Petropolis, 60 kilometres southwest of Rio de Janeiro, where King John’s descendents still live close to the old emperor’s summer palace, now the Imperial Museum.
While its Spanish-speaking South American neighbours formed 10 independent republics, Portuguese America kept its unity. This cohesiveness has made Brazil today’s fifth-largest country in the world, with a total area of 8,547,403.5 square kilometres or half of the landmass of the South American continent. For the country’s more than 186 million people, Portuguese is the official language.
In 1807, it took Prince John almost three months to sail from Lisbon to Salvador de Bahia. Today, it is much easier to visit Brazil’s many attractions that welcome tourists from every part of the world, all year long. The diversity of culture and the scenery are the country’s strong points. But the best part – the one you only get to know when you arrive there – is the Brazilian people.
One of the most fascinating characteristics of the Brazilians is their generous, compassionate spirit, buoyed by their good and irreverent sense of humour. This vast country welcomes people with open arms. And while Brazilians have arrived from around the world, Africans, Amerindians and the Portuguese form the core of our nationhood. During centuries of immigration, Italians, Japanese, Spaniards, Germans, Syrians, Lebanese, Ukrainians, Koreans, Chinese, Poles, Spanish-speaking South Americans, Armenians and Angolans have continued to join our population. They integrated with our culture surprisingly harmoniously to make Brazil even richer and more fascinating. In combination, these qualities make Brazil the ideal destination for visitors who seek both a beautiful and welcoming environment.
Recently, a prominent travel magazine celebrated Brazil’s “7,000-kilometre beach.” It is almost true, as we have a long coastline dotted with bays and islands, enchanting paradises of sandy beaches and green and turquoise waters. Among the most visited are the famous beaches of Ipanema and Copacabana on Rio de Janeiro’s coast; Joaquina, near Florianopolis in southern Brazil and famous for its national and international surfing championships; Praia do Forte, on the northern coast of Bahia; and the marvelous beaches of Fernando Noronha archipelago, one of the best places for scuba diving.
The heart of Brazil also reserves natural treasures that enchant and surprise even the most experienced travelers. Among these rarities is Foz do Iguaçu (Iguazu Falls), a city located along the triple border of Brazil, Paraguay and Argentina whose greatest attraction is the impressive row of 275 waterfalls cascading more than 60 metres.
Brazil has 7,000 kilometres of beach coastline. Shown here, Lagoa Azul near Natal, the City of Sun.
And we must not forget the Amazon, one of the world’s icons of ecology and biodiversity and the world’s largest equatorial forest, located in the north of the country and covering approximately 5.5 million square kilometres. It occupies 61 per cent of the Brazilian territory and expands beyond. The tourists who arrive there have much to do, from boat trips over the region’s rivers to a variety of
The magnificent Iguazu Falls, in Southern Brazil, in the state of Paraná, plunge 269 feet (52 metres) into Iguazu River.
Botafogo is one of Rio de Janeiro’s most traditional neighbourhoods. It was named after Joao Pereira de Souza Botafogo, one of the first residents of the area.
The Metropolitan Cathedral of Brasilia was designed by architect Oscar Niemeyer. Construction began in 1960 and it was dedicated 10 years later.
expeditions, with guided hikes and trails. For those who do not want to participate in adventure, just relaxing and appreciating the stunningly rich flora, fauna and scenery of the Amazon delights the eyes and rests the soul.
In Brazil, exuberance is everywhere. You find it in the immensity of the desert-like white sands of Lençois Maranhenses, in the rivers so wide they look like seas, in the 250,000 square kilometres of Mato Grosso Swamplands. Beauty also reigns in 44 national parks that preserve the ecosystem, in the long rows of coconut trees that line the seashores of Alagoas, the Chapada Diamantina, Bahia and Pico Itatiaia in Rio de Janeiro. At the National Park of the Serra da Capivara, a well-known UNESCO World Heritage Site in the State of Piauí, one can admire 33,000 rock paintings in 360 archeological sites, that show that man has inhabited the Americas for the last 48,000 years, challenging the accepted belief that man had crossed the Bering Strait much later.
Architecture is one of the most lasting manifestations of a people’s history, as buildings reveal an era’s customs, trends and techniques. With a large historical-cultural heritage, Brazil has attracted a great number of tourists interested in strolling through large museums or city streets, to learn a little of the nation’s past. Many Brazilian cities and sites have been declared as World Heritage Sites by UNESCO. They include:
**Historic city of Ouro Preto, State of Minas Gerais**
This city holds on its stone roads a small piece of Brazil’s history. Founded by the end of the 17th century, it remains as proof of the 1700s gold rush prosperity, and of the exceptional talent of the Baroque sculptor and architect, Aleijadinho, a humble mulatto leper who turned out to be a master of the Baroque style.
**Historic city of Olinda, State of Pernambuco**
Olinda was founded in the 16th century. Occupied by Dutch invaders from 1630 to 1654 and rebuilt afterwards, this twin city of Recife, capital of the State of Pernambuco, has kept a harmonious balance between baroque churches, convents, small chapels, buildings, gardens and monuments, which have given this city a unique charm.
**Ruins of São Miguel das Missões**
Located in the southern State of Rio Grande do Sul, these ruins hold valuable
remains of the Jesuit Missions that once thrived in the area. They were built in the indigenous lands of Guaranis between the 17th and 18th centuries and stand out for their variety of shapes and exceptional state of conservation.
**Historic Centre of Salvador, State of Bahia**
First capital of the country, from 1549 to 1763, Salvador preserves, until today, countless renaissance and Baroque-age buildings, with more than 180 ancient Catholic churches, colonial-era fortresses, and 30 kilometres of urban sandy beaches. A peculiarity of the old city is the wealth of colours of its colonial mansions. Salvador may be the most important centre of the Afro-Brazilian culture – a feast for the eyes and the palate.
**Historic Centre: São Luis, State of Maranhão**
Founded by the French in the beginning of the 17th century, it was later occupied by the Portuguese and invaded by the Dutch. As the Portuguese reclaimed it permanently, they preserved the original plans of the city, and characteristically covered their houses with multi-colored tiles. São Luis is the gateway to the Lençois Maranhenses National Park, and it is also an important centre of unique Afro-Brazilian culture, rooted in the old Kingdom of Dahomey, now the African republic of Benin.
**Bom Jesus Sanctuary, in Congonhas do Campo, State of Minas Gerais**
Built in the second half of the 18th century, it consists of a church filled with magnificent rococo-style adornments, of Italian inspiration. Aleijadinho’s famous sculptures of the biblical prophets decorate its stairway. There are also seven chapels illustrating the passion of Christ, with scenes that might have inspired Mel Gibson’s feature film *The Passion of the Christ*.
**Brasília, the federal capital**
In contrast with other examples of Brazil’s heritage, it was given the title “world heritage site” for being a unique example of innovation, a truly modern city, in the aesthetic sense of the word. Brasília combines the bold design of urbanist Lúcio Costa and the creative buildings of architect Oscar Niemeyer. It is a watershed in the history of planned cities. Brazil has built many planned cities such as Goiania, capital of Goiás, conceived as an art deco city in the 1930s and Belo Horizonte, capital of Minas Gerais, built in the 1890s in an eclectic style.
**Historic centre of Diamantina City, State of Minas Gerais**
Founded during the diamond rush of the 18th century, it’s a testament to human, cultural and artistic triumph over the adversities imposed by its location.
**Historic centre of Goiás City, State of Goiás**
Former capital of the State of Goiás, it perfectly represents the colonial occupation of central Brazil in the 18th century.
These World Heritage Sites are serviced by some large international hotel chains that have been operating in Brazil for some time, as well as by Brazilian hotel companies and quaint “bed and breakfasts” known as pousadas. Certain areas, such as the Green Coast, in the south of the State of Rio de Janeiro or the Suaípe Coast, near Salvador de Bahia, or Natal, Recife and Fortaleza, boast international-quality resorts.
In describing the marvels of Brazil, we should not forget the city of São Paulo, with 18 million inhabitants in its metropolitan zone and capital of the State of São Paulo, the industrial powerhouse of Brazil. Excellent museums and restaurants can be found there, as well as a vibrant cultural life.
Rio de Janeiro, the Marvelous City, is so beautiful, that even we the baianos (I am from Bahia) recognize its eminence. Porto Alegre, Florianópolis, Curitiba are world-class cities. Manaus and Belém, in the Amazon, have old opera houses and organized festivals.
Brazil gives to its ambassadors abroad l’embarras du choix. If you go there, you might feel like King John VI who went to Brazil as a scared Prince Regent and left as King of Portugal, sad to leave a land he learned to love.
Brazil is still a developing country with its share of problems, including a large dose of urban violence, infrastructure that is far from perfect and social, economic and regional inequalities. Since independence in 1822, the building of democracy, rule of law and the full enjoyment of human rights have been goals to be attained. We are getting closer to fulfilling them.
President Luiz Inacio Lula da Silva, or “Lula,” as most Brazilians call him, with his September 23rd visit to Canada, opens what we hope will be a new chapter in the already good Canadian-Brazilian relationship. What a perfect time for you to visit Brazil!
*Paulo Cordeiro de Andrade Pinto is Brazil’s ambassador to Canada.*
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Diplomacy has its perks.
Introducing the Audi Diplomat Sales Program. Receive special diplomat pricing on a great range of vehicles from the powerful S8 to the unmistakable Audi Q7 to the luxurious A8. Contact Liza Mrak at Mark Motors for more details.
611 Montreal Road
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Ottawa | 613-723-1221 | www.markmotorsaudi.com
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Wellness is the state of being in good health, especially as an actively pursued goal. Let's pursue this goal together!
The purpose of the SUNY Sullivan Wellness Program is to enhance the physical, emotional, and intellectual health of our employees and students by developing awareness through education and voluntary onsite health related programming, as well as by connecting employees/students to external resources through our benefits programs out of Human Resources and Student Activities.
Our goal is to create a culture of health that increases individual self-efficacy around personal wellness. This will ultimately improve employee/student morale, well-being and happiness, while concurrently lowering overall health care costs and improving productivity for our entire college community.
The SUNY Sullivan Wellness Program has several goals,
1. To increase Health Awareness and Education through:
- Disease Management Resources
- Seminars and Classes
- Blood pressure screenings
- Biometric screenings
2. To increase nutritional knowledge through cooking and nutrition classes and by providing information on healthy eating options in the school cafeteria as well as nearby restaurants and through the promotion of our community gardens.
3. To provide wellness and fitness classes that encourage employees and students to be active
4. To promote a Tobacco-free Campus
Read the Wellness Policy here.
Wellness isn't just about eating healthy and exercising. There are many aspects of our lives that affect our overall health and wellness. Each month the SUNY Sullivan Wellness Program will highlight a category of the wellness wheel below that will include activities and information relative to the topic. This month we will highlight Environmental Wellness.
Sustainability at SUNY Sullivan
SUNY Sullivan Embraces Environmental Wellness!
SUNY Sullivan is located on 400 acres in the beautiful Catskill Mountains. Our campus is a “living laboratory” that teaches and inspires our community to preserve the air, water, and land we all need to survive.
Here are some of the ways we exemplify how institutions and individuals can lessen their negative impacts on the environment!
We have academic programs in Green Building Maintenance and Management and Environmental Science!
• We are facing serious environmental problems locally and globally, but you can be part of the solution!
• Renewable energy is one of our most important strategies to combat climate change, and is also one of the fastest growing labor markets.
• We need scientists to research and implement ways to protect our natural resources and to reverse the climate crisis.
We use a Geothermal System to heat and cool our campus!
• There are 200 closed loops reaching 400 feet into the ground in our “back yard” that have allowed us to use the earth as a natural heat source or heat sink for more than 20 years.
• Quiet and efficient heat pumps, powered by electricity, transfer heat and AC throughout our buildings.
We harness the power of the sun with a 2.15 MW Solar Farm!
- More than 7050 photovoltaic modules are installed on 9 acres of campus.
- More than 75% the electricity that SUNY Sullivan purchases is offset by our solar farm and wind turbine.
- In a recent survey of 52 colleges and universities, SUNY Sullivan was found to use the least amount of energy per square foot of building space.
We harness the power of wind with a 2.5 KW Wind Turbine!
- In addition to feeding power into the electric grid, our wind turbine provides hands-on training for students in the Green Building Maintenance and Management Program.
We Compost Food Waste from the cafeteria and Culinary Program kitchens!
- We offer scholarships to students each semester to collect food waste from the cafeteria and Culinary Department kitchens and transport it to the compost pile in the Community Garden.
- Our composting program has diverted tons of food waste from the landfill, and provides a valuable soil amendment for our gardens.
We have a Community Garden!
- Our Community Garden was established in 2009 by students in our Honors Program.
- We now have 35 raised beds that are rented each growing season to students, staff, and community members, who grow an amazing array of vegetables, fruits, and flowers.
We host a Farm in partnership with New Hope Community!
- Hope Farm was established in 2015 as a partnership between SUNY Sullivan and New Hope Community.
- Farmers, employed by New Hope, grow thousands of pounds of produce using organic and permaculture methods on our campus.
- The delicious, nutritious food is provided to residents at New Hope Community and to our Culinary Program.
- Thousands of pounds of produce have also been donated to local food pantries!
We are home to a Honey Bee Apiary!
• Several hives of honey bees call a remote field on campus home.
• You might think that the main reason to raise honey bees is for the honey, but honey bees are important pollinators of many of our food crops!
• For more information about our apiary, follow “SUNY Sully Bees” on Facebook or “sunysullivanbees” on Instagram.
We have a Variety of Habitats, open to explore!
• Our gorgeous campus is great for walking, biking, snowshoeing, birdwatching, or just sitting and enjoying the views.
• Our Sustainability Committee is working to establish, mark, and map the trails on campus.
We have Water Bottle Fillers and Recycling Bins throughout campus!
• We make it easy to refill your reusable water bottles with filling fountains that have prevented the disposal of many thousands of plastic bottles.
• Single Stream recycling bins make it easy to recycle paper, plastic, glass, and metal.
We encourage students, staff, and the community to get involved!
• We host events including an annual Earth Day Celebration, films, speakers, and field trips (when campus is open).
• We have a Garden Club, and have had Science and Environmental Clubs when students have initiated them.
• We have a Sustainable Theater Program, which always asks the community to lend or donate props and costumes before they purchase them.
Do you want more information, or would you like to get involved?
Contact Larry Reeger at firstname.lastname@example.org or Kathy Scullion at email@example.com.
HOPE FARM AT SUNY SULLIVAN
NEW HOPE Community
LIBERTY PARTNERSHIPS
SULLIVAN RENAISSANCE
CAPRITTA MOUNTAIN FARMS
NCFA-NY
USDA
Cornell Cooperative Extension Sullivan County
As authors Marco Mencagli and Marco Nieri point out in the introduction of their 2019 book, “The Secret Therapy of Trees,” “In the United States, over 80 percent of the population lives in urban or suburban areas.” Moreover, since the Industrial Revolution began more than 100 years ago, people and families have been migrating from a rural lifestyle to an urban one. This trend has also been spreading throughout the rest of the globe, as nations continue to urbanize.
Taking the big picture into account, however, it is important to remember that the trend from rural to urban has taken place in a very short span of time when placed within the larger context of human history.
“The genus Homo has existed on Earth for 2.3 to 2.4 million years,” writes Mencagli and Nieri. And “[t]he species Homo sapiens formed just under two hundred thousand on the content of Africa...” The authors go on to make the case that for almost our entire history, humans have lived in an environment surrounded by nature, and, more specifically, in an environment surrounded by trees.
“Man as a species has spent 99.5 percent of his evolutionary time in completely natural environments,” the authors point out. Apart from the evolutionary context, recent research has suggested that there are therapeutic and regenerative aspects of being in a natural environment. As Mencagli and Nieri report, “over one hundred studies on the health impact of forest bathing and similar practices appear in the PubMed research database.” Some of those positive effects include the endocrine, circulatory, respiratory, digestive, and immune systems.
Part of this can be explained by a person’s “... innate tendency to prefer natural places,” which is called “biophilia.” “The concept of biophilia represents the idea that human beings, having evolved in places on the planet rich in plant and animal species, possess a deep biological attraction to what we identify today with the generic term ‘nature.’”
What’s more, when people live in close spaces, something interesting happens.
“The data also confirms a well-known biological law, found among both animals and human beings,” write Mencagli and Nieri. “[W]hen individual space is reduced, antisocial behavior increases, displays of aggression worsen, and individualism triumphs over reciprocity.”
This also includes sound pollution, which can reduce the experience of being outdoors.
Again, the positive effects are not limited to the United States and other western countries. As Mencagli and Nieri point out, “[I]n 1982 the Japanese forest service inaugurated shinrin-yoku, which is the full-immersion journey into the forest atmosphere. In English, this term is translated as ‘forest bathing trip,’ or simply ‘forest bathing,’ which can be defined as entering and ‘soaking up’ a forest environment.”
Finally, if you are feeling down, take a walk outside and soak up nature. It only takes a few minutes to gain the benefits of the therapy of trees.
Environmental Wellness includes being respectful, inclusive, kind and supportive to others- Ways to Reduce Interpersonal Conflict
It can be challenging to navigate the world and the many different personalities that people bring to the table. It’s likely you interact with numerous individuals in the course of a day, either at school, work, or home. Even with many of our interactions being virtual rather than face-to-face lately, you still might feel like tensions have been higher than usual due to the coronavirus pandemic and other current events. Experiencing frequent interpersonal conflict can increase your cortisol levels and stress response, affect your ability to focus and think clearly, and make your life more difficult than it has to be. Here are some tips for reducing interpersonal conflict in your daily life.
**Be Kind and Respectful**
When you are pleasant and nice to others, they will often reciprocate. The same goes for if you are impatient or rude to someone, they often mirror that behavior back to you. When interacting with others in public, whether face-to-face or on the phone, try to keep a positive demeanor. Good manners go a long way in how people will treat you and respond to you.
**Practice Being a Good Listener**
When conversing with others, focus on really listening to what the other person is saying rather than thinking about what you’re going to say next. Often people get caught up in their own thoughts and how they are going to respond rather than giving the other person their full attention. You can show you are paying attention by repeating back some of what they said or asking questions. You can also validate the other person with supportive responses. Notice if you have a habit of cutting other people off during conversations and work on waiting until they are done speaking to respond.
**Learn to Compromise**
In your daily interactions with others, there will be times that you are negotiating terms that might be related to making plans, how to approach a group assignment, or some other situation where decisions need to be made. You might think your way is the best way; however, there is always more than one way of doing something. Let go of having to be right and consider the other person’s point of view. Try to meet others halfway and find a happy medium.
**Know When to Leave Your Judgment Out**
We all make judgments of others at times, whether someone we know well or someone we observe out in public. Often these thoughts occur subconsciously, and we don’t even realize we are judging. If you notice that you tend to judge others, especially in a critical way, work on remaining neutral. Focus on the facts, rather than judging something negatively or positively. Also, be mindful of voicing your judgments to others, which can be hurtful and is often done without knowing all the facts.
**Give Yourself Time to Cool Off**
When you have a conflict with someone in your life, think before you act or speak. Give yourself some time to cool off and think about how you want to approach the issue. If the other person is insistent on having a discussion that you’re not in the right frame of mind to have, then tell them you can’t discuss it now. If you try to resolve a problem in the heat of the moment when you are upset or angry, this typically only makes the matter worse.
This article is being shared from SUNY Sullivan’s EAP, www.higheredeap.com
| 1 | Encourage others to share kindness, share this calendar |
|---|--------------------------------------------------------|
| 2 | pick up some litter |
| 3 | help set the dinner table |
| 4 | offer to do a job for someone |
| 5 | help with the laundry |
| 6 | help clean up |
| 7 | tell your friend why you like them |
| 8 | compliment someone |
| 9 | open a door for someone |
|10 | smile in the hallway |
|11 | do something special for someone in your life |
|12 | do a chore around the house |
|13 | tell someone how much you appreciate them |
|14 | help cook dinner |
|15 | go outside and feed the birds |
|16 | donate canned food to your local food bank |
|17 | do something to be kind to yourself today |
|18 | offer to take a neighbor's dog for a walk |
|19 | forgive someone you've had issues with in the past |
|20 | take a break from all digital devices today |
|21 | write down all the positive qualities about yourself |
|22 | take some supplies to a local animal shelter |
|23 | litter pluck on the delaware river |
|24 | bake cookies for your neighbor |
|25 | thank someone in your life you may have taken for granted |
|26 | help someone before they ask |
|27 | clean up a hiking trail |
|28 | write a thank you note |
Environmental Wellness is about creating a safe, supportive, inclusive and sustainable community that recognizes the impact of personal and social environmental decisions.
Surround yourself by supportive family, friends, and resources
• Form study groups with peers and support each other with course work and assignments
• Make an attempt to meet your professors in office hours, advisors, and other learning resources
• Spend time with friends and family
Be cautious about your personal security when drinking and out with friends:
• Be aware of who is around you and leave with the same people you came with
• Buy your own drinks and keep your drink in sight at all times
• Keep condoms and other contraception with you when you go out
Live an eco-friendly lifestyle on a daily basis
• Use transit and leave your car at home when you can
- Click here for information about "Move Sullivan"
• Recycle plastic, paper and glass containers
• Print less, try reading online or sharing reading materials with classmates
Eat locally produced food
• Try to purchase food and beverages that are grown and produced locally as an alternative to imported products
For more information visit: http://www.sfu.ca/students/health/resources/wellness/environmental.html
People often think about how smoking and vaping can harm physical health, but they also have a very negative impact on the environment.
"Cigarette smoking causes environmental pollution by releasing toxic air pollutants into the atmosphere. The cigarette butts also litter the environment, and the toxic chemicals in the residues seep into soils and waterways, thereby causing soil and water pollution, respectively."
Vaping and E-Cigarettes create three forms of waste that are bad for the environment: plastic waste, hazardous waste and electronic waste. These wastes come from the production, continued use and disposal of the product.
SUNY Sullivan is a tobacco free & vape free campus! Take the steps to quit smoking today to improve your own health and the environment!
Resources to Help You Quit Smoking!
Quit Lines:
- American Cancer Society (Quit for Life)
866-QUIT-4-LIFE (866-784-8454); 24 hours a day, 7 days a week (except Thanksgiving, Christmas, and July 4)
- American Lung Association (Lung HelpLine & Tobacco QuitLine)
800-LUNGUSA (800-586-4872)
- National Cancer Institute (Smokefree.gov)
NCI’s telephone quitline: 877-44U-QUIT (877-448-7848); TTY 800-332-8615; 8 AM to 8 PM ET, Monday through Friday (English and Spanish)
Support Groups & Programs
- Truth Initiative: Become an EX
- American Lung Association: Freedom from Smoking
- Nicotine Anonymous
- QuitNet
Mobile Apps:
- National Cancer Institute: QuitPal App
- LIVESTRONG:MyQuitCoach
- CDC: QuitSTART
J ROCK YOGA ON YOUTUBE
Whether you are new to yoga or advanced, this channel is for you!! A new video is uploaded every week!!
GARDEN WITH US
JOIN US ON CAMPUS THURSDAYS AT 2PM!
Learn about the fruits and vegetables being grown and how you can plant your own. Ask questions, help harvest and weed or simply enjoy the fresh air and views!!
Email firstname.lastname@example.org with questions
*Masks are required
Gardening is a weather permitting activity!
WALK WITH US!
JOIN US ON CAMPUS THURSDAYS AT 12PM!
Join us on campus for a socially distanced, mask-free, brisk 2 mile walk on Thursdays led by Dave Pollack.
Meet in the front of campus outside of the E building by the Flag Pole!
YARDS FOR YEARDLEY KICK-OFF!
Are you ready to enjoy some spring weather? Need a reason to get outside between classes or your lunch break? Join us starting today, April 1st through May 3rd, to spread awareness of healthy relationships by tracking your yards walked.
HOW:
1. Download the free Adidas Running app to your phone
2. Create your profile
3. Join SUNY Sullivan’s Yards for Yeardley Team by accessing this link
The participant with the most yards tracked will win a prize!
For more information visit JOINONELOVE.ORG
YARDS FOR YEARDLEY
Let's Walk for Love!
Who: Attention SUNY Sullivan students, staff, and faculty!
What: Participate in SUNY Sullivan’s Yards for Yeardley event as part of the OneLove organization’s goal of promoting healthy relationships on and off-campus. Start tracking your yards for a month-long campaign to help One Love MOVE 1 BILLION yards forward for healthy relationships!
Why: To honor Yeardley Love, or to honor someone close to you, or maybe you are passionate about healthy love! Share your why on social media with #YardsForYeardley #MoveForLove & tag @Join1Love
When: April 1st - May 3rd
Where: Anywhere that works for you! Inside your house, on your treadmill, exercise bike, or anywhere you can walk, run, cycle or roll at a safe social distance.
Also: Look out for weekly leaderboard updates and resources on healthy relationships sent out on Sullivan Student Activities social media and via email.
Have any questions about the event?
Email email@example.com
EARTH DAY '21
Presented by the Sustainability and Wellness Committees
SUNY Sullivan from the air.
Memorial Tree Planting for James Sammann
12-12:30 p.m.
Join us as we plant a Shadbush tree (Autumn Brilliance Serviceberry) in honor of James, in the courtyard near the C Building, followed by light refreshments in the garden.
SUNY Sullivan students and employees are invited and encouraged to attend!
**About the Day:**
There will be raffles and giveaways. Prepackaged light refreshments will be available.
Participants will be asked to bring their own water so as not to distribute plastic water bottles on Earth Day.
Tables and chairs will be set up in the community garden. Attendees can bring their lunch or snacks to enjoy in between sessions/tours.
Bathrooms can be accessed in the Lower E building.
**For more information**
Contact:
Kathy Scullion
firstname.lastname@example.org
**SCHEDULE OF EVENTS**
12:30-12:50 pm - Sustainability Tour with Larry Reeger or Trail Walk with Tim Redman
12:50-1:10 pm - Community Garden and Hope Farm Tour with Kathy Scullion and Megan Greene
1:10-1:30 pm - Recycling & Compost Overview with Sullivan County Recycling Coordinator Bill Cutler
1:30-1:50 pm - SulliBees with Kathy Scullion
2:00-2:20 pm Sustainability Tour with Larry Reeger or Trail Walk with Tim Redman
2:20-2:40 pm Community Garden and Hope Farm Tour with Kathy Scullion and Megan Greene
2:40-3:00 pm Recycling & Compost Overview with Sullivan County Recycling Coordinator Bill Cutler
3:00-3:20 pm SulliBees with Art Riegel
From 12:30 to 4:00 pm - Visit community partners' tables, including Catskill Mountainkeeper, Sullivan County Recycling, and Sullivan County Audubon.
Plant seeds to take home with the farmers from Hope Farm (New Hope Community).
Visit the SUNY Sullivan Garden Club table for gardening tips and to support the annual Seed Sale.
Local River, National Significance: Partnering for Management of the Upper Delaware Scenic & Recreational River
On November 10th, 1978, the United States Congress designated a 73.4-mile stretch of the Upper Delaware River from Hancock, NY to Mill Rift, PA, including the entire western edge of Sullivan County, as a component of the National Wild & Scenic Rivers System.
Today, the Upper Delaware Scenic & Recreational River is a unit of the National Park Service (NPS), managed through a partnership of NPS and the Upper Delaware Council (UDC). NPS and UDC work together to preserve and enhance the Upper Delaware region's outstandingly remarkable scenic, recreational, geologic, fish & wildlife, historic, and cultural values.
NPS Chief of Interpretation Ingrid Peterec and UDC Resources & Land Use Specialist Shannon Cilento will discuss both organizations' roles in the management of the river and its resources, the history of the partnership and region, current projects, and ways SUNY Sullivan students, staff and the greater Sullivan County Community can get involved to protect, preserve and enhance the Upper Delaware River.
Date offered: Wednesday, April 7th
Where: Via Zoom
Time: 2:30pm- 3:30pm
Click here to register!
The SUNY Sullivan Wellness and Sustainability Committees invite you to a Litter Pluck on the Delaware River
VOLUNTEERS NEEDED!
Friday, April 23rd 9:00am-12:00pm
Why is keeping the river clean important?
Did you know that the Delaware River supplies drinking water for 13.3 million people every day? 100% of Philadelphia’s drinking water and 50% of New York City’s drinking water comes from the Delaware River Watershed, making it one of the largest sources of drinking water in the country!
A recent study showed levels of microplastics in every sample taken from the river which comes from pollutants around the area.
Let's do our part to protect the drinking water and the wildlife that inhabit the river!
Visit upperdelawarecouncil.org for more information!
A Day of Service:
Join us as we partner with the Upper Delaware Council to clean the Ten Mile River Launch along the Delaware River in the Town of Tusten.
Equipment will be provided, wear boots, comfortable clothes and a mask.
Hike the Tusten Mountain Trail or take tour of the Narrowsburg Union when we are finished!
RSVP to Maura at email@example.com
Presents
Nutrition and Wellness in the Catskills
Yes, we all "know" what we should do to be healthier--like eat more vegetables, drink more water, eat less junk food, and exercise on a regular basis. Yet for many of us, there is a big difference between knowing what is good for us and actually incorporating these behaviors into our daily lives. For some people, a dose of inspiration and motivation can help change our state of mind and build the willpower to begin to make healthier personal choices.
This class aims to be a catalyst for you to start or continue taking positive action in your own life, no matter where you might be in the journey. Eugene will present both conceptual knowledge and also practical life hacks that will help make those healthful changes incrementally more doable.
This class will also help you learn how "food can be medicine," discover our bodies' innate and extraordinary healing abilities, develop a healthful reverence toward an allopathic medical system, and open your eyes to some of the intricate nuances of food and our food system. It will also provide you with easy, straightforward solutions that can increase your general well-being.
The class will be guided by you and other participants, with the advice, guidance and insight based on the emails and questions sent in by the group members. Remember that this class is not intended to treat, prevent or diagnose any illness--rather we aim to help you make general changes to help you along your health and wellness journey.
Date: Wednesday, April 14th
Where: Via Zoom
Time: 6:30pm-7:15pm
Click here to register!
Questions? Email firstname.lastname@example.org
Suicide Prevention Training
QPR
Question. Persuade. Refer.
Sullivan County currently has the highest suicide mortality rate in the Hudson Valley. Through this free 90 minute training you can become a QPR Gatekeeper trained to recognize the warning signs of suicide.
This one-session workshop held via zoom is 60 min instruction, 30 min Q&A designed to teach suicide warning signs and QPR's three life-saving skills:
- Question...the person about suicide
- Persuade...the person to get help and,
- Refer...the person to the appropriate resource.
Dates offered: April 19th, May 17th
Where: Via Zoom
Time: 4:00- 5:30pm
Click here to register!
This training is being presented by Jenny Sanchez
Mental Health Program Manager at Sullivan 180
Questions? email email@example.com
ZUCCHINI BLUEBERRY BAKED OATMEAL
This easy breakfast can be made in advance to have throughout the week. The recipe is from The Natural Nurturer.
Ingredients:
2 cups rolled oats
1 ½ teaspoons ground cinnamon
¼ teaspoon ground nutmeg
1 teaspoon baking powder
¼ teaspoon salt
1 cup of milk of choice
1/3 cup maple syrup or honey
2 eggs, room temperature
1 teaspoon vanilla
1 ½ cup blueberries
1 cup grated zucchini
1 ½ Tablespoons melted coconut oil, divided
Instructions:
1. Preheat the oven to 375°F. Grease an 8x8 baking dish with ½ Tablespoon of coconut oil.
2. In a medium bowl, combine oats, cinnamon, nutmeg, baking powder, and salt. Mix to combine.
3. Add eggs, milk, vanilla, rest of the coconut oil and maple syrup/honey to bowl. Stir to combine.
4. Fold in 1 cup blueberries and zucchini. Top oatmeal with the remaining ½ cup berries.
5. Spread into the prepared baking dish and bake for 40-45 minutes. Oatmeal is done baking when the top is golden.
6. Enjoy warm topped with yogurt, sliced bananas, extra berries, whipped cream, or alone. Let cool completely and store in fridge for up to 4 days.
Tips:
To make it completely vegan, you can sub the equivalent flax eggs for the regular eggs.
JOIN OUR COMMITTEE!!
We are always looking for members to join our committee!! Students and employees are welcome! If you are interested in helping us expand our wellness program and offerings, email us at firstname.lastname@example.org!!
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Pumpkin & salmon rice porridge
Makes 2 baby portions
6–9 months
Ingredients
• 3 tbsp of pumpkin, skin and seeds removed, cut into 1cm cubes
• 2 tbsp flaked salmon
• 1½ bowl thin porridge
Method
• Steam pumpkin cubes for 10–15 minutes until soft. Mash pumpkin and fish together using a fork. Set aside.
• Bring porridge to a boil. Stir in mashed fish and pumpkin. Lower to medium heat.
• Cook for another 2 minutes and serve.
Cooking tip:
Instead of pumpkin, you can use any melon-type or root vegetables such as winter melon, palm melon, sweet potatoes, carrots, etc.
Rice cereal with spinach & egg yolk
Makes 2 baby portions
6 - 9 months
Ingredients
• 6 level tbsp infant rice cereal
• 160ml breast/formula milk
• 5 spinach leaves
• ½ egg yolk
Method
• Wash the spinach and soak in water for 1 hour. Blanch in water. Drain and chop finely and grind through a strainer to make a smooth vegetable puree.
• Place an egg in a pot. Add water and bring to a boil. Cook the egg for 10 minutes until done. Remove egg shell and take out ½ the egg yolk.
• Mash with a fork and mix with a small amount of water to form a puree.
• Mix milk with baby rice cereal as directed on packaging. Add vegetable and egg yolk puree and mix well to serve.
Healthy eating tip:
Most infant rice cereals are enriched with iron. This is an important source of iron for babies who are not ready to eat meat.
Chicken & mushroom mash
Makes about 4 baby portions
10 - 12 months
Ingredients
• 1 large potato, peeled and diced
• 1 tbsp breast/formula milk
• 1 tsp cooking oil*
• ½ small onion, peeled and diced
• 4 mushrooms, diced
• 2 tbsp frozen vegetables (carrot, corn, green peas)
• 100g chicken breast, diced
• 100ml water
• 1 tsp corn flour
• 1 tbsp soft cheese
*Choose cooking oils with the Healthier Choice Symbol.
Method
• Boil the potato in water until tender. Drain well. Add the milk and mash.
• In a pan, heat the oil and fry the diced onion for several minutes to soften.
• Add the diced mushrooms, frozen vegetables, chicken and water and cook for 15 minutes until the chicken is cooked.
• Blend the corn flour with a little water to make a smooth paste and add to the mixture. Bring to a boil and cook for a few minutes to thicken the mixture.
• Add the mashed potato and soft cheese. Mix well.
• Chop or mash to the desired consistency.
Carrot & lentil soup
Makes about 4 baby portions
10 - 12 months
Ingredients
• ½ tbsp cooking oil*
• ½ small onion, peeled and diced
• ½ tsp finely chopped garlic/garlic paste
• 1 large carrot, peeled and diced
• 50g dried lentils
• 300ml water
Method
• Heat the oil in a large pan, add the onion, garlic and carrots and fry gently. Stir regularly for 5 minutes.
• Add the lentils and water and bring to a boil, stirring occasionally.
• Simmer for about 20 minutes with a lid on until the lentils are soft.
• Mash until you get the texture you want and cool before serving.
• You may serve the soup with pita bread.
*Choose cooking oils with the Healthier Choice Symbol.
Healthy eating tip:
Including mashed vegetables in soups is a good way to increase my vegetable intake. If you want, replacing carrots with pumpkin or sweet potato works too!
Sweet potato fries
Makes 2-4 servings
Ingredients:
• 1 large sweet potato with orange flesh
• ½ tbsp cooking oil*
Method:
• Preheat oven to 200°C for 10 minutes and line a rimmed baking tray with foil. Coat with a drizzle of cooking oil.
• Wash and dry the sweet potato.
• Cut in half, then cut lengthwise into strips. Cut each strip in half again until each is about ½-inch thick. If the sweet potato is very long, slice in half horizontally. Strips should be about the size of your finger.
• Place into a large bowl and toss with healthy oil until evenly coated.
• Spread onto prepared baking tray and roast for 22–25 minutes or until soft.
• Let cool slightly and serve as finger food.
*Choose cooking oils with the Healthier Choice Symbol.
Cooking tip:
• Spread the wedges out on the baking tray so they don’t overlap. This will ensure even cooking.
• Poke the fries with a fork or small knife to see if it’s very soft.
Other ways to serve:
• For a thick mash, remove skin and mash with a fork one at a time. For larger portions, you can use a food processor or blender.
• For a thinner sweet potato puree, mash with a fork and add 1 tablespoon warm water at a time to reach your desired consistency.
This recipe can be made in bulk, which saves time! Store it in the fridge for up to 3 days and remember to reheat before eating.
Chickpea & cheese dip
Makes 4 servings
10 - 12 months
Ingredients
• 1 cup chickpeas, boiled and mashed
• 3 tbsp low-fat cream cheese
• 1 tsp lemon zest, grated
• Optional: wholemeal crackers
Method
• Boil chickpeas and mash them.
• Add water if needed, to achieve desired consistency.
• Mix all ingredients together until well blended and combined.
• For extra crunch, serve it with wholemeal crackers!
This recipe can be made in bulk, which saves time! Store it in the fridge for up to 3 days and remember to reheat before eating.
How much food should you feed me?
In the early stages, start by giving me 1–2 teaspoons of solids. Slowly increase the amount to 1–2 tablespoons, 2–3 times a day. As I get used to weaning, you can gradually increase the portion size, eventually making it a full meal that can replace one of my milk feeds. Once I am around 10–12 months, I can be given 3 meals of solids a day.
The recommended daily servings and food portions
| Category | Portion Description |
|---------------------------|-------------------------------------------------------------------------------------|
| Brown rice and wholemeal bread | 4 slices of bread OR 1 small bowl* of rice/noodles/bee hoon OR 2 large potatoes |
| Fruit | ½ banana/apple/orange/mango OR ½ wedge of pineapple/papaya/watermelon |
| Vegetables | ½ small bowl* of vegetables |
| Meat and others | ½ palm-size of meat OR 1 block of bean curd OR ½ small bowl* of legumes |
| Milk | 500 – 750ml/2 – 3 cups |
*Bowl size refers to a small rice bowl.
Recommended daily servings include all meals and snacks consumed in a day.
Please pay attention to my bowel movements, height and weight to ensure that I’m eating well.
Let’s get started with some sample daily menus to give you an idea of the types of food you can prepare! These plans serve as a guide only, so do feed me according to my appetite as I can decide whether I want to eat and how much to eat.
Sample daily meal plan for babies: 6 – 9 months (smooth and lumpy food)
| Time | Meal Description |
|--------------------|----------------------------------------------------------------------------------|
| Rise & shine | |
| Early morning | 150ml breast/formula milk |
| Tummy time | |
| Breakfast | 3 – 4 tablespoons* of brown rice cereal mixed with 60ml breast/formula milk and ¼ medium banana (pureed) |
| Bath time | |
| Mid morning | 180ml breast/formula milk |
| Afternoon | 180ml breast/formula milk |
| Play time | |
| Lunch | ½ bowl** of porridge with minced chicken (23g) and mashed pumpkin (25g) |
| Nap time | |
| Dinner | • ½ bowl** of porridge mixed with a small block of mashed tofu (43g) and mashed broccoli (25g)
• ¼ small pear that’s been scraped |
| Reading time | |
| Supper | 180ml breast/formula milk |
| Total servings | Brown rice and wholemeal bread | Fruit | Vegetables | Meat and others | Milk |
|--------------------|--------------------------------|-------|------------|-----------------|------|
| | 1 – 2 | ½ | ½ | ½ | 500 – 750ml |
*1 tablespoon = 15g
**Rice bowl
Sample daily meal plan for babies: 10 – 12 months (mashed, chopped and cut food)
**Breakfast**
- 3 – 4 tablespoons* of oat cereal mixed with 60ml breast/formula milk OR 1 slice of wholemeal bread with ½ mashed egg yolk • ¼ wedge of papaya
**Mid morning**
- 180ml breast/formula milk
**Lunch**
- ½ bowl** of porridge with a small block of tofu (43g) and finely chopped chye sim (25g)
**Supper**
- 180ml breast/formula milk
**Dinner**
- ½ baked/mashed large potato mixed with cooked minced/chopped chicken (23g), finely grated carrot (15g) and finely chopped tomato (15g)
- ¼ wedge of watermelon
| Total servings | Brown rice and wholemeal bread | Fruit | Vegetables | Meat and others | Milk |
|----------------|--------------------------------|-------|------------|-----------------|------|
| | 1 – 2 | ½ | ½ | ½ | 500 – 750ml |
*1 tablespoon = 15g
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This FREEBIE is part of my comprehensive Bus Safety Packet. For your convenience, I've included a PREVIEW here with the free "Danger Zone" posters.
Stay Out Of The Danger Zone!
Danger from passing traffic.
Danger Zone
Extreme Danger
10 Feet
Walking Area
The packet includes 24 poster rules. They come 2-on-a page to conserve paper and ink.
I printed mine on card stock then laminated. You can keep them separate and hang on the wall, or attach with a split ring to make a booklet.
I’ve included a cover and last page for this.
Patterns come in color so that you can quickly & easily make a sample to share, as well as BW for kiddos to color their own.
Just the right size bus booklet with easy-peasy cutting.
Students can simply straight cut around the square, or cut around the bus leaving a white edge.
The bus is large, almost a full page, with the 9 smaller pages fitting on the "windshield".
(5 little pages on a one-page pattern).
Use all 9 pages, or make a smaller booklet for little ones, with less pages.
My students absolutely LOVE this activity.
Rules can get tedious & boring, so this craftivity is a super-fun way to check comprehension, at the same time reviewing & reinforcing the rules.
Students make a “Popsicle stick Puppet Paddle Pal”
Teacher reads the statements. Students figure out if this is a “Do” or a “Don’t” then face the appropriately labeled bus towards you.
Happy, smiling bus = Do!
Sad bus filled with monsters = Don’t!
For an independent center activity, print, laminate & trim the 24 “Do” and “Don’t” cards for students to sort. Includes header cards. There are 12 cards on a one-page pattern. You can also pass the cards out to students, then ask them to show and share the card they are holding, telling whether this is a “Do” or a “Don’t” rule.
I learned about bus safety today! Ask me to tell you some rules.
Bookmarks with 12 to a one-page pattern.
Paper Praise
Inexpensive necklace. Strengthen finger muscles & improve dexterity, while practicing counting, making a pattern etc. I used "pony beads" and cut up plastic straws for extra things to string. You can buy both at The Dollar Store.
I know bus safety!
“Paper Praise” slap bracelets. Slap them on with a piece of Scotch tape at the end of the day. Parents will read and hopefully ask their child what they learned. 10 on a one-page pattern.
Stop Look and Listen before you cross the street. Use your eyes and ears before you use your feet!
At the Bus Stop
Boarding the Bus
Behavior On the Bus
Getting Off the Bus
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The term "civil rights" refers to the positive acts governments take to protect individuals against arbitrary or discriminatory treatment by government or individuals. Since the Constitution was written, the conception of civil rights has changed dramatically. The addition of the Fourteenth Amendment after the Civil War made equality a constitutional right by specifying that the states could not "deny any person within its jurisdiction equal protection of the laws." This amendment has generated more litigation than any other constitutional provision. Those seeking equality have used the Constitution and litigation strategies as well as other methods of attaining their goal such as protest, lobbying, civil disobedience, and appeals to public opinion.
The Civil Rights Act of 1964 and the Voting Rights Act of 1965 were seminal pieces of legislation in the fight for equal rights. The government officials charged with enforcing these laws are housed in the Civil Rights Division of the Department of Justice.
In 2006, this section of the government was decimated by large numbers of retirements and many career lawyers who left the division for other parts of the government. Many of those who left the CRD claimed that the Bush Administration had politicized the department and its work. The nonpolitical appointees in the CRD are disheartened by the changes taking place under President Bush. The opening vignette in the chapter offers more details but it is with this situation in mind that we turn to the past.
**Slavery, Abolition, and Winning the Right to Vote, 1800-1890**
**Slavery and Congress**
Congress banned the slave trade in 1808 as soon as the constitutional prohibition on banning it passed. Slavery was a divisive issue in the early republic. The South was becoming more heavily dependent on the cheap labor of slaves for agriculture, while the North was rapidly becoming industrial. This division between North and South intensified cultural and political differences and caused much animosity. A particularly controversial issue was the admission of new states. Would they be slave or free? This became a crisis in 1820 when Missouri applied for admission as a slave state. This would have given the slave-holding states a majority in the Senate and so was strongly opposed in the North. The Missouri Compromise of 1820 allowed the admission of Missouri as a slave state along with the admission of Maine (formed out of Massachusetts' territory) as a free state, thus preserving the balance of power. But the controversies raged on.
**The First Civil Rights Movements: Abolition and Women’s Rights**
The abolitionist movement and private charities purchased slaves and transported them back to Africa in the early 1800s. In the 1820s, 88 former slaves formed the independent state of Liberia, but this “solution” to slavery was expensive and unpopular. The abolitionist movement began to fizzle out, but the arrival of William Lloyd Garrison reinvigorated the movement by founding the American Anti-Slavery Society.
People were also beginning to question the second-class status of women. As a matter of fact, Frederick Douglass—a well-known black abolitionist writer—quit the American Anti-Slavery Society because they refused to allow women to participate equally.
In 1848, Elizabeth Cady Stanton and Lucretia Mott sent out a call for the first women's rights convention in Seneca Falls, New York. The conference, attended by hundreds of men and women, called for equal rights of citizenship regardless of gender. The calls to change moral codes, divorce and property rules, criminal laws, and to extend educational opportunities to women all passed unanimously. Only the call to extend voting rights to women failed to win unanimous approval.
In 1850, Harriet Beecher Stowe published *Uncle Tom's Cabin*, a novel on the evils of slavery, and rallied public opinion behind the abolitionists. At about the same time as national passions were fanned by Stowe's novel, a major civil rights case came before the Supreme Court: *Dred Scott v. Sanford*. In their ruling on *Scott*, the Court ruled the Missouri Compromise unconstitutional and found that slaves were not citizens and could not sue in court. (This case was covered in chapter 3.)
**The Civil War and its Aftermath: Civil Rights Laws and Constitutional Amendments**
The Civil War had many causes, including:
- political conflict between North and South over nullification, a doctrine allowing states to declare federal law null and void
- political conflict between North and South over the right to secession
- the Northern states increasing political strength in the House of Representatives
- Southern agriculture vs. Northern industry
- the clash of Southern conservative culture with more progressive Northern ideas
- and, of course, slavery
During the war, abolitionists kept up pressure on Lincoln to abolish slavery. In 1863, he issued the Emancipation Proclamation that freed all slaves living in states in active rebellion against the United States. It did not free all slaves, just those in the Confederacy. Slavery was not truly abolished until the ratification of the Thirteenth Amendment in 1865.
Three amendments were passed following the war. They came to be known as the Civil War Amendments. They are:
- Thirteenth Amendment—banned all forms of slavery and involuntary servitude
- Fourteenth Amendment—guarantees equal protection of the laws and due process to all citizens
- Fifteenth Amendment—specifically gives blacks the right to vote
Southern states were required to ratify these three amendments as a condition of being readmitted to the Union. However, shortly after ratification they devised ways around the spirit and intent of the amendments by passing laws restricting opportunities
for African Americans. These Black Codes forbade blacks from jury duty, appearing in public places, and other indignities. In response, Congress passed the Civil Rights Act of 1866 to invalidate the Black Codes but President Andrew Johnson vetoed it. For the first time in history, Congress overrode a presidential veto. The law gave Congress the power to intervene when states attempted to restrict black male citizenship rights. They were also allowed to sue in federal court since they were unlikely to win in the elected state courts.
The Fourteenth Amendment was opposed by many women's groups because it specifically added the word "male" to the Constitution. Women's groups were also not pleased with the Fifteenth Amendment, which guaranteed the right of citizens to vote regardless of race, color, or previous condition of servitude with no mention of gender. These two "slights" to women caused them to leave the abolitionist movement and form an organization to work solely for women's rights. So Stanton and Susan B. Anthony formed the National Woman Suffrage Association (NWSA) in 1870.
**Civil Rights, Congress, and the Supreme Court**
Congress was quite clear in its desire to support the rights of African Americans. The Supreme Court was not. The Court ruled in a number of cases against a broad interpretation of the Fourteenth Amendment in *The Slaughterhouse Cases* and *Bradwell v. Illinois*. The Court continued to reject claims for expanded rights and requests for clear definitions of U.S. citizenship rights.
Judicial decisions also upheld Jim Crow Laws. These laws grew out of the Black Codes and required segregation in public schools and facilities. Jim Crow also barred interracial marriage. These laws conflicted with the Civil Rights Act of 1875 but by 1883 the Supreme Court heard five cases, called the Civil Rights Cases, involving people who had been convicted of refusing to allow African Americans in theaters, hotels, and a railroad. The Supreme Court ruled that Congress could not prohibit individual acts of discrimination, thus seriously limiting the scope of the Fourteenth Amendment and provided moral reinforcement for Jim Crow laws.
Southern states also tried to undermine the intent of the Fifteenth Amendment. Since the Fifteenth Amendment specifically said states could not deny anyone the right to vote based on race or color, they decided to exclude blacks from suffrage on other bases. They used poll taxes, property-owning qualifications, literacy tests and other voting restrictions. Many Southern states added grandfather clauses that prevented from voting those whose grandfathers had not been able to vote.
**The Push for Equality, 1890-1954**
The Progressive Era (1890-1920) was a concerted effort to reform political, economic, and social affairs. Child labor, monopolies, and prejudice were all targets of the reformers. The concerns over the treatment of African Americans grew worse after the Supreme Court ruled in *Plessy v. Ferguson*, a case that some refer to as the darkest hour in the history of the Supreme Court.
In 1892, a group of African Americans decided to test the constitutionality of a Louisiana law mandating racial segregation on all trains. They asked Homer Adolph Plessy—a man 7/8ths white, and 1/8th black—to challenge the law. Plessy boarded a train in New Orleans and went to the whites-only car. He was arrested when he refused
to leave and sit in the colored section. He sued, arguing that the Fourteenth Amendment made such racial segregation illegal.
The Supreme Court disagreed. They ruled that the Louisiana law was constitutional and that separate facilities for blacks and whites did not violate the Equal Protection Clause. This came to be known as the "separate but equal" doctrine. The Jim Crow system flourished. In 1898, the Supreme Court upheld the constitutionality of literacy tests. Again and again, the Supreme Court sanctioned racial segregation.
**The Founding of the National Association for the Advancement of Colored People**
In 1909, a number of progressive individuals gathered to discuss the idea of forming a group devoted to the problems of "the Negro." This group evolved into the NAACP. The first leaders of the NAACP included Jane Addams of Hull House and W.E.B. DuBois.
**Key Women's Groups**
In 1890, the National American Woman Suffrage Association (NAWSA) was formed when the National and American Woman Suffrage Movements merged. This group was devoted to securing women's suffrage.
By 1920, a coalition of women's groups secured ratification of the Nineteenth Amendment guaranteeing all women the right to vote. Following this victory, the otherwise diverse groups splintered off, and widespread, organized activity on behalf of women did not reemerge until the 1960s.
**Litigating for Equality**
During the 1930s, the NAACP decided it was time to challenge *Plessy*. Legislative strategies had not worked due to the limited political power of blacks so a litigation strategy was their most lucrative avenue to pursue. The NAACP mapped out a long-range litigation strategy that began by targeting segregation in graduate and professional schools. Such schools admitted only adults and a small percentage of the population therefore desegregation in graduate and professional schools would be less threatening to whites than some other arenas.
Lloyd Gaines, a black university graduate, applied for admission to the all-white University of Missouri Law School in 1936. He was rejected. In the spirit of *Plessy*'s "separate but equal" doctrine, the state offered to build a law school for blacks (but no funds were allocated) or they would pay his tuition at an out-of-state law school. He appealed and ended up in the Supreme Court. The Court had changed dramatically in the last few years and seemed more sympathetic to cases about individual freedoms and rights. The justices ruled that the state of Missouri had failed to meet the "separate but equal" requirements of *Plessy*. They ordered Missouri to admit Gaines or set up a law school for him.
This partial success led the NAACP to set up a legal defense fund to pursue more such test cases. The first head of the NAACP-LDF was Thurgood Marshall (later to be the first African American on the Supreme Court). The LDF began to bring a carefully orchestrated series of test cases to the Court.
H.M. Sweatt was a 46-year-old African American mail carrier who in 1946 applied for admission to the all-white University of Texas Law School. He was rejected and sued. The judge gave the state six months to establish a law school for blacks or admit Sweatt to the UofT. The university rented rooms in downtown Houston and hired two local black attorneys to be part-time faculty members. The state legislature authorized $3 million for the creation of a Texas State University for Negroes and a small new law school for blacks in Austin. It would have three small basement rooms, a library of 10,000 books, access to the state law library, and three part-time, first-year instructors as faculty. Sweatt opted to continue his legal challenge rather than accept such a poor alternative.
While working on *Sweatt*, Marshall began another case based on a 68-year-old African American who was denied admission to a doctoral program at the University of Oklahoma. Marshall thought that George McLaurin would be immune from charges of wanting integration in order to intermarry due to his age. A lower court ordered him admitted. The university allowed him to eat at the cafeteria during off hours and forced him to sit outside classrooms while lectures and seminars were held.
The Supreme Court bundled these two cases together. Southern states lobbied with a friend of the court brief (*amicus curiae*) that *Plessy* should govern both cases. But the U.S. government joined the NAACP. The Truman Administration urged the Court to overrule *Plessy*. This was a first. But the Court did not overrule *Plessy*. Instead they argued that measures taken by the states failed to live up to "separate but equal." In *Sweatt*, the Court ruled that it would be impossible for the state to provide an equal legal education in a separate setting. These partial victories convinced the NAACP-LDF that the time was ripe for a full-scale attack on legal segregation and *Plessy*.
The next major case, though actually it was a series of four cases, was known as *Brown v. Board of Education of Topeka, Kansas*. All four cases involved public elementary or high schools that mandated racial segregation. In *Brown*, the NAACP again argued that *Plessy*'s "separate but equal" doctrine violated the Fourteenth Amendment's Equal Protection Clause. The strategy was to prove that the intellectual, psychological, and financial damage that befell African Americans as a result of segregation precluded any court from finding that equality was served by the separate but equal policy. The Court, under Chief Justice Earl Warren, overruled *Plessy* saying that separate was inherently unequal. The question then turned to implementation of the ruling and whether the ruling could be extrapolated to other realms of segregation.
**The Civil Rights Movement**
**School Desegregation After *Brown***
One year after *Brown*, in *Brown II*, the Court ruled that segregated systems must be dismantled "with all deliberate speed." Implementation was given over to federal district court judges who were deemed more immune from local political pressure than state judges.
In Arkansas, Governor Orval Faubus announced that he would prevent the desegregation of Little Rock's Central High School using the National Guard. Finally,
President Eisenhower sent federal troops to Little Rock to protect the rights of the black students who had tried to attend Central High. Desegregation would prove to be a long and costly battle.
**A New Move for African American Rights**
Shortly after their victory in *Brown II*, the civil rights movement challenged another vestige of segregation: public transportation. Rosa Parks, an NAACP employee, challenged the segregated bus system in Montgomery, Alabama. She refused to leave her seat and move to the back to make room for a white male passenger. She was arrested. The city clergy and others got together and called for a bus boycott. Martin Luther King, Jr. was selected to lead the Montgomery Improvement Association and the bus boycott. After a year, the boycott succeeded and a federal court ruled that buses should integrate. The tactic of nonviolent protest would become a staple of the civil rights movement.
**Formation of New Groups**
King went on to found the Southern Christian Leadership Conference (SCLC) in 1957. This group had a Southern, Christian base, was run mostly by clergy, and reflected a growing belief in the importance of nonviolent protest.
Sit-ins, boycotts, and other forms of nonviolent protest were used to open up segregated lunch counters, waiting rooms, and more. Many college students from around the South joined together to challenge Jim Crow Laws in this fashion.
In a series of meetings beginning in 1960, white and black students got together to form the Student Nonviolent Coordinating Committee (SNCC). Among the first leaders of SNCC were John Lewis, Marion Barry, and Marion Wright Edelman. SNCC was more radical than the SCLC. Among SNCC's tactics were "freedom rides" to focus attention on segregated public accommodations. College students and civil rights activists, black and white, from all over the country headed South to travel by bus and force desegregation. Local police attacked them or chose not to defend them from attacking segregationists.
Meanwhile, SCLC and Martin Luther King, Jr. launched a series of massive nonviolent demonstrations in Birmingham, Alabama. Thousands of blacks and whites marched together in a show of solidarity and equality. Peaceful marchers were met by the Birmingham Police Commissioner who ordered his officers to use dogs, clubs, and fire hoses to disburse the march. The television news covered these events, and the nation was shocked. Not only did public opinion turn in favor of civil rights, but President John F. Kennedy was convinced to propose important civil rights legislation.
**The Civil Rights Act of 1964**
In 1963, President Kennedy requested that Congress pass a law banning discrimination in public accommodation—the first major piece of civil rights legislation since the post-Civil War years. Reverend King seized the moment and planned a massive show of support that came to be known as the March on Washington. King wanted a law that would ban discrimination in all aspects of life, not just public accommodations. In August 1963, more than 250,000 people marched peacefully on Washington and King delivered his "I Have a Dream" speech. Before Congress could vote, Kennedy was assassinated in November.
Lyndon B. Johnson became president and put civil rights at the top of the agenda and Congress passed the Civil Rights Act despite filibustering by Southern Senators. Senator Strom Thurmond (SC) and his allies held the bill up for eight weeks before a cloture vote finally stopped the filibuster.
The Civil Rights Act of 1964:
- outlawed arbitrary discrimination in voter registration and expedited voting rights lawsuits
- barred discrimination in public accommodations engaged in interstate commerce
- authorized the U.S. Justice Department to initiate lawsuits to desegregate schools and public facilities
- allowed the federal government to withhold funds from discriminatory state and local programs
- prohibited discrimination on the basis of race, color, religion, national origin, or sex
- created the Equal Employment Opportunity Commission (EEOC) to monitor and enforce bans on employment discrimination
Meanwhile, ghetto riots rocked the Northeast. Although they did not have to contend with Jim Crow, many blacks in the North lived in poverty and faced pervasive discrimination. There was a growing black power movement under leaders like Malcolm X, arguing that blacks needed to establish their own power separate from whites to survive. From 1964 to 1968, many Northern African Americans burned and looted to vent their rage and frustration. The fight was far from over.
**The Impact of the Civil Rights Act of 1964**
Southerners were adamant that the Civil Rights Act violated the Constitution and was an unwarranted use of federal power. The Supreme Court disagreed. They argued that the Commerce Clause gave the federal government the power to implement the Civil Rights Act.
Despite the Act and Supreme Court rulings, desegregation still needed to be fought on many fronts. The Court ruled that state-imposed segregation (*de jure*) must be eliminated at once. However, a full decade after *Brown*, less than 1 percent of African American children in the South attended integrated schools.
The Act also prohibited employment discrimination (in 1978 it was amended to prohibit discrimination based on pregnancy). Slowly, the Court (and lower courts) ruled on arbitrary policies like height and weight restrictions, special tests, etc., saying that if the effect of the rules was discriminatory, the practice was unconstitutional. Over time, these rulings opened up numerous occupations to minorities but especially to women.
In 1966, the National Organization for Women (NOW) was formed to address the many remaining problems faced by women including laws against jury duty for women. The Supreme Court continued to deny women the protection of the Fourteenth Amendment so NOW and other women’s groups began to press for an Equal Rights Amendment. In 1972, Congress passed it by an overwhelming majority in both houses. Within a year, 22 states had ratified. But in 1973, the Supreme Court handed down a
ruling in *Roe v. Wade* concluding that women had a constitutional right to privacy including, in certain circumstances, the right to terminate a pregnancy. *Roe* gave ERA opponents valuable ammunition to use against the ERA. Radical arguments by opponents about coed bathrooms, mandatory military service for women, and abortion on demand frightened many people into opposing the amendment. Two states rescinded ratification. Though Congress extended the deadline for ratification, the amendment failed anyway. The ERA failed in part due to opposition but also due to successes for women’s rights in the courtroom that made some people think the amendment was unnecessary.
**The Women’s Rights Movement**
Women from all walks of life participated in the civil rights movements. They worked hard yet were often considered second-class citizens, so they began to mobilize for their own rights as well as those of minorities.
**Litigation for Equal Rights**
For many years, the Supreme Court refused to consider that the Fourteenth Amendment covered women’s right to vote. As late as 1961, Florida had restrictions on jury duty for women. Also in 1961, a woman who clubbed her adulterous husband to death with a baseball bat argued that a jury with women on it would have been more sympathetic to her case and upheld her claim of temporary insanity. The Supreme Court disagreed saying that the Fourteenth Amendment didn’t apply to women (thus incorporating the right of trial by jury in a state criminal trial and recognizing that a jury of peers should include women) and further stated that women are “still regarded as the center of home and family life.” This case, *Hoyt v. Florida*, was finally overturned in 1975.
The Civil Rights Act of 1964 took up the issue of sex as well. It prohibited discrimination on the basis of race and sex. The sex clause was added by southern Democrats who thought it would be a joke and derail the bill, but it didn’t. This legal basis opposed to sex discrimination emboldened women and in 1966 women activists formed the National Organization for Women (NOW). Their goal was to work within the system to attain their goals of equality for all.
Not every woman was in favor of equal rights as defined by NOW and other activist groups. Some groups formed to protect the idea of “protecting” women from equal rights. However, each year from 1923 to 1972 a constitutional amendment on equal rights was broached by Congress. Every president since Truman had formally backed the idea and in 1972 Congress finally passed the Equal Rights Amendment (ERA) by overwhelming majorities. It was very simple: “Equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex. The Congress shall have the power to enforce, by appropriate legislation, the provisions of this article.”
Within a year, 22 states had ratified the amendment by large majorities. The Supreme Court decision in *Roe v. Wade* (1973) seemed to change the momentum of the ERA. In *Roe*, the Court ruled that women had a constitutional right to privacy that included the limited right to terminate a pregnancy. This gave ERA opponents ample political fuel to begin the process of defeating the ERA. Anti-ERA forces billed the ERA
as anti-family and pro-abortion. The ERA was accused of promoting unisex bathrooms and forcing women to leave their homes and children to join the workforce. The issue of whether women could be drafted under the ERA was also a hot topic. A couple of states ratified in 1974, but by slim margins, and some repealed them. The tide had turned. Congress extended the deadline for ratification but no new states ratified and more rescinded ratification.
In addition, the courts began ruling in favor of women’s rights even without the ERA. The courts began to apply the Fourteenth Amendment to women’s issues thus protecting women from many kinds of discrimination. The ERA died without ratification in 1982.
**The Equal Protection Clause and Constitutional Standards of Review**
The Fourteenth Amendment protects all U.S. citizens from state action that violates equal protection of the laws. However, in practice, the Supreme Court regards certain rights as so fundamental that they deserve a higher standard of scrutiny. When a fundamental right, such as free speech, or a suspect classification such as race are involved in a case, the Supreme Court uses a heightened standard of review called strict scrutiny to determine its constitutional validity. Beginning with *Korematsu v. U.S.* (1944) and the internment of Japanese Americans during WWII, the Supreme Court said that any legal restriction that curtailed the right of a single racial group is immediately suspect and should be given “the most rigid scrutiny.” The Court also used strict scrutiny in *Brown*. Under strict scrutiny, a statute is presumed to be unconstitutional unless the state can provide “compelling affirmative justifications”—that means that the law must be necessary to attain a permissible goal and be the least restrictive means to that goal.
In *Reed v. Reed* (1971), the Supreme Court finally extended Fourteenth Amendment protections to gender as well as race. Gender was not made a suspect classification but created an intermediate standard of review for such cases. Since that time many practices have been found to violate the Fourteenth Amendment, including:
- single-sex public nursing schools
- laws that consider men adults at 21 but women adults at 18
- laws that allow women, but not men, to receive alimony
- preemptory challenges in jury selection based on gender
- Virginia's all-male, publicly funded military college, the Virginia Military Institute
But the Court has upheld the following practices and laws as constitutional:
- draft registration for males only
- statutory rape laws that apply only to female victims
Other Groups Mobilize for Rights
Hispanic or Latino/a Americans
Latino/a Americans can date their push for equal rights to 1965-75. They also borrowed tactics from the African American civil rights movement including sit-ins, boycotts, marches, and activities that drew publicity.
The Latino/a community has also relied heavily on litigation strategies. Key groups include the Mexican American Legal Defense and Educational Fund (MALDEF) and the Puerto Rican Legal Defense and Educational Fund. These groups have been quite successful in expanding voting rights and opportunities for Latinos/as. Since 2002, MALDEF has been working to oppose restrictions on obtaining driver’s licenses for undocumented immigrants among other issues.
With the release of 2000 Census results and the dramatic increase in the Latino/a population, we have seen even more political action by this identity group. MALDEF, among other groups, works to ensure that redistricting does not dilute Hispanic voting rights. However, the Latino/a community is also divided by national origin. Within the Latino/a groups there are Brazilians, Cubans, Puerto Ricans, Colombians, El Salvadorans, and more. Sometimes these national groupings are more important than language as an identity marker. In addition, each national grouping can have different salient issues. For some it is citizenship, for others language and cultural rights, and for others the overthrow of a Communist dictator and American policy toward a certain country.
On May 1, 2006, these different groups came together and over one million marched across the country in forty states to draw attention to immigration issues. Called the “Day Without an Immigrant,” this economic boycott and political march drew substantial attention and support, as well as opposition, throughout the country. Also during 2006, President Bush proposed legislation on immigration that would strengthen the border with Mexico, 43 states were considering their own laws on the topic, and finally in October, Bush signed a bill to build an additional 700 miles of fencing along the southern border.
Native Americans
Native Americans have a unique status under American law. In 1924, Indians were made U.S. citizens and given the right to vote but it was not until the 1960s that the Indians also began to mobilize for their rights and against the discrimination against themselves and their ancestors. There were, like with all groupings, radical Indian groups, moderate ones, and groups that were fairly timid in their demands.
Law suits were filed about fishing rights, hunting rights, tribal land claims, and the taxation of tribal profits. And, much like the NAACP, this strategy won on many occasions. Native Americans have managed to gain access to and protection of their holy places—particularly burial grounds. They have not fared as well in religious rights. The use of peyote has been limited and their access to religious sites during timber harvesting.
Recently, Native American groups have been electing more Native Americans to office as well. In 2005, the Indigenous Democratic Network was founded along with a concomitant PAC. They have a ‘campaign camp’ and are actively training candidates and encouraging existing candidates to consider interests important to Native Americans.
Gays and Lesbians
Gays and lesbians have had a harder time than many other groups in achieving fuller rights. Gays do, however, have on average higher educational and income levels and are beginning to turn that into clout at the ballot box. In general, the Supreme Court had been unwilling to expand privacy rights or special constitutional protections to homosexuals. In *Bowers v. Hardwick* (1986), the Court ruled that privacy rights did not extend to homosexuals even if they were consenting adults in private. However, in 2003, the Supreme Court, in *Lawrence v. Texas*, the Court overruled previous stipulations and said that a Texas statute banning sodomy was unconstitutional on the grounds that homosexuals have the right to liberty under the due process clause without the intervention of the government.
The right to serve in the military has been hotly contested. The current policy “Don’t Ask, Don’t Tell” was established during the Clinton Administration and remains in effect. However since then over 11,000 soldiers have been discharged for being gay, including a number of sorely needed Arabic speaking linguists.
Civil unions or gay marriage has also been a hot button issue. In 2000, Vermont officially recognized civil unions. A few other states followed suit. This led to a backlash by conservative and Republican groups who used the gay marriage issue as a wedge in elections through to the present. President Bush has called for a constitutional amendment banning gay marriage.
Disabled Americans
Disabled veterans often led the charge for anti-discrimination legislation. As the disabled saw the victories of other groups, they too began fighting for better treatment. In 1990, veterans and other disabled people were able to convince Congress to pass the Americans with Disabilities Act (ADA). The ADA defines a disabled person has someone whose physical or mental impairment seriously limits one or more life activities. The ADA requires that facilities be accessible to those in wheelchairs, that telecommunications devices be provided for deaf employees, that employers acquire or modify work equipment or work schedules to accommodate the disabled.
The Court has ruled that the ADA covers pregnant women and people with AIDS. In 1999, the Court ruled in a number of ADA cases. They argued that if disabilities were treatable—such as myopia with eyeglasses or diabetes with insulin—one did not qualify for ADA antidiscrimination protection. In 2004, the Court ruled that courthouses should be handicapped accessible (if it could be ‘reasonably done’) after a man sued the state of Tennessee. He was forced to crawl up flights of stairs to attend a hearing. If he hadn’t attended, he could have been jailed and the courthouse had no elevator.
Continuing Controversies in Civil Rights
Affirmative Action
Affirmative action generates a lot of controversy. Some violently oppose affirmative action as discrimination. Others see it as absolutely vital in providing basic opportunities for minorities and women. There often seems to be very little middle ground. Public opinion is badly split by race on the question of affirmative action. White men seem to be particularly opposed to affirmative action. This debate really heated up during the Reagan administration when the Court heard a number of reverse discrimination cases.
In 1978, the Court first fully addressed the issue of affirmative action in the case *Bakke v. Regents of the University of California*. UC-Davis used two admissions committees—one for white students and one for minority students. Bakke was not admitted though his grades and test scores were higher than all of the African Americans admitted to the medical program. A sharply divided Court ruled that Bakke's rejection was unconstitutional due to the use of strict numerical quotas in the admissions process.
In general, at this time the Court upheld affirmative action programs when there was clear cut evidence of prior discrimination—usually by 5-4 votes. But in 1986, when William Rehnquist was elevated to Chief Justice, the Court began to rule against affirmative action.
The Democratic Congress responded by passing the Civil Rights Act of 1991 which, though watered down through bipartisan compromise, overruled several anti-affirmative action Court rulings—but it specifically prohibited the use of quotas.
The Supreme Court continued to challenge affirmative action programs. In 1995, they ruled that affirmative action must meet strict scrutiny tests. In 1996, the Fifth Circuit Court of Appeals threw out the University of Texas Law School's affirmative action program and the Supreme Court let the ruling stand. Since then the Supreme Court has chosen not to hear such cases or the cases have been settled before the Court could rule. In 1996, California voters chose to outlaw most forms of state affirmative action. This has had ramifications on colleges and universities in California and beyond. Minority admissions have dropped, as have minority applications for many programs.
Then in 2003, the Court issued a ruling in *Grutter v. Bollinger* (aka the Michigan affirmative action admissions case). The Court struck down a rigid point system but held that considering race and ethnicity in college admissions is constitutional as long as it was not the defining criteria and the programs were flexible and evaluated each individual fully.
Pay Equity and Other Issues of Workplace Discrimination
Pay equity continues to elude women and minorities. White women earn around 74 cents for every dollar earned by a white man. Black women earn only 64 cents for every dollar earned by a white man. In the last few years, a large number of major corporations have settled law suits on this issue including: Merrill Lynch, Home Depot, Wal Mart, Ingles, Kodak, PETCO, and others. This issue is being fought in the courts as we speak.
Web Sites for Instructors
America with Disabilities Act (ADA) offers information on this legislation and rights of the disabled.
www.usdoj.gov/crt/ada/adahom1.htm
Civil Rights Division, U.S. Department of Justice Web site offers an overview of the activities and programs of the DOJ on civil rights as well as links to documents, legislation, cases, and the Civil Rights Forum Newsletter.
www.usdoj.gov/crt/crt-home.html
Congressional Black Caucus offers information about its members in Congress.
www.congressionalblackcaucus.net/
Findlaw is a searchable database of SC decisions plus legal subjects, state courts, law schools, bar associations and international law.
www.findlaw.com
FLITE: Federal Legal Information Through Electronics offers a searchable database of Supreme Court decisions from 1937-1975.
www.fedworld.gov/supcourt/
The Legal Information Institute of Cornell University has an excellent site that offers extensive information about the legalities and definitions of civil rights. It begins with a prose definition of a civil right and includes links to U.S. Government laws, state laws, Supreme Court rulings, international laws on civil rights and more.
www.law.cornell.edu/topics/civil_rights.html
Mexican American Legal Defense and Education Fund (MALDEF) Web site offers information on Census 2000, scholarships, job opportunities, legal programs, regional offices information and more.
www.maldef.org
The National Association for the Advancement of Colored People (NAACP) Web site offers information about the organization, membership, and issues of interest to proponents of civil rights. Has sections on the Supreme Court, Census 2000, the Education Summit and includes links to other Web sites.
www.naacp.org
National Committee on Pay Equity collects information on pay equity and lobbies for fairer wages. Their fact sheets provide lots of statistical information about race and gender equity.
www.pay-equity.org/info.html
National Organization of Women (NOW) Web site offers information on the organization and its issues/activities including women in the military, economic equity,
reproductive rights, and so on. They offer an email action list and the ability to join NOW online. Also has links to related sites.
www.now.org
**Native American Rights Fund (NARF)** Web site offers profiles of issues, an archive, resources, a tribal directory, and treaty information as well as a lot of other information.
www.narf.org
**Oyez-Oyez-Oyez** is a comprehensive database of major constitutional cases, including multimedia aspects such as audio. Oyez now has blogs too!
www.oyez.com/oyez/frontpage
**Rominger Legal Services** provides U.S. Supreme Court links including history, pending cases, rules, bios, etc.
www.romingerlegal.com/supreme.htm
The **Southern Poverty Law Center (SPLC)** is a nonprofit group dedicated to fighting hate and intolerance. Their Web site includes information on the center and their activities including a program titled "Teaching Tolerance," the Klanwatch, and Militia Task Force. They also have a state-by-state listing of “hate incidents.”
www.splcenter.org
**U.S. Commission on Civil Rights** is a bipartisan, fact-finding agency established within the executive branch. The Web site offers news releases, publications, a calendar of events, and multimedia coverage of civil rights events.
www.usccr.gov/
**U.S. Supreme Court Plus** has decisions from the current term as well as legal research, bios, basic Supreme Court information and more. Also offers a free e-mail notification service of Supreme Court rulings. Some information requires a fee.
www.usscplus.com
### Web Activities for Classes
1) Have students look on the Web for additional historical information on the struggle for civil rights including the process the U.S. went through from 1800-1890 in civil rights, 1900-1939 (impact of WWI, etc.), 1940-48 (the impact of WWII, GI Bill, etc.), 1948-1960, 1960-1965, 1966-1974 (impact of Vietnam and Watergate), 1974 to present.
2) Have students look on the Web for additional information on the history of the women's suffrage and rights movement up to and including the ERA and its ratification drive as well as the current situation. Give them some hints on key words such as: glass ceiling, pink collar work, equal pay, NOW, Phyllis Schaffley, etc.
3) Have students use the Web to research civil rights strategies, for example, the NAACP chose to use a litigation strategy to achieve desegregation and equal rights. How did they implement this strategy and what were their other choices?
4) Have students search the Web for examples of Supreme Court cases that explain the equal protection clause and constitutional standards of review.
5) Once African Americans and women had some success in the battle for equal rights, other groups mobilized to gain their rights. Have students do some Web research. What other civil rights groups formed after the two mentioned above? What tactics did they use? And how successful they have been?
6) Go to the U.S. Census homepage (www.census.gov). Look at the demographic breakdown from the 2000 Census and discuss the public policy ramifications of the new population numbers.
7) Same sex marriage has been a hot topic of discussion. Attitudes seem to differ dramatically depending upon how the polling questions are framed. Have students delve into this to explain it by looking at polls such as Zogby, Roper, and Gallup.
**General Class Activities and Discussion Assignments**
1) Have students look at the current Supreme Court docket. What civil rights cases do they see? Have students address the following questions: What are the constitutional arguments? How do the arguments differ from the cases the book discusses in the 1950s and 1960s? What might account for these changes? What might account for the similarities?
2) The use of *amicus curiae* briefs has increased dramatically in the last couple of decades and many people now argue that public opinion plays a role in Supreme Court decisions. Have students discuss how one might study these two issues. How would one characterize the role of such lobbying in civil rights cases? Does public opinion affect SC opinions? How and why?
3) Have students address the following: Choose one civil rights issue and research it in depth. What constitutional issues are used, what arguments, etc.? How do you feel the current Court would rule on this issue and why?
4) Have students look at the current Supreme Court. They should do some biographical and case research on each of the nine justices in the area of civil rights. Have them try to build a typography (classify the judges into groups of like-minded individuals) on how the current justices rule on civil rights. (Example: The simplest typography would be liberal—moderate—conservative.
But be sure to define each of those categories! A more complex system would tell us more about the Court.)
5) Congress also plays a role in civil rights. Have your class do some research to determine what types of civil rights issues Congress has been dealing with in the last 5-10 years. Why are these issues in Congress and not the Courts? Is this a symbol of progressive change or something else?
6) Have your students research the executive branch's activities regarding civil rights. What is their role, and how do they exercise it? What issues does the executive branch currently consider to be important in civil rights? What is the administration's position on certain issues such as: affirmative action, equal pay, handicapped access, etc.?
**Possible Simulations**
1) Have students debate a civil rights issue such as affirmative action, the ADA, funding of special education, etc.
2) Have students find a case on the current Supreme Court docket about civil rights. Assign each of them to determine how a given justice might choose to vote by doing some research on that justice's opinion (make sure all of the justices are represented). Then have them role-play a debate on the case they chose.
3) Affirmative action for admission to college is before the Supreme Court. Have students look at “admissions packets” (ask the admissions office for some with names blacked out) and determine what criteria are, can, and ought to be used for college admissions through interviews with admissions officers (ideally at more than one campus) and then have the class role-play as an admissions committee.
**Additional Sources**
Yvette Marie Alex-Assensoh and Lawrence Hanks (eds). *Black and Multiracial Politics in America*. New York University Press, 2000.
Akhil Reed Amar. *The Bill of Rights: Creation and Reconstruction*. Yale University Press, 2000.
Ellen A. Andersen. *Out of the Closets and into the Courts: Legal Opportunity Structure and Gay Rights Litigation*. University of Michigan Press, 2004.
Alan Axelrod. *Minority Rights in America*. CQ Books, 2003.
Celia Barnes. *Native American Power in the U.S.* Farleigh Dickinson University Press, 2003.
Judith Baer. *Women in American Law*. Holmes and Meier, 2002.
Jeannine Bell. *Policing Hatred: Law Enforcement, Civil Rights, and Hate Crime*. New York University Press, 2004.
Mark Blasius (ed). *Sexual Identities/Queer Politics*. Princeton University Press, 2001.
Eric Brandt. *Dangerous Liaisons: Blacks, Gays and the Struggle for Equality*. New Press, 1999.
Ward Churchill. *Perversions of Justice: Indigenous Peoples and Angloamerican Law*. City Lights Books, 2003.
David Cole. *No Equal Justice: Race and Class in the American Criminal Justice System*. New Press, 1999.
Mike Davis and Roman de la Campa. *Magical Urbanism: Latinos Reinvent the Big City*. Verso Books, 2000.
Mary L. Dudziak. *Cold War Civil Rights: Race and the Image of American Democracy*. Princeton University Press, 2002.
Diane Eickhoff. *Revolutionary Heart: The Life of Clarina Nichols and the Pioneering Crusade for Women's Rights*. Quindaro Press, 2006.
Simon Hall. *Peace and Freedom: The Civil Rights and Antiwar Movements in the 1960s*. University of Pennsylvania Press, 2006.
Thomas F. Jackson. *From Civil Rights to Human Rights: Martin Luther King, Jr., and the Struggle for Economic Justice*. University of Pennsylvania Press, 2006.
Eric Marcus. *Making Gay History: The Half Century Fight for Lesbian and Gay Equal Rights*. Harper Perennial, 2002.
Stephen May, et al. (eds). *Ethnicity, Nationalism and Minority Rights*. Cambridge University Press, 2004.
James T. Patterson. *Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy*. Oxford University Press, 2002.
Andrea Y. Simpson. *The Ties That Bind: Identity and Political Attitudes in the Post Civil Rights Generation*. New York University Press, 1998.
Mark V. Tushnet. *Out of Range: Why the Constitution Can’t End the Battle over Guns*. Oxford University Press, 2007.
Diana White Horse Capp. *Brother against Brother: America’s New War Over Land Rights*. Merril Press, 2002.
Silvia Yee and Mary Lou Breslin (eds). *Disability Rights Law and Policy*. Transnational Publishers, 2002.
Rebecca E. Zietlow. *Enforcing Equality: Congress, the Constitution, and the Protection of Individual Rights: Congress, the Constitution, and the Protection of Individual Rights*. NYU Press, 2006. | e6fc3424-bc31-4526-b6b5-2906d99198c3 | CC-MAIN-2024-30 | http://boballey.org/Trinity2/AP%20Exam%20Review/Outlines/Civil%20Rights.pdf | 2024-07-24T16:31:25+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518304.14/warc/CC-MAIN-20240724140819-20240724170819-00706.warc.gz | 4,671,995 | 9,763 | eng_Latn | eng_Latn | 0.966829 | eng_Latn | 0.998626 | [
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ATTRACTION TOURISTS
IN THIS UNIT
▶ Rank tourist attractions
▶ Assess evidence in a travel blog
▶ Consider pros and cons of tourism
▶ Recognize bias in claims
▶ Write an argumentative essay about the impact of tourism
SKILLS
READING
Recognize a writer’s point of view
WRITING
Write counterarguments and refutations
GRAMMAR
Articles
CRITICAL THINKING
Recognize bias
CONNECT TO THE TOPIC
1. Where are the people in the photo? Does the photo make you want to visit?
2. How do you decide where to go on vacation or on a trip?
Jimbaran Bay, Bali, Indonesia
A VOCABULARY Choose the correct meanings for the words in bold.
1. The explorer’s blog gave a frightening account of the trip she took.
The blog gave a description / prediction.
2. The hikers had waited for months and were eager to start the climb.
They really wanted to / were scared to climb the mountain.
3. This city needs to invest more in their infrastructure to handle all the tourists.
The restaurants, shops, and entertainment / roads, bridges, and services are not good enough.
4. Young people are usually more willing to take advice from their peers.
They will take advice from people who are similar to them / people who are more important than they are.
5. The tourism office sends email messages to potential visitors around the world.
The messages go to visitors who are going to come / who might come.
6. A closer look revealed that the photo had been edited to make the town look prettier.
A closer look hid / showed how the photo had been changed.
7. The hotel manager offered a sincere apology for all the problems and gave them a large discount on their bill.
The apology was dishonest and fake / honest and real.
8. City leaders are happy about the steady increase in tourists over the last 10 years.
The increase has been fast and sudden / smooth and constant.
9. The photos of the animals that live around the coral reef were stunning and quite colorful.
The pictures were extremely beautiful / very frightening.
10. This city is definitely worthy of a visit by anyone interested in architecture.
I think it’s deserving of / possible to get a visit.
REFLECT Rank tourist attractions.
You are going to read a blog post about the impact of social media on tourism. Why do tourists visit your city or a city you know well? Rank the following factors (1 = most important to 6 = least important). Add one factor of your own. Then compare with a partner and explain your ranking.
_____ cafes and restaurants
_____ stunning scenery
_____ cultural experiences
_____ museums and galleries
_____ outdoor activities
_____ other: ______________________
C PERSONALIZE Do you think the benefits of wildlife tourism outweigh the problems?
Explain your answer in a small group.
Imagine a beautiful blue lake with world-class fishing, empty beaches, and stunning views. For many tourists, Lake Wānaka on the South Island of New Zealand sounds like the perfect vacation destination. Yet, not very many people knew about this place—until a group of social media influencers arrived.
For much of its recent history, Lake Wānaka’s main industry was sheep farming. But, proud of Lake Wānaka’s beauty, local leaders were eager to attract more tourists. Globally, the tourism industry contributes almost nine trillion dollars annually toward GDP\(^1\). That’s more than 10 percent of the total GDP. For small communities like Lake Wānaka, tourism means a reliable income and jobs. Some jobs are directly related to the tourism industry, such as hotel and airport workers. Other jobs are indirectly related. For example, farmers and fishers supply the food that is served at hotels and restaurants where tourists stay and eat. Finally, tourism often contributes to infrastructure. Roads and airports may be built to bring tourists, but local residents benefit from them as well.
Because of the benefits tourism brings, it is a competitive business. Advertising is expensive—particularly for small places like Lake Wānaka. Until recently, most people learned about travel destinations by reading about them in guidebooks. That has all changed with the development of social media and in particular, Instagram. Instagram is one of the fastest-growing social media platforms, with one billion monthly users and half a billion active daily users. Users actively engage with the content by liking, posting, clicking, and most important of all, buying. And for the tourism industry, that user engagement leads to travel decisions. Chris Burkard, a photographer with 3.5 million followers on Instagram, sums it up this way: “You’re less than 10 clicks away from seeing an image on Instagram to purchasing a ticket to go there.”
Lake Wānaka leaders hoped social media could increase tourism in their community at a lower cost than a traditional advertising campaign. So, they invited a group of travel influencers—including professional photographers—to Lake Wānaka. These influencers all had large numbers of followers online. The leaders wanted them to experience the region’s beauty and activities. They also, of course, wanted the influencers to take photographs and post them with the hashtag #LoveWanaka. Chris Burkard was one of the people invited. His photos of the area got 50,000 likes almost immediately. The influencers’ impact was remarkable. The area saw a 14 percent increase in tourist visits in 2016—the highest in the entire country that year. And it continues to draw a steady stream of visitors today. Local leaders have been thrilled with the results. The Lake Wānaka Tourism Board called it “an incredible return on investment”\(^2\).
---
\(^1\) **GDP** (n) gross domestic product—the value of everything produced in one year in a given country
\(^2\) **return on investment** (n phr) the amount of profit compared to the amount invested
The impact of travel influencers has been enormous all over the world. They determine whether a location is worthy of Instagram, and therefore worth visiting. A recent survey of young travelers revealed that, for 40 percent of them, the most significant factor in their choice for a vacation destination was “Instagrammability.” “I’ve met people who have traveled to places because of my photographs,” says Burkard with some surprise. “That wasn’t happening 10 years ago.” Why do influencers have so much impact on the public’s travel choices—even more than professional travel writers or advertisements? Travel professionals believe there are two main reasons. First, travelers view these influencers as peers, as people who are very much like them. They think, If these people liked this place, I probably will, too. Influencers’ accounts seem more sincere than the reports of professionals. Second, and perhaps more important, Instagram is the perfect medium for visual storytelling.
Without a doubt, social media has helped Lake Wānaka, but it is not alone in benefiting from the impact of online platforms. Thirty years ago Iceland got 142,000 visitors a year. In 2018, the island received more than two million. Much of that growth is the result of its highly “Instagrammable” landscape. Hoping to increase tourism, officials in Scottsdale, Arizona, recently hired artists to create wall murals. They chose popular areas for the paintings in order to create “Instagrammable moments.” Some hotels have begun to redesign their lobbies to look attractive to potential guests on social media. Clearly, it has become a powerful tool that can help communities like yours attract tourists.
B MAIN IDEAS Complete the summary of the blog. Use one word from the blog for each answer.
In many communities, tourism brings dependable _____________ and jobs. But tourism is competitive, and advertisements can be _______________. Social media _______________ like Instagram offer a cheap and effective way to raise awareness of a tourist destination. For example, travel _______________ with a lot of followers helped Lake Wānaka to attract tourists. Followers trust them because they think their stories are more _______________. Many communities are discovering that social media can be a great _______________ in their effort to increase tourism.
C DETAILS Read each statement. Write T for True, F for False, or NG for Not Given based on information in the blog.
1. _____ Before Instagram, Lake Wānaka didn’t have a lot of tourists.
2. _____ The tourism industry is 10 percent of the GDP of New Zealand.
3. _____ Residents do not benefit from improvements in infrastructure.
4. _____ Tourism campaigns on social media are more expensive than traditional advertising.
5. _____ Instagram has a very high level of user engagement.
6. _____ Chris Burkard makes a lot of money from his online posts.
7. _____ The influencers’ visit had a positive impact on tourism in Lake Wānaka.
8. _____ Social media has become an important element of the travel and tourism industry.
D DETAILS Check (√) the three statements that you can infer based on information in the blog.
1. _____ Today, more people are probably working in the tourism industry in Lake Wānaka.
2. _____ Most small communities are using social media to increase tourism.
3. _____ For 60 percent of young people in the survey, “Instagrammability” was not important at all.
4. _____ It’s likely that some people who saw Burkard’s photos visited Lake Wānaka.
5. _____ Lake Wānaka now has too many tourists.
6. _____ Fewer people were using social media to make travel decisions 10 years ago.
READING SKILL Recognize a writer’s point of view
Point of view refers to a writer’s opinion or perspective on a topic. As you read, look for the following.
1. Evaluative and descriptive words and phrases that imply the writer’s opinion
*There has been an incredible improvement.*
*This is an unfortunate development.*
2. Adverbs and adverb phrases that express the writer’s attitude toward a topic (e.g., certainly, fortunately, in fact, of course, surely, unfortunately)
*Indeed,* this is an effective strategy. *(Indeed* emphasizes the point.) *Sadly,* this has become a common practice.
3. First and second person pronouns and possessive forms: These allow the writer to speak directly to the reader and help to include the reader in the writer’s point of view.
*Your community can easily increase the number of tourist visits.*
*We can’t let this happen to our community.*
Once you recognize the writer’s point of view, you can decide if you agree with it or not.
E Choose the correct answers to complete the statements about the blog *Amazing Influencers*.
1. The writer has a **positive / negative** view about the value of tourism.
2. The writer has a **positive / negative** view about the value of social media.
F Answer the questions about the blog.
1. What three evaluative or descriptive words show the writer’s point of view in paragraph 4? Highlight them.
2. What two adverbs or adverb phrases show the writer’s point of view in paragraph 6? Highlight them.
3. How does the writer use a possessive form to include the reader in paragraph 6? Highlight the phrase.
REFLECT Assess evidence in a travel blog.
Write answers to these questions in your notebook. Then discuss your ideas with a partner.
1. What evidence in the blog supports the writer’s view that tourism in general is valuable?
2. What evidence supports the writer’s view about the impact of social media on tourism in Lake Wānaka?
3. Has the writer convinced you that her point of view is right?
PREPARE TO READ
A VOCABULARY Choose the correct meanings for the words in bold.
1. Two monkeys were fighting in a tree, and I **captured** the whole thing on video.
a. showed
b. posted
c. recorded
2. The movie was very violent, which many people in the audience found **distressing**.
a. upsetting
b. surprising
c. extraordinary
3. We can feel **inferior** when we compare our lives to the lives of people on social media.
a. happy for others
b. hopeful
c. not as good as others
4. Today, it’s possible to **make a living** by teaching people how to cook online.
a. find a job
b. earn enough money
c. live a long time
5. Sunlight can’t easily **penetrate** thick gray clouds.
a. cover
b. go through
c. warm up
6. In bad weather, hiking on the mountain trails is **prohibited**. It’s too dangerous.
a. not encouraged
b. not stopped
c. not allowed
7. We tried to **replicate** the vacation we had here years ago, but too much had changed.
a. improve on
b. permanently record
c. do again in the same way
8. The wet summer **ruined** beach vacations for many people.
a. destroyed
b. added to
c. changed
9. I got a great **shot** of my family standing in front of the Eiffel Tower.
a. route
b. photo
c. view
10. My friend was **showing off** by telling everyone about her expensive jewelry.
a. pretending not to care about
b. being mean about
c. attracting attention to
B PERSONALIZE Discuss these questions with a partner.
1. Do you think being an influencer is a good way to **make a living**?
2. Do you think posting on social media is **showing off**?
REFLECT Consider pros and cons of tourism.
You are going to read a blog post about some of the effects of travel influencers. Work with a small group. Brainstorm ideas about the pros and cons of tourism in your community or a place you know well. Decide on the top two pros and cons.
| Pros | Cons |
|------|------|
| | |
ATTRACTION TOURISTS
Let’s face it, social media platforms have penetrated every aspect of travel, from how we choose a place to visit to what we do once we get there. Sadly, a few beautiful photos online can sometimes transform a quiet, remote corner of the world into a circus. In 2010, fewer than a thousand tourists visited Trolltunga, Norway, a spectacular rock formation 576 kilometers west of Oslo. Six years later, the number had climbed to 30,000. This increase followed the appearance of photos on social media. This process can happen extremely quickly. Amazing photos appeared online soon after the opening of a glass-bottom bridge over the Zhangjiajie Canyon in China. Within days, thousands of visitors arrived, all hoping to capture similar images. Because of the crowds, the government decided to temporarily close the bridge and prohibit people from visiting.
Clearly, social media provides the fuel for our vacation dreams, but it also has a negative side. Increasingly, travelers are choosing their vacation destination based on images they see online. They plan their vacations around the photographs they hope to post, already smiling about how their friends will react to them. Many travelers say they do this to share their wonderful experiences with their friends and family, but isn’t this more like showing off? The distressing thing is that many of these tourists are not really looking at the natural beauty or exciting environment around them. Instead, they just want to take photos like the ones they saw online. Some travelers even hire professional photographers to follow them so they can get that perfect photo!
Some of these travelers are ordinary tourists, but others are trying to make a living as travel influencers. In an effort to attract more followers, these influencers find places that are more and more remote to take more and more spectacular pictures. These efforts may mean they go places where they should not or do things that are dangerous. In the old quarter of Hanoi, Vietnam, for example, visitors compete to take photos of themselves on the train tracks that run along the street. Some stand on the train tracks as long as possible, jumping off just as the train comes—so they can capture the most dramatic image.
Unfortunately, these influencers and tourists are not a danger just to themselves. Their activities can cause real damage to the locations that they are promoting. One recent newspaper article on this topic began, “Sorry Instagrammers. You are ruining Wyoming.” Delta Lake is located in a remote area in the Wyoming mountains. Before social media, just a few visitors a day might find their way there. Today, the daily number is closer to 150 with some people making the 14.5-kilometer hike to take engagement or wedding photos. All of this traffic is damaging the environment and putting wildlife at risk. Local officials have asked visitors to stop geotagging photographs on social media in order to protect the fragile ecosystem. This distressing story is not limited to wild places. In 2018, a Canadian flower farm invited visitors to come admire their beautiful fields of flowers. The owners were unaware that word was spreading through social media, and they were not prepared for the crowds. Shockingly, thousands of visitors arrived, climbing on ladders and destroying hundreds of flowers, hoping to get the perfect shot. The farmers closed their doors after about a week.
1 geotag (v) to use electronic data to show where something is
2 ecosystem (n) all the living things in an area
3 word (n) news or information
C MAIN IDEAS What is the main purpose of the blog? Check (√) the best answer.
1. ____ To explain the pros and cons of social media’s impact on tourism
2. ____ To persuade us that social media can have a negative impact on tourism
3. ____ To describe ways that social media platforms could be better for tourism
D DETAILS Complete the sentences. Use the names of places or countries from the blog.
1. In ______________________, influencers risked their lives on railroad tracks.
2. In ______________________, a flower farm was destroyed by people trying to take photos.
3. In ______________________, 80,000 visitors a year began to arrive after photos were posted on Instagram.
4. In ______________________, hundreds of people hiked nine miles in a fragile ecosystem to take the perfect picture.
5. In ______________________, after photos appeared on social media, a bridge had to close due to crowds.
E Answer the questions about the blog.
1. What four evaluative or descriptive words show the writer’s point of view in paragraph 4? Highlight them.
2. What two adverbs show the writer’s point of view in paragraph 4? Highlight them.
CRITICAL THINKING Recognize bias
When a writer expresses a point of view but does not provide evidence to support it, this can be seen as bias. Bias means supporting (or opposing) a person or point of view based on personal preferences rather than facts. When you read a piece of argumentative writing, check to see how the writer’s point of view is supported. You should be careful about accepting a writer’s point of view if it’s not supported by evidence.
REFLECT Recognize bias in claims.
Read two claims that the writer of the blog makes about travel influencers. What evidence in the blog supports each claim? Is there enough evidence to support each claim or are they biased? Discuss your reasons in a small group.
1. Travel influencers often do stupid and dangerous things.
2. Travel influencers and the tourists they bring are damaging travel destinations.
Without tourists, we might not have this wonderful resource. Indeed, we might have factories there instead.
3 Nature is not the only attraction for tourists in Oaxaca. Our rich cultural heritage is also an important factor. The state is famous for its artistic traditions, including weaving, pottery, and woodcarving. These draw thousands of tourists to our state and promote valuable cultural exchange. The increase in tourism has brought some unwelcome changes; the price of housing has increased in the city center because of tourist hotels. However, most local people accept this. The artists know that the tourists provide them with a market for their work. Tourism also provides a steady income for people who act as guides.
4 It’s really all about money—money that these tourists bring to our economy. Although some money goes to the central government, the government returns money to Oaxaca to help support infrastructure projects. The projects are aimed at increasing tourism. They include better roads and more reliable communication systems, especially, the Internet. Although tourism may be the reason for these projects, local residents also use and benefit from these services.
5 Tourism has generally improved the lives of people here and can continue to do so. We can use tourist dollars to help people who can no longer afford to live in the city center. We can be thoughtful and careful about how we develop the tourism industry here. Clearly, we need to control the number of tourists and their impact, but if we use tourism to make our lives better, we can continue to develop our community in harmony with nature and our traditions.
B ANALYZE THE MODEL Write the benefits the writer claims that tourism offers to Oaxaca. Then write the evidence the writer gives to support each benefit.
1. Paragraph 2
Benefit: _______________________________________________________
Evidence: _______________________________________________________
2. Paragraph 3
Benefit: _______________________________________________________
Evidence: _______________________________________________________
3. Paragraph 4
Benefit: _______________________________________________________
Evidence: _______________________________________________________
C ANALYZE THE MODEL Complete the examples of evaluative and descriptive language that the writer uses in the model essay.
1. a _______________ development
2. a _______________ resource
3. a _______________ cultural exchange
4. _______________ roads
5. more _______________ communication systems
F Complete the counterarguments with refutations. Use your own ideas.
1. In spite of claims that tourism has negative effects on local residents, ____________.
_________________________________________________________________________________________.
2. National park officials worry that hikers are destroying animal habitats, ____________.
_________________________________________________________________________________________.
3. Some people want to reduce the number of tourists worldwide. ____________.
_________________________________________________________________________________________.
WRITING SKILL Write counterarguments and refutations
When you write an argumentative essay, you use facts and evidence to convince your readers that your claim is valid. You can strengthen your essay by including **counterarguments**—objections a reader might have to your argument. You should **acknowledge** any counterarguments and then offer a **refutation**. The refutation states why the counterargument is not valid or correct.
**Claim:** Tourism is hurting our area.
**Supporters of tourism maintain that tourism is the best way to improve the economy.**
**counterargument**
*These tourist dollars are indeed attractive. However, we have seen too many communities suffer environmental and cultural harm as a result of tourism.*
**acknowledgment**
**refutation**
The counterargument and refutation are often connected by a contrast connector, such as *although, but, however, indeed, nevertheless, while, yet*, etc.
D ANALYZE THE MODEL Reread paragraphs 2 and 3 of the model essay. Identify the counterargument, the acknowledgment, and the refutation. Label them C, A, and R. Circle the word that connects the counterargument and the refutation.
E APPLY Match each refutation to the correct counterargument. Underline the acknowledgment. Circle the word that connects the counterargument and the refutation.
**Counterargument**
1. When it first appeared, Instagram was welcomed as a powerful tool to help communities attract tourists. And indeed, it was very successful, ______.
2. Tourism is our primary source of income. It’s true that we need tourists, ______.
3. Supporters of the infrastructure projects argue that without them, tourists will choose to go somewhere else. Infrastructure is certainly important, ______.
**Refutation**
a. but not if it replaces the natural spaces that are the reason that tourists choose our community as a destination.
b. but today it has become too successful and it is increasing tourism beyond the ability of communities to handle them.
c. yet we need to pay attention to the type of tourists we are trying to attract. We need more mature tourists who appreciate our culture and history.
G GRAMMAR Look at paragraph 2 of the model. Why does the writer use *the*? Write the reasons (a–d).
1. ______ the greatest biodiversity
2. ______ the government
3. ______ the coast
4. ______ the tourists are disrespectful
GRAMMAR Articles
Nouns are introduced by the articles *a/an* or *the*—or with no article at all (*O*). Follow these steps to help you choose the correct article.
1. First, decide if you can use *the*. Use *the* if you think your readers will know the specific thing, person, place, or idea you are mentioning. Readers will know if:
- you already mentioned it with either the same word or a synonym.
*I took a trip to Oaxaca. The experience was amazing.*
- you share knowledge of it: *the government, the moon, the store, the graph below.*
- it is part of, or connected with, something you have already mentioned:
*I left my car at home, but I think I left the windows open.*
- it is unique or part of a ranking: *the only, one of the X, the second, the best.*
2. If *the* is not appropriate, you can use:
- *a/an* for count nouns.
- no article (*O*) for noncount and plural nouns.
*I want to save Ø money for a trip to Indonesia.*
H GRAMMAR Complete the paragraph with *the* or *a* or *an*. Discuss the reasons for your choices with a partner.
1. __________ increasingly popular form of tourism is medical tourism, that is, people crossing international borders for medical care. 2. __________ medical tourism market is estimated to be over 50 billion dollars per year. 3. __________ most popular destinations are India, Malaysia, Singapore, and Thailand. Why would people travel for 4. __________ medical procedure? 5. __________ most important factor is cost. This is especially true for American patients, who can save up to 90 percent, compared to their health-care costs at home. India has seen 6. __________ steady rise in medical tourism, so 7. __________ country is trying to make it easier for tourists to come. In 2015, 8. __________ Indian medical tourism market was worth about 3 billion dollars; by 2020, 9. __________ figure had jumped 200 percent.
I EDIT Read the paragraph. Find and correct eight errors with *the*, *a*, or *an*.
There is the museum in Turkey for people who like to visit strange sites. The museum displays local pottery, but it also has the collection of hair. There is an old story that a woman who lived in this town wanted to leave the friend with something that would help him remember her. So, she gave him the piece of her hair. The man hung the hair up in his pottery shop and told the story to his visitors. The women who visited his shop loved a story, so they left him pieces of their own hair. Soon a man had so many pieces of hair that he turned his shop into a museum. Inside the museum, there is the pair of scissors so that visitors can add a piece of their own hair to a collection.
K OUTLINE Complete the outline using two of the areas of impact from activity J.
Introduction
Background information: ____________________________________________________________
Claim about the impact of tourism: _________________________________________________
Thesis statement: _______________________________________________________________
First body paragraph
Area of impact: ________________________________________________________________
Evidence: ______________________________________________________________________
______________________________________________________________________________
Counterargument: _______________________________________________________________
Acknowledgment: _______________________________________________________________
Refutation: _____________________________________________________________________
Second body paragraph
Area of impact: ________________________________________________________________
Evidence: ______________________________________________________________________
______________________________________________________________________________
Counterargument: _______________________________________________________________
Acknowledgment: _______________________________________________________________
Refutation: _____________________________________________________________________
Conclusion ______________________________________________________________________
L FIRST DRAFT Use your outline to write a first draft of your essay.
M REVISE Use this list as you write your second draft.
☐ Do you provide enough background information?
☐ Does your thesis statement clearly express your claim about the impact of tourism?
☐ Do your body paragraphs provide enough evidence to support your point of view?
☐ Do your body paragraphs present, acknowledge, and refute a counterargument?
☐ Does your conclusion make a comment or prediction about tourism in the community you are writing about?
N EDIT Use this list as you write your final draft.
☐ Did you use persuasive language appropriately?
☐ Did you use articles correctly?
☐ Did you use the correct verb forms?
O FINAL DRAFT Reread your essay and correct any errors. Then submit it to your teacher.
REFLECT
A Check (√) the Reflect activities you can do and the academic skills you can use.
☐ rank tourist attractions
☐ assess evidence in a travel blog
☐ consider pros and cons of tourism
☐ recognize bias in claims
☐ write an argumentative essay about the impact of tourism
☐ recognize a writer’s point of view
☐ write counterarguments and refutations
☐ articles
☐ recognize bias
B Write the vocabulary words from the unit in the correct column. Add any other words that you learned. Circle words you still need to practice.
| NOUN | VERB | ADJECTIVE | ADVERB & OTHER |
|------|------|-----------|----------------|
| | | | |
C Reflect on the ideas in the unit as you answer these questions.
1. Now that you have learned more about tourism, do you think it has an overall positive or negative impact? Why do you think so?
____________________________________________________________________________
____________________________________________________________________________
2. Did anything in this unit change how you will use social media for travel and tourism? How?
____________________________________________________________________________
____________________________________________________________________________
3. What is the most important thing you learned in this unit?
____________________________________________________________________________
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EXPERIENCE THE 2017 ECLIPSE ACROSS AMERICA THROUGH THE EYES OF NASA ▶ http://eclipse2017.nasa.gov
MONDAY • AUGUST 21, 2017
TOTAL SOLAR ECLIPSE: Monday • August 21, 2017
This will be the first total solar eclipse visible in the continental United States in 38 years.
WHAT IS A SOLAR ECLIPSE?
A solar eclipse happens when the moon casts a shadow on Earth, fully or partially blocking the sun’s light in some areas.
Observers within the path of totality will be able to see the sun’s corona (weather permitting), like in the images above and left. Observers outside this path will see a partial eclipse.
THE NEXT ECLIPSE
After the 2017 solar eclipse, the next total solar eclipse visible over the continental United States will be on April 8, 2024.
WHERE TO WATCH
Find a nice, clear spot with a good view of the sky.
HOW TO WATCH
You can see the sun and the eclipse with special eclipse glasses. NEVER look directly at the sun without appropriate eyewear. More: http://eclipse2017.nasa.gov/safety
HOW LONG WILL IT LAST
The total eclipse, when the sun is completely blocked by the moon, will last up to 2 minutes and 40 seconds, depending on your location.
In this series of stills from 2013, the eclipse sequence runs from right to left. The center image shows totality; on either side are the 2nd contact (right) and 3rd contact (left) diamond rings that mark the beginning and end of totality respectively.
This map shows the path of the moon’s umbral shadow—in which the sun will be completely obscured by the moon—during the total solar eclipse of Aug. 21, 2017. The lunar shadow enters the United States in Lincoln City, Oregon, at 10:05 a.m. PDT. Totality begins in Lincoln City, Oregon, at 10:16 a.m. PDT. The total eclipse will end in Charleston, South Carolina, at 2:48 p.m. EDT. The lunar shadow leaves the United States at 4:09 p.m. EDT. Outside this path, a partial solar eclipse will be visible throughout the continental U.S., and this map shows the fraction of the sun’s area covered by the moon outside the path of totality.
WARNING! Never look directly at the sun without proper eye protection. You can seriously injure your eyes.
Check with local science museums, schools and astronomy clubs for eclipse glasses—or purchase an ISO 12312-2 compliant and CE certified pair of these special shades!
Inexpensive and easy to build, the sun funnel is a device that completely encloses the light coming from a telescope and projects a magnified image of the sun, large enough for many people to view at once.
http://eclipse2017.nasa.gov/make-sun-funnel
**ECLIPSE DETAILS FOR CITIES IN THE PATH OF TOTALITY**
| City | Eclipse Begins | Totality Begins | Totality Ends | Eclipse Ends |
|---------------|----------------|-----------------|---------------|--------------|
| Madras, OR | 09:06 | 10:19 | 10:21 | 11:41 | PDT |
| Idaho Falls, ID | 10:15 | 11:33 | 11:34 | 12:58 | MDT |
| Casper, WY | 10:22 | 11:42 | 11:45 | 01:09 | MDT |
| Lincoln, NE | 11:37 | 01:02 | 01:04 | 02:29 | CDT |
| Jefferson City, MO | 11:46 | 01:13 | 01:15 | 02:41 | CDT |
| Carbondale, IL | 11:52 | 01:20 | 01:22 | 02:47 | CDT |
| Paducah, KY | 11:54 | 01:22 | 01:24 | 02:49 | CDT |
| Nashville, TN | 11:58 | 01:27 | 01:29 | 02:54 | CDT |
| Clayton, GA | 01:06 | 02:35 | 02:38 | 04:01 | EDT |
| Columbia, SC | 01:13 | 02:41 | 02:44 | 04:06 | EDT |
**MAKE YOUR OWN CARDBOARD PROJECTOR**
You can make this simple eclipse projector with some cardboard, paper, tape and foil.
The longer the distance from the pinhole to screen, the larger the image of the sun will be.
White paper screen taped to inside end of the box
Aluminum foil with pinhole
Small image of partially eclipsed sun
Sunlight
More on eclipses http://eclipse2017.nasa.gov
http://www.nasa.gov/eclipse
More on safe viewing of eclipses http://eclipse2017.nasa.gov/safety
http://go.nasa.gov/2evRZBG
**MIRROR IN AN ENVELOPE**
Slide a mirror into an envelope with a ragged hole about 5/8 inch (1.5 cm) cut into the front. Point the mirror toward the sun so that an image is reflected onto a screen about 15 feet (5 meters) away. The longer the distance, the larger the image.
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Now is the time!
As we welcome Spring, I hope you will all get out and enjoy the birds that will be coming through our area. John McNeil has planned many trips with knowledgeable, thoughtful leaders to go out and look and listen for the migrants coming through. Take advantage of the weather and the wonderful place we live in and go look for those jewels in the treetops. Dianne Taggart, creator of Llbirding, and Linda Sullivan will be talking about a famous spring birding locale in Ohio. Their pictures should be a nice warm up to help us remember all the plumages of those confusing, but brilliantly colored wood warblers.
Nature Walks/Field Trips
John McNeil, Field Trip Chair
Saturday, May 4 at 9:00 am
Bird Walk to the Hallock State Park
Trip leader: MaryLaura Lamont
Traverse the varied habitats of the New Hallock State Park during the peak migration time for neotropical species such as thrushes, vireos, warblers and more. Join MaryLaura for a morning outing to catch the wave. For additional detail MaryLaura Lamont may be contacted at 631-399-2030. There is a $5 charge for this walk to benefit the Hallockville Farm Museum.
Sunday, May 5, 2013 8:00 AM
Terrell River County Park
Trip leaders: Jay Kuhlman and Beth Gustin
The varied habitats of Terrell River County Park make for some great birding. Join Jay Kuhlman and Beth Gustin to search for spring migrants and nesting species in the forest, marsh, and along the beach. Indigo Bunting, Black and White Warbler, Pine Warbler, Yellow Warbler, Blue-winged Warbler, White-eyed Vireo, Common Yellowthroat, Salt-marsh Sharp-tailed Sparrow, Glossy Ibis, and Great-crested Flycatcher are just a few of the species that may be there. The walk is about 3 miles and should take us 2-3 hours. We will meet at 8:00 am at the trail head, located in Center Moriches on the south side of Montauk Highway, across from Kaler’s Pond Audubon Center and the Flight 800 Memorial Park. Call Beth at (631)848-9883 for details or more directions.
Continued on page 3
Nature Programs/Meetings
Monday night meetings are held at Quogue Wildlife Refuge. The programs are free and open to the public. Bob Adamo, Interim Program Chair
Monday, May 6, 2013 beginning at 7:15 pm
Spring Warblers
Dianne Taggart & Linda Sullivan
Spring warblers, wet feet, chilly temps and warbler neck; these are a few of our favorite things! Now, imagine eliminating the warbler neck, wet feet and chilly temps, add in cozy temps, a comfortable chair and magnificent views of almost all the warblers you always hope to see each spring!
These are the ingredients for our May presentation given by Linda Sullivan and Dianne Taggart about their trip to Magee Marsh in Ohio.
Come enjoy their lively photo presentation of all that a Spring trip to Magee Marsh can be! See close up shots of beautiful warblers in full breeding plumage. Marvel along with Dianne and Linda and the thousands of birders who flock to Magee Marsh for Biggest Week Birding Festival.
This is a lively, fun and entertaining presentation offered at the height of our own warbler migration. This is definitely another "not to miss" presentation! Come one, come all and enjoy!
Monday, June 3, 2013 beginning at 7:15 pm
Introduction to the Fungi of Long Island
Joel Horman
Joel Horman will present a digital slide show and lecture describing and explaining the central role that fungi have in the environment. He will discuss the taxonomy of fungi and their relationships to other groups. Are those mushrooms edible or dangerous? Do they have practical uses? What are the recent developments in mycology? These are questions Mr. Horman will tackle. He has been studying mushrooms and documenting the species on LI for over 20 years. He has functioned as newsletter editor and one of the chief identifiers who helped identify over 900 mushroom species, some of them new to NYS and the east coast. The slides will illustrate both the beauty and the bizarre aspects of this relatively little known Kingdom.
Please keep your membership current! Check the date on the mailing panel for your expiration date.
During this winter more than others in the recent past we have all been looking for any harbinger of spring. What signs do you look for, the first Robin, that first Crocus, the waterfowl leaving, the first Osprey? For me it is the first Alewife, which is a river herring that spawns locally and attracts several species of birds and animals that feed on this early spring arrival.
I began my quest for an Alewife sighting in late February just before heading for Florida for some warm sunny weather. However, that plan was foiled, as Florida was damp and chilly during the last week of February. Upon returning to the even chillier Long Island I found evidence that Alewives were beginning to explore the local creeks.
On March 11 the spawning run of Alewives began in earnest in the Peconic River and continued to grow until a series of spring snow storms dropped the water temperature back below 40 degrees. What has been of interest this spring is the number of birds that have been attracted to the Alewife spawning run in the pool below Woodhull Dam on Little River that flows into the Peconic River. I first spotted two Great Blue Herons, not necessarily a harbinger of spring, watching the pool, then on March 13th I had my first Osprey of the season flying along the river looking for lunch. Since then there have been at least three Ospreys feeding on Alewives at the pool below Woodhull dam. In addition to the Osprey there has been at least two Great Egrets, and at least one Black-crowned Night Heron attracted to the pool for a spring feed of fresh fish.
A local photographer found this spot and has been collecting a wonderful selection of photos of Osprey capturing Alewives from the pool. He can pull his vehicle right up adjacent to the pool and using the vehicle as a blind be within 50 feet of perched Osprey as they watch the pool and then dive into the water in hopes of catching a meal. All too soon the Osprey will be moving out over the Bays to feed on other returning fish for themselves and their young. However, I have certainly enjoyed this harbinger of spring and the surprising number of Osprey that are enjoying a fresh meal upon their return.
So with the arrival of the Alewives and the Osprey I am confident that spring has finally arrived, even though the temperatures and the series of late season snow storms don’t necessarily support that view.
As of early April the Alewife run was in full swing. The Osprey, Great Egrets, Great Blue Heron and Black-crowned Night Heron seemed to be very satisfied with their spring buffet while we enjoy their bright spring plumage and observe their territorial breeding behaviors. This can only mean that other spring migrants are on their way, bringing with them the sights and sounds of spring.
Happy Spring Birding!
Upcoming Nature Walks, continued from page 1
Wednesday, May 8 at 7:30 am
Led by John McNeil
Saturday, May 18 at 8:00 am
Led by Byron Young
Wertheim National Wildlife Refuge
This Refuge on the south shore of Long Island is one of the last undeveloped estuary systems on Long Island. About half of the refuge consists of aquatic habitats including bay with marine seagrass beds, intertidal saltmarsh, high saltmarsh, freshwater marsh, shrub swamp, and red maple swamp. The Refuge’s saltmarshes, combined with the adjacent New York State-owned saltmarsh, form the largest continuous saltmarsh on Long Island.
The wildlife populations are quite diverse. About 300 species of birds have been documented here. About 5,000 waterfowl winter here. The coastal location also makes this Refuge an excellent migration corridor for shorebirds, raptors and songbirds.
Long Island Expwy. (I-495), Exit 68S, or Sunrise Hwy. (Rte.27), Exit 58S, to the William Floyd Pkwy. (CR46S). From the junction of William Floyd parkway and Montauk Highway (Rte. 27A/CR80) proceed west on Montauk (CR 80W) approximately one mile, turn south onto Smith Road. Go 1/4 mile to the Refuge entrance on the right. We will meet in the parking lot for about a 3 hour bird walk through the varied habitat trying to spot or hear some of the spring migrants.
grounds of fields, woods, creeks and marshes. Bring binoculars for this 2-mile walk to catch a glimpse of the early spring migrating birds. Use the Main Entrance Gate on Park Dr., Mastic. Call 631-399-2030 for further info. Program ends by about noon.
Saturday, June 1 at 7:00 am
Birdding at Hempstead Lake State Park
Trip Leader: John McNeil
Please join John for a birding experience at Hempstead Lake State Park. This park is an IBA that supports large numbers of flycatchers, warblers, tanagers and a mix of other birds from mid April to late May and into early June. We will meet at the park-and-ride lot off of Route 112 in Patchogue, just east of the ShopRite at 7:00 am (this was Home Depot). Contact John McNeil at 631-219-8947 or email@example.com for additional details. If you would like to drive by yourself the directions are: Southern State Parkway west to Exit 18 (Eagle Ave.) and proceed south to the 2nd parking lot.
Friday, May 10 at 7:30 am
Quogue Wildlife Refuge
Trip leader: Eileen Schwinn
Join Eileen for an early May morning walk around the Quogue Wildlife Refuge to catch some of the spring migrants. Walking shoes, water bottle and binoculars will be needed. Meet at 7:30 am in the parking lot of the Refuge.
Saturday, May 11 at 9:00 am
William Floyd Estate, Mastic
Trip leader: MaryLaura Lamont
In honor of International Migratory Bird Day the William Floyd Estate and Eastern Long Island Audubon Society will conduct a bird walk through the Estate’s historic
At the North Fork Preserve
Saturday, April 6th our group set out to explore The North Fork Preserve. We were happy to welcome a group from East Islip High School. On the first pond we came to there were Green-winged Teal, a nice duck to find. Proceeding into the woods, MaryLaura Lamont pointed out some of the trees that defined this as a rare fresh water swamp. As we crossed one of the fields we were able to observe a large nest, with a resident. Was it a Great-horned Owl or a Red-tail? There were votes for each. Later on we passed a small, shallow pond and up flew two Wilson’s Snipe. Then over a larger pond, an Osprey and a Red-tail put on a show for everyone. At the end of the walk, the teens found an owl pellet and were able to see the jaw bone of a tiny mouse embedded in it. (photo right).
When thinking about ways that we can try to be kinder to the environment, furniture may not be the first thing that comes to mind. However, there are important reasons to be conscious about the furniture we purchase and enjoy in our homes.
As environmentally conscious people we should be aware of where the wood which is used to make our furniture comes from. So much furniture is produced with wood from threatened rain forests. These “tropical hardwoods” often come from rain forests in Southeast Asia and South America where deforestation is a devastating problem. These hardwoods include mahogany and teak and are sometimes illegally harvested. Wood may also be harvested from North American forests using unsustainable practices.
When buying new furniture look for the Forest Stewardship Council (FSC) logo. Having FSC certification means that the wood used to make the furniture was sustainably harvested and that the manufacturing process did not result in habitat or biodiversity loss. Another international non-profit organization called the Programme for the Endorsement of Forest Certification (PEFC) promotes sustainable forest management. We can also increase the environmental friendliness of our furniture by purchasing items that incorporate sustainable products such as bamboo, seagrass and organic cotton. Many mainstream companies offer eco-friendly furniture options so it is quite easy to find these options.
Think about the quality of the new furniture that you purchase. You may spend a few more dollars for a higher quality product but it will probably last a lot longer than the environmentally unfriendly cheap stuff and will reduce the need to purchase more furniture in a short period of time. In addition, fewer junky pieces will end up in our landfills. But keep in mind that just because something is expensive does not mean it comes from a sustainable forest. Often the mahogany and teak woods previously mentioned are used to make pricey furniture so it is very important to look for FSC or PEFC certification logos.
Consider going antiquing! Not only will you find some beautiful, high quality furniture, but you can also find some great birding spots near many antiquing towns. Buying antique furniture or even newer, used furniture reduces the demand for any new hardwood harvesting.
When considering whether to buy furniture that is produced in an environmentally friendly way, keep in mind that these products may also be a healthier choice for your home. Some cheaply made furniture contains higher levels of chemicals such as formaldehyde, polyurethanes, and volatile organic compounds (VOCs) which can cause respiratory problems.
If you build it, will they come?
Long Island Aquarium, Lowe’s Home Improvement and Eastern Long Island Audubon Society are sponsoring a bird house contest. ELIAS participated in the introduction of the contest at the Aquarium. Lowe’s supplied bird house kits for the children. Participants in the contest will have to design their own bird house and build it to look like a Long Island landmark.
Byron Young, Sally Newbert, Ridgie Barnett and Suzi Stewart all helped out.
If you visit the Aquarium between July 1 and Aug. 5 you will be able to vote for the winners, which will be announced in September.
Breeding Bird Census
June 8-23, 2013
Eileen Schwinn
Since the 1975 bird breeding season, our Chapter has conducted extensive surveys of resident – and presumed breeding – birds. Using the same geographic area as our Central Suffolk Christmas Count (Cupsogue and Smith Point Beaches, Gabreski Airport, EPCAL, Riverhead and Yaphank as rough outlines) enthusiastic volunteers venture out alone or in small groups. While not the "Snap-Shot" of a Christmas Count, these surveys take place at the participant’s schedule. This year, the survey period is June 8-23, 2013. Experience in counts is not a necessity, and many new birders find participation in the Census very rewarding. Groups are put together with every level of birding skills and extra eyes are always needed! Over the years, more than 210 species of birds have been recorded, with some groups reporting close to 100 birds for the day! Part and whole day commitments are available to meet your schedule, with weekend and weekday teams offered. For many, this intense birding experience is a wonderful way to see lots of birds with a good group of friendly, knowledgeable people.
For more information, contact Eileen Schwinn — firstname.lastname@example.org or phone: 516-662-7751. There’s a place for everyone and all are welcome!
Audubon Adventures at Kaler’s Pond
Ten days of fun exploration and excitement!
From 9:00 am to Noon
For children entering grades K-5
Full Season of ten Fundays
(Thursdays and Fridays): $305
July 11 & 12, 18 & 19, 25 & 26, and August 1 & 2, 8 & 9
***Pre-Memorial Day Sign-Up Special for the Full Season: $260
Program Highlights...
- Learn about plants and animals while exploring forests, bays, ponds.
- Observe plants and animals up close with the help of our knowledgeable staff.
- Each “Adventurer” will receive a journal to record their nature experiences and memories.
- Short nature hikes, Explorations, Games, Music, Sketching, Crafts and more!
If the weather doesn’t cooperate, a weather-protected, clean, air-conditioned nature center for exciting discoveries is available.
For information please contact us:
email@example.com or (516) 922-3200
Kaler’s Pond Audubon Center
P.O. Box 865; Center Moriches, NY 11934
Audubon Fundays Registration Form
Child’s Name ___________________________ Date of Birth ______________
Parent/Guardian’s Name ________________________________________________
Address _______________________________________________________________________________________
City/State/Zip Code _________________________________________________________________
Daytime Phone ______________________ Evening phone ______________________
Cell phone _________________________________________________________________
Email address ______________________________________________________________
Payment amount ______________________
Payment method ☐ V/MC ☐ Check #______________ ☐ Cash
Credit Card #__________________________________ Expiration Date ____________
Signature______________________________________________________________
Please fill out one form per child
Get Involved
Would you like to submit an article or a photo?
We would like to hear from you. Contact:
firstname.lastname@example.org.
Answers to last issue’s puzzle
Places to See Sea Ducks by Tom Moran
Across
2. BeeBzz warbler (two words)
3. If you go to Cupsoque and see the Black one of these, you could say that “one good _____ deserves another”
5. If size doesn’t give this woodpecker up, the three spots on the white of its tail feathers should
6. Orioles build this distinctive type of nest
9. Sweet sweet sweet little more sweet warbler
10. A good place to see warblers is at this county park
12. This Grebe was seen at Captree (two words)
14. A good number of Rose-breasted Grosbeaks were seen at this new _____ ____Preserve last year (two words)
16. A good place to see a Scarlet Tanager, if it is unlocked ________Garden
18. The long migrating Red Knot is dependent on the eggs of this crab
19. After a chilly day of birding take an Eastern Towhee’s advise (three words)
21. Another display to attract a mate is _____ pointing
22. Chestnut capped warbler with a trill call
Down
1. To get attention from a potential mate a bird might make this _____ bobbing display
3. Surprisingly Belted Kingfishers build this type of nest, who knew they were sandhogs
4. A likely reed on which to see a Marsh Wren perched
6. The “alternate” plumage replaces the duller basic primarily for the purpose of this
7. A recent rarity seen at Gilgo Beach
8. Behavior that leads to mating is referred to as
10. Birds defend this area called their
11. Birds do more of this in the spring in part to attract a mate
12. The collection of songs a bird knows
13. A surprising number of this type of Wigeon were seen at the West Sayville Golf course this winter
15. This warbler was seen at Rocky Point DEC last spring
17. Square tailed accipiter _____-shinned Hawk
20. Important spring time job is to build one of these
Mississippi Kite
*Ictinia Mississippiensis*
Carl Starace
The Mississippi Kite is one of four breeding species within our borders, the others being the Snail Kite, Swallow-tailed, and White-tailed Kite. The kites’ scientific name comes from, *iktinos*, the Greek word for a kite. The Latinized name for Mississippi is due to the first specimen being collected in that state. Kites are members of the Hawk family, *Accipitridae*, and number twenty species worldwide. The Mississippi Kite is a slim, long-winged raptor that is similar in body size, length and wingspan to our Peregrine Falcon. But the falcon is up to three times heavier than the Kite. All kites have lightweight bodies and that is what gives them such a buoyant, graceful flight. It is just this characteristic that has endeared me to the kites. I’ve watched a number of different kite species hunting neotropical skies but my only U.S. sighting of the Mississippi Kite was at the William Floyd Estate in Mastic Beach several summers ago. I was bicycling in a large field on my way to observe shorebirds on the marsh when the bird came into view. I jumped off the bike, letting it smack into the ground, raised my binoculars and got a clear view of its field marks as it circled above the tree line before moving off towards Patchogue.
**RANGE:** The Mississippi Kite nests in southeastern Colorado and Arizona, northeast Kansas, Iowa, Texas, Oklahoma, Tennessee and South Carolina south to northwest Florida and the Gulf Coast. Its stronghold is the southern Great Plains. In recent years nesters have appeared in places like Connecticut and New Hampshire and vagrant birds have reached Northern Michigan and even Newfoundland, Canada.
**DESCRIPTION:** Kites are social birds that sometimes forage for food, roost and also migrate in groups. Mississippi Kites are 12 to 15 inches from beak to tail tip. Their weight is from 7.6 ounces to 13.7 oz. and wingspan of 3 feet. The adults are both an overall grey in color with a black tail. Adult males heads are whitish, the females an ashy grey. Mature birds have buff heads, their undersides heavily streaked with brown, their black tails have 3 grey bars. This Kite’s eyes are red, encircled by black.
**BREEDING:** This species breeds once a year between May and July. They form pairs before or soon after arriving on their breeding ground. Both parents attend to and bring food to the nest. They will build the nest high in a tree, sometimes choosing a site close to bees and/or wasps which ward off botflies that attack the Kite’s young.
**FOOD:** These Kites eat mostly insects, many times snacking while on the wing. The list includes cicadas, crickets, dragonflies, beetles, and on occasion smaller snakes, lizards and frogs. The Kite will follow cattle and horses to feed on the insects they will flush.
**VOICE:** Mississippi Kites communicate using two different whistle-like calls. One is a two syllable, *phe phew*, with the first note short and rising. The second is the longer and it falls. Its been described as, *phee-ti-ti*. These calls have also been noted as sounding similar to the sound of a squeaky dog toy.
*Our migrants will soon be upon us!*
*I wish you all a great birding season!*
Carl Starace
Florida, in February
This February, Eileen Schwinn spent a week birding on the eastern coast of Florida. The following photos are just some of the really neat birds she and her friend, Sue, saw while there.
Featured here are: a Burrowing Owl - Florida Atlantic University, Boca Raton, Black-bellied Whistling Ducks, Green Cay and a Red-headed Woodpecker on Merritt Island.
Preventing Tick Bites
Tom Moran
Ticks have become a concern among birders. The threat of Lyme disease, the most common tickborne illness in the United States, has to be taken seriously. Its symptoms may include flu-like symptoms: fever, chills, fatigue and body aches. Other problems that can occur weeks, even months afterwards include joint pain, meningitis (inflammation of the brain), facial paralysis, numbness in limbs and impaired muscle movement. Other victims develop heart problems, liver inflammation, eye inflammation and severe fatigue.
The problem for birders is that ticks thrive in areas we like to bird. Areas that attract birds also attract tick carriers which include mice, deer and... birds! Ticks wait on grass and shrubs in order to come into contact with a meal ticket. Ticks do not jump or fall from foliage.
Lyme disease is mostly caused by bites from deer tick nymphs, which are the size of a pin head, and as a result, difficult to spot. These are active in late spring and summer. Adult deer ticks may also spread the disease and are active year round, including warm winter days.
So what’s a birder to do?
When hiking in tick habitat, four strategies can be employed to avoid bites: avoidance, barriers, repellants and pesticides. Some areas well known for birds are also infamous for ticks. I remember on one bird walk, I used several sheets of a lint roller to remove many ticks from my fellow birders. Each of us has to make the decision about whether we should venture to these locations or whether it is best to avoid them. Common sense and awareness can help avoid ticks. Stay on the path and avoid brushing up unnecessarily with high grass and shrubs.
We can all picture the quintessential birder with binoculars glued to his face and pants tucked into socks. Most ticks make contact low and climb upward. By preventing ticks from gaining access up the bottom of the pant leg, the bite may be avoided. Another barrier method is the use of gaiters. Gaiters are cloth that wrap around the calf and ankle usually sealed with velcro. They are elasticized on top and attach to the shoe. They were commonly used to keep rocks, snow and water out of shoes but now are also used to prevent ticks from climbing under the pant leg. Perhaps a bit more stylish than stuffing pant legs inside socks and cannot become unstuffed, but still a bit geeky.
Repellants prevent insects from sensing humans or making us less appealing to them. There are chemical and natural repellants. According to the Center for Disease Control (CDC), Deet, a chemical repellant, is generally considered the best, both in terms of its ability to repel insects and how long it lasts. It is sold in various concentration levels: 4.5% to 23.8%, for example. Also according to the CDC, the concentration ratio should be chosen based on the length of time outdoors, higher concentrations last longer than lower ones. Picardin is another chemical based repellant deemed effective against mosquitos but may be less effective against ticks. Be forewarned that Deet can damage some plastics.
Natural based repellants include products made from oil of lemon eucalyptus and citronella oil. These products have shorter durations of effectiveness, that is they must be reapplied more often, and are rated effective against mosquitos but not ticks, according to the Connecticut Agricultural Experiment Station.
Permethrin is primarily an insecticide and partially a repellent. It is applied to the exterior of clothing, where it will kill ticks on contact. Some products, such as pants, shirts and gaiters, are now sold pretreated with permethrin. It has been rated highly effective. The product can last more than two weeks and clothing can be washed without diminishing the product’s effectiveness. It is not to be used as a repellant, do not apply to skin.
If you choose to use a repellant or insecticide be sure to read the directions.
Some authorities recommend wearing light colored clothing on which ticks can be more easily spotted and removed. After your outing inspect yourself for ticks; prompt removal reduces the chance of disease. One study indicates that removal within twenty-four hours will prevent transmission of disease. Washing your clothes alone will not kill all ticks. Drying clothes in a dryer for an hour has been shown to be effective, no studies were done to correlate killing ticks with shrinkage.
Being aware of tick habitat and behavior, avoiding them where possible and using one or more of the above techniques will help us avoid or reduce tick bites. We are an intrepid group: braving the vagaries of weather, be it the cold of winter, humidity in summer, rain in spring. Let’s not let the tick deter us. Good birding!
A few sources if you would like more information:
http://www.ct.gov/caes/lib/caes/documents/publications/fact_sheets/tick-biteprevention05.pdf
http://www.cdc.gov/ncidod/dvb/dvbid/westnile/qa/insect_repellent.htm
http://www.mayoclinic.com/health/lyme-disease/DS00116
Cicadas Returning to the East Coast This Spring
The East Coast is preparing to welcome hordes of periodic cicadas that have been hibernating underground for 17 years.
This spring marks the end of the cicadas’ nearly two-decade life span. The insects live the most of their lives underground and feed off of roots of trees until they reappear above ground for mating.
The group expected this spring, known as Brood 2, is the offspring of cicadas last seen in 1996. If they follow the same tracks as in the past, they’ll emerge in Connecticut, Maryland, North Carolina, New Jersey, New York, Pennsylvania, Virginia, and Washington, D.C.
They are expected to appear above ground between mid-April and late May when soil temperatures reach approximately 64 F.
Cicadas spend most of their lives underground. Near the end of their lifespan they emerge to climb trees, shed their exoskeletons, sing, fly and mate. Both females and males die soon after the females lay their eggs.
The next Brood 2 generation will emerge in 2030 to repeat the cycle all over again.
The Impact of Periodic Cicada on Birds
• Adult cicadas are large, easily captured and readily consumed by a large number of bird species.
• Due to the abundant supply of periodic cicadas to prey upon, activity at bird feeders is likely to drop during the 6-7 weeks the cicadas are emerging and active.
• Long-term activity at bird feeders may increase due to the increase in bird populations (due mostly to increased fledging success) for the next one to three years. Feeder activity may also increase due to the increased damage to trees and the subsequent loss of tree nuts and fruits.
• Studies have shown that some bird species experience one or more of the following impacts during periodic cicada emergence years:
• increased number of nests
• earlier breeding
• larger clutches
• increased nestling body mass
• increased rates of nestling survival
• significantly higher fledging success
Research has determined the following specific population changes:
• Yellow and Black-billed Cuckoos’ populations increased to high numbers only during emergence years and then declined to average population levels by the following year.
• Red-bellied Woodpeckers, Blue Jays, Common Grackles, and Brown-headed Cowbird populations increased significantly for 1-3 years following emergences and then returned to average population levels.
• Red-headed Woodpeckers, American Crows, Tufted Titmice, Gray Catbirds, and Brown Thrasher populations show a significant population increase during the year following an emergence, and then stabilized to average population levels by the second year after the emergence.
• Wood Thrushes, Northern Mockingbirds, Northern Cardinals, House Sparrows, Red-eyed Vireo, and Eastern Towhee showed insignificant changes to their populations during or after emergence years.
General Information about Periodic Cicadas
• Periodic cicadas are found only in eastern North America.
• Periodic cicadas are different from the familiar annual cicadas which emerge from the ground every year and make their droning noise during the heat of late summer.
• Many people know periodical cicadas by the name “17-year locusts” or “13-year locusts”, but they are not true locusts, which are actually a type of grasshopper.
• There are seven species of Cicadas including four with 13-year life cycles and three with 17-year cycles.
• The seven species of Cicada emerge in separate groups in many different regions of North America over a variety of different years, thus creating 15 unique “Broods,” or year-classes.
• Once they emerge from the ground, adult Cicadas only live about two-four weeks.
• Female Cicadas cut a series of Y-shaped slits into living tree twigs and lay up to twenty eggs in each.
• The eggs hatch in six to ten weeks, the nymphs then drop from the trees to burrow underground, find a root for feeding, and begin their 13- or 17-year development.
• Cicadas do not sting or bite, they are not poisonous or known to transmit disease.
• The emergence of massive numbers of cicadas is probably the cicadas’ defensive strategy to overwhelm its many predators which are unable to consume more than a fraction of their total population.
• Forest areas within the emergence region of periodic cicadas suffer a 4% decline in growth rates during emergence years due to the heavy damage inflicted by the cicadas’ egg laying behavior which kills the ends of many small branches.
• However, the carcasses of dead adult cicadas, present in large numbers in emergence years, provide a significant nutrient addition to forest soils aiding in forest recovery.
• This link will provide location maps and emergence years for the 15 different North American broods: http://www.magicicada.org/magicicada_ii.php
This information was supplied by Gary at Wild Birds Unlimited Nature Shop, 911 Montauk Highway in Oakdale.
Feeder Survey for May/June
John McNeil
The Survey will be conducted the first full week of the month starting on Sunday and ending the following Sunday. This survey takes place from October to June.
INSTRUCTIONS FOR FEEDER SURVEY
- Define an area containing feeders that you can see all at once from a window. The area should be one you glance at frequently during your daily routine.
- Don’t include birds seen off premises.
- Predators perching in or swooping through the count area (not just flying over) may be counted if you feel that they were attracted by the birds at the feeder.
- Record the largest number of each species that you see in your count area during the eight-day count period.
- Do not add counts from previous days together. Be specific with the species name, e.g. we can’t use just the name Sparrow, Blackbird or Gull.
- At the end of the count period, record your final tallies and send in the form immediately.
Personal observations and comments are welcome as are suggestions to improve the surveys and reports.
There are three ways to participate:
1. Mail the survey to:
Feeder Survey c/o John McNeil
168 Lexington Road
Shirley, NY 11967
2. Send your information via the internet
go to: easternlongislandaudubon.org
and
1) Click on: Chapter Projects
2) Click on: Feeder Statistics
3) Click on: To submit via the internet and follow the prompts
3. Email the results to: email@example.com
Survey Dates:
Sun., May 5 to Sun., May 12
Name ____________________________
Address ____________________________
_______________________________
Town ____________________________
Phone ____________________________
Mourning Dove
Northern Cardinal
Blue Jay
House Finch
Black-capped Chickadee
Tufted Titmouse
Downy Woodpecker
White-throated Sparrow
Dark-eyed Junco
House Sparrow
White-breasted Nuthatch
Song Sparrow
Red-bellied Woodpecker
American Crow
European Starling
Common Grackle
Carolina Wren
Northern Mockingbird
American Goldfinch
Red-winged Blackbird
Hairy Woodpecker
Common Flicker
Rufous-sided Towhee
American Robin
Brown-headed Cowbird
Sharp-shinned Hawk
Rock Dove (pigeon)
Gray Catbird
Yellow-rumped Warbler
Red-breasted Nuthatch
Other _________________
Survey Dates:
Sun., June 2 to Sun., June 9
Name ____________________________
Address ____________________________
_______________________________
Town ____________________________
Phone ____________________________
Mourning Dove
Northern Cardinal
Blue Jay
House Finch
Black-capped Chickadee
Tufted Titmouse
Downy Woodpecker
White-throated Sparrow
Dark-eyed Junco
House Sparrow
White-breasted Nuthatch
Song Sparrow
Red-bellied Woodpecker
American Crow
European Starling
Common Grackle
Carolina Wren
Northern Mockingbird
American Goldfinch
Red-winged Blackbird
Hairy Woodpecker
Common Flicker
Rufous-sided Towhee
American Robin
Brown-headed Cowbird
Sharp-shinned Hawk
Rock Dove (pigeon)
Gray Catbird
Yellow-rumped Warbler
Red-breasted Nuthatch
Other _________________
From the Field & Forest
From Gilgo & Captree
On March 9 John McNeil (right) led a trip to Gilgo Beach and the West End of Jones Beach. The group was lucky enough to get good scope views of the rare Gyrfalcon near Gilgo Beach. It was too far for photos, maybe next time. Here the group was looking for the Red-Neck Grebe. The trip wrapped up at Sayville Golf Course with nice views of the Eurasian Widgeons that were there for a good part of the winter.
Its a winter day, cold and grey
What to do?
Head to Quogue Wildlife Refuge to solve a riddle and see Zima perform. The performance was partially sponsored by ELIAS. Over 100 people attended.
Please tell the advertisers you have seen their ad in *The Osprey*. If you would like to advertise, please contact firstname.lastname@example.org
Please check the date on your label.
If your membership is has expired or is about to expire please use the membership/renewal form below to keep your membership current.
ELIAS Officers & Directors
President: Byron Young 631-821-9623
Past President & Current Vice President: Eileen Schwinn 631-728-8342
Recording Secretary: Chris Schmitt 631-727-2860
Corresponding Secretary: Gigi Spates 631-765-1436
Treasurer: Tom Moran 631-849-4434
Board of Directors:
Bob Adamo 631-369-1958
Ridgie Barnett 631-288-3628
MaryLaura Lamont
Catherine McCluskey 631-399-4782
Matthew McCluskey, Jr. 631-399-4782
John McNeil 631-281-2623
Sally Newbert 631-281-6008
Suzi Stewart
Evelyn Voulgarelis 631-727-0417
Dan Wilson
Committees/Projects
Membership, Mailing, Field Trips & Feeder Stats: John McNeil 631-281-2623
Program Chair and Nature Chat Open
Liaison - Kaler’s Pond Audubon Center: Alfred Scherzer 631-728-2898
Hospitality: Ridgie Barnett 631-288-3628
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Education: Evelyn Voulgarelis 631-727-0417
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Make check payable to: Eastern Long Island Audubon Society
and mail to: ELIAS Membership,
PO Box 206, .
East Quogue, NY 11942-0206
EASTERN LONG ISLAND AUDUBON SOCIETY
From the Barrens to the Bays
Serving Eastern Brookhaven, Western Riverhead & The Hamptons
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In the past year, the Exploreum Science Center connected 140,000 visitors from 43 states, Puerto Rico and the District of Columbia with science in ways that ignite curiosity and bridge the gap between formal classroom and self-directed learning. Early exposure to inspirational, hands-on science education increases a child’s engagement and interest in STEM subjects. The umbrella under which STEM jobs fall keeps expanding, but the value of STEM goes beyond preparing our future workforce—there are aspects of STEM in almost everything we do. That is why we’re pleased to share with you some of the Exploreum’s highlights of the past year. As you read, keep in mind that the success of our programs and the numbers we report, while important, are more than just anecdotes—they represent children learning, families participating, and our communities benefiting in ways that will yield results for years to come.
21,479,040 Feet
Over the course of the year we had 1,356 IMAX showings with approximately 21,479,040 feet of film running through our projector. That is a distance long enough to reach from Mobile, Alabama to Dublin, Ireland!
300 Pre-K Teachers
The Exploreum hosted more than 300 Pre-K teachers for the annual Pre-K Convention this fall. Educators were treated to a variety of special programming and workshops including three Little Discovery sessions.
1,895 Miles
In the last fiscal year we have travelled more than 1,800 miles with our Science To Go Outreach Program. The farthest location we have travelled to date is Bay County Library in Panama City, Florida.
150+ Dissections
These are not only done with our elementary, middle, and high school students, but we also perform dissections with Cardiac and Vascular Institute of Ultrasound, and Bishop State Community College.
24,000 Airplanes
Participants in the Airbus Engineering Flight Challenge created 24,000 paper planes as they attempted to design one that could fly in a straight line through four hoops that are 10 feet off the ground.
1280 Camp Hours
Exploreum Summer Camps are one of our most popular stand-alone programs. This year our educators taught 32 camps, over a period of 8 weeks, for a total of 1280 hours!
Little Discoveries and Little Symphonies
In the past year, more than 2,500 preschoolers participated in Little Discoveries and Little Symphonies classes, and 349 teachers received early childhood STEM training from Exploreum educators.
Little Discoveries classes for pre-school aged children are held twice a week, and every lesson begins with a story that’s used as a launching point for the day’s topic. Children are sometimes directly engaged in an activity, such as making fossils with air dry clay. Other times, a demonstration is more appropriate. For example, the Little Discoveries educator will perform experiments with liquid nitrogen and balloons while the children try other means to make balloons larger and smaller.
Little Symphonies is music-focused; while learning the fundamentals of music and how to play basic instruments such as the recorder, children in Little Symphonies also learn basic math concepts, including fractions and counting. The year concludes with a performance given by the children for their caregivers, parents and guests.
Science to Go Outreach Program
The Exploreum’s Science to Go van traveled more than 1,800 miles last year, and STEM lessons were held as far away as Panama City, Florida.
The strong sense of curiosity and inquisitiveness that children show during early childhood are often lost during their elementary school years. That’s why we provide elementary school children with interactive lessons that show them the fun side of the STEM coursework and keep them engaged through middle school and beyond. But, not every school or community group can bring its students to the Exploreum, so we take our programming to them with our Science to Go Outreach Program.
Science to Go provides on-site science education at schools, festivals, libraries, and more. Demonstrations are conducted by expert educators who use equipment and chemicals that are not common in most schools, and experiments are done in ways that are more extreme, which makes them more engaging and memorable. Subjects such Black Hole Vortex, Crater Creators, Use it or Lose It, and Anatomy of an Athlete spark students’ interest and inspire them to learn more. Live animal demonstrations reveal the science behind animal behaviors. And post-session activities enable teachers to build on the students’ Science to Go learning.
ExploreTEC Engineering Lab
ExploreTEC is a state-of-the-art lab in which students, industry personnel and the general public can learn more about technology and engineering. Workshops and experience packages include subjects such as 3D design, civil engineering, game design and rapid prototyping. Last year, ExploreTEC reached 1119 people who wanted to delve into the world of engineering.
COMING SOON!
The Exploreum has partnered with AM/NS Calvert, ExxonMobil and the Mobile Area Education Foundation to bring us a new and improved ExploreTEC lab for STEM education. New desktop computers, 3-D printers, and Raspberry Pis with an assortment of robotics parts will inspire ingenuity and equip students with technological skills that are essential to our future.
THANK YOU!
YOUR SUPPORT MADE 2018 A SUCCESS!
BOARD OF TRUSTEES
MEMBERS
Lynne U. Chronister
David Clark
Kevin Conrey
Marsha DeBakey
Timothy DeLong
OFFICERS
Robert S. Frost — President
Donald Comeaux — Executive Director
David Trent — Vice-President
Daniel P. Gatewood — Treasurer
Louise P. Bush — Secretary
Roy Duncan
The Honorable Fredrick Richardson
Darryl Gaines
Dee Gambill
Pat Gorman
Robert L. McGhee
John W. Steadman
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The Benefits of Music Lessons
**Cognitive:**
- Promotes brain development
- Trains memory
- Boosts creativity
- Increases attention span and focus
- Builds self-discipline, patience, and commitment
- Improves listening skills
- Improves vocabulary and language
- Boosts early math skills
- More likely to achieve better grades and score better on standardized tests
**Physical:**
- Trains accuracy and dexterity
- Improves hand-eye coordination
- Increases fine-motor skills
- Promotes good posture
- Develops motor planning
- Improves stamina
- Boosts immune system
- Decreases blood pressure
- Strengthens respiratory system
- Exercises your core
- Reduces risk of Alzheimers and dementia
**Mental Health:**
- Relieves stress
- Reduces depression
- Builds self-esteem and confidence
- Improves your mood
- Helps to manage and express your feelings
- Enhances social skills
- Promotes planning and strategizing skills
- Better time management
**DON'T BELIEVE US?**
Find some trusted articles and videos on our website:
[Learn More](#)
We are extremely excited to welcome new, amazing teachers to our Forté Family!
**Karli - Voice/Piano**
Karli, originally from Tallmadge, Ohio, is majoring in Music Education with a specialization in Choral Education at Bowling Green State University (BGSU). In her early musical years, Karli studied with Julie Bozic and Jaron M. Legrain. Upon arriving at BGSU, Karli had the opportunity to study with Sujin Lee before moving on to work with Lance Ashmore. Though her primary instrument is voice, Karli has been taking piano lessons since she was six and has been playing the ukulele since 2019.
Karli is active in multiple musical ensembles at BGSU and has found a passion for treble ensembles with BGSU's Volare chorus. She is also the publicity coordinator of BGSU's Collegiate Chorale and is the Assistant Music Director of Tonal Eclipse, a student-led pop a cappella group. She is a Choral Scholar at First Presbyterian Church of Bowling Green and spends her summer teaching preschool at Color Our Rainbow Academy. Karli has appeared in 26 stage productions; 16 musicals, 11 plays, and 1 opera. She is also active in BGSU's Honors College and is a member of the 2021 Presidential Scholars cohort.
As a teacher, Karli is passionate about creating inclusive spaces for all students, no matter their background. She is especially passionate about making music accessible for students with special needs and believes everyone has a right to music in their lives.
**Wesley - Piano**
Wesley found a passion for music early in life and began taking Piano lessons at the age of 7. With an ever-growing interest in music, he participated in High-School performances accompanying the choir, performing for musicals, as well as school events such as graduations and ceremonies.
Throughout his life, he found himself absorbed by many different genres and styles of music and has always taken an interest in exploring varieties of music such as jazz, Classical, Pop, Classic Rock, and Video Game music.
Currently, Wesley is studying at the Bowling Green State University pursuing a Bachelor of Musical Arts degree with a minor in Jazz studies, and receiving Piano instruction in the studio of Dr. Yevgeny Yontov. Wesley participates in the jazz ensemble as a pianist while also working alongside vocalists as a piano accompanist.
He aims to develop skills as a music performer and educator, with the goal of helping others to develop a passion and love for music in a fun and welcoming environment.
**TODDLER & PRE-SCHOOL GROUP MUSIC CLASSES**
For Ages 18 Months to 7 Years
**NEW GROUPS!**
More Classes - Now Enrolling
Now offering Wednesday classes!
| Time | Class Details |
|------------|----------------------------------------------------|
| **WEDNESDAY** | |
| 4:30 - 5:00 PM | Music FunTime for Toddlers: Age: 18 months to 3 y.o. Class Length: 30 Minutes |
| 5:00 - 5:30 PM | Music FunTime for Pre-Schoolers: Age: 3 to 5 y.o. Class Length: 30 Minutes |
| 5:30 - 6:00 PM | Music FunTime for School-Age: Age: 5 to 7 y.o. Class Length: 30 Minutes |
The Magical Connection between Math/Science and Music is now available to you with an innovative new preschool group music program.
**Forté is Filling up! Here are the remaining teacher openings:**
**Monday:**
- Amy L. (flute) - SOLD OUT
- Chavar (guitar) - SOLD OUT
- Chelsea (voice/piano): 1 Opening
- Chloe (voice/guitar) - 1 Opening
- Conner (guitar) - 3 Openings
- Dana (violin) - 2 Openings
- David (guitar/voice/piano) - SOLD OUT
- Evelyn (violin/viola) - 1 Opening
- Jim A. (cello) - 2 Openings
- Jim S. (voice/piano) - SOLD OUT
- Jordan (drums) - SOLD OUT
- Julia (voice/piano) - 1 Opening
- Katherine (piano/brass) - 1 Opening
- Kevin L. (voice/piano) - 1 Opening
- Kevin S. (winds/piano) - SOLD OUT
- Melissa (violin/viola) - SOLD OUT
- Ron (guitar/banjo) - 3 Openings
- Scott (drums) – SOLD OUT
- Wesley (piano) NEW! - 3 Openings
**Tuesday:**
- Bogdan (violin/viola) - SOLD OUT
- Chelsea (voice/piano) - SOLD OUT
- Chloe (voice/guitar) - SOLD OUT
- Connor (guitar) - SOLD OUT
- Danielle (piano) - 1 Opening
- Evelyn (violin) - SOLD OUT
- Gracie (violin) - 1 Opening
- Jane (trumpet) - SOLD OUT
- Jim A. (cello) - 2 Openings
- Jim S. (voice/piano) - SOLD OUT
- Jordan (drums) - SOLD OUT
- Joseph (guitar) - 1 Opening
- Julia (voice/piano) - 1 Opening
- Katherine (brass, piano) - SOLD OUT
- Kevin S. (winds) - SOLD OUT
- Melanie (piano) - SOLD OUT
- Melissa (violin) - SOLD OUT
- Peter (guitar) - SOLD OUT
- Randy (violin) - SOLD OUT
- Ron (guitar/banjo) - 2 Openings
- Sy (piano) - 1 Opening
- Taylor (piano) - SOLD OUT
**Wednesday:**
- Bogdan (violin/viola) - 2 Openings
- Brian (flute/clarinet/sax) - 2 Openings
- Cam (guitar/piano) - SOLD OUT
- Chelsea (voice/piano) - 1 Opening
- David (guitar/voice/piano) - 1 Opening
- Evelyn (violin) - 1 Opening
- Greg (guitar) - 2 Openings
- Jim A. (cello) - 1 Opening
- Jim S. (voice/piano) - SOLD OUT
- Julia (voice/piano) - 1 Opening
- Katherine (brass, piano) - 2 Openings
- Kevin P. (piano) - SOLD OUT
- Kevin S. (winds) - SOLD OUT
- Melanie (piano) - SOLD OUT
- Peter (guitar) - SOLD OUT
- Randy (violin) - SOLD OUT
- Ron (guitar/banjo) - 1 Opening
- Sam (drums) - SOLD OUT
- Sy (piano) - SOLD OUT
- Tajj (voice/piano) - SOLD OUT
**Thursday:**
- Chelsea (voice/piano) - 1 Opening
- Dana (violin) - 1 Opening
- Darius (voice/piano) - 1 Opening
- David (guitar/voice/piano) - 1 Opening
- Evelyn (violin) - SOLD OUT
- Jim A. (cello) - 2 Openings
- Jim S. (voice/piano) - SOLD OUT
- Jordan (drums) - SOLD OUT
- Joseph (guitar) - 1 Opening
- Katherine (piano) - SOLD OUT
- Kevin L. (voice/piano) - 1 Opening
- Kevin S. (winds) - SOLD OUT
- Lucas (voice/guitar/violin) - SOLD OUT
- Orlando (piano) - 1 Opening
- Peter (guitar) - SOLD OUT
- Randy (violin) - SOLD OUT
- Ron (guitar/banjo) - 3 Openings
- Scott (drums) - 1 Opening
- Sy (piano) - SOLD OUT
**Friday:**
- Benjamin (drums) - 2 Openings
- Bogdan (violin) - SOLD OUT
- Brandon (voice/piano) - SOLD OUT
- Brian (trumpet/trombone) - 2 Openings
- Corey (trumpet/contrab.) - 2 Openings
- Dan (guitar) - 2 Openings
- Daniel H. (voice) - 2 Openings
- Greg (guitar) - 1 Opening
- Jordan (drums) - SOLD OUT
- Julia (voice/piano) - 1 Opening
- Melissa (violin) - SOLD OUT
- Nolan (piano) - 2 Openings
- Orlando (piano) - 3 Openings
- Peter (guitar) - SOLD OUT
- Randy (violin) - SOLD OUT
**Saturday:**
- Chelsea (voice/piano) - 1 Opening
- Corey (trumpet/online) - 2 Opening
- Danielle (piano) - SOLD OUT
- Darius (voice/piano) - SOLD OUT
- David (guitar/voice/piano) - SOLD OUT
- Deja (voice/piano) - 1 Opening
- Gracie (violin/cello) - 2 Openings
- Jim A. (cello) - 2 Openings
- Jordan (drums) - SOLD OUT
- Joslyn (voice/piano) - 1 Opening
- Nolan (piano) - SOLD OUT
- Peter (guitar) - SOLD OUT
- Ron (guitar/banjo) - SOLD OUT
- Ryan (drums) - SOLD OUT
- Yana (violin/viola) - 2 Openings
**Sunday Continued:**
- Kevin P. (piano) - 2 Openings
- Orlando (piano) - SOLD OUT
- Peter (guitar) - SOLD OUT
- Sara (voice/piano) - 1 Opening
- Scott (drums) - SOLD OUT | 2c9cf9ee-d683-4b14-af0a-43b569263d77 | CC-MAIN-2023-23 | https://www.fortemusicandarts.com/uploads/4/0/5/2/40526469/april_2023_newsletter_-_forte_music_school__1_.pdf | 2023-05-28T15:15:23+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644309.7/warc/CC-MAIN-20230528150639-20230528180639-00502.warc.gz | 860,411,497 | 2,404 | eng_Latn | eng_Latn | 0.918719 | eng_Latn | 0.918719 | [
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DROPPING KNOWLEDGE AND BREAKING BARRIERS: MY FIRST YEAR TEACHING AT JOHN MARSHALL HIGH SCHOOL
Jeffrey Cole
Virginia Commonwealth University
Follow this and additional works at: https://scholarscompass.vcu.edu/etd
Part of the Theatre and Performance Studies Commons
© The Author
Downloaded from
https://scholarscompass.vcu.edu/etd/1571
This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact email@example.com.
Virginia Commonwealth University
School of the Arts
This is to certify that the thesis prepared by Jeffrey Alan Cole entitled DROPPING KNOWLEDGE AND BREAKING BARRIERS: MY FIRST YEAR TEACHING AT JOHN MARSHALL HIGH SCHOOL has been approved by his committee as satisfactory completion of the thesis requirement for the degree of Masters of Fine Arts.
__________________________________________
Dr. Noreen C. Barnes, Director of Graduate Studies, Department of Theatre
__________________________________________
Barry Bell, Virginia Commonwealth University
__________________________________________
Andrew Hamm, Master of Fine Arts
__________________________________________
David S. Leong, Chairman, Department of Theatre
__________________________________________
Dr. Richard E. Toscan, Dean, School of the Arts
__________________________________________
Dr. F. Douglas Boudinot, Dean of the School of Graduate Studies
July 23, 2008
© Jeffrey Alan Cole, 2008
All Rights Reserved
DROPPING KNOWLEDGE AND BREAKING BARRIERS: MY FIRST YEAR
TEACHING AT JOHN MARSHALL HIGH SCHOOL
A thesis submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts at Virginia Commonwealth University.
by
JEFFREY ALAN COLE
Bachelor of Fine Arts, Theatre Education, Virginia Commonwealth University, 2003
Director: DR. NOREEN C. BARNES
DIRECTOR OF GRADUATE STUDIES, DEPARTMENT OF THEATRE
Virginia Commonwealth University
Richmond, Virginia
August, 2008
Acknowledgements
I would like to thank Dr. Noreen C. Barnes for her support and guidance during my long years at Virginia Commonwealth University. Without her understanding, patience and (at times) prodding, Graduate School would have been a much different place.
Thanks also to my Thesis Committee for invaluable discussions and assistance in finishing this thesis.
I would also like to thank my classes and fellow faculty members at John Marshall High School. It has truly been an honor to serve, and proves that, while some may choose to teach, only some are called to it.
Finally, I thank my family for supporting me. The past few years have not been easy, but they have been rewarding, fulfilling and inspiring. To my parents, Ron and Carol Cole, my eternal gratitude for never giving up hope or babysitting; my wife, Sarah, who has shown me kindness and devotion; and to our sons Max and Hudson, who never fail to bring me smiles and kisses when needed: thank you.
# Table of Contents
| Section | Page |
|----------------------------------------------|------|
| Acknowledgements | v |
| List of Tables | vii |
| Abstract | viii |
| Introduction | 10 |
| Chapter | |
| ONE: Welcome to the Jungle | 14 |
| TWO: Into the Classroom | 29 |
| THREE: Acting Up | 33 |
| Conclusion | 41 |
| Appendices | |
| APPENDIX A: Classroom Documents | 48 |
| APPENDIX B: Syllabi and Lesson Plans | 50 |
| APPENDIX C: Letter to Parents | 58 |
| APPENDIX D: 4th 9 Weeks’ Assignments (Drama)| 59 |
| APPENDIX E: English 9 Final Exam (Draft) | 61 |
| Vita | 66 |
List of Tables for John Marshall High School
| Table | Description | Page |
|-------|-----------------------------------------------------------------------------|------|
| 1 | 2007 Student Enrollment | 43 |
| 2 | 2007 Student Ethnicity and Spending per Pupil | 44 |
| 3 | 2006 Census Data for Richmond City | 45 |
Abstract
DROPPING KNOWLEDGE AND BREAKING BARRIERS: MY FIRST YEAR TEACHING AT JOHN MARSHALL HIGH SCHOOL
By Jeffrey Alan Cole, M.F.A.
A Thesis submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts at Virginia Commonwealth University.
Virginia Commonwealth University, 2008.
The following thesis draws from my experiences during my first year teaching at an inner city public school, John Marshall high School, from September 2007 to June 2008. It details apprehensions, conflicts, adjustments and corrections, both in my instructional method and personal interaction with students. I seek to illustrate mistakes and insights any first-year teacher might experience, as well as synthesize my own impressions regarding my evolving teaching philosophy.
INTRODUCTION
Let’s start at the beginning, shall we? Not all the way back to when the Earth was new and bubbling, but the start of my teaching career. Okay, I haven’t been teaching long enough to actually have a “career,” but let’s go back to how the seeds were planted.
1997: the year I graduated from high school. Those were the days of Buffy the Vampire Slayer, Star Trek: The Next Generation and Pearl Jam. My free period was at the end of the school day; this was before 90-minute block classes were made standard. Seniors had the chance to leave school early for the day or be a teacher/office aide. Some of the time, I went home; at 17, I was delighted to have the option to leave school early.
Most of the time, however, I stopped by the Drama room, where I had spent most of my good times in high school since my sophomore year. The freshman class was in 7th period. I had never taken 1st year Drama (I had been bumped up to 2nd year right away) and was curious to see what I had missed.
The teacher, Keri Wormald, was impressed that, I stayed to hang out with a class full of 14 and 15 year olds instead of bolting out the door. My curiosity had given way to assistance, as Keri began to ask me to help out more and more.
I found myself using the knowledge I was getting in the third-year acting class to help the younger students, not only with concepts and techniques, but with basic skills in dealing with being a high school freshman (it hadn’t been so long since I had been in their
shoes). I was able to communicate with them on a more intimate level than Wormald; I was somewhere in that middle ground between friend and mentor. Pretty soon, I found that not only was I good at teaching them, but I was enjoying doing it.
At some point, Keri asked me if I had considered being a teacher. To be honest, I hadn’t thought much about anything after high school; in fact, I was considering taking a year off before going to college. Keri was not very happy with that answer. If a student were unsure whether or not college was for them, she would advise them to wait and see. In my case, however, she reproached me for being indecisive and told me that I needed to go to college. She also wanted me to explore the idea of becoming a teacher.
A teacher? Me?
I was a fairly typical, if unenthusiastic, high school student: I did the bare minimum of work to get by with a C, I wasn’t disrespectful of my teachers, but I definitely had an “us vs. them” mentality regarding them. Of course they didn’t know what it was like to be a teenager, doing teenage things; they had obviously been birthed, whole and grown, in their 30s or 40s. But, as a rule, I didn’t ever see myself in their shoes.
That was, until I entered a Drama classroom. Acting was something I could do. As evidenced by my experiences with the first year students, I had some talent with teaching. Could the two be reconciled?
Flash forward to 2003: I was student teaching at Hermitage High School in Henrico County, full of mostly white, middle and lower-upper class; parents were golfers and doctors and upper management. Most of the students were involved with sports, either baseball or football. (This was something new: at my high school, jocks and actors were
mutually exclusive groups, with few crossovers.) They had an established Drama program, headed by a veteran teacher.
Being 23 years old and teaching 125 teenagers was by far the most humbling experience I’d had as a teacher. I had my boundaries pushed, and I pushed the students back. Most importantly, I was able to identify my weaknesses and strengths in and out of the classroom. Fortunately, I was given superb and vital feedback from my cooperating teacher, who apparently felt so comfortable with me in charge that she was *given* her first day off in 6 years. For the duration of my assignment, she spent most of her time in the teacher’s lounge, reading magazines and drinking tea. This was vitally important for the students, to give them as smooth a transition as possible.
One of the most amazing compliments ever given to me was from Lou Szari, my faculty adviser at VCU. After doing a required observation of my class, Lou told me (with few qualifications) he thought I was a “natural teacher.” For someone who was barely making it through the day, I was humbled and touched by the observation. It has stuck with me to this day, and I will never forget how it made me feel.
After my teaching assignment ended, I continued to float around: I returned to a job at a pharmacy after graduation, but kept my teaching skills tuned up by tutoring and mentoring middle and high school students in Richmond and Petersburg. This brings me to 2006, and the tutoring job I accepted at John Marshall High School.
From this tutoring assignment, offering assistance to English students around SOL season, I was offered a job as an English and Drama teacher. There was no Drama program to speak of, only a class taught by the English chair as more of a theatre appreciation class,
rather than anything substantive. A teacher in the Business department wrote and directed Black History plays every February. For all this, it was a chance to have a fresh start, both for myself and for the students. I readily accepted; I was going to be a teacher!
CHAPTER ONE: Welcome to the Jungle
My entrance into the classroom was jarring to say the least. I spent the several minutes before that first class not quite sweating. Over the years, I’d seen enough genre movies (*Freedom Writers*, *Dangerous Minds*, *Coach Carter*, *Gridiron Gang* and other Hollywood ideals of unity and acceptance.) to prepare me for what was to come. This, however, was ‘for real’ time. I was nervous as if before a performance. I had already decided that the classroom would be the perfect place to hone my acting skills: I would simply act like I knew what I was doing on a daily basis.
From the start, I was met with indifference from some and outright hostility from others. I could read their faces like the Literature books on my shelf: “Who is this white dude?” Most of them, 14 and 15 years old, have been indoctrinated to be suspicious of white people on sight. Most of them, through first or second hand knowledge, found white people (men in particular) in positions of authority marginalizing or generally condescending. I would have to work hard to transcend those stereotypes.
As much as I try not to, I’m preying on the students’ ignorance of worldly knowledge; such is the power of a teacher. If I don’t tell them something, how are they, as
high school freshmen, to know any better? This could be a situation that lends itself to either abuse or an ethical mess; fortunately, I’ve been able to resist temptation and actually give the students the information they need instead of meaningless drivel.
This sort of attitude, from my observations of other teachers, has helped me build a rapport with my students: the way in which I communicate with them. My classroom has a very relaxed atmosphere, which is both a detriment and a positive. I don’t have it in me to be a strict disciplinarian; that is simply not my teaching style. I have seen it work for some teachers, while others attempt it and are unable to pull it off for a variety of reasons (chiefly, the students do not take the teacher or their tactics seriously).
Being involved with these students means walking a fine, razor-thin line: at any given time, I am a teacher, a counselor, a surrogate parent, an interrogator or a friend. Whatever rules I feel I must enforce (or reinforce) must be earned; there is absolutely nothing that is given away freely. I *must* maintain order in the classroom, sometimes despite my student’s best efforts. In many ways, having a two-year-old at home has given me a lot of practice for teaching 14 and 15 year olds: they will test my boundaries at every opportunity and constantly push against me, taking every inch possible.
I don’t take this personally at all; as a teenager, I was always doing my best to get away with whatever I possibly could. However, with the socio-economic situations that many of my students are in, they are starved for order. Home (if they even have a place to call home) can be a pretty dire situation, the least of which could have parents (if their parents in even in the picture; sometimes it’s grandparents or guardians) working two jobs, leaving them with very little one-on-one interaction. They may have younger siblings
whom they have to take care of. In tougher cases, there may be a constant state of transition, with families moving from one house to another, as a parent looks for work.
Very little in these children’s lives are stable; when they come to me at school, they are desperate (though they would be reluctant, or even unable, to admit this) for rules. They are looking for order in any place they can find it.
As a fourteen-year-old’s ego is fragile and easily bruised, I must take care that I don’t cross any lines or hurt any feelings. I’m not, however, above bringing a student down a notch if I feel it is warranted. Calling someone out or embarrassing them is called, in my students’ parlance, “carrying” them. Most students can “carry” one another with little hesitation; when I jump into the mix, it always seems to take them aback, as if they were unaware adults had senses of humor.
It’s due in large part to my sense of humor that my students “adopted” me so readily. I try to use humor as a way in, defusing potential arguments and bring groups together instead of focusing on their differences. I would take care to never insult or degrade them; such would run counter to my teaching methodology. I would much rather use jokes to get them to cooperate than the threat of discipline.
What’s the point of being so strict with them if, as a result, that they shut down and refuse to cooperate, even on the most basic of tasks? However, if I am able to talk to them one on one (as I often do in a disciplinary situation), I’m usually able to resolve a conflict. This is preferable to dealing with something in front of the class, but it does take me out of the classroom and away from instructional time. This gives the remaining students time to waste while I am busy dealing with the problems.
I would rather remove a student from the classroom to talk to them, out of respect for the student and for the rest of the class. Sometimes I simply need to remove a disruptive student from the room, while other times I have to take them to the side and have a private discussion. Other conversations I can have at my desk, but still out of earshot.
So much of my students’ lives are based on perceptions, both what they perceive and how others view them. I try not to let their egos get out of hand and still maintain distance and respect. A few times, the students may play too rough or take a joke too far leading me to bring the hammer down. It only takes a look from me for them to recognize they’ve gone too far; this more often than not results in an immediate apology. (It was once said to me, by my observing department chair, that if my students didn’t like and respect me, even on some basic level, my classroom would be chaos. I am grateful to my students for this.)
Cursing is also a huge issue; it’s a part of their everyday vocabulary. However, when I remind them to watch their language, they apologize right away; often they are not even aware they cursed; it’s so interwoven into their culture. In all fairness, I have to remind certain students constantly about their language, but at least they give me a token apology. That’s a lot more than I’ve observed with other teachers.
On a side note, what does it say about this youth culture that is so desensitized to language, violence and sex? My students frequently engage in rough play, are usually picking on or at each other and will hurl insults without regard. Their manners are such that it seems very few of them are capable of asking for something. I have to frequently
remind them to say please, thank you, or even ask for something instead of “Gimme ________, Mr. Cole.” For a lot of them, I’ve been able to make some headway, but for a significant portion, it’s a constant, daily battle. For most, I’ve been able to affect a compromise: “Mr. Cole. Gimme a pencil.” Pause. “Please and thank you.”
The apologies for language or other bad behavior is a step in the right direction, however small or halfhearted a step it may be. Again, it’s more than I’ve seen other teachers get (or perhaps deserve).
Some teachers can be really mean to the kids. One teacher in particular will joke on them (again, it seems to be a culture of mutual antagonization), then turn around and get offended when the students return the favor. The joking isn’t the nicest, but there is rarely ever any lasting damage from the taunts and insults. This same teacher seems to spend more time yelling at the kids than instructing them. He seems to have very little respect for them, it seems, and, rather than dealing with a problem in the classroom, will kick them out without any disciplinary notice, office referral or phone call. As long as they are out of the room, it seems, they can be someone else’s problem.
The majority of the time, with a stern voice, I can get the class under control. (Again, if I didn’t have some mutual respect with my students, they would run all over me. Instead, they often tell me how terrible this or that teacher is, and how they think I’m okay.) I may be rough with some of my students, but it is never undeserved and rarely means anything beyond the next class period.
Unfortunately for a lot of my students (especially the male ones), the only thing they respond to is the threat of violence (whether perceived or real). Short of actually
putting my hands on them (if only to put them in a seat and make sure they stay there), I have to yell, badger, threaten, shout and make promises to call home (or call a relative or sometimes a counselor). Nothing else, it seems, will do.
Sad as it is, this approach makes sense. At home, there can be little one-on-one conversation between parent and child. If a child acts up, there is little interest or discussion of why, or any attempt to figure out if anything is going on beneath the surface. It’s straight to the belt or the back of a hand. Unable and unwilling to take this route with them, I’d rather find out what’s going on inside.
Sometimes, if asked, they’ll talk to me, and maybe be truthful. There’s a certain freedom in confession, much in the same way that most of the fights in our school take place in public, well-traveled areas: the students want to tell someone, and they want to get caught fighting, so that someone will break them up. For all the attitude and posturing, no one wants to get hurt. For the most part, they only need an outlet. They always try to test boundaries to see what they can get away with. Depending on the teacher and the situation, they can get away with quite a lot.
It’s not an easy job, to be sure. But, as the year wore on, I grew to like my job (on most days). The students are not the most awful, nor are they beyond saving. True, there are some who have come and gone this year who have been more troubled than others.
For example, in my 4th period class alone, I have lost 8 students for a variety of reasons, most of them behavioral. Some have been sent to the Capital City Program, which is a halfway point between school and juvenile detention. Others have been sent to
neighboring high schools due to repeated (or single major) discipline problems at this school. Still others have been expelled for the remainder of the school year.
Sometimes it’s easy to pick out who will make it from the onset of the school year even for a beginning teacher like me. Others have been a complete surprise; there are students who behave in a certain way in my classroom and quite another in other classes. I believe this goes back to my earlier point of how I communicate with my students, and the relationship that follows.
I have several students who refuse to even attempt the work, no matter how easy it is or how many times I explain the instructions. Some will not work and choose to go to sleep, while others are outright defiant and cause disruptions. One policy in my classroom is that, while I cannot force the students to put pen to paper, I do care if they disrupt my class. I place a huge premium on respect in my classroom, which the majority of my students reciprocate.
Those who are incapable of following the rules and doing the work are allowed to do so, as long as they are not disruptive. All I can do is give them a zero for the assignment and let them fail. I have repeatedly told my students that I will go to the ends of the earth to help them with whatever they need, but only if they show me the effort. If they cannot be bothered to try, then I cannot help them; I cannot do the work for them.
A few will wait until the last possible minute, after I’ve harangued and cajoled them. They will ask for “help” which really means, “tell me the answers.” Others will sleep in class for weeks on end, then become irate when I inform them they are failing. They are so insulted; you’d think I had told them I wasn’t passing them because they were
black, instead of their refusal to work. I have to shake my head and wonder how they will ever survive being teenagers.
One thing I’ve learned is to not take things personally. That’s not to say that I don’t get frustrated with my students, or even angry with them sometimes, because I do. I’m stressed, but I’m able to leave the majority of my problems at school and not bring them home with me. The art teacher, however, is totally fried, to the point where it’s beginning to affect her health and mental well-being.
One thing I don’t do is let the students walk all over me. I give a little leeway until a certain point, and then the giving stops. I have been able to maintain an atmosphere where the students still respect me. I don’t really care if they like me (although it’s certainly nice that they do), but I do care that they respect my wishes in the classroom. I have more than a few rowdy students who like to get rough with each other, but they know me well enough to realize when the kidding has stopped and I’m getting angry (which is a rare thing).
I also try and have as much respect for my students as possible, even when they are acting immature. I realize they are still learning about themselves, as well as dealing with hormones and everything else that comes with being a 15 year old. I try and keep this in mind so I don’t get driven crazy. Even though they are acting in a way that would have horrified me at their age, I remind myself that they have markedly different circumstances than I did, and are (in most cases) trying their best against incredible odds. I think that a lot of people find that all too easy to forget.
Hearing the attitudes of some of my fellow teachers makes me incredibly angry and depressed that these people are actually in charge of making sure our children are ready for the challenges they will face as adults.
Culturally, my upbringing couldn’t be more removed from my students. I would like to think it’s more of a generational gap than anything else. It’s far too easy to take them at face value: super tight jeans for the girls, polar bear-sized jeans for the boys, and as much ornamental jewelry for both as possible. Both genders have hair braids and earrings, as fashion dictates. A lot of them, to be blunt, can look thuggish and shifty. However, looks can be unbelievably deceiving.
Underneath tons of grease and product, designer glasses, name brand clothes and more sports apparel than a Foot Locker store lays intelligence, heart and strength. It’s easy to dismiss them as having simple street smarts, or cunning, rather than intelligence. Many of my students will shine, if only given the opportunities to try. They have to be pushed and prodded, but the rewards will mean more to them in the long run.
It’s tough having to compete with cell phones, portable gaming devices, MP3 players and whatever else they bring into the classroom (all of which are against school policy). As long as they don’t interfere with what’s going on in class (during instruction time), I don’t hate the students having them. However, when they pay more attention to their laps than the lesson is when it becomes an issue. It’s not only in my class; it is a school-wide epidemic. The students are constantly on the lookout for anyway to skirt the rules. I don’t pretend to think this is anything new, but it’s a hassle to deal with.
My rapport is good enough with my students now that, when I talk to them about their electronics use, they are pretty good about apologizing and putting it away. Of course, they’re not sorry about using them, only that I caught them. But the attempt at an apology is what’s important.
The drama classes are full of exactly that: I really need to have done a better job with control and discipline; it’s a little disheartening to find this out at the end of the year. But, as with all things, this is a learning process (for both students and myself), and I shouldn’t be so discouraged. All students have these problems at some point, freshmen to seniors; a lot of the teachers in the building have similar issues as well. I guess I shouldn’t take it to heart; some of the exchanges between teachers and students have made me cringe.
A lot of it goes back to the relationship I have with my students. Again, I try to keep things as light as possible. It can be a little difficult to keep the class under control, but I think, at this age, you have to learn to pick your battles. At this point in the year, it’s become tiresome to keep after the students to constantly get to work. I feel that by now, they should be responsible enough to be on their own.
My patience has been severely tested, as my English students (again, who are 14 to 16) constantly question why they still need to do work. Even after I remind them that there is still time left in the school year, they still wonder why they can’t just “chill.” Not that I can really blame them; it’s the end of the year, they are cooped up in their classes for 3 hours (due to SOLs), and look outside the window and see a nice Spring afternoon. “Oh boy, look at where I want to be!”
Keeping them occupied is a real challenge (this boils down to classroom management). A good rule of thumb is to keep them working from bell to bell. This is an example of ‘it’s better in theory than in actual practice.’ A good teacher rolls with the punches and keeps the students occupied with a variety of projects. A less experienced one, such as myself, may have to scramble to keep up with the students.
It depends on the class, I feel; some classes you can leave to their own devices and they will be fine. You have to watch other classes like hawks to ensure no one ends up getting tossed out of the window or ends up in a fight to the death. It’s not the worst thing ever all the time, but it does keep me on my toes, which helps to alleviate the boredom. I’m seldom lacking for entertainment.
The cross-section of my students is wide and varied. Not being an athlete in high school, I never knew how much sports permeated the classes. For many of my students, sports isn’t the only thing, but it’s close. If I have a show, or rehearsal, or even after school tutoring, I have to make sure it doesn’t interfere with football, basketball, baseball or track practice. At this school especially, athletics is definitely more important than anything else. It’s a new thing to have my priorities placed for me, on a personal or school level.
When I was a teenager, groups of students were very segregated: athletes hung with other athletes, the smart kids all stayed close together, the tech students were always with their own. The same went for the theatre kids, who were in a group all by ourselves. Some were more extreme attention-seekers, those with dyed green hair and huge black pants. The jeans and t-shirt crowd that I was a part of kept our distance from them; we tried to have as much mainstream, broad appeal as possible.
At John Marshall, athletes are everywhere. In many of the students’ lives, athletics is such a huge part because there is very little else to focus and drive them. Also, there is always the hope of making a career of being a professional athlete; many students wouldn’t be attending school if not for an athletic scholarship. That’s not to say that they don’t have anything else substantive in their lives; but football or basketball is something that’s instilled in them at an early age.
I’m constantly amazed at the different talents of people; again, a good lesson at not taking people at face value. One of my fifth period drama students is on the track team, thin and well built. She also has a great sense of style, seeming more at home in New York circa 1981 than the 2008 south. Looking at her in her track gear, you’d never think she was a talented artist.
With so much rote and knowledge the students are forced to digest, perhaps this is why I’m a little more lax in my teaching style; they get enough of “do this my way or get out of my face” in nearly every other aspect of their lives. Of course, as I get more accustomed to teaching teenagers, this philosophy may change, but for now, I’ll call it just slightly more relaxed than the norm. It may end up being to my detriment, but I’ll give it a go for the time being.
Discipline can be tough, especially at the end of the year. Tempers can also run higher and hotter than normal. There has been a growing sense of entitlement among my students; they have very little concept of “please”, “thank you” or even the simplest pleasantries. It’s a little disheartening that I have to teach them English, in addition to manners and courtesy.
Generally, they have the filthiest language and absolutely no concept of what is inappropriate for public conversation. I’m not sure if it’s a cultural or a generational thing, but it certainly wasn’t this way when I was in high school. What can be done with them?
The students, for whatever reason, feel they have the right and deserve to get what they either demand or ask for, however unpleasantly. Several times this school year, they enter the classroom, saying loudly, “We ain’t gonna do no work today, Mr. Cole!” They complain loud and long about the work I give them, however easy it is. Of course, however loudly they complain, they always end up doing their work.
A huge thing I’ve been worried about this year is losing my temper. It’s so easy with them, since they push buttons and pick on people at any opportunity. It seems that some of them are antagonistic by nature; I’ve seen a lot of fights and confrontations in my classroom started by someone who was “just playing around.” They have no idea that in the real world, people can get shot and killed over someone just playing around. Again, in school, we have to teach them not only academics, but also life lessons as well.
For example, in a recent class, I had two girls (who can sometimes get into trouble) come into my class 15 minutes late. They were good enough about owning up to being in trouble, with one girl even asking, “Do you want me to tell you the truth, or what I think you want to hear?” My answer is always, as it was in this case, “The truth is what I want to hear.”
I would rather be told the truth and have it be something terrible than have a student lie to me, trying to get out of trouble. Now, at the end of the year, they are finally beginning to get the idea. This goes back to the notion of respect for me and for them. It
can be a difficult concept for them to learn, especially with all of the other things going on in their lives. Fortunately for some, they are able to rise above the fray.
I can’t make the students work; if they fail, it’s certainly not from a lack of effort on my part. It’s an attempt on my part to teach them some manner of self-reliance; though it sometimes does not work out the way I’d like it to. On some occasions, the students simply take the time I give them in class and use it to goof off or sleep; this is terribly disconcerting. However many times I constantly remind them, their grade is ultimately up to them.
Of course, a lot of times, it simply doesn’t sink in that this will affect them negatively. Only time will tell if these lessons will apply. I’m sure that I’ll hear outrage and disbelief from them when they receive their final grades, and without fail there will be anger and righteous indignation at the evidence of their failures.
One thing I’ve had to struggle with this year is when the students refuse to work. I take it personally when, after I’ve worked hard on creating an assignment for them, they totally disregard. I shouldn’t take it to heart; I know they certainly don’t. But it’s hard, especially in my Drama classes. They take something that means a whole lot to me and treat it so dismissively.
I can’t entirely fault them at all turns; I see how all too easy it is to forget how it was to be a teenager. They have no concept of life outsides the school’s walls; the few times I’ve seen my students in public, a look of shock always registers, as if they can’t fathom that I have a life outside of the classroom.
They seem suspicious of me when I tell them about my weekend or holiday plans, as if I’m putting them on to curry favor. This is something that relates to the heart of my teaching philosophy: seeing each other as human beings, with similar (and dissimilar) interests and passions, desires and wants. If we can see ourselves as people who are more alike than unalike, have more in common than not, that will go a long way toward bringing us together, both in classroom and culture. I would much rather have this be my legacy to them, instead of prefixes and subject/verb agreements.
CHAPTER TWO: Into the Classroom
As the school year progressed, I found myself enjoying teaching English more and more. My communication skills have improved, as have my teaching methods. It became apparent early on that it is vital to keep all students in mind when preparing a lesson. I relied too much on one mode of teaching; I eschewed the overhead and blackboard and kept the handouts to a minimum.
This didn’t prove problematic, but I did learn that some students are visual learners, some are aural learners, some need handouts and others need constant reinforcement. As they were learning to be high school students, I was learning to be a high school teacher.
I think that, by now, at the end of the school year, we’ve all come a long, long way.
For my personal teaching method, I prefer to find out what my limits are at the outset, so that I may learn to work within them. As the school year has progressed, I have learned that the students are capable of following this model. In some classes, direct instruction is vital (like science or math). In my English classes, if we’re not working on vocabulary or rules of grammar, I tend to take a more holistic approach, letting the students work at their own pace and rhythm. This has, throughout the year, presented some problems with the students who finish early (which I will discuss in later pages), but for the most part, the students are getting everything they need.
It also helps that I conduct my classroom with a good deal of humor. I try to never miss an opportunity to engage my students with a smile. My humor is sometimes a little broad for their juvenile palates (which reinforces the teacher/student divide), but we are able to find a lot of common ground. Unfortunately, much of their humor is base and puerile; I’m not sure if this means I have a stunted sense of humor or if I’m simply skillful in adapting to my audience. Whichever the case, I try to keep my classroom as light as I am able.
For example, when I smell that a student has been smoking (usually in the bathroom between classes), I will never hesitate to call him out in front of the class, entreating him to have a breath mint or a spray of Febreeze. One student in particular was incredibly embarrassed in this way, and has since stopped smoking in school completely.
I will also call a lazy or disruptive student out on their grades (or lack of them). I may say things about their intelligence or behavior or language; none of my comments are ever untrue, however stinging they may be. I am very careful to never be outright disrespectful to my students; I place a premium on respect in my classroom. I always ask that they treat others the way they would like to be treated, including myself. There can sometimes be anger or attitude from them, but the truth always rings clear.
It’s all about staying true to them as developing teenagers, attempting to give them some responsibility and self-respect. If they have trouble with these concepts in a 9th grade classroom, what chance will they have in the real world?
It is not only English I’m attempting to teach them, but also life lessons they will be able to take with them when they leave my class. It’s no easy feat getting them to realize
that they are capable of so much more than they present. Unlike several teachers I have seen, I am able to break some concepts (school and life) down for them in such a way that they can understand and digest them, on their own terms. This fits in with my holistic teaching methodology.
From the first days, the student’s lack of skill bothered me. Why were so many of them so far below grade level? By the ninth grade, more than half were reading at a fifth grade capacity. They had basic knowledge of sentence structure, but punctuation and grammatical rules eluded them. I definitely had my work cut out for me.
We began the year with short selections from the Literature book, as well as a Young Adult novel about a teenaged girl dealing with problems in the hood. They responded well to that, so I took a plunge, pushing them to read more and more.
*Romeo and Juliet* was murderous; I was fought at every turn on this. It was during the teaching of this play that I got them to open up and allow themselves to grow. It helped that I introduced the text in a side-by-side edition that coupled Shakespeare’s original text with a modern-day translation. This enabled the students to discover connections to their own language with one hundreds of years prior. They also learned that raunchy, bawdy jokes were nothing new.
By the end of the year, as we finished *The Odyssey*, comprehension was through the roof, as was their ability to synthesize their ideas into a coherent essay. I was so impressed by their improvement that I incorporated a five-paragraph essay question into the final exam. More importantly, there was little negative reaction; they simply took it as a matter of course.
My students grew with me as the year wore on: they became more and more confident in their own abilities as writers and readers, as well as communicators. Often, when a student would have trouble processing a concept, other students would pitch in and help out. This sense of community made me proud, proving to myself and to them that, despite our differences, we had the capacity to come together.
CHAPTER THREE: Acting Up
At the beginning of the school year, I was upfront and honest with my Drama students: this class was, by and large, an experiment; some things would work, some things would not work. It was my first time teaching a theatre class and it was their first time taking an active drama class. I wanted them to come with me on the journey, to trust that I would try and do the right thing; as we approach the end of the year, most of them have.
This was the class I dreaded teaching the most, but also the class that excited me the most.
I told my students the first week that this class would be an experiment: some things would work, and work very well. Other things would not work as well, and would in fact be a complete disaster. As long as they didn’t take anything too personally, or bear me a grudge for not knowing exactly what I was doing, we’d get along fine.
At the beginning of the school year, I had a single drama class, made up mostly of upperclassmen at the end of the day. About three weeks into the school year, the student body underwent a major schedule change, finalizing classes and making adjustments and accommodations as needed. In the midst of all this confusion, I was given a second drama class during the lunch period. As it turned out, I almost wish I hadn’t been.
This second class was made up of latecomers and also-rans, students who didn’t request a drama class, but were placed there instead to fulfill an elective credit. It was a class full of delinquents, underachievers and hoodlums. A few were actually very involved in what I was trying to do, and tried to keep up. The majority of them, however, barely made an effort, not caring, since this wasn’t a required core class, whether they passed or not.
By the end of the third 9 weeks, my attendance had dropped by half, and the roster itself had diminished by at least a third. Most of them left due to personal issues, or transferred to another school. (This class was hemorrhaging students; was it wrong of me to not really care?)
It’s a truism of Richmond Public Schools that, as the school year progresses, student attendance declines. I didn’t take it personally; I was told this from day one. But my idealism was shattered by Christmas break: these kids would never be as passionate as I was about acting, or theatre, or lighting and stage design. But, in my naiveté, I figured that to bring anything less than my best would be doing a disservice to my own teachers as well as the students themselves. It didn’t matter that my classes would never know the difference; I would be teaching them watered down, little-kid versions of something great. That was unacceptable…at first.
Of course, I’ve grown a little more jaded since then. I tell my wife that I haven’t lost my idealism entirely; I just see things in a more realistic light now. It’s one of those things you can never learn out of a book, or even from a voice of experience; you have to
learn it for yourself, in a classroom, sinking or swimming on your own. It’s a tough lesson to learn, but one that is necessary if you’re to survive teaching.
From the first days of class, I told the students that, if they trusted me, I would not betray them; if they followed me, I would not lead them astray. Most of them have done so, even if with some reluctance or indifference. I think they may have signed up for my class thinking it was more of a play reading or drama appreciation class, rather than being taught actual skill and stagecraft. These have turned some of them off at one time or another; most are not natural performers and will not hesitate to say so. Some of them show their displeasure or innate reluctance by not doing an assignment; their rationale is that, since my class is an elective and not a core requirement, they don’t need to pass to graduate. What they fail to realize, however, is that a failing grade will drop their GPA. Of course, by the time this sinks in, it’s probably too late.
It’s a cascade effect in the worst way: the ones who *are* trying see the majority of the class *not* turning in homework or not doing an assignment, so they question why they should. I honestly can’t find too much fault with this reasoning: if I were their age, only vaguely interested in the class, I’d have trouble being one of the only ones who participates.
In my 5th period there is a group of girls who refuses to do work, no matter how often I ask, plead, browbeat or cajole. So I fail them. And they get mad at me. Attendance with this group is also a huge problem since this class meets right before lunch. They come in, three or four at a time, talking loudly as they enter (it’s something I see a lot, mainly
with girls; it’s as if they have to announce their presence as they burst into the room), disrupting everyone as they make their way to their seats at the back of the room.
A good deal of their bad behavior is my responsibility; they might not act this way if I was more stringent with the rules, kept firmer guidelines, or acted like more of a regular teacher, instead of the goofy acting guy. When I ask them to act more like responsible adults, their reply is “No.”
This is not to say we don’t have fun. We’ve done our share of classes where we play nothing but theatre games, or improv and have a good time. But about halfway through the year it got so out of control that I realized I could no longer reward them for acting like children. So, for the two or three weeks before Christmas break, they answered study questions and copied definitions out of a book. This was torturous and perhaps unfair, but I had to let them know that I was serious about class work. I told them I couldn’t grade them on coming to class late and not doing their assignments. It was boring, and really ran counter to everything I wanted to class to be, but it worked. The majority of the class cutting has stopped (except for that core group who are impenetrable to reason) and class morale has improved somewhat (this is also partly due to an influx of new students after the Christmas break).
The biggest change has come in the months since the start of the calendar year. I returned to class focused on what I wanted them to do, with clean guidelines spelled out in advance, something I hadn’t done previously. I had come to a realization, both as an artist and a teacher: those professions don’t have to be mutually exclusive. I had sacrificed being
a teacher for being creative, and I had been shortchanging my students by being so lackadaisical.
It wasn’t the easiest transition; after half a school year of being “eh” in terms of class assignments, my turning into a “teacher” teacher was something of a killjoy. It helped to reinforce boundaries that had been weak before, and also gave them the stability and structure of a regular class. There would still be chaos, to be sure. Now, however, it would be controlled, creative chaos. The only question was: would it work?
I wanted to broaden the spectrum of the class, have the students be more project oriented, less performance driven. It had taken me a little while to realize my charms wouldn’t work on all students; I could beg and plead with them to try and they would still balk at getting up in front of the class and doing a monologue.
For the fourth and final quarter, I put them into work mode. At the beginning of the quarter, I gave them a handout detailing all of the assignments, due dates and expectations. This was monumentally more regimented than anything I had given them before. I wanted them to have as much time to work on them individually as possible, as to minimize the, “Mr. Cole, I didn’t know when it was due,” or the old, “I forgot about it” chestnut. The only way for them to not have done the assignment was to have blown it off completely; I even put the due dates on the board and left them there for 6 weeks. Not knowing what was due on a certain day was no longer an excuse.
Of course, that would not stop the students from trying. Leave it to the group of girls in 5th period to constantly neglect class work, no matter how simple the task was. I constantly tried to impress upon them that not doing work would result in failure, and I
was repeatedly assured that they would, in fact, have something to turn in when the assignment was due.
On the due date, when I would ask them for work, I would receive blank stares and open faces. “Huh?” Often, I would just shake my head in amazement and sorrow and record another zero in my grade book. Again, this goes back to my philosophy that, if they refuse to at least try and do the work, I would refuse to cut them any slack. This fed into their indifference, which only made them want to work less. “I’m already going to fail, so why bother trying now?” was a common argument I heard.
The others in the class made token attempts to work at the least, and wowed me with talented, creative work on their best days. The girls would see the work being performed on stage and want to join, so they would hurriedly write something and show it to me, as proof they “really had been working.” Unimpressed, but thankful for at least the last-minute effort, I would let them on stage, but without the benefit of full credit. Of course, when I show them their grades, this will come back to bite me in the butt, as I’m sure I’ll hear, “But Mr. Cole, I did do the work! I got up on stage!” For them (and for a lot of my students), the emphasis is more on product than process, the final copy rather than what has come before.
This has proved to be daunting when it comes to performances that require, oh, I don’t know…rehearsing? Monologues and scenes were best rehearsed in the classroom; otherwise, they wouldn’t get done. (It’s a pattern I’ve seen with nearly all of my students, Drama and English. Nearly every assignment I’ve given for homework has not been completed.)
Over the course of the year, I’ve learned two things with regards to homework: don’t take it personally when it isn’t done, and don’t assign homework. It seems so simple, but it really does make a difference.
However, it’s a fine line between giving them too much time and not enough time. If I give them too much time, the assignment has a much better chance of not getting done. This is what happened just prior to and after spring break.
The class was working on monologues (writing and performing) before we left for a week. The Friday before we were out of school for a week, there was an impromptu Pep Rally held during 7th period Drama class. This had been our planned performance time. Because of this, that class didn’t get to perform their monologues. We had to spend the entire first week we were back refreshing the class on their work (it would have been folly to have expected they work while on break). So we returned from vacation further behind than I would have liked; by the end of the unit, we were all ready to move on to another project.
This set the tone for the rest of the quarter, and into the final one: a feeling of “let’s get it done as soon as we can so we can just be finished already!” Not exactly the best mindset to foster creativity.
Would it be worth it to have a second-year class? Or do I keep it light and frothy, lots of style but with little substance, something to tide them over from year to year? I’m not sure there is much hunger for a drama program at John Marshall.
I’m already committed to getting them out to see more plays. Henley Street Theatre Company is presenting *Richard III* at the Pine Arts Camp, which is just down the road.
The invite includes 100 free tickets for any students or faculty that would like to attend.
Also, Theatre VCU is presenting *A Raisin in the Sun* as part of their 2008 season. There are also other local programs and artists to expose them to; all I need to do is plan for as much as possible.
Planning is a huge part of the future. In trying to avoid the mistakes and missed opportunities of this school year, I’m already planning out the next school year (08-09). Before Christmas Break, I’d like to have a talent show in the early Fall, a student-written show, most likely will be written by one of my drama classes, a Christmas show (at least 2 weeks before we get out for the holiday), and another production done before spring break. Perhaps between the return from Break and gearing up for the SOL tests, I’ll put on a Drama showcase, so that the school can see what my theatre classes are all about.
CONCLUSION
I’ve had a lot of my ideas challenged in the past year.
How would I deal with people so far removed from my experience? How could I relate the arts to teenagers who deal in concretes and absolutes? How well could I manage a classroom? Would I even make it to Christmas? Would I be asked back?
For the past decade, I’ve been marching toward the goal of being a teacher. What would I do if, once in the classroom, I turned out to be a complete failure? What then?
These are all valid questions for a first year teacher to be asking; I’m sure that, at some point, even veterans can get insecure. A little nervousness can be, to my thinking, a positive thing.
However, it’s one thing to be jittery due to nerves, and quite another to be nervous because you’re unprepared. The following is a brief, by no means complete list of what I’ve learned through the past year:
1.) **Don’t sweat the small stuff (because it’s all small stuff).** It makes no sense to get bent out of shape about things you have no control over. The copier may be down, or you may have had a fight with a spouse. It’s not the students’ fault, nor should you take frustrations out on them (unless, of course, they are the direct cause of said frustration). If
one little thing doesn’t work out, it should not be the end-of-days, woe-is-me meltdown that a lot of teachers make it out to be. Which leads me to my next point…
2.) **Be flexible, but be firm.** It’s okay to let the class have it’s own rhythm and pulse; how dreadful would life be if it always went according to plan? However, it’s important to know the difference between a meaningful diversion and a class that is desperately trying to keep the teacher off track. This distinction, however, can only come from experience; you have to be played in order to figure out how *not* to get played.
3.) **Don’t be afraid to fail.** In fact, we fail in most things, to a lesser or greater degree; how else would be know to tweak an idea or try something new unless the old way didn’t work? Not all failure has to be of the crash-and-burn variety; too much of that can lead to disillusionment and depression. To be honest, if most of what you try ends up not working, perhaps a career switch is in order. But in order to build a solid foundation, you must…
4.) **Plan, plan, plan.** Plan for rainy days, sick days, classes that move at different paces; plan for when the copier runs out of toner, pep rallies, surprise inspections from the administration. The simplest reasoning is that, if you’ve got enough (or more than enough) work for your classes, they shouldn’t have the chance to get bored or unruly. Well, in a perfect world, they wouldn’t; they may despise you for any extra work given to them. This leads me, finally, to…
5.) **Don’t take anything personally.** If a class goes wrong one day (for whatever reason), with disruptive students, a messy room, constant attitude…brush it off. Cast it aside, because the next time you have that class, all will be forgotten. Unless the incident
was egregious, the student(s) almost certainly will not remember it. It’s pointless, as a teacher, to hold a grudge; the class that was your worst will, by year’s end, more than likely become a favorite (or at least move from the bottom of the list). The reverse applies for an early favorite class…by close to June, a dramatic shift may have occurred…tectonically. Such is the nature of high school.
The inner-city classroom, it turns out, is far removed from the Hollywood ideal. It’s rougher, tougher, and the naïve white teacher bit only gets you so far. My students are ruthless and unforgiving, ready to take advantage of every exposed weakness.
They are also children, kind when treated fairly, responsive to gentleness, innocent about so many things. They take what they see on television as gospel; they want to believe that life can be better for them.
As a teacher, I want only good things for my students. If given the opportunity, they will shine. They are our future, our hopes for a better tomorrow. If we shortchange their education, we doom ourselves. In denying his or her dreams, we take every break or second chance given to us and bury it in garbage.
They have to work for what they want, and it is our job to teach them to work. It is also their jobs to teach us to do right by them, to make sure they have the tools they need to survive as adults.
There has been no greater joy than for a student to tell me what they have learned, or to know that, in any small way, I have mattered. To make a positive difference in a student’s life is a fulfillment of my purpose: to teach, to learn, to live.
County: RICHMOND CITY Grade span: 9 – 12
2007 Student Enrollment: 955
9th Grade Total Enrollment : 292
9th Grade Total Female Enrollment : 123
9th Grade Total Male Enrollment : 169
9th Grade White Female Enrollment : 7
9th Grade White Male Enrollment : 5
9th Grade Black Female Enrollment : 115
9th Grade Black Male Enrollment : 162
9th Grade Hispanic Female Enrollment : 1
9th Grade Hispanic Male Enrollment : 2
10th Grade Total Enrollment : 239
10th Grade Total Female Enrollment : 130
10th Grade Total Male Enrollment : 109
10th Grade White Female Enrollment : 9
10th Grade White Male Enrollment : 6
10th Grade Black Female Enrollment : 121
10th Grade Black Male Enrollment : 102
10th Grade Asian Male Enrollment : 1
11th Grade Total Enrollment : 210
11th Grade Total Female Enrollment : 107
11th Grade Total Male Enrollment : 103
11th Grade White Female Enrollment : 2
11th Grade White Male Enrollment : 7
11th Grade Black Female Enrollment : 105
11th Grade Black Male Enrollment : 95
11th Grade Hispanic Male Enrollment : 1
12th Grade Total Enrollment : 214
12th Grade Total Female Enrollment : 99
12th Grade Total Male Enrollment : 115
12th Grade White Female Enrollment : 4
12th Grade White Male Enrollment : 9
12th Grade Black Female Enrollment : 95
12th Grade Black Male Enrollment : 106
Source: http://www.city-data.com/school/john-marshall-high-school-va.html
### Student-Teacher Ratio
| | This District | State Average |
|----------------------|---------------|---------------|
| Students per FTE teacher | 13 | 13 |
Source: NCES, 2005-2006
[How Important Is Class Size?](#)
### Student Ethnicity
| Ethnicity | This District | State Average |
|----------------------------|---------------|---------------|
| Black, not Hispanic | 89% | 27% |
| White, not Hispanic | 7% | 59% |
| Hispanic | 3% | 8% |
| Asian/Pacific Islander | <1% | 3% |
| American Indian/Alaskan Native | <1% | <1% |
Source: NCES, 2005-2006
[How Important Is Cultural Diversity at Your School?](#)
### Student Economic Level
| | This District | State Average |
|--------------------------|---------------|---------------|
| Students eligible for free or reduced-price lunch program | 67% | 31% |
Source: NCES, 2005-2006
[The Achievement Gap: Is Your School Helping All Students?](#)
### Spending Per Pupil
| | This District | State Average |
|--------------------------|---------------|---------------|
| Total per pupil expenditures | $12,071 | $9,192 |
[School Finance: Issues to Consider](#)
### Social Characteristics
| Social Characteristic | Estimate | Percent | U.S. | Margin of Error |
|------------------------------------------------------------|----------|---------|------|-----------------|
| Average household size | 2.25 | (X) | 2.61 | +/-0.05 |
| Average family size | 3.20 | (X) | 3.20 | +/-0.15 |
| Population 25 years and over | 125,158 | (X) | | +/-682 |
| High school graduate or higher | 80.4 | 84.1% | (X) | |
| Bachelor's degree or higher | 32.7 | 27.0% | (X) | |
| Civilian veterans (civilian population 18 years and over) | 9.7 | 10.4% | +/-1,310 | |
| Disability status (population 5 years and over) | 20.5 | 15.1% | +/-2,731 | |
| Foreign born | 6.3 | 12.5% | +/-2,065 | |
| Male, Now married, except separated (population 15 years and over) | 30.7 | 52.4% | +/-2,294 | |
| Female, Now married, except separated (population 15 years and over) | 25.6 | 48.4% | +/-2,350 | |
| Speak a language other than English at home (population 5 years and over) | N | N | 19.7% | N |
| Household population | 182,818 | (X) | | +/-439 |
| Group quarters population | (X) | (X) | (X) | (X) |
### Economic Characteristics
| Economic Characteristic | Estimate | Percent | U.S. | Margin of Error |
|------------------------------------------------------------|----------|---------|------|-----------------|
| In labor force (population 16 years and over) | 94,668 | 61.5 | 65.0%| +/-2,311 |
| Mean travel time to work in minutes (workers 16 years and over) | 20.8 | (X) | 25.0 | +/-1.1 |
| Median household income (in 2006 inflation-adjusted dollars) | 35,764 | (X) | 48,451 | +/-2,119 |
| Median family income (in 2006 inflation-adjusted dollars) | 46,278 | (X) | 58,526 | +/-4,528 |
| Per capita income (in 2006 inflation-adjusted dollars) | 23,391 | (X) | 25,267 | +/-1,298 |
| Families below poverty level | (X) | 15.4 | 9.8% | (X) |
| Individuals below poverty level | (X) | 20.8 | 13.3%| (X) |
### Housing Characteristics
| Housing Characteristic | Estimate | Percent | U.S. | Margin of Error |
|------------------------------------------------------------|----------|---------|------|-----------------|
| Total housing units | 93,811 | (X) | | +/-182 |
| Occupied housing units | 81,193 | 86.6 | 85.4%| +/-1,824 |
| Owner-occupied housing units | 37,339 | 46.0 | 67.3%| +/-1,808 |
| Renter-occupied housing units | 43,854 | 54.0 | 32.7%| +/-2,273 |
| Vacant housing units | 12,618 | 13.5 | 11.6%| +/-1,830 |
| Owner-occupied homes | 37,339 | (X) | | +/-1,866 |
| Median value (dollars) | 178,400 | (X) | 185,200 | +/-12,454 |
| Median of selected monthly owner costs | 1,440 | (X) | 1,402 | +/-96 |
| With a mortgage (dollars) | (X) | (X) | (X) | (X) |
| ACS Demographic Estimates - show more >> | Estimate | Percent | U.S. | Margin of Error |
|----------------------------------------|-----------|--------|------|-----------------|
| Total population | 192,913 | | | |
| Male | 89,792 | 46.5 | 49.2%| +/-609 |
| Female | 103,121 | 53.5 | 50.8%| +/-609 |
| Median age (years) | 35.4 | (X) | 36.4 | +/-0.2 |
| Under 5 years | 15,122 | 7.8 | 8.8% | +/-738 |
| 18 years and over | 149,099 | 77.3 | 75.4%| +/-403 |
| 65 years and over | 27,514 | 14.3 | 12.4%| +/-365 |
| One race | 189,971 | 98.5 | 98.0%| +/-1,043 |
| White | 77,113 | 40.0 | 73.9%| +/-1,534 |
| Black or African American | 104,768 | 54.3 | 12.4%| +/-1,044 |
| American Indian and Alaska Native | 445 | 0.2 | 0.8% | +/-300 |
| Asian | 2,969 | 1.5 | 4.4% | +/-383 |
| Native Hawaiian and Other Pacific Islander | 0 | 0.0 | 0.1% | +/-275 |
| Some other race | 4,688 | 2.4 | 4.0% | +/-408 |
| Two or more races | 2,942 | 1.5 | 2.0% | +/-1,043 |
| Hispanic or Latino (of any race) | 8,240 | 4.3 | 14.8%| ***** |
Source: U.S. Census Bureau, 2006 American Community Survey
Explanation of Symbols:
----- The median falls in the lowest interval or upper interval of an open-ended distribution. A statistical test is not appropriate.
***** The estimate is considered a statistical test for sampling variability is not appropriate.
N - Data for this geographic area cannot be displayed because the number of sample cases is too small.
(X) - The value is not applicable or not available.
The letters PDF or symbol indicate a document is in the Portable Document Format (PDF). To view the file you will need the Adobe® Acrobat® Reader, which is available for free from the Adobe web site.
Source: http://factfinder.census.gov/servlet/ACSSAFFFacts?_event=&ActiveGeoDiv=geoSelect&ctxt=fph&_lang=en&_sse=on&geo_id=16000US5167000
APPENDIX A
MR. COLE’S
CLASSROOM RULES
Respect the classroom and its inhabitants (you, me and each other).
You may not leave the room without permission; this includes being dismissed from class.
Absolutely no offensive or abusive language.
It is your responsibility to help keep this classroom clean.
Group Improvs
Strike a Pose
One person is on stage. The class shouts out an action or emotion for the actor to embody in a single pose, *without moving*.
What are you Doing?
Actor 1 is onstage performing an action. Actor 2 is joined by Actor 2, who asks, “What are you doing?” Actor 1, while maintaining the original action, replies by saying an action they are *not* doing. Actor 2 then must perform the action described by Actor 1. The different actions continue until another actor, who continues the pattern, replaces Actor 1.
The Question Game
In a circle, students ask a question of the person next to them. This continues until a student makes a statement, repeats a question, or takes too long to think of a question to ask.
The ABC Game
In a circle, students make a statement or ask questions beginning with a corresponding letter of the alphabet. This continues until a student cannot come up with anything to say, or does not start with the correct letter.
The ABC Question Game
This game combines the Question and ABC Games. In a circle, students ask questions of the person next to them beginning with a corresponding letter of the alphabet. This continues until a student cannot come up with anything to say, does not start with the correct letter, or makes a statement.
The Machine
Using their bodies as parts, each student must connect and add to “the machine” using movement and sound. The machine must run at full capacity (with all students) for at least 30 seconds.
Title of Course: Drama I
Description of Course: This is a first-year Drama course designed for students of all grade levels. The focus of this class will be on introducing the student to theatrical techniques, including (but not limited to): terms, acting styles, games, improvisation, presentation, analysis and critique.
Course Objectives: This course is designed to be implemented in accordance with Virginia’s Standards of Learning and meet the state’s requirements for the Theatre Arts curriculum. These Standards may be found at:
http://www.pen.k12.va.us/VDOE/Instruction/Art/theatre.html#SOLdocuments
Materials Needed: Loose-leaf paper (wide or college ruled) or notebook, blue/black pens or pencils
Projects: Students will be assigned an individual or group project in each 9-week grading period. These projects will be designed for the students to demonstrate competence in the related subject.
Assessments: Students will be assessed on classroom participation, activities and projects. Quizzes will be given weekly. All tests will be announced in advance.
Class Expectations: Students are expected to:
• follow all classroom rules and procedures outlined by the teacher.
• be respectful of students and adults in and out of the classroom.
• come to class prepared and ready to work. If the student is tardy, a pass is required.
• use the restroom, lockers and water fountain before class; however, the student may bring water to class.
• listen to the teacher and inform the teacher of any problems or conflicts they may have with the assignment or other students.
• positively participate in class at all times.
• do their best, be open-minded and willing to learn new things.
Parents, I am very excited about teaching your child this year; we will be learning together! If you have any questions or concerns, please feel free to contact me at (804) 780-6052.
Parents and students are asked to sign this course syllabus to indicate they have read and understood it.
Student’s Name: ___________________________ Date: ________________
Student’s Signature: ______________________________________
Parent/Guardian Signature: ______________________________________
Date: ________________
John Marshall High School
English 9 Course Syllabus
Mr. J. Cole - Room 201
Title of Course: English 9
Title of Textbook: Prentice Hall Literature, Gold Level
Description of Course: This course is designed for ninth graders who have a desire to learn. The focus of this class will be on developing and expanding the student’s written, oral communication, grammatical and research skills.
Course Objectives: This course is designed to be implemented in accordance with Virginia’s Standards of Learning and meet the state’s requirements for the 9th grade curriculum. These Standards may be found at:
http://www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml
Materials Needed: Course textbook, 3 ring binder, loose-leaf paper (wide or college ruled), blue/black pens or pencils
Projects: Students will be assigned an individual project in each 9 week grading period. These projects will be designed to accompany and compliment studied reading selections and elements.
Assessments: Students will be assessed on literature selections, vocabulary and literary terms, homework, classroom activities and grammatical skills. Quizzes will be given weekly. All tests will be announced in advance.
Class Expectations: Students are expected to:
• follow all classroom rules and procedures outlined by the teacher.
• be respectful of students and adults in and out of the classroom.
• come to class prepared and ready to work. If the student is tardy, a pass is required.
• use the restroom, lockers and water fountain before class.
• listen to the teacher and inform the teacher of any problems or conflicts they may have with the assignment or other students.
• positively participate in class at all times.
• do their best, be open-minded and willing to learn new things.
Parents, I am very excited about teaching your child this year; we will be learning together! If you have any questions or concerns, please feel free to contact me at (804) 780-6052.
Parents and students are asked to sign this course syllabus to indicate they have read and understood it.
Student’s Name: ___________________________ Date: ________________
Student’s Signature: _______________________________________
Parent/Guardian Signature: ______________________________________
Date: ________________
Lesson Title: Continued from Benchmark Testing
RPS Snapshot: RPS Snapshot
SOL Objective:
TI.3 The student will apply the creative process to the skills of storytelling, acting, and playwriting by
1. using an acting vocabulary that includes terminology for blocking and character development;
2. employing voice, body, and imagination in character development;
3. analyzing and describing the physical, emotional, and social dimension of characters; memorizing and presenting a monologue and/or scene from a published work.
TI.9 The student will give and integrate constructive criticism by
1. developing and using appropriate theatre arts vocabulary;
2. discussing performances, projects, and plans; and
3. applying the concepts of evaluation to oral and written observations, including intent, structure, effectiveness, and value.
Essential Knowledge and Skills: Portrayals of characters in conflict, presenting a scene from a published work, employing voice, body, and imagination in character development, discussing performances, projects, and plans
Lesson Objective: Students will put what they have learned about technical and emotional acting into practice and performance through the demonstration of 2 person scenes. Students will also demonstrate appropriate audience etiquette as they observe and critique the scenes.
Technology Integration: N/A
Instructional Focus: This lesson focuses on putting practice into action by giving the students their first in-class performances. By working on and observing a variety of scenes and situations, the students are exposed to different rehearsal methodologies, as well as different modes of thinking: while two sets of partners may have the same scene, they way in which those scenes are performed will be markedly different.
Materials/Resources: Class sets of 2 person scenes: Man/Woman, 2 Men or 2 Women, highlighters, pens/pencils
Procedures/Activities:
1.) Students will work for 10 minutes of independent time with their scene partner
2.) Students who are performing will take the stage, introduce the scene and their characters
3.) Students who are observing will do so quietly and politely, taking any applicable and appropriate notes for discussion post-scene
4.) All students will perform and be graded on their performances as part of the 9 weeks testing process.
Guided Practice:
The teacher will provide basic blocking and direction, as well as simple notes to the actors and audience. The teacher will provide positive reinforcement to the students with regard to ability and technique.
Class Review:
The class will comment (as appropriate) on the scene as part of a feedback process.
Application:
Students will apply the techniques learned through improvisation and in-class/book work to rehearsed, scripted 2 person scenes.
Assessment:
The students are graded on Clarity of Objective, Character Dynamics, Articulation, Interpreting the Text and Staging/Blocking/Use of Space.
Answer Key: N/A (rubric attached)
Additional Resources: N/A
Homework: N/A
Mr. Cole RM 201
Strand: Reading and Editing RPS English 9 SOL: 9.3, 9.5, 9.6
11/5/07 – 11/9/07
Lesson Title: Romeo and Juliet, Act II
RPS Snapshot: RPS snapshot
SOL Objective:
9.3. The student will read a variety of literature.
9.5. The student will read dramatic selections.
9.6. The student will develop narrative, expository and informational writings to inform, explain, analyze or entertain.
Essential Knowledge and Skills:
• The student will be expected to identify the components of staging, cues, scripting, dramatic structure and parts of dramatic text (monologue, dialogue, soliloquy, aside, dialect).
• The student will be expected to know how stage directions help the reader understand a play’s setting, mood, theme, characters and plot.
Lesson Objective: The student will be able to identify stage directions help the reader understand a play’s setting, mood, theme, characters and plot, the components of staging, cues, scripting, dramatic structure and parts of dramatic text (monologue, dialogue, soliloquy, aside, dialect).
Technology Integration: Overhead projector, *R&J* transparencies for Act II
Instructional Focus: This lesson will focus on exposing the students to classical dramatic literature, as well as allowing the students to modify selected passages into standard or colloquial speech.
Materials/Resources: Side-by-side *Romeo & Juliet* (Prestwick House, Inc.), *Romeo & Juliet* vocab and lit terms worksheet, *Romeo & Juliet* Act I study guide
Procedures/Activities:
Monday/Wednesday/Friday
1. Students will review snapshot
2. Teacher will introduce dramatic terms
3. Students will read *Romeo & Juliet*, Act II, Prologue and scenes i-ii
4. Students will copy notations (passages and phrases) from the selected reading in notebooks and answer relevant questions in their *Romeo & Juliet* study guides
**Tuesday/Thursday**
6. Students will review snapshot
7. Teacher will introduce dramatic terms
8. Students will read *Romeo & Juliet*, Act II, Prologue and scenes i-ii
9. Students will copy notations (passages and phrases) from the selected reading in notebooks
**Guided Practice:** modeling on overhead using transparencies, reading *Romeo & Juliet* along in class with students
**Class Review:** Students will complete relevant questions in their *Romeo & Juliet* study guides.
**Application:** Students will discuss and respond to the reading of *Romeo & Juliet*
**Assessment:** frequent checks during class for comprehension and completion of relevant questions in their *Romeo & Juliet* study guides.
**Answer Key variable dependant on class progression (reading)**
**Additional Resources N/A**
**Homework:N/A**
Dear Parent/Guardian,
My name is Jeff Cole, and I’m the new Drama teacher at John Marshall. I have already introduced myself to your son or daughter, and hope to meet you all face to face soon! A little bit about me: I was born in Richmond, and I have been a professional actor here for several years, as well as a collegiate actor at Virginia Commonwealth University, where I hold a BFA in Theatre Education and expect to receive my Master’s Degree next year.
I view the art of teaching and the art of theatre to be very similar: both require a certain amount of skill, total preparation, demand that you keep the audience (or classroom) engaged, and require patience and the determination to see that all goals are met with style and grace. Working together, I feel the students and I can amplify their natural impulses and allow them to grow into the people they are destined to be.
This class is designed to level the playing field. It will be the beginning for many students, while others will have had some experience with Drama. In order to best serve the needs of the students, I will treat this class as a starting point, for both the students and myself, so that we all have the same knowledge, lessons and materials from which to work.
It is my intention to bring a new level of creativity, collaboration and play to the classroom. It is also my goal to stage a full production by year’s end. The show itself has yet to be determined, but I will attempt to include as many students as possible, both in front of and behind the curtain. The theatre is a collaborative process, and it’s important that everyone pitch in! I will also try to give the students as much exposure to professional and collegiate theatre as possible; this includes trips to see a student matinee of a VCU production, as well as have guest artists and lecturers from the area in the classroom.
If you have any questions about the Drama program at John Marshall, please do not hesitate to get in touch with me. Just as I am here to teach your child, I am also here to help you.
I look forward to a new year!
Regards,
Jeff Cole
John Marshall High School
(804) 780-6052
APPENDIX D
4th 9 weeks Assignments – Drama I
Mr. Cole
Project #1: “The Story of You”
Assignment: Tell me (and the class) your life story, from childhood to present, in whichever way you choose, however you choose to tell it. You may make a collage, create a performance, or combine multiple forms of media to achieve your goal. Be sure to note important dates/times in your life you think are necessary. Presentations should be no longer than 10 minutes.
You should answer the following questions:
What is your theme song? What about it identifies you perfectly?
If you could be a superhero, what would your name be, and what powers would you possess? Design or describe your costume.
What are the best 5 words that describe you? How would you illustrate them without using those particular words?
Are your inner and outer selves in harmony? Does your outside accurately reflect what’s going on in your mind/heart? How would you show this to an audience?
Important dates:
Monday, May 5 – work in class
Wednesday, May 7 – progress report due
Monday, May 19 – work in class
Wednesday, May 21 – presentations, round 1
Friday, May 23 – presentations, round 2
Monday, May 27 – presentations, round 3
Project #2: “It’s the Singer, Not the Song”
Assignment: Choose a song that tells a story. The song can be from any genre you choose (rap, r&b, gospel, soul, blues, etc). How the story is told is up to you; it can be a line-by-line reenactment, a monologue or a solo performance. Presentations should be no longer than 5 minutes.
Important dates:
Thursday, April 17 – song selection due
Monday, April 21 – song lyrics and 1 page project proposal due
Wednesday, April 23 – work in class
Friday, April 25 – presentations, round 1
Tuesday, April 29 – presentations, round 2
Project #3: Actor Profile
Assignment: Choose one actor and create a 5-minute presentation based on the information you collect. Include background information, notable roles and trivia. You may give a straight report, or create a performance that recreates the actor. You may also bring in a DVD or video that showcases the actor’s talents. Presentations should be no longer than 5 minutes.
Important dates:
Thursday, May 1 – actor selection due
Monday, May 5 – video/DVD approval
Friday, May 9 – work in class
Tuesday, May 13 – presentations, round 1
Thursday, May 15 – presentations, round 2
Matching (1 pt each)
Greek Myths:
1. – 12.
A. Zeus ______ ruler of the Underworld
B. Hera ______ goddess of the harvest
C. Apollo ______ god of the forge
D. Hades ______ messenger of the gods
E. Poseidon ______ god of music
F. Hephaestus ______ god of war
G. Hermes ______ Zeus’ wife
H. Demeter ______ goddess of wisdom
I. Athena ______ god of wine and dancing
J. Artemis ______ god of the sea
K. Dionysus ______ king of the gods
L. Ares ______ goddess of the hunt
Multiple Choice (2 pts each)
The Odyssey:
13. Odysseus
A. hero of *The Odyssey* B. killed at the battle of Troy
C. stole cattle D. King of the Gods
14. Calypso
A. hero of *The Odyssey* B. changed men into pigs
C. led an island full of women D. Queen of the Gods
15. Cyclops
A. God of the sea B. ruled Mt. Olympus
C. ate Odysseus’ men D. killed at the battle of Troy
16. Sirens
A. kept sheep and goats B. heroes of Troy
C. changed men into pigs D. lured sailors to their doom
17. Penelope
A. Odysseus’ mistress B. opened the bag of wind
C. wove and unwove a tapestry D. sea monster
18. Circe
A. kept Odysseus prisoner B. killed at the battle of Troy
C. changed men into pigs D. hero of *The Odyssey*
19. Scylla and Charybdis
A. pointed the way to Ithaca B. helped Odysseus on his journey
C. Odysseus’ crewmen D. sea monsters
20. The Suitors
A. turned men into pigs B. ate Odysseus’ food in his house
C. helped Odysseus on his journey D. sea monsters
21. The Challenge
A. won by Telemachus B. helped Odysseus on his journey
C. proved Odysseus’ identity D. provided by Athena
22. Telemachus
A. won the challenge B. helped kill the suitors
C. God of wine D. killed at the battle of Troy
23. Helios
A. hero of *The Odyssey* B. made Odysseus shed a tear
C. father of the Cyclops D. owner of sacred cattle
24. Argus
A. Odysseus’ dog B. made the Gods’ weapons
C. hero of Troy D. Odysseus’ son
25. The Lotus-Eaters
A. helped Odysseus on his journey B. killed at the battle of Troy
C. sea monsters D. Kings of the Underworld
Reading (5 pts each)
Perseus:
Reread “Perseus” in the Literature Book (p. 214 - 222) and answer the following questions.
26. What prediction does the priestess make to Acrisius?
28. Why does Perseus set out to kill Medusa?
29. What help does he receive from Hermes and Athena?
30. How does Perseus manage to kill Medusa?
31. What might have happened to Perseus if he had not received help from the gods?
Multiple Choice (1 pt each)
Poetry:
32.
A clumsy young fellow named Tim
was never informed how to swim.
He fell off a dock
and sunk like a rock.
And that was the end of him.
This is an example of
A. limerick
B. abecedarian
C. haiku
D. acrostic
33.
Clouds appear
and bring to men a chance to rest
from looking at the moon.
This is an example of
A. limerick
B. haiku
C. acrostic
D. none of the above
34. Sally sells sea shells down by the seashore.
This is an example of
A. assonance B. hyperbole
C. paradox D. consonance
35. The sunshine hit me like a ton of bricks.
This is an example of
A. oxymoron B. synesthesia
C. assonance D. onomatopoeia
36. The bee buzzed close to my head.
This is an example of
A. couplet B. hyperbole
C. onomatopoeia D. assonance
37. That car was speeding at a million miles an hour!
This is an example of
A. assonance B. hyperbole
C. limerick D. paradox
38. The time has come, the walrus said, to speak of many things
Of sails and ships and ceiling wax, of cabbages and kings.
This is an example of
A. oxymoron B. consonance
C. assonance D. haiku
39. The days are long and hard
In the countryside,
Meeting the daylight
Every single morning.
This is an example of
A. abecedarian B. limerick
C. acrostic D. couplet
Matching (1 pt each)
Poetic Forms:
40. – 44.
A. Abecedarian ______ each line starts with a new letter of the alphabet
B. Acrostic ______ words are cut out of magazines and newspapers
C. Found ______ AABBA rhyme scheme
D. Limerick ______ consists of 3 lines
E. Haiku ______ the first letter of each line spells a word
Write the rhyme scheme of the following poem. (2 pts each)
45.) I could not understand ______
46.) Seeing land ______
47.) So far out from the sea; ______
48.) It looked so grand. ______
49.) For days and days it seemed ______
50.) That I had dreamed ______
51.) I had been so far away from home. ______
52.) The glow of the setting sun ______
53.) Told me the truth: ______
54.) Forever here I was to be ______
55.) All alone with only the sea. ______
VITA
Jeffrey Alan Cole was born in Richmond, VA on July 30, 1979. After attending high school, he enrolled at Virginia Commonwealth University in their BFA Theatre Education program. After receiving his degree in 2003, Jeffrey continued his professional acting career in local theatres before returning to Graduate School at VCU. He was hired by the Richmond Public School system in 2008, teaching Drama and English at John Marshall High School. He graduated in 2008 from VCU with a Master’s Degree in Theatre Pedagogy. | 39e09b27-4bfd-440c-bcb5-53f62af366df | CC-MAIN-2021-25 | https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=2570&context=etd | 2021-06-14T09:46:43+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611641.26/warc/CC-MAIN-20210614074543-20210614104543-00122.warc.gz | 466,368,098 | 20,032 | eng_Latn | eng_Latn | 0.950792 | eng_Latn | 0.999371 | [
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## December 2023
| MON | TUE | WED | THU | FRI | SAT | SUN |
|-----------|-----------|-----------|-----------|-----------|-----------|-----------|
| | | | | | | |
| **4** | **5** | **6** | **7** | **8** | **9** | **10** |
| What is D.N.A? Ages 7-9 | Age of Exploration Ages 10-16 | Confident Communication Ages 7-9 | Social & Emotional Club Ages 10-16 | What are Metaphors? Ages 7-9 | Urdu Story Time All Ages | Halaqah Ages 7-13 |
| **11** | **12** | **13** | **14** | **15** | **16** | **17** |
| Arts - Drawing & Sketching Ages 7-12 | Social & Emotional Club Ages 7-9 | What is Budgeting? Ages 7-9 | Current Events Ages 10-16 | Let’s Talk About Books Ages 7-9 | What are Metaphors? Ages 10-12 | Halaqah Ages 7-13 |
| **18** | **19** | **20** | **21** | **22** | **23** | **24** |
| Electric Cars Ages 7-9 | Age of Exploration Ages 7-9 | What is D.N.A? Ages 10-16 | Confident Communication Ages 10-16 | Let’s Talk About Books Ages 10-16 | Social & Emotional Club Ages 10-16 | Halaqah Ages 7-13 |
| **25** | **26** | **27** | **28** | **29** | **30** | **31** |
| Public Holiday | Social & Emotional Club Ages 7-9 | Food & Identity Ages 10-16 | Thinking like an Entrepreneur Ages 10-16 | What is Budgeting? Ages 10-16 | Halaqah Ages 7-13 | Halaqah Ages 7-13 |
### Important Note:
You'll see some courses are offered more than once. Here's why:
- They're popular and families love them!
- We want to provide flexible scheduling.
When learners take the same course more than once, some information will be repeated but the tasks and activities will be different. In other words, each time, they'll be learning something new while reinforcing the old.
### TIMINGS
- **Weekday learning rooms:** 6 – 7 PM
- **Saturday learning rooms:** 12 – 1 PM
- Halaqah Ages 7-9: 7 PM
- Halaqah Ages 10-13: 8 PM
all times are in Pakistan Standard Time (PKT) | b492d8c8-84b7-4e90-a9d4-3a892bbf0efb | CC-MAIN-2024-10 | https://www.edopia.org/_files/ugd/026b38_7ea123cdf71b41f5a80312b931587201.pdf | 2024-02-25T16:12:40+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474617.27/warc/CC-MAIN-20240225135334-20240225165334-00395.warc.gz | 778,901,869 | 634 | eng_Latn | eng_Latn | 0.996764 | eng_Latn | 0.996764 | [
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Squash is a popular warm-season garden vegetable. Squash will grow well in all areas of Texas. Squash plants take up a lot of space, but because they are prolific producers it takes only a few plants to feed a family and all their neighbors.
Squash is one of the plants grown in the traditional Native American vegetable growing technique called the Three Sisters. The other two plants in the Three Sisters are beans and corn. Each plant had its role in this companion planting tradition. Corn served as a structure for the vining beans to grow up. Squash served as a ground cover to prevent weeds from growing. Beans provided natural fertilizer for all.
**Site selection**
Like most vining vegetables, squash grows best in sandy, fertile soils with a pH between 6.0 and 6.5.
**Soil preparation**
Remove all rocks and trash from the soil. Work it up several weeks before planting, but only when the soil is dry enough not to stick to garden tools.
Squash grows best in soils that have
lots of organic matter. If possible, spread 2 to 3 inches of organic material such as compost, leaves, or rotted hay over the planting area. Then till to mix this organic material into the top 8 to 10 inches of soil.
**Planting**
Squash does not grow well in cool weather. Plant in the spring after all danger of frost has passed. For a good fall crop, plant early so squash will mature before the first killing frost.
Plant squash in hills 18 to 48 inches apart on rows 3 to 8 feet apart. The vining types, such as Hubbard or acorn, need more room than the bush types (Fig. 1.)
When seeding squash, plant five or six seeds about 1 inch deep in each hill (Fig. 2.) Water after planting the seed. After the seeds come up, thin them to three squash plants per hill (Fig. 3.)
**Figure 1.** Plant squash on rows 3 to 8 feet apart.
**Figure 2.** Plant five or six seeds in each hill.
**Figure 3.** When plants are 3 to 4 inches tall, thin to three plants per hill.
**Fertilizing**
Add 2 to 3 pounds of fertilizer, such as 10-10-10, for each 100 square feet of garden area. If you plan to grow only a few plants, use 2 to 3 tablespoons of fertilizer for each hill. Scatter the fertilizer evenly over a 2-foot by 2-foot area. Work it into the top 3 to 4 inches of soil.
**Watering**
Water the plants enough to keep them from wilting. If the weather is really dry, squash plants should be watered at least once a week. Sandy soils need to be watered more often than heavy clay soils.
**Care during the season**
Keep squash plants free of weeds. Hoe around the plants to remove small weeds. When hoeing, be careful not to damage the roots (Fig. 4.) Hand pull the weeds close to the plants.
When the first blooms appear, place about 2 tablespoons of garden fertilizer around each hill. Do not let the fertilizer touch the plants. Water the plants after fertilizing.
**Figure 4.** Hoe carefully near squash plants so you will not hurt the roots. Hoe no deeper than 1 inch.
Diseases
Squash can get many diseases, especially when harvesting begins. Spray with an approved fungicide to help control most diseases. Ask your county Extension agent what fungicide to use, and follow all directions on the container.
Insects
| Name and description | Description | Control |
|----------------------|-------------|---------|
| Squash vine borer | White larva about 1 inch long; usually found inside the stem near the ground; causes vines to wilt and die. | *Bt* for prevention, as larvae cannot be controlled once they are inside the stem |
| Squash bug | Large (½ to ¾ inch long); gray to brown; flat back. | Sevin® Thiodan® |
| Cucumber beetle | Cream colored larva ¾ inch long; adult ¼-inch-long beetle with yellow body and black spots or stripes. | pyrethrin rotenone |
Harvesting
Harvest yellow and green (summer) squash when the fruit and seeds are small. Always harvest mature squash so the plants will keep producing. Harvest winter (hard rind) squash when they are full sized, the skin is hard, and the bottom of the fruit is cream to orange colored. A light frost will not damage fruits of winter squash. Squash is best when cut, not pulled, from the vine.
Serving
Fresh squash adds color and variety to meals. Green and yellow squash are fair sources of Vitamins A and C. Winter squash is a good source of Vitamin A and has fair amounts of Vitamin C. Squash can be served in many ways from fried dishes to casseroles. Winter squash is often baked. Cook all types of squash only until tender to keep the vitamin content.
Storing
Green and yellow squash can be stored in the refrigerator for about a week. Winter squash can be stored for several months.
Cleanup
Old squash vines should be added to the compost pile or worked into the soil well before the spring planting season.
Acknowledgments
The original version of this publication was authored by Sam Cotner. | f812be75-e3f6-4d23-8936-681932971553 | CC-MAIN-2022-40 | http://counties.agrilife.org/henderson/files/2021/04/Easy-Gardening-Squash.pdf | 2022-10-03T07:27:11+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337404.30/warc/CC-MAIN-20221003070342-20221003100342-00725.warc.gz | 13,862,933 | 1,130 | eng_Latn | eng_Latn | 0.998931 | eng_Latn | 0.998941 | [
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A study at Fayetteville State University found 87 percent of public restrooms surveyed in the city were configured in such a way that washed hands could be re-contaminated in seconds by touching faucets and door handles.
Public Health Reasons
Bathroom surfaces can be potential sources of pathogenic microorganisms because fecal material contains large numbers of microorganisms that can be introduced to toilet surfaces upon excretion. One study showed that as many as $10^{14}$ enteric pathogens (pathogens present in the human gastrointestinal tract) can be excreted in a single bowel movement of 100 grams, and an individual person can produce 100 to 200 grams of feces per day.
If a sick person makes multiple trips to the toilet, it can result in a buildup of pathogens in the toilet both on the exterior surfaces and in the bowl water. While the initial flush of the toilet eliminates most pathogens in the water, enough microorganisms can remain to cause illness, because large numbers of the pathogens adhere to the porcelain surfaces inside the toilet. Some bacteria can even form a protective layer called a biofilm under the waterline that is hard to remove during normal cleaning.
In addition, flushing the toilet results in the production of water droplets that contain pathogens. These are released into the air and can settle onto restroom surfaces. The surfaces closest to the toilet bowl such as the toilet seat, cistern, and nearby shelving are the most effected. In studies where an experimental toilet was contaminated with bacteria and viruses, one to three *Clostridium difficile* colonies, about one *Salmonella Enteritidis* cell, and between 70 and 170 bacteriophage particles were found on the toilet seat after it was flushed. Closing the toilet seat can reduce the number of microorganisms released into the air. However, cleaning and disinfecting of restroom surfaces using chemical and physical processes are essential to preventing the spread of pathogens.
When cleaning and decontaminating bathroom surfaces, it is important to understand the difference between disinfectants and sanitizers. Both sanitizers and disinfectants are products regulated by the U.S. Environmental Protection Agency (EPA). However, there are differences between products. Disinfectants are generally used on hard surfaces and objects in order to destroy or irreversibly inactivate infectious fungi, bacteria, and viruses listed on the product label. Sanitizers are used to reduce, but not necessarily eliminate, bacteria and fungi from a surface. Sanitizers seek to achieve a level considered safe as determined by public health codes or regulations. Generally, sanitizers are used on food-contact surfaces and disinfectants on all other hard surfaces. Disinfectants also require a longer contact time than sanitizers. Disinfectants must be able to destroy...
all microorganisms listed on their label in 10 minutes while non-food contact sanitizers must reduce the numbers of bacteria by at least 99.9% in 30 seconds.
Practices
There are three levels of cleaning and sanitizing/disinfecting surfaces. In increasing rigor, they are routine cleaning, vomit/fecal episode cleaning, and outbreak cleaning. This section covers routine cleaning. Additional measures are required when cleaning after a vomit or fecal episode and during an outbreak.
Clean and disinfect bathroom surfaces at least twice a day to reduce the spread of pathogens. If the surface becomes visibly soiled, it must be cleaned and disinfected more often. For example, potty chairs must be cleaned and disinfected after each use.
Cleaning
- Remove soil from all fixtures using a clean, reusable cloth or a disposable towel dipped in warm water, and a detergent.
- Rinse surfaces with warm to hot water to remove cleaning products and suspended debris.
- Wipe down all doorknobs, toilet seats, flush mechanisms, and faucet handles.
Wash the least contaminated surfaces first (counters and faucets). Then clean the more contaminated surfaces (toilet).
Disinfection
- Follow the instructions on the label of the disinfectant.
- Prepare the disinfecting solution daily or as needed during the day.
- Apply enough disinfecting solution to thoroughly cover the surfaces using a clean reusable cloth or a disposable towel.
- Let the solution stand for the contact time given on the label. Make sure there is enough disinfecting solution on the surface, so it does not dry up before the recommended contact time.
- Let surfaces air dry before the facilities are used.
Replace the disinfecting solution and cleaning cloths on a regular basis, such as when the water is visibly dirty. This will help reduce the contamination of other surfaces with dirty cleaning products.
Cleaning Bathroom Countertops
Most countertops are made of materials that are durable and easy to clean: ceramic tile, plastic laminate, and cultured marble.
- **Cultured marble**: Cultured marble resembles real marble, but cleaning and caring for it is easier. Avoid using abrasive cleaners and steel wool pads because they will scratch the surface, making it difficult to keep clean.
- **Plastic laminate**: Plastic laminate is made of thin layers of plastic superimposed on craft paper and overlaid on particle board or plywood. To clean plastic laminate, use a two-sided scrubbing pad with fiber on one side and a sponge on the other. Moistened slightly with water, the fiber side is just abrasive enough to loosen greasy smears and other soil. Turning the scrubber over, use the sponge side to wipe the surface clean.
Cleaning the Sink
Scrub the entire surface of the sink from the top to bottom, so mold and microorganisms are not spread to the rest of the sink.
- Start with the trim and work towards the edge of the sink.
- Scrub the faucet making sure to get at the edges where mold and mildew build up.
- Scrub the soap-holding areas working toward the basin and ending with the drain valve.
- Soak the entire surface of the sink with disinfectant using a sponge.
- Start at the edges by soaking the sponge in disinfecting solution, lightly wring it out, and then coat each surface of the sink thoroughly.
- Again, scrub working toward the basin of the sink.
- Be more liberal with the application of the disinfecting solution as you move toward the basin because this is where a majority of the soap scum and mineral deposits are located.
- Let the disinfecting solution sit for the contact time recommended on the label.
- Allow surfaces to air dry.
Cleaning the Toilet
- Before cleaning toilets, read the label on the cleaning product to determine its exact chemical makeup and how it should be used.
- Always wear rubber gloves when working with toilet cleaners. Be careful not to allow cleaners to remain in the toilet or to touch other bathroom surfaces.
- Clean and disinfect all surfaces of the toilet using disposable towels, including the outside of the tank, flush handle, surface of the seat, underside of seat, and outside of the bowl.
- Disinfect the toilet bowl by pouring a disinfecting solution into the bowl and letting it stand for 10 minutes. Then scrub the inner walls with a brush. Flush the toilet.
*Make sure to clean and disinfect any sponges and the toilet brush thoroughly before using them again.*
Recommended Disinfectants
See U.S. EPA list of registered products effective against noroviruses.
Follow product labels for use and dilution:
- Ethyl or isopropyl alcohol-based disinfectant (70-90%)
- Sodium hypochlorite-based disinfectant (5.25-6.15% household bleach diluted 1:10)
- Phenolic germicidal detergent solution
- Iodophor germicidal detergent solution
**NOTE:** See “Cleaning and Disinfecting High-Touch Surfaces” and “Cleaning Housekeeping Surfaces” fact sheets for information on cleaning door handles and floors.
References
1. American Academy of Pediatrics, American Public Health Association, & National Resource Center for Health and Safety in Child Care and Early Education. 2011. *Caring for our children: National health and safety performance standards; Guidelines for early care and education programs*. 3rd Edition. Elk Grove Village, IL: American Academy of Pediatrics; Washington, DC: American Public Health Association.
2. Barker, J. & Bloomfield, S. F. 2000. Survival of *Salmonella* in bathrooms and toilets in domestic homes following salmonellosis. *Journal of Applied Microbiology* 89:137–144.
3. Barker, J. & Jones, M. V. 2005. The potential spread of infection caused by aerosol contamination of surfaces after flushing a domestic toilet. *Journal of Applied Microbiology* 99:339–347.
4. Best, E. L., Sandoe, J. A. T., & Wilcox, M. H. 2012. Potential for aerosolization of *Clostridium difficile* after flushing toilets: The role of toilet lids in reducing environmental contamination risk. *Journal of Hospital Infection* 80:1-5.
5. Chan, M. C., Sung, J. J., Lam, R. K., Chan, P. K., Lee, N. L., Lai, R. W., & Leung, W. K. 2006. Fecal viral load and norovirus-associated gastroenteritis. *Emerging Infectious Diseases* 12:1278–1280.
6. Editors of Consumer Guide. How to clean your bathroom. http://tlc.howstuffworks.com/home/how-to-clean-bathroom.htm (accessed October 5, 2012).
7. Gerba, C. 2000. Assessment of enteric pathogen shedding by bathers during recreational activity and its impact on water quality. *Quantitative Microbiology* 2:55–64.
8. Gerba, C. P., Wallis, C., & Melnick, J. L. 1975. Microbial hazards of household toilets: droplet production and the fate of residual organisms. *Applied Microbiology* 30 (2): 229-237.
9. Nainan, O. V., Xia, G., Vaughan, G., & Margolis, H. S. 2006. Diagnosis of hepatitis A virus infection: a molecular approach. *Clinical Microbiology Reviews* 19: 63–79.
10. Rutala, W. A., Weber, D. J., & The Healthcare Infection Control Practices Advisory Committee. 2008. Guideline for disinfection and sterilization in healthcare facilities. Atlanta, GA: Centers for Disease Control and Prevention.
11. U.S. Environmental Protection Agency. 2009. EPA’s registered antimicrobial products effective against norovirus (norwalk-like virus). EPA Office of Pesticide Programs. http://www.epa.gov/opppod001/list_g_norovirus.pdf (accessed October 5, 2012).
12. U.S. Environmental Protection Agency. 2004. Antimicrobial Pesticide Products. http://www.epa.gov/pesticides/factsheets/antimic.htm (accessed October 5, 2012).
13. van Schothorst, M., & Beckers, H. J. 1978. Persistent excretion of Salmonella. *British Medical Journal* 2:1301.
14. Ward, R. L., Bernstein, D. I., Knowlton, D. R., Sherwood, J. R., Young, E. C., Cusack, T. M., Rubino, J. R., & Schiff, G. M. 1991. Prevention of surface-to-human transmission of rotaviruses by treatment with disinfectant spray. *Journal Clinical Microbiology* 29:1991–1996.
Authors and Acknowledgements
**AUTHORS:** Cortney Miller, MS, Angela Fraser, PhD, Roman Sturgis, MFA (editor) Department of Food, Nutrition, and Packaging Sciences, Clemson University, Clemson, SC 29634
**Published:** March 31, 2013 **Revised:** March 5, 2013
This material is based upon work supported by the Cooperative State Research, Education and Extension Service, U.S. Department of Agriculture, under Agreement No. 2008-51110-04335, the National Integrated Food Safety Initiative of the Cooperative State Research, Education, and Extension Competitive Grants Program. Any opinions, findings, conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture.
Available at FightBac.org
Public Health Reasons
High-touch surfaces are surfaces that are handled frequently throughout the day by numerous people. These surfaces include doorknobs, light switches, phones, sink faucets, and toys. High-touch surfaces can become contaminated by direct contact with bodily fluids or through indirect contact with other contaminated objects, such as inadequately cleaned rags and sponges or improperly washed hands. Pathogens can stay on surfaces if they are not properly disinfected. For example, hepatitis A virus and rotavirus can survive up to one month on hard, non-porous surfaces, while noroviruses can survive up to 42 days on the same types of surfaces. High-touch surfaces have been shown to play a role in the transmission of pathogens both directly by surface-to-mouth contact and indirectly by contamination of hands and subsequent hand-to-mouth contact.
A 2004 study by Barker et al. showed that contaminated fingers could transfer noroviruses to as many as seven clean sequentially touched surfaces. Thus, properly cleaning high-touch surfaces daily is important to limit the spread of pathogens. Cleaning prevents the build-up of soil, dust, or other foreign materials that can carry pathogens and support their growth. If cleaning is not properly performed, there is a risk of spreading pathogens instead of reducing them. Cleaning is removal of debris and involves two steps: (1) washing with a detergent and (2) rinsing with warm potable water.
Water and detergent alone may not be enough to kill all the microorganisms present, so the use of a disinfectant is also necessary. Barker et al. showed that when detergent-based cleaning did not sufficiently kill noroviruses, the wiping cloth used could transfer the virus to a secondary surface. Cleaning with a detergent alone failed to decontaminate the tested surfaces in all but one case, even with a second wiping step. However, when the surface was treated with a disinfecting solution containing 5000ppm available chlorine for 1 minute, noroviruses could only be recovered from one surface.
When decontaminating surfaces, it is important to understand that there are differences between disinfectants and sanitizers. Both sanitizers and disinfectants are products regulated by the U.S. Environmental Protection Agency (EPA). However, there are some differences in the products. Disinfectants are used on hard inanimate surfaces and objects to destroy or irreversibly inactivate infectious fungi, bacteria, and viruses that are listed on the label. On the other hand, sanitizers are used to reduce, but not necessarily eliminate, bacteria and fungi from an inanimate surface to levels considered safe as determined by public health codes and regulations. Generally, sanitizers are used on food-contact surfaces and disinfectants on all other hard surfaces. Fabric can only be sanitized. Also, disinfectants must be able to destroy all microorganisms listed on their label in 10 minutes, while sanitizers must reduce the numbers of bacteria by at least 99.9% in 30 seconds. For high touch surfaces, it is important to use a disinfectant rather than a sanitizer.
Practices
There are three levels of cleaning and sanitizing/disinfecting surfaces. In increasing rigor, they are routine cleaning, vomit/fecal episode cleaning, and outbreak cleaning. This section covers routine cleaning. Additional measures are required when cleaning after a vomit or fecal episode and during an outbreak.
Clean and disinfect high-touch surfaces every day, even if they are not visibly dirty. If they become visibly dirty, clean the surfaces immediately.
Cleaning
- Wash frequently touched surfaces with a clean, reusable cloth or a disposable towel dipped in detergent and warm water.
- Scrub vigorously to remove dirt and soil. Use a brush if necessary.
- Rinse surfaces with warm to hot water to remove cleaning products and debris.
- Disposable towels are preferred for cleaning. If using reusable cloths, launder in hot water between cleaning uses.
Disinfection
- Follow the instructions on the label of the disinfecting solution.
Do not mix disinfectants and cleaners unless the label indicates that it is safe to do so. The most common inappropriate mixture of cleaning agents is bleach with an acid or ammonia.
- Prepare a disinfecting solution daily or as needed.
- Using a clean reusable cloth or a disposable towel, apply enough disinfecting solution to cover the surfaces thoroughly.
- Let the solution stand for the contact time given on the label. Make sure there is enough disinfecting solution on the surface to stay wet for the recommended contact time.
Replace the disinfecting solution and cleaning cloths on a regular basis, such as when the water is visibly dirty, in order to reduce the contamination of other surfaces with dirty cleaning products.
Cleaning Electronic Items
- Use disinfecting wipes.
- Wipe the entire surface, paying special attention to keyboards and buttons.
- One may use more than one wipe to keep the surface wet for the given contact time.
Cleaning Toys
- Toys should be cleaned and sanitized daily.
- Any plastic or rubber toy that enters a child’s mouth must be sanitized with 200 ppm bleach (1:250 dilution) and air-dried, or washed at a high temperature (170°F or 76.67°C).
Be sure to check the manufacturer instructions to determine if the dishwasher will reach the correct temperature for the final rinse. If the dishwasher does not reach this temperature, then sanitize toys using a bleach solution.
- For toys that can be immersed, pour the sanitizing solution in a large basin or sink. Remove all visible debris from the surface of the toys, and allow the toys to soak for one to five minutes to achieve sanitization.
- For toys that cannot be immersed in sanitizing solution, clean all surfaces of the toy ensuring that clean cloths and solutions do not become contaminated (do not double dip). Allow surfaces to remain wet for 1 to 5 minutes to achieve sanitization.
- For soft toys, pre-wash to remove visible debris. Then wash with detergent/bleach. Discard if necessary.
- Machine-wash the soft toys in hot water (at least 140-160°F or 60-71.1°C) using bleach if fabrics are white.
- Dry toys in a dryer on the high heat setting.
Diaper-Changing Stations
- Surfaces should have a plastic covered pad without cracks.
- Use a disposable material to cover the changing table pads. Discard after each diaper change.
- Clean the surface after every diaper change by washing with detergent and water and rinsing with clean water.
- Apply disinfecting solutions, following recommended contact time.
- Let the station air dry before the next use.
Recommended Disinfectants
See U.S. EPA list of registered products effective against noroviruses.
Follow product labels for use and dilution:
- Ethyl or isopropyl alcohol (70-90%)
- Sodium hypochlorite (5.25-6.15% household bleach diluted 1:10)
- Phenolic germicidal detergent solution
- Iodophor germicidal detergent solution
References
1. Abad, F.X., Villena, C., Guix, S., Caballero, S., Pintó, R.M., & Bosch, A. 2001. Potential role of fomites in the vehicular transmission of human astroviruses. *Applied and Environmental Microbiology* 67(9): 3904-3907.
2. Ansari, S.A., Sattar, S.A., Springthorpe, V.S., Wells, G.A., & Tostowaryk, W. 1988. Rotavirus survival on human hands and transfer of infectious virus to animate and nonporous inanimate surfaces. *Journal of Clinical Microbiology* 26(8): 1513-1518.
3. Barker, J., Stevens, D., & Bloomfield, S.F. 2001. Spread & prevention of some common viral infections in community facilities and domestic homes. *Journal of Applied Microbiology* 91:7-21.
4. Barker, J., Vipond, I.B., & Bloomfield, S.F. 2004. Effects of cleaning and disinfection in reducing the spread of norovirus contamination via environmental surfaces. *Journal of Hospital Infection* 58:42-49.
5. Bures, S., Fishbain, J.T., Uyehara, C.F.T., Parker, J.M., & Berg, B.W. 2000. Computer keyboards and faucet handles as reservoirs of nosocomial pathogens in the intensive care unit. *American Journal of Infection Control* 28:465-470.
6. CDC. 2008. Norovirus outbreak in an elementary school—District of Columbia, February 2007. *MMWR* 56(51): 1340-1343.
7. Escudero, B. I., Rawsthorne, H., Gensel, C., & Jaykus, L. A. 2012. Persistence and transferability of noroviruses on and between common surfaces and foods. *Journal of Food Protection* 75(5):927-935.
8. Jiang, X., Dai, X., Goldblatt, S., Buescher, C., Cusack, T.M., Matson, D.O., & Pickering, L.K. 1998. Pathogen transmission in child care settings studied by using cauliflower virus DNA as a surrogate marker. *The Journal of Infectious Diseases* 177(4): 881-888.
9. Julian, T.R., Leckie, J.O., & Boehm, A.B. 2010. Virus transfer between fingerpads and fomites. *Journal of Applied Microbiology* 109:1868-1874.
10. Rusin, P., Maxwell, S., & Gerba, C. 2002. Comparative surface-to-hand and fingertip-to-mouth transfer of gram-positive bacteria, gram-negative bacteria, and phage. *Journal of Applied Microbiology* 93:585-592.
11. Rutala, W.A., Weber, D.J., & the Healthcare Infection Control Practices Advisory Committee. 2008. Guideline for disinfection and sterilization in healthcare facilities, Atlanta, GA: Centers for Disease Control and Prevention.
12. Sattar, S.A. 2004. Microbicides and environmental control of nosocomial viral infections. *Journal of Hospital Infection* 56:S64-S69.
13. U.S. Environmental Protection Agency. 2009. EPA’s registered antimicrobial products effective against norovirus (norwalk-like virus). EPA Office of Pesticide Programs. http://www.epa.gov/oppad001/list_g_norovirus.pdf (accessed October 10, 2012).
Authors and Acknowledgements
**AUTHORS:** Cortney Miller, MS, Angela Fraser, PhD, Roman Sturgis, MFA (editor) Department of Food, Nutrition, and Packaging Sciences, Clemson University, Clemson, SC 29634
**Published:** March 31, 2013 **Revised:** March 5, 2013
This material is based upon work supported by the Cooperative State Research, Education and Extension Service, U.S. Department of Agriculture, under Agreement No. 2008-51110-04335, the National Integrated Food Safety Initiative of the Cooperative State Research, Education, and Extension Competitive Grants Program. Any opinions, findings, conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture.
Available at FightBac.org
Public Health Reasons
Surfaces that typically come into contact with food are called food-contact surfaces. Examples include utensils, cutting boards, flatware, tables, and highchairs. Also included are surfaces onto which food may drip, drain, or splash, such as the inside of a microwave oven or refrigerator.
It is important to properly clean and sanitize food-contact surfaces because during use food-contact surfaces can become contaminated with harmful microorganisms that can be transferred to food. The purpose of cleaning is to remove soil and food debris. First, wash with a detergent. Detergents help reduce the surface tension of water, so they can surround and lift soil from a surface. Second, rinse with warm potable water. Rinsing removes the suspended soil and detergent. After this, a surface may look visibly clean, however, the surface may still be contaminated with pathogenic microorganisms. Food-contact surfaces must also be sanitized in order to reduce the number of microorganisms to a safe level. Food contact sanitizers reduce the bacterial count on a surface by 99.999% or 5 logs. For example, if there are 1 million bacteria on a surface before the sanitizer is applied, then there should only be 10 bacterial cells left after the sanitizer is dry. For food-contact surfaces, sanitizers are designed to function as a final rinse after cleaning. Sanitizers differ from disinfectants in that disinfectants eliminate all of the organisms listed on the product label, which may include viruses or fungi. Disinfectants are not generally used for food-contact surfaces because they can leave harmful residues. Both sanitizers and disinfectants are products regulated by the U.S. Environmental Protection Agency (EPA). The label should indicate if the product can be used on a food-contact surface. If the label does not indicate this, the information can be looked up online by finding the EPA registration number on the label and going to the EPA Pesticide Product Labeling System (PPLS) website: www.epa.gov/opp00001/pestlabels
In one research study conducted in child-care centers in Texas, the authors reported that 41% (68/167) of food preparation surfaces tested in 27 child-care centers were positive for bacterial contamination. Another study conducted in six child-care centers found *Escherichia coli* in 8 out of 575 swabs from food preparation sites and 1 out of 289 swabs from food serving sites. This indicates that food-contact surfaces can be a potential source of harmful microorganisms in the child-care setting. Therefore, proper procedures must be in place for cleaning and sanitizing. Food contact surfaces have been found to be contaminated in other institutions including schools, office buildings, military bases, food processing facilities, restaurants, hotels, and long-term care facilities.
Practices
There are three levels of cleaning and sanitizing/disinfecting surfaces. In increasing rigor, they are routine cleaning, vomit/fecal episode cleaning, and outbreak cleaning. This section covers routine cleaning. Additional measures are required when cleaning after a vomit or fecal episode and during an outbreak.
Cleaning
- Pre-flush items by running water over the surface and through the equipment, or pre-soak items in a sink of standing water to loosen soil.
- Wash equipment and utensils to remove remaining food material using appropriate cleaning agents and equipment. Cleaning agents will vary depending on the type of food soil, the hardness of water, and the surface characteristics of the object being cleaned.
- Cleaning agents are divided into four categories:
- **Detergents**: Use detergents to routinely wash tableware, surfaces, and equipment. Detergents can penetrate soil quickly and soften it. Examples include dishwashing detergent and automatic dishwasher detergents.
- **Solvent cleaner**: Use periodically on surfaces where grease is burned on. Solvent cleaners are often called degreasers.
- **Acid cleaners**: Use periodically on mineral deposits and other soils that detergents cannot remove. These cleaners are often used to remove scale in dishwashing machines and steam tables.
- **Abrasive cleaners**: Use these cleaners to remove heavy accumulations of soil that are difficult to remove with detergents. Some abrasive cleaners also disinfect.
- For manual cleaning, materials that retain water, such as sponges and wiping cloths, must not be used. Pads and brushes must be used instead.
- Pads and brushes used for cleaning must be cleaned and sanitized, as well, to further prevent contamination of equipment and utensils.
- Rinse to remove suspended soil and cleaning compounds.
Even though surfaces look visibly clean at this point, they may still be contaminated with microorganisms, so always sanitize the surface.
Sanitization
Hot water/heat sanitization
- Heat can be used to sanitize surfaces in one of three ways: as hot steam, water, or air.
- Hot water is the most common method.
- If hot water is used in the third compartment of a three-compartment sink, it must be at least 171°F (77°C).
- If a high-temperature dishwashing machine is used to sanitize cleaned dishes, the final sanitizing rinse must be at least 180°F (82°C).
- For stationary rack, single temperature machines, the rinse must be at least 165°F (74°C).
- Cleaned items must be exposed to these temperatures for at least 30 seconds.
- The utensil surface must reach 160°F (71.1°C) as measured by an irreversibly registering temperature indicator. When the indicator has been exposed to a temperature in excess of its rating, it provides a tamper proof display of temperature achievement.
Chemical sanitizing
- Follow the instructions on the sanitizer’s label and use proper dilutions.
- Different factors influence the effectiveness of chemical sanitizers. The three factors that must be considered are:
- **Concentration**: The presence of too little sanitizer will result in an inadequate reduction of harmful microorganisms, while too much can be toxic.
- **Temperature**: Generally, chemical sanitizers work best in water that is between 55°F (13°C) and 120°F (49°C).
- **Contact time**: In order for the sanitizer to kill harmful microorganisms, the cleaned item must be in contact with the sanitizer (either heat or approved chemical) for the recommended length of time.
- For example, the activity of chlorine is dramatically affected by such factors as pH, temperature, and organic load; however, chlorine is less affected by water hardness when compared to other sanitizers, such as quaternary ammonium.
Air-drying
- After applying the sanitizer, place utensils in a wire or plastic draining rack where they will not come into contact with any food or food residue and let them sit until dry.
- For equipment, after applying the sanitizer, let the equipment sit without use until dry.
- Do not use towels for drying, polishing, or any other purpose because they may re-contaminate equipment and utensils.
*Never rinse or perform any other cleaning process after the sanitizing process.*
Methods for Cleaning and Sanitizing
Machine-dishwashing
- Most tableware, utensils, and other equipment can be cleaned and sanitized in a dishwashing machine. Dishwashing machines sanitize by using either hot water or a chemical sanitizing solution.
- Check cleanliness of the machine at least once a day.
- Check temperatures and water pressure at least once a day.
- Make sure all detergent and sanitizer dispensers are properly filled.
- Scrape, rinse, or soak items before loading them into the machine.
- Load racks correctly and use racks designed for the items being washed.
- Check each rack as it comes out of the machine for soiled items.
- Air-dry all items.
- Keep your dishwashing machine in good repair.
High-temperature machines
- The temperature of the final sanitizing rinse must be at least 180°F (82°C). For stationary rack, single temperature machines, it must be at least 165°F (74°C).
- The machine must have a thermometer installed to measure the temperature of water at the manifold where it sprays into the tank.
Chemical-sanitizing machines
- Chemical sanitizing machines often wash at much lower temperatures, but never lower than 120°F (49°C).
- Rinse water temperature in these machines should be between 75°F and 120°F (24°C and 49°C) for the sanitizer to be effective.
Three-compartment sinks
- Rinse, scrape, or soak all items before washing them in a three-compartment sink.
- Wash items in the first sink in a detergent solution that is at least 110°F (43°C).
- Immerse or spray rinse items in the second sink using water that is at least 110°F (43°C).
- Immerse items in the third sink in hot water at or above 171°F (77°C) or in a properly prepared chemical sanitizing solution, made with warm water between 75°F and 125°F (24°C and 49°C).
- Air-dry all cleaned and sanitized items before storing them.
Cleaning equipment in-place
- Turn off and unplug equipment before cleaning.
- Remove food and soil from under and around the equipment.
- Remove any detachable parts. Manually wash, rinse, and sanitize them, or run them through a dishwashing machine.
- Wash and rinse all other food-contact surfaces that you cannot remove; then wipe or spray them with a properly prepared chemical sanitizing solution.
- Keep washcloths used for food-contact and non-food-contact surfaces in separate properly marked containers of sanitizing solution.
- Air-dry all parts and then reassemble.
Proper storage and handling
- Store utensils in a clean, dry location at least six inches off the floor, where they will not be exposed to food-splash, dust, or other contamination. It is best to keep items covered.
- Do not touch food-contact surfaces while storing the items.
Cleaning tables, countertops, and highchairs
- Tabletops, countertops, and highchair trays are considered food contact surfaces and must be sanitized.
- Remove visible debris from the tabletop or highchair tray by washing with a disposable towel dipped in warm water and a detergent.
- Rinse the surface with warm water to remove detergent and suspended debris.
- Spray the surface with a sanitizer or use a disposable towel to apply enough sanitizing solution to cover the surface thoroughly.
- Allow the recommended contact time.
- Let the surface air dry before use.
- Be sure to change to a clean, dry cloth or get new disposable towels between each step.
While guidelines state that a reusable towel can be used, it is recommended to use a disposable towel to avoid contamination. Whether using a reusable or disposable towel, never use the same towel to wipe the table and seat.
• Seats, benches, and chairs at the table and the seat portion of the highchair are considered high-touch surfaces and must be disinfected (See “Cleaning and Disinfecting High-touch Surfaces”).
o Remove visible debris from the benches or chairs by washing with a disposable towel dipped in warm water and a detergent.
o Spray the surface with a disinfectant or use a disposable towel to apply enough disinfecting solution to cover the surface thoroughly.
o Allow the recommended contact time.
o Let the surface air dry before use.
o Be sure to change to a clean, dry cloth, or use a new disposable towel between each step.
**Sanitizer Testing**
• It is necessary to have a testing kit to measure chemical sanitizer concentrations.
• To accurately test the strength of a sanitizing solution, first determine whether chlorine or iodine is being used.
• Test kits are not interchangeable, so check with the chemical supplier to be certain that the correct kit is being used.
• The appropriate test kit must then be used throughout the day to measure chemical sanitizer concentrations.
**Recommended Disinfectants**
See U.S. EPA list of registered products effective against noroviruses.
• Chlorine (5.25-6.15% household bleach diluted to provide 50-100 ppm available chlorine)
Do not exceed 200 ppm available chlorine for food-contact surfaces.
• Iodophor germicidal detergent solution (12.5 to 25 ppm)
References
1. Boxman, I., et al. 2009. Norovirus on swabs taken from hands illustrate route of transmission: A case study. *Journal of Food Protection* 72 (8):1753–1755.
2. Boxman, I. L. A., et al. 2011. A year round prevalence study for the environmental presence of norovirus in catering companies without a recently reported outbreak of gastroenteritis. *Applied and Environmental Microbiology* 77 (9): 2968-2974.
3. Chen, Y., et al. 2001. Quantification and variability analysis of bacterial cross-contamination rates in common food service tasks. *Journal of Food Protection* 64 (1): 72-80.
4. Cosby, C. M., et al. 2008. Microbiological analysis of food-contact surfaces in child care centers. *Applied and Environmental Microbiology* 74 (22): 6918-6922.
5. Hirakata, Y., et al. 2005. Multipreventic spread of gastroenteritis outbreaks attributable to a single genogroup II norovirus strain from a tourist restaurant in Nagasaki, Japan. *Journal of Clinical Microbiology* 43 (3): 1093-1098.
6. Kimura, H., et al. 2011. A norovirus outbreak associated with environmental contamination at a hotel. *Epidemiological Infections* 139: 317-325.
7. Malek, M., et al. 2009. Outbreak of norovirus infection among river rafters associated with packaged delicatessen meat, Grand Canyon, 2005. *Clinical Infectious Diseases* 48: 31-37.
8. North Carolina Cooperative Extension. 2009. Harvey’s *E. coli* O157:H7 outbreak report released. http://foodsafetyinfofshets.files.wordpress.com.
9. Ohwaki, K., et al. 2009. A foodborne norovirus outbreak at a hospital and an attached long-term care facility. *Japan Journal of Infectious Disease* 62: 450-454.
10. Parker, A. 2007. Effective cleaning and sanitizing procedures. *JIFSAN Good Agricultural Practices Manual*. College Park, MD: Joint Institute of Food Safety and Applied Nutrition.
11. Schmidt, R. H. 2009. Basic elements of equipment cleaning and sanitizing in food processing and handling operations. http://edis.ifas.ufl.edu/fs077 (accessed October 5, 2012).
12. Setiabuhdi, M., et al. 1997. Integrating hazard analysis and critical control point (HACCP) and sanitation for verifiable food safety. *Journal of the Am. Dietetic Association* 97: 889-891.
13. Sneed, J., et al. 2004. Microbiological evaluation of foodservice contact surfaces in Iowa assisted-living facilities. *Journal of the American Dietetic Association* 104 (11): 1722-1724.
14. Staskel, D. M., et al. 2007. Microbial evaluation of foodservice surfaces in Texas child-care centers. *Journal of the American Dietetic Association* 107: 854-859.
15. U.S. Environmental Protection Agency. 2009. EPA’s registered antimicrobial products effective against norovirus.
16. U.S. Environmental Protection Agency. 2012. Pesticide product label system. http://iaspub.epa.gov/apex/pesticides/r?r=102:1:6477914021094066 (accessed October 5, 2012).
17. Wadl, M., et al. 2010. Food-borne norovirus outbreak at a military base, Germany, 2009. *BMC Infect. Diseases* 10: 30-39.
18. Yoon, Y., Kim, S. R., Kang, D. H., Shim, W. B., Seo, E., & Chung, D. H. 2008. Microbial assessment in school foodservices and recommendations for food safety improvement. *Journal of Food Science* 73 (6): M304-M313.
19. Yu, J. H., et al. 2010. Epidemiology of foodborne norovirus outbreak in Incheon, Korea. *Journal of Korean Medical Science* 25:1128-1133.
20. Santana, N. G., Almeida, R. C. C., Ferreira, J. S., & Almeida, P. F. 2009. Microbiological quality and safety of meals served to children and adoption of good manufacturing practices in public school catering in Brazil. *Food Control* 20: 255-260.
Authors and Acknowledgements
**AUTHORS:** Cortney Miller, MS, Angela Fraser, PhD, Roman Sturgis, MFA (editor), Department of Food, Nutrition, and Packaging Sciences, Clemson University, Clemson, SC 29634
**Published:** March 31, 2013
**Revised:** March 5, 2013
This material is based upon work supported by the Cooperative State Research, Education and Extension Service, U.S. Department of Agriculture, under Agreement No. 2008-51110-04335, the National Integrated Food Safety Initiative of the Cooperative State Research, Education, and Extension Competitive Grants Program. Any opinions, findings, conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture.
Public Health Reasons
Housekeeping surfaces, including floors, walls, counters, and furniture, are considered low-touch surfaces that require low-level disinfection. After the floors are cleaned, there is a gradual increase in microbial numbers throughout the day until a point is reached where the number of microorganisms present on the floor remains fairly constant. Cleaning these surfaces every day using water and a detergent or a low-level disinfectant designed for general housekeeping procedures can decrease the level of contamination.
Removing the soil from housekeeping surfaces is almost as important as the germicidal activity of the disinfectant used because dust and dirt can harbor microorganisms and support their growth. A one-step cleaner and disinfectant can be useful; the “cleaner” part of the product penetrates soil loads and allows the “disinfectant” part of the product to reach and then kill the microorganisms (See “Choosing a Sanitizer/Disinfectant” fact sheet).
When cleaning housekeeping surfaces, it is important to understand the differences between sanitizers and disinfectants. Both sanitizers and disinfectants are products regulated by the U.S. Environmental Protection Agency (EPA). Disinfectants are used on hard, inanimate surfaces and objects to destroy or irreversibly inactivate infectious viruses, fungi, and bacteria but not necessarily their spores. On the other hand, sanitizers are used to reduce, but not necessarily eliminate, microorganisms from the inanimate environment to levels considered safe as determined by public health codes or regulations. Sanitizers must eliminate at least 99.9% of bacteria. Generally, sanitizers are used on food-contact surfaces and disinfectants on all other surfaces. Disinfectants also require a longer contact time than sanitizers and must be able to destroy all microorganisms listed on their label in ten minutes.
Practices
There are three levels of cleaning and sanitizing/disinfecting surfaces. In increasing rigor, they are routine cleaning, vomit/fecal episode cleaning, and outbreak cleaning. This section covers routine cleaning. Additional measures are required when cleaning up after a vomit or fecal episode and during an outbreak.
Floors
- Dust surfaces prior to cleaning to remove dirt and dust that may affect the disinfecting capability of the detergent and/or disinfectant.
- There are multiple tools that can be used to remove dust:
- a wet/dry vacuum or a vacuum with a filtration system
- a disposable mop head treated with a chemical dust remover
- a freshly laundered dry dust mop
Sweeping floors with a dry broom is not recommended because microorganisms attached to dust particles could become airborne and spread throughout the facility.
- Dust-removal tools should be properly cleaned and maintained in order to eliminate cross-contamination.
- wet/dry vacuums should be cleaned inside and out with a disinfectant daily
- disposable dust mops should be discarded after each use
- reusable dust mops should be machine laundered daily
- Prepare a disinfecting solution as needed since disinfecting properties may decline over time.
- use detergent and warm water, a low-level disinfectant, or a one-step detergent/disinfectant
- follow the manufacturer’s instructions for use and dilution when preparing the solution
- the soiled disinfecting solution should be changed regularly, usually every two to three rooms
- Wet mopping or scrubbing is more effective after dust removal.
- use sterile wet mops or freshly cleaned reusable wet mops
- thoroughly mop the floor moving from room to room while changing mop-heads and disinfecting solution every two to three rooms
Dirty mops immersed in a bucket of disinfectant can become a vehicle for the growth of microorganisms, so mops and cleaning solution should be changed regularly.
Cleaning Housekeeping Surfaces
- Follow the manufacturer instructions on safety precautions and contact time for disinfectants.
Other Housekeeping Surfaces
- Wash walls, shelves, and other non-critical items daily with a clean, reusable cloth or disposable towels dipped in detergent and warm water.
- Rinse surfaces with warm to hot water to remove cleaning products and debris.
- Disinfect surfaces with a low- or intermediate-level disinfectant on a weekly basis.
- Apply enough disinfecting solution to cover the surfaces thoroughly using a clean reusable cloth or a disposable towel.
- Let the solution stand for the contact time given on the label. Make sure there is enough disinfecting solution on the surface that it does not dry up before the recommended contact time.
- Let the surfaces air dry.
Recommended Disinfectants
See U.S. EPA list of registered products effective against noroviruses.
Follow product labels for use and dilution:
- Ethyl or isopropyl alcohol (70-90%)
- Sodium hypochlorite (5.25-6.15% household bleach diluted 1:10)
- Phenolic germicidal detergent solution
- Iodophor germicidal detergent solution
References
1. Ayliffe, G. A. J., Collins, B. J., & Lowbury, E. J. L. 1967. Ward floors and other surfaces as reservoirs of hospital infection. *Journal of Hygiene, Cambridge* 65 (4): 515-537.
2. Rutala, W. A., Weber, D. J., & The Healthcare Infection Control Practices Advisory Committee. 2008. Guideline for disinfection and sterilization in healthcare facilities. Atlanta, GA: Centers for Disease Control and Prevention.
3. Saunders, J. & Mathiesen, L. 2000. Floor disinfection: Creating a healthier environment. Cleaning and Disinfecting. *Infection Control Today*. http://www.infectioncontroltoday.com/articles/2000/06/floor-disinfection-creating-a-healthier-environment.aspx (accessed October 9, 2012)
4. U.S. Environmental Protection Agency. 2009. EPA’s registered antimicrobial products effective against norovirus (norwalk-like virus). EPA Office of Pesticide Program. http://www.epa.gov/oppsad001/list_g_norovirus.pdf (accessed October 10, 2012).
Authors and Acknowledgements
**AUTHORS:** Cortney Miller, MS, Angela Fraser, PhD, Roman Sturgis, MFA (editor), Department of Food, Nutrition, and Packaging Sciences, Clemson University, Clemson, SC 29634
**Published:** March 31, 2013
**Revised:** March 5, 2013
This material is based upon work supported by the Cooperative State Research, Education and Extension Service, U.S. Department of Agriculture, under Agreement No. 2008-51110-04335, the National Integrated Food Safety Initiative of the Cooperative State Research, Education, and Extension Competitive Grants Program. Any opinions, findings, conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture.
Disinfectants and Sanitizers
A 2007 norovirus outbreak at an elementary school was linked to computer keyboards that had not been cleaned.
Public Health Reasons
Environmental surfaces can be a source of pathogens that cause gastrointestinal illnesses. Some pathogens have been shown to survive for long periods of time on surfaces. For example, hepatitis A virus and rotavirus can survive for up to one month on hard, non-porous surfaces, while noroviruses can survive up to 42 days on the same types of surfaces. Surfaces in a child-care center can become contaminated by direct contact with bodily fluids, such as vomit or fecal matter, or through indirect contact with other contaminated objects, such as improperly cleaned wiping cloths, food, or hands. Therefore, cleaning and decontamination of environmental surfaces is essential to preventing gastrointestinal illnesses.
In order to prevent illness, detergent-based cleaning alone is not sufficient to remove pathogens. Research conducted by Barker et al. showed that cleaning with a detergent alone failed to decontaminate tested surfaces in all but one case. When surfaces were treated with a solution containing 5000 ppm chlorine for 1 minute, noroviruses were only recovered from one surface. Therefore, a sanitizer or disinfectant must be used after cleaning.
In order to choose the proper product, it is important to understand the differences and proper uses of disinfectants and sanitizers. Both disinfectants and sanitizers are designed to kill microorganisms, but have different applications. First, sanitizers are used on food-contact surfaces and soft surfaces, such as textiles, fabrics, and carpeting, and disinfectants are used on all hard surfaces that are not considered food-contact surfaces. Another difference is that disinfectants are used to destroy or irreversibly inactivate the microorganisms listed on their label, which may include bacteria, fungi, and viruses, but not necessarily spores. Sanitizers are used to reduce, but not necessarily eliminate, bacteria from the inanimate environment to levels considered safe as determined by public health codes or regulations. Disinfectants also tend to be used at much higher concentrations and usually have a longer contact time. Sanitizers tend to be used at lower concentrations for a shorter period of time. No perfumes are allowed in food-contact sanitizers, whereas perfumes are often used in disinfectants.
In addition, sanitizers for food-contact surfaces must reduce the bacterial count by 5 logs or 99.999%. Sanitizers used on soft surfaces must reduce bacterial counts by 3 logs or 99.9%. The EPA tests the efficacy of some sanitizers by targeting *Salmonella Typhi* on cleaned food-contact surfaces. Examples of sanitizers include halide compounds such as iodophors and chlorine-based chemicals. *Escherichia coli* and *Staphylococcus aureus* are used as target organisms when testing the
efficacy of quaternary ammonium compounds. It is important to note that sanitizers are *not* effective against viruses and fungi. The most commonly used sanitizers in food production environments are chlorine, quaternary ammonium, and iodine. The Food and Drug Administration (FDA) and the U.S. Department of Agriculture (USDA) clearly state approved concentrations of sanitizers in their respective regulations. Too high or too low of a concentration is a violation of these regulations.
Both sanitizers and disinfectants are regulated by the U.S. Environmental Protection Agency (EPA). The EPA maintains a list of registered sanitizers and disinfectants on their website. The Pesticide Product Labeling System (PPLS) is at: www.epa.gov/opp00001/pestlabels/
**Practices**
If a product is registered with the EPA and described as a sanitizer or disinfectant, it can be used in a child-care setting as stated on the label. Check the label to determine the contact time, whether it needs to be rinsed off, and any other precautions to take when handling.
**Factors Affecting the Efficacy of Sanitizers and Disinfectants**
**Number and location of microorganisms**
- The amount of time needed to kill microorganisms increases with the number of microorganisms present.
- Food-contact equipment with multiple pieces must be disassembled to ensure that all parts are thoroughly cleaned and sanitized.
- Surfaces with crevices are more difficult to sanitize and disinfect than flat surfaces because penetration to all areas may not occur.
- Fabrics can only be sanitized, not disinfected.
**Innate resistance of microorganisms**
- Unlike Gram-positive bacteria, Gram-negative bacteria have an outer membrane that acts as a barrier to the uptake of sanitizers and disinfectants making it more difficult to kill these organisms. Gram-negative bacteria include *E. coli*, *Campylobacter jejuni*, and *Salmonella* spp.
- Non-enveloped viruses, which are hydrophilic and do not contain lipids, are less susceptible to germicides than enveloped viruses, which are hydrophobic and contain lipids in their envelope. Non-enveloped viruses include noroviruses, hepatitis A virus, and rotavirus. Enveloped viruses include influenza, smallpox, and human immunodeficiency virus (HIV).
- Spores are resistant to disinfection because the spore coat and cortex act as a barrier. Spore-forming bacteria include Clostridia and Bacillus species.
Concentration and potency of sanitizers and disinfectants
- The more concentrated the chemical used, the greater its efficacy and the shorter time that is necessary to kill the microorganism, with the exception of iodophors. Because disinfectants are used at a higher concentration than sanitizers, they can achieve complete destruction of microorganisms whereas sanitizers only achieve a 3-5 log reduction.
Physical and chemical factors
- **Temperature**: The activity of most disinfectants and sanitizers increases as the temperature increases, but there are some exceptions. Too great of an increase in temperature can cause the disinfectant or sanitizer to degrade.
- **pH**: An increase in pH improves the antimicrobial activity of some sanitizers and disinfectants (glutaraldehyde and quaternary ammonium compounds), but decreases the activity of others (phenols, hypochlorites, and iodine).
- **Water hardness**: This reduces the kill rate in certain sanitizers and disinfectants.
Organic and inorganic matter
- Organic matter, such as fecal matter, vomit, or food residue, can interfere with the antimicrobial activity of sanitizers and disinfectants by interacting with the chemicals in the germicide and reducing the level of activity or by protecting the microorganisms from attack by acting as a physical barrier.
Duration of exposure
- Sanitizers and disinfectants have a minimum contact time that surfaces must be exposed to the product.
- In general, longer contact times are more effective than shorter contact times.
*By law, all applicable label instructions on EPA-registered products must be followed.*
Biofilms
- Biofilms are microbial communities that are tightly attached to surfaces and surrounded by an extracellular matrix that protects them from the effects of sanitizers and disinfectants.
- Bacteria within biofilms are up to 1,000 times more resistant than are the same bacteria in suspension.
- No products are EPA-registered or FDA-cleared to degrade biofilms.
Surface Compatibility
- Determine whether the sanitizer or disinfectant is compatible with the surfaces on which it will be used. Mainly, determine that there will be no change in the function or appearance of the surfaces from the use of the product.
- Do not use products that are corrosive such as iodine, especially on metals.
- Plastic can be damaged by frequent or extended exposure to alcohol.
Attributes of Common Sanitizers Allowed in Foodservice Settings
Chlorine (sodium hypochlorite) compounds
- For food-contact sanitizing, the chlorine concentration must not exceed 200 ppm.
- At sanitizer levels, chlorine is effective against all vegetative bacteria.
- They are less effective in the presence of organic matter, such as food soil.
- They are unaffected by water hardness.
- They are effective between a pH range of 6-8. Most water is near neutral pH (7).
- Use at temperatures between 55°F to 120°F (13°C to 49°C).
- The strength decreases over time. (For open buckets, make fresh solutions frequently throughout the day. Sanitizers stored in opaque spray bottles can be prepared once per week if allowed by the appropriate regulatory authority.)
- They may corrode metal surfaces and bleach and damage fabrics.
Iodine
- Iodophors are a combination of iodine and a stabilizing agent or carrier.
- Dilutions of iodophors present more rapid bactericidal action than a full-strength solution.
- For food-contact sanitizing, iodine solutions must have a concentration between 12.5 and 25 ppm.
- At sanitizer levels, iodine solutions are rapidly effective against most vegetative bacteria.
- Gram-negative bacteria may be able to survive or grow in the solution.
- The optimum pH is 5.0 or less.
- It is not suitable in the presence of organic matter.
- Solutions must have a minimum temperature of 68°F (20°C). It decomposes when heated above 104°F (40°C).
It may stain skin and cause irritation.
Prepare solutions daily.
It does not leave toxic residues.
Do not use on aluminum or copper.
**Quaternary ammonium compounds**
- Food-contact sanitizing solutions of quaternary ammonium compounds must not have a concentration exceeding 200 ppm.
- They are effective against Gram-positive bacteria and lipid-containing, enveloped viruses.
- They have no activity against spores.
- Solutions must have a minimum temperature of 75°F (24°C).
- Gram-negative bacteria may be able to survive or grow in the solution.
- They are inactivated by proteins, soap, and anionic detergents.
- High water hardness can decrease their activity. Use with water that has a hardness of 500 mg/L or less.
**Attributes of Common Disinfectants**
**Chlorine (sodium hypochlorite) compounds**
- They are effective against a wide variety of microorganisms (vegetative bacteria and viruses, including norovirus).
- They are less effective in the presence of organic matter (such as blood). The concentration must be increased to retain action.
- They are unaffected by water hardness.
- They are effective between a pH range of 6-8. Most water is at neutral pH (7).
- The strength decreases over time. (For open buckets, make fresh solutions frequently throughout the day. Disinfectants stored in opaque spray bottles can be prepared once per week if allowed by the appropriate regulatory authority.)
- High concentrations corrode metal surfaces and bleach and damage fabrics.
- They do not leave toxic residues.
Alcohols (ethyl alcohol or isopropyl alcohol)
- They are effective against fungi, vegetative bacteria, *Mycobacterium* species, and some viruses, including noroviruses.
- They are not effective against spores.
- They are most effective at 60%-90% in water. Activity drops sharply when diluted below a 50% concentration.
- They may swell rubber or harden plastics.
- Do not use near flames due to flammability.
Iodine
- Iodophors are a combination of iodine and a stabilizing agent or carrier.
- It is rapidly effective against most microorganisms (vegetative bacteria, mycobacteria, and viruses).
- Gram-negative bacteria may be able to survive or grow in the solution.
- Dilutions of iodophors demonstrate more rapid bactericidal action than does a full-strength solution.
- The optimum pH is neutral to acidic.
- It is not suitable in the presence of organic matter.
- It may stain skin and cause irritation.
- Prepare solutions daily.
- It decomposes when heated above 104°F (40°C).
- Do not use on aluminum or copper.
Glutaraldehyde
- It is active against vegetative bacteria, spores, fungi, and many viruses.
- It may cause dermatitis. Wear protective gloves when handling materials that have been immersed in glutaraldehyde.
- The shelf-life is 14 days. Discard if turbid.
- It is commercially available as 2% w/v aqueous solution which must be made alkaline (pH 7.5-8.5) to "activate" (e.g. by addition of 0.3% sodium bicarbonate). It is also available in stable glycocomplexed form, which does not require addition of an alkaline buffer.
Hydrogen peroxide
- It is active against a range of microorganisms (vegetative bacteria, yeasts, viruses including norovirus, spores and fungi).
- Fungi, spores and enteric viruses require higher concentration.
- It does not have toxic end-products of decomposition.
- Do not use on aluminum, copper, zinc, or brass.
Phenolics
- They are active against bacteria and lipid-containing, enveloped viruses.
- They are not active against spores and non-lipid-containing, non-enveloped viruses.
- Gram-negative bacteria may be able to survive or grow in the solution.
- They are active in the presence of organic matter.
- They are absorbed by porous materials and the residual disinfectant can irritate tissue.
Quaternary ammonium compounds
- They are effective against Gram-positive bacteria and lipid-containing, enveloped viruses.
- They do not have an effect against spores.
- Gram-negative bacteria may be able to survive or grow in the solution.
- They are inactivated by proteins, soap, and anionic detergents.
- High water hardness can decrease their activity.
### Activity of Different Types of Disinfectants
| Toxicity Against | Phenolics | Chlorine Compounds | Alcohols | Glutaraldehyde | Iodophors |
|------------------|-----------|--------------------|----------|----------------|-----------|
| Fungi | good | slight | none | good | good |
| Bacteria (Gram +/-) | good | good | good | good | good |
| Mycobacteria | fair | fair | good | good | good |
| Spores | none | fair | none | good (<20ºC) | slight |
| Lipid viruses | slight | slight | slight | slight | slight |
| Non-lipid viruses | variable | slight | variable | slight | slight |
### Recommended Concentration Levels For Disinfectants
| Disinfectant | Concentration or Level |
|---------------------------------------------------|-----------------------------------------|
| Glutaraldehyde, aqueous | 2% |
| Hydrogen peroxide, stabilized | 2% |
| Iodophors | 30-50 mg of free iodine per liter; 70-150 mg of available iodine per liter |
| Chlorine compounds | 500-5,000 mg of free chlorine per liter |
| Alcohol (ethyl; isopropyl) | 70% |
| Iodine and alcohol | 0.5% + 70% |
| Phenolic compounds, aqueous | 0.5-3% |
| Quaternary ammonium compounds, aqueous | 0.1-0.2% |
References
1. Ansari, S. A., Sattar, S. A., Springthorpe, V. S., Wells, G. A., & Tostowaryk, W. 1988. Rotavirus survival on human hands and transfer of infectious virus to animate and nonporous inanimate surfaces. *Journal of Clinical Microbiology* 26 (8): 1513-1518.
2. Barker, J., Stevens, D., & Bloomfield, S. F. 2001. Spread and prevention of some common viral infections in community facilities and domestic homes. *Journal of Applied Microbiology* 91: 7-21.
3. Barker, J., Vipond, I. B., & Bloomfield, S. F. 2004. Effects of cleaning and disinfection in reducing the spread of norovirus contamination via environmental surfaces. *Journal of Hospital Infection* 58: 42-49.
4. Dix, K. 2002. Choosing surface disinfectants. *Infection Control Today*. http://www.kemmfg.com/html/tech/dis/ChoosingDisinfectants.htm (accessed October 9, 2012).
5. Escudero, B. I., Rawsthorne, H., Gensel, C., & Jaykus, L. A. 2012. Persistence and transferability of noroviruses on and between common surfaces and foods. *Journal of Food Protection* 75(5):927-935.
6. Evans, M. R., Meldrum, R., Lane, W., Gardner, D., Ribeiro, C. D., Gallimore, C. I., & Westmoreland, D. 2002. An outbreak of viral gastroenteritis following environmental contamination at a concert hall. *Epidemiology and Infection* 129:355-360.
7. Heymann, D. L. ed. 2004. *Control of communicable diseases manual* (18th ed.). Washington, DC: American Public Health Association.
8. Rutala, W. A., Weber, D. J., & the Healthcare Infection Control Practices Advisory Committee 2008. Guideline for disinfection and sterilization in healthcare facilities. Atlanta, GA: Centers for Disease Control and Prevention, 1–158.
9. Sattar, S. A. 2007. Hierarchy of susceptibility of viruses to environmental surface disinfectants: a predictor of activity against new and emerging viral pathogens. *Journal of AOAC International* 90 (6): 1655-1658.
10. The University of Melbourne Department of Microbiology and Immunology. 2010. Chemical disinfectants. http://www.microbiol.unimelb.edu.au/staff/ehs/chemdisinfect.html (accessed October 9, 2012).
11. U.S. Environmental Protection Agency. 1979. Sanitizing rinses (for previously cleaned food-contact surfaces). Pesticides: Science and Policy. http://www.epa.gov/opppad001/dis_tss_docs/dis-04.htm (accessed October 9, 2012).
12. U.S. Environmental Protection Agency. 2012. Pesticide product label system. http://iaspub.epa.gov/apex/pesticides/?p=102:1:6477914021094066 (accessed October 9, 2012).
Authors and Acknowledgements
**AUTHORS:** Cortney Miller, MS, Angela Fraser, PhD, Roman Sturgis, MFA (editor) Department of Food, Nutrition, and Packaging Sciences, Clemson University, Clemson, SC 29634
**Published:** March 31, 2013 **Revised:** March 5, 2013
This material is based upon work supported by the Cooperative State Research, Education and Extension Service, U.S. Department of Agriculture, under Agreement No. 2008-51110-04335, the National Integrated Food Safety Initiative of the Cooperative State Research, Education, and Extension Competitive Grants Program. Any opinions, findings, conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture.
Available at FightBac.org
Public Health Reasons
Thorough cleaning of all surfaces is important to reduce the spread of microbial pathogens in childcare centers. Even though a surface appears to be clean, it can still be contaminated. Even cleaning materials, such as mops and soapy water can be a source of pathogens, particularly if they are dirty. Facilities and regulators must ensure that cleaning and disinfection or sanitization is done properly and that the proper method is used on the surfaces.
Microbial evaluations of surfaces are useful in monitoring the effectiveness of cleaning and disinfecting practices. While most child-care providers would not use these methods, they are very useful for regulators to perform in the event of repeated violations or after a documented outbreak. As well, visual inspections usually over-estimate the cleanliness of surfaces, so it is important to include some type of monitoring tool in cleaning procedures.
A microbial plate count is a monitoring method that quantifies the amount of microbes present on a surface. The surface is swabbed and then the swab is rubbed on a nutrient medium that encourages the growth of microorganisms. Following this process, the colonies are counted. An adenosine triphosphate (ATP) bioluminescence assay is another monitoring method that measures the amount of ATP (a source of energy for all living things) present on a surface. After the surface is swabbed, the ATP is released from the cells, and a reagent is added to the ATP. This causes a reaction that produces light, which is measured. A study conducted in Texas analyzed samples taken from food-contact surfaces in child-care centers using microbial plate counts to determine the effectiveness of cleaning and disinfecting procedures. Sixty-eight of the surfaces were positive for bacterial contamination, with 88% of those from the Enterobacteriaceae family, which includes a number of pathogenic bacteria. Most of the bacteria isolated were considered opportunistic pathogens that affect compromised immune systems. Two non-opportunistic pathogens were found that can infect healthy individuals (*Klebsiella pneumonia* and *Salmonella Paratyphi A*).
Practices
Microbial Plate Counts
Swabbing surfaces
- Use sterile cotton hygiene swabs pre-moistened in a buffer solution.
- Swab a 10cm X 10cm area on flat surfaces or the entire area on irregular surfaces, using a separate swab for each surface.
- Rotate the swab constantly.
- Swab each surface in multiple directions (up, down, left, right, and diagonally).
Inoculating plates
- Use a nutrient medium (tryptic soy agar or plate count agar).
- Label each plate on the bottom with the surface swabbed and the date.
- After sampling, use the same swab to streak the nutrient medium in a zigzag pattern.
- Place plate in an incubator at 37°C (98.5°F) for 24 hours to grow the microorganisms.
- Count the number of colonies on the plate.
- Judge whether a surface is “clean” or not by comparing the number of colonies to a set benchmark (usually <2.5 colony forming units/cm² for *Escherichia Coli*).
ATP Bioluminescence Assay
Preparation of luminometer
- Measure a “blank” using just the reagent and sample buffer to determine the amount of background relative light units (RLU) that needs to be subtracted from the sample RLU.
Swabbing surfaces
- Swab a 10cm X 10cm area on flat surfaces or the entire area on irregular surfaces, using a separate swab for each surface.
- Place the swab back in the swab tube.
- Mix luciferase reagent with the swab tip in order to release the ATP from the cells.
- Insert swab into luminometer and take a sample reading.
- Subtract the “blank” from the sample reading to calculate the ATP concentration found on the sampled surface.
- Compare the ATP concentration to a set benchmark (usually <500 RLU) to determine whether the surface is “clean” or not.
References
1. Ayliffe, G. A. J., Collins, B. J., & Lowbury, E. J. L. 1967. Ward floors and other surfaces as reservoirs of hospital infection. *Journal of Hygiene, Cambridge* 65 (4): 515-537.
2. Davidson, C. A., Griffith, C. J., Peters, A. C., & Fielding, L. M. 1999. Evaluation of two methods for monitoring surface cleanliness – ATP bioluminescence and traditional hygiene swabbing. *Luminescence* 14:33-38.
3. Griffith, C. J., Cooper, R. A., Gilmore, J., Davies, C., & Lewis, M. 2000. An evaluation of hospital cleaning regimes and standards. *Journal of Hospital Infection* 45:19-28.
4. Malik, R. E., Cooper, R. A., & Griffith, C. J. 2003. Use of audit tools to evaluate the efficacy of cleaning systems in hospitals. *American Journal of Infection Control* 31:181-187.
5. Staskel, D. M., Briley, M. E., Field, L. H., & Barth, S. S. 2007. Microbial evaluation of foodservice surfaces in Texas child-care centers. *Journal of the American Dietetic Association* 107:854-859.
Authors and Acknowledgements
**AUTHORS:** Cortney Miller, MS, Angela Fraser, PhD, Roman Sturgis, MFA (editor) Department of Food, Nutrition, and Packaging Sciences, Clemson University, Clemson, SC 29634
**Published:** March 31, 2013
**Revised:** March 5, 2013
This material is based upon work supported by the Cooperative State Research, Education and Extension Service, U.S. Department of Agriculture, under Agreement No. 2008-51110-04335, the National Integrated Food Safety Initiative of the Cooperative State Research, Education, and Extension Competitive Grants Program. Any opinions, findings, conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture. | effe764c-94f5-4a78-954e-0b56e0eb6909 | CC-MAIN-2022-21 | https://www.fightbac.org/wp-content/uploads/2022/03/All_Cleaning_Disinfecting_and_Sanitizing.pdf | 2022-05-17T04:50:53+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662515501.4/warc/CC-MAIN-20220517031843-20220517061843-00526.warc.gz | 924,016,062 | 15,644 | eng_Latn | eng_Latn | 0.91064 | eng_Latn | 0.98896 | [
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## Supplementary Tables and Figures
### Table A.1: Evidence on Pedagogy and Declines in Performance from the TIMSS Exam
| | Time Spent on Indep. Practice | Item Correct |
|--------------------------------|-------------------------------|--------------|
| | (1) | (2) | (3) |
| Log GDP | 0.0105*** | 0.0704*** |
| | (0.00230) | (0.00199) |
| Question Location | -0.0393*** | -0.133*** |
| | (0.00376) | (0.0121) |
| Time Spent on Indep. Practice | 0.0885*** | 0.0695*** |
| | (0.0204) | (0.0202) |
| Question Location x Time Spent on Indep. Practice | 0.0317*** | 0.0278*** |
| | (0.00682) | (0.00700) |
| Question Location x Log GDP | | 0.00954*** |
| | | (0.00113) |
| Constant | 0.422*** | 0.513*** |
| | (0.0224) | (0.0107) |
| Observations | 7476337 | 8217081 | 7476337 |
**Notes:** This table uses TIMSS exam data and GDP data collected from the World Bank (2015) to show both the differences in pedagogy by income and differences in rate of decline of performance by economic advantage and pedagogy. We conduct this analysis within the global sample, where there is greater power to examine these correlations due to the larger sample size.
- Observations are at the student-question level. Question item order is block randomized. The dependent variable in Col. (1) is the fraction of study time students spend working independently, and in Cols. (2)-(3) is whether a given question item is answered correctly.
- “Log GDP” is log of GDP/capita (PPP) of the student’s country of residence in the year of the exam from World Bank (2015). “Question Location” is a variable from 0 to 1 which captures the location of the question item in the test, where 0 is the beginning and 1 is the end. “Time Spent on Indep. Practice” is the fraction of study time students spend working independently drawn from the teacher survey in TIMSS.
- Col. (1) tests the relationship between country income and time spent on independent practice. Cols. (2)-(3) document the relationship between country income and independent practice time on the rate of decline over the test.
- All regressions contain question fixed effects. Standard errors are clustered by student. * p<0.10, ** p<0.05, *** p<0.01.
Table A.2: Baseline Balance
| Variable | (1) Control N | Mean/SE | (2) Cog. Practice (Pooled) N | Mean/SE | (3) Games Practice N | Mean/SE | (4) Math Practice N | Mean/SE | (5) (1)-(2) | (6) T-test p-value | (7) (1)-(3) | (8) (3)-(4) |
|---------------------------|---------------|---------|-----------------------------|---------|----------------------|---------|---------------------|---------|-------------|-------------------|-------------|-------------|
| Grade | 537 | 2.767 | (0.063) | 1091 | 2.720 | (0.044) | 543 | 2.742 | (0.063) | 548 | 2.697 | (0.062) | 0.535 | 0.778 | 0.427 | 0.609 |
| School Income Tercile | 537 | 2.255 | (0.036) | 1091 | 2.258 | (0.025) | 543 | 2.273 | (0.035) | 548 | 2.245 | (0.035) | 0.938 | 0.727 | 0.832 | 0.573 |
| Income Tercile | 537 | 1.959 | (0.024) | 1091 | 1.959 | (0.017) | 543 | 1.974 | (0.024) | 548 | 1.943 | (0.023) | 0.992 | 0.654 | 0.640 | 0.357 |
| Baseline Ability Tercile | 537 | 1.991 | (0.028) | 1091 | 1.995 | (0.020) | 543 | 1.994 | (0.028) | 548 | 1.996 | (0.028) | 0.891 | 0.925 | 0.886 | 0.962 |
| Female | 530 | 0.349 | (0.021) | 1074 | 0.363 | (0.015) | 536 | 0.351 | (0.021) | 538 | 0.375 | (0.021) | 0.581 | 0.954 | 0.370 | 0.400 |
**Panel B: Student Baseline Scores**
| Variable | (1) Control N | Mean/SE | (2) Cog. Practice (Pooled) N | Mean/SE | (3) Games Practice N | Mean/SE | (4) Math Practice N | Mean/SE | (5) (1)-(2) | (6) T-test p-value | (7) (1)-(3) | (8) (3)-(4) |
|---------------------------|---------------|---------|-----------------------------|---------|----------------------|---------|---------------------|---------|-------------|-------------------|-------------|-------------|
| Baseline Listening (mean) | 493 | 0.563 | (0.017) | 1011 | 0.551 | (0.012) | 500 | 0.546 | (0.017) | 511 | 0.556 | (0.017) | 0.594 | 0.501 | 0.799 | 0.672 |
| Baseline Math (mean) | 485 | 0.399 | (0.010) | 981 | 0.412 | (0.007) | 486 | 0.413 | (0.010) | 495 | 0.412 | (0.009) | 0.267 | 0.341 | 0.334 | 0.990 |
| Baseline Ravens Matricies (mean) | 483 | 0.369 | (0.012) | 985 | 0.373 | (0.009) | 483 | 0.364 | (0.012) | 502 | 0.382 | (0.012) | 0.791 | 0.746 | 0.446 | 0.279 |
| Baseline Listening (decline) | 482 | -0.003 | (0.020) | 985 | -0.019 | (0.015) | 488 | -0.024 | (0.021) | 497 | -0.015 | (0.020) | 0.510 | 0.465 | 0.673 | 0.749 |
| Baseline Math (decline) | 485 | -0.070 | (0.017) | 981 | -0.064 | (0.012) | 486 | -0.073 | (0.017) | 495 | -0.055 | (0.017) | 0.778 | 0.894 | 0.533 | 0.457 |
| Baseline Ravens Matricies (decline) | 454 | -0.075 | (0.025) | 936 | -0.036 | (0.022) | 454 | -0.024 | (0.040) | 482 | -0.046 | (0.019) | 0.279 | 0.289 | 0.369 | 0.614 |
**Notes:** This table presents summary statistics for student baseline covariates by treatment group and tests whether there is any statistically significant difference between experimental arms at baseline.
- Cols. (1), (2), (3), and (4) present the sample size and mean for each covariate by treatment status. Column (2) pools students across both sub-treatments, and Cols. (3) and (4) separate students by their sub-treatment. Cols. (5)-(8) present p-values for the test of equality of means between the indicated groups.
- Panel A includes student characteristics. Student baseline ability—proxied by average baseline math grades—and income were provided by the school. Students’ gender was determined based on their name. For 1.6% of the sample, the student’s name was gender neutral, so we leave the variable missing. School Income Tercile is based on the school the student attended, with two of the six schools designated in each tercile.
- Panel B presents students’ performance in each of the performance decline tests, showing the average score on the test (mean) and the performance at the end of the task minus the beginning (decline). * p<0.10, ** p<0.05, *** p<0.01.
Table A.3: Baseline Balance: School Performance
| | Treatment | Disaggregated Sub-Treatments |
|----------------|-----------|------------------------------|
| | Control | Cog. Practice | p-value 1 = 2 | Math Practice | Games Practice | p-value 1 = 4 | p-value 1 = 5 | p-value 4 = 5 |
| Pooled | 0.02 | -0.01 | 0.71 | -0.10 | 0.08 | 0.08 | 0.12 | 0.01 |
| | (0.039) | (0.032) | | (0.045) | (0.044) | | | |
| Hindi | 0.02 | -0.07 | 0.62 | -0.17 | 0.03 | 0.25 | 0.63 | 0.19 |
| | (0.092) | (0.077) | | (0.108) | (0.109) | | | |
| English | 0.01 | 0.02 | 0.84 | -0.07 | 0.11 | 0.62 | 0.33 | 0.23 |
| | (0.091) | (0.075) | | (0.107) | (0.106) | | | |
| Math | 0.02 | -0.03 | 0.76 | -0.08 | 0.03 | 0.55 | 0.82 | 0.42 |
| | (0.091) | (0.070) | | (0.099) | (0.098) | | | |
Notes: This table presents summary statistics for student baseline grades on school administered tests by treatment group and shows whether there is any statistically significant difference between experimental arms at baseline.
- Data is available for only two schools with a total of 95 Control students, 87 Math treatment students, and 86 Games treatment students.
- The dependent variable is the standardized z-score of the student’s class grade from the previous year.
- Cols. (1), (2), (4), and (5) present the mean and standard error for each covariate by treatment status. Col. (2) pools students who are in either sub-treatment, and Cols. (4) and (5) separate students by their sub-treatment. Cols. (3) and (6)-(8) present p-values for the test of equality of means between the indicated groups.
- "Pooled" includes all three academic subjects. Hindi, English, and math respectively examine each class subject individually.
- “Cog. Practice” is a dummy for whether the student was in either sub-treatment group. “Math Practice” is a dummy for whether the student was part of the math sub-treatment and “Games Practice” is a dummy for whether the student was part of the games sub-treatment.
- * p<0.10, ** p<0.05, *** p<0.01.
Table A.4: Attrition
| Treatment | Control | Cog. Practice | p-value 1 = 2 |
|-----------|---------|---------------|--------------|
| | (1) | (2) | (3) |
| Pooled | 0.9708 | 0.9777 | 0.32 |
| | (0.006) | (0.004) | |
| Math | 0.9615 | 0.9744 | 0.09 |
| | (0.007) | (0.004) | |
| Listening | 0.9668 | 0.9692 | 0.76 |
| | (0.007) | (0.004) | |
| Ravens | 0.9602 | 0.9698 | 0.23 |
| | (0.007) | (0.004) | |
**Panel A: Declines Tests: Listening, Ravens, and Math**
| Disaggregated Sub-Treatments | Math Practice | Games Practice | p-value 1 = 4 | p-value 1 = 5 | p-value 4 = 5 |
|------------------------------|---------------|----------------|---------------|---------------|---------------|
| | (4) | (5) | (6) | (7) | (8) |
| Pooled | 0.9778 | 0.9776 | 0.39 | 0.41 | 0.98 |
| | (0.005) | (0.005) | | | |
| Math | 0.9752 | 0.9736 | 0.13 | 0.18 | 0.85 |
| | (0.006) | (0.006) | | | |
| Listening | 0.9687 | 0.9697 | 0.84 | 0.75 | 0.91 |
| | (0.006) | (0.006) | | | |
| Ravens | 0.9687 | 0.9710 | 0.37 | 0.25 | 0.79 |
| | (0.006) | (0.006) | | | |
**Panel B: Psychological Measures of Attention**
| Disaggregated Sub-Treatments | Symbol Matching | SART |
|------------------------------|-----------------|------|
| | (4) | (5) |
| Pooled | 0.0000 | 0.0000 |
| | (0.000) | (0.000) |
| Symbol Matching | 0.9969 | 0.9962 |
| | (0.002) | (0.002) |
| SART | 0.9089 | 0.9377 |
| | (0.013) | (0.008) |
**Panel C: School Grades**
| Disaggregated Sub-Treatments | Math | Hindi | English |
|------------------------------|------|-------|---------|
| | (4) | (5) | (6) |
| Pooled | 0.8957 | 0.8955 | 0.8957 |
| | (0.011) | (0.008) | (0.011) |
| Math | 0.8957 | 0.8955 | 0.8957 |
| | (0.011) | (0.008) | (0.011) |
| Hindi | 0.8957 | 0.8955 | 0.8957 |
| | (0.011) | (0.008) | (0.011) |
| English | 0.8957 | 0.8955 | 0.8957 |
| | (0.011) | (0.008) | (0.011) |
**Panel D: School Enrollment in Following Year**
| Disaggregated Sub-Treatments | Math Practice | Games Practice |
|------------------------------|---------------|----------------|
| | (4) | (5) |
| Pooled | 0.9060 | 0.8868 |
| | (0.011) | (0.012) |
Notes: This table presents the extent of attrition for each student outcome and tests whether attrition is differential by treatment status.
- The outcome is whether we observe at least one (non-baseline) test per student.
- Cols. (1), (2), (4), and (5) present the percent of students for whom we have the respective exam. Cols. (3) and (6)-(8) present a p-value for the test of whether attrition is differential by treatment.
- Panel A presents the results for the listening, Ravens Matrices, and math tests. Panel B is for the psychological measures of attention (SART and Symbol Matching). Panel C provides data for the school-administered end-of-term grades. Panel D examines re-enrollment in the year following the study as proxied by observing at least one test in the follow-up round of testing the next year, conditional on having been observed at midline or endline during the experimental year. * p<0.10, ** p<0.05, *** p<0.01.
Table A.5: Treatment Effects on School Performance Results Disaggregated by Round
| | Dependent Variable: Z-score | Test Subject |
|--------------------------------|-----------------------------|--------------|
| | All (1) | Non-Math (2) | All (3) | All (4) |
| Cog. Practice x End of Year | 0.0940*** | 0.1018*** | | |
| | (0.0357) | (0.0388) | | |
| Cog. Practice x Mid-Year | 0.0737** | 0.0682* | | |
| | (0.0370) | (0.0398) | | |
| Math Practice x End of Year | | | 0.0897**| |
| | | | (0.0411)| |
| Math Practice x Mid-Year | | | 0.0763* | |
| | | | (0.0428)| |
| Games Practice x End of Year | | | 0.0984**| |
| | | | (0.0408)| |
| Games Practice x Mid-Year | | | 0.0711* | |
| | | | (0.0424)| |
F-test p-value Diff. of 2 coefficients = 0 | 0.4208 | 0.1974 | 0.6505 | 0.3373 |
Observations | 11320 | 7539 | 11320 | 11320 |
Notes: This table reports treatment effects on students’ regular school performance, disaggregated by mid-year and end-of-year grades, in the three core subjects offered by all schools in the study (Hindi, English, and math).
- Observations are at the student-subject-semester level. The dependent variable is the standardized z-score of the student’s class grade.
- “Cognitive Practice” denotes receiving either treatment. “Math Practice” and “Games Practice” denote the Math or Games sub-treatments, respectively.
- Cols. (1), (3) and (4) include all three subjects. Col. (2) restricts to non-math subjects (English and Hindi).
- All regressions include class section fixed effects and a linear control for baseline school performance. Standard errors clustered by student. * p<0.10, ** p<0.05, *** p<0.01.
Table A.6: Heterogeneous Treatment Effects on School Performance and Performance Declines
**Panel A: School Tests**
| Covariate: | Dependent Variable: Z-score of Student’s Grades |
|------------|-----------------------------------------------|
| | (1) Grade | (2) Female | (3) Baseline Mean | (4) Baseline Decline |
| Cog. Practice | 0.1044 | 0.0731* | 0.1052 | 0.0942*** |
| | (0.0802) | (0.0438) | (0.0899) | (0.0343) |
| Cog. Practice x Covariate | -0.0068 | 0.0303 | -0.0780 | -0.2182 |
| | (0.0244) | (0.0688) | (0.1614) | (0.1665) |
| p-value: Cog. Practice + Cog. Practice x Covariate = 0 | 0.0981 | 0.0520 | 0.7421 | 0.4524 |
| Observations | 11320 | 11320 | 11320 | 11320 |
**Panel B: Decline on Listening, Math and Ravens Tests**
| Covariate: | Dependent Variable: 1[Question Correct] |
|------------|----------------------------------------|
| | (1) Grade | (2) Female | (3) Baseline Mean | (4) Baseline Decline |
| Cog. Practice x Predicted Decline | 0.1440** | 0.0884** | 0.1183 | 0.0764*** |
| | (0.0719) | (0.0372) | (0.0895) | (0.0286) |
| Cog. Practice x Predicted Decline x Covariate | -0.0179 | 0.0048 | -0.0672 | 0.0673 |
| | (0.0197) | (0.0577) | (0.1585) | (0.1516) |
| Dep. Var. Mean | 0.47 | 0.47 | 0.47 | 0.47 |
| p-value: Cog. Practice x Pred. Decline + Cog. Practice x Pred. Decline x Covariate = 0 | 0.0200 | 0.0321 | 0.5117 | 0.3426 |
| Observations | 329349 | 329349 | 329349 | 329349 |
**Notes:** The table shows whether there was a heterogeneous treatment effect of the program by student covariate on students’ school grades (Panel A) or performance decline (Panel B).
- Panel A regressions are based on the specification in Table I, Col. (1); Panel B regressions are based on the specification Table II, Col. (2). Each regression estimates heterogeneous treatment effects by the student covariate in the given column.
-- “Covariate” varies by column. In Column (1), it is grade, which ranges from 1-5. In Column (2), it is a binary indicator for whether the student is female. In Column (3), it is student’s baseline average percent of questions correct on the listening, math, and Ravens tests, and in Column (4), it is the average difference between student’s performance in the first quintile of the test versus the last quintile on the baseline tests.
- The other variable definitions, controls, and specifications are identical to that of Table I for Panel A and Table II for Panel B. * p<0.10, ** p<0.05, *** p<0.01.
Table A.7: Test Completion Rates
| | Math (1) | Listening (2) | Ravens (3) |
|----------------------|----------|---------------|------------|
| % attempted | 0.794 | 1.000 | 0.988 |
| % skipped | 0.140 | 0.000 | 0.004 |
| % of students completing last question item | 0.708 | 1.000 | 0.984 |
| Avg last question completed location | 0.920 | 0.968 | 0.981 |
Notes: This table presents information about how much of each test students completed for all non-baseline tests.
- Each row lists a statistic which captures features of student test completion. “% attempted” is the percentage of individual question items students provided an answer to. “% skipped” is the percent of questions in which students left a question blank but answered at least one subsequent question. “% of students completing last question item” captures the percent of students who provided an answer on the last question of the exam, proxying for “finishing” the exam. “Avg. last question completed location” captures the average location of the last question item a student completed on the test as a percent of the total test.
- Each column shows the given statistic for the respective test: math, listening and Ravens. The listening and Ravens tests are multiple-choice tests, and the math exam is free response.
Table A.8: Test Completion Balance
| | Treatment | Disaggregated Sub-Treatments |
|------------------|-----------|------------------------------|
| | Control | Cog. Practice | p-value 1 = 2 | Math Practice | Games Practice | p-value 1 = 4 | p-value 1 = 5 | p-value 4 = 5 |
| Pooled | 96.22 | 96.24 | 0.93 | 96.24 | 96.24 | 0.95 | 0.93 | 0.99 |
| | (0.161) | (0.112) | | (0.158) | (0.158) | | | |
| Math | 91.76 | 92.01 | 0.56 | 92.23 | 91.79 | 0.35 | 0.95 | 0.38 |
| | (0.371) | (0.253) | | (0.355) | (0.361) | | | |
| Listening | 98.97 | 98.93 | 0.80 | 98.99 | 98.87 | 0.91 | 0.58 | 0.51 |
| | (0.124) | (0.095) | | (0.127) | (0.142) | | | |
| Ravens | 98.74 | 98.59 | 0.51 | 98.15 | 99.03 | 0.04 | 0.19 | 0.00 |
| | (0.178) | (0.129) | | (0.217) | (0.139) | | | |
Notes: This table tests whether there is balance in test completion by experimental arm.
- Data is at the student level and is from the three tests used to measure student declines: math, listening, and Ravens Matrices.
- The outcome variable is the location of the last question completed, where the test length is normalized to begin at 0 and end at 100.
- Cols. (1), (2), (4), and (5) present the mean location of the last question completed and corresponding standard error. Cols. (3) and (6)-(8) present a p-value for the test of whether the last location reached is balanced by treatment.
- “Cog. Practice” is a dummy for whether the student was in either treatment group. “Math Practice” is a dummy for whether the student was part of the math sub-treatment and “Games Practice” is a dummy for whether the student was part of the games sub-treatment.
| Test | Length (minutes) |
|--------------|------------------|
| Math | 30 |
| Listening | 12-15 |
| Ravens | 15-20 |
| SART | 8 |
| Symbol matching | 15 |
Notes: This table reports the length of tests administered by the research team.
Table A.10: Balance in Question Difficulty by Question Location and Treatment
| Test Quintile: | 1 | 2 | 3 | 4 | 5 |
|----------------|------------|------------|------------|------------|------------|
| Math Practice | -0.00571 | -0.00493 | 0.00128 | -0.000778 | -0.00355 |
| | (0.231) | (0.256) | (0.659) | (0.854) | (0.397) |
| Games Practice | 0.00166 | 0.00303 | 0.00176 | -0.00650 | 0.00155 |
| | (0.734) | (0.473) | (0.545) | (0.129) | (0.726) |
| Dep. Var. Mean | 0.490 | 0.443 | 0.456 | 0.443 | 0.468 |
| Observations | 77148 | 52698 | 71712 | 52698 | 80266 |
Notes: This table tests whether there is balance in question item difficulty in each quintile of the test by treatment status.
- Data is at the student-question item level and is from the three tests used to measure student declines: math, listening, and Ravens Matrices. The outcome variable is the control group mean performance on the given question item.
- “Math Practice” is a dummy for whether the student was part of the math sub-treatment and “Games Practice” is a dummy for whether the student was part of the games sub-treatment.
- Each column restricts to question items in the given quintile of the test (e.g., column (1) restricts to the first 20% of the test).
- Standard errors are clustered at the student level. * p<0.10, ** p<0.05, *** p<0.01.
Table A.11: Treatment Effects on Performance Declines — Robustness to Alternate Definitions of Predicted Decline
| Predicted Decline Calculated: | Dependent Variable: 1[Question Correct] |
|------------------------------|----------------------------------------|
| | By Quintile | by Quintile-School | by Quintile-School-Test |
| | (1) | (2) | (3) |
| **Panel A: Pooled Treatment Arms** | | | |
| Cog. Practice x Predicted Decline | 0.0675** | 0.0898*** | 0.0643** |
| | (0.0273) | (0.0281) | (0.0273) |
| Cog. Practice | -0.0010 | -0.0046 | 0.0014 |
| | (0.0057) | (0.0060) | (0.0052) |
| **Panel B: Disaggregated Treatment Arms** | | | |
| Math Practice x Predicted Decline | 0.0678** | 0.0947*** | 0.0669** |
| | (0.0309) | (0.0323) | (0.0310) |
| Games Practice x Predicted Decline | 0.0674** | 0.0852*** | 0.0628** |
| | (0.0311) | (0.0326) | (0.0315) |
| Math Practice | -0.0007 | -0.0048 | 0.0016 |
| | (0.0064) | (0.0068) | (0.0059) |
| Games Practice | -0.0014 | -0.0045 | 0.0010 |
| | (0.0066) | (0.0070) | (0.0061) |
Dep. Var. Mean | 0.47 | 0.47 | 0.47 |
Observations | 329349 | 329349 | 329349 |
Notes: This table replicates Table II, Col. (2), using alternate approaches to calculate the “Predicted Decline” measure.
- “Predicted Decline” is defined as the difference in the percent of questions correct in the first quintile minus the given quintile. In Col. (1) we calculate this using baseline data from all students. We allow this to vary by school in Col. (2) (our preferred specification and the one shown in Table II, Col. (2)), and by school-test in Col (3).
- The other variable definitions, controls, and specifications are identical to that of Table II, Col. (2):
- Observations are at the student-test-question level. Question item order was randomized across students. The dependent variable is a binary indicator for whether the question is correct.
- “Cog. Practice” denotes receiving either treatment. “Math Practice” and “Games Practice” denote the Math or Games sub-treatments, respectively.
- All regressions contain question, class section, and test version fixed effects, a linear control for baseline average score, and a linear control for the fraction of students in the same school who got the question correct (computed using control group data only). Standard errors are clustered by student. * p<0.10, ** p<0.05, *** p<0.01.
Table A.12: Treatment Effects on Performance Declines — Robustness to Long Ravens Tests
| Dependent Variable: 1[Question Correct] | Test Subject |
|----------------------------------------|--------------|
| | All (1) | All (2) | Non-Math (3) | Math (4) | Listening (5) | Ravens (6) |
| Cog. Practice x Deciles 6-10 | 0.0114*** | | | | | |
| | (0.0047) | | | | | |
| Cog. Practice x Deciles 2-5 | 0.0074 | | | | | |
| | (0.0047) | | | | | |
| Deciles 6-10 | -0.0432*** | | | | | |
| | (0.0035) | | | | | |
| Deciles 2-5 | -0.0095*** | | | | | |
| | (0.0033) | | | | | |
| Cog. Practice x Predicted decline | 0.0854*** | 0.0713** | 0.1015** | 0.0646** | 0.0791* | |
| | (0.0282) | (0.0288) | (0.0426) | (0.0326) | (0.0435) | |
| Cog. Practice | -0.0011 | -0.0033 | -0.0002 | -0.0086 | -0.0012 | 0.0002 |
| | (0.0060) | (0.0060) | (0.0062) | (0.0090) | (0.0066) | (0.0096) |
Panel B: Disaggregated Treatment Arms
| | Math (1) | Games (2) | Math (3) | Games (4) | Math (5) | Games (6) |
|----------------------------------------|--------------|-------------|--------------|------------|--------------|------------|
| Math Practice x Deciles 6-10 | 0.0118*** | | | | | |
| | (0.0054) | | | | | |
| Games Practice x Deciles 6-10 | 0.0109** | | | | | |
| | (0.0053) | | | | | |
| Math Practice x Deciles 2-5 | 0.0035 | | | | | |
| | (0.0056) | | | | | |
| Games Practice x Deciles 2-5 | 0.0115** | | | | | |
| | (0.0054) | | | | | |
| Math Practice x Predicted decline | 0.0940*** | 0.0942*** | 0.0928* | 0.0866** | 0.1056** | |
| | (0.0322) | (0.0339) | (0.0484) | (0.0388) | (0.0505) | |
| Games Practice x Predicted decline | 0.0769** | 0.0479 | 0.1113** | 0.0424 | 0.0517 | |
| | (0.0330) | (0.0335) | (0.0500) | (0.0380) | (0.0507) | |
| Math Practice | 0.0001 | -0.0043 | -0.0054 | -0.0011 | -0.0051 | -0.0074 |
| | (0.0067) | (0.0068) | (0.0071) | (0.0101) | (0.0077) | (0.0110) |
| Games Practice | -0.0023 | -0.0023 | 0.0050 | -0.0164 | 0.0029 | 0.0081 |
| | (0.0069) | (0.0071) | (0.0073) | (0.0106) | (0.0078) | (0.0112) |
p-value: Math Decline = Games Decline 0.5984 0.1891 0.7077 0.2744 0.2980
Control Decline 0.12 0.12 0.05 0.18 0.06 0.03
Observations 368101 368101 167867 200234 66932 100935
Notes: This table replicates Table II, but includes questions from Ravens tests administered in one April follow-up round, which were excluded from the main analysis due to an error in test length that resulted in unreasonably long tests (e.g. up to 80 questions). In this table, we add the first $x$ questions of the Ravens tests from the problematic round in the analysis sample; $x$ equals the maximum number of questions in any Ravens exam across the other testing rounds (i.e. aside from the problematic round) for the student’s grade level.
- The variable definitions, controls, and specifications are identical to that of Table II:
- Observations are at the student-test-question level. Question item order was randomized across students. The dependent variable is a binary indicator for whether the question is correct.
- “Cog. Practice” denotes receiving either treatment. “Math Practice” and “Games Practice” denote the Math or Games sub-treatments, respectively. “Deciles 2-5” and “Deciles 6-10” are binary indicators for if the question appears in the given decile range. “Predicted Decline” is defined at the item quintile-school level as the difference in the percent of questions correct in the first quintile minus the given quintile, and varies by school.
- Cols. (1) and (2)-(6) correspond to the specification in Equations 1 and 3, respectively. Cols. (1) and (2) estimate treatment effects for all three tests pooled. Cols. (3)-(6) show effects for the non-Math tests (listening and Ravens), then math, listening, and Ravens tests separately.
- All regressions contain question, class section, and test version fixed effects, a linear control for baseline average score, and a linear control for the fraction of students in the same school who got the question correct (computed using control group data only). Standard errors are clustered by student. * p<0.10, ** p<0.05, *** p<0.01.
Table A.13: Treatment Effects on Performance Declines — Restricting to Attempted Questions Only
| Dependent Variable: 1[Question Correct] | Test Subject |
|----------------------------------------|--------------|
| | All | All | Non-Math | Math | Listening | Ravens |
| | (1) | (2) | (3) | (4) | (5) | (6) |
| **Panel A: Pooled Treatment Arms** | | | | | | |
| Cog. Practice x Deciles 6-10 | 0.0134*** | | | | | |
| | (0.0045) | | | | | |
| Cog. Practice x Deciles 2-5 | 0.0078 | | | | | |
| | (0.0050) | | | | | |
| Cog. Practice x Predicted Decline | 0.0894*** | 0.0788*** | 0.1036** | 0.0643** | 0.0977** | |
| | (0.0273) | (0.0282) | (0.0425) | (0.0323) | (0.0451) | |
| Cog. Practice | -0.0004 | -0.0021 | -0.0018 | -0.0020 | -0.0009 | -0.0039 |
| | (0.0059) | (0.0059) | (0.0061) | (0.0090) | (0.0065) | (0.0100) |
| **Panel B: Disaggregated Treatment Arms** | | | | | | |
| Math Practice x Deciles 6-10 | 0.0132** | | | | | |
| | (0.0053) | | | | | |
| Games Practice x Deciles 6-10 | 0.0136*** | | | | | |
| | (0.0051) | | | | | |
| Math Practice x Predicted Decline | 0.0984*** | 0.0979*** | 0.0981** | 0.0858** | 0.1174** | |
| | (0.0315) | (0.0336) | (0.0476) | (0.0385) | (0.0537) | |
| Games Practice x Predicted Decline | 0.0804** | 0.0593* | 0.1099** | 0.0425 | 0.0775 | |
| | (0.0316) | (0.0326) | (0.0498) | (0.0376) | (0.0517) | |
| Math Practice | 0.0011 | -0.0030 | -0.0054 | 0.0030 | -0.0046 | -0.0084 |
| | (0.0067) | (0.0068) | (0.0071) | (0.0101) | (0.0075) | (0.0118) |
| Games Practice | -0.0019 | -0.0012 | 0.0020 | -0.0072 | 0.0028 | 0.0007 |
| | (0.0069) | (0.0069) | (0.0071) | (0.0106) | (0.0077) | (0.0115) |
| Dep. Var. Mean | 0.55 | 0.55 | 0.51 | 0.58 | 0.55 | 0.47 |
| Observations | 279570 | 279570 | 128793 | 150777 | 66929 | 61864 |
Notes: This table replicates Table II, restricting to only question items in which the student provided an answer (i.e. the question was not left blank). The variable definitions, controls, and specifications are identical to that of Table II.
- Observations are at the student-test-question level. Question item order was randomized across students. The dependent variable is a binary indicator for whether the question is correct.
- “Cog. Practice” denotes receiving either treatment. “Math Practice” and “Games Practice” denote the Math or Games sub-treatments, respectively. “Deciles 2-5” and “Deciles 6-10” are binary indicators for if the question appears in the given decile range. “Predicted Decline” is defined at the item quintile-school level as the difference in the percent of questions correct in the first quintile minus the given quintile, and varies by school.
- Cols. (1) and (2)-(6) correspond to the specification in Equations 1 and 3, respectively. Cols. (1) and (2) estimate treatment effects for all three tests pooled. Cols. (3)-(6) show effects for the non-Math tests (listening and Ravens), then math, listening, and Ravens tests separately.
- All regressions contain question, class section, and test version fixed effects, a linear control for baseline average score, and a linear control for the fraction of students in the same school who got the question correct (computed using control group data only). Standard errors are clustered by student. * p<0.10, ** p<0.05, *** p<0.01.
Table A.14: Treatment Effects on Performance Declines — Robustness to Alternate Controls
| | (1) | (2) | (3) | (4) | (5) | (6) |
|--------------------------------|-----------|-----------|-----------|-----------|-----------|-----------|
| **Panel A: Pooled Treatment Arms** | | | | | | |
| Cog. Practice x Deciles 6-10 | 0.0129*** | 0.0127*** | 0.0124*** | | | |
| | (0.0047) | (0.0047) | (0.0047) | | | |
| Cog. Practice x Predicted Decline | | | | 0.0923*** | 0.0899*** | 0.0517** |
| | | | | (0.0286) | (0.0281) | (0.0220) |
| **Panel B: Disaggregated Treatment Arms** | | | | | | |
| Math Practice x Deciles 6-10 | 0.0127** | 0.0125** | 0.0121** | | | |
| | (0.0055) | (0.0055) | (0.0055) | | | |
| Games Practice x Deciles 6-10 | 0.0131** | 0.0130** | 0.0127** | | | |
| | (0.0054) | (0.0054) | (0.0054) | | | |
| Math Practice x Predicted Decline | | | | 0.0976*** | 0.0947*** | 0.0454* |
| | | | | (0.0330) | (0.0323) | (0.0252) |
| Games Practice x Predicted Decline | | | | 0.0872*** | 0.0852*** | 0.0583** |
| | | | | (0.0330) | (0.0326) | (0.0326) |
Class Section FE | No | Yes | Yes | No | Yes | Yes |
Student FE | No | No | Yes | No | No | Yes |
Dep. Var. Mean | 0.47 | 0.47 | 0.47 | 0.47 | 0.47 | 0.47 |
Observations | 329349 | 329349 | 329349 | 329349 | 329349 | 329349 |
Notes: This table replicates Table II, Cols. (1) and (2), varying the set of controls included.
- Cols. (1) - (3) correspond to the specification in Table II, Col. (1). Cols. (4) - (6) correspond to the specification in Table II, Col. (2).
- Cols. (1) and (4) do not control for class section or student fixed effects. Col. (2) and (5) add in class section fixed effects (our preferred specification and the one included in Table II), and Col. (3) and (6) add student fixed effects.
- The other variable definitions, controls, and specifications are identical to that of Table II, Cols. (1) and (2):
- Observations are at the student-test-question level. Question item order was randomized across students. The dependent variable is a binary indicator for whether the question is correct.
- “Cog. Practice” denotes receiving either treatment. “Math Practice” and “Games Practice” denote the Math or Games sub-treatments, respectively. “Deciles 6-10” is a binary indicator for if the question appears in the given decile range. “Predicted Decline” is defined at the item quintile-school level as the difference in the percent of questions correct in the first quintile minus the given quintile, and varies by school.
- All regressions contain question and test version fixed effects, a linear control for baseline average score, and a linear control for the fraction of students in the same school who got the question correct (computed using control group data only). Standard errors are clustered by student. * p<0.10, ** p<0.05, *** p<0.01.
Table A.15: Treatment Effects on Declines — Robustness to Bootstrapping Standard Errors
| Dependent Variable: 1[Question Correct] | Test Subject |
|----------------------------------------|--------------|
| | All (1) | Non-Math (2) | Math (3) | Listening (4) | Ravens (5) |
| Cog. Practice x Predicted Decline | 0.0998 | 0.0790 | 0.1018 | 0.0648 | 0.0968 |
| | (0.0281)*** | (0.0281)*** | (0.0426)***| (0.0325)*** | (0.0448)***|
| | [0.0263]*** | [0.0281]*** | [0.0333]***| [0.0316]*** | [0.0367]***|
| Cog. Practice | -0.0046 | -0.0022 | -0.0084 | -0.0010 | -0.0046 |
| | (0.0060) | (0.0061) | (0.0090) | (0.0066) | (0.0100) |
| | [0.0060] | [0.0065] | [0.0081] | [0.0063] | [0.0098] |
Panel B: Disaggregated Treatment Arms
| | Math Practice x Predicted Decline | Games Practice x Predicted Decline | Math Practice | Games Practice |
|----------------------------------------|----------------------------------|-----------------------------------|---------------|----------------|
| | 0.0947 | 0.0852 | -0.0048 | -0.0045 |
| | (0.0323)*** | (0.0326)*** | (0.0068) | (0.0070) |
| | [0.0313]*** | [0.0326]* | [0.0071] | [0.0068] |
| | 0.0956 | 0.0621 | -0.0060 | 0.0019 |
| | (0.0336)*** | (0.0337)*** | (0.0071) | (0.0071) |
| | [0.0327]*** | [0.0326]* | [0.0078] | [0.0075] |
| | 0.0935 | 0.1114 | -0.0009 | -0.0162 |
| | (0.0484)* | (0.0402)** | (0.0101) | (0.0107) |
| | [0.0402]** | [0.0406]*** | [0.0096] | [0.0095] |
| | 0.0869 | 0.0424 | -0.0050 | 0.0030 |
| | (0.0387)** | (0.0379) | (0.0076) | (0.0078) |
| | [0.0390]** | [0.0379] | [0.0076] | [0.0073] |
| | 0.1109 | 0.0820 | -0.0096 | 0.0006 |
| | (0.0535)*** | (0.0464)*** | (0.0118) | (0.0115) |
| | [0.0464]*** | [0.0436]* | [0.0116] | [0.0116] |
Dep. Var. Mean 0.47 0.51 0.44 0.55 0.47
p-value: Math Decline = Games Decline 0.7601 0.3159 0.6989 0.2535 0.5910
Control Decline 0.12 0.05 0.18 0.06 0.03
Observations 329349 129115 200234 66932 62183
Notes: This table replicates Table II, Cols. (2)-(6), using bootstrapped standard errors.
- Standard errors are clustered by student and estimated using OLS (in parentheses), and they are bootstrapped (in brackets) to account for the fact that “Predicted Decline” is a constructed variable.
- The other variable definitions, controls, and specifications are identical to that of Table II:
- Observations are at the student-test-question level. Question item order was randomized across students. The dependent variable is a binary indicator for whether the question is correct.
- “Cog. Practice” denotes receiving either treatment. “Math Practice” and “Games Practice” denote the Math or Games sub-treatments, respectively.
- All columns correspond to the specification in Equation 3. Col. (1) estimates treatment effects for all three tests pooled. Cols. (2)-(5) show effects for the non-math tests (listening and Ravens), then math, listening, and Ravens tests separately.
- All regressions contain question, class section, and test version fixed effects, a linear control for baseline average score, and a linear control for the fraction of students in the same school who got the question correct (computed using control group data only). Standard errors are clustered by student. * p<0.10, ** p<0.05, *** p<0.01.
Table A.16: Treatment Effects on Mean Performance Across Duration of Declines Tests
| Dependent Variable: Avg. Score Test Subject | Math (1) | Listening (2) | Ravens (3) |
|--------------------------------------------|----------|---------------|------------|
| Cog. Practice | 0.0073 | 0.0097 | 0.0106 |
| | (0.0081) | (0.0060) | (0.0085) |
| Observations | 5541 | 5502 | 3649 |
Notes: This table tests for impacts on a student’s average probability of getting a question correct, pooled across the duration of the declines tests.
- The regression specification corresponds to that Col. (7) of Table table: declines1, but estimates the average effect for each test subject separately.
- Cols. (1), (2), and (3) report average effects for the math, listening, and Ravens tests, respectively.
- All regressions control for class section and test version id fixed effects, and a linear control for the student’s baseline average score. Standard errors are clustered by student. * p<0.10, ** p<0.05, *** p<0.01.
Table A.17: Treatment Effects on Mean Performance on Math Test: Heterogeneous Effects by Question Difficulty
| | Dependent Variable: Average Score |
|--------------------------|----------------------------------|
| | ASER Questions | Easy Questions | Hard Questions |
| Math Practice | 0.0106* | 0.0102* | 0.0113* |
| | (0.0057) | (0.0056) | (0.0062) |
| Games Practice | 0.0073 | 0.0071 | 0.0065 |
| | (0.0059) | (0.0058) | (0.0063) |
| Hte. Variable | | 0.0060 | 0.0061*** |
| | | (0.0048) | (0.0014) |
| Math Practice x Hte. Variable | -0.0037 | -0.0029 | 0.0015 |
| | (0.0083) | (0.0022) | (0.0021) |
| Games Practice x Hte. Variable | -0.0118 | -0.0020 | 0.0005 |
| | (0.0080) | (0.0022) | (0.0021) |
F-test p-value Total Math Het. Effect | 0.5286 | 0.1808 | 0.0568 |
F-test p-value Total Games Het. Effect | 0.6364 | 0.4261 | 0.2625 |
Observations | 14692 | 17851 | 48211 | 48211 |
Notes: This table examines students’ average probability of getting a question correct on the math declines test, testing for heterogeneity in effects by question difficulty.
- Observations are at the student-test-difficulty bin level. The dependent variable is the proportion of questions a student answered correctly, averaged across questions in the given student-test-difficulty bin.
- Col. (1) shows overall effects by treatment arm. The “Heterogeneity variable” varies by column, and corresponds to the question difficulty bin. In Col. (2), it is a binary variable that indicates questions similar to those administered on Annual Status of Education Report (ASER) exams, which are basic skills questions. In Col. (3) it indicates "easy" questions, defined as those in the bottom quartile of question difficulty as measured by question fixed effects. In Col. (4) it indicates "hard" questions, defined as those in the top quartile of question difficulty as measured by question fixed effects.
- “Math Practice” and “Games Practice” denote the Math or Games sub-treatments, respectively.
• *p < 0.10, **p < 0.05, ***p < 0.01.
Table A.18: Treatment Effects on Performance Declines by Testing Round
| Definition of Treat Variable | Cognitive Practice x Predicted decline x Dec. | Math Practice x Predicted decline x Dec. | Games Practice x Predicted decline x Dec. | Cognitive Practice x Predicted decline x Feb. | Math Practice x Predicted decline x Feb. | Games Practice x Predicted decline x Feb. | Cognitive Practice x Predicted decline x Follow-up | Math Practice x Predicted decline x Follow-up | Games Practice x Predicted decline x Follow-up |
|------------------------------|---------------------------------------------|------------------------------------------|-------------------------------------------|-----------------------------------------------|------------------------------------------|-----------------------------------------------|-------------------------------------------------|-----------------------------------------------|-------------------------------------------------|
| Cog. Practice x Deciles 6-10 x Dec. | 0.0394*** (0.0058) | | | | | | | | |
| Cog. Practice x Deciles 6-10 x Feb. | -0.0083 (0.0064) | | | | | | | | |
| Cog. Practice x Deciles 6-10 x Follow-up | 0.0097 (0.0101) | | | | | | | | |
Notes: This table examines the treatment effect on performance declines in the listening, Ravens and math exams by testing round. The table is similar to the structure of Table table: persistence, but with the "Endline" tests further disaggregated by the Dec (midline) and Feb (endline) testing rounds.
- Observations are at the student-test-question level. Question item order was randomized across students. The dependent variable is a binary indicator for whether the question is correct.
- "Cog. Practice" denotes receiving a treatment, where the column header describes which treatment arm is being tested. "Dec", "Feb" and "Follow-up" are binary indicators that equals one if the test is a midline (conducted in December), endline (conducted in February) or follow-up test (administered roughly 3 to 5 months after the end of the intervention). "Predicted Decline" is defined at the item quintile-school level as the difference in the percent of questions correct in the first quintile minus the given quintile, and varies by school."Deciles 6-10" is a binary indicator that equals one if the question appears in the second half of the test.
- Cols. (1) and (4) pool both sub-treatments, and Cols. (2) and (3) present the "Math Practice" and "Games Practice" separately.
- For ease of interpretation, coefficients presented as total effects rather than marginal effects. An F-test of equality of coefficients is presented at the bottom of the table.
- All regressions contain question, class section, and test version fixed effects, a linear control for baseline average score, and a linear control for the fraction of students in the same school who got the question correct (computed using control group data only). Standard errors are clustered by student. * p<0.10, ** p<0.05, *** p<0.01.
Table A.19: SART and Symbol Matching Results by True and False Positive Rates
| Dependent Variable: Z-score | Test Subject |
|-----------------------------|--------------|
| | Pooled (1) | SART (2) | Symbol Matching (3) | Pooled (4) |
| Panel A: True Positive Rate | | | | |
| Cognitive Practice | 0.0476* | 0.0634* | 0.0364 | |
| | (0.0254) | (0.0343) | (0.0321) | |
| Sub-treatments: | | | | |
| Math Practice | 0.0701** | | | |
| | (0.0288) | | | |
| Games Practice | 0.0248 | | | |
| | (0.0299) | | | |
| p-value: Math Practice = Games Practice | 0.1246 | | | |
| Panel B: False Positive Rate | | | | |
| Cognitive Practice | -0.0303 | -0.0562* | -0.0131 | |
| | (0.0236) | (0.0330) | (0.0317) | |
| Sub-treatments: | | | | |
| Math Practice | -0.0106 | | | |
| | (0.0292) | | | |
| Games Practice | -0.0503* | | | |
| | (0.0263) | | | |
| p-value: Math Practice = Games Practice | 0.1773 | | | |
Notes: This table provides additional detail on the treatment effects on two measures of sustained attention drawn from the psychology literature.
- Observations are at the student-test level. Panel A examines the student’s true-positive z-score, winsorized at the 99th percentile. Panel B examines the student’s false-positive z-score, winsorized at the 99th percentile.
- Experimental tasks are denoted at the top of each column. The Sustained Attention to Response Task (SART) is a computer-based task, which measures sustained focus via reaction times to stimuli. Symbol Matching is a paper and pencil-based task in which students search through a grid of symbols to identify the target symbol and repeat the search for a series of unique grids over 15 minutes.
- Cols. (1) and (4) pool across the two tasks. Cols. (2) and (3) present the SART and symbol matching results separately.
- “Cognitive Practice” denotes receiving either treatment. “Math Practice” and “Games Practice” denote the Math or Games sub-treatments, respectively.
- All regressions contain class section fixed effects and a linear control for the student’s average baseline performance on the two tasks. Standard errors are clustered by student. * p<0.10, ** p<0.05, *** p<0.01.
Table A.20: Treatment Effects on Performance Declines — Restricting to Observations without Performance Incentives
| Dependent Variable: 1[Question Correct] | Test Subject |
|----------------------------------------|--------------|
| | All | All | Non-Math | Math | Listening | Ravens |
| | (1) | (2) | (3) | (4) | (5) | (6) |
| **Panel A: Pooled Treatment Arms** | | | | | | |
| Cog. Practice x Deciles 6-10 | 0.0124*** | | | | | |
| | (0.0048) | | | | | |
| Cog. Practice x Deciles 2-5 | 0.0079* | | | | | |
| | (0.0048) | | | | | |
| Deciles 6-10 | -0.0437*** | | | | | |
| | (0.0037) | | | | | |
| Deciles 2-5 | -0.0112*** | | | | | |
| | (0.0036) | | | | | |
| Cog. Practice x Predicted decline | 0.0921*** | 0.0801*** | 0.1043** | 0.0721** | 0.0918** | |
| | (0.0293) | (0.0292) | (0.0436) | (0.0345) | (0.0455) | |
| Cog. Practice | -0.0011 | -0.0037 | -0.0007 | -0.0085 | 0.0014 | -0.0037 |
| | (0.0060) | (0.0062) | (0.0063) | (0.0093) | (0.0068) | (0.0100) |
| **Panel B: Disaggregated Treatment Arms** | | | | | | |
| Math Practice x Deciles 6-10 | 0.0122** | | | | | |
| | (0.0055) | | | | | |
| Games Practice x Deciles 6-10 | 0.0126** | | | | | |
| | (0.0055) | | | | | |
| Math Practice x Deciles 2-5 | 0.0032 | | | | | |
| | (0.0056) | | | | | |
| Games Practice x Deciles 2-5 | 0.0127** | | | | | |
| | (0.0055) | | | | | |
| Math Practice x Predicted decline | 0.0950*** | 0.0957*** | 0.0938* | 0.0963** | 0.1007* | |
| | (0.0337) | (0.0347) | (0.0496) | (0.0406) | (0.0540) | |
| Games Practice x Predicted decline | 0.0897*** | 0.0641* | 0.1161** | 0.0472 | 0.0821 | |
| | (0.0338) | (0.0338) | (0.0508) | (0.0401) | (0.0525) | |
| Math Practice | 0.0010 | -0.0036 | -0.0051 | 0.0009 | -0.0039 | -0.0083 |
| | (0.0068) | (0.0070) | (0.0073) | (0.0105) | (0.0077) | (0.0118) |
| Games Practice | -0.0033 | -0.0038 | 0.0038 | -0.0182* | 0.0069 | 0.0010 |
| | (0.0070) | (0.0072) | (0.0073) | (0.0109) | (0.0079) | (0.0117) |
p-value: Math Decline = Games Decline 0.8757 0.3791 0.6556 0.2443 0.7374
Control Decline 0.12 0.12 0.05 0.18 0.06 0.03
Observations 325892 325892 125658 200234 64083 61575
Notes: This table replicates Table II, restricting to students who did not receive incentives. The variable definitions, controls, and specifications are identical to that of Table II:
- Observations are at the student-test-question level. Question item order was randomized across students. The dependent variable is a binary indicator for whether the question is correct.
- “Cog. Practice” denotes receiving either treatment. “Math Practice” and “Games Practice” denote the Math or Games sub-treatments, respectively. “Deciles 2-5” and “Deciles 6-10” are binary indicators for if the question appears in the given decile range. “Predicted Decline” is defined at the item quintile-school level as the difference in the percent of questions correct in the first quintile minus the given quintile, and varies by school.
- Cols. (1) and (2)-(6) correspond to the specification in Equations 1 and 3, respectively. Cols. (1) and (2) estimate treatment effects for all three tests pooled. Cols. (3)-(6) show effects for the non-Math tests (listening and Ravens), then math, listening, and Ravens tests separately.
- All regressions contain question, class section, and test version fixed effects, a linear control for baseline average score, and a linear control for the fraction of students in the same school who got the question correct (computed using control group data only). Standard errors are clustered by student. * p<0.10, ** p<0.05, *** p<0.01.
Table A.21: Impact of Treatment on Discouragement Effects
| Question Difficulty: | Dependent Variable: 1[Question Correct] |
|----------------------|----------------------------------------|
| | All Tests | Top Decile | Top Quartile | Top Half | Listening Tests |
| | (1) | (2) | (3) | (4) | Top Quartile |
| Cognitive Practice | -0.0024 | -0.0028 | -0.0030 | -0.0050 | 0.0022 |
| | (0.0063) | (0.0063) | (0.0067) | (0.0068) | (0.0075) |
| Cognitive Practice x Predicted Decline | 0.0832*** | 0.0829*** | 0.0828*** | 0.0819** | 0.0525 |
| | (0.0318) | (0.0318) | (0.0318) | (0.0318) | (0.0354) |
| Lagged Hard Question | -0.0129** | -0.0200*** | -0.0069* | -0.0257*** |
| | (0.0063) | (0.0047) | (0.0318) | (0.0354) |
| Cognitive Practice x Lagged Hard Question | 0.0067 | 0.0025 | 0.0055 | 0.0015 |
| | (0.0065) | (0.0050) | (0.0039) | (0.0082) |
Observations: 314892, 314892, 314892, 314892, 61607
Notes: This table shows the effect of treatment on whether the student gets the question after a difficult question correct. Question difficulty is defined at the top of each column.
- Observations are at the student-test-question level. Question item order was randomized across students. The dependent variable is a binary indicator for whether the question is correct.
- “Lagged Hard Question” is an indicator that equals one if the question comes immediately after a difficult question. Column 1 replicates Panel A Column 2 of Table II, but has fewer observations because “Lagged Hard Question” is not defined for the first question. “Cognitive Practice” denotes receiving either treatment. “Predicted Decline” is defined at the item quintile-school level as the difference in the percent of questions correct in the first quintile minus the given quintile, and varies by school.
- “Top Decile”, “Top Quartile”, and “Top Half” indicate the definition of question difficulty used in each column, and refer to the bottom 10%, 25%, and 50% questions in terms of accuracy, respectively, computed using control group data.
- All regressions contain question, class section, and test version fixed effects, a linear control for baseline average score, and a linear control for the fraction of students in the same school who got the question correct (computed using control group data only). Standard errors are clustered by student. * p<0.10, ** p<0.05, *** p<0.01.
Table A.22: Treatment Effects on Attendance
| | Dependent Variable: Absent on main testing day |
|--------------------------------|-------------------------------------------------|
| | (1) | (2) |
| Cognitive Practice | -0.0045 | |
| | (0.0047) | |
| **Sub-treatments:** | | |
| Math Practice | | -0.0066 |
| | | (0.0053) |
| Games Practice | | -0.0024 |
| | | (0.0054) |
| Observations | 13635 | 13635 |
**Notes:** This table examines whether there is an effect of the treatment on the likelihood a student is absent on a given day.
- Observations are at the student-day level. We examine attendance on the days of the (unannounced) tests administered to students as part of the experiment post-baseline.
- Columns (1) and (2) pool across all five tests (listening, math, Ravens, SART and COS) and all testing rounds.
- The dependent variable is a binary indicator for whether the child was absent on that day of school. A student is identified as absent if they are not present at school on the day the rest of their class takes the test and instead completes the test on a make-up test day at some point afterward.
- “Cognitive Practice” denotes receiving either treatment. “Math Practice” and “Games Practice” denote the Math or Games sub-treatments, respectively.
- Standard errors are clustered by student. * p<0.10, ** p<0.05, *** p<0.01.
Table A.23: Treatment Effects on School Performance — Heterogeneity by Subjectivity in Grading
| Dependent Variable: Z-score | English & Hindi | Grades 3-5 | Hindi & English or Grades 3-5 | Hindi & English and Grades 3-5 | Non-chain Schools |
|-----------------------------|----------------|------------|-------------------------------|--------------------------------|------------------|
| | (1) | (2) | (3) | (4) | (5) |
| Cog. Practice x Het. Group | 0.0106 | 0.0198 | -0.0211 | 0.0419 | 0.0000 |
| | (0.0345) | (0.0690) | (0.0555) | (0.0594) | (0.0000) |
| Cog. Practice | 0.0826** | 0.0787 | 0.1078* | 0.0742* | 0.0897** |
| | (0.0381) | (0.0520) | (0.0577) | (0.0394) | (0.0348) |
| Het. Group | 0.0491* | 0.0330 | 0.0374 | 0.0609 | 0.0000 |
| | (0.0285) | (0.0575) | (0.0471) | (0.0488) | (0.0000) |
Panel B: Chain Schools Only
| Dependent Variable: Z-score | English & Hindi | Grades 3-5 | Hindi & English or Grades 3-5 | Hindi & English and Grades 3-5 | Non-chain Schools |
|-----------------------------|----------------|------------|-------------------------------|--------------------------------|------------------|
| | (1) | (2) | (3) | (4) | (5) |
| Cog. Practice x Het. Group | 0.0178 | 0.0063 | -0.0282 | 0.0402 | 0.0000 |
| | (0.0485) | (0.0759) | (0.0646) | (0.0748) | (0.0000) |
| Cog. Practice | 0.1087** | 0.1188** | 0.1451** | 0.1074** | 0.0000 |
| | (0.0446) | (0.0595) | (0.0688) | (0.0457) | (0.0000) |
| Het. Group | 0.0784* | 0.1045* | 0.0725 | 0.1423** | 0.0000 |
| | (0.0400) | (0.0619) | (0.0540) | (0.0604) | (0.0000) |
Notes: This table examines whether treatment effects on school grades vary according to how subjective or objective the grading of the course is.
- Panel A examines all schools in our sample. Panel B includes only the schools in a chain with highly standardized grading practices.
- This table mirrors Table I Panel A, but adds an interaction between treatment and the covariate denoted at the top of the column.
- "Covariate" varies by column and is intended to capture more subjective grading practices in a variety of ways. In Col. (1) is covariate captures whether the grade is in either Hindi or English (rather than math). In Col. (2) it captures whether the student is currently in grades 3-5 (inclusive), where test items become more complex (e.g. essays rather than fill in the blanks). Col. (3) is an indicator if the grade was in Hindi or English or the student is in grades 3-5. Col. (4) is an indicator which takes the value 1 if the grade was in Hindi or English and the student is in grades 3-5. Col. (5) is an indicator for non-chain schools.
- The other variable definitions, controls, and specifications are identical to that of Table I Panel A. * p<0.10, ** p<0.05, *** p<0.01.
Table A.24: Impact of Treatment on Behaviors Outside of School
| | (1) | (2) | (3) | (4) |
|------------------|------|-------|---------|--------|
| | Breakfast | Practice | HW Time | HW Help |
| Cognitive Practice | -0.0346 | 0.0766 | -0.0280 | -0.0317 |
| | (0.0623) | (0.0497) | (0.0586) | (0.0623) |
| Dep. Var. Mean | 1.656 | 1.591 | 1.603 | 1.055 |
| Dep. Var. SD | 0.760 | 0.620 | 0.743 | 0.735 |
| Observations | 706 | 706 | 706 | 706 |
Notes: This table shows the effect of treatment assignment on students’ experience outside of school.
- Observations are at the student level. The dependent variable is student self-report of conditions at their home along different criteria (denoted at the top of the column).
- “Breakfast” is a measure of the total number of items a student had for breakfast that day from the following list: egg, bread, rice, paratha, cereal, milk, tea, fruit, meat, and other. “Practice” is a count of the number of cognitively-focused practice activities from a pre-specified list a child did after school, ranging from 0-3. “HW Time” is a measure for how much time students spend on homework scored as 0 (less than 45 minutes), 1 (about 45 minutes), or 2 (more than 45 minutes). “HW Help” captures the number of individuals (family members, tutor, etc) that help them with their homework.
- “Cognitive Practice” is dummy for whether the student was assigned to the treatment.
- All regressions contain class section fixed effects. Robust standard errors are reported in parentheses. *$p < 0.10$, **$p < 0.05$, ***$p < 0.01$.
FIGURE A.1: Performance Declines in Achievement Tests
TIMSS Exam
(A) Math, US sample (B) Science, US sample
(C) Math, global sample (D) Science, global sample
PISA Exam
(E) Math, US sample (F) Science, US sample (G) Reading, US sample
(H) Math, global sample (I) Science, global sample (J) Reading, global sample
Notes: The figures show student performance over the length of the TIMSS and PISA tests on a single y-axis. All other variable definitions, controls, and specifications are identical to that of Figure I.
- TIMSS (PISA) is administered to fourth graders (15 year-olds) in more than 50 countries. All subjects administered are presented here. Observations are at the student-question level.
- For TIMSS, question order is block randomized within each test subject; graphs plot residuals after removing question fixed effects. For PISA, randomization is across test subjects (with 4 randomization blocks per exam); we remove question block fixed effects.
- The x-axis is “Question location in test”, which denotes where in the exam the question item appeared normalized on a scale of 0 to 1 (i.e. question number within subject in TIMSS and question block number across the exam in PISA). The y-axis plots the average score (i.e. percent answered correctly) for each question location on the test.
- The plots display the smoothed values of a kernel-weighted local polynomial regression, with a bandwidth of 0.15 for TIMSS and larger bandwidth of 0.33 for PISA (due to the smaller number of randomization blocks).
- In the TIMSS US sample (A-B), relative advantage is proxied by race (white and non-white, respectively). In the TIMSS global sample, these differences are proxied by the top (bottom) quartile of GDP/capita (C-D). In the PISA data (E-J), high (low) SES is proxied by the top (bottom) quartile of the ESCS measure, an index capturing parental income, occupation, and education.
FIGURE A.2: Differences in Schooling Practices by Social and Economic Advantage
Frequency of Independent Practice
(A) Global sample
Fraction of class time on independent practice
Log GDP per capita
(B) US sample
Fraction of class time on independent practice
Percent of students not dis-advantaged
Frequency of Classroom Distractions
(C) Global sample
Fraction of school days which are noisy and disorderly
SES Index
(D) US sample
Fraction of school days which are noisy and disorderly
SES Index
Notes: The figures show the relationship between income and schooling environment.
- Panels A and B present data from the TIMSS teacher survey on pedagogy used within the classroom. The y-axis is the fraction of class time spent on independent practice. Teachers rate how often students engage in this type of activity on a 4-pt scale from “never” (coded as 0) to “every or almost every lesson” (coded as 0.75). In Panel A, the sample is all countries, and the x-axis is log GDP per capita. In Panel B, the sample is the US, and the x-axis is the percent of students within the school who are not disadvantaged (where the fraction of disadvantaged students is reported by school administrators from among 4 discrete options).
- Panels C and D present data from the PISA teacher survey. The x-axis is a student-level SES index constructed by PISA. The y-axis is the fraction of classes in which there is noise and disorder, rated by teachers on a 4-pt scale from “never” (coded as 0) to “every lesson” (coded as 1). The data is grouped into ventiles, presenting the average within each ventile (blue dots).
- In each plot, the red line is the line of best-fit.
FIGURE A.3: Example Classrooms from Study Schools
Notes: The photographs each show a classroom from two of our study schools to provide context.
FIGURE A.4: Treatment Tablet Software
(a) Math practice treatment
(b) Games practice treatment
Notes: These figures show example screenshots from the treatment tablet software used throughout the intervention. For the Math Practice, we use the imagineMath software, developed by Pixatel. For the Games Practice, we use simple games with limited animation downloaded from the Android app store.
FIGURE A.5: Program Treatment Classes
Notes: The photographs show two example treatment program classes.
FIGURE A.6: Experiment timeline
Notes: This figure shows the timeline of the intervention for a typical school. Program treatment and control classes were administered from August to early December and again in January. Baseline tests were conducted in July and August (before the start of program classes). Midline tests were conducted during the intervention break in December, and endline tests were conducted in early February. Follow-up tests were conducted from late April through June.
FIGURE A.8: Randomization Balance of Test Versions
(a) Listening Test
(b) Ravens Test
(c) Math Test
Notes: These plots show the distribution of p-values for 4,478 coefficients of whether the student received a given test version on dummies for treatment status. These regressions are calculated within each test-round-school-grade. This tests whether the allocation of test packet versions is balanced across treatment status. For a perfectly random allocation of test versions, as the sample size goes to infinity, we would expect each bar to approach 10%.
FIGURE A.9: Attempted Questions Only: Performance Over the Length of the Test by Treatment
(A) Listening (B) Ravens Matrices (C) Math
(D) Listening (E) Ravens Matrices (F) Math
Notes: The figures replicate the decline plots on the listening, Raven’s Matrices and math tests from Figure II, but restrict to questions students attempted (i.e. the student did not leave the question blank). All variable definitions and controls are identical to that of Figure II:
- Question order is randomized in each test. Observations are at the student-test-question level.
- Each panel displays a binscatter plot, where the x-axis is the percent location of the test, grouped in deciles (where 0.1 is the first decile of the test and 1 is the last decile), and the y-axis is the proportion of students who answer the question correctly. Data is residualized to remove question and test version fixed effects. All plots are overlaid with a quadratic best-fit curve by experimental arm.
- The top row compares the control group (dashed gray, open circles) to the pooled sub-treatments (solid red, diamonds). The bottom row compares the Control (dashed gray, open circles) to each sub-treatment – Math arm (solid blue, triangles) and Games arm (solid orange, squares) – individually.
- For ease of interpretation of decline magnitudes, in each plot, the decile 1 control group mean is added to all residuals.
- Table A.13 presents the full set of corresponding treatment effects estimates.
FIGURE A.10: Example Test Packet and Photos - SART and Symbol Matching Task
(a) Screenshots from SART software
(b) Symbol Matching Example Test Page
Notes: These figures show information about the two measures of attention from psychology, SART and the symbol matching task.
- Panel A shows two screenshots of the SART software. The left hand panel shows the software when the target stimulus – a bell – is not present. The right hand panel has the target stimulus present, indicating the students should press the space bar as quickly as possible.
- Panel B shows an example test page from the symbol matching task with the target symbols shown at the top of the page. Students needed to find the matching symbols in the grid below.
(a) First page of Math Exam
**HALF-YEARLY EXAMINATION 2018-19**
**MATHEMATICS**
**CLASS IV**
**Two hours**
**Maximum marks : 70**
**Instructions:**
Please do not write anything on your question paper except your name and roll number.
Write your name very neatly and clearly on your answer script.
Answers to this paper must be written in neat and legible handwriting on the answer script provided separately.
Do not copy the questions on your answer script. Write the correct question number only.
**Section A [30 marks]**
Attempt all questions from this section.
**Question 1**
Fill in the blanks: (Write the answers only)
(a) The predecessor of 2000 is _______.
[1]
(b) $63,179 - \_\_\_\_ = 63,179$
[1]
(c) $555 \times 1000 = \_\_\_\_$
[1]
(d) $14,128 \div 14,128 = \_\_\_\_$
[1]
(e) The fractions with same denominator are called \_\_\_\_ fractions.
[1]
**Question 2**
(a) Write the face value and place value of 8 in the number 2,81,657.
[2]
---
(b) First page of English Exam
**HALF-YEARLY EXAMINATION 2018-19**
**ENGLISH LITERATURE**
**CLASS IV**
**Time: Two hours**
**Maximum marks: 80**
**Spoken English + Elocution: 5+5**
Reading : 10
Dictation : 5
Handwriting : 5
Textbook : 50
**Instructions:**
Please do not write anything on your question paper except your name and roll number.
Write your name very neatly and clearly on your answer script.
Answers to this paper must be written in neat and legible handwriting on the answer script provided separately. You will be marked out of 5 marks for your handwriting.
Do not copy the questions on your answer script. Write the correct question number only.
**Question 1**
Answer any four of the following questions:
(a) What did the elephant look like in far-off times?
[3]
(b) What was so fascinating about Gobstoppers?
[3]
(c) What story of her life did Avva narrate to her granddaughter? (Any three points)
[3]
(d) Where was the Elephant’s Child going to find out what the crocodile has for dinner? What did he take with him?
[3]
(e) Describe the filth that clung around Mrs Pratchett.
[3]
(f) What happened when the Dassara festival came?
[3]
---
Notes: These figures show the first page of school administered exams in Math (Panel (a)) and English (Panel (b)) for 4th grade students.
FIGURE A.12: Supplementary Data: Performance Over the Length of the Test by Subject
(a) Math
(b) Science
(c) English
(d) Urdu
Notes: The figures show student performance over the length of the test by test subject using a sample of 5,353 9-11 year-olds in Pakistan from Brown and Andrabi (2021).
- Observations are at the student-test-question level. Question order on the tests is randomized.
- The figure plots the probability a question was answered correctly (y-axis) against the percent location of the question on the test (where 0 is the beginning of the test and 1 is the end of the test, x-axis). N = 217,516.
FIGURE A.13: Effect of Additional Schooling on Performance Decline
(a) First stage: Students’ grade-level by birth month
(b) Reduced form: Decline in performance by birth month
\[ \text{Decline in performance} = \frac{\% \text{ correct in first half} - \% \text{ correct in second half}}{\% \text{ correct in first quartile} - \% \text{ correct in last quartile}} \]
Notes: The figures show students’ average grade-level and performance decline by month of birth using a sample of 5,353 9-11 year-olds in Pakistan from Brown and Andrabi (2021).
- The kindergarten enrollment cut-off is December 31, shown by the vertical dashed line. The figure allows for differential slope on either side of the cutoff. Question order on the tests is randomized.
- Panel A: The figure plots students’ average grade-level at the time of the exam by month of birth. Children born in January have 0.22 fewer years of schooling, conditional on their age.
- Panel B: The two figures plot students’ decline over the test (performance in the beginning minus performance at the end) by the child’s month of birth. Students’ who are just to the right of the cutoff (and therefore have fewer years of schooling) have significantly more performance decline, conditional on age.
- Performance decline is captured using two metrics. In the left figure of Panel B, performance decline is defined as the average percent correct on items in the first half of the test minus the average percent correct on items in the second half of the test. The right figure is similar but uses the difference between the average percent correct in the first quartile minus the last quartile of the test.
B Data and Analysis Appendix
Additional Details of Regression Discontinuity in Section 7
In section 7 we present the results of the effect of an additional school year on cognitive endurance. We instrument for years of schooling by the predicted years of schooling using a regression discontinuity approach at the enrollment cut-off based on the child’s month of birth. We use the following specification:
First stage:
\[
YrsofSchooling_s = \alpha_0 + \alpha_1 MOB_s + \alpha_2 MOB^2_s + \alpha_3 1[MOB_s \leq 6] + \mu_s
\] (4)
Second stage:
\[
Correct_{ils} = \beta_0 + \beta_1 YrsofSchoolings + \beta_2 PredictedDecline_l \\
+ \beta_3 YrsofSchoolingsPredictedDecline_l + \beta_4 MOB_s + \beta_5 MOB^2_s \\
+ \beta_6 MOB_s * PredictedDecline_l + \beta_7 MOB^2_s * PredictedDecline_l + \epsilon_{ils}
\] (5)
where \(YrsofSchooling_s\) captures the total years of schooling student \(s\) has received at the time of the exam. \(MOB_s\) is the student’s month of birth, which is the running variable in the regression discontinuity framework. \(1[MOB_s \leq 6]\) is an indicator that equals one if the student was born in the second half of the year (i.e. July to December, before the cut-off) and zero otherwise.\(^{45}\) \(Correct_{ils}\) is a binary variable that captures whether student \(s\) correctly answered question item \(i\) appearing in location (decile) \(l\). \(PredictedDecline_l\) is calculated in a parallel fashion to Eq. 2, where for each test subject, we take the difference between the average score in decile 1 minus the average score in decile \(l\). We use students who are born in May through August as our “control group” to calculate Predicted Decline. The coefficient of interest is \(\beta_3\), which captures the extent to which an additional year of schooling improves performance on the parts of the test where declines have set in.
Details of Instructional Quality Metrics
The overall instructional quality metric is based on 12 items, all of which are considered to be markers of good quality instruction and have been shown to correlate with learning outcomes. These include dimensions such as classroom climate, feedback provided to students, time on task, use of higher-order thinking skills, etc. Brown and Andrabi (2021) describes the scoring and quality assurance process used in reviewing the classroom videos. Note that while all 66 schools are part of the same private school chain, there is substantial heterogeneity across them, with different schools serving different demographics and charging different levels of school fees. Other work has shown wealthier schools are associated with higher quality scores on the CLASS rubric (Cloney et al., 2016). However, this dataset does not contain direct information on socioeconomic status in this population.
\(^{45}\)The sample is restricted to students born from July 2007 to June 2009. \(MOB\) begins at 1 for July 2007 goes up to 12 for June 2008, and then resets to 1 for July 2008 and goes up to 12 again for June 2009. The definition of \(1[MOB_s \leq 6]\) identifies a discrete jump at January in expected years of schooling. We use the 6 months before/after each January 1 cut-off to create non-overlapping samples of treatment and control students for the stacked RD across grades. | c4f4155b-96ce-47bd-a618-0fbaaab98526 | CC-MAIN-2022-40 | https://bfi.uchicago.edu/wp-content/uploads/2022/06/CogEndurancePaperAppendix.pdf | 2022-10-02T04:21:47+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337244.17/warc/CC-MAIN-20221002021540-20221002051540-00519.warc.gz | 163,424,721 | 23,159 | eng_Latn | eng_Latn | 0.990597 | eng_Latn | 0.993296 | [
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Basic Orchard (Grove) Lay Out
Orchard layout is probably the most permanent decision (along with varietal selection) you will make concerning your olive orchard. The trees will stay in the aspect and spacing you select for them for many years to come. Several factors determine the physical layout of your orchard. The purpose of this page is to outline and explain these factors so that you can decide on an effective layout.
**Orientation**
When planning the aspect of your orchard you must keep in mind the fact that light and air penetration will increase the tree's health and crops. To achieve maximum light penetration into each row and each tree, the rows should be planted as close to a North-South direction as possible. That is, if you were driving a tractor up or down a row you would be facing either North or South. This aspect allows the light of the sun to best penetrate the trees as it moves across the sky. The aspect may need to be adjusted slightly to account for slopes or contours, but as a rule, try to keep as close as possible to North-South.
**Tree Spacing**
Over the past few decades there has been ongoing research throughout the international industry regarding the most viable tree spacing for irrigated olive orchards. However, as more and more trials are coming of age and results are being published, it is becoming increasingly accepted that the most effective spacing for an irrigated, mechanically harvested olive grove range from 120 to 180 trees per acre.
The tree spacing in these irrigated orchards ranges from 22 ft. x 16 ft. (124 trees/acre) to 20 ft. x 12 ft. (182 trees/acre). Although some irrigated trials have shown increased crops from more densely planted orchards in early years, researchers generally agree that the 120-180
trees/acre orchards are more economically viable in the long term.
Growers looking at shorter term (10 years or less) olive orchards and/or dynamic plantings with increased crops per acre in the early years can gain further information on the denser plantings from Santa Cruz Olive Tree Nursery. An Australian grower (Olives Australia) is researching densities up to 500 trees per acre in Spain, Italy and Argentina using a range of mechanical harvesting equipment.
Santa Cruz Nursery (CA) has been recommending the 20 ft. x 16 ft. (136 trees/acre) spacing for many years. Although not quite as dense as the 180 trees/acre, the 20 ft. row spacing give enough room for the movement of whatever size mechanical harvesters are available at the time of harvesting, and the 16 ft. tree spacing give room for the opening of a fruit catching umbrella. Following is a list of factors which need to be assessed when deciding on a tree spacing for your orchard.
**Irrigated or Non-irrigated?**
The majority of olive orchards being planted outside of the Mediterranean have some form of irrigation system. The main advantages of irrigation are improved tree health and resulting increased crops which make the grove economically viable. Irrigation allows trees to be planted closer together as they are not competing with each other for natural rain water. If you are not planning to irrigate your orchard, you will generally need to plant your trees on a spacing of approximately 30 ft. x 30 ft. (60 trees/acre). Naturally this spacing will vary depending on the amount and season of rain received in the region, but broadly speaking, 30 ft. x 30 ft.
is a satisfactory spacing for non-irrigated groves. This gives each tree 900 sq. ft. (100 sq. yards) of land from which to source its necessary water and nutritional needs.
**Mechanically Harvested or Hand Picked?**
Your choice of harvesting method directly affects the site and spacing of your trees. As mentioned above, Santa Cruz Olive Tree Nursery recommends an 20 ft. x 16 ft. spacing to allow mechanical harvesters to work efficiently in the rows. There are also smaller tractor-mounted shakers which can work in narrower rows but don't forget that increased light and air penetration into a tree will improve the tree's health and crop. Some harvesters consist of two machines and two operators, one machine drives down each side of the tree row. The first machine shakes the tree while the other collects the fruit. These machines can also work in narrow rows. However, just because there are harvesters that can work in a narrow, say 20 ft. x 10 ft. tree spacing, doesn't mean that your trees will necessarily produce their best long term crops at this spacing or that such a machine will be locally available at your harvest time. Unless you are planting many hundreds of hectares and will purchase your own harvester, you need to consider the type and availability of the mechanical harvester/s most likely to be working in the density of orchards near yours.
The slope of the ground in the orchard also affects the efficiency of mechanical harvesters. According to OMC in California, a slope of up to 25 degrees (maximum) is suitable for their Catchall III harvesters if there is a firm surface underneath. Orchards on slopes greater than 25 degrees currently need to be hand picked.
If you are planning to hand pick fruit for table olive processing then you may choose to plant your trees closer than a mechanically harvested orchards. A spacing of 20 ft. x 12 ft. (182 trees/acre) could be planted. However, Santa Cruz Olive Tree Nursery still recommends that you plant on approximately 20 ft. x 16 ft. to allow for the invention of non-fruit-bruising mechanical harvesters suitable for table olive picking in the future, and again, to allow light and air penetration. Also, after eight or ten years of growth, a row spacing of less than 20 ft. will not allow room for the movement of normal sized vehicles for carrying the harvested fruit in most varieties.
Drainage
Although orchard drainage is not the topic of this sheet, there are two main points to consider. Firstly, too much water is the worst enemy of the olive tree. Your soil type and drainage system must allow water to get away efficiently both above and below the ground surface. Secondly, you need to protect against erosion in the orchard. Make sure your orchard layout balances all of the points on this page without causing extensive erosion to your property.
Which Pruning Method?
The shape to which you prune your tree is naturally going to effect how close your trees can be planted together. If, as most growers choose, you are pruning in the vase shape then about 100 trees per acre is fine. If on the other hand you are planning to prune monoconically (Christmas tree shape), then you may choose to plant slightly closer together. (See our page on monoconical pruning for more details on this method).
Marking Out The Orchard
Many people wonder what is the easiest method to mark the actual tree sites onto a field. Although we’ve planted hundreds trees on our own nursery property for propagation purposes and thousands more in a private orchard, we’ve also consulted some of our large commercial clients.
Remember that your initial marking of the rows and tree sites is not the final one. It is simply a rough marking to show where to spread your manure, rock dust and possibly lime on each site, after which you will be deep ripping the rows and thereby destroying any accurate marking you may have done. However, it is worth having fixed end-of-row markers which are positioned out of the way of ripping machinery as they will be a permanent row guide through all stages of land preparation and planting.
There are many ways of marking tree sites. In reality it comes down to how accurate you want to be. Some growers mark their 20 ft. row spaces with brightly colored stakes at each end of the row and then simply rip backwards and forwards between them. Others do the same but run a string line between the stakes to mark various points along the row with additional stakes to guide the ripping machine even more accurately. Large orchards are designed by surveyors able to give perfect tree and
row placements. Once the land is ripped, some growers simply pace out the 20 ft tree sites along the center of the ripped area (This method will not give you an accurate and tidy grove). Others will again run a string line or use surveyors to get the rows exactly straight. Some use a tape measure to accurately pinpoint each 20 foot tree site (Generally a two person job). Another option is to use a long length of light gauge fencing wire or multi-strand stainless steel cable on which you have already marked the 20 ft spaces with a bright paint or electrician's tape. If the row is very long, this wire can be pulled tight with a tractor or winch. The 20 ft paint/tape marks could expand and contract a bit with different tensions on the wire but it does save a lot of measuring.
When fixing tree positions on hill country, the rows will often not line up due to the distances gained or lost over the undulations. You may then choose to sight your rows by eye from a fixed point on the row. A second option is to use a surveyor or surveying techniques and equipment to fix the exact tree positions, despite the terrain.
Most growers find it best to use their permanent stake to mark each site prior to planting. The trees can then be planted in the hole beside the stake in such a way that they are growing towards and up the stake. Once the irrigation and stakes are in place, four people should be able to plant at about 150 trees an hour.
Start with two people putting the trees at each site with a vehicle and trailer, one person digging holes and one person planting. When the two with the vehicle have placed a few hundred trees they too can start planting. With one person digging holes and three people planting the process works quite efficiently. It is then essential to thoroughly water the tree very soon after planting.
While your final method is up to you, we hope this summary sheet has given you some helpful hints. Good luck with your planting.
Information courtesy of Santa Cruz Olive Nursery, California | 88cf5c60-79c0-437f-9db9-0fea1a925194 | CC-MAIN-2022-21 | https://www.floridaolive.org/wp-content/uploads/2021/09/FOC-Guide-to-Grove-Design.pdf | 2022-05-19T03:18:34+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662522741.25/warc/CC-MAIN-20220519010618-20220519040618-00067.warc.gz | 876,875,574 | 2,085 | eng_Latn | eng_Latn | 0.99865 | eng_Latn | 0.999103 | [
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Fact Sheet 3 - Hydrogen Flight
There are plans to use hydrogen as a power source for aircraft instead of kerosene. It could either be burned in a jet engine or used to feed a fuel cell to generate electricity to power a propeller. It is produced from other energy sources, has a significant energy loss during the process and is usually stored in liquid form at −253 °C.
WHAT THE AVIATION INDUSTRY TELLS YOU
Happening soon
New aircraft propelled by hydrogen could enter into service by 2035.
Zero emissions
When burned or used in a fuel cell, hydrogen does not produce any CO₂, only water.
Government support required
Public money is needed for funding for hydrogen aircraft development and to subsidise hydrogen production.
WHAT THEY DON’T TELL YOU
Too late
If it happens, it will come much too late to tackle the climate emergency.
Not for medium and long-haul flights
Hydrogen will not be viable for medium and long-haul flights before 2050. Until then, only the regional and short-haul market should be targeted, a large part of which can be substituted by road or rail.
Not zero emissions
Hydrogen-powered aircraft will not have zero emissions, even if hydrogen is produced from renewable electricity, because it will still emit NOₓ and generate contrail cirrus that have a higher climate impact than CO₂ today.
Huge energy consumption
The deployment of “green” hydrogen in aviation would require huge quantities of renewable electricity, which would deprive other sectors needing to decarbonise.
Success not assured
Hydrogen-powered aircraft exist only on paper. Before it becomes a reality, many problems must be solved, especially in the field of safety, and new technologies must be developed.
Financial support from governments means taxpayers pay...most of whom never fly.
Airbus studied hydrogen aircraft in the 2000s but shelved their plans in 2010 due to technical issues\(^1\) that are yet to be resolved. In 2020, they then announced their intention to restart development of new hydrogen aircraft that could enter into service in 2035. They are studying four concept aircraft and will select one by 2025\(^2,3\). Other manufacturers are also developing small hydrogen aircraft that may be certified in the 2020s.
**HYDROGEN AIRCRAFT UNABLE TO MEET CLIMATE TARGETS IN TIME AND QUANTITY**
Even if the aggressive schedule announced by Airbus in 2020 is met, it will be too late for the climate. According to the United Nations Environment Program (UNEP), worldwide GHG emissions must be reduced by 55% by 2030 and 90% by 2050 in order to not exceed the globally agreed 1.5°C heating limit\(^4\). The design of a whole range of aircraft and the conversion of the fleet to hydrogen would start too late and take too long to meet this goal. Aircraft have a typical lifetime of 25 years.
According to a report produced by the European Commission (EC) in collaboration with key industry partners, hydrogen would be best suited for regional and short- to medium-haul flights. For long-haul flights, which contribute about one third of aviation emissions, hydrogen would not economically compete with synthetic fuels before 2050\(^5\). By then, for that segment, the industry plans to rely upon alternative jet fuels (biofuels and e-fuels - see Fact Sheets 4 and 5). More recently, Airbus stated that a medium-haul aircraft would not be available before 2050, so, before that time hydrogen could potentially displace less than 20% of CO\(_2\) emissions\(^6\).
**Hydrogen's potential to mitigate the climate impact of aviation is less than 10% of its total impact by 2050**
The technical challenge of designing and building hydrogen-powered aircraft, of meeting safety requirements and of supplying hydrogen both to planes and to airports makes it highly improbable that we will see hydrogen-powered medium and long haul flights before 2050. On the shorter flights where hydrogen might be used, CO\(_2\) emissions would not be fully reduced until all the hydrogen was sourced from 100% renewable electricity. And the non-CO\(_2\) impacts would only be partially addressed, as hydrogen-powered engines would still emit NO\(_x\) and produce contrails.
**Sources:**
Stay Grounded (2020): https://bit.ly/factsheetClimateImpact
CleanSky2&FCH (2020): https://bit.ly/report-hydrogen
The EC report takes into account the CO₂ as well as the non-CO₂ impact of aviation on climate, NOₓ, water vapour and contrails, considering that the total impact is 3.1 times that of CO₂ alone (see also Fact Sheet on non-CO₂). It estimates that the total climate impact could be reduced by only 50-75% versus kerosene if hydrogen is burned in turbines and 75-90% if it is used in fuel cells. But this is still highly hypothetical.
**PRODUCING GREEN HYDROGEN WOULD REQUIRE HUGE RENEWABLE ELECTRICITY RESOURCES**
Hydrogen aircraft are part of a new economy of hydrogen aiming at replacing fossil fuels where electricity is not a possible alternative. In order to be “carbon-free”, hydrogen needs to be produced with renewable electricity (green hydrogen > see infobox).
The challenge is that the energy requirements are huge and will exceed production capacities needed to:
- Replace coal and gas in power plants that supply the electric grid
- Help satisfy new demand for electricity (cars, heating, data, etc.)
- Replace today’s grey hydrogen (produced from fossil fuels) used for industrial processes (e.g. fertiliser production)
- Satisfy new demand for hydrogen for trucks, ships…
- Satisfy new demand for hydrogen for production of e-fuels for aviation
In a scenario where 40% of the airline fleet would be converted to liquid hydrogen in 2050 and the rest of the fleet would use e-fuels, the resulting electricity demand would be equal to the current total worldwide electricity production and about four times the production of renewable electricity in 2018. As demand for electricity grows so does the risk that renewable electricity supply will not be able to match it, which will increase the risk of using non-renewable power.
**FINANCIAL SUPPORT FROM GOVERNMENTS IS UNJUSTIFIED: THE POLLUTER SHOULD PAY**
Airbus says “support from governments will be key to meet their ambitious objectives with increased funding for research and technology, digitalisation and mechanisms that encourage the use of sustainable fuels and accelerate the renewal of aircraft fleets”.
However: given that most taxpayers rarely or never fly it would be unfair for them to subsidise research and development, particularly as the commercial success of hydrogen is uncertain; timescales are lengthy; and any significant deployment of hydrogen aircraft would be a waste of limited renewable energy resources.
**GREY, BLUE AND GREEN HYDROGEN**
This colour code refers to different production methods:
- Grey Hydrogen = produced from methane or coal (both fossil fuels)
- Blue Hydrogen = Grey Hydrogen combined with Carbon Capture & Storage (CCS)
- Green Hydrogen = produced (via electrolysis) from water via renewable electricity
In 2018, the vast majority of the hydrogen production was “grey”, accounting for 2% of total global CO₂ emissions. Only 0.5% of the production was “green”, and a tiny amount was “blue”. “Blue” hydrogen is unproven at scale, and ultimately still involves the use of fossil fuel and may produce more carbon emissions than simply using “grey” hydrogen.
Today, hydrogen is mostly used by industry, for oil refining and for producing ammonia fertilisers. But many sectors, including aviation, are exploring its potential to support clean energy transitions and a new hydrogen economy is being projected.
As new uses for hydrogen develop, there is a major concern that the oil and gas sector will continue with business as usual in order to fulfill new hydrogen demand by extracting it from fossil hydrocarbons, rather than leaving it in the ground.
SUCCESS IS FAR FROM ASSURED
Hydrogen flight is unproven, with many technical and safety aspects yet to be understood. There is some skepticism even within the aviation industry. Boeing is not following Airbus\(^{13}\) and engine manufacturers have expressed reservations\(^{14}\). Even Airbus have admitted that hydrogen will not be widely used in planes before 2050, stating that only regional 50-100 seaters would be ready for hydrogen in the 2030s, a small market with a small share of current CO\(_2\) emissions\(^{15}\). If airlines transition to using a large amount of such aircraft, this will substantially affect their operations and the design of airport infrastructure (e.g. runways, gates, terminals, fuelling and maintenance requirements). It would therefore be sensible to halt aviation expansion plans until we know to what extent hydrogen aircraft will be used.
While the development of new technologies and fuels may be helpful, it cannot be an excuse to delay emissions reductions that are needed NOW to mitigate the climate crisis. The only way to effectively reduce aviation emissions is to reduce air travel. To achieve this, we need effective regulations to limit air traffic.
In our Degrowth of Aviation\(^{16}\) report, we lay out how a set of measures could lead to a just reduction of aviation. In our Just Transition\(^{17}\) paper, we present the idea of how a conversion of the aviation industry can guarantee security for the livelihood of workers.
END NOTES & LITERATURE
1 BBC News (2010): [https://bit.ly/bbc-hydrogen](https://bit.ly/bbc-hydrogen)
2 Airbus (2020): [https://bit.ly/airbus-zero](https://bit.ly/airbus-zero)
3 Airbus (2020): [https://bit.ly/AirbusPod](https://bit.ly/AirbusPod)
4 UNEP (2019): [https://bit.ly/UNEP-EmissionGap](https://bit.ly/UNEP-EmissionGap), p. 15
5 CleanSky2&FCH (2020): [https://bit.ly/report-hydrogen](https://bit.ly/report-hydrogen)
6 Reuters (2021): [https://bit.ly/hydrogen-limits](https://bit.ly/hydrogen-limits)
7 Stay Grounded (2020): [https://bit.ly/factsheetClimatelmpact](https://bit.ly/factsheetClimatelmpact)
8 CleanSky2&FCH (2020): [https://bit.ly/report-hydrogen](https://bit.ly/report-hydrogen)
9 Airbus (2020): [https://bit.ly/airbus-zero](https://bit.ly/airbus-zero)
10 Gössling, S. et al. (2020): [https://bit.ly/Goessling-Global-Aviation](https://bit.ly/Goessling-Global-Aviation)
11 IEA (2021): [https://bit.ly/IEA-hydrogen](https://bit.ly/IEA-hydrogen)
12 Howarth, R. et al (2021): [https://bit.ly/3AZRwqi](https://bit.ly/3AZRwqi)
13 Simple flying (2021): [https://bit.ly/Boeing-NoHydrogen](https://bit.ly/Boeing-NoHydrogen)
14 France TV (2020): [https://bit.ly/interview-petitcolin](https://bit.ly/interview-petitcolin)
15 Reuters (2021): [https://bit.ly/hydrogen-limits](https://bit.ly/hydrogen-limits)
16 Stay Grounded (2019): [http://bit.ly/DegAvR](http://bit.ly/DegAvR)
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Integrating migrant children in schools through artistic expression
Module 1: Journeys
Theme 1B: Contacts & Connections
Prepared by Bath Spa University
The ArtsTogether project has been funded with support from the European Commission, AMIF (Asylum, Migration and Integration Fund) Union Actions Programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Theme 1B Focus: Contacts & Connections
Theme 1B Learning Activities stimulate exploration of our human journeys through 3 artworks from different times and cultures:
- A Benin plaque: *The Oba with Europeans*
- A Mughal miniature painting: *Emperor Akbar inspecting the building works at Fatehpur Sikri*
- An Egyptian tomb painting: *Nebamun hunting birds in the marshes*
Learning Resources & Materials
- Three images with information.
- Weblinks provide examples and contextual information.
- Visual art outcomes use paper and coloured pencils.
Level 1: Benin Plaque: *The Oba with Europeans*
- What questions can we ask about the plaque?
- The bigger picture: the art of Benin
- Designing a plaque to show a personal achievement
The Oba with Europeans
© The Trustees of the British Museum, 16-17th C. Creative Commons (CC BY-NC-SA 4.0):
https://www.britishmuseum.org/research/collection_online/collection_object_details.aspx?objectId=610486&partId=1&searchText=Benin+Plaque:+the+oba+with+europeans&images=on&page=1
The oba in the centre of the plaque is looking directly at us. He sits on a throne and wears a helmet-like crown. The oba’s coral neck rings and ceremonial axe show his wealth and power.
The two people on either side of the oba are court officials. Their belts are hung with small crocodile heads - the emblem of officials who worked with the Europeans.
In the background are two Portuguese merchants. They have long hair and feathers in their hats.
One holds a manilla - a brass bracelet. The Portuguese brought huge quantities of brass manillas to Benin.
The bigger picture - find out more:
Learning resources and links on another Benin Plaque
http://www.teachinghistory100.org/objects/about_the_object/the_oba_of_benin
A British Museum guide to the art of Benin
https://www.britishmuseum.org/learning/schools_and_teachers/resources/all_resources/resource_art_of_benin.aspx
Watch a video: The Lost Kingdoms of Africa
https://www.youtube.com/watch?v=QW_kaUuUg8Y
Plaque design: your greatest achievement
- The Benin plaques showed the achievements of the oba.
- Design a plaque to show one of your own achievements.
- Put a picture of yourself in the centre - you should be the biggest thing on the plaque!
- Add other people who helped with your achievement (make them smaller).
- Include objects representing your achievement - these could be worn by you or held by people on the plaque.
Level 2: Mughal Miniature
- What do we hear, smell and see as we walk through the painting?
- The bigger picture: The Akbarnama and Mughal miniatures
- Making our own little books to show significant events in our lives
Walk through the picture with a partner (start at the bottom)
What can you:
smell?
hear?
see?
Emperor Akbar inspecting the building works at Fatehpur Sikri
© Victoria and Albert Museum, London, 16th C.: http://collections.vam.ac.uk/item/O9531/akbar-painting-tulsi/
Emperor Akbar is the biggest person in the picture. He is giving orders to a workman at the site.
Emperor Akbar’s servants. One carries a fly whisk and the other a fan.
Pigeons on the walls of Fatehpur Sikri. The emperor used pigeons to carry messages.
Akbar’s bodyguards - with their hands on their swords.
Emperor Akbar inspecting the building works at Fatehpur Sikri © Victoria and Albert Museum, London.
Labourers carrying bricks and mortar
People making mortar
Animals carrying mortar
Stone-carvers
The bigger picture - find out more:
A link to the Mughal miniature on the Victoria and Albert Museum website
http://collections.vam.ac.uk/item/O9531/akbar-painting-tulsi/
More scenes from the Akbarnama from the collections of the Victoria and Albert Museum
http://collections.vam.ac.uk/search/?offset=15&limit=15&narrow=&extrasearch=&q=Akbarnama&commit=Search&quality=0&objectnamesearch=&placesearch=&after=&before=&namesearch=&materialsearch=&mnsearch=&locationsearch=
Learning resources and links based on a Mughal miniature from Teaching History with 100 Objects
http://www.teachinghistory100.org/objects/mughal_painting
A map showing how the Mughal Empire changed over time
https://www.youtube.com/watch?v=AWaOd-QYP8w
Little book design
- The Akbarnama recorded the most important events in Akbar’s life.
- Make your own little book to show three important events in your life. Follow the instructions for making a little book: https://www.youtube.com/watch?v=21qi9ZcQVto
- Choose 3 events and decide what to include for each one in a Mughal-style miniature.
- Discuss the events with your group
- Share your little book with your group.
Level 3: Egyptian Tomb Painting
- Analysing the painting
- The bigger picture: Nebamun’s Tomb
- Making our own mural fragments
What details do you notice in the picture?
*Nebamun hunting in the marshes 1350BC*
© The Trustees of the British Museum, Creative Commons (CC BY-NC-SA 4.0):
https://www.britishmuseum.org/research/collection_online/collect/on_object_details.aspx?objectId=119661&partId=1&searchText=Nebamun+tomb+paintings&images=on&page=1
Nebamun is standing on a small papyrus boat in the marshes of the River Nile. Nebamun is holding a snake-headed throw-stick in one hand and three decoy herons in the other.
The hieroglyphics say that Nebamun is ‘enjoying himself and seeing beauty’ in the marshes.
Nebamun’s wife Hatchepsut stands at the back of the boat.
*Nebamun hunting in the marshes* © The Trustees of the British Museum
The marshes are full of life: papyrus, lotus flowers, butterflies, fish and birds.
A cat catches birds among the papyrus stems. The other birds are panicking.
Nebamun’s young daughter sits in the middle of the boat.
Future life fragments design
- The fragments of Nebamun’s tomb paintings give us glimpses of his ideal life.
- Think about your own hopes and aspirations for the future: family, work, home, friends, pets, leisure interests, places, celebrations.
- Draw picture fragments of some of these on torn paper or card of different shapes and sizes.
- Talk about your picture fragments with other people in your group.
The bigger picture - find out more:
A link to the image *Nebamun hunting in the marshes* on the Google Cultural Institute website
https://britishmuseum.withgoogle.com/object/nebamun-hunting-in-the-marshes
The British Museum’s 3D interactive of Nebamun’s tomb
https://www.britishmuseum.org/visiting/galleries/ancient_egypt/room_61_tomb-chapel_nebamun/nebamun_animation.aspx
The British Museum’s PowerPoint and Teacher’s Notes on Nebamun’s tomb
https://www.britishmuseum.org/learning/schools_and_teachers/resources/all_resources/resource_tomb_of_nebamun.aspx
The British Museum’s learning resources on Ancient Egypt
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#LIBERATE TO EDUCATE
Policy Platform
WHAT IS THE SCHOOL-TO-PRISON PIPELINE (STPP)?
The STPP is the system of policies and practices that push students, especially students of color, out of school and into the juvenile and adult criminal systems. The STPP has many entry points, spanning from student criminalization to the systemic underinvestment in resources for Black, Latinx and LGBTQIA+ students.
Youth Justice Project’s Policy Platform to End the School-to-Prison Pipeline in Durham
The Youth Justice Project (YJP) is a youth-led group of Durham Public School (DPS) students of color who are committed to ending the school-to-prison pipeline and achieving educational justice. We envision a future in which young people of color attend schools that lift them up, not pat them down; live in communities that follow their lead, not suppress their voice; and are served by governments that invest in their future, not their incarceration. We believe in a world where no child is criminalized and all Black, Latinx and LGBTQIA+ youth receive the education and support necessary to thrive in their full dignity.
Youth Must Lead the Way
The school-to-prison pipeline is bigger than suspensions and arrests. It also includes biased policies, systemic underinvestment and outdated, Eurocentric curriculum – all of which push students out of the classroom and into the justice system. A comprehensive, youth-led effort is necessary to dismantle decades-old practices that wear away at the dignity and wellbeing of students of color. We urge the Durham Public Schools Board of Education to work with Youth Justice Project members and students of color throughout DPS to implement this policy platform.
The following recommendations were developed by Youth Justice Project members and represent a comprehensive view of educational justice that, if fully implemented, will effectively end the school-to-prison pipeline in DPS. In the sage and powerful words of Assata Shakur, “It is our duty to fight for our freedom. It is our duty to win. We must love each other and support each other. We have nothing to lose but our chains.”
DPS student on the harms of policing students: “A culture of distrust between the school and it’s Black and Brown students is evident when schools use police to target students of color. Even a “good” police officer can be triggering to students, especially those who have been affected by police brutality.”
YOUTH JUSTICE PROJECT DEMANDS
- **Demand 01**
Remove Police
- **Demand 02**
End Exclusionary Discipline
- **Demand 03**
Liberate the School Environment
- **Demand 04**
Implement Culturally Relevant Curriculum!
- **Demand 05**
Establish Mental Health & Safe Spaces
To end the school-to-prison pipeline in DPS, we must remove school resource officers (SROs) from DPS campuses and end the school policing contract with the Durham County Sheriff’s Office. The same police officers harassing, beating and even killing people of color in our communities are targeting and criminalizing Black and Latinx students in DPS schools. Although research confirms that Black students do not misbehave at higher rates than their White peers, Black students represented only 44% of DPS student enrollment in 2018-19, but were 86% of school-related complaints to the youth justice system. These statistics mirror what students of color are experiencing nationwide, especially Black girls. During the 2015-16 school year, when compared to White girls, Black girls were 4 times more likely to be arrested, 3 times more likely to be referred to law enforcement and 2 times more likely to be physically restrained while attending school.
School-based contact with law enforcement funnels hundreds of Black and Latinx students into the justice system, disrupting their education and social-emotional development. The presence of SROs in schools is associated with increased referrals to law enforcement for minor, nonviolent infractions. After being arrested by school police officers, students face a myriad of collateral consequences that harm their future, their families and their communities, including: loss of instructional time and course credits; legal costs and court fees; separation from family; emotional and physical trauma; challenges to their immigration status; loss of housing assistance; and loss of employment. These consequences only exacerbate racial and ethnic disparities already entrenched in North Carolina’s juvenile justice system where Black youth are 10 times as likely to be incarcerated as White youth.
DPS student on the need to remove police from schools:
“My safety should be a top priority for DPS. I believe my safety is not being put first when law enforcement officers are placed in schools because they specifically target students that look like me more than any other student demographic in DPS.”
SROs are costly, ineffective and harmful to students and their learning environment. During the 2019-20 school year, DPS spent over a million of dollars for 22 SROs to police 17 of Durham’s schools, including elementary schools. Rather than improve safety, research demonstrates that placing police in schools negatively affects school climate. The over-policed school atmosphere can initiate, rather than alleviate, misbehavior by increasing anxiety, alienating students, creating a sense of mistrust between peers and forming adversarial relationships with school officials. Instead of ensuring safety and improving behavior, police presence often increases disorder among students by diminishing the authority of school staff. In fact, the increased presence of school security, including...
DPS student on being policed in school:
“One minute the SROs are interrupting a gym class and playing dodgeball with white students then the next minute, they’ll stop a student of color in the hall for wearing a hoodie.”
SROs, has been associated with increases in suspension and expulsion for Black students and greater discipline disparities between Black and White students.
There is no evidence that law enforcement in schools makes students safer. Conversely, the increased presence of police officers in schools has negative impacts on school climate. This is especially true for Black students, who have more negative perceptions of police in their schools and communities than White students. When students perceive a negative school climate, they are less likely to be engaged and more likely to be truant or dropout. Thus, rather than make schools safer, the presence of law enforcement in schools places students of color at risk of criminalization for age-appropriate schoolyard behavior and facilitates school pushout.
DPS student on what it feels like to be policed at school:
“Walking through school, a place where I’m supposed to feel safe, and seeing police officers is not good. It’s sick, there’s no reason to police children.”
DPS must follow the lead of courageous school boards throughout the country by removing police from schools and investing in alternatives to policing. Fully implementing the Youth Justice Project’s policy platform, including authentic restorative justice programs and comprehensive mental health resources, will create supportive and nurturing school environments that keep students safe without policing and criminalization.
Youth Justice Project - Policy Platform
End Exclusionary Discipline
Ending the practice of exclusionary discipline is also necessary to end the school-to-prison pipeline in DPS, where Black students were 7.4 times more likely than White students to receive a short-term suspension during the 2017-18 school year. Although Black students comprised only 44% of enrollment that year, they represented over 76% of short-term suspensions. During the 2018-19 school year, roughly 1 in 5 Black males in DPS received exclusionary discipline compared to only 1 in 10 of all students. Two of the three most common reasons for discipline in DPS that school year were insubordination and disruptive behavior – both subjective, minor infractions that can and should be addressed without removing students from the school environment.
Suspensions have collateral consequences that far exceed removing students from the classroom. Students who receive a short-term or long-term suspension are more likely to have low academic achievement, drop out of high school, have negative views about school and enter the youth and adult justice systems. Moreover, exclusionary discipline delays and undermines the process of identifying and addressing the root cause of the issue while placing an unreasonable burden on working families.
DPS student on the need to end exclusionary discipline: “The systemic use of exclusionary discipline within our education system is unforgiving and undermines the health and well-being of its victims. Authoritative figures, who may be racially biased, push Black and Brown students out of the classroom... This process does not contribute to healthy learning.”
Implement Authentic, School-wide Restorative Justice Programs
There are obvious, less discriminatory and less punitive methods of addressing school safety and student accountability than policing and exclusionary discipline. School-wide restorative justice initiatives improve school climate and hold individuals accountable while promoting emotional, social and communication skills that follow youth into adulthood. Yet this preventative measure does not receive necessary funding for adequate and effective implementation.
DPS has invested in restorative justice programs. However, the current level of investment and implementation is insufficient to achieve positive, district-wide results. Additionally, students are often referred to these programs as a form of punishment, which ignores the proactive and preventative nature of an authentic restorative justice framework.
Instead of being punitive and reactive, restorative justice frameworks should:
- Proactively build community
- Establish processes that address harmful choices and actions in a fair and humane way
- Separate the action from the actor; and
- Hold both students and staff accountable for “repairing relationships and strengthening community after harm has occurred.”
DPS student on the need for restorative justice: I read a book once and it briefly mentioned restorative justice. I couldn’t help but wonder why I didn’t see this at my school when it sounded like it could help so many people.
To effectively end the school-to-prison pipeline, DPS should invest more fully in school-wide restorative practices until each school has a proactive and authentic restorative justice framework that is sufficiently staffed with paid restorative justice practitioners.
The school-to-prison pipeline involves more than student criminalization and exclusionary discipline. Students are also more likely to disengage when they are not given the freedom to choose certain aspects of their educational experience. This is especially true of students of color who are less likely to participate in higher-level courses and often feel alienated when they are the only person of color enrolled in these courses. To remedy this issue in DPS, the Youth Justice Project believes that the district must liberate the classroom by: (1) Increasing student self-determination in course selection and scheduling; (2) expanding access to higher-level courses; and (3) ending the segregating and alienating practice of academic tracking.
**LIBERATE THE SCHOOL ENVIRONMENT BY:**
- Increasing student self-determination in course selection and scheduling;
- Providing greater access to higher-level courses; and
- Ending the practice of academic tracking.
**Increase Student Self-determination in Course Selection and Scheduling**
Students throughout the state have limited decision-making authority in the courses they can select and their academic schedule. Due to state-mandated graduation requirements, it is understandable that school districts impose some limitations on course selection. Similarly, due to the temporal and practical limitations of the school day, reasonable limitations on scheduling are expected. However, these combined restrictions significantly limit the self-determination of Black and Brown students who have historically been deprived of the ability to dictate their own educational experience.
DPS student on the need for greater self-determination in course selection: "I've never had much choice in my classes, especially because I was being tracked. It doesn't create a well-rounded student."
More student choice benefits students and their overall learning environment. Research demonstrates that allowing greater choice in course selection engages students' autonomy, competence and relatedness – all three of which enhance their intrinsic motivation and create healthier school environments. Students exhibited a statistically significant higher level of intrinsic motivation when given a personal choice over course selection, regardless whether it was an elective or required course.
DPS student on the need for greater self-determination in course selection: "If high school prepares students for the real world, then student's should have information about available courses and be able to freely choose the courses that they want to take."
Moreover, when students perceive that their school is making an effort to include them in decision-making, they perform better academically and are more likely to graduate. Thus, the extent to which a school and/or school district allows students to exercise self-determination over their coursework impacts both their academic and post-school outcomes. These studies and the experiences of students of color throughout DPS demonstrate that the district must increase students' ability to dictate their own educational experience in order to eliminate this facet of the school-to-prison pipeline.
Provide Greater Access to Higher-level Courses
WHAT ARE HIGHER-LEVEL COURSES?
For the purposes of this policy framework, higher-level courses include Advanced Placement (AP), International Baccalaureate (IB) and honors classes.
Educational diversity and inclusion are about more than school enrollment demographics. It is about how students engage with one another within the school building, both academically and socially. During the DPS’s 2020 Youth Equity Summit, students of color voiced concerns about either being denied access to higher-level courses or feeling alienated while attending higher-level courses because they were the only student of color in the classroom. These concerns have also been expressed by other youth-led organizations like the Wake County Black Student Coalition.
Nationally and locally, Black and Latinx students are less likely to participate in and complete higher-level courses. The U.S. Department of Education found that although Black and Latinx students are 37% of high school enrollment, they account for “only 27% of students taking an AP class and 18% of students passing AP exams.” This mirrors DPS, where Black students were 47% of student enrollment during the 2015-16 school year, but only 34% of gifted and talented enrollment.
There are many barriers to enrolling in higher-level courses, especially for Black and Latinx students. Schools often create barriers to enrollment that disproportionately limit participation for Black, Latinx and low-income students. For example, in order to enroll in higher-level courses, some schools require high scores on standardized tests, higher grades in pre-requisite coursework and/or letters of recommendation from past teachers. This reflects a false belief that some students are not ready for higher levels of academic rigor solely due to an inability to excel on standardized tests or their experiences in previous classrooms. Information gaps also contribute to enrollment disparities, as many students and parents are not informed about how to prepare for or enroll in higher-level courses.
To provide greater access to higher-level courses and eliminate racial and economic disparities in enrollment, DPS should collect and analyze quantitative and qualitative data by school site to determine which policies and practices are contributing to enrollment disparities. By using a participatory research model led by students of color, DPS can address the issue in a way that also expands student engagement and self-determination. DPS should also audit enrollment requirements, removing all prerequisites based on standardized test scores or a students’ experience with previous teachers. These limitations in no way reflect a student’s current ability or desire to excel in a higher-level course and provide an advantage to students from more affluent families who can afford additional support.
DPS student on access to higher-level courses: “I’ve had to meet with the assistant principal so my course selection could be approved. During the meeting, the assistant principal questioned my ability to succeed in these courses, discouraging my enrollment.”
End Academic Tracking
Similar to the feelings of alienation and inefficacy associated with inadequate access to higher-level courses, the practice of academic tracking harms the educational experience of students of color in DPS. Although tracking standards are arbitrary, they can have detrimental occupational and educational effects – especially for many Black students who are often misplaced in courses below their ability. Once tracked, it is extremely difficult for students to move into another track because they are taught different material.
DPS student on the need to end academic tracking: “I am a victim of tracking specifically. I was told I could never be put into an honors class because of my test scores in elementary school, the age when my brain is still developing. Tracking holds students back from reaching their full potential, and it prohibits students of color from exceeding the expectations placed onto them during the beginning of their educational career.”
Rather than track students academically, DPS should help teachers learn methods to teach all students the same material. Tracking perpetuates existing racial academic disparities while negatively affecting a student’s identity and sense of self-efficacy. Nationally, Black and Latinx students are overrepresented in the lower tracks. This should create major concerns for DPS, where White students in grades 3-8 were 2.7 times more likely to score “Career and College Ready” on final exams than Black students during the 2018-19 school year.
Some argue that tracking helps accelerate learning for students capable of advanced coursework while allowing for targeted remediation for students in need of extra help. However, research demonstrates that early tracking increases educational disparities while also reducing mean academic performance. Simply stated, there is no “equity-efficiency trade-off” with tracking, only an educational assignment structure that detrimentally impacts Black and Latinx students.
Ending the school-to-prison pipeline also requires a commitment to engaging and educating Black and Latinx students in a manner that is culturally relevant and historically accurate. Youth from marginalized communities should see reflections of themselves in all course content. Research indicates that culturally responsive practices improve both academic performance and student wellbeing. Students who participate in culturally responsive learning environments have greater interest in school and are more motivated to learn. When students study their cultural background, they improve their self-esteem and resilience in the face of discrimination.
DPS’s strategic plan ostensibly aims to increase academic achievement through curriculum that is culturally reflective of student demographics and claims to offer culturally relevant classes such as African-American Literature, American Indian Studies and Poverty in America. However, DPS high school students of color say they are only able to register for one of these courses during a given semester. This highlights a disconnect between the culturally responsive curriculum DPS currently provides and students’ actual ability to enroll in these courses.
To effectively develop and implement culturally responsive curriculum, DPS must incorporate students’ culture and current events, collaborate with communities of color and ensure all students have access to culturally relevant course offerings. DPS students must have access to a wealth of culturally responsive curriculum and the ability to select classes that represent who they are and who they will become. To do so, DPS should work with NC-based organizations supporting implementation of culturally relevant curriculum, like working to extend anti-racist education (we are) and Village of Wisdom.
DPS student on the need for culturally relevant curriculum:
“Many of the so-called culturally relevant classes, like Minority Studies or International Studies, are not offered in all DPS high schools, despite them being listed on the DPS Course Guide the district uses.”
Youth Justice Project members, with feedback from other DPS students of color, have developed the following list of courses that will help DPS achieve its goal of being culturally responsive to its student demographic:
**Potential Black History Course Offerings**
- African Studies
- Slavery and Its long-term Implications
- Abolition Movement and Underground Railroad
- Separate but Equal
- 1900’s
- Establishment of the NAACP
- Harlem Renaissance
- Black Involvement and Contributions During World War 2
- Civil Rights Movement
- Prison Industrial Complex and the Rise of Mass Incarceration
- Black Lives Matter Movement to the George Floyd Uprising
**Latinx History**
- Indigenous Peoples and Pre-colonial Periods
- Papal Bull Inter Caetera/Treaty of Tordesillas
- A Peoples’ History of:
- The Conquest of the Aztec and Inca Empires
- The Mexican-American War
- The War of the Triple Alliance
- The War of the Pacific
- The Construction of the Panama Canal
**LGBTQ+ History Course Offerings**
- Roberta Cowell
- Sexual Offences Act
- Stonewall
- Marsha P. Johnson
- First Pride March
- Mattachine Society
- Obergefell v. Hodges
- Intersectionality
**Religious Studies Courses**
- Islam
- Hinduism
- Buddhism
- Judaism
- Christianity Outside of the White Eurocentric Experience
Demand #5
Establish mental health spaces and safe spaces for LGBTQIA+ students in schools that are available during and after school hours.
Mental Health Spaces Staffed by Mental Health Professionals
Implementing district-wide mental health services and safe spaces are essential to repairing the psychological harm of systemic racism and the school-to-prison pipeline. Criminalizing and incarcerating students negatively impacts their mental health and increases the risk of future contact with the justice system, which only creates additional psychological trauma.
Law enforcement officers in DPS schools do not have training in developmental psychology or treatment modalities tailored to marginalized communities. With co-located mental health services unevenly promoted and integrated across DPS, students with the greatest mental health needs are often met by school personnel who are the least trained to serve them. During the 2018-19 school year, there were 30 school psychologists, representing 1 school psychologist for around 1,080 students. This is well below the ratio of 1 school psychologist for every 500 students that is recommended by National Association of School Psychologists.
Even before the pandemic, DPS students were in crisis. In the 2017 Durham County Youth Risk Behavior Survey, 1 in 4 middle school students and 1 in 3 high school students reported feeling depressed in the past year. Suicidal ideation statistics are even more alarming. One in four DPS middle school students considered suicide at one point in their life. Sixteen percent of DPS high school students contemplated suicide within a year before completing the survey.
Too many DPS students are suffering from unaddressed mental health needs. Psychological services must be district-wide and school-based. Youth are six times more likely to complete evidence-based treatment at school compared to other community settings.
To effectively provide mental health support, DPS must follow the demands of students who want comprehensive school mental health systems (CSMHS) and greater choice of the care they receive:
- On-site, fully staffed mental health spaces at every school
- Culturally competent mental health professionals trained in student-centered, trauma-informed care and other treatment modalities that affirm the identities of marginalized students, including those in Black, Latinx, Asian, LGBTQIA+ and gender non-binary communities
- After-hours availability
- Student-choice of mental health professionals and treatment plan
Comprehensive school mental health systems (CSMHS) provide a continuum of care rooted in a collaborative approach between the school and community. This includes a built-in assessment tool and multi-tiered system of support (MTSS) that provides awareness and preventative services, early identification and intervention for at-risk students, and treatment for youth with severe mental health needs. Research indicates that CSMHS contribute to improved student and school outcomes. This includes increased academic success, decreased exclusionary discipline,
enhanced school climate and safety and improved student social and emotional behavioral functioning.
Students should also be treated as the experts of their own experiences. This means that within CSMHS, students choose their own therapists and treatment plan, evaluate mental health professionals and have decision-making authority in hiring staff. Additionally, students need to be empowered with tools to be mental health leaders who address the psychological needs of their community. Youth should have access to both peer support and mental health first aid training that is relevant to their culture and identity. Doing so will help DPS create safe and supportive schools without the use SROs or student criminalization.
**Safe Spaces for LGBTQIA+ Students and Intersectional Student Identities**
Comprehensive mental health support must be coupled with student-led safe spaces, especially for LGBTQIA+ students. A recent national survey conducted by GLSEN found alarming statistics on the experience of LGBTQIA+ students in public schools. Over 8 in 10 LGBTQIA+ were harassed or assaulted at school. More than two-thirds were verbally harassed, and 1 in 7 were physically assaulted at school during the previous year because of their gender, gender expression or sexual orientation.
LGBTQIA+ are also harmed by school policies and procedures. The GLSEN survey found that over half of respondents stated that they have experienced school policies and procedures that were discriminatory. For example, students are prevented from or disciplined for expressing their gender and sexuality, including displays of affection and writing about LGBTQIA+ issues. LGBTQAI+ students are also forced to follow rules that reinforce traditional gender norms, such as not being allowed to use the restroom that aligns with their gender identity and not being able to use their chosen name or pronoun.
Because of these experiences and the policies and practices that create them, LGBTQIA+ students who were victimized at school were:
- Almost three times as likely to have recently missed school due to feeling unsafe;
- Less likely to feel a sense of belonging at school; and
- Had higher levels of depression and lower self-esteem.
DPS must create student-led school environments in which LGBTQIA+ and gender non-binary students, especially those of color, are empowered to embrace their identity and activism. The Youth Justice Project recommends partnering with BYP 100, GLSEN, Southerners on New Ground and El Centro Hispano to help students create safe spaces in which they can build relationships with their peers and their community.
Youth Justice Project Photo Credit:
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The Damage Estimation on the Nankai Trough Megathrust Earthquake
Disaster Management Bureau
Cabinet Office, Government of Japan
Number of Deaths and Missing Persons in Previous Disasters
Source: Chronological Scientific Table
Large Earthquakes Reviewed by the Central Disaster Management Council
Super wide-area earthquake extending to western Japan
Tokai Earthquake
Tonankai, Nankai Earthquake
Rate of earthquake production over 30 years: 60 ~ 70%
Concerns about neglected timber buildings and cultural assets
Cyubu region, Kinki region Inland Earthquake
Oceanic-type earthquakes in the vicinity of the Japan and Chishima Trenches
Huge tsunami over 20 meters
Unknown (Miyagi offshore earthquake production rate over 30 years: 99% prior to the Great East Japan Earthquake)
Tokyo Inland Earthquake
Rate of earthquake production over 30 years: approx 70%
(Magnitude 7 in southern Kanto area)
Concern about critical national operations
Planning and Review for Countermeasures Against Earthquakes
(1) Estimate distribution of seismic intensity, tsunami height, etc.
(2) Estimate likely damage
Deaths, buildings, fire, transportation, transit facilities, supply of utilities, waste disposal facilities, communications systems, etc.
(3) Countermeasures
Master planning from prevention through to emergency response, recovery and rebuilding
(4) Earthquake disaster management strategy
Set quantitative targets for disaster prevention, implementation plans, etc.
(5) Emergency response activity overview
Decide on the activities to be carried out by each organization and the level of support required in case of earthquakes
(6) Firm action plan
Countermeasure Overview for Tonankai & Nankai Earthquakes (Dec. 2003)
**Preparedness**
- Build earthquake resistant housing and public buildings
- Upgrade and make the transportation network (land-sea-air) earthquake resistant
- Drive long-term earthquake impact countermeasures
- Drive cultural asset protection countermeasures
**Tsunami**
- Upgrade facilities
- Automate the operation of floodgates
- Maintain and upgrade seawalls
- Evacuation countermeasures
- Secure evacuation centers and evacuation routes
- Information dissemination to citizens
- Non-emergency use of tsunami evacuation buildings
- Maintenance of hazard maps
- Dissemination of disaster preparedness knowledge
**Wide-area**
- Improve community disaster management
- Enhance disaster education
- Create an autonomous disaster organization
- Maintenance of communication methods
- Stockpile large volumes of essential goods
- Establish an earthquake support plan
- Sharing of information
- Maintenance of an activity base to support the public
- Support for isolated communities (using helicopters, etc.)
- Maintenance of disaster management centers
- Implementation of an emergency response activity plan
---
Earthquake Disaster Management Strategy for Tonankai & Nankai Earthquake (Mar. 2005)
Disaster prevention target:
Deaths and economic impact to be Reduced by Half within 10 years
**Deaths**
- Approx. 8,700 persons
- 17,800 persons (deaths due to the tsunami ~8,700 persons)
**Economic Impact**
- Approx. 27 Trillion Yen (~US$270M)
- 57 trillion yen (~US$570M)
- 31 trillion yen (~US$310M)
**Example of a specific target**
- Ratio of earthquake resistant housing 75% to 90%
---
**Earthquake resistant housing, etc.**
- Approx. 3,700 persons
**Improved awareness of tsunami evacuation plans**
- Approx. 3,600 persons
**Maintenance of coastal facilities**
- Approx. 800 persons
**Reduced fires due to earthquake resistant housing**
- Approx. 300 persons
**Countermeasures for steeply-inclined areas prone to landslides**
- Approx. 300 persons
**Loss of assets (earthquake resistant housing, etc.)**
- ~19 trillion yen (~US$190M)
**Flow on effect outside of the affected region**
- ~4 trillion yen (~US$40M)
**Interruption to production activities (secure labor and assets for business)**
- ~3 trillion yen (~US$30M)
**Restriction of east and west arterial traffic (earthquake resistant bridges, etc.)**
- ~1 trillion yen (~US$10M)
Activity Plan Based on Earthquake Disaster Management Countermeasures for the Tonankai & Nankai Earthquakes (Mar.2005)
Allocation of Support Team
- To Mie Pref.
- Police: 2,390
- Fire dept.: 3,280
- Defense: 4,700
- Total: 10,370 persons
- To Aichi Pref.
- Police: 2,100
- Fire dept.: 9,930
- Defense: 8,000
- Total: 20,030 persons
- To Shizuoka Pref.
- Police: 2,540
- Fire dept.: 2,860
- Defense: 11,600
- Total: 17,000 persons
- To Tokushima Pref.
- Police: 710
- Fire dept.: 1,280
- Defense: 2,400
- Total: 4,390 persons
- To Kochi Pref.
- Police: 2,730
- Fire dept.: 2,940
- Defense: 8,100
- Total: 13,770 persons
- To Wakayama Pref.
- Police: 1,830
- Fire dept.: 2,960
- Defense: 6,500
- Total: 11,290 persons
General Support
- 42,800 persons (not for designated area)
Allocation Scale (total)
- 121,950 persons
Activity Plan Based on Earthquake Disaster Management Countermeasures for the Tonankai & Nankai Earthquakes (Mar.2007)
Commodity Procurement
To Mie Pref.
- Food Approx. 7.7m meals
- Milk powder for infants approx. 2.9t
- Blankets approx. 40,000
- Diapers approx. 91,000
To Aichi Pref.
- Drinkable water approx. 27,000t
- Food Approx. 23m meals
- Milk powder for infants approx. 8.6t
- Diapers approx. 52,000
- Portable toilets approx. 4,900
To Shizuoka Pref.
- Food Approx. 5.4m meals
- Milk powder for infants approx. 2.9t
- Diapers approx. 51,000
To Tokushima Pref.
- Drinkable water approx. 2,400t
- Food Approx. 2.8m meals
- Milk powder for infants approx. 1.1t
- Blankets approx. 5,100
- Diapers approx. 20,000
- Portable toilets approx. 770
To Kochi Pref.
- Drinkable water approx. 3,700t
- Food Approx. 4.6m meals
- Milk powder for infants approx. 1.5t
- Blankets approx. 64,000
- Diapers approx. 68,000
- Portable toilets approx. 1,600
To Wakayama Pref.
- Food Approx. 4.1m meals
- Milk powder for infants approx. 1.2t
- Blankets approx. 29,000
- Diapers approx. 61,000
- Portable toilets approx. 1,000
*Only indicated for major items
*Sufficient for one work
Activity Plan Based on Earthquake Disaster Management Countermeasures for the Tonankai & Nankai Earthquakes
Wide-area Medical Service
Target number of patients to transport: 584
Medical staff required: 217
Available DMAT*: 109
*DMAT: Disaster Medical Assistance Team
Large Earthquakes in the Nankai Trough Area Since 1600
Large earthquakes occur roughly every 100 to 150 years
| Year | Event | Magnitude |
|------|--------------------------------|-----------|
| 1605 | Keikyo Earthquake (M7.9) | |
| 1707 | Houei Earthquake (M8.8) | |
| 1854 | Ansei Nankai Earthquake (M8.4) | |
| 1944 | Nankai Earthquake (M8.0) | |
| 1946 | Tonankai Earthquake (M7.3) | |
| 2013 | ? | |
3 Earthquakes are interlocked?
Past Earthquakes Reviewed by the Central Disaster Management Council
1. Repeated occurrence
2. High ratio of occurrence and highly imminent
- Predicted to occur within the next 100 years
- Excluded if active fault earthquakes occurred within the past 500 years
3. Confirmed in written records as having a significant impact
4. Predicted magnitude – 7 to 8
5. Impact on economic, social and critical national operations
Earthquakes studies
Trench-type earthquakes
(1) Tokai earthquake (M8.0)
(2) Tonankai, Nankai earthquakes (M8.6)
(3) Japan oceanic trench, Chishima trench earthquakes (M7.6 to 8.6)
Inland earthquakes
(4) Tokyo inland earthquake (M6.9 to 7.5)
(5) Chubu-area, Kinki-area inland earthquakes (M6.9 to 8.0)
Great East Japan Earthquake March 11, 2011
Magnitude 9.0 which was not expected near Japan
Breadth and origin of seismic wave was unprecedented since records have been kept
Tsunami height far exceeded expectations
Update of Disaster Management Countermeasures
Central Disaster Management Council
Report by the Committee for Technical Investigation on Countermeasures for Earthquakes and Tsunamis Based on the Lessons Learned from the “2011 off the Pacific Coast of Tohoku Earthquake” (September 28th, 2011)
In order to predict earthquakes and tsunamis in the future,
“A study should be conducted of the largest-possible earthquakes and tsunamis by considering the full gamut of possibilities.”
“Even though it may be unrealistic to adequately provide sufficient facilities and equipment to prepare for a massive earthquake and tsunami which may never eventuate, we still need to ensure that we set the assumptions without holding back.”
Disaster Management Countermeasures Updated
Committee for Technical Investigation of Countermeasures for Earthquakes and Tsunamis
Based on the Lessons Learned from the “2011 off the Pacific Coast of Tohoku Earthquake”
⇒ Update of all disaster management countermeasures based on reviews and lessons learned
Vision for predicting future tsunamis in order to establish tsunami countermeasures
Two types of tsunamis expected in the future
The largest possible tsunami which will be infrequent but cause widespread damage
Establish comprehensive tsunami countermeasures which prioritize human life by considering the best possible evacuation routes and employ every possible means
Tsunamis with low wave height but high frequency cause serious damage
Upgrade seawalls, save human lives, protect citizen’s assets, stabilize economic activities within affected communities and secure manufacturing bases
Predictions for the Largest Possible Earthquake and Tsunami Originating from the Nankai Trough
- Ambit where deep low frequency earthquake is occurred from plate boundary phase which is 30km deep
- Expands deeper to inland side by fixing the location of the plate boundary phase which in 30km deep
- Ambit where the Philippines sea plate is thicker around the Kyusyu-Palau ridge
- Extends from northern Hyuga-nada in a south west direction
- Major earthquake fault line: Plate boundary phase 10km deep
- Tsunami fault line: Assumption of sliding from 10km deep to trough axis
Magnitude of earthquake
| | Tsunami fault model | Major earthquake fault model |
|----------------|---------------------|-----------------------------|
| Area | Approx.140,000km² | Approx.110,000km² |
| Moment Magnitude Mw | 9.1 | 9.0 |
| Event | Area | Moment Magnitude Mw |
|------------------------|--------------------|---------------------|
| 2011 Pacific coast of Tohoku Earthquake | Approx. 100,000km² (approx.500km × 200km) | 9.0 (Meteorology Agency) |
| 2004 Sumatra Earthquake | Approx.180,000km² (approx.1200km × 150km) | 9.1 (Armonn et al., 2005) 9.0 (Chronological Scientific Table) |
| 2010 Chile midland Earthquake | Approx.60,000km² (approx.400km × 140km) | 8.7 (Pulido et al., in press) 8.8 (Chronological Scientific Table) |
| Major earthquake fault area Central Disaster Management Council(2003) | Approx.61,000km² | 8.7 |
Areas of Serious Impact and Damage
1. House and building damage by
1.1. Tremor
1.2. Liquefaction
1.3. Tsunamis
1.4. Rapid landslides
1.5. Earthquake fires
2. Occurrence of fallen objects
2.1. Fallen fences and vending machines
2.2. Other fallen objects
3. Casualties due to
3.1. Building collapse
3.2. Tsunamis
3.3. Rapid landslides
3.4. Fire
3.5. Falling fences, vending machines and other objects
3.6. Moving and falling indoor and outdoor objects
3.7. Entrapment (cannot self escape)
3.8. Missing persons from tsunami damage
4. Damage to essential services
4.1. Water supply
4.2. Sewage
4.3. Electricity
4.4. Communication
4.5. Gus (piped town gas)
5. Transportation facility damage
5.1. Roads (highways, local roads)
5.2. Railways
5.3. Ports
5.4. Airports
6. Effect on human life
6.1. Evacuees
6.2. People who cannot return home
6.3. Supply chain failure
6.4. Medical services required
6.5. Health and hygiene, epidemic prevention, handling of bodies, etc.
7. Debris disposal
7.1. Disposal of large volumes of debris
8. Other issues
8.1. Entrapment in elevators
8.2. Long lasting aftershocks
8.3. Road closures
8.4. Falling rocks and cars buried by landslides
8.5. Road accidents
8.6. Railroad accidents
8.7. People requiring support
8.8. Deaths caused by the earthquake disaster
8.9. Developed land with structures
8.10. Protection of dangerous goods and industrial facilities
8.11. Crowded public areas
8.12. Underground shops and subways
8.13. Cultural assets
8.14. Isolated villages
8.15. Disaster emergency measures, etc.
8.16. Dam overflow, storage reservoirs, etc.
8.17. Long-term flooding through ground subsidence
8.18. Multi-faceted disaster
8.19. Time lag earthquakes
8.20. Damage to fishing trawlers, vessels and related facilities
8.21. Law and order
9. Economic loss
9.1. Damaged assets, etc.
9.2. Reduced production and services
9.3. Effect of traffic restrictions
9.4. Preliminary cost of disaster prevention to minimize the impact of the disaster
Estimate Damage ①
Building damage by Shaking
Ratio of completely destroyed
Seismic Intensity
Estimate likely damage ①
Building damage by tsunamis
Submerge Level – Rate of collapse
Estimate likely damage ②
Deaths by tsunamis
How evacuate earlier?
| Evacuation Rate | Quick Evacuation | Evacuation after anything to do | Pressure Evacuation |
|----------------------------------|------------------|---------------------------------|---------------------|
| All people evacuate quickly | 100% | 0% | 0% |
| High early evacuation rate | 70% | 30% | 0% |
| Push each other | | | |
| High early evacuation rate | 70% | 20% | 10% |
| Low early evacuation rate | 20% | 50% | 30% |
- Quick Eva.: 5 minutes after (daytime) 10 minutes (night)
- Do anything: 15 minutes after (daytime) 20 minutes (night)
- Pressure Eva.: Start after tsunami reach
Estimated damage
Buildings
The most damaged case in Tokai Region
Earthquake fault (land side) Tsunami fault (①)
| Item | Winter/night | Summer/daytime | Winter/evening |
|---------------|--------------|----------------|----------------|
| Tremor | | 1,346,000 | |
| Liquefaction | | 134,000 | |
| Tsunami | | 146,000 | |
| Landslide | | 6,500 | |
| Fire | Wind: normal | 155,000 | 194,000 | 682,000 |
| | Wind: 8 m/s | 191,000 | 230,000 | 750,000 |
| Total | Wind: normal | 1,787,000 | 1,826,000 | 2,314,000 |
| | Wind: 8 m/s | 1,823,000 | 1,862,000 | 2,382,000 |
## The most damaged case in Tokai Region
| | Earthquake fault (land side) | Tsunami fault (①) |
|--------------------------|------------------------------|-------------------|
| **Tremor** | 82,000 | 37,000 |
| **Tsunami** | | |
| High rate Early | 117,000 | 68,000 |
| Low rate Early | 230,000 | 195,000 |
| **Landslide** | 600 | 200 |
| **Fire** | | |
| Wind : normal | 8,600 | 5,200 |
| Wind : 8 m/s | 10,000 | 5,900 |
| **Total** | | |
| Wind : normal | 208,000 | 111,000 |
| Wind : 8 m/s | 209,000 | 111,000 |
## Comparison of Actual vs. Predicted Damage
### Comparison Between the Pacific Coast of Tohoku Earthquake and a Predicted Large-Scale Nankai Trough Earthquake
| | Magnitude (*1) | Wetted surface area | Population of wetted area | Dead and missing | Building damage (completely destroyed) |
|--------------------------|----------------|---------------------|---------------------------|------------------|----------------------------------------|
| Pacific Coast of Tohoku Earthquake | 9.0 | 561km2 | Approx. 620,000 | Approx. 18,800(*2) | Approx. 130,400(*2) |
| Large-Scale Nankai Trough Earthquake | 9.0(9.1) | 1,015km2(*3) | Approx. 1,630,000(*3) | Approx. 323,000(*4) | Approx. 2,386,000(*5) |
| Magnification ratio | Approx. 1.8 times | Approx. 2.6 times | Approx. 17 times | Approx. 18 times |
*1: Inside ( ) is Mw of tsunami
*2: Reported by Disaster Headquarters June 26th, 2012
*3: Assumed wetted surface area when seawalls and floodgates function properly during earthquake motion.
*4: Damage when earthquake motion is landward, tsunami level is 1, it is midnight in winter, and the wind speed is 8m/s.
*5: Damage when earthquake motion is landward, tsunami level is 5, it is the evening in winter and wind speed is 8/s.
*6: Damage if it is 5am.
*7: Damage if it is 6pm.
Cause of Death Due to a Large-Scale Earthquake
Great East Japan Earthquake
- Drowning: 92.4%
- Collapse: 4.4%
- Fire: 1.1%
- Unknown: 2.0%
Great Kanto Earthquake
- Fire: 87.1%
- Collapse: 10.5%
- Factories, etc.: 1.4%
Great Hanshin-Awaji Earthquake
- Collapse of buildings: 83.3%
- Fire: 12.8%
- Unknown: 3.9%
Dead and missing persons: 105,385
Source: Japan Association for Earthquake Engineering
Predicted Damage
Physical Damage
Human Casualties
Operational Issues
- Restricted supply chain
- Critical national operations issues
- Traffic network disruptions
Disaster affected area
- Damage to assets, etc. (rebuilding costs)
- 169.5 Trillion yen
- Effect on economic activities (reduced production)
- 44.7 Trillion yen
- Opportunity and time loss due to transport restrictions (road, railway)
- 169.5 Trillion yen
Outside disaster affected area
Effect of Disaster Preparedness
(1) Earthquake-proofing buildings
- The average ratio of earthquake-proof houses is 79% in Japan (2008)
- Loss reduction is estimated by assuming buildings constructed using the old quake-resistance standard are upgraded or have anti-seismic reinforcement retrofitted.
| Buildings | Persons |
|-----------|---------|
| 627,000 | 38,000 |
| 361,000 | 21,000 |
| 240,000 | 14,000 |
| 118,000 | 5,800 |
Earthquake Resistance: 79% (current), 90%, 95%, 100%
Complete collapse due to quake
Death by building collapse (midnight in winter)
Effect of Tsunami Preparedness
Quick start to Evacuation, Evacuation places (buildings)
242,000
Seawalls and floodgates Didn’t function properly
[Low early evacuation rate] [High early evacuation rate] [Quick start of early evacuation]
242,000 → 109,000 → 85,000
Effective use of evacuation buildings
157,000 → 70,000 → 52,000
Extent of Damage (Heavily Damages Areas)
■ Damage to essential services
- Electricity: Blackout in 90% of the area
- Landline telephones: 90% of telephones not working due to cable damage, blackouts, etc.
- Cellular phones: 20% of base stations non operational. 90% of calls cannot be made due to congestion.
- Internet: 20% cannot contact.
- Email: 80% cannot connect, however it is much slower.
- Water supply and sewage pipes: 90% are out of service.
- Piped town gas: 90% are out of service.
■ Damage to transport facilities
- Cracks and potholes can be found on many national, prefectural and local roads
- Roads are difficult to drive on due to debris from collapsed buildings
- Highways are closed because of severe damage and require maintenance
- The Shinkansen (bullet train) is completely out of service
- Most conventional transport links are out of service
Emergency Support Following a Disaster⇒Rehabilitation, Reconstruction
Search & rescue activities
- Fire fighting
- Dispatch of Self-Defense Force
- Emergency fire crews
- Wide-area emergency support team (incl. police)
- DMAT (disaster medical service)
Dispatch of support agencies
- Dispatch of agencies from central, prefectural and local governments, etc.
Restoration of services
- Communications, electricity, water supply, sewage pipes, piped town gas
Support for evacuees
- Commodity procurement
- Fuel procurement
- Support for volunteering activities
- Securing of temporary housing
- Support for the homeless
Rehabilitation, Reconstruction
- Essential public infrastructure such as roads, ports, etc.
- Public buildings
- Reconstruction of houses, business offices cities.
Opening of roads Securing major transportation links | <urn:uuid:5ad82744-d153-4f0b-88fe-2a67ded51f34> | CC-MAIN-2019-13 | https://iisee.kenken.go.jp/symposium/10thIWSMRR/10.pdf | 2019-03-24T01:41:56Z | crawl-data/CC-MAIN-2019-13/segments/1552912203123.91/warc/CC-MAIN-20190324002035-20190324024035-00470.warc.gz | 507,037,402 | 5,490 | eng_Latn | eng_Latn | 0.945987 | eng_Latn | 0.978146 | [
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Introduction
• This module introduces statistics. It will describe how to record the different types of statistics in the scorebook.
• These statistics can then be used in various formulas to generate percentages and averages.
• All statistics are recorded as a number. While they can be completed after the game has ended, some are easier to record during the game. Find what works for you with regards to which statistics to do during the game and the order that you record them in.
• For the player, pitcher and catcher statistics that can be recorded after each play, use a small mark in the required column. These can then be tallied at the conclusion of the game. Double-check against the plays to ensure they are correct – marks can be easily missed or put in the wrong place.
• Care needs to be taken when a player changes fielding positions or is substituted to ensure the statistics are recorded against the correct player.
Scorebook
The scorebook has a number of different areas for the statistics to be recorded. Each player has separate statistics as a batter, fielder, pitcher or catcher. Some pitching statistics are also recorded per inning and others are used to balance the scorebook.
- Player statistics:
- batting (BLUE)
- fielding (RED)
- pitcher and catcher (GREEN)
- Inning (YELLOW)
- Balancing (PURPLE)
| PA | Plate Appearance | A completed turn at the plate. If the third out is made in the field, there is no PA. |
|----|------------------|-------------------------------------------------------------------------------------|
| AB | At Bat | When the batter has been given the opportunity to make a play. If the batter reaches 1st base by a walk, hit by pitch, sacrifice (bunt or fly), catchers interference or obstruction*, there is no AB. (play in the shaded area = no AB) |
| R | Run | When the runner scores |
| H | Hit | When the batter reaches at least 1st base on a safe hit |
| | Single | Double | Triple | HR | Home Run |
| RBI| Runs Batted In | When the batter advances a runner home (except on a double-play). If the batter hits a home run, count an RBI for all runners and the batter. |
| SAB| Sacrifice Bunt | SAF | Sacrifice Fly |
| BB | Walk | HPB | Hit By Pitch |
| CI | Catchers Interference, Obstruction* | * batter reaching 1st base only |
**Smaller row at the bottom for column totals – used for balancing.**
| K | Strikeout | All types whether the batter is out or safe |
|----|-----------------|---------------------------------------------|
| GDP| Grounds out into a Double-Play |
| SB | Stolen Base |
| CS | Caught Stealing |
| LOB| Left on Base | When the player is left safely on a base at the end of the inning |
Batting – cont.
Batting statistics are recorded for each player in line with their name in the batter number box.
If there are more than 2 players in the same batter number box, you can draw a line to separate them if needed.
Work up the batter number box in the order the players entered the game. Some substitutions may not bat – write DNB in the PA+AB columns.
For fielding statistics, the plays where a batter or runner is called out or an error has been scored are recorded.
| A | Assist | Player(s) that threw or deflected the ball. |
|---|--------|---------------------------------------------|
| PO | Put-out | Player that made the out by catching the ball on the full, tagging the base, runner or batter. |
| E | Error | Player that made the error. |
There are two different sections for recording fielding statistics:
- **APOE rows** at the top of the scoring area is a summary of the assists, put-outs and errors made in that inning. They are a direct copy of all the fielder position numbers involved in the plays.
- **POAE columns** to the left of the players name is where each player's tally of put-outs, assists and errors for the game is recorded.
KC and K strikeouts are recorded as a put-out to the catcher – fielder position number 2. Receiver errors - record the assist(s) and the error (there will be no put-out).
Write the assists, put-outs and errors in the A PO E rows at the top of the inning column in the same order as they occur.
Indicate when a pitching change (blue line) or substitution, fielding change (green line) has been made.
- Count the number of put-outs, assists and errors a player has made and record them to the left of their name.
- In a rundown, if a player has multiple assists count as one assist only.
- Take care as the order is different.
- Remember, a player's fielding details are on the other team's scoresheet.
At the end of the game, write the total number of put-outs, assists and errors here. → 631
Inning
| Balls | Number of balls pitched |
|-------|-------------------------|
| Stks | Number of strikes pitched |
| Pit | Total number of pitches thrown |
| BFP | Batters faced (completed turn) |
| HITS | Number of safe hits |
| LOB | Number of runners left on base |
Each inning column is split into two:
- Left side – total for that inning
- Right side - cumulative total for the pitcher
Inning statistics are recorded separately for each pitcher that pitches in that inning.
Indicate a pitching change with a blue line and pitchers name (optional).
When there is a pitching change during the inning, split the column so the inning and cumulative totals for the replaced pitcher can be recorded in one column.
LOB is a running total for the whole game and is not reset at the change of pitcher.
| PITCHERS | PI | INN | H | K | BB | HPB | RS | ER | WP | BLK | PO | PCS | BFP | B | S | PIT | W/L/S |
|----------|----|-----|----|----|----|-----|----|----|----|-----|----|-----|-----|----|----|-----|-------|
| BROWN Jamie | 3 | 2.1 | 5 | 0 | 3 | 1 | 5 | 5 | 1 | 0 | 0 | 0 | 16 | 30 | 29 | 59 | |
| JONES Elisa | 1 | 0.2 | 1 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 3 | 12 | 15 | |
**PI** Innings participated in.
This is a whole number. Include any inning the pitcher pitches in. The total for all pitchers may exceed the number of innings in the game.
**INN** Innings pitched.
Based on the number of outs that occurred while the player was pitching.
- 3 outs = a whole inning
- 2 outs = 0.2 of an inning
- 1 out = 0.1 of an inning
eg. if a pitcher has 2 outs in the 4th and 2 outs in the 5th INN = 1.1
**H** Hits
**K** Strikeouts – all types whether the batter is out or safe
**BB** Walks
**HPB** Hit by Pitch
**RS** Total Runs Scored
**ER** Earned Runs – green runs only
**WP** Wild pitches
**BLK** Balks
**PO** Pick offs: PO 1-#
**PCS** Pitcher caught stealing: CS 1-#
**BFP** Batters faced (completed turn)
**B** Total number of balls pitched
**S** Total number of strikes pitched
**PIT** Total pitches thrown
**W/L/S** Win, loss, save
### Catcher
| INN | Innings as catcher. Based on the number of outs that occurred while the player was catching. |
|-----|-----------------------------------------------------------------------------------------------|
| | 3 outs = a whole inning
| | 2 outs = 0.2 of an inning
| | 1 out = 0.1 of an inning |
| PB | Passed Balls |
|-----|--------------|
| SB | Stolen bases (a double steal counts as 2 stolen bases) |
|-----|--------------------------------------------------------|
| CCS | Catchers caught stealing: CS 2-# |
|-----|----------------------------------|
| CATCHERS | INN | PB | SB | CCS |
|----------|-----|----|----|-----|
| GRUCIX Brax | 1.2 | | | |
| TREWIN Daniel | 1.1 | | | |
Column totals from batting statistics:
| AB | At Bats |
|-----|---------|
| BB | Walks |
| HP | Hit by Pitch |
| SAC | Sacrifice bunts + sacrifice flys |
| CI | Catchers interference |
| SUM | Total of above |
\[ AB + BB + HP + SAC + CI = \text{SUM} \]
\[ R + LOB + PO = \text{SUM} \]
SUM figures should be the same as each other and should equal the total PAs for the team.
Cross-check a team's total batting statistics with the total for all opposition pitchers:
| Batting | Pitching |
|---------|----------|
| PA | BFP |
| R | RS |
| H | H |
| BB | BB |
| HPB | HPB |
| K | K |
Calculating Averages
Batting Average:
Divide the total number of safe hits by the total number of times at bat.
\[
\frac{H}{AB}
\]
eg. Lucy Marshall had 1 Hit and 2 ABs: \[ \frac{1}{2} \] Batting ave = 0.500
Fielding Average:
Divide the total number of put outs and assists by the total number of put outs, assists and errors.
\[
\frac{PO+A}{PO+A+E}
\]
eg. Stephen Gibbs has 2 POs, 5 As and 1 E: \[ \frac{2+5}{2+5+1} \] Fielding ave = 0.875
Earned Run Average (ERA):
Multiply the number of earned runs by 9 (7 for juniors) then divide by the number of innings pitched.
If INN is x.1 use x.333 and if INN is x.2 use x.666.
\[
\frac{ER \times 9}{INN \text{ (converted)}}
\]
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How is the state of the atmosphere characterized in ground-based weather stations? What quantities are measured and with which sensors? For several decades, the meteorological parameters required for forecasting (air temperature and humidity, precipitation, winds, solar radiation, visibility, and others) as well as all observation procedures have been standardized by the World Meteorological Organization (WMO). This makes it possible to exchange the measured values on a global scale in order to obtain a global description of the Earth's atmosphere. Other observations from satellites, balloons, aircraft or ships, also standardized, complete this diagnosis to determine the initial state of the atmosphere, from which powerful calculations can be made to predict its evolution.
The numerical weather forecast requires first of all to determine an initial state of the atmosphere, before calculating successive states, step by step, with the most powerful supercomputers. Knowledge of this initial state requires the collection of very diverse data, from a very large number of sensors, located on the ground in stations dedicated to this mission, at sea in ships, in the air in aircraft, or in the upper atmosphere in satellites (see Introduction to weather forecasting). This article reviews ground-based measurement equipment with an emphasis on accuracy and the need to make data collection as fast and centralized as possible.
1. What are ground-based observation networks?
Ground-based meteorological observations are the oldest and most classical of the atmospheric diagnostic methods. They make it possible to reach direct physical parameters, such as temperature, pressure, wind, precipitation. The volume of data thus accessible is only a relatively small fraction of the total number of observations used in numerical prediction models (see Meteorological Data Assimilation). But they constitute a soil "truth" and concern physical parameters that are most often directly felt by humans and their constructions.
The first measurements made concerned air temperature, atmospheric pressure and precipitation. Sensors invented centuries ago are still in use, although some are now being abandoned, such as mercury barometers, mercury and alcohol thermometers, and collection rain gauges (in buckets).
- Notions of networks and scales
The state of the atmosphere is the global consequence of phenomena of very diverse spatial and temporal scales that mix and sometimes need to be separated. A distinction is made between:
the synoptic scale, which describes phenomena affecting the general circulation of air masses over areas several hundred kilometres wide and time periods of several hours or even several days,
the micro-scale, relating to spatial dimensions of a few hundred metres and periods of a few minutes, which includes turbulence phenomena,
and the mesoscale, intermediate between the two previous ones, with spatial dimensions of a few kilometres or tens of kilometres, and periods of around a few hours.
![Figure 1. Density of the surface observation network, at 6h UT: Extract from the website of the European Centre for Medium-Range Weather Forecasts, ECMWF. [Source : Creative Commons BY-NC-ND-SA http://creativecommons.org/licenses/by-nc-nd/4.0/].](image)
Synoptic measurements come from national and international networks and are freely exchanged between weather services. Figure 1 shows a map of surface observations. Mesoscale measurements correspond to regional and departmental networks and take into account local geographical characteristics. In France, Météo-France operates a network called RADOME of approximately 650 automatic stations, including 150 synoptic stations and 500 intermediate stations whose mission is to document the mesoscale.
There is no government network dedicated to documenting the micro-scale, however, an increasing number of individuals are acquiring commercially available mini weather stations. We are therefore beginning to be able to document this scale in large cities, provided that we exercise very strict quality control of these new data.
- Purpose of the different networks
From the beginning, **synoptic networks** have been used to establish an instant "picture" of the state of the atmosphere. Measurements are made with instruments whose characteristics are now standardized; their exposure is identical in all stations and their operation is carried out according to methods codified according to the recommendations of the Guide [1] of the Commission on Instruments and Methods of Observation (CIMO) of the World Meteorological Organization (WMO). Synoptic measurements are performed simultaneously every hour by all stations around the world (Figure 1). They concern first of all basic parameters such as atmospheric pressure, air temperature and humidity, wind strength and direction at 10 m above the ground, precipitation amounts. These parameters are now all measured by automatic stations. They also concern visual or more qualitative parameters such as visibility, cloud layers and present weather (this expression refers to the nature of precipitation and the darkening of the atmosphere), which are more difficult to quantify and more costly to automate. Traditionally, they were observed humanely, now their automation is widespread: thus, in 2017, Météo-France stopped human observation on a synoptic
To complete the "historical" synoptic network, there is in France a dense network (about 3000 stations) of **climatological stations** run by quasi-volunteers, with daily measurements of precipitation quantities and sometimes air temperature extremes. These measures are still manual, their automation is planned by 2022.
**Aeronautical stations** carry out specific measurements and observations, such as visibility along aerodrome runways, or the height of the cloud base and the extent of cloud layers. Air traffic controllers and pilots are real-time users. This is practically the only case of *in situ* use [2] of meteorological observations.
To complement the State networks, Météo-France recently launched a mobile **participatory observation** application [3] (Figure 2). Each citizen can, if he or she wishes, provide information on his or her smartphone about the nature of the precipitation he or she observes where he or she is, as well as other information related to the weather situation. These new observations are highly appreciated by forecasters (see the article [The role of the forecaster](#)), with an average of 30,000 observations per day.
## 2. What do these observations represent?
Often, the environment of a station or instrument distorts the result and alters its representativeness, especially when a site is supposed to represent a relatively large area (e.g. between 100 and 1,000 km² for synoptic stations). In the Guide to Meteorological Instruments and Methods of Observation (WMO No. 8), WMO sets out the clearance rules for the various sensors. But what should be done when the conditions described are not met?
There are sites that do not respect these ideal clearance rules. WMO, based on the practices of Météo-France since 1998, defined in 2010 a classification [4] of the environment of measurement sites to determine their representativeness on a small scale, based on the influence of the surrounding environment. This classification is also included in ISO 19289. Thus, a Class 1 site will be considered a reference site, while a Class 5 site will be a site where nearby obstacles create an inappropriate environment for carrying out meteorological measurements that are supposed to be representative of a large area (at least a few dozen square kilometres) and where it is not advisable to carry out such measurements. The better the site is classified, the more representative the measurement is of a large area. Although there are obstacles to measurement, a poor class site (high class number) may still be of interest for a particular application.
This classification exists for measurements of wind, air temperature and humidity, precipitation amounts (an example is shown in Figure 3), solar radiation. It has been applied by Météo-France since 1998 and more recently by other measurement network operators. It is part of the metadata associated with a measurement site and encourages the proper consideration of environmental constraints when installing a station. It is being implemented in many countries.
3. Measurement uncertainty
The overall uncertainty affecting a meteorological measurement is difficult to assess because the measurement is not carried out under well-controlled environmental conditions, as can only be done in a laboratory. It is precisely the environment that we want to measure! Thus, the measurement of a particular quantity - the temperature of the air, for example - can be disturbed by various atmospheric parameters such as wind, radiation and others.
The measurement uncertainties can therefore be broken down into 3 main sources:
Those related to the characteristics of the instruments themselves. They are usually published by the manufacturer, sometimes with an indication of some influencing factors, which have been tested in the laboratory. This is particularly the case for hygrometer characteristics that are subject to a significant temperature influence between -20°C and +40°C. Appendix 1A of the CIMO guide indicates both the uncertainties desired by users and the achievable measurement uncertainty.
Those related to maintaining (or not maintaining) the sensor under nominal operating conditions: for example, the frequency of sensor cleaning and calibration.
Finally, as mentioned above, the environment close to the measurement and the exposure of the instruments have an important influence on the representativeness of the measurement and therefore on the uncertainty that can be assigned to its meaning.
4. Air temperature measurement
Figure 4. Cross-section of a Stevenson shelter. [Source : © ENM - Météo-France (taken from courses at the École nationale de la météorologie)]
In meteorology, what is called ground air temperature is the measurement of temperature at a height above the ground between 1.25 m and 2 m (1.5 m in France). This value is always measured in a weather shelter designed to protect the thermometer from solar radiation, thermal radiation from the ground and sky, and possible precipitation. This shelter must be located on open ground, with natural soil representative of the region. As far as possible, the shelter should be at a temperature close to that of the air; it is therefore white. It must both protect the sensor from radiation and allow free air circulation, two somewhat contradictory properties! It is therefore composed of cups or louvers (Figure 4). Unfortunately, it is never completely neutral and is the main cause of error in air temperature measurement. Under conditions of high solar radiation and poor ventilation (< 1 m/s), errors exceeding 1°C are possible. A forced ventilation shelter is theoretically better than a natural ventilation shelter. But it requires energy for its motor and the assurance that the ventilation is active! It must also be designed to avoid deposits or water retention on the suction side, which would lead to cooling by psychrometric effect (errors up to -2°C have sometimes been observed). Its cost is also higher. For this reason and to avoid excessive changes in measurement technology that could cause a break in climate measurement series, most countries, including France, continue to use naturally ventilated shelters.
The most commonly used electronic thermometers are platinum wire thermoresistors [5], whose most common normalized value is 100 Ohms at 0°C (Pt100). These sensors are therefore interchangeable on site, without any adjustment required. The uncertainty of a typical Pt100 probe over the current measurement range (-40°C to +60°C) is 0.1°C (1/10th of DIN IEC 751) or 0.25°C (class A standard IEC 751), depending on the tolerance of the chosen sensor. Its stability over time is very good, a calibration every 5 years may be sufficient.
5. Measurement of air humidity
To characterize the hygrometric state of the atmosphere, meteorologists use several parameters, which are not independent of each other. The formulas linking these various parameters are available in particular in Appendix 4.B of Chapter 4 of the CIMO Guide5. Here is the list of these parameters:
the mixing ratio r, expressed in g.kg-1: ratio of water vapour mass to dry air mass;
the vapour pressure e', expressed in hectopascals: partial pressure of water vapour in the air; the saturation vapour pressure is noted e'_w, it is an increasing function of temperature (hot air can contain more water vapour than cold air);
the dew point temperature Td, expressed in degrees : temperature at which a mass of humid air must be cooled to reach saturation;
the relative humidity U in relation to liquid water, expressed in % : ratio between the vapour pressure e' and the saturation vapour pressure e'_w.
- Vapour pressure measurement
One of the oldest methods for measuring the hygrometric state of the atmosphere is to use a psychrometer. It is a device composed of 2 thermometers: the first measures the temperature t of the dry air, the second the temperature t' of a wet thermometer using a wick dipped in a water tank. Evaporation cools the wet thermometer and is more intense when the air is dry. This is expressed by the relationship e'_w - e' = Ap(t-t'), where p denotes the atmospheric pressure and A denotes a psychrometric constant depending on the geometry and especially on the ventilation of the sensor, which should be at least 2 m/s.
The naturally ventilated psychrometers used in the past under shelters were not very accurate, due to the internal ventilation of the shelter, poorly controlled and dependent on weather conditions. It is preferable to control this ventilation with a forced ventilation psychrometer, such as an Assmann psychrometer [6], used as a reference in the past. The psychrometer rattles, formed by a handle around which the operator can rotate a frame with the 2 thermometers is a good solution, but manual! It should also be noted that a psychrometer requires a positive temperature for continuous operation.
- Relative humidity measurement
In the past, hygrometers or hygrographs have used the elongation of a strand of hair according to the humidity of the air in relation to the water, which is the reference at 100%. Currently, the most common hygrometers are small cells, similar to electrical capacitors, whose capacity depends on the relative humidity of the air. The dielectric is a polymer film sensitive to water vapour (Figure 5). There are many capacitive sensors on the market. For meteorological use, the sensors must withstand a water vapour saturated atmosphere and operate over a wide temperature range. With the best models the measurement uncertainty is close to 3%, but in general it is difficult to guarantee an uncertainty of less than 5% after a certain period of use under variable temperature conditions. These hygrometers are often accompanied by a Pt100 temperature sensor, which can also be used internally by the sensor to correct thermal drifts. This makes it a quite practical combination sensor, but the Pt100 probe is then more fragile and impossible to calibrate in a bath. For this reason, Météo-France uses separate instruments for measuring the temperature and humidity of the air. However, it is important to measure these 2 parameters under the same shelter, in order to be able to calculate the other hygrometric parameters (e', Td, etc).
- **Dew point temperature measurement**
Some manufacturers use simultaneous measurement of temperature and relative humidity under the same shelter, with artificially heated air to limit variations in relative humidity and use the hygrometer under optimal conditions to minimize its uncertainty. The combination of temperature and humidity then calculates the dew point [7] Td.
Condensation hygrometers measure the dew point directly by cooling a mirror by Peltier effect [8]. An optical detector is then used to identify the appearance of dew on the mirror, whose temperature is measured by an integrated thermometer. These devices are quite expensive and are used in the laboratory as references, although there are some models suitable for continuous outdoor operation.
Capacitive hygrometers are sensitive to pollution and require regular calibration, typically every year, at a cost in the same order of magnitude as the sensor! Calibrations are often performed over a saturated saline solution, which makes it possible to make a well-known fixed point. For example, some commonly used references are: 11% with LiCl, 33% with MgCl2, ... 75% with NaCl. The method is simple, but requires precautions and a standard hygrometer to determine the actual value.
6. **Surface wind measurement**
Wind speed is a three-dimensional vector quantity, but in meteorology we are mainly interested in its horizontal projection. Its high temporal variability has led to the definition of standard parameters: 10-minute average value (and 2 minutes for local aeronautical use), gusts defined as extreme values over a period of 3 s measured over the previous 10 minutes. The sampling frequency for measurements recommended by the WMO is 4 Hz and should not fall below 1 Hz.
Comparisons between different types of sensors (Figure 6) show that the values provided differ little, the uncertainty desired by the OMM being 10% for speeds and 5° for directions. It is essentially the representativeness of the measure that is important for this type of measure.
The surface wind is measured at a conventional height of 10 m, which is in fact a compromise between a height sufficient to minimize the effect of buildings or nearby vegetation and the need not to impose excessive installation and access constraints. The clearance rules are very restrictive, the ideal (class 1 OMM) being an installation at a distance of at least 30 times the height of the surrounding obstacles.
- **Rotary anemometers**
The most common instruments are still cup or propeller anemometers. They now have an optical transducer to count the number of revolutions and fractions of revolutions. Their response is determined by the shape of the cups and therefore does not necessarily require initial or periodic calibration. However, to measure light winds, ball bearings must be maintained or regularly changed, to ensure a sufficiently low starting threshold (typically between 0.5 and 1 m/s). They are associated with a weather vane, whose flag is oriented in the wind bed.
- **Ultrasonic anemometers**
![Figure 7. Example of an ultrasonic wind sensor. [Source : © Lantuejoul Pierre - Météo-France]]
There are now many manufacturers of static ultrasonic anemometers. Three or four ultrasonic transceivers are coupled 2 to 2. The propagation time of sound from the transmitter to the receiver is measured first in one direction and then in the opposite direction by inverting the transmitter and receiver. The difference between the 2 propagation times eliminates the speed of sound and gives the wind speed in the axis of the transmitter/receiver pair. The combination of the various transmitter/receiver pairs allows the calculation of wind speed and direction, sometimes even its vertical component.
These static sensors require little maintenance and servicing. They can be heated more easily than rotating anemometers for icing or freezing conditions. Some models are disturbed by birds, which peck at the transmitters or settle between the sensor rods, blocking the sound beams. Some models (Figure 7) do not have this disadvantage, but are more difficult to heat up in icing conditions.
7. Precipitation measurement
Precipitation amounts mainly include water falling from the sky in liquid or solid form, but also deposits in the form of dew, ice, etc. The measurements are expressed as the height of water, expressed in mm (1 mm of water on a surface of 1 m² is equivalent to 1 litre/m²).
The main difficulty for measuring precipitation is the correct capture of precipitation by a defined surface. In the absence of wind, the particles fall vertically. But in the presence of wind, the air streams are deformed by the rain gauge itself, so that vertical drafts are created depending on the shape of the rain gauge. This results in a capture failure that depends on wind speed and rain gauge shape (see Figure 8). The underestimation is typically about 10% for a wind speed at the 5 m/s rain gauge, about 25% for a 10 m/s wind and 80% for snow! The effectiveness of a dual screen has been demonstrated (Figure 9), but its cost and
size mean that screens are rarely used and not at all in France.
- **Rain Gauges**
The simplest rain gauges are graduated containers that collect water and require manual reading. For automatic measurements, the most common rain gauges use tipping buckets, placed under a collection cone, which switch alternately when filled. The resolution of the measurement is then given by the collection surface and the mass of water tilting a bucket, for example 0.2 mm for a 20 g bucket and a 1000 cm² surface. The simplicity and cost of this technique make them the most widely used rain gauges for automatic measurements. For the measurement of solid precipitation a heating is necessary, but it increases the capture deficit!
There are also rain gauges that weigh the mass of a collection pot, which can also measure solid precipitation with brine in the pot. A large pot capacity is required to avoid overflows, but these devices can be more accurate and have a better resolution than rain gauges with buckets.
- **Snow height measurement**
The water level equivalent to a snowfall is typically measured by a heated rain gauge, with a large underestimation in the absence of a wind screen. There are also snow height sensors, either ultrasonic (measurement of the round trip time of a sound wave reflected on the snow surface) or using a laser (measurement of distance by phase shift of a laser beam modulated at several frequencies). Their resolution/incertitude is in the order of cm.
- **Optical sensors**
![Figure 10. Optical disdrometers. [Source : © Michel Leroy]](image)
There are optical rain gauges: a light beam is emitted to a detector that analyses the signal drops associated with the passage of particles falling into the beam. More sophisticated models are **disdrometers** [9] (Figure 10), which analyze the size and velocity of particles and thus provide a distribution of the number of particles detected into size and falling velocity classes. The intensity of precipitation is then calculated. This type of sensor can also be used as a "present weather" sensor to identify the type of precipitation.
8. **Radiation and sunshine**
In meteorology, the most traditional measurements of sunshine are as follows.
The measurement of global solar radiation on a horizontal plane, in a wavelength range from 0.3 mm to 3 mm, is carried out using a pyranometer, a device that uses a thermopile between the receiving surface of a black body and the body of the device.
Direct solar radiation is measured with a pyrheliometer, which also uses a thermopile, but continuously oriented in the direction...
The exposure time is defined and measured as the time during which the direct solar radiation is greater than 120 W.m\(^{-2}\).
Thermal radiation from the sky is measured with a pyrgeometer, whose thermopile is protected by a dish that is opaque to solar radiation and transparent to infrared radiation of long wavelengths (> 3.5 mm).
Some measurements of solar UV radiation are sometimes made with a specific UV pyranometer.
9. Visibility measurement
The OMM defines visibility as the greatest distance at which a black object of appropriate size can be seen and identified during daylight hours on the background of the sky on the horizon. In the case of night observations, this is the distance at which this object could be seen and identified if the general illumination increased until it reached normal daylight intensity. This visibility is also called the Meteorological Optical Range (MOP). It is related to the air extinction coefficient \(\sigma\) by the formula POM = \(3/\sigma\), deduced from the Koschmieder relationship [10] with a conventional contrast ratio of 5%.
For aeronautical use, account is taken of the distance of perception of light sources, which requires taking into account the background luminance of the sky: a light source is more easily visible on a dark background than on a light background. This results in the operational definitions of Runway Visual Range (RVR), which takes into account runway lighting to provide the best estimate of what the pilot sees, and Aviation Visibility, which considers the presence of 1000 candela light sources [11]. These 2 parameters are a function of the POM, the background luminance and the intensity of the light sources.
The air extinction coefficient, or POM, is measured mainly by scatterometers (Figure 11), which measure the lateral diffusion of light emitted by the sensor into a small volume of air in front of the sensor. Their range ranges from a few meters to more than 10 km (up to 60 km or more!), with an uncertainty of about 10 to 20% of the measured value.
10. Cloud altitude and extent
The altitude above the ground at the cloud base is measured with a cloud rangefinder shown in Figure 12. It is a small lidar [12] that measures the backscatter profile of the atmosphere vertically from the sensor. The presence of a cloud results in a sudden increase in this backscatter profile, which is a good mark of its base. These aircraft are mainly used on aerodromes. Their range often reaches 7000 m, although their ability to detect cirrus clouds [13] is not very good, which is not at all disturbing for an aeronautical need that can be satisfied with a range of 1500 to 3000 m.
Algorithms are used to combine observations from one or more cloud rangefinders to determine the extent and height of cloud layers over a site. These algorithms assume that the movement of clouds over the sensor allows their extent to be estimated. Observations over the last 30 minutes are used for the calculation.
11. Observation of the nature of precipitation
In the past, the type of precipitation (drizzle, rain, snow, hail, etc.) and more generally what is called "present weather" (expression introduced in section 1: precipitation and its type, fog, mist, storm, etc.) were recorded by a human observer. To minimize observation costs, these observers are now replaced by sensors, known as present time sensors. The type of precipitation, particularly the rain/snow distinction, is particularly desired by weather forecasters.
A sensor used by Météo-France (Figure 13) uses optical particle detection with a scatterometer (also used for visibility) and an estimate of the amount of water deposited on a capacitive sensor. The combination of these signals allows the sensor to provide a diagnosis on the type of precipitation and its intensity. The direct output signal from this type of sensor is rarely used as is by weather services. To make the diagnosis more reliable and/or refined, it is combined with the measurement of other meteorological parameters (air temperature and humidity, ground level temperature, presence of clouds, etc.), with complex algorithms that are often the exclusive property of the weather services.
12. Automatic stations and data concentration
The various sensors of an observation station are connected to a data acquisition system, commonly referred to as an "automatic station". When the configuration allows it, this station is powered by a solar panel; otherwise, a connection to the electrical mains is required, in particular to heat certain collectors and/or in the presence of complex collectors whose consumption is not compatible with solar panels. The data acquisition time step is typically one minute.
The availability of telecommunications facilities and the reduction in their costs now allow for real-time data transmission. The latest generation of stations allows a transmission every minute. The GPRS or 3G cellular network is widely used. For isolated sites, satellite transmissions are used. Their flow limitation and cost require local data processing by the station, to transmit data processed over a period of one hour, with cumulative and extreme values.
This data is concentrated on a national scale and is now processed centrally rather than locally, to facilitate system maintenance and scalability, to control its quality and to obtain accumulations and extremes. Standard messages are then coded for broadcast on the WMO telecommunication system and used by other countries.
13. Messages to remember
Determining the initial state of the atmosphere requires measuring a large number of physical quantities from the ground (air temperature and humidity, wind speed, etc.) and characterizing more qualitative data such as the visibility and size of cloud masses.
Ground-based measuring stations form a dense network at various scales and are increasingly automated. However, some human interventions are still being used, such as to facilitate the collection of real-time observations using applications available on smartphones.
The uncertainty of measurements, the maintenance of stations, their automation and the centralization of real-time data are major requirements, since they determine the quality of the first ingredient of weather forecasting, the initial state of the atmosphere, from which the calculation of its evolution is launched.
Notes and references
Cover image. Sensor under test for measuring the present time (visibility and type of precipitation). [© Michel Leroy]
[1] WMO-No. 8, also known as the CIMO Guide. http://www.wmo.int/pages/prog/www/IMOP/CIMO-Guide.html
[2] In most cases, a local observation is combined with all the observations in the region to obtain a "picture" of the state of the atmosphere at a given time. Aerodrome observations are directly used by controllers and pilots, in real time, for landing and take-off.
[3] This participatory observation is accessible by any user of the Météo-France application, intended for smartphones.
[4] This classification of the measurement environment is described in Appendix 1D of Chapter 1 of the CIMO Guide, cited above.
[5] Still called thermistors, these sensors have the property of having an electrical resistance that depends linearly on temperature, at least within a certain range of variation; they are manufactured to follow a standardized resistance-temperature relationship.
[6] Richard Assmann, a German meteorologist, invented a psychrometer with forced ventilation using a mechanical spring fan before the 1900s. Metal tubes protect dry and wet thermometers from radiation. Such a psychrometer is still a reference instrument for spot measurements. See for example: http://www.nandagroup.com/pdfmine/assman.pdf
[7] The dew point temperature is lower than the air temperature, it is equal to 100% relative humidity. The lower the relative humidity, the greater the difference between air temperature and dew point temperature.
[8] The Peltier effect is a thermoelectric effect consisting of a heat displacement in the presence of electrical current at the
junction between 2 conductive materials of different nature.
[9] A disdrometer is a sensor that measures the distribution of droplet size and droplet rate.
[10] In 1924, Koschmieder established a relationship (which later became Koschmieder's Law) between the apparent contrast $C_x$ of an object seen on the horizon by a distant observer, and its inherent contrast $C_0$, that is, the contrast that would be that of that object against the horizon if it were seen at a very short distance. Koschmieder's relationship can be written as: $C_x = C_0 e^{-\alpha x}$
[11] The candela is the unit of light intensity perceived by the human eye.
[12] Laser remote sensing or Lidar, or Light detection and ranging, is a remote measurement technique based on the analysis of the properties of a beam of light reflected back to its transmitter.
[13] Highest ice clouds, between 6 and 14 km above sea level.
L'Encyclopédie de l'environnement est publiée par l'Université Grenoble Alpes - www.univ-grenoble-alpes.fr
Pour citer cet article: **Auteur** : LEROY Michel (2025), Ground weather observations: what is measured and what is done with it?, Encyclopédie de l'Environnement, [en ligne ISSN 2555-0950] url : http://www.encyclopedie-environnement.org/?p=6741
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VOLUNTEER MANAGEMENT
Developed by InterMedia
Overview of the module
LESSON 01
Preparation “The Why”
1. Defining volunteering & Rights and obligations of volunteers and our organization.
LESSON 02
Attracting volunteers “The How”
2. Forming an internal policy for volunteer management.
LESSON 03
Retention “The What”
3. Communication and soft skills in group management activities.
LESSON 04
Evaluation & Assessment
4. Saying thank you to our volunteers
Suggested time for the whole Module: 30 hours.
INTRODUCTION
Volunteers are a valuable resource for non-profits and a component that can lead organizations towards fulfilling their goals of a greater good. Volunteering is widely recognized as a key strategy of community engagement and participation. Providing much-needed support and services at a community level, volunteering also delivers on civic and philanthropic values within society at large. Every successful volunteer program starts with a well-planned volunteer management process. A volunteer management process ensures your organization, event, or non-profit is operating efficiently, saving time and resources while ensuring volunteer retention. Volunteer management encompasses all of the steps a non-profit takes to attract, monitor, engage, and retain volunteers. Through effective volunteer management, your organization can build a more strategic, positive volunteer experience and cultivate long-term, mutually beneficial supporter relationships. Creating a strategic plan offers you a long-term plan for your volunteer management program providing a clear vision to reference at all stages of the process. We tried to create a learning module which along with other learning and educational resources, will guide you through an effective volunteer management program.
The activities below are directed towards these sector organizations (TSOs), who are already working or wish to start working with volunteers. In the first case, they can be seen as a guide to (re)evaluate some of our methods and approaches, while in the latter it can be viewed as a short guide to understanding and start implementing volunteering programs.
Lesson Objectives:
1. Demonstrate understanding of the main drivers and structures for organizations in the domain of social innovation.
ACTIVITY 1.1 THE NEEDS OF OUR ORGANIZATION
Intended Learning Outcomes:
1. Defining volunteering & rights and obligations of volunteers and our organization
Table provided below.
CONTENT
This activity is set to define the main needs of our organization. Each TSO has its own charter and operation style. There are organizations which are operating on a volunteer-only basis. Usually in these cases, all the positions are fulfilled by volunteers, including management and leadership positions. There are organizations, which are recruiting volunteers for specific and special events, the so-called ad hoc volunteering and organizations which have a permanent and/or temporary volunteering group, which offers specialized services throughout a defined period of time.
This activity is designed to help us understand, the volunteering forms which exist and to define which of them are best suited for us. It is advised that this activity is implemented by all the members of a TSO. For larger organizations, which are structured into departments, then the departments working with human resources, program management and relevant sectors, should collaborate in this activity.
Explanation
So, let us define what volunteering is for us.
In the following graphic, you can see the different types of volunteering.
LECTURER ACTIVITY
Explain:
Volunteers are a valuable resource for non-profits and a component that can lead organizations towards fulfilling their goals of a greater good. Volunteering is widely recognized as a key strategy of community engagement and participation. Providing much-needed support and services at a community level, volunteering also delivers on civic and philanthropic values within society at large. Every successful volunteer program starts with a well-planned volunteer management process. A volunteer management process ensures your organization, event, or non-profit is operating efficiently, saving time and resources while ensuring volunteer retention. Volunteer management encompasses all of the steps a non-profit takes to attract, monitor, engage, and retain volunteers. Through effective volunteer management, your organization can build a more strategic, positive volunteer experience and cultivate long-term, mutually beneficial supporter relationships. Creating a strategic plan offers you a long-term plan for your volunteer management program providing a clear vision to reference at all stages of the process. We tried to create a learning module which along with other learning and educational resources, will guide you through an effective volunteer management program.
The activities below are directed towards these sector organizations (TSOs), who are already working or wish to start working with volunteers. In the first case, they can be seen as a guide to (re)evaluate some of our methods and approaches, while in the latter it can be viewed as a short guide to understanding and start implementing volunteering programs.
LEARNER ACTIVITY
Based on the materials in Content end the explanation of the lecturer, please fill in the worksheet (see Materials) to see what volunteering is and/or is not for your organization.
Discuss the results and draw the main conclusions. Feel free to improvise while drawing conclusions, but please keep in mind that the type of volunteerism you choose, should reflect the needs of your organization (i.e. if you are running programs of psycho-social support and rehabilitation of vulnerable groups, maybe you need permanent volunteers, who
possess high skills on a particular filed. If you are organizing annual educational festivals, maybe you should consider recruiting ad hoc volunteers for a specific period). Also, another set of criteria for viewing this, is in terms of values; how do we see volunteers contributing to our organization; which are the personal traits of the volunteer coordinator; these are some examples of guiding questions to draw our conclusions on.
| What form of volunteerism are we looking for | |
|--------------------------------------------|---|
| What benefits do we see in a volunteering program | |
| What is the ideal number of volunteers for us | |
| What skills should our volunteers possess | |
| Who is/ should be the volunteer coordinator and what skills should they possess | |
| What kind of positions could the volunteers take up in our organization | |
2. Define the rights and the obligations of potential volunteers as well as those of your organization
This is a topic, which might take a long time to analyze; the rights of the volunteers and the organizations might be defined by a set of factors; the government, local authorities, even international law. The rights of the volunteer might be governed by the same aspects, but they are also closely related to the values of the organization. Here you can talk about practicalities, such as the time a volunteer might devote to an organization or their personal data protection. But also, the discussion can be directed at issues of organization policy towards inclusion, discrimination, and personal growth. Many volunteers join volunteering programs based on international frameworks (i.e. the European solidarity corps program or the UN volunteers). In these cases, usually, there are charters and quality standards that an organization already complies with and has a proven history of applying, before being able to host the volunteers.
However, there are also programs or private initiatives, which are not governed by any guiding principles. If the country, the organization is based in, does not provide a framework for volunteers, the TSOs are called to define their own policies. How each organization defines the right of volunteers and in retrospective their own rights is largely an individual matter, but there are some guiding principles we could use. An example could be:
- **Practical matters:**
- expenses the volunteers make for the implementation of the organization’s activities and reimbursement
- safety and security (especially for volunteers working in high-risk environments, such as helping with disasters)
- the right to be thoroughly informed about their position and what is required of them
- the right to be able to leave the volunteering position
- contracts and possible disclosures
- **Learning & development**
- rights to monitoring and supervision
- rights related to personal development and skills acquisition
- rights related to taking initiatives and moving upwards (if that is a possibility within your organization, i.e., from tutor a volunteer could become a group coordinator)
The same applies to obligations, a volunteer should provide the services, they are called to provide for the time the organization has made known to them. The organization should have the right to:
- Ask for quality delivery of services, based on their policy
- Ask for proofs of payment to cover potential expenses
• Terminate a volunteer position if the volunteer is not fulfilling the agreed criteria
• Ask for reports and other documenting data
• Ask the volunteers to keep organizations and other potential users’ data safe and secure.
LECTURER ACTIVITY
Ask the learners to read the contents, discuss it in teams and fill in the Volunteers matrix in “Materials used”.
LEARNER ACTIVITY
Based on activity 1.1 and the discussion which followed, let us discuss about rights and obligations. Try to define within your team, which are the rights and the obligations of potential volunteers as well as which are the obligations and the rights of your organization.
Discuss in teams and try to draw up conclusions. Check out if there are any recurring themes or any patterns among the rights of the volunteers and the obligations of the organization and vice versa.
Once you have completed those tasks, you can implement them within your TSO and ask for feedbacks and improvements from your members and volunteers.
| Volunteers rights | Volunteers obligations |
|-------------------|------------------------|
| Organization’s obligations | Organization’s rights |
ACTIVITY 3 VOLUNTEER’S MOTIVES
Intended Learning Outcomes
3. Understand your volunteers’ needs to encourage them being more engaged and productive
Check the Self-evaluation test and the scoring list.
CONTENT
Let us look at the other side: volunteer’s motives. We need to study the volunteers’ motives, so we can try to fulfil their needs and encourage them to be more engaged and productive, while offering to our organization.
LECTURER ACTIVITY
This is a test for different target groups; it can be used for volunteer coordinators, so they can understand better and place themselves in the group. This is also a test, which could be shared with the volunteers, so they might better understand what type of motives is driving them to participate in our volunteering programs. This exercise can be part of a larger training of volunteers or be integrated at any stage (except for the recruitment stage, as it is too early to move to this kind of personal understanding).
This can be done individually, between the volunteer coordinator and each volunteer, the results will help the coordinator understand the motives of this volunteer and assign them with tasks that mostly fulfill their needs. Otherwise, it can be implemented within smaller groups. In the latter case, and especially if you are planning on sharing the results in the plenary, relationships of trust must be well advanced in the group and the volunteers, need to feel confident and safe to share their results. It can also be implemented if an open procedure is followed as to which position is each participant taking in a specific program. See part II of this manual, for a few exercises you can do to foster group dynamics and healthy communication.
LEARNER ACTIVITY
Self-evaluation test
Each one of the following indexed topics consists of three statements. For each separate topic, rate each one of the three statements, based on the grade you consider that corresponds to your attitude or views regarding your work or your behavior, within a work environment. In the empty spaces to the right of the statements, note 1 for the statement most representative to you, 2 for the statement immediately less representative and 3 for the statement least representative out of all.
The wording of some statements implies that you fill them in as an employer/ coordinator/ manager etc. If you are no one of the above, evaluate the respective statements according to the way you believe you would feel, would think or would behave if you were at the specific position.
| | |
|---|---|
| 1 | a. When solving a problem, I like working alone, in order to be the sole responsible for its solution.
b. When solving a problem, I enjoy working as part of a team and finding a group solution.
c. When solving a problem, I enjoy working as member of a team, but solely as responsible for this team. |
| 2 | a. Managers should set new challenges for the subordinates.
b. Targets should be set following a common agreement between team members.
c. It is important to set targets whose content corresponds to the average capability of its members to succeed in them. |
| 3 | a. My colleagues would regard me as a good listener.
b. People would describe me as fluent.
c. I tend to focus my interest in discussions dealing with matters pertaining to my work environment. |
| 4 | a. Enjoy these discussions that aim towards immediate problem solving.
b. Sometimes during the course of a conversation I express a contradictory view, just because I find it interesting
c. I enjoy these discussions that provide the opportunity for me to get to know my colleagues better. |
| 5 | a. I like being perceived as a team member
b. Being part of a specific team is not my priority
c. I like my individuality. Being perceived/classified as a team member, is no particular interest of mine |
| 6 | a. I like receiving an evaluation concerning how well I have worked with my other colleagues as a team member.
b. I like receiving a specific evaluation about how well I have done a job.
c. I am the best judge for myself with respect to how well I have carried out a job. Any form of raise and/or promotion is the most important form of evaluation for me |
| 7 | a. The most important aspect of performance evaluation is the setting of future targets for a worker.
b. The most important aspect of performance evaluation is the planning for future evolution of a worker. |
c. The purpose of performance evaluation is to isolate the correct actions of a worker from the errors committed in the past.
8
a. Strife/conflict/dispute is a mean that can be utilized in order to reach the best possible solution to a problem.
b. Strife/conflict/dispute can be very fertile. It keeps people alert.
c. Strife/conflict/dispute must be controlled. Groups, whose members disagree with one another, seldom are productive.
9
a. An important factor regarding the solution for each problem, is the acceptance of this solution by the members that have to carry it out.
b. If convinced that the solution of a problem will work, I await its application and assume the responsibility of its consequence.
c. If I find a solution to a problem, which can work, I want to apply it. An extremely analytical discussion about it usually a waste of time.
10
a. If any of my subordinates makes some mistake, I show him/her how to correct it.
b. If any of my subordinates makes some mistake, I discuss the situation with him/her and we agree on the way to correct the error.
c. If any of my subordinates makes some mistake, I point out that he/she corrects it.
11
a. People should exploit their mistakes as learning instruments, in order to target their self-improvement.
b. I make mistakes, but since most times I am correct, I deserve my job.
c. I don’t like making mistakes. I shall not make the same mistake twice.
12
a. With hard work and supported by the right management, a worker can overcome most problems.
b. Hard work can be the way to face most problems.
c. A strong commitment can overcome most problems.
13
a. I focus more on my personal relations with my colleagues and my boss, than the relations to my subordinates.
b. I make most of my time and energy targeting the development and evolution of my interpersonal relations inside my work environment.
c. I evolve my interpersonal relations inside my work environment, only when they help me carry out my job duties.
a. Don’t step on people when going up. You might need them again going down.
b. Nothing renders you more successful than success itself.
c. Nobody remembers the name of the one finishing second in a race.
a. If I am right, I shall win in the end.
b. If stable in my beliefs, I shall win in the end.
c. I try to be patient with people. This practice is eventually rewarded.
a. Workers produce satisfactorily when working with their bosses.
b. Workers’ productivity increases when they have support concerning their job duties.
c. Workers should face new challenges in order to reach new rates of success.
a. I like to convince my collaborators to act according to my ways.
b. If a decision is right, it is of no importance whether it was taken individually or collectively.
c. In order to take a final decision, it must be accepted by all members in the team, which will implement it.
a. I work better when I keep a personal contact with my boss.
b. I work better in situations where I am the boss to myself.
c. I work better when I have to adjust time to the deadlines set to me.
After having completed the self-assessment and looked at your results for work needs, you can watch this video on David McClelland’s Motivation Theory (https://www.youtube.com/watch?v=jxNhGE3gPcA) which illustrates with more details the 3 main motives mentioned above and the behaviours that are best suited to you.
You can use these tools with your volunteers, to try and comprehend their motives, so, next time you would like to assign a task to them, you can run to the results of their tests. The results should make your decision easier, since you will assign jobs and tasks which will lead to optimal satisfaction of the volunteers needs.
MATERIALS USED
Instructions:
Transfer your points from the previous list into this sheet. After this, add the points in each vertical column and write the sum to the space provided at the end.
| 1a ____ | 1b ____ | 1c ____ |
|---------|---------|---------|
| 2c ____ | 2b ____ | 2a ____ |
| 3c ____ | 3a ____ | 3b ____ |
| 4a ____ | 4c ____ | 4b ____ |
| 5b ____ | 5a ____ | 5c ____ |
| 6b ____ | 6a ____ | 6c ____ |
| 7a ____ | 7b ____ | 7c ____ |
| 8a ____ | 8c ____ | 8b ____ |
| 9c ____ | 9a ____ | 9b ____ |
| 10a ____ | 10b ____ | 10c ____ |
|----------|----------|----------|
| 11b ____ | 11a ____ | 11c ____ |
| 12b ____ | 12c ____ | 12a ____ |
| 13c ____ | 13b ____ | 13a ____ |
| 14b ____ | 14a ____ | 14c ____ |
| 15a ____ | 15c ____ | 15b ____ |
| 16a ____ | 16b ____ | 16c ____ |
| 17b ____ | 17c ____ | 17a ____ |
| 18c ____ | 18a ____ | 18b ____ |
Total column 1: _______ Total column 2: _______ Total column 3: _______
This exercise will give you an idea of your main priorities and aspirations. But, like any other test, additional factors have to be taken into account to ensure its veracity.
The column with the lowest result represents your first priority. The column with the immediately higher result represents your secondary priority, while the column with the highest overall result represents your third rank priority.
- If you got the lowest score in the 1st column, you might be motivated by achievement. That is to say, you have a strong desire to excel and to achieve something worthwhile. Your main focus is success and you usually appreciate receiving feedbacks on your work. For those reasons, you tend to avoid low-risk and high-risk situations.
- If the 2nd column obtained the lowest result, then you are looking for affiliation. Indeed, building relationships, being part of a group is important and vital for you. You usually play by the books and are not seeking risks nor changes.
- If you scored the lowest in the 3rd column, then you are definitely driven by power. Leading a team, encouraging and motivating others are key elements for you. You also place a high value on discipline and expect the same from your peers and teammates.
Source: The Pfeiffer Library Volume 1, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer
Lesson Objectives:
1. Forming an internal policy for volunteer management.
ACTIVITY 2.1 SETTING GOALS & OBJECTIVES
Intended Learning Outcomes:
4. Define your own goals through a vision board.
5. Map/Canvass the skills and competences of volunteers and match them with the needs of the organization.
2.1.1 Vision board from Canvanizer.com
2.1.2 Volunteer Management. A journey in 13 steps (click on link to download pdf)
Activity 2.1.1 Create your Vision Board
CONTENT
Attracting volunteers can only be done once your organization has clarified what you expect from them (tasks, goals, learning outcomes...) and what you can provide them throughout the length of their volunteering experience.
To do so, you can create a vision board for your own organization, that is to say your own volunteers/TSO’s strategy by using the several criteria mentioned in the pictures below.
In the vision board provided below, we have created a Volunteer Management Canvas (based on the business model canvas). We used the tool canvanizer.com and the template of contract. So, we imagined it as signing a contract between the volunteer and the organization. We have covered some of the aspects, we believe such a contract should contain. Of course, you can enter canvanizer.com and create your own template.
Apart from the internal policy you can also use it as a guide for a real contact with your volunteers (if you decide to have a contract)
| Party 1 | Party 2 |
|---------|---------|
| **Obligations** | **Obligations** |
| Recognise volunteers worth | Special training of volunteers |
| What is the added value of volunteers to our organisation? | Is there a need for a special training for some/all volunteering positions? |
| **Rights** | **Rights** |
| Be prepared | Basic training of volunteers |
| How can we prepare ourselves for the arrival of volunteers? | What do the volunteers need to know when they first join our organisation? |
| Volunteer coordinator | Supervision & management |
| What is their role? | What kind of supervision do the volunteers need? |
| How can they mediate between the volunteers and us? | Recognition of volunteers |
| **Deliverables** | **Deliverables** |
| Strategic planning | How to say thank you to our volunteers? |
| Which are the steps we need to take for a strategic planning of our volunteer programs? | |
| Feedbacks | |
| How to ensure the volunteers are motivated? How to keep them engaged? | |
| **Financial Details** | |
| Volunteers’ expenses | |
| Financial covering of volunteers expenses when they occur as part of their volunteer obligations | |
| **Contract Details** | |
| Should we sign a contract with the volunteers? | |
| Is a contract necessary for this volunteering position? | |
| **Duration & Termination** | |
| What type of occupation are we offering? | |
| How long will this post keep the volunteer engaged? Is it an ad-hoc activity? Is it a long term position? | |
**Figure 1 Volunteer Management Canvas**
LECTURER ACTIVITY
Explain the assignment to the learners.
LEARNER ACTIVITY
Develop a Volunteer Management Canvas for your own organization using the tool canvanizer.com and/or the table in “Materials used”.
MATERIALS USED
| Party 1 | Party 2 |
|---------|---------|
| Our Organisation | The Volunteers |
| Obligations | Actions | Object of agreement | Actions | Obligations |
|-------------|---------|---------------------|---------|-------------|
| Rights | Deliverables | Out of scope | Deliverables | Rights |
Financial Details
Contract Details
Duration & Termination
Brainstorming Space
Activity 2.1.2 Start planning, implementing the volunteering program
CONTENT
Map/ Canvass the skills and competences of volunteers and match them with the needs of the organization
LEARNER ACTIVITY
Having examined the previous stage and clarified your organization's goals and objectives, we believe it is the right time to work on the configuration of the internal policy. According to the handbook *Volunteer Management. A journey in 13 steps*, these are some of the aspects an organization should consider, before consolidating their volunteer management policy.
- Process and principles for attracting volunteers
- Volunteer orientation and training
- Compensation for volunteer expenses
- Volunteer supervision and support
- Personnel – volunteer relations
- Health and safety in the workplace
- Equal opportunity, equality
- Discretion and data protection
- Conflict resolution and complaint handling procedure
- Entitlements and obligations for the volunteers and the organization.
Those previous examples can help you forming the internal policy within your organization. This will ensure that volunteers are working in the right environment that should provide consistency, stability, security, equal treatment and transparency for procedures relating to the volunteer program.
ACTIVITY 2.2 VOLUNTEERS’ JOB DESCRIPTION; DEFINING & PROMOTING IT
Intended Learning Outcomes:
6. Attract volunteers through effective and appealing job offers.
Check the provided tables.
Handbook: Volunteer Management. A journey in 13 steps
CONTENT
(We are assuming here that it is the first time you are preparing job descriptions. If your organization is already running a volunteer program and you would like to re-define the job descriptions, then there is a different procedure, which we will not cover at this point.) This activity is meant to be implemented within the organization before the volunteers have joined them. It is advised that the volunteer coordinator coordinates this activity, together with other workers and members for optimal result. This activity can be combined with activity no 1, where you were called to assess the organization’s needs in terms of volunteering contribution.
LECTURER ACTIVITY
The last phase of stage II will be working on volunteers’ job descriptions. If their organization is already running a volunteer program and they would like to re-define the job descriptions, then there is a different procedure, which we will not cover at this point.
LEARNER ACTIVITY
According to Volunteer Management. A journey in 13 steps, these are the steps you should follow. It is recommended that all workers and employees are involved in this process:
Step 1
Each worker fills in the tasks form with all specific activities/works they do within a week, not prioritized and as specific as possible. The requirement is not about repeating one’s job description with some individual competences, but instead to record the very specific tasks done, no matter how limited they can be. For every task I record, I fill in next to it its frequency, as follows:
- D (daily), W (weekly), M (monthly or less regular) and A (annual).
WORKER’S TASK SHEET 1
Instructions
Write down all specific tasks performed within a week, not in order of priority, adding their frequency in the 2nd column as follows:
- D; daily
- W; weekly
- M; monthly or less regular
- A; annual
After completing the list, read through the activities once more and rate them in the last column as follows:
- X things you would rather not do either because your knowledge or experience do not permit it or because you would prefer to devote your time elsewhere
- ✓ things you consider that you would absolutely like to keep on doing yourself
- O things that would be better to share with a team
| Activities | Frequency | Rating |
|------------|-----------|--------|
| | | |
| | | |
| | | |
| | | |
| | | |
Step 2
After completing stage 1, each worker lets themselves free to dream of things/tasks they would like to perform in the organization or would like to see being done and lack of time or resources has not permitted. They write them down into a table called DREAMS within the specific form and afterwards carry out the same process in order to record the WISHES, things they would wish to learn or improve in their job or even broader for their personal development and which the organization could provide, if funds were available.
In order to avoid confusion between the two categories, one could write in «DREAMS»: «I would like to participate in the work of the adult training department of the organization» or «I would like to see the organization develop a youth awareness program for…», while respectively in «WISHES»: «I would like to improve my English» or «I would like to attend special training for creative writing».
DREAM LIST
Let yourself free to dream of things you would like to do yourself in the organization or see being done, while lack of time or funds has not permitted it.
WISH LIST
What is it that you wish to learn or improve in your work or even broader in your personal development, which the organization you work for could have provided if funds were available?
SURPRISES
Leave the following fields empty for things you might have never dreamt of, but which volunteers could be found to implement.
Source: Volunteer Management. A journey in 13 steps
Step 3
Now is the time to finish up, with volunteer job descriptions. Each job description should (ideally) include:
1. Title
2. Purpose (need covered)
3. Duties (in the greatest possible detail)
4. Required time of commitment
5. Minimum duration (or end date)
6. Scope of responsibility – supervision (reports to)
7. Place - work space
8. Required/desired qualifications
9. What do I benefit / what I learn as a volunteer
10. Other provisions - privileges
11. Evaluation criteria.
Try to write at least one job description of a volunteer position you have imagined in your organization. Be as creative as you like!
**Step 4**
Promoting and advertising your vacant positions is the key to find individuals who could become valuable members of your organisation, so it’s imperative that you get it right!
So now, which communication channels would you use to reach your target audience?
There are many methods that you can use to advertise your volunteering opportunity; traditional channels (local press...), websites, social media ... In the picture above are some statistics which might help you reflect on the channels you would like to use in order to target the right volunteers for your organisation. Another possibility is to work with some specialist in the field of communication and media (if possible) in order to ensure an effective communication. Here are some examples of well-known open calls for volunteers:
- The centralized/more official one UN Volunteers
- The decentralized/more personalized one European Solidarity Corps
On the internet, you can find thousands more open calls for applications, which you can search for inspiration.
Lesson Objectives:
1. Communication and soft skills in group management activities.
ACTIVITY 3.1 VOLUNTEER LEADERSHIP
Intended Learning Outcomes:
7. Discover your leadership skill and ways to improve.
The Blake and Mouton Managerial Grid Leadership Self-Assessment Questionnaire
CONTENT
The person responsible for volunteers and volunteering programs should be selected carefully. As they assume a leadership role, it would be good for them to take the following leadership self-assessment questionnaire.
LECTURER ACTIVITY
This activity consists of an individual leadership style test and a follow-up of a group activity.
LEARNER ACTIVITY
The Blake and Mouton Managerial Grid Leadership Self-Assessment Questionnaire below is a list of statements about leadership behaviour. Read each one carefully, then, using the following scale, decide the extent to which it applies to you. For best results, answer as truthfully as possible.
| Never | Rarely | Sometimes | Often | Very Often | Always |
|-------|--------|-----------|-------|------------|--------|
| 0 | 1 | 2 | 3 | 4 | 5 |
1. _______ I encourage my team to participate when it comes to decision-making time and I try to implement their ideas and suggestions.
2. _______ Nothing is more important than accomplishing a goal or task.
3. _______ I closely monitor the schedule to ensure a task or project will be completed in time.
4. _______ I enjoy coaching people on new tasks and procedures.
5. _______ The more challenging a task is, the more I enjoy it.
6. _______ I encourage my employees to be creative about their job.
7. _______ When seeing a complex task through to completion, I ensure that every detail is accounted for.
8. _______ I find it easy to carry out several complicated tasks at the same time.
9. _______ I enjoy reading articles, books, and journals about training, leadership, and psychology; and then putting what I have read into action.
10. _______ When correcting mistakes, I do not worry about jeopardizing relationships.
11. _______ I manage my time very efficiently.
12. _______ I enjoy explaining the intricacies and details of a complex task or project to my employees.
13. _______ Breaking large projects into small manageable tasks is second nature to me.
14. _______ Nothing is more important than building a great team.
15. _______ I enjoy analyzing problems.
16. _______ I honor other people’s boundaries.
17. _______ Counseling my employees to improve their performance or behavior is second nature to me.
18. _______ I enjoy reading articles, books, and trade journals about my profession; and then implementing the new procedures I have learned.
After completing the Questionnaire, transfer your answers to the spaces below:
| Questions related to People | Questions related to Task |
|-----------------------------|---------------------------|
| 1.______ | 2.______ |
| 4.______ | 3.______ |
| 6.______ | 5.______ |
| 9.______ | 7.______ |
| 10.______ | 8.______ |
| 12.______ | 11.______ |
| 14.______ | 13.______ |
| 16.______ | 15.______ |
| 17.______ | 18.______ |
TOTAL “People Score” _______
X 0.2 = _______
(Multiply the Total by 0.2 to get your final score)
TOTAL “Task score” _______
X 0.2 _______
(Multiply the Total by 0.2 to get your final score)
The results
Plot your final scores on the graph below by drawing a horizontal line from the approximate *People score* (vertical axis) to the right of the matrix and drawing a vertical line from the approximate *Task score* on the horizontal axis to the top of the matrix, until they intersect. The area of intersection is the leadership dimension that you operate out of.
*Example*: The sample below shows a score of 4 in the *people* section and a score of 6 in the *task* section. The quad where the two lines intersect is the leadership style, in this case -- Authoritarian section.
This chart will give you an idea of your leadership style. But, like any other instrument that attempts to profile a person, you must take into account other factors, such as, how your peers and employees rate you as a leader, do you get your job done, do you take care of your team members, are you helping to "grow" your organization, etc.
**Authoritarian Leader** (high task, low relationship).
People who get this rating are very much task oriented and are hard on their workers (autocratic). There is little or no allowance for cooperation or collaboration. Heavily task oriented people display these characteristics: they are very strong on schedules; they expect people to do what they are told without question or debate; when something goes wrong, they tend to focus on who is to blame rather than concentrate on exactly what is wrong and how to prevent it; they are intolerant of what they see as dissent (it may just be someone's creativity), so it is difficult for their subordinates to contribute or develop.
**Team Leader** (high task, high relationship)
This type of person leads by positive example and endeavors to foster a team environment in which all team members can reach their highest potential, both as team members and as people. They encourage the team to reach team goals as effectively as possible, while also working tirelessly to strengthen the bonds among the various members. They normally form and lead some of the most productive teams.
Country Club Leader (low task, high relationship)
This person uses predominantly reward power to maintain discipline and to encourage the team to accomplish its goals. Conversely, they are almost incapable of employing the more punitive coercive and legitimate powers. This inability results from fear that using such powers could jeopardize relationships with the other team members.
Impoverished Leader (low task, low relationship)
A leader who uses a "delegate and disappear" management style. Since they are not committed to either task accomplishment or maintenance; they essentially allow their team to do whatever it wishes and prefer to detach themselves from the team process by allowing the team to suffer from a series of power struggles.
DISCUSSION
Individual Reflection
After reading about your leadership style, you can link the main characteristics to your previous actions and experiences and see how your behavior affected them.
Then, you can also review each statement in the survey and reflect on the lowest scores. For those ones, you can write and/or draw what this means to you, the pros and cons...
Once, you have reflected about the different statements and their meanings in terms of impacts, modification of behavior. Then, you can reflect on how to implement changes in your everyday life; either at work, with your colleagues or at an organizational level.
For instance:
Group reflection
If you have the possibility to discuss about this self-evaluation in a group, we recommend it as you will get perspectives from other persons and additional leadership styles.
So, you choose a partner and discuss each statement together. You both pick a different point of view and discuss the pros and cons, the main characteristics of each leadership style, and how this impacts a relationship, teamwork etc. You can choose to write, draw, or just talk about it.
Once, you have discussed about the different statements, you can both reflect on the possible ways to implement those changes in your life. To do so, you can wear new lenses (metaphorically) and look at your previous experiences (personal and professional) with a different behavior, mostly related to the “Team Leader” profile mentioned above.
For instance, if you answered Never, Rarely or Sometimes to the 1st statement “I encourage my team to participate when it comes to decision-making time and I try to implement their ideas and suggestions.”
Then wear your lenses and ask yourself:
- Why did I answer this?
- Did this experience/behaviour happened to me before?
- Did my environment affect my behaviour?
- How would I be able to change it? What do I need?
- What shall I implement in order to improve it?
- What other methods can be used to provide an enjoyable habit?
What does it bring you to know your leadership style?
By knowing it, it allows you to understand your strengths and weaknesses regarding the way you manage work, your relationships with your colleagues and then help you to improve it.
Indeed, an effective leader is usually seen in the top right-hand corner in the matrix above – the Team Leader. However, do not entirely dismiss the other three. Certain situations might call for one of the other three to be used at times, it is always a question of balance.
For example, by playing the Impoverished Leader, you allow your team to gain self-reliance. Be an Authoritarian Leader to instill a sense of discipline in an unmotivated worker. By carefully studying the situation and the forces affecting it, you will know at what points along the axis you need to be in order to achieve the desired result.
ACTIVITY 3.2 COMMUNICATION SKILLS
Intended Learning Outcomes:
8. Ensure an effective and clear communication through your organization.
LECTURER ACTIVITY
Facilitate first the group activity and next an individual activity. The activities are an indicative list of how to improve communication within teams, including with the volunteers of organizations. You can choose to carry them out altogether for one day or scatter them in different stages of the volunteer program, or whenever you feel there is a need for the team.
According to the number of participants, you can either work with one group only or several groups with more than 5 people in each.
Alternative option for the group activity: In order to encourage the participants to listen actively, the facilitator can add music or engage conversation to create some noise.
LEARNER ACTIVITY
Group Activity: Telephone Exercise
This well-known exercise illustrates the importance of good communication skills, especially listening, on a professional and personal level.
Each group member stands into a line. At the end of each line, the facilitator whispers a phrase or short sentence to the 1st person, who will then pass it on using only whispers, one person at a time. The phrase or sentence can only be repeated once.
Once, the message has been passed through each line, ask the first and the last person of each line to report what they have understood and compare both messages.
The following discussion should then focus on why the message has not been correctly transmitted. The most important is not to find who is/are the person(s) who made the mistake, but to identify why and how it happened and understand what it implies in terms of effective communication in our everyday life.
**Individual Activity**
Once you have done the group activity above, you can also assess your communication skills on your own with the questions below.
This activity provides the possibility to the volunteer coordinator, to assess their skill. If needed, the quiz can also be implemented with colleagues and/or volunteers as a good communication remains necessary within an organisation.
Imagine for a moment that you are the volunteer coordinator and take the following quiz to find out a few more things about yourself.
1. When communicating with others, I adapt my message, style, and tone to my audience, taking into account the situation:
- a. Always / Almost Always
- b. Often
- c. Sometimes
- d. Rarely / Never
2. I pay attention to the non-verbal signals I’m sending to make sure they are consistent with my words:
- a. Always / Almost Always
- b. Often
- c. Sometimes
- d. Rarely / Never
3. I demonstrate that I am listening by nodding or saying words like, “Yes,” “I see,” and “Uh huh”:
- a. Always / Almost Always
- b. Often
- c. Sometimes
- d. Rarely / Never
4. I can read another person’s mood by watching their body language and facial expressions:
- a. Always / Almost Always
- b. Often
- c. Sometimes
- d. Rarely / Never
5. I maintain eye contact with the person I’m conversing with:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
6. I try to understand the other person’s point of view by asking questions and repeating back what I think they are saying:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
7. I try to show empathy and compassion when the person I’m speaking with gets emotional:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
8. I show I’m engaged in a conversation by asking meaningful questions and giving positive feedback to the person or group I’m with:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
9. When having to deliver correction or criticism to someone (e.g. a child, significant other, or employee), I stay focused on identifying the problem and seeking a solution rather than ranting and raving:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
10. I treat others respectfully even when I strongly disagree or are upset with them:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
11. I refrain from using absolutes like “always” and “never” when having disagreement or argument with someone (e.g. “I’m always the one who has to fix things” or “You never care about my feelings”):
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
12. I try to avoid spreading or participating in gossip:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
13. I find myself interrupting if I am bored with the conversation or disagree with what is being said:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
14. If I think I know what someone is going to say, I finish their sentences for them:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
15. I fidget and look away a lot when I get bored with a conversation:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
16. I stop listening and tune the person out when their views are different than mine:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
17. I’m quick to offer solutions when someone is telling me about their problems:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
18. I try to think of a good or clever response while the other person is still speaking:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
19. I try to make the other person to see my point of view at all costs:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
20. I try to use fancy vocabulary words and jargon so people know I am intelligent:
a. Always / Almost Always
b. Often
c. Sometimes
d. Rarely / Never
Source: https://groundonecoaching.com/do-you-have-effective-communication-skills-take-this-quiz-to-find-out/
Results
The first 12 questions reflect effective communication skills; so if you answered Always/Almost Always or Often, good for you! You’re on the right track. Your listening skills, speaking habits, and emotional intelligence are above average.
If you answered Sometimes or Rarely/Never, your skills need some practice and polish; but guess what? With practice, over time, good communication skills can be learned and developed! Be patient with yourself and others.
The last 8 questions reflect **negative habits and traits**. If you answered Sometimes or Rarely/Never, that’s great! You have a firm understanding of social etiquette. You demonstrate maturity and wisdom in communicating with others.
If you answered Always/Almost Always or Often, then the good news is that you’ve identified the areas you’re weak in! Now you can turn things around! You see, no matter where we are in our career, life, relationships, and social skills, knowledge is the foundation upon which to build.
The first step is to assess what tools you already have and those you are lacking. Thus, once you’ve completed the quiz above, you should reflect on knowing what works and what doesn’t regarding your own communication skills. You can do so by reflecting on your previous experiences, and if possible, ask someone to help you and discuss about it.
Acknowledging is the beginning of your journey to becoming an effective communicator and the key for success.
Now, here are some advice you can carry out with your team – either co-workers or volunteers – which would help you to improve your communication skills.
The first 12 questions reflect **effective communication skills**; so if you answered Always/Almost Always or Often, good for you! You’re on the right track. Your listening skills, speaking habits, and emotional intelligence are above average.
9 EFFECTIVE COMMUNICATION SKILLS
- Active Listening
- Non-verbal Communication
- Asking questions
- Being clear
- Clarify and summarize
- Being empathetic
- Providing feedback
- Developing trust
- Being present
9. Learn about your own personality type and your volunteers’ unique strengths to communicate more effectively.
A rope, six meters long.
Four large cards A4 or A3 size with the following written on each. An example set is shown in the image above. The numbers represent clock hour:
- 3: Let’s think about it.
- 6: Let’s do it.
- 9: Let’s consider the feelings.
- 12: Let’s pay attention to detail.
**CONTENT**
This exercise is ideal for team building, management, enhancing communication skills and coaching.
The exercise uses a visual technique—a clock that represents four types of personalities: hence, Clock Types exercise.
The purpose of this exercise is to show that each person in a team has certain characteristics that can contribute to the team. It is not about casting each person into an ideal team member role. Instead, it focuses on learning about our own personality type, and on taking advantage of each person’s unique strengths to communicate more effectively.
LECTURER ACTIVITY
Timing
Explaining the Exercise: 5 minutes
Activity: 30 minutes (10 min for each stage * 3)
Group Feedback: 10 minutes
Prepare the scene for the exercise by placing a rope on the floor in the shape of a circle, with a diameter of about 2 m. This forms the face of your clock. Place the cards at the correct locations based on clock hours. Explain that there are four types of people, each one of them represented at a certain clock hour. To facilitate the decision making, explain the following types with some examples:
- 3: Let’s think about it.
Look at the big picture, birds eye view, possibilities.
- 6: Let’s do it.
Focus on actions, plunge in, use momentum, energy and excitement to get things done.
- 9: Let’s consider the feelings.
Consider people’s feeling, how they will be affected, what their thoughts and needs are.
- 12: Let’s pay attention to detail.
Think it through, plan systematically, examine all parameters and optimize.
Once participants have become familiar with the four categories, get them to choose one that represents them the best and ask them to stand next to the card on the floor. They can also choose different types and then stand in between the chosen ones.
This will divide the participants into four groups (see below).
Stage 1 (5 minutes)
Ask each group to consider two questions:
- What are the strengths of your type?
- What are the weaknesses of your type?
Bring everyone’s attention back while standing where they are. Ask each group to present their thoughts. This discussion helps to prepare the participants for the next stage.
Stage 2 (5 minutes)
Ask delegates to consider two more questions:
- Which other type do they find most difficult to work with?
- Which other type do they find most easy to work with?
As before, bring everyone’s attention back and ask each group to present their thoughts.
Stage 3 (5 minutes)
Ask delegates to consider two more questions:
- Given your type, what is one characteristic you value in each of the other types?
- Given your type, what others need to know about you so that you can work together more effectively?
As before, bring everyone’s attention back and ask each group to present their thoughts.
LEARNER ACTIVITY
Participate in the clock type game and discuss the results. The discussion can become valuable as differences in types are highlighted. It would shed light on why people might have difficulty communicating with each other at work. Here are some examples:
- Which types get frustrated with attention-oriented type?
- Which types get frustrated with those who want to jump in and do it right away?
- What happens when feelings (of co-workers, customers, suppliers, etc.) are not considered?
- What are some of the important lessons you have learned from this exercise?
- What new insights have you gained about your co-workers?
- Is it best if you only have a single type in a team or is it better to have at least one of each type? What would this suggest?
- Next time you feel frustrated with a team member, what would be your first thoughts and reactions?
ACTIVITY 3.4 ELIMINATE NEGATIVE TALK. POSITIVE COMMUNICATION IN THE WORKPLACE
Intended Learning Outcomes:
10. Focus on positive communication in order to increase volunteers’ motivation
CONTENT
Negativity is contagious. It’s all too easy to complain about everything that goes wrong and this can quickly spread to others. Fortunately, there is a simple trick that can be used to eliminate negativity; simply don’t say negative words. Aiming for positive remarks helps people to get energized. Rather than looking for blame, seek opportunities to improve and progress forward.
LECTURER ACTIVITY
Timing
Explaining the Exercise: 5 minutes
Activity: 30 minutes
Group Feedback: 15 minutes
This simple two stage communication skills exercise focuses on identifying negative statements used at work and formulate positive replacement statements for them. It helps increasing the awareness of participants about this issue and helps them to address it. It is ideal for delegates who work closely together or are part of the same team so it can also be used as a teambuilding activity at work.
First, the facilitator organizes the delegates into groups of 2 or 3.
Stage 1 (15 min)
Ask each group to compile on a paper a set of commonly used negative statements that they have heard in the past.
Then, bring back everyone together and discuss all together about those statements, their use and the consequences they have on people’s behaviour. The facilitator can also highlight how destructive they can be and how important it is to replace them.
The facilitator can record a summary of the most common negative statements on a flipchart or a whiteboard.
Here are some examples of negative statements that people commonly use:
- Don’t do that
- We can’t do it
- It can’t be done
- We don’t do such a thing
- It is against our policy
- We have never done this before
- It has never been done
- No one knows how to do this
- You don’t know how this works
- The management is clueless
- The staff are clueless
- They sit there all day and do nothing
- No one cares
These statements do not help and are sometimes stated as a reflex reaction rather than with an appropriate thought. Sometimes they become a habit and it is important to eliminate them as bad habits.
**Stage 2 (15 min)**
Then, each group should think of positive statements that can be used to replace those negative ones, based on their earlier analysis. Record these statements on the flipchart as well.
Highlight the importance of using positive words, sentences in our everyday life. Encourage the participants to think about it with some of the following questions and to reflect on some concrete actions that can be used by each delegate when at work or for personal benefits.
**LEARNER ACTIVITY**
Participate in the game and discuss the negative and positive statements.
- Are you susceptible to use negative statements?
- How frequently are they used in your organization? Are they necessary?
- Can they be avoided? How can you avoid them?
- Is it easy to replace them with positive statements?
- Was there a consistent set of negative statements between groups that suggests many people hear all the time at their workplace?
- What are you planning to do to eliminate them?
ACTIVITY 3.5 BODY LANGUAGE
Intended Learning Outcomes:
11. Develop effective communication through your own behaviour
30 minutes
An empty room where a group of delegates can easily walk around.
Blank cards that are easy to write notes on them while standing.
Activity 3.5.1 Making eye contact.
CONTENT
This exercise helps participants to understand and appreciate the power of eye contact and how it can affect emotional connection and emotional states. It is ideal in teaching emotional intelligence, body language and communication skills.
LECTURER ACTIVITY
You can get the most from this exercise with the follow up discussions so make sure you allocate enough time for this.
Timing
Explaining the Exercise: 5 minutes
Activity: 6 minutes
Group Feedback: 10 minutes
Distribute 3 blank cards to each participant. Ask the participants to spread around the room. Explain that they should assume they are in an art gallery or a museum.
Stage 1 (2 min)
Ask the participants to roam around the room as if they are in a public space while not making eye contact with anyone else. They should improvise and act the role.
After 2 minutes, stop everyone and ask the participants to write their feelings on their cards.
Stage 2 (2 min)
For this round, ask the participants to seek out eye contact as they go around the room. However, as soon as they have made eye contact, they should break it and look away.
After 2 minutes, stop everyone and ask them to record their feelings on their cards.
Stage 3 (2 min)
In this round, ask the participants to seek out eye contact and as soon as they have made eye contact with anyone they should pair up with that person. They should stand side by side and do not establish eye contact with anyone else.
After 2 minutes, stop everyone and ask them to record their feelings on their cards.
Bring everyone back together and follow with a discussion. The facilitator will lead it by asking the participants several questions and reflect on what they wrote on their cards. Some examples of potential questions:
- While going through various stages of the exercise how did you feel?
- How did it feel when you were making eye contact and you had to break it straight away?
- How did it feel when you made eye contact and you could approach the person to pair up?
- If you were slow to pair up with someone, how did it feel to go about finding someone you could make eye contact with?
- How easy was it to make eye contact with someone?
- How close do you feel with people that you maintained an eye contact with?
- What pre-conditioning dictates our behaviour in making eye contact or maintaining eye contact?
- How does this compare between different societies?
LEARNER ACTIVITY
Participate in the game and discussion afterwards
Activity 3.5.2 Body Language Exercise: Miscommunication.
CONTENT
This exercise highlights the importance of body language in communication.
Delegates should speak and listen while avoiding smiling and eye contact.
LECTURER ACTIVITY
Timing
Explaining the test: 5 minutes.
Activity: 7 minutes
Group feedback: 5 minutes.
Delegates work in pairs:
- Person A: Talk about his/her hobby for one minute and avoid smiling
- Person B: Listen with interest and ask questions if want to.
Delegates in each pair then swap places:
- Person B: Talk about his/her hobby naturally.
- Person A: Listen without any eye contact or asking any questions
Variations
If more time is available, both people in the pair can experience both situations.
The facilitator then leads the discussion by asking delegates the following questions:
- How did they feel at the end of each conversation?
- Did they feel ignored, frustrated or insulted?
- How could the situation be improved?
- How body language affects communication and binding?
- What other methods can be used to provide an enjoyable and flawless conversation?
At the end of the discussion, the facilitator can also show this TED talk on body language and its importance.
LEARNER ACTIVITY
Participate in the exercise and discussion.
Watch the TED talk on body language – YouTube: TED talk on body language
ACTIVITY 3.6 MONITORING & SUPERVISION
Intended Learning Outcomes:
12. Learn methodologies to evaluate the added value of volunteers to their organization(s) and/or projects
CONTENT
Monitoring and supervising your volunteers is one of the key elements to keep them engaged, motivated and felt valuable to your organization. Here is an activity that could help them assessing the skills and competences gained during their volunteer program.
LECTURER ACTIVITY
Upon arrival, you can ask the participants imagining they are volunteer themselves and write a letter to themselves. This letter could include:
- Motivation to participate in the volunteering program of your organization
- Dreams and aspirations
- Skills and competences, they wish to develop
- Tips and tricks for their future
- Where would they like to see themselves after the completion of this program
- Anything else
In real, this letter should be carefully stored for the entire duration of the volunteer’s permanence in your organization/program. The volunteer responsible should make sure to hand it out when the volunteer has completed their program/ is about to leave the organization or a few weeks after they have departed (could be for a permanent job, studies or a simple stop of their volunteer duties).
LEARNER ACTIVITY
Write a letter.
ACTIVITY 3.7 GROUPS DYNAMIC - THE MARSHMALLOW CHALLENGE
Intended Learning Outcomes:
13. Develop effective communication through your own behaviour.
40 minutes
- 7 min – explanation
- 18 min – challenge
- 15 min - discussion
Per group: 20 sticks of spaghetti, one meter of tape, one meter of string and one marshmallow.
Watch this TEDxTalk on the Marshmallow activity.
CONTENT
The Marshmallow Challenge is a designed-based exercise that focuses on experiencing team collaboration, leadership style and creativity in a fun way.
The aim of this activity is to encourage the participants to use all their senses into the task and later on to reflect on their contribution within the team, their role, behaviour.
LECTURER ACTIVITY
According to the number of participants you can organize them into teams of 3 to 6 people. Each one of them will be given a kit with the elements mentioned above.
LEARNER ACTIVITY
This activity consists in building the tallest structure out of 20 sticks of spaghetti, one meter of tape, one meter of string and one marshmallow.
The objective is to build the tallest freestanding structure only with the kit given at the beginning. They have 18 minutes to do so. At the end, the entire marshmallow must be on the top of the structure without falling down or breaking apart.
Additional rules:
- The spaghetti, string or tape can be broken, cut...
- The structure cannot be suspended.
- The marshmallow cannot be cut or eaten...
- No one is allowed to hold the structure
When the clock runs out, the facilitator measures all the structure and identifies the winning team.
Once, all the ‘constructions’ have been reviewed and commented with the facilitator. It is time for the coordinator to lead a discussion about the different steps of the activity. For instance, how did the participants organise their work, did someone take the leadership, how did they divide the tasks... Then, within the groups, each participant should reflect on his/her own work as an individual and also as a group member. After reviewing their behaviour during this experience, they can then conclude on what they have learned and what can be then used in other contexts.
Even if one team has excelled at this exercise, it remains important that its members still reflect on it and focus on how to improve their performance in terms of leadership, team management, or effective collaboration.
Additional option but not mandatory, you can watch [this TEDxTalk](#) on the Marshmallow activity.
Lesson Objectives:
1. Once, your volunteering program is implemented and running, it is time to evaluate, assess and thank the volunteers involved within your organization.
ACTIVITY 4.1 RECOGNITION
Intended Learning Outcomes:
14. Enhance volunteers’ motivation through informal and formal recognition
Handout Volunteer Management. A journey in 13 steps
Activity 4.1.1 Non-Formal Recognition
CONTENT
There are numerous ways to thank volunteers for their involvement and willingness to help within a TSO and to show them that they are valued. In the following list, we just mention some of them, taken from the handout Volunteer Management. A journey in 13 steps
1. Host a volunteer-only event
2. Awards
3. Birthday cards and personal gifts
4. Parties
5. Invitation of volunteers to social events outside the organization
6. Excursions
7. Participation of top management to the above
8. Keeping them informed about training or vocational seminars
9. Covering of costs for participation in seminars
10. Participation in organization trips
11. Volunteer-only souvenir (e.g. a t-shirt of the organization)
12. Personal contact even after they leave, particularly when absent e.g. for family or health reasons.
13. Group or individual in-action photos and promotion through social media
14. Improvement of workspace or volunteer-only area
15. Creation of a video with memoirs and important moments of their work
LEARNER ACTIVITY
Read in the handout about informal recognition (see Contents).
Activity 4.1.2 Formal Recognition
CONTENT
Volunteering can also be more formally recognized and be very beneficial for the volunteers whether they are leaving or not the NGO, looking for a job...
Here are few examples of recognitions that your organization can provide to your team members.
1. Letters of recommendation
2. Certificates of voluntary labor
3. Helping them in their job search by forwarding jobs announcements for a position opening somewhere else to volunteers we consider qualified enough to contest.
4. Volunteer participation into evaluation and planning meetings or participation into special committees: transparency, internal audit etc.
5. Delegation of the organization in public events or mass media.
LEARNER ACTIVITY
Read in the handout about formal recognition (see Contents).
ACTIVITY 4.2 A WIN-WIN EVALUATION TOOL
Intended Learning Outcomes:
15. Learn techniques to supervise and evaluate the performance of volunteers.
Questionnaire (see suggested questions above)
CONTENT
Assessing and evaluating your volunteers’ performance within your organization is essential for both; for the volunteers to keep them engaged, and the TSO for potential improvements regarding its management style.
Formative/summative
“When the cook tastes the soup while cooking, that’s formative; when the guests taste the already finished soup, that’s summative.” 38
Source: T-Kit 10: Educational Evaluation in Youth Work – Council of Europe – European Union
LECTURER ACTIVITY
While implementing a formative support and training to your volunteers with the different activities mentioned above, your organization can create its own assessment and evaluation tool for volunteers.
To make it useful and relevant for both; the volunteers and your Organization, you can design it as a 2-way tool. Indeed, provide the same assessment method to both the volunteer and her/his manager (i.e., a questionnaire) to be filled separately. The volunteer’s manager can give it to them at least 1 week before they meet, so they will both have time to think about it.
Here are some examples of topics and questions that your organisation could use for its volunteers. You can make some changes and add sections specifically related to the organization of your organisation.
Evaluation of the volunteer/manager
- Satisfaction, motivation
- Quality of work
- Involvement
- Improvements
- Performance, achievements of objectives
Evaluation of volunteering programs
- Training
- Supervision, management
- Team work
Evaluation of the organization
- Working environment, climate
- Work culture
- Job evaluation
- Manager evaluation
Once the volunteer and her/his manager both completed it, they then discuss about it, compare their answers and ratings to see if there is any divergence.
On one hand, this allows the volunteers to feel valued, as their opinion is considered. They also feel included, being participative and belonging to a group.
On the other hand, it benefits a lot to your organization as well, as practical and profitable feedbacks will be provided to your organisation that can be used to improve its management. It can also be seen as an evaluation to highlight its strengths and weaknesses regarding its operating sector and its volunteering programs.
**LEARNER ACTIVITY**
Ask a volunteer and a manager from your organisation to fill in the same questionnaire and facilitate a discussion afterwards.
CONCLUSION
Yet, still not well recognized, volunteers are a huge asset within TSOs. By bringing their knowledge, competences and energy, they make the organization, in which they are involved, grow and prosper. Led by great values and ideals, they are source of development, innovation and motivation. For those reasons and more, volunteer management should carefully be taken into account and clearly defined.
A clear strategical vision within your organisation is the key element for successful actions. To do so, this module synthetized the main four steps that can be followed. Assessing the needs of your organisation, defining the rights and obligations of your volunteers will first set the foundation of your project. Then, planning and focusing on your organisation’s goals and objectives will follow in order to implement the volunteering program. Communication and soft skills, being essential for the health and sustainability of your structure, the activities mentioned above can guide you throughout this process. And last but not least, recognizing your volunteers’ work and involvement is more than necessary, either through informal appreciation but also via evaluation and feedbacks’ provision. | c7735d85-9558-4f1b-800a-4cccfbc9f15f | CC-MAIN-2022-21 | https://learn2inspire.eu/wp-content/uploads/2021/03/Module-4-Volunteer-management.pdf | 2022-05-18T10:42:10+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662521883.7/warc/CC-MAIN-20220518083841-20220518113841-00528.warc.gz | 427,041,747 | 14,706 | eng_Latn | eng_Latn | 0.992676 | eng_Latn | 0.998131 | [
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Student-Parent Handbook 2020-21
Middle School
ABA OMAN
INTERNATIONAL SCHOOL
# Table of Contents
| Section | Page |
|------------------------------------------------------------------------|------|
| Table of Contents | 1 |
| Middle School Staff - 2020 | 6 |
| Grading and Reporting | 10 |
| Conferences | 12 |
| Student Organized Events | 12 |
| Student Code of Conduct | 13 |
| Communication - Parental Enquiries & Concerns | 18 |
| General Information | 20 |
| Pastoral Care | 20 |
| Counselling Services | 21 |
| Creativity, Activity and Service (CAS) at ABA | 21 |
| Home Learning | 22 |
| Communication | 23 |
| Middle School Procedures | 25 |
| Books and Materials | 25 |
| Library | 25 |
| Lockers | 25 |
| Bag Tags | 26 |
| Recreational Breaks & Cafeterias | 26 |
| Extra-Curricular Activities | 27 |
| Middle East South Asia Conference (MESAC) | 28 |
| MESAC Events for the 2019/2020 school year | 29 |
| Attendance Regulations | 31 |
| Discipline | 34 |
| Middle School Information | 38 |
| Appendix 1 - Academic Honesty Policy | 47 |
| Appendix 2 - Student Services | 50 |
| Appendix 3 - Child Protection | 52 |
| Appendix 4 - Assessment Policy | 53 |
| Appendix | Title | Page |
|----------|--------------------------------------------|------|
| 5 | ABA Language Policy | 57 |
| 6 | ABA Acceptable Use Agreement | 60 |
| 7 | MS Explores! | 62 |
| 8 | MS Student Athlete Agreement | 63 |
The Middle School Team
| Name | Position |
|--------------------|-----------------------------------------------|
| Kathleen Bowin | MS Principal |
| Megel Barker | MS Asst. Principal/MYP Coordinator |
| Claire Anthony | MS Counselor |
| Ann Carshult | Director of Student Support Services |
| Paul Brace | Athletic Director/Activities Coordinator |
| Miguel Vazquez | Student Services |
| Courtney Park | MS Librarian |
Middle School Advisors
| MYP 1 | MYP 2 | MYP 3 |
|--------------------|--------------------|--------------------|
| John Pugh | Ammar Wishah | Sarah Jeyaram |
| Tahir Khanzadah | Tracy Van Harmelen | Julia Hall |
| Cesar Roldan | Andrea Zarate Pardo| Chris Downey |
| Isabel Shih | Jeff Cole | Clelia Salvati |
| Dana Schwarzkopf | Zita Gange | Celina Aggarwal |
| Valerie Ritchie | David Wood | Pete Lawton |
Instructional Teams
| Instructional Team 1 & 2 | Subject Groups | Instructional Team 3 & 4 |
|--------------------------|---------------------------------|--------------------------|
| Jeff Cole | Language & literature (L & L) | Isabel Shih |
| Dana Schwarzkopf | Design | Chris Downey |
| Tahir Khanzadah | Mathematics | Celina Aggarwal |
| Pete Lawton | Sciences | Valerie Ritchie |
| David Wood | Physical & health education (PHE)| Julia Hall |
| Sarah Jeyarram | Individuals & societies (I & S) | Tracy Van Harmelen |
| John Pugh Drama | Arts | Andrea Zarate Pardo Visual arts |
| Zita Gange Music | | |
| Clelia Salvati | Language acquisition | Ammar Wishah |
| | | Cesar Roldan |
In Middle School lessons are delivered in learning blocks of 80 minutes each. Our students experience two learning blocks per week in each MYP discipline studied. A full week in Middle School has 20 blocks of learning.
Apart from the academic blocks there are opportunities for students to engage in discussions with the MS leadership team, the librarian and the MYP coordinators as well as the MS Counselor.
| MYP Discipline | MYP Subject/Course | Blocks per week |
|---------------------------------|-------------------------------------------|-----------------|
| Language & literature | English language | 2 |
| Mathematics | Standard mathematics | 2 |
| Sciences | Science | 2 |
| Individuals and societies | Individuals & societies | 2 |
| Design | Design | 2 |
| Language acquisition | French, Spanish or Arabic | 2 |
| The arts | Music, Drama and Visual Arts | 2 |
| Physical and health education | Physical & Health Education | 2 |
| Advisory | Social and Emotional Wellbeing | 2 |
| Niqash | Library, MYP, Principal, Counselor | 1 |
| Ignite and/or Innovate! | Interdisciplinary Learning | 1 |
Feedback and growth
ABA Middle School publishes reports on your child’s progress at the end of each marking period. Each individual report shares important information with you about your child’s progress. As we are not only focused on the academic performance of students, our reports include information on their ATL skills development, MYP achievement level descriptors in each subject and teacher comments on their overall progress. There are four reporting periods equally spaced throughout the school year.
Reports are issued on the cycle below:
| MYP 1 - 3 | Mid-Semester 1 | Semester 1 | Mid-Semester 2 | Semester 2 |
|-----------|----------------|------------|----------------|------------|
| | Subject group target ATL Skills Advisory Comment | Subject group Comments Achievement Levels ATL skills Grade Summary | Achievement Levels Subject group Comments ATL Skills | Achievement Levels ATL skills Grade Summary |
Distance Learning Reports
As we embark on a Distance Learning Plan, our first Mid-Semester report will focus on the development of ATL skills with an individual subject assessment and advisor comments based on the social and emotional impact of Distance Learning. Students’ will also contribute to this with their own reflections on their growth. The purpose of this report is to focus on the whole child as a learner in a challenging time. The mid-semester report will be published in November.
The Semester 1 and 2 reports are considered to be the complete report of students’ progress. These reports are published at the end of the semester and are available on the Parent Portal for download. Normally, we invite parents to view the reports when they are published via SMS or email. This report is a comprehensive report with an emphasis on academic feedback from teachers. Teachers provide subject-specific comments and suggestions about how your child may improve their performances in school. Additionally, there is an ATL skills matrix and a summary of the MYP achievement grades based on MYP Grade Boundaries.
The MYP subject-specific grade descriptor is also shared so a broader understanding of MYP achievement is shared. Semester 1 report is akin to a progress report as at that time teachers may not have collected enough evidence of your child’s learning to determine their accurate grades. So for the most comprehensive and accurate grade based on the teacher’s professional judgment of all the data collected, the Semester 2 report is recommended.
Student’s performances are reported using the MYP assessment framework that uses criterion-referenced marking to determine our students achievement level. Every MYP discipline has four criteria and the maximum score possible in each is 8. Students’ performance on each criterion is then collated and converted to an MYP Achievement
Grade which has a maximum of 7. MYP achievement grades describes the holistic assessment of student performances across, skills, concepts, contexts and content.
### MYP Approaches to Learning Levels
| Beginning/Novice | Developing/Learner | Using/Practitioner | Sharing/Expert |
|------------------|--------------------|--------------------|---------------|
| I am introduced to the skill and can watch others performing it (observation) | I can copy others who use the skill and use the skill with scaffolding and guidance (emulation) | I employ the skill confidently and effectively (demonstration) | I can show others how to use the skill and accurately assess how effectively the skill is used (self-regulation) |
| The student:
- is completely dependent on the teacher
- is able to function in completely familiar situations
- is able to listen to the questions asked by others
- is unable to accurately self assess against ATL achievement levels and has little to no understanding or those levels
- has limited success acquiring new skills after they are introduced
- has limited success in applying the skills in class | The student:
- can follow directions from others in familiar situations
- is able to copy the teacher or classmates in using the skills
- has limited success when working in unfamiliar situations related to the skills
- is able to ask clarifying questions related to the skill, however would need prompting or guidance from the teacher or classmates
- Has some understanding of the ATL achievement | The student:
- can demonstrate skills in familiar and unfamiliar situations
- can use identified skill in a largely independent manner
- is able to ask specific clarifying questions relate to the skill with little to no guidance
- understands ATL achievement levels and can effectively self assess
- easily acquire new skills and can demonstrate them to others
- can apply | The student:
- can demonstrate skills in familiar and unfamiliar situations with confidence
- can use identified skill in a completely independent manner
- is able to independently ask a series of clarifying questions relate to the skill
- understands ATL achievement levels and can explain them to others and are highly effective self assessment
- easily acquire new skills and |
| Achievement level | IB MYP Descriptor |
|------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| 1 | Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills. |
| 2 | Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills. |
| 3 | Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations. |
| 4 | Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations. |
| 5 | Produces generally high-quality work. Communicates secure understanding of all concepts and contexts. Demonstrates consistent critical and creative thinking. Uses knowledge and skills flexibly in both familiar and unfamiliar situations. |
MYP ASSESSMENT
| | Description |
|---|-----------------------------------------------------------------------------|
| 5 | Demonstrates understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations. |
| 6 | Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence. |
| 7 | Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations. |
Parent/School Partnerships
Meet the Teacher/MS Experience! - At the start of school, parents will be invited to spend time in their child’s shoes. This event is approximately 2 hours and parents will have the opportunity to visit and meet all of their child(ren)’s teachers as they follow their child(ren)’s daily schedule for a 10 minute meeting in which teachers introduce themselves and share classroom expectations.
Conferences: parent-teacher-student conferences are scheduled twice a year, one in November and the other in March/April. Students are expected to attend with parents.
Parental Request Conferences: If a parent wishes to speak with any teacher at any time, a conference time can be arranged. *The teacher is the primary contact concerning students’ progress.* Subsequent to meeting with the teacher, parents may meet with their child’s Advisor, or the Counselor, Claire Anthonhy or MYP Coordinator/Assistant Principal, Megel Barker. If an issue is unresolved, parents should schedule a meeting with the Middle School Principal, Kathleen Bowin.
Student Organized Events
Any student or group of students who wish to organize activities on campus may complete a ‘Facility Request Form’ available at the Reception Desk. Once the form is complete with all the details provided, students should then take the form to their Principal or Counsellor for approval.
If the event involves Elementary students, the form must also be presented also to the Elementary Principal so that she is informed of the details and can make the necessary arrangements.
The ABA Way
The ABA way - Roles, Responsibilities and Expectations
As members of the ABA community, we have a collective responsibility for promoting and maintaining a school climate of trust and respect. Through building a strong parent-school partnership, student achievement, success and well-being will be supported. Shared expectations of respective roles, responsibilities and expectations in line with our Mission, Vision and Values, will help ensure that the school culture continues to be one where all feel safe and valued.
Members of the ABA community (parents, staff and students) are expected to:
- Respect the laws of the Sultanate of Oman, the School’s policies*, protocols and procedures**.
- Embrace the School’s Mission, Vision and Values.
- Support the School’s curriculum, programming, and pedagogy.
- Support the Parent-Teacher Association (PTA) and Booster Club in school activities and events to enhance our sense of community.
- Promote and support efforts to maintain safety and security by following procedures or directions given by the ABA security and traffic staff.
- Treat all ABA employees, parents and students with civility, honesty, and respect.
- Presume good intent in communications and take any personal questions, inquiries or concerns directly to the person who is responsible or closest to the issue, using the published communication guidelines**.
- Work together with the school employees and other parents, as appropriate, to support the academic, social, and emotional plans for students.
- Attend appropriate meetings/conferences.
Parents
- Provide a home environment that supports the development of positive learning attitudes and habits.
- Stay informed about your child(ren)’s progress and experience.
- Attend appropriate school meetings/conferences.
- Keep up to date with school news through publications, emails, newsletters, and social media.
- Encourage full attendance and punctuality; please avoid taking family holidays outside school holidays.
- Inform the school of any change of address, email details, or personal circumstances. If you will be out of town and your children will be cared for by another person, please provide up to date contact information for that person and the dates of your trip.
(Adapted from the following Sources: National Association of Independent Schools, International School of Luxembourg, American International School Lusaka)
The ABA Way is not intended to be fully definitive or exclusive. Where specific issues are not addressed above, conduct will be judged on the basis of what is morally, legally, or socially acceptable within the context of our school.
In enrolling your child (ren) at ABA, parents should understand and agree to the ABA way. Not doing so may lead to the school taking action. In the event that a parent/guardian has engaged in significant or repeated violations of this understanding, the School reserves the right to discontinue enrollment or not to re-enroll a student.
**Student Code of Conduct**
The immediate purpose of the **Student Code of Conduct** is to ensure our School Mission is supported in the classroom and in the community. Primarily, this is to ensure that the conditions for learning are agreed. The Code of Conduct also serves to teach students the value of individual responsibility and consideration for others.
The level of discipline in the school is directly related to the commitment of both staff and students to the ideals of the school. Rather than enforcing strict adherence to a detailed code of behavior, the school encourages students to demonstrate an understanding of the following key principles:
- Attendance and the relative freedom of students at ABA are privileges that should not be abused.
- The chief mission of the school is to provide learning opportunities and a caring environment for students from all over the world.
- Teachers and support staff deserve respect for the work they do on behalf of students.
- Students should, in turn, receive respect from teachers and the staff for their academic effort and concern for the welfare of the school community.
- ABA students support the Mission by affording respect to all others.
In addition to understanding the principles outlined above, students should be aware that bringing the school into disrepute through untoward behavior, both on and off campus, is considered grounds for disciplinary action. “Untoward behavior” includes (and is not limited to) public consumption of alcohol, illegal substance abuse, rowdiness, and consorting with undesirable persons.
The severity of the sanction imposed on the student will depend upon the degree of seriousness of the behavior. This will be judged solely by the administration in consultation with the member of staff concerned, if any, and when necessary, the Board of Directors. To protect the integrity of this process and the rights of the student, an appeals process is established. The administration wishes to emphasize that stern measures will be taken against individuals whose actions embarrass the reputation of ABA.
Threat/Bullying/Harassment (Including Cyber/Digital)
Any type of threatening, bullying or harassment by ABA students or parents goes against the ABA Mission and will result in disciplinary action. This includes all forms of Social Media, physical and verbal incidents. Use of Social Media that brings the school into disrepute will also be treated as a disciplinary matter.
IT facilities are for educational use only. School and personal computers are not to be used for recreational use, including the playing of PC based games, downloading or participating in online games and recreational use of e-mail (See Acceptable Use Policy - Appendix). Use of the Internet and other electronic communication services is a privilege and not a right. Inappropriate use will result in termination of that privilege and will subject a student to school disciplinary consequences.
Specifically prohibited unethical activities include:
a) Sending, saving or displaying offensive messages or pictures, or accessing, uploading, downloading or distributing pornographic, obscene, violent or sexually explicit material;
b) Violating copyright laws (including copying and transmitting document, software, music and/or video files without a license; and plagiarizing - copying and presenting as one’s own, the work of others found on the global internet or local intranet);
c) Accessing, downloading or transmitting any material in violation of any law of the Sultanate of Oman; or distributing material protected by state or federal laws;
d) Hacking or attempting to gain unauthorized access to the files or network services of any organization or individual, including the account of another student.
Communication - Parental Enquiries & Concerns
Maintaining a supportive, triangular relationship among students, parents and faculty is vital to the success of your child. Clear, open and respectful communication is the foundation of this triangular relationship.
Every attempt will be made to communicate with parents regarding their child's academic and social progress through mid-semester and semester reports, notices of academic difficulty, iSAMs parent portal, ManageBac, email messages and other channels such as telephone conversations.
The cultural diversity of parents in our international community at ABA may lead to occasional special concerns to arise. Most can be dealt with effectively by following these few simple guidelines:
**Academic / Teaching Concerns**
*Please contact the teacher directly for a face-to-face meeting.*
Parents and students often hesitate to openly discuss class concerns with teachers but approaching teachers directly has the most positive results. For routine matters relating to your child's academic progress and classroom activity, please bring your concerns to the attention of the classroom teacher involved.
All teachers make themselves available to deal with parent concerns. Since teachers are obviously busy in the classroom for most of the day, parents are asked to make an appointment for a time that will enable the problem to be discussed in an effective manner. This will usually be outside normal school hours and can be arranged by email. Teachers are required to respond to your request within a maximum of 48 hours.
**Social / Emotional Concerns**
Should your child be experiencing any difficulties of this nature please inform Ms. Claire Anthony and/or Ms. Kathleen Bowin.
**Daily /Curricular Concerns**
Please contact Kathleen Bowin, the Middle School Principal in one of the following circumstances:
(a) the matter concerning your child has been discussed with the teacher concerned and satisfaction has not been obtained.
(b) the matter concerning your child is judged by the parent to be of a serious enough nature to warrant immediate action by the administration (i.e. by-passing stage 1 above).
(c) the concern is not related directly to the normal classroom learning situation but is of a general curricular, behavioral or daily school organization nature.
(d) there is a sudden emergency situation.
**Financial Matters**
Contact the Business Manager, Mr. Bahul Pillai for all financial matters.
**Contact with the Head of School**
The Head of School will normally be aware of most serious concerns brought to the Principals through meetings with the administrative team. If it is felt that his involvement is required, even without a request from a parent, this will happen.
Other circumstances in which the Head of School may be involved in parental concerns are:
- the matter has already been brought to the attention of the Principals and, in the opinion of the parent, it has not been resolved satisfactorily or not been dealt with at all,
- the matter is not related to the routine operation of the academic program and social life of the school,
- the matter is financial or legal and passed on from the Business Office,
- the matter is of a truly very serious, dangerous, threatening or urgent nature requiring immediate, high-level administrative action,
- the matter requires an interpretation of school policy,
- the Parent-Teacher Association Committee requests action on a matter of general concern,
- the Board of Directors, through the Chair, are required to take action on a matter.
**Contact with the Board of Directors**
Parental approaches to the Board are regarded as a last recourse. Consequently, the Board of Directors, acting collectively will deal with a parental concern only in the following circumstances:
(a) the matter has been brought to the attention of the Head of School, and in the opinion of the Head of School, the matter requires the Board's intervention
and/or
(b) the matter is presented to the Board Chair, whereby he determines whether the matter needs the full Board's attention. Procedurally the Chair will then consult with the Head of School with a view to resolving the issue. Should this not be possible or if the Chair feels that the full Board should be consulted, the matter will be placed on the agenda for the next Board meeting.
School Week
The school week runs from Sunday to Thursday. Students are expected to be in advisory at 7:30 am. Classes end at 2:15 pm, although After School Activities or ASAs may run up to 4 - 6 pm. (Most finish before 4:30 pm)
The school day begins with a 10-minute advisory session held each morning, each school day has four 80 minute blocks. Students usually have two supervised eating and recreation breaks during the day.
Pastoral Care
Middle School Advisory Program
The Advisory Program is designed to meet the pastoral care needs of students in MYP 1-3. The Principal oversees this program in consultation with the School Counselor. Advisors are responsible for oversight of the students in their Homerooms. Classroom teachers are responsible for contacting the Advisor, Counselor or a member of the Middle School Team regarding any students in their classes that are having social, emotional or academic difficulties.
Role of the Homeroom Advisor
Advisors meet with their students at the start of every day. In addition, Advisors have an advisory session with their students once a week. Parents are advised to meet with Learning Mentors/Advisors at Parent-Teacher Conferences. Your child’s Advisor is the key contact member of staff at school and should be informed of absences or other issues that may affect your child’s learning.
What is the role of a School Counselor?
ABA school counselors serve as student advocates. They work to promote and enhance student success by addressing students’ academic, personal/social and career developmental needs. (The school counselor is not a disciplinarian, an administrator or a psychologist).
When should I see the school counselor?
Anytime! The school counselor is here to assist you in a variety of areas. Some common topics include:
- General questions about school life
- Organizational, study and test-taking strategies
- Academic plans and course options
- Stress management
- Peer, teacher and family relationships
- Helping to understand self and others
- Problem-solving, decision-making, conflict resolution and goal setting
- Making healthy choices
- Career awareness, planning and information
- University planning and application process
Will the school counselors tell others what I discuss with them?
The school counselors provide a confidential setting and are bound by a strict code of ethics. However, there are three situations in which a school counselor is required to inform the school administration and parents. These include if a student reveals one of following:
1. They plan to or are hurting themselves.
2. They plan to hurt someone else.
3. Someone is hurting them.
How do you sign up to see the school counselor?
If the school counselor is in her office, you are welcome to stop in and introduce yourself. Otherwise, email the Middle School counselor for an appointment.
Service as Action is an integral part of the MYP programme at ABA. It is initiated in classes and extends beyond, with students taking an active role in the communities in which they live. With a growing sense of citizenship, ABA Middle School students develop their sense of community responsibility and seek to enhance their knowledge and understanding of the world around them.
IB learners strive to be caring members of the community who demonstrate a commitment to service making a positive difference to the lives of others and to the environment (IBO).
CAS enables students to enhance their personal and interpersonal development by learning through experience. It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work. The three strands of CAS, which are often interwoven with particular activities, are characterized as follows:
- **Creativity**: Arts and other experiences involve creative thinking.
- **Activity**: Physical activity contributes to a healthy lifestyle.
- **Service**: Unpaid and voluntary activities that have a learning benefit for the student.
The CAS Program aims to develop students who:
- Enjoy and find significance in a range of CAS experience
- Purposefully reflect upon their experiences
- Identify goals, develop strategies and determine further actions for personal growth
- Explore new possibilities, embrace new challenges and adapt to new roles
- Actively participate in planned, sustained and collaborative CAS projects
- Understand they are members of local and global communities with responsibilities towards each other and the environment
Home Learning
Home learning provides a natural opportunity for parents, children and teachers to work cooperatively. It can be a two-way window that reflects how the school supports the child and, in turn, how the parents nourish the child at home. As we commence school using our Distance Learning Plan, home learning becomes “learning”. Students are expected to maintain the high standards of work and produce performance of understandings that align with our academic honesty expectations. The role of parents in this is critical. Ensure that you read the Distance Learning Plan document that has been shared to understand how you can make home learning meaningful for your child.
There are five types of home learning students may find themselves engaged in:
1. Practice – reinforcing familiar skills
2. Work completion – finishing work assigned in class
3. Preparation or study – reading and reviewing, organizing and memorizing material
4. Extension, creative learning, or enrichment – building on already successful learning, offering processes, ideas, and information in new ways
5. Online learning in lieu of face-to-face learning
It is important to have a functioning computer, printer and internet access at home for your child. Managing home learning is one of the major challenges facing many adolescents. Please contact your child’s advisor or teacher if they are having a difficult time managing their homework assignments.
**Home Learning Assignments**
Teachers routinely assign home learning and expect students to complete and return assignments so they can be assessed. Students access their curricular documents on Managebac. Teachers will clearly inform students of their policies regarding late submissions. Missed assignments will be recorded in the school database, and the eventual completion of the work will be required.
Home learning assignments are utilized to assist the pupil to achieve satisfactory school progress and develop desirable work habits. Through these assignments, parents can also become more aware of the aims and objectives of the instructional programme. Assignments are an outgrowth of the work done in the classroom, and sufficient instruction is given by the teacher to ensure that the pupil can work independently. The type of assignment, and the time devoted to it are determined by the grade level and age of the pupil. Assignments vary in length. Some will be of a long-range variety. There may be some evenings when no homework has been assigned.
*Teachers review home learning in order to provide feedback to the student on his or her progress.*
If a student is feeling undue stress as a result of excessive homework assignments, parents are encouraged to contact the Counsellor and/or subject teacher immediately.
Newsletter
This is the main ABA instrument of communication to the ABA community. Notices are as factual and as succinct as possible. Parents are expected to read the Newsletter, which is posted on the ABA website, iSAMS Portal and sent via email to parents’ preferred email address every Thursday.
Daily Bulletin
Announcements concerning students are read from the Daily Bulletin each morning during advisory. In addition, the Daily Bulletin is posted in key locations around the school, is on the ABA website and available via the iSAMS portal.
SMS Messaging
An SMS service to family GSM/mobile phone numbers is established to notify parents in case of emergency only. It is important that your current phone numbers are kept updated using the parent iSAMS portal.
Emails
Emails of events, schedules and permissions are often sent to parents. Parents are asked to reply as requested.
Parent Contact Information
It is imperative that parent contact details are current and accurate. It is expected that parents will keep contact information updated via the iSAMS parent portal and inform the Registrar if other official student/family details have changed.
Books and Materials
All students will be issued with textbooks and materials for their various subjects at no additional cost.
Accountability for subject materials is considered an important responsibility for each student.
If a student loses a book, he/she will be billed for the replacement cost. Students may be charged for excessive damage to textbooks and library books. In the event that school text or library books are not returned, the school will withhold the student’s report card until the book is returned or paid for.
All students are expected to provide their own pencils, pens, crayons, mathematical equipment, files and file paper as required. Items brought to school should be clearly marked with the student's name.
Library
The ABA Libraries provide a calm and well-resourced space for students and staff to undertake research, do recreational reading, and work on projects with the support of a Teacher Librarian. Students can use and access resources and complete homework using internet connected PC’s, with full Library catalogue functions. The Middle School Library has a wonderful selection of resources in a variety of formats: reference, non-fiction and fiction collections, English Language readers, a growing world languages collection, electronic books, teenage and curriculum-based magazines and video and DVD collection for staff classroom support. All students can borrow up to 6 items for 2 weeks, with a 2-week renewal period (except the AV and reference resources). Students have access to the Library during booked lessons to undertake recreational reading and research from 7.30am - 3.30pm Sunday to Thursday. Some students undertake community service in the Library during breaks and in the afternoon.
MS Student Council (MS StuCo)
Student Council provides leadership opportunities for ABA Middle School Students. MS StuCo has a faculty supervisor who advises the organization on its role and responsibilities. The councils assess the morale and social life and can communicate the needs of the student body to the faculty and administration. The Student Council, in conjunction with the faculty advisor, can plan events and programs that would be of interest to the students and the school community.
Lockers
Students in MYP 1 - 3 are assigned lockers to store their materials. Students will be supplied with a combination lock by the school. If your child loses their assigned lock, they will need to check with the Business Office for the cost of a replacement.
Bag Tags
All students are required to have a clearly visible and appropriately marked ‘bag tag’ on any bag, including PE bags and lunch boxes. Special ABA bag tags are issued to all students at the start of the school year. Should replacements be required students can collect them from their Advisor or from the Administration Office.
Recreational Breaks & Cafeterias
Within the daily schedule there are two break periods for all students. Breaks are from 10:30 to 11:05 and 12:25 to 12:55 each day. Staff members are on duty at every recess period for supervision of all grade levels. Students may bring drinks and snacks with them from home for consumption during their recess or break periods. Microwaves are available in the cafeteria for heating food. Care should be exercised to avoid items that can be easily spoiled or broken in transit. There is one cafeteria where food can be purchased during break times. The cafeteria accepts cash and coupons (which are purchased from the cafeterias). Shaded areas on the campus are provided, where students can sit to eat.
ABA is working towards becoming an environmentally friendly campus. We have recycling in place for paper and card, plastic bottles, compostable food waste, aluminum cans and ring-pulls. Water dispensers are available all-around school and every ABA MS student is expected to have his/her own re-usable water bottle as a part of their school resources and tools. We therefore ask you to ensure your child has her/his own labelled non-disposable water bottle for use on campus.
Students are not allowed to leave campus during school hours to buy food from outside vendors.
Students who would like to order food for a school activity/event need to get written permission from their activity advisor.
Lost and Found
A lost and found box is on the side of the administration building. Please check with the Receptionist or in the Middle and High School Office for lost valuables. Unidentified items are turned into the lost and found box. Students are expected to have all personal items labelled with their name.
Telephones and Cell Phones
Students may use school telephones. ABA has a wireless internet facility for educational use. MS Students are prohibited from having cell phones during school hours unless permission has been granted by the class teacher. Students who use mobile phones during the school day will have the phone confiscated until a parent comes to school to collect it. Students bring in mobile telephones at their own personal risk and the school cannot be held responsible for any damage or loss of telephones. They should be stored safely in their locker or in a students’ bag the phone must be off.
Advisory time and the cafeterias are device free zones.
Transportation
The school does not provide school-sanctioned transport for students to and from school, nor does it coordinate private "car pools". Although the school is not directly responsible for such arrangements, ABA students travelling to and from the campus are expected to reflect the highest standard of behavior.
Campus Access Passes
All ABA parents are expected to apply for an ID card in order to enter the campus either on foot or in their vehicle. Vehicle access is permitted up to 7:40 am and then after 2:00 pm. ID's should be shown to Security Personnel at the school gate.
Unregistered vehicles and unlicensed drivers are not allowed to transport students to school. Students are expected to abide by all Omani laws.
Visitors
After first visiting security at the main gate, all visitors are asked to report to the Administration Office upon entering the campus. Students may bring a visitor to class for one day, but only if they have previously sought permission from the MS Principal who will sign a Guest form, after which the teachers concerned will sign the form to acknowledge their agreement. The completed form should be returned to the Registrar. Approval may be denied if circumstances are not appropriate. Generally, visitors should be family members or friends, in the same age range as their host, visiting from overseas. Guests may not attend school on the first and last days of a school term, before a published school break or during an exam week. Guests are required to dress neatly and abide by the ABA code of conduct. Guest forms are available in the Administration Office.
Extra-Curricular Activities
The school offers a wide range of activities outside school hours. These range from athletics to yearbook, badminton to volleyball, and many others. There are a wide range of activities to choose from during the school year. An updated list of activities will be provided with the weekly Newsletter and on the Parent and student portals activities section of the school website.
The program on offer varies seasonally, at the mercy of the weather, as well as from year to year depending on supply and demand. A few of the more specialized clubs may require a fee but most are provided within the school framework at no extra charge.
The success of each activity depends very much on the enthusiasm and commitment of the students and their parents. Students are encouraged to attend at least one activity per semester.
The school is a member of The Middle East South Asia Conference (MESAC). The MESAC philosophy is dedicated to coordinating a range of sporting and other activities through inter-school collaboration. Participants in MESAC tournaments benefit in many ways.
Students taking part in MESAC events, as with other extra-curricular activities, should realize that it is a commitment. The tournaments are scheduled a year in advance and, once committed; students must follow through with a demanding training program. This is usually over an eight-week period.
Experience has shown that MESAC events are very popular and enjoyable. The school has laid down eligibility criteria for students taking part in MESAC events as it is considered a privilege to be selected.
**Eligibility Requirements for Participation in MESAC Teams**
All schools taking part in MESAC events recognize the value of high standards in sports and other activities. Participation involves commitment but not at the expense of academic standards in school. Participation in MESAC events must therefore be earned. Students are generally selected after try-out sessions about two months prior to the tournament. All players will be selected for Junior Varsity or Varsity teams to ensure the best chance of team success at the discretion of the Coaches and the Athletic Director. At this time, they should be aware that there are strict eligibility criteria, which must be met.
These are:
- Demonstrated academic progress and success.
- No significant disciplinary problems as determined by teachers, coaches and administration.
- Regular attendance at practices, even when participation is not possible due to injury. Students may be released to take part in other school events at the discretion of the coaches.
- Compliance with all MESAC rules as stated in the MESAC Handbook. Students and parents must sign a list of MESAC rules shortly after try-outs.
Below are the guidelines regulating student travel on school sponsored athletic/activity trips. These guidelines were adopted to ensure students are allowed ample opportunity to participate in activities that require them to be absent from school, while maintaining the continuity of their academic program.
**General guidelines for all ABA sponsored trips are:**
A maximum of three trips per year
- 10 school days missed in total per school year
• Normally no more than one trip per quarter
Students are responsible for collecting assignments and classwork in advance of absences due to team travel. They are also responsible for submitting work as soon as possible on their return to classes.
**POLICY ON RETURNING FROM OVERSEAS FIELD TRIPS**
Students are required to return to school from overseas trips **ten hours** after they land in Muscat or at the start of the next school day, whichever is sooner. **One hour** can be added to the expected return time for every full hour the flight is delayed. It is the responsibility of the accompanying faculty member to inform the Middle School Principal of any delays before 7:00 a.m. in the morning they are due to return.
Students are given a one-day grace period to hand in assignments.
Student Attendance
The following attendance guidelines concerning student attendance are supported by:
POLICY 7.3.1 STUDENT ATTENDANCE (Revision 18/01/2017)
*The School's instructional program is based on regular and consistent attendance of students to allow them to maximize their learning. Since irregular or insufficient attendance is regarded as seriously disruptive to the student’s studies and the instructional program, the Head of School is authorized to take the necessary action.*
*The Head of School shall establish appropriate attendance Regulations. These Regulations shall be published in the Student-Parent Handbook and shall be followed by students.*
Parents should notify, in writing, permission for absence, one week prior to an intended absence. When considering the request, the Middle School Principal will consider academic performance, attendance and lateness record, reason for the request and the individual needs of the child before determining an absence as authorized or unauthorized.
- If cumulative unauthorized absences are more than 10% (approximately 18 days) by the end of an academic year this may result in repeating the grade level
Absences
In the event of sudden illness or family emergency, student attendance may be excused. However, when a student is absent from school, it is the responsibility of the parent to inform the Middle School Office by phone on 24955853 or 24955800 or email the Middle School Office (*firstname.lastname@example.org*) and Advisor to report the absence. On the day the student returns to school he/she must have a letter signed by their parents or a doctor’s certificate indicating the duration and reasons for the absence. This must be shown to the Advisor. If no notification is received the absence will be regarded as unexcused. Assignments handed in late due to excused absence will only be accepted by the teacher once the reason for the absence has been verified.
*If a student is habitually absent during the school year, a meeting with the parents and Counselor or Middle School Principal will be scheduled.*
Planned Absences
Parents who intend to have their children miss school for a day or more should make a formal request for leave to the Middle School Principal at least one week in advance of the planned absence. If granted leave, the student concerned should arrange for make-up work with their teachers. Please note that all absences, excused or unexcused, count against the total allowable in any semester.
Parents Out of Country Policy
If both parents are scheduled to be out of the country, the school must be notified and contact details of individuals responsible for their child’s welfare must be provided. The school may contact parents and ask them to return to Muscat.
**Make-Up Work**
It is the responsibility of the student to communicate with teachers to clearly note what make-up work is required after an absence and set deadlines for each make-up assignment.
**Tardiness**
Students are expected to arrive to class on time. Lateness is extremely disruptive to class lessons and discourteous to both the teacher and fellow students. Repeated patterns of tardiness will be dealt with as a discipline problem by teachers and administration.
Any student arriving at school after the registration period (7:40 am) **must sign in** at the Middle and High School Office **before going to class**.
If a student is chronically tardy, a meeting will be scheduled with parents and the student.
**After School Hours**
**Punctuality of Departure**
It is equally important that children be collected from school on time.
Students are requested to vacate the school grounds at the end of the day dismissal time unless they are accompanied by a teacher or are taking part in school-related activities. After 2:30 pm there is no scheduled supervision on ABA’s campus, except for school-related activities. Students who are not signed up for one of these activities or who are not under the direct supervision of a teacher are expected to depart campus.
**Closed Campus Policy**
ABA runs a Closed Campus Policy. Once students arrive on campus they must remain at school for the duration of the school day unless they receive administrative permission to leave.
Should parents wish to take their children out of school during the school day they must notify the Middle School Principal in writing. Students given permission to leave campus **must sign out** at the Middle School Office. When the student returns to school on the same day, he/she must check in with the Middle School Office to receive a pass to be admitted to class. Students participating in after school activities must also remain on campus.
**After School Events and Student Socials**
Students are encouraged to participate in events and socials throughout the year. Only ABA students are permitted to attend, no guests are permitted. Social functions are established for the enjoyment of students.
These events are usually organized by the Middle School Student Council. Punctual collection of students at the end of school-sponsored events is especially requested. Chaperones are severely inconvenienced by late pick-ups.
**Guidelines:**
1. Students absent during the day of the social event are **not** permitted to attend the event.
2. Students should be collected promptly.
3. In the event of an emergency, parents will be contacted at home.
4. Any behavioral concerns will be reported to the Middle School Principal and will jeopardize further participation in social events.
**Absence from Physical and health education (PHE)**
If a student is unable to participate in PHE for a genuine medical reason, an explanatory letter is required. A medical certificate should support this if the exemption is for an extended period. Letters should be given to the Physical and health education teacher.
**Physical and health education during Ramadan**
Consideration is given to all students who are fasting during Ramadan. Those students will be allowed to participate in an alternative PHE program arranged by the PHE staff. Parents please provide written notification to PHE staff if your son or daughter will be fasting.
Disciplinary Procedures
The table below, outlines the agreed procedures our teachers will follow when addressing disciplinary issues arising in their classes. The expectation is that any discipline issues be resolved with those directly involved. If this is not successful, the following steps should be taken:
| Step 1 | The issue should be addressed individually with the student in a meeting outside of class. |
|---------|------------------------------------------------------------------------------------------|
| Step 2 | If it continues, the Counselor or Middle School Principal will be informed of the situation and parents are notified. The teacher, Counselor or Middle School Principal or Assistant Principal Principal will meet with the student. |
| Step 3 | If the situation persists, a resolution meeting will be scheduled with the student, parents, the teacher involved, and the Middle School Principal or Assistant Principal. |
These steps have been established to provide some general guidelines for dealing with discipline in the classroom. Teachers will use their professional discretion in working with students to help them be successful at ABA.
Any member of staff who observes inappropriate student behavior will first attempt to restore order and, if necessary, bring the matter to the attention of the Middle School Principal. The Principal will determine the nature and severity of subsequent disciplinary action.
Teachers will report excessive tardiness and concerning absences to the Assistant Principal who, in turn, will consult with the Principal and/or the student’s Advisor to resolve, depending on the specific case.
**Suspension (In school & Out of School Suspension)**
A student may be suspended from all School activities immediately and without prior notice to parents. Parents must be informed immediately of suspension by the Principal and confirmation of the sanction given in writing with reasons for the action (copied to the Head of School). An initial suspension may not exceed 5 days. A student suspended from School must be collected by a parent or guardian. During the period of absence from the School a student is not permitted to attend any classes, participate in any school-related activity or return to the School premises for any reason. On returning to the School at the end of a suspension period a student will be readmitted only after discussion between the Administration, parent and student concerned.
While on in-school suspension a student must:
- Arrive on time
- Meet with the Administration
- Complete assigned work
Expulsion
Expulsion is for the most serious offences or for repeated infractions of school regulations. This action must be proposed by the Head of School and ratified by the Board. Expulsion forms part of the permanent record of the dismissed student.
Harassment
ABA will not tolerate any form of harassment. If a student is being harassed, the student’s Advisor, relevant Counselor or Principal should be informed immediately. Harassment includes both personal and online activities.
FORBIDDEN ITEMS
The following items are forbidden at school and will be confiscated:
- weapons
- matches and lighters
- chewing gum
- any other item the administration deems unacceptable or inappropriate
The possession of tobacco products, alcohol, noxious or illegal substances incurs an automatic out of school suspension.
Dress Code Violations
It is the responsibility of the student to adhere to the ABA dress code. Parents will be notified and requested to bring the appropriate apparel to school or to students will be given alternate appropriate clothing for the remainder of the day. Repeat violation of our dress code will be dealt according to our Student Code of Conduct.
Physical and health education - Dress Code
PHE uniform consists of:
- Vipers ABA PE Shirt,
- ABA logo shorts – knee length,
- Sports shoes with non-marking soles,
- A reusable water bottle,
- Sunhat and sunscreen for classes outside,
- One-piece swimwear suitable for active participation, swimming cap, goggles and towel in swimming classes. In addition, Gr 7 students will need to purchase a mask and a snorkel which will also be used for the Gr 7 Adventure Oman trip.
All jewelry is required to be completely removed for class and students with long hair must ensure that it is tied back for classes. **Students are not to bring valuables, watches or money to PHE.** Lockers are provided outside their homeroom to store valuables.
If students are unable to participate in PHE, an explanatory note from home and/or the doctor must be provided to the PHE teacher. Wherever possible a modified program will be agreed for the duration of the restriction. Students are required to help with equipment and be involved in roles of leadership as the lesson develops. It is therefore
imperative that students still bring their PHE kit to every class. Opportunities to shower will be provided at the end of each lesson. Therefore, students must remember to include soap and towel in their PHE kit.
**Mufti Day**
Approximately one day a month the dress code is relaxed to enable the student council to raise funds. A contributory fee (200 baizas) is collected from each student who chooses to wear "mufti". All students are expected to dress in an appropriate manner; collarless T-shirts and the like are acceptable provided any printed logos/designs respect local standards of decency. No excessive jewelry is to be worn.
Dress code guidelines still apply.
**Public Show of Affection**
Following Omani law, public shows of affection such as hand-holding, walking arm-in-arm, and walking with arms around waists is unacceptable between boys and girls. Parents will be contacted and expected to support the school's position.
MS Explores! – Offsite Experiential Learning Program
Our Offsite Experiential Learning Program includes MS Explores! MS Explores! provides our students with the unique opportunity to explore Oman’s rich geographical treasures. Students are immersed in diverse landscapes and enchanting environments as they traverse our Middle School. Each year group is exposed to a different learning experience to ensure that the learning develops necessary independence as well as individual and collective responsibility. Each MS Explores! camp represents an increased responsibility for your child, providing the conditions for the organised development of essential skills needed later in life. The camps are staffed by their subject teachers, along with expert and certified trainers. MS Explores! is fun and exciting, with activities clearly focused on students enjoying themselves, thus fostering a love of the outdoors. Additionally, our camps are focused on encouraging service, respect for the history of Oman, and respect for the local environmental issues. Finally, MS Explores! is about bonding and friendship. The experience of looking at stars in the desert sky, or listening to the waves under the moonlight or hiking through the picturesque Hajar mountains, is not one to be missed.
MS Explores! is an integral part of our holistic academic programme with all Middle Students required to participate. During MS Explores! all students and Middle School teachers will be offsite and out of Muscat. Each camp provides the opportunity for your child to form lasting bonds with other students in and out their advisory and to interact with other teachers in our school. Specific details about the process of paying the Outdoor Experiential Learning Programme (OELP) fee will be shared by the end of September each school year. This OELP fee will cover the cost of other curriculum experiences that require students to be off site for other activities.
These curriculum-based trips aim to link classroom learning to real life experience and develop teamwork and holistic characteristics in our students. Throughout each camp, students will engage in activities that infuse IB philosophy, our Mission and Vision, team building and fun.
**MS Explores! Date will be announced soon.**
MYP Year 1 (Grade 6) - Desert
MYP Year 2 (Grade 7) - Ras Al Hadd
MYP Year 3 (Grade 8) - Jebel Shams
Each year group will be informed about the different requirements for each camp and the preparation that is expected. This information will be specific for each camp, so if you have children in more than one camp be mindful of the specific details about the individual camps.
All camps are scheduled to be run simultaneously.
Appendix 1 - Academic Honesty Policy
Introduction
In accordance with the IB Learner Profile and ABA’s Mission, Vision and Value statements, we expect students to be principled and act with academic integrity. We ask each member of the school community -- students, teachers and parents -- to familiarize themselves with what constitutes academic honesty outlined in this policy.
Its purpose is to ensure that ABA’s procedures for academic honesty are transparent, fair and consistent. The policy describes the rights and responsibilities of all members of the school community so that everyone understands what constitutes good practice, and misconduct, and what actions are to be taken if there are transgressions. The policy should be dynamic and ensure that students are taught good practice in all aspects of their work.
Definitions
Academic honesty is seen by the IB as “a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment” (IBO 2014, pg. 12). These values help foster an academic environment that is expressed in students’ submission of work which is conscientiously produced, with the work and ideas of others properly credited. ABA students and staff use American Psychological Association (APA) formatting for all bibliographies and in-text citations. NoodleTools, an online research management tool, is used for instruction and practice of these formatting conventions.
Malpractice is considered to be “the behaviour that results in, or may result in, the student or any other student, gaining an unfair advantage in one or more assessment components” (Garza 2014, pg. 3). Incidents of academic malpractice include:
A. Plagiarism: presenting others’ ideas, statistics or images that are not your own, or clearly not common knowledge, without acknowledging the source. Common knowledge is defined as factual information that is widely accepted as reliable without having to look it up. Much depends on your audience, however -- when in doubt, however, cite your source.
B. Collusion: allowing individual work to be copied by another student or any form of malpractice by another student. This should be distinguished from collaboration, which implies “working together on a common aim with shared information”.
C. Duplication of work: the presentation of the same piece of work for different assessment requirements.
D. Disclosing information to another student or receiving information about the content of any assessment.
E. **Unethical behaviour** that gains an unfair advantage to the student or that affects the results of another student (e.g., taking unauthorised material into an exam room, improper use of online translators, falsifying a CAS record).
To ensure consistency and fairness when mistakes are made, it is important that ABA keep a record of each situation and the consequences. This will highlight general trends or problems with particular students for the coordinators to investigate.
In all cases of proven malpractice, students are still required to complete the original task within ABA’s expectations.
**Internal:** When teachers (who may use web-detection programs such as Turnitin.com) suspect that a student has committed academic malpractice, the most effective first response is to address the situation on the teacher-student level.
Teachers will follow the following steps:
1. When a student is suspected of malpractice, collect evidence documenting the incident (often the Turnitin report or comparisons with the student’s other work or drafts).
2. Discuss the facts of the incident with the student. Ask about the specific content of the assignment (“What do you mean here by the phrase … ?”) and about their sources (“Tell me how you researched this paper”).
a. If the student *admits* to wrongdoing, discuss ABA’s student expectations to be principled and act with academic integrity. During this conference, the teacher will also set guidelines for appropriate completion of the assignment. A note should then be sent to the student’s parents.
b. If the student *denies* academic malpractice, refer the incident to the relevant Principal/IB Coordinator. The Principal will investigate and make a determination as to whether there is sufficient evidence to take action.
2. Report the incident and its resolution on the academic honesty report feature in iSAMS. This is accessible in iSAMS -> Rewards & Conduct in the right-hand sidebar -> Sec Student Monitoring and in the drop-down menu, select “Academic Honesty”.
If there is sufficient evidence to take action, the Principal will record the incident in the student’s academic record and check in iSAMS if recurrent (if malpractice is external, the principal reports the incident to the Head of School). After investigation, the Principal has the authority to deny credit and/or impose a period of reflection after school, i.e., detention. A meeting with parents will be arranged to review the academic honesty policy.
**External:** The school adheres to the rules of the relevant examination body or External Providers. Any incident that occurs in an external examination must be reported to the Examination Officer using the relevant form. This could result in a student’s loss of credit.
*Academic Honesty in the IB Educational Context.* (2014). Retrieved from International Baccalaureate Organization website: http://www.ibo.org/globalassets/digital-toolkit/brochures/academic-honesty-lb-en.pdf
Garza, C., Dr. (Presenter). (2014, October 17). *Academic Honesty - Principles to Practice*. Lecture presented at IB Africa, Europe & Middle East Regional Conference 2014, Rome. Retrieved from International Baccalaureate Organization website: http://www.ibo.org/contentassets/71f2f66b529f48a8a61223070887373/a/academichonesty-principles-into-practice---cell-na-garza.pdf
The Learning Support, EAL and Counseling programs are under the umbrella of the Student Support Services department. The programs provide support to students, teachers and parents. Learning support teachers are available as resources to support in-class interventions, to help identify areas of need and to provide specialized support, including early literacy intervention. EAL teachers provide support to students in Grades 1-10 who have English as an additional language. Our mission is to help students develop English language skills, cultural awareness and learning strategies which will enable them to become successful learners and positive contributors to the wider community in which they live.
ABA is an IB World School, and as such, values and models inclusion. Our collaborative approach to support uses an evidence, data and strengths-based model with a focus on growth, progress and learning. We aim to increase independent access and success for students at ABA.
**ABA Student Support Services Mission statement**
The Student Support Services department is committed to proactively supporting our students and community. We achieve this through an inclusive, collaborative approach grounded in current evidence-based practice.
**ABA Statement on Inclusion**
ABA recognizes that all learners benefit from a safe and supportive environment; that understanding and nurturing each child’s academic, social, physical and personal growth is imperative to their success. We are committed to supporting, including, and celebrating diversity in our community.
As an IB World School, we believe that “Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. This can only be successfully achieved in a culture of collaboration, mutual respect, support and problem solving. Inclusion is the learner profile in action, an outcome of dynamic learning communities.” *Learning diversity in the International Baccalaureate programmes* (2010).
Inclusion at ABA applies to all our students, parents, faculty and community. Admission is open to students for whom we can provide a program that is accessible and from which they can benefit. ABA is equipped to provide support for a managed number of students representing a range of learning needs, as well as English language learners, based on the school’s enrollment policy and resources. ABA does not discriminate on the basis of religion, ethnic or national origin, or gender.
We understand that inclusion involves change, it is a journey that requires us to review and evaluate regularly in order to respond to the diversity of our students and community. ABA recognizes that inclusion in education is one aspect of inclusion in society. Equity of access, holistic, strengths-based instruction and assessment, and data based decision making are the foundation of our practice. ABA faculty is committed to working collaboratively, flexibly and with an inclusive mindset to ensure that all students are able to overcome barriers to learning and achieve success within the curriculum. We use the language of inclusion (learning support, barriers to learning, participation and support for diversity) to drive our practice.
**Admissions and Learning Support capacity:**
ABA admits students with learning needs who are able to access and benefit from the educational program in a mainstream environment. To ensure optimum student-teacher ratios and service to a high standard, enrollment in Learning Support shall not normally exceed 10% of the enrolment at any grade level. ABA is equipped to provide moderate support for a managed number of students normally not exceeding 5% of the total school enrollment and not more than four moderate students per grade level.
Child Protection Policy 7.6.3
ABA seeks to be a safe haven for all our students. Child Protection procedures derived from this policy will be stated in an ABA Child Protection Handbook. This handbook will be communicated to all who work with ABA students.
All staff employed at ABA must report suspected incidents of child abuse or neglect whenever the staff member has reasonable cause to believe that a child has suffered or is at risk of suffering abuse or neglect. Reporting and follow up of all suspected incidents of child abuse or neglect will be in accordance with Omani Law and the child protection procedures resulting from this policy statement. The ABA administration shall be responsible for ensuring that screening and criminal background checks for staff are provided.
Child Protection Parent Commitment
Parents are asked to read carefully the Child Protection Handbook, which can be viewed on the parent portal, before reading and signing a copy of the following Child Protection Parent Commitment.
We acknowledge that by enrolling our children at ABA, we understand the commitment to upholding the rights and protecting all children. We also recognize the importance of these values in the education of our children and agree to reinforce these values at home.
I / We undertake to:
- Support the ABA Child Protection Policy and procedures included in the Child Protection Handbook which is located within the Parent Portal Handbook tab on the ABA website.
- Be present in Muscat, and if we must leave, arrange a caretaker for our child/children, and inform the school of those arrangements, including emergency contact information, to the Middle and High School School or Elementary School Main Office. This caretaker must be able to serve in the capacity of in loco parentis, with full authority to make parental decisions to ensure appropriate supervision and to respond to a medical emergency.
- Share in the responsibility to bring forth information that supports the ABA Child Protection Policy with respect to the “Child Protection Disclosure Flowchart” found in the Child Protection Handbook.
The ABA Child Protection policy works for the child, for the family, and for our community. Research indicates that international communities are as prone to child abuse as communities in their home country. Child abuse is a multi-faceted issue that involves dynamics of the child, the family, and the community. The ABA Child Protection Policy works to respond at all three levels.
Parents will receive a copy of this form to sign and return at the start of each school year. A copy of the form is at the back of this handbook for your reference.
Appendix 4 - Assessment Policy
A. Philosophy
ABA believes that the purpose of assessment is to determine the level of understanding that students currently possess, with the sole intention of designing learning experiences to improve their work. Assessment is underpinned by the central belief that all students can be successful, so the process is inquisitive, active and reflective. For this reason, assessment takes many different forms and acknowledges the diverse learning environment present at ABA.
B. Assessment Criteria & Expectations
Assessment in ABA follows the requirements of the IB and the specificities of ABA supported by guidance seen in the publications “From Principles into Practice, IB Standards & Practices, and the relevant subject guides.
C. Practices & Procedures
- **Feedback on Student Work** - Teachers will check and provide regular feedback on student work. Feedback can take many forms, some of which may include:
- Verbal comments from teachers and/or peers
- Written comments on the piece of work and/or comments noted on Managebac or using digital platforms such as Google docs, blogs etc.
- Targets for development
- **Self and Peer Evaluation** – Teachers are required to provide opportunities for students to self-evaluate their work and peer evaluate their peers’ work using MYP 1 - 3 criteria. Evidence should be curated in students’ individual portfolio.
- **Varying assessment** - Teachers are required to use a variety of assessment tasks within their subject to recognize the diversity in learning styles.
- **Standardization** – Teachers are required to collaborate and set summative assessment tasks to ensure consistency of application of the MYP 1 - 3 Achievement Levels. Standardization meetings should be documented and the reflections recorded in the Reflection Tab in the Managebac Unit Planner or in the minutes from collaborative and/or curriculum team meetings.
- **Summative Assessment** - It is required that:
- Criterion levels attained are recorded on Managebac
- The students are supervised by a teacher to ensure authenticity
- MYP1 - 3 criteria are provided as part of the assessment
- The assessment date(s) are shared on Managebac Calendar
- **Missed Summative Assessment** - Apply the following guidelines:
- Provide an opportunity to complete missed Summative Assessment
- Report regular absence from Summative Assessments to the Middle School Principal for follow-up
- Mark the work as normal with no sanction on levels obtained.
● **Reporting** – It is required that reports are completed on iSAMS, demonstrating the assessment data collated from students’ work in the reporting period. The reporting cycle is based on the semester system, two per year.
● **Academic Honesty** - See Academic Honesty Policy.
● **Sharing Assessment with the Community** - After each summative assessment, the final level must be recorded on Managebac Gradebook. The data on Managebac must correspond with the data on iSAMS that is used for reporting.
● **Use of data to inform teaching and learning** - External assessments such as MYP eAssessment data, AVANT Language Proficiency data and ISA test data will be analyzed by departments and action plans developed and implemented to address any issues identified.
● **Interdisciplinary Units** – Teachers are required to contribute to the planning and delivery of at least one interdisciplinary Unit per year. Interdisciplinary Units must be assessed using the IB MYP 1 - 3 objectives and then reported on within the reporting cycle.
**Terminology and Application**
a) **Assessment** - All assessments inform planning and differentiation, giving students the opportunity to understand the skills and knowledge that is required in different modes of assessment. Students should receive feedback on all types of assessment.
● **Summative Assessments** - culminating assessments which provide evidence of student attainment and understanding of the statement of inquiry using MYP 1 - 3 criteria.
● **Formative Assessments** - Provide teachers and learners with further information about understanding and informing the teacher’s professional judgement.
b) **Best-fit** is applied when an assessment level is required on a summative task. This is needed to address the bands. The decision on whether a task is 3 or 4 is the applying of a best-fit process. Professional Judgement may be applied when using the Best Fit in awarding criterion levels.
f) **Learning Diversity** - See SLN Policy in the Faculty Handbook.
g) **MYP Grades** - These are automatically calculated in iSAMS. This is determined by adding the Best-fit over the 4 criteria for your discipline and then using the MYP prescribed grade boundaries.
**Professional Judgement (PJ)** - In some cases where students have not completed enough assessments, a teacher should apply professional judgement. This may arise from a variety of scenarios including prolonged absences, late start, illnesses etc. These cases are normally ones where enough data is not available to correctly apply either a Best-Fit
**Action words in this Policy:**
- **Required** – Steps that are defined as “required” meet IB requirements for the respective program, therefore the guidance is a mandatory procedure.
- **Should** – Steps that are defined as “should”, means that the guidance is *recommended*, allowing some flexibility if valid reasons exist to ignore the procedure but the implications must be weighed.
- **May** - This is guidance that is truly optional.
Appendix 5 - ABA Language Policy
Philosophy
ABA – An IB World School “recognizes that language, our major means of thinking and communicating, is fundamental to learning, underpinning and permeating the whole curriculum.” (IBO 2007). ABA students learn language through language authentic contexts, literature, friendships, and cultural exposures. The four communication strands of listening, speaking, writing and reading are learned and reinforced across and throughout all subject areas. In this context all teachers at ABA are language teachers. Most students at ABA are multilingual and it is our belief that language learning is built on the foundation of prior knowledge and understanding we have of our Mother Language. In learning an additional language, literacy (reading and writing) as well as active oral participation are central to language proficiency.
ABA’s Vision affirms the school’s commitment to providing opportunities for students to achieve their maximum potential in an environment of intercultural understanding and respect. To achieve our Vision, ABA students are provided opportunities to learn Arabic from grades 1 – 12; French from grades 6–12; and Spanish from grades 8-12. In addition, a Mother Language Program, coordinated by the parent community, is offered as an extracurricular activity. At present we have 6 languages on offer.
Overview of language programs at ABA
Teachers use a range of learner appropriate, learning and teaching strategies, resources and assessment. We aim to develop students’ confidence and competence in a range of language skills and to foster the attitudes and values which underpin cultural awareness and respect.
English is the language of instruction within the school and English language competency is seen as the key to student success in all subject areas. Therefore, at ABA, all teachers K-12 are language teachers and play an important role in teaching and reinforcing language skills needed in each specific area of study. Subject teachers are encouraged to correct mistakes in English as well as content of written work, and to teach subject specific vocabulary explicitly to students who are not native speakers of English.
Students are encouraged to use their Mother Language to access prior learning when needed. All classes are taught in English except the Arabic, French and Spanish language classes.
Teachers at ABA represent over 45 different nationalities and 25 languages. However, teachers of English, Arabic, Spanish and French must be native or near native speakers of the language they teach.
Current Language Courses
- MYP 1 - 3
In MYP 1 students are offered the option of either beginning French, Spanish or continuing their study of Arabic.
Students in MYP 2 & 3 continue in their language choice.
Students are not allowed to transfer between languages until they have attained a satisfactory proficiency in phase 4 of the language they intend to change.
**Mother Language**
ABA encourages all students who have English as a second or additional language to maintain their mother/native/first language and not to replace it with English. The school promotes internationalism and by facilitating mother language classes, the cultural identity of the students is preserved, the connection to the family and the home country is strengthened. Mother language is part of a students’ cultural heritage. As such ABA supports a parent run tutored mother language program that runs as an extracurricular activity for students K2 to Grade 10.
**Forms of English**
Many students at ABA are multilingual, with varying levels of skill proficiency (reading, writing, listening, speaking) in their languages. As such, English is the lingua franca, or common shared language, and is part of the developing multilingual profile of every student at ABA. Students learn to appreciate the different forms of the English language, for example British, Australian or American and teachers point out the differences in expression or spelling where appropriate. The expectation is that students are consistent in their English usage.
**English as an Additional Language Program**
At ABA, students in Grades 1-10 who have English as a second (or additional) language receive support from the EAL program in addition to the language support they receive from their classroom teachers. Language learning should meet the needs of the student so EAL lessons are, as much as possible, related directly to the language/vocabulary the student requires to access curriculum-content in the regular classroom.
The Mission of this program is to help students develop English language skills, cultural awareness and learning strategies which will enable them to become successful learners and positive contributors to the wider community in which they live.
It is the Vision that every EAL student fulfills their potential through the medium of English.
Support for students who have English as an additional language is primarily through immersion in the regular classroom although students identified with the highest need are supported by the EAL teacher through in-class support, pull-out support or, for older students, self-supported study.
**Admissions**
Students for whom English is not their first language are identified either at the time of admission or by class teachers. Subsequent support from the EAL department is determined by individual need and the capacity of the program. There is no EAL support for students in grades 11 and 12. Students applying to the older grades must
therefore demonstrate their proficiency in English in order to be enrolled in the school.
ABA teachers and administration believe that providing network access for users’ personal electronic devices will enhance the educational experience for ABA students. For this reason, ABA has set up a wireless network.
1. **Acceptable Devices.** Users may access the wireless network with any approved device. Users may only access the network with devices that are their own personal property or school-owned.
2. **Personal Responsibility.** The school assumes no responsibility for the loss of, theft of or damage to any personal device that a user brings to ABA or any information on that device.
3. **Security.** Users shall not impair the security of the network. This expectation includes but is not limited to:
a. Users are expected to maintain up to date antivirus and antispyware protection on all devices that are connected to the wireless network. Devices without up to date security programs may be denied access to the network.
b. Users are expected to safeguard all network passwords. Users should not share network passwords with others and should change passwords frequently. Users are expected to notify an administrator immediately if they believe their account has been compromised. Users are expected to log onto the wireless network only with their account and not to allow others to use their account or to use the accounts of others.
4. **Limited IT Support.** Users are responsible for setting up and maintaining personal devices that they connect to the network. IT support for user owned devices may be sought to deal with wireless connectivity issues.
5. **Authorized Use.** Students may use the wireless network when they are not in class. Students may not use the wireless network in class unless authorized by the teacher of that class.
6. **Inappropriate Use.** The wireless network is a shared and limited resource and all users have an obligation to use that resource responsibly. Users are provided access to the wireless network for educational purposes. Incidental personal use of the network is acceptable outside class, but users should not use the network for personal activities that consume significant network bandwidth or for activities that violate school policy or local or international law. These include but are not limited to:
a. Online gaming unless approved by a teacher.
b. Downloading software, music, movies or other content in violation of licensing requirements, copyright or other intellectual property rights.
c. Downloading, viewing or sharing inappropriate content, including pornographic, defamatory or otherwise offensive material.
d. Conducting any activity that is in violation of school policy or local, or international law.
e. Participating in political activities.
f. Conducting for-profit business unless authorized by school administration.
g. Using hacking tools on the network or intentionally introducing malicious code into the School’s network.
h. Using any software or proxy service to obscure either the student’s IP address or the sites that the student visits.
i. Using peer-to-peer/torrent programs.
j. Disabling, bypassing, or attempting to disable or bypass any system monitoring, filtering or other security measures.
k. Accessing or attempting to access material or systems on the network that the student is not authorized to access.
7. **No Expectations of Privacy.** The School can and does monitor internet access and activity on the School’s network, including but not limited to sites visited, content viewed and email sent and received. The School may examine a student’s personal device and search its contents if there is a reason to believe that school policies, regulations, or guidelines regarding access to the network or use of the device have been violated.
8. **Disruptive Activity.** Users should not intentionally interfere with the performance of the School’s wireless and wired network.
9. **Unauthorized Networks.** Users may not create unauthorized wireless networks to access ABA’s wireless network. This includes establishing of wireless access points, wireless routers and open networks on personal devices.
10. **No Use of Wired Networks.** Students may use only the ABA student wireless network for personal devices. They may not attach personal devices to the wired network.
11. **Consequences of Inappropriate Use.** Students who misuse ABA’s student wireless network will be subject to disciplinary action which may include loss of access to student wireless or all internet access and/or other appropriate disciplinary or legal action in accordance with the Student Code of Conduct.
Appendix 7 - MS Explores!
General
The MS Explores! programme at ABA enables students to gain a greater understanding of the country in which they are living. They interact with Omanis and learn about their culture and the environment in which they live. They experience adventure and have the chance to try activities where they develop many of the characteristics of the IB Learner Profile: risk-taking, open-minded, reflective, knowledgeable and caring.
MYP Year 1 (Grade 6) students spend time in the desert. For many students, this will be their first time away from their families. They interact with their peers in an environment where many step outside their social ‘norms’. They take part in learning experiences that leave them with a heightened awareness of the diverse nature of their surroundings, the nature of desertification and the changing lives of the people who live in it.
MYP Year 2 (Grade 7) students go to the coast of Oman. It builds on the previous year’s programme and stretches the students a little further. Removed from their everyday classroom surroundings, they learn of the rich, seafaring history of Oman and are immersed in first-hand-experiences of Oman’s diverse marine life. They experience the City of Sur and visit the National Turtle sanctuary to observe the life cycle of Green Turtles.
MYP Year 3 (Grade 8) students camp inside a traditional Omani mountain camp based in the Hajar Mountains. The camp is at the top of the famous Jebel Shams and is surrounded by mountains and wadis. This camp has challenging hikes over mountainous but safe terrain, where students have to carry everything they need with them. This camp leaves students with a rich experience of how to be safe in the mountains and the need to be organised. Students in this camp are also required to bring their own tents and help with the cleaning up routines on the campsite. The camp will culminate with a visit to the Al Hamra village located near the foot of the mountains.
MS Explores! allows students to develop on both a social and personal level, while having fun at the same time. Our goal is that every child finds success at these camps, whether personally or collaboratively.
This year all camps will be convened at the same time. If you have more than one child in Middle School, be mindful that the requirements will be different for each camp. Additionally, the camp is a required experience in our academic programme.
Arrangements to pay the OELP fee will be shared by September each school year. This fee covers the cost of other outdoor experiences that may arise through other MYP subjects in the school year.
MS Student Athlete Requirements For Participation in ABA Athletics
2020-2021
Dear Parents,
ABA Athletics strives to create balanced, disciplined athletes who represent the school as leaders and role models to other students. In keeping with ABA’s belief that excellence is a triangular responsibility we ask parents to support their son/daughter by attending their games and modeling our mission. Please take the time to read the requirements for participation with your son/daughter and discuss any issues or questions you might have. The student agreement and parent permission page must be returned to your child’s advisor.
Extra-curricular activities are a crucial component of developing well-rounded young adults. In our continuing efforts to challenge our students and develop lifelong skills, ABA competes in a local league. The Muscat Middle School Sports League (MSSL) provides an opportunity to compete in a range of competitions from weekly matches to a tournament towards the end of the season.
Thank you in advance for your willingness to support your child. We look forward to seeing you at our games.
Dear Athlete,
We are happy you have expressed a desire to participate in the athletic program at ABA – An IB World School. As a member of one of our athletic teams you will have a unique opportunity to make lasting friendships, develop your athletic skills, understand the value and importance of commitment and cooperation, and compete against student athletes from other schools. Every effort will be made to ensure that this experience is educationally worthwhile and enjoyable.
ABA is proud of its athletic program and the many contributions our student athletes and coaches have made in building a strong sense of community. We expect that all student athletes will embrace the school's tradition of outstanding sportsmanship, citizenship, pride and fair play. We believe the opportunity to participate in athletics is a privilege and comes with the responsibility that each student maintain a high standard of behavior as well as achieve academically to their highest potential. In order to remain in good standing, a student must meet the requirements and fulfill the responsibilities outlined in this Student Athlete Agreement.
We want your experience with the Viper’s program to be one that you will never forget and one that you will always hold in high regard. We ask you to take on any task put before you and to do it to the best of your ability. We also hope that you will develop strength derived from sharing challenging situations with your fellow athletes and become a true team.
We wish you a fulfilling and successful year in whatever sport you choose. Thank you for being part of our sports program and for serving as an ABA Ambassador.
Sincerely,
Paul Brace and Kathleen Bowin
REQUIREMENTS FOR PARTICIPATION IN
ABA ATHLETICS
Attendance and Class Requirements
A. All student athletes should take responsibility for their studies and homework.
B. Any student who is not feeling well enough to participate in any class or is absent on the day of an event will not be allowed to participate in the after school sports program. It will be the responsibility of the student athlete to inform the coach if this may occur.
C. Students waiting on campus for their practice to begin must remain on campus.
Standard of Behavior
A. All athletes are expected to display maturity and self-discipline that positively reflects ABA’s mission at all times.
B. Any player who displays poor sportsmanship will be dealt with on an individual basis and the coach and Athletic Director will review their future participation with the team.
Sportsmanship demands that athletes:
1. Play hard at all times in spite of hardships; good teams never give up, quit, complain or argue with teammates, coaches, officials or spectators.
2. Support and encourage their team members on the playing field, around school, in the classroom and in the community.
3. Give opponents full credit when they win and congratulate them on their success, regardless of their own disappointment.
4. Recognize and applaud honestly and whole-heartedly the efforts of their team or opponents.
C. Take the responsibility and privilege of representing ABA seriously and be a positive role model in and out of the classroom.
D. Commit themselves to hard and dedicated practice, to the team and to their coach.
Practice, Games and Tournament
A. Every player must attend practice (or game) properly dressed with appropriate kit or equipment required by the coach (e.g. uniform, water bottle, knee pads for volleyball or shin guards for soccer).
B. If the athlete is unable to attend a practice, game or tournament they will take responsibility to communicate this to their coach before the activity.
C. Athletes are expected to show up on time and be prepared for all practices and games as determined by the coach.
D. Be fair, honest and sportsmanlike at all times; no matter what the cost.
E. Accept the decision of the official without question.
Equipment
A. The athlete assumes all responsibility for the proper care of the uniform issued to him/her.
B. Athletes will be billed for uniforms that are lost, damaged or stolen.
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ARTS IN SCHOOLS REPORT 2021-2022
“Art, music, dance, theater - the Arts - feed the soul. And I’m going to do everything that I can to ensure the investment in the arts.”
— Chancellor David Banks
# Table of Contents
Dedication to Paul L. King ................................................................. 2
Letter from the Chancellor .................................................................. 4
Introduction ....................................................................................... 7
Executive Summary ........................................................................... 11
- Elementary School Grades .............................................................. 11
- Middle School Grades ..................................................................... 15
- High School Grades ........................................................................ 17
- Arts Instruction Provided in District 75 (Grades K-12) .................... 19
- Cultural Arts Organizations ............................................................. 20
- Funds Budgeted for the Arts ........................................................... 21
Arts Education in New York City Public Schools ............................. 23
- Number of Students Participating in Arts Education ......................... 24
- Elementary School Grades .............................................................. 25
- Middle School Grades ..................................................................... 31
- High School Grades ........................................................................ 35
- District 75 Schools ......................................................................... 40
Quality of Arts Education .................................................................. 43
- Student Participation in the Arts ..................................................... 43
- Supports for Quality Teaching ....................................................... 45
OASP Support for Arts Education 2021-22 ....................................... 65
- Student Programs .......................................................................... 65
- Parent and Family Support ............................................................. 71
- Arts and Cultural Community Support ........................................... 74
- Teacher and School Leader Supports and Professional Learning in the Arts ................................................................. 76
- Supporting Quality and Innovation .................................................. 82
2022 Arts Committee Report to the Panel for Education Policy (PEP) .... 89
Next Steps for Arts Education ............................................................ 93
Methodology ..................................................................................... 97
- 2021-22 Annual Arts Education Survey ........................................ 97
- NYCDOE Databases ....................................................................... 99
Appendix: City and State Requirements and Guidelines .................. 103
- Pre-Kindergarten–Kindergarten ..................................................... 103
- Grades 1–3 .................................................................................... 103
- Grades 4–6 .................................................................................... 103
- Grades 7–8 .................................................................................... 104
- Grades 9–12 .................................................................................. 104
IN HONOR OF THE LEADERSHIP AND LEGACY OF PAUL L. KING
Over the decade of Paul King’s visionary leadership, meaningful advances have been made toward realizing the goals of equity, universal access and excellence in sequential arts education for all New York City public school students as an essential part of a well-rounded education and in support of their college and career readiness and civic engagement.
Paul was a dynamic, fierce, compassionate, and brilliant leader who could martial the commitment and energies of school leaders, arts educators, cultural and arts organizations, and civic leaders to work in concert on behalf of equitable and high-quality arts education for all students. When he served as Director of Theater, he shepherded the development of the Blueprint for Teaching and Learning in Theater. And he inaugurated work on the Blueprint for Teaching and Learning in the Moving Image. As Executive Director of the NYCDOE’s Office of Arts and Special Projects, Paul King led and inspired NYCDOE school communities to:
- Increase funding for arts education
- Hire over 450 new certified arts teachers
- Invest in partnerships with local arts and cultural organizations to serve students with disabilities and multilingual learners
- Renovate hundreds of arts facilities to create or bring up to code performing and visual arts studio spaces
- Support our earliest learners with professional learning for pre-K and 3K teachers through Create
- Provide funding for student art-making resources
- Support teachers and leaders with high-quality professional learning
- Expand student arts programs to serve thousands of students, including the All-City High School Music program, All IN(clusive) All-City Theatre Ensemble, Salute to Music, Summer Arts Institute, PS Art, Broadway Junior, and the Public School Film Festival
- Expand the Middle School Arts Boot Camp to increase equity and access for students interested in audition-based arts high schools
- Provide performance and exhibition opportunities across all communities in the Borough Arts Festivals
- Expand access to the Arts Commencement Assessments for students to graduate with a Chancellor’s Endorsed Diploma in the Arts
Paul worked throughout his career to ensure every student not only had access to the arts, but had opportunities to engage, learn, and excel in them. Understanding the unique privilege we have as New Yorkers to be surrounded by world-class cultural institutions, he developed partnerships to open up these institutions in advancing arts education and enriching the lives of students and their families.
Dear New Yorkers,
It is my honor to present the Arts in Schools Report 2021–2022 and share that arts education in our schools is thriving. From music and dance to theater and visual arts, our students are gaining invaluable experiences that will serve them in school today and out in the world tomorrow.
As I travel around the city to share my priorities, I always make it clear that a well-rounded education must include a robust focus on the arts. As a born-and-bred New Yorker who grew up visiting our city’s most esteemed arts and cultural organizations, and as an educator who founded and led schools that served predominantly Black and brown boys, I know that the arts are as powerful as academics in transforming children’s lives.
Why is it so critical to root the arts in public education? Multiple studies show that students who study the arts in school perform better in reading, writing, and mathematics, have improved attendance, and develop essential social-emotional skills. The benefits of the arts are even more pronounced for children from economically disadvantaged homes: more of these students make plans to attend college and are three times more likely to earn a bachelor’s degree than peers who do not receive an arts education.
Involvement in the arts also helps students find their unique voice and creates a safe space for them to experiment and try new things that they may never have attempted before. This, in turn, creates community, both inside and outside the school. In fact, the arts are the connective tissue between school and all facets of life.
I encourage you to review our annual report to learn more about the arts that were fundamental in the success school communities experienced in returning to live instruction. I want to acknowledge our Office of Arts and Special Projects for their tireless work on this comprehensive report, as well as Executive Director Paul Thompson, who is committed to enhancing arts programming in all our schools.
I have been a champion of the arts my entire life and now it is my great privilege to call myself the “Chancellor for the Arts.” This means finding new ways for students to take full advantage of the rich cultural environment that surrounds us in our remarkable city. It means more field trips and more partnerships with cultural institutions. It means ensuring that the arts are part of every school’s DNA. This is the best way to feed the souls of our children and put them on pathways to the bright futures they deserve.
Soaring high,
David C. Banks
New York City Schools Chancellor
Arts in Schools Report 2021–2022
The Performing Arts Department offers a variety of courses that allow students to explore and develop their talents in music, dance, and visual arts. Students have the opportunity to participate in various ensembles such as the band, orchestra, choir, and drama productions. The department also provides opportunities for students to showcase their skills through performances and exhibitions.
Introduction
With the opening of the 2021-2022 school year, students returned to school buildings, resuming a full academic year of live instructional programs for the first time in two years. Educators set to work with the understanding that the disruption, isolation, and learning loss that students experienced left a deep impact, and that we simply could not go back to business as usual. When confronting trying times, the arts hold a unique capacity to heal, connect, and uplift. Through the arts, we can commit to the socio-emotional needs of our children and leverage the healing power of the arts to build the capacity of our schools.
We applaud New York City Public Schools’ sustained commitment to the arts demonstrated by the dedication of $70 million in American Rescue Plan Act funds that went directly to schools for arts education, and the restoration of $20 million to the Office of Arts and Special Projects (OASP) to ensure city-wide cohesion in arts education programming. When students entered their buildings in September 2021, the arts created a welcoming, safe, and affirming space; providing a rich environment for culturally responsive, relevant, and inclusive curriculum; with strong supports for literacy, socio-emotional learning, students with disabilities, multi-language learners, and college and career readiness. Simply put, the arts are an essential part of education, especially in trying times, helping students build relationships and hope.
To support the work of returning to in-person instruction, the OASP worked to build teachers’ capacity to support their returning students through the implementation of equitable, quality, data-driven arts education. We will continue to administer citywide student programs, offer school and local support for arts education, and provide professional learning for thousands of Pre-K-12 teachers.
The OASP continued its long history of developing and supporting certified arts teachers who are the cornerstone of an arts-centered education. The OASP provided professional learning opportunities, as well as essential arts supplies and instruments, to thousands of teachers across the system. The OASP’s other critical partners in this robust arts vision are the arts and cultural organizations that are fixtures in our neighborhoods and have established our city as the cultural capital of the world. Arts partner organizations are community lifelines. They inspire students through the arts, and they are the connection for students—to one another, to role models, and to community.
We are encouraged by the evidence in this report of how the arts flourished in schools with the infusion of funding and support from our arts partners. Schools hired more arts education teachers; they established and re-established partnerships with arts and cultural organizations; they stocked their arts classrooms with the necessary supplies and equipment; and arts educators were supported with rigorous professional development. During the 2021-22 school year, arts education not only returned to school buildings, but it also thrived, and teachers and administrators were able to build their arts capacity with direct support from the OASP.
For example, at an elementary school in Queens, the arts funding allowed a teaching artist from a community arts partner to continue the work of a recently retired teacher while the school expanded their arts offerings with the addition of a theater teacher. This ensured that students had a comprehensive arts experience in dance, theater, visual arts, and music in their small school. Meanwhile, at a high school, administrators used funds to add a graphic design program to its visual arts program, purchasing drawing tablets that connected to a 3D printer to outfit a new classroom. This enabled students to master transferable 21st-century skills as they prepared for college.
Chancellor David Banks has expressed his belief in the power of the arts in schools as a force multiplier to strengthen student achievement. The OASP looks forward to supporting his vision for the arts and establishing him as the “Chancellor for the Arts!”
With the close of the 2021-22 academic year, we celebrated the career of our beloved Maria Palma on the occasion of her retirement. Maria served over 45 years in the New York City Public Schools and has held many different titles over her career. She has been a tireless champion for the arts, and her influence will live on through the work of the OASP, and in the lives of thousands of learners who benefited from her work. We thank Maria for her tireless dedication and wish her the best in her well-deserved retirement.
Paul Jonathan Thompson joined the OASP as executive director at the start of the 2022-2023 academic year. Prior to this role, Paul served as principal for nearly 20 years of a non-selective arts high school that he founded, and as a founding teacher at two other New York City high schools. Paul also had a career as a professional artist and composer, and is an avid arts aficionado. Paul’s arrival ushers in a new chapter for the OASP in supporting Chancellor Banks’ vision for excellence and equity through the arts.
With this 16th annual *Arts in Schools Report*, for 2021-2022, we are making vast strides toward equity and excellence in arts education and leveraging the Chancellor’s commitment to the arts.
REPORT 2021–2022
The arts are an integral part of our curriculum, providing students with opportunities to express themselves creatively and develop important skills such as collaboration, critical thinking, and self-expression.
Our music program offers a wide range of instruments and ensembles, including band, orchestra, choir, and guitar club. Students have the opportunity to perform in various concerts throughout the year, showcasing their talents and building confidence.
In addition to music, we also offer visual arts classes where students can explore different mediums and techniques. Our art program includes painting, drawing, sculpture, and digital art, allowing students to experiment with various styles and subjects.
Dance is another important aspect of our arts education. We provide dance classes that focus on technique, choreography, and performance. Students have the chance to participate in dance productions, which not only enhance their artistic abilities but also promote teamwork and discipline.
Overall, our arts program aims to foster a love for creativity and expression while equipping students with valuable skills that will serve them well beyond the classroom. Whether through music, visual arts, or dance, our students are encouraged to explore their passions and develop a lifelong appreciation for the arts.
The New York City Department of Education (NYCDOE) is committed to providing all public school students with universal access to a high-quality arts education. Since the launch of the ArtsCount initiative in 2007, the NYCDOE Office of Arts and Special Projects (OASP) has increased the accountability for and transparency of arts education in all NYCDOE public schools. Each spring, the OASP administers the Annual Arts Education Survey to all public schools to collect information on schools’ arts programming. The information gathered from the Annual Arts Education Survey and from internal NYCDOE databases is used to track school compliance with the New York State Education Department (NYSED) arts instructional requirements and guidelines.
The data presented in this Executive Summary reflect schools’ progress toward meeting the NYSED arts requirements and guidelines (see Appendix, page 103), and provide a snapshot of arts education in schools during the 2021-22 school year.
Where applicable, data are provided from previous school years to examine progress over time. It should be noted that instruction in NYCDOE schools was significantly impacted by the COVID-19 pandemic during the 2020-21 school year, with schools providing a mixture of remote and in-person learning between September 2020 and June 2021. As a result, there were downward trends on several indicators that year, including in the percentages of schools providing arts instruction, in the numbers of arts disciplines provided by schools, and in the percentage of schools partnering with cultural organizations.
Findings from the Annual Arts Education Survey and from internal NYCDOE databases indicate that arts offerings in NYCDOE public schools during the 2021-22 school year were more consistent with pre-pandemic levels. This is due in part to an infusion of federal emergency relief funds allocated to New York State (and ultimately the NYCDOE) to support the safe return to in-person instruction and address the impact of the COVID-19 pandemic on lost instructional time.
In the 2021-22 school year, 86 percent (N=1,358) of all NYCDOE schools responded to the Annual Arts Education Survey. Data on arts education are presented separately by school level (i.e., elementary, middle, and high schools). Students in District 75 schools—schools that exclusively serve students with special needs—are allowed more flexibility with the delivery of arts instruction. Therefore, data on arts education in District 75 schools are also presented separately throughout the report.
**Elementary School Grades**
Schools serving elementary school grades include all schools serving pre-kindergarten through fifth-grade students (i.e., elementary, K-8, and K-12 schools), with the exception of District 75 schools. Arts instruction in schools serving elementary school grades can be provided by classroom teachers, school-based arts teachers, or cultural arts organizations. Data shown in the Executive Summary refer to arts instruction provided by any instructional provider (i.e., classroom teachers, school-based arts teachers, and/or cultural arts organizations).
Arts Instruction Provided to Pre-Kindergarten Students
Of the 592 responding schools that served pre-kindergarten students in the 2021-22 school year, 75 percent reported providing dance instruction to pre-kindergarten students; 89 percent reported providing music instruction; 59 reported providing theater instruction; and 92 percent reported providing visual arts instruction (see Figure 1). These percentages had been consistent over the previous four years but showed a slight downward trend beginning in the 2020-21 school year, particularly in theater.
Figure 1. Percent of Schools Serving Pre-Kindergarten That Provided Arts, by Arts Discipline (2017-18 through 2021-22) (N=592)
| | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|------------------|---------|---------|---------|---------|---------|
| **Dance** | 82 | 83 | 81 | 76 | 75 |
| **Music** | 92 | 91 | 92 | 88 | 89 |
| **Theater** | 71 | 71 | 72 | 62 | 59 |
| **Visual Arts** | 95 | 94 | 95 | 93 | 92 |
Arts Instruction Provided to Kindergarten Students
Of the 710 responding schools that served kindergarten students in the 2021-22 school year, 65 percent reported providing dance instruction to kindergarten students; 82 percent reported providing music instruction; 54 percent reported providing theater instruction; and 94 percent reported providing visual arts instruction (see Figure 2). These percentages are similar to those observed prior to the 2020-21 school year.
Figure 2. Percent of Schools Serving Kindergarten That Provided Arts, by Arts Discipline (2017-18 through 2021-22) N=710
| | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|------------------|---------|---------|---------|---------|---------|
| **Dance** | 67 | 69 | 65 | 51 | 65 |
| **Music** | 85 | 85 | 86 | 72 | 82 |
| **Theater** | 61 | 61 | 62 | 43 | 54 |
| **Visual Arts** | 93 | 95 | 96 | 83 | 94 |
Arts Instruction Provided to Grades 1–5
Of the 715 responding schools serving grades 1–5 in the 2021-22 school year (including elementary, K-8, and K-12 schools), 99 percent reported providing instruction in at least one arts discipline (i.e., dance, music, theater, or visual arts) to any grade 1–5; 93 percent reported providing instruction in two or more arts disciplines; 86 percent reported providing at least three arts disciplines; and 54 percent reported providing all four arts disciplines to any grade 1–5 (see Table 1). Again, these percentages were similar to those observed prior to the 2021-22 school year, with the exception of the percentage of schools providing four arts disciplines.
Thirty-seven percent of responding schools reported providing instruction in all four arts disciplines to all grades 1–5 during the 2021-22 school year (see Table 2), a decline from previous years, which had remained constant at 44 percent, but higher than the percentage observed in 2020-21 (31 percent).
Table 1. Percent of Schools Serving Grades 1–5 That Provided One or More Arts Disciplines to Any Grade 1–5 (2017-18 through 2021-22)
| Number of Arts Disciplines | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|----------------------------|---------|---------|---------|---------|---------|
| At Least One Arts Discipline | 99% | 99% | 99% | 96% | 99% |
| At Least Two Arts Discipline | 95% | 94% | 94% | 84% | 93% |
| At Least Three Arts Discipline | 84% | 81% | 81% | 64% | 86% |
| Four Arts Disciplines | 62% | 63% | 64% | 43% | 54% |
Table 2. Percent of Schools Serving Grades 1–5 That Provided All Four Arts Disciplines to All Grades 1–5 (2017-18 through 2021-22)
| Four Arts Disciplines | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------------|---------|---------|---------|---------|---------|
| Four Arts Disciplines | 44% | 44% | 44% | 31% | 37% |
In the 2021-22 school year, 76 percent of responding schools reported providing dance; 88 percent reported providing music; 67 percent reported providing theater; and 96 percent reported providing visual arts to any grade 1–5 (see Figure 3). These percentages are similar to those observed prior to the 2020-21 school year.
Figure 3. Percent of Schools Serving Grades 1–5 That Provided Arts to Any Grade 1–5, by Arts Discipline (2017-18 through 2021-22) (N=715)
| Percent of Schools Serving Any Grades 1–5 | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|------------------------------------------|---------|---------|---------|---------|---------|
| Dance | 80 | 80 | 78 | 64 | 76 |
| Music | 89 | 89 | 90 | 79 | 88 |
| Theater | 74 | 72 | 73 | 56 | 67 |
| Visual Arts | 96 | 97 | 97 | 89 | 96 |
Responding schools serving grades 1-3\(^1\) reported that, during the 2021-22 school year, students received an average of 21-30 hours of dance instruction, 31-40 hours of music instruction, 11-20 hours of theater instruction, and 51-60 hours of visual arts instruction (see Figure 4). These ranges were consistent across grades 1-3 (and somewhat higher than the ranges reported in the 2020-21 school year).
**Figure 4. Average Annual Instructional Hours Provided in Each Arts Discipline, Grades 1-3 (2021-22)**
| Grade | Dance | Music | Theater | Visual Arts |
|-------|-------|-------|---------|-------------|
| 1st | 21-30 | 31-40 | 11-20 | 51-60 |
| 2nd | 21-30 | 31-40 | 11-20 | 51-60 |
| 3rd | 21-30 | 31-40 | 11-20 | 51-60 |
Responding schools serving grades 4-5\(^2\) reported providing an average of 21-30 hours of dance instruction, 31-40 hours of music instruction, 11-20 hours of theater instruction, and 41-50 hours of visual arts instruction (see Figure 5). These ranges were consistent across grades 4 and 5 (and somewhat higher than the ranges reported in 2020-21).
**Figure 5. Average Annual Instructional Hours Provided in Each Arts Discipline, Grades 4-5 (2021-22)**
| Grade | Dance | Music | Theater | Visual Arts |
|-------|-------|-------|---------|-------------|
| 4th | 21-30 | 31-40 | 11-20 | 41-50 |
| 5th | 21-30 | 31-40 | 11-20 | 41-50 |
---
\(^1\) First grade N=710; second grade N=706; third grade N=699
\(^2\) Fourth grade N=694; fifth grade N=695
Middle School Grades
Schools serving middle school grades (N=385) include all schools serving grades 6 through 8 (i.e., middle, secondary, K-8, and K-12 schools), with the exception of District 75 schools.
Arts Instruction Provided to Grades 6–8
In the 2021-22 school year, 99 percent of responding schools serving middle school grades provided at least one of the four arts disciplines to students in any grade 6-8; 87 percent provided at least two arts disciplines; 54 percent provided at least three arts disciplines; and 24 percent provided all four arts disciplines (see Table 3). These percentages have remained relatively consistent across the past five years.
Table 3. Percent of Schools Serving Grades 6-8 That Provided Arts to Any Grade 6-8 (2017-18 through 2021-22)
| Number of Arts Disciplines | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|----------------------------|---------|---------|---------|---------|---------|
| At Least One Arts Discipline | 99% | 98% | 99% | 98% | 99% |
| At Least Two Arts Disciplines | 87% | 86% | 89% | 83% | 87% |
| At Least Three Arts Disciplines | 58% | 55% | 59% | 46% | 54% |
| Four Arts Disciplines | 28% | 25% | 28% | 20% | 24% |
Of the responding schools serving grades 6-8 during the 2021-22 school year, 48 percent reported providing dance instruction; 76 percent reported providing music; 48 percent reported providing theater; and 92 percent reported providing visual arts instruction (see Figure 6). These percentages are approaching those observed prior to the 2020-21 school year.
Figure 6. Percent of Schools Serving Grades 6–8 That Provided Arts, by Arts Discipline (2017-18 through 2021-22) (N=385)
| Arts Discipline | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------|---------|---------|---------|---------|---------|
| Dance | 51 | 51 | 52 | 41 | 48 |
| Music | 77 | 73 | 77 | 73 | 76 |
| Theater | 51 | 59 | 52 | 43 | 48 |
| Visual Arts | 92 | 92 | 94 | 90 | 92 |
Data from previous years have been updated to reflect arts instruction offered by any arts provider.
Of responding schools serving middle school grades in 2021-22, 28 percent reported having at least one certified dance teacher (part-time or full-time); 63 percent reported having at least one certified music teacher; 23 percent reported having at least one certified theater teacher; and 80 percent reported having at least one certified visual arts teacher (see Figure 7). These percentages are approaching those observed prior to the 2020-21 school year. These percentages have remained relatively consistent across the past five years.
The New York State Education Department (NYSED) arts requirements and guidelines recommend that schools serving grades 7 and 8 provide students with at least two different arts disciplines (i.e., dance, music, theater, or visual arts) that are taught by certified arts teachers over the course of seventh and eighth grade. In 2021-22, 34 percent of eighth-grade students met this requirement by the end of their eighth-grade year, which is consistent with the percentages in previous years (see Table 4).
As shown in Table 5, 53 percent of students had completed two or more arts courses (half-units) in any arts discipline by the end of their eighth-grade year in 2021-22, a decrease from the previous year, and a sharp decrease from pre-pandemic rates.
Table 4. Percent of 8th Grade Students Who Met the NYSED Arts Requirement (2017-18 through 2021-22)
| 8th Grade NYSED Requirement | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------------------|---------|---------|---------|---------|---------|
| Completed Two Arts Courses in Two Different Arts Disciplines by a Certified Arts Teacher | 36% | 34% | 35% | 34% | 34% |
Table 5. Percent of 8th Grade Students Who Completed Two or More Arts Courses by the End of 8th Grade (2017-18 through 2021-22)
| Number of Arts Courses | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|------------------------|---------|---------|---------|---------|---------|
| Two or More Half-Units of Arts Instruction in Any Arts Discipline | 89% | 87% | 85% | 58% | 53% |
High School Grades
Schools serving high school grades (N=379) include all schools serving grades 9 through 12 (i.e., high schools, secondary schools, and K-12 schools), with the exception of District 75 schools.
Arts Instruction Provided to Grades 9–12
In the 2021-22 school year, 100 percent of responding schools serving grades 9-12 provided at least one arts discipline to students in any grade 9-12; 67 percent provided at least two arts disciplines; 33 percent provided at least three arts disciplines; and 8 percent provided all four arts disciplines (see Table 6). These percentages are similar to those observed prior to the 2020-21 school year.
Table 6. Percent of Schools Serving Grades 9-12 That Provided Arts to Any Grade 9-12 (2017-18 through 2021-22)
| Number of Arts Disciplines | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|----------------------------|---------|---------|---------|---------|---------|
| One or More Arts Discipline| 99% | 100% | 99% | 99% | 100% |
| Two or More Arts Disciplines| 70% | 71% | 67% | 63% | 67% |
| Three or More Arts Disciplines| 34% | 34% | 32% | 25% | 33% |
| Four Arts Disciplines | 10% | 10% | 10% | 5% | 8% |
In the 2021-22 school year, 19 percent of responding schools serving grades 9-12 provided dance instruction; 57 percent provided music; 37 percent provided theater; and 94 percent provided visual arts instruction to any grade 9-12 (see Figure 8). These percentages are similar to those observed prior to the 2020-21 school year.
Figure 8. Percent of Schools Serving Grades 9-12 That Provided Arts to Any Grade 9-12, by Arts Discipline (2017-18 through 2021-22) (N=379)
| Arts Discipline | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------|---------|---------|---------|---------|---------|
| Dance | 21 | 19 | 21 | 16 | 19 |
| Music | 60 | 63 | 57 | 55 | 57 |
| Theater | 40 | 39 | 37 | 30 | 37 |
| Visual Arts | 92 | 93 | 94 | 91 | 94 |
Of responding schools serving high school grades in 2021-22, 18 percent reported having at least one certified dance teacher (part-time or full-time); 42 percent reported having at least one certified music teacher; 24 percent reported having at least one certified theater teacher; and 74 percent reported having at least one certified visual arts teacher (see Figure 9). These percentages have remained relatively consistent across the past five years.
Figure 9. Percent of Schools Serving Grades 9-12 with At Least One Part-Time or Full-Time Certified Arts Teacher (2017-18 through 2021-22)
The NYSED arts requirements and guidelines recommend that schools serving high school grades provide students with a minimum of two credits in the arts prior to graduation. In the 2021-22 school year, all (100 percent) high school graduates from responding schools graduated with two or more credits in the arts (see Table 7). The data for this measure have remained consistent across years.
Table 7. Percent of High School Graduates Who Met the NYSED Arts Requirement (2017-18 through 2021-22)
| Graduated with Two or More Credits in the Arts | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------------------------------------|---------|---------|---------|---------|---------|
| | 100% | 100% | 100% | 100% | 100% |
The proportions of schools with high school grades that reported providing at least one arts sequence of six or more credits ranged from 7 percent in dance to 72 percent in the visual arts during 2021-22 (see Figure 10). These percentages were similar to those observed in the 2020-21 school year, with the exception of visual arts, which increased slightly.
**Figure 10. Percent of Schools Serving Grades 9–12 That Provided At Least One 6-Credit Arts Sequence, by Arts Discipline (2017-18 through 2021-22)**
| Arts Discipline | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------|---------|---------|---------|---------|---------|
| Dance | 7 | 8 | 10 | 8 | 7 |
| Music | 25 | 27 | 39 | 29 | 27 |
| Theater | 10 | 10 | 17 | 12 | 12 |
| Visual Arts | 47 | 59 | 79 | 66 | 72 |
**Arts Instruction Provided in District 75 (Grades K-12)**
District 75 provides citywide educational, vocational, and behavioral support programs for students with disabilities. As previously noted, District 75 schools are allowed more flexibility with the delivery of arts instruction to their students.
Of the responding District 75 schools (N=58), greater percentages reported that they provide visual arts (93 percent) and/or music (79 percent) than dance (57 percent), theater (53 percent), and/or moving image/film (14 percent) to any grade K-12 (see Figure 11). With the exception of moving image/film, these percentages increased from 2020-21 to 2021-22.
**Figure 11. Percent of District 75 Schools That Provided Arts to Any Grade PreK-12, by Type of Arts Discipline (2017-18 through 2021-22) (N=58)**
| Arts Discipline | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------|---------|---------|---------|---------|---------|
| Dance | 60 | 58 | 49 | 50 | 57 |
| Music | 86 | 86 | 79 | 73 | 79 |
| Theater | 60 | 56 | 57 | 42 | 53 |
| Visual Arts | 100 | 97 | 98 | 90 | 93 |
| Film | 30 | 25 | 17 | 15 | 14 |
Cultural Arts Organizations
New York City’s cultural arts organizations are a tremendous asset to public schools, providing students and teachers with access to quality arts instruction and world-class performances and exhibitions. In the 2021-22 school year, 80 percent of responding schools reported partnering with at least one cultural arts organization (see Table 8).
Table 8. Percent of Schools Partnered with At Least One Cultural Arts Organization (2017-18 through 2021-22)
| | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|----------------------|---------|---------|---------|---------|---------|
| At Least One Arts Provider | 85% | 84% | 82% | 71% | 80% |
In the 2021-22 school year, at least 400 cultural arts organizations were partnered with schools to provide arts education instruction. Over the past five years, the number of cultural arts organizations partnered with NYCDOE public schools has ranged from over 300 to over 400 (see Table 9).
Table 9. Number of Cultural Arts Organizations That Partnered with Responding Schools (2017-18 through 2021-22)
| | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|----------------------|---------|---------|---------|---------|---------|
| At Least One Arts Provider | 431+ | 312+ | 449+ | 417+ | 400+ |
Table 10 shows schools’ responses to whether they planned to continue or discontinue services with at least one cultural organization, or whether they were uncertain about continuation of services. In 2021-22, the majority of schools (83 percent) reported that they planned to continue services with a cultural arts organization.
Table 10. Schools’ Expectations Regarding Continuation of Services with Cultural Arts Organizations (2017-18 through 2021-22) (N=1,091)
| Responses | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|--------------------------------------------------------------------------|---------|---------|---------|---------|---------|
| School Will Continue Service with At Least One Cultural Arts Organization | 88% | 86% | 77% | 85% | 83% |
| School Will Discontinue Service with At Least One Cultural Arts Organization | 4% | 5% | 5% | 2% | 4% |
| School Is Uncertain about Continuation of Services with At Least One Cultural Arts Organization | 24% | 26% | 36% | 22% | 28% |
---
4 This percentage has been revised from what was reported previously for the 2017-18 school year due to a previous error in calculation.
Table 11 provides the reasons reported for schools’ plans to discontinue services with at least one cultural arts organization. Of the 53 schools that planned to discontinue services after the 2021-22 school year, many reported other reasons than those listed, including expiring contracts and/or grant funding.
**Table 11. Reasons for Schools Reporting Discontinuation of Services from Cultural Arts Organizations (2017-18 through 2021-22) (N=53)**
| Responses | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|----------------------------------|---------|---------|---------|---------|---------|
| High Cost of Services | 14% | 30% | 1% | 4% | 11% |
| Limited Capacity of Provider | 16% | 3% | 4% | 0% | 4% |
| Reduced School Budget | 14% | 30% | 56% | 4% | 17% |
| Unsatisfactory Quality of Services| 16% | 21% | 7% | 4% | 28% |
| Other Responses | 41% | 17% | 31% | 89% | 40% |
**Funds Budgeted for the Arts**
In the 2021-22 fiscal year, the overall budget for the arts was $552,563,705. This includes $461,547,880 budgeted for personnel; $49,367,675 for arts services/other (e.g., cultural arts organizations); and $41,648,149 for arts supplies/equipment (e.g., instructional materials, equipment repair) (see Figure 12). The $123.8 million funding increase over the 2020-21 fiscal year was due primarily to stimulus funding from the Federal Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA) and American Rescue Plan Act (ARPA) funding directly allocated to schools.
**Figure 12. Distribution of Funds Budgeted for the Arts (in Millions of Dollars)**
- **2021-22**: Personnel = 462, Services/Other = 49, Supplies/Equipment = 42, Total FY'22 = $553
- **2020-21**: Personnel = 415, Services/Other = 86, Total FY'21 = $429
- **2019-20**: Personnel = 431, Services/Other = 22, Supplies/Equipment = 8, Total FY'20 = $460
- **2018-19**: Personnel = 417, Services/Other = 24, Supplies/Equipment = 7, Total FY'19 = $447
- **2017-18**: Personnel = 402, Services/Other = 23, Supplies/Equipment = 8, Total FY'18 = $433
- **Personnel**
- **Services/Other**
- **Supplies/Equipment**
The Department of Art and Design offers a variety of courses in painting, drawing, sculpture, photography, graphic design, and art history. Students can choose from a range of concentrations to tailor their education to their interests and career goals. The department also hosts regular exhibitions and events that showcase student work and bring the community together around the arts.
The Department of Art and Design is committed to providing a supportive and inclusive environment for all students. We believe that art has the power to transform lives and communities, and we strive to create opportunities for students to explore their creativity and develop their skills in a safe and welcoming space.
Arts Education in New York City Public Schools
Information was gathered about student access and participation in arts education and supports for quality arts education during the 2021-22 school year. When available, data are provided for previous school years and are based on the portion of schools that responded to the Annual Arts Education Survey during that school year. In the 2021-22 school year, 86 percent (N=1,358) of all NYCDOE schools responded to the survey. In addition, data were collected from other NYCDOE databases. For a further description of the methods used to calculate the data presented, see the Methodology section on page 97.
The Arts Education in New York City Public Schools section of this report is organized by grade and school level (elementary, middle, and high schools),\(^5\) and includes information on the number and type of arts disciplines provided; the number of students participating in arts instruction; screened arts programs in high schools; and arts sequences offered to students in grades 9-12. The data presented reflect schools’ progress toward meeting the NYSED arts requirements and guidelines (see Appendix on page 103 for descriptions), which emphasize arts instruction in dance, music, theater, and the visual arts. In addition to these four arts disciplines, arts instruction in the moving image/film is offered in many schools throughout the city. The majority of data shown is disaggregated by dance, music, theater, and visual arts, and where available, data are also provided on moving image/film instruction.
Students in District 75 schools—schools that exclusively serve students with disabilities—are not held accountable to the same requirements. Therefore, data on arts education in District 75 schools are presented separately.
\(^5\) Data disaggregated by school level include data from multi-grade schools (i.e., early childhood [preK-2], K-8, or K–12 schools) where noted in the title.
Figures 13 through 15 present the numbers of students in grades 1 through 12 receiving arts instruction during the 2021-22 school year. These numbers include all schools, except those in District 75. For grades 1-5, schools reported on arts instruction to classes as a whole. For grades 6-12, schools reported on arts instruction provided to individual students.
**Figure 13. Number of Students in Grades 1–5 Participating in Arts Instruction in the 2021–22 School Year, by Arts Discipline**
| Grade | Dance | Music | Theater | Visual Arts |
|-------|---------|----------|---------|-------------|
| 1st | 34,117 | 44,010 | 29,131 | 51,621 |
| 2nd | 34,030 | 44,507 | 29,813 | 51,839 |
| 3rd | 34,107 | 44,499 | 30,384 | 51,997 |
| 4th | 35,065 | 44,721 | 32,623 | 53,960 |
| 5th | 35,890 | 45,300 | 32,852 | 54,281 |
**Figure 14. Number of Students in Grades 6–8 Participating in Arts Instruction in the 2021–22 School Year, by Arts Discipline**
| Grade | Dance | Music | Theater | Visual Arts |
|-------|---------|----------|---------|-------------|
| 6th | 7,049 | 23,419 | 8,448 | 30,981 |
| 7th | 6,668 | 23,225 | 7,933 | 34,384 |
| 8th | 6,384 | 22,265 | 8,025 | 30,855 |
Elementary School Grades
This section presents data on arts instruction provided to students in elementary school grades (pre-kindergarten through fifth grade), as reported by elementary and multi-grade schools (i.e., early childhood [preK-2], K-8, or K-12 schools). District 75 schools are not included.
Arts instruction in schools serving elementary school grades can be provided by classroom teachers, school-based arts teachers, or cultural arts organizations. Reference to any instructional provider throughout the Elementary School Grades section includes arts instruction provided by classroom teachers, school-based arts teachers, and/or cultural arts organizations.
All data regarding arts instruction provided to pre-kindergarten students were collected through the Annual Arts Education Survey. Schools record data on arts instructional hours provided by classroom teachers and/or school-based arts teachers to students in kindergarten through fifth grade through the NYCDOE STARS database. Data on arts instructional hours provided by cultural arts organizations to kindergarten through fifth-grade students were gathered through the Annual Arts Education Survey.
In 2021-22, a total of 715 schools that responded to the survey (53 percent) were classified as elementary schools (N=586) or multi-grade schools serving at least one elementary school grade (i.e., grades 1-5) (N=129). Overall, 592 responding schools served pre-kindergarten students and 710 schools served kindergarten students.
Arts Instruction Provided to Pre-Kindergarten and Kindergarten Students
The figures below display data on the percent of responding schools providing dance, music, theater, and/or visual arts instruction to pre-kindergarten students (Figure 16) and kindergarten students (Figure 17) through school-based staff only. The results are presented for the 2017-18 through 2021-22 school years. Data on the percent of responding schools providing arts instruction to pre-kindergarten and kindergarten students through any instructional provider (i.e., classroom teachers, school-based arts teachers, and/or cultural arts organizations) are shown in Figures 1 and 2 of the Executive Summary, respectively.
Figure 16. Percent of Schools Serving Pre-Kindergarten That Provided Arts Taught by School-Based Staff, by Arts Discipline (2017-18 through 2021-22) (N=592)
| Year | Dance | Music | Theater | Visual Arts |
|------------|-------|-------|---------|-------------|
| 2017-18 | 75 | 87 | 65 | 90 |
| 2018-19 | 76 | 86 | 65 | 90 |
| 2019-20 | 77 | 87 | 67 | 92 |
| 2020-21 | 70 | 84 | 59 | 91 |
| 2021-22 | 64 | 81 | 52 | 86 |
Figure 17. Percent of Schools Serving Kindergarten That Provided Arts Taught by School-Based Staff, by Arts Discipline (2017-18 through 2021-22) (N=710)
| Year | Dance | Music | Theater | Visual Arts |
|------------|-------|-------|---------|-------------|
| 2017-18 | 54 | 78 | 47 | 89 |
| 2018-19 | 56 | 76 | 45 | 89 |
| 2019-20 | 52 | 77 | 46 | 90 |
| 2020-21 | 36 | 60 | 30 | 76 |
| 2021-22 | 46 | 72 | 39 | 88 |
Arts Instruction Provided to Grades 1-5 by Any Instructional Provider
Tables 12 and 13 and Figures 18 through 20 present data on arts instruction in dance, music, theater, and visual arts taught by any instructional provider (including school-based arts teachers, classroom teachers, and/or cultural arts organizations).
Table 12 shows the number of arts disciplines provided to any grade 1-5 in the 2021-22 school year in elementary schools and in multi-grade schools serving grades 1-5. Table 13 presents the percent of responding elementary and multi-grade schools that offered all four arts disciplines to all grades 1-5 from 2017-18 through 2021-22. The types of arts disciplines offered to any grade 1-5 from 2017-18 through 2021-22 are displayed in Figure 18 for elementary schools only. The average numbers of instructional hours provided in the arts in the 2021-22 school year are presented in Figures 19 (grades 1-3) and 20 (grades 4 and 5) for elementary schools only. According to the NYSED arts requirements and guidelines, students in grades 1-3 should receive approximately 46 hours of arts instruction in each arts discipline (dance, music, theater, and the visual arts) across the school year, and students in grades 4 and 5 should receive approximately 23 hours of arts instruction in each discipline across the school year.
Table 12. Percent of All Schools by Number of Arts Disciplines Provided by Any Instructional Provider to Any Grade 1-5 in the 2021-22 School Year
| Number of Arts Disciplines | Elementary Schools (N=586) | Multi-Grade Schools Serving Grades 1-5 (N=129) |
|----------------------------|-----------------------------|-----------------------------------------------|
| At Least One Arts Discipline | 100% | 98% |
| At Least Two Arts Disciplines | 93% | 95% |
| At Least Three Arts Disciplines | 81% | 74% |
| Four Arts Disciplines | 57% | 42% |
Table 13. Percent of Schools That Provided All Four Arts Disciplines Taught by Any Instructional Provider, to All Grades 1–5 (2017-18 through 2021-22)
| | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|----------------------------------------------------------------|---------|---------|---------|---------|---------|
| **Elementary Schools (N=586)** | | | | | |
| All Four Arts Disciplines to All Grades 1–5 | 47% | 47% | 47% | 34% | 40% |
| **Multi-Grade Schools (N=129)** | | | | | |
| All Four Arts Disciplines to All Grades 1–5 | 33% | 30% | 34% | 18% | 22% |
Figure 18. Percent of Elementary Schools, by Type of Arts Disciplines Taught by Any Instructional Provider to Any Grade 1–5 (2017–18 through 2021–22) (N=586)
- Dance: 81%, 81%, 80%, 78%
- Music: 89%, 90%, 90%, 88%
- Theater: 76%, 74%, 75%, 68%
- Visual Arts: 95%, 97%, 97%, 88%
Figure 19. Average Annual Instructional Hours Taught in Elementary Schools by Any Instructional Provider in the 2021–22 School Year, by Arts Discipline (Grades 1–3) (N=585)
- 1st Grade: 21–30, 31–40, 11–20, 51–60
- 2nd Grade: 21–30, 31–40, 11–20, 51–60
- 3rd Grade: 21–30, 31–40, 11–20, 51–60
Figure 20. Average Annual Instructional Hours Taught in Elementary Schools by Any Instructional Provider in the 2021–22 School Year, by Arts Discipline (Grades 4–5) (N=580)
- 4th Grade: 21–30, 31–40, 11–20, 41–50
- 5th Grade: 21–30, 31–40, 11–20, 41–50
---
6 First grade N=585; second grade N=583; third grade N=582
7 Fourth grade N=580; fifth grade N=578
Arts Instruction Provided to Grades 1-5 by School-Based Arts Teachers or Classroom Teachers
Table 14 and Figure 21 present data on arts instruction in dance, music, theater, and/or the visual arts provided to students in grades 1-5 by school-based arts teachers or classroom teachers.
Table 14 shows the number of arts disciplines taught by school-based arts teachers or classroom teachers to any grade 1-5 in the 2017-18 through 2021-22 school years (elementary schools and multi-grade schools). The types of arts disciplines provided by school-based arts teachers or classroom teachers to any grade 1-5 from 2017-18 through 2021-22 are displayed for elementary schools only in Figure 21.
Table 14. Percent of All Schools Serving Grades 1-5, by Number of Arts Disciplines Provided by School-Based Arts Teachers or Classroom Teachers (2017-18 through 2021-22)
| Number of Arts Disciplines | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|----------------------------|---------|---------|---------|---------|---------|
| **Elementary Schools (N=586)** | | | | | |
| At Least One Arts Discipline | 97% | 96% | 97% | 86% | 97% |
| At Least Two Arts Disciplines | 84% | 82% | 85% | 64% | 75% |
| At Least Three Arts Disciplines | 59% | 59% | 59% | 39% | 49% |
| Four Arts Disciplines | 41% | 43% | 44% | 27% | 35% |
| **Multi-Grade Schools Serving Grades 1–5 (N=129)** | | | | | |
| At Least One Arts Discipline | 99% | 99% | 97% | 93% | 98% |
| At Least Two Arts Disciplines | 87% | 86% | 89% | 73% | 84% |
| At Least Three Arts Disciplines | 53% | 55% | 55% | 36% | 48% |
| Four Arts Disciplines | 33% | 33% | 34% | 20% | 27% |
Figure 21. Percent of Elementary Schools, by Type of Arts Disciplines Provided by School-Based Art Teachers or Classroom Teachers to Any Grade 1-5 (2017–18 through 2021–22) (N=586)
Arts Instruction Provided to Grades 1–5 by Cultural Arts Organizations
Table 15 and Figure 22 present data on arts instruction in dance, music, theater, and/or the visual arts provided by cultural arts organizations.
Table 15 shows the percent of schools that provided one or more arts disciplines to any grade 1–5, provided by cultural arts organizations in the 2017–18 through 2021–22 school years (elementary schools vs. multi-grade schools). The types of arts disciplines provided by cultural arts organizations to any grade 1–5 from 2017–18 through 2021–22 are displayed for elementary schools only in Figure 22.
**Table 15. Percent of All Schools Serving Grades 1–5, by Number of Arts Disciplines Provided by Cultural Arts Organizations (2017–18 through 2021–22)**
| Number of Arts Disciplines | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|----------------------------|---------|---------|---------|---------|---------|
| **Elementary Schools (N=586)** | | | | | |
| At Least One Arts Discipline | 89% | 89% | 85% | 73% | 89% |
| At Least Two Arts Disciplines | 70% | 71% | 67% | 50% | 71% |
| At Least Three Arts Disciplines | 51% | 48% | 46% | 30% | 45% |
| Four Arts Disciplines | 27% | 29% | 28% | 18% | 21% |
| **Multi-Grade Schools Serving Grades 1–5 (N=129)** | | | | | |
| At Least One Arts Discipline | 83% | 77% | 75% | 68% | 78% |
| At Least Two Arts Disciplines | 56% | 55% | 54% | 46% | 54% |
| At Least Three Arts Disciplines | 33% | 31% | 36% | 27% | 31% |
| Four Arts Disciplines | 20% | 15% | 17% | 12% | 11% |
Middle School Grades
The data in this section reflect arts education programming for schools serving grades 6-8 as obtained from the STARS database, as well as through the 2021-22 Annual Arts Education Survey. District 75 schools are not included. In 2021-22, 28 percent of schools that responded to the survey (N=385) were classified as either middle schools (N=208) or as multi-grade schools serving grades 6-8 (N=177).
Arts Instruction Provided to Grades 6–8
Table 16 shows the number of arts disciplines provided to any grade 6-8 from the 2017-18 through 2021-22 school years (middle schools and multi-grade schools). The types of arts disciplines provided by cultural arts organizations to any grade 6-8 from 2017-18 through 2021-22 are displayed in Figure 23 (for middle schools only).
Table 16. Percent of All Schools by Number of Arts Disciplines Provided to Any Grade 6–8 by Any Instructional Provider (2017-18 through 2021-22)
| | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|--------------------------------|---------|---------|---------|---------|---------|
| **Middle Schools (N=208)** | | | | | |
| At Least One Arts Discipline | 98% | 98% | 99% | 98% | 99% |
| At Least Two Arts Disciplines | 76% | 73% | 78% | 83% | 85% |
| At Least Three Arts Disciplines| 43% | 41% | 44% | 53% | 57% |
| Four Arts Disciplines | 14% | 14% | 18% | 26% | 28% |
| **Multi-Grade Schools (N=177)**| | | | | |
| At Least One Arts Discipline | 98% | 97% | 98% | 99% | 100% |
| At Least Two Arts Disciplines | 79% | 76% | 83% | 83% | 90% |
| At Least Three Arts Disciplines| 32% | 32% | 34% | 37% | 50% |
| Four Arts Disciplines | 12% | 10% | 12% | 13% | 19% |
Figure 23. Percent of Middle Schools, by Type of Arts Disciplines Provided to Any Grade 6–8 (2017-18 through 2021-22) (N=208)
| Year | Dance | Music | Theater | Visual Arts |
|------------|-------|-------|---------|-------------|
| 2017-18 | 39 | 65 | 37 | 90 |
| 2018-19 | 38 | 62 | 37 | 88 |
| 2019-20 | 40 | 66 | 41 | 91 |
| 2020-21 | 33 | 66 | 34 | 85 |
| 2021-22 | 52 | 75 | 50 | 92 |
Student Participation in Grades 7 and 8
Figures 24 and 25 display the percent of seventh-grade and eighth-grade students, respectively, who participated in arts instruction from the 2017-18 through 2021-22 school years. Data are displayed by arts discipline.
**Figure 24.** Percent of 7th-Grade Students Participating in Arts Instruction in Middle Schools, by Arts Discipline (2017-18 through 2021-22) (N=36,634)
| Arts Discipline | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------|---------|---------|---------|---------|---------|
| Dance | 12 | 12 | 12 | 8 | 11 |
| Music | 39 | 36 | 37 | 29 | 36 |
| Theater | 13 | 15 | 14 | 10 | 12 |
| Visual Arts | 47 | 48 | 51 | 38 | 52 |
**Figure 25.** Percent of 8th-Grade Students Participating in Arts Instruction in Middle Schools, by Arts Discipline (2017-18 through 2021-22) (N=38,142)
| Arts Discipline | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------|---------|---------|---------|---------|---------|
| Dance | 9 | 10 | 11 | 8 | 10 |
| Music | 31 | 31 | 31 | 26 | 33 |
| Theater | 13 | 13 | 14 | 8 | 10 |
| Visual Arts | 44 | 40 | 43 | 34 | 45 |
Arts Instruction as Required by the New York State Education Department, Grades 7–8
The NYSED requires, at a minimum, that students in grades 7 and 8 complete one half-credit (one semester) of instruction in one of the four arts disciplines (dance, music, theater, or the visual arts) and another half-credit in a second arts discipline, for a total of one credit over the course of seventh and eighth grades. One half-credit is the equivalent of approximately 55 hours of instruction by a licensed, certified arts teacher. Table 17 displays the percent of eighth-grade students from responding middle and multi-grade schools who met the NYSED requirement (i.e., completed two or more semesters of arts instruction in two different arts disciplines taught by a certified arts teacher) over the course of seventh and eighth grades. Table 18 displays the percent of eighth-grade students from middle and multi-grade schools who completed two or more semesters of arts instruction in any arts discipline over the course of seventh and eighth grades.
Table 17. Percent of 8th-Grade Students Who Met the NYSED Requirement, by School Type (2017-18 through 2021-22)
| School Type | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|------------------------------|---------|---------|---------|---------|---------|
| Middle Schools (N=36,159) | 31% | 30% | 30% | 33% | 32% |
| Multi-Grade Schools (N=13,987) | 50% | 46% | 48% | 53% | 47% |
Table 18. Percent of 8th-Grade Students Who Completed Two or More Semesters of Arts Instruction in Any Arts Discipline Over the Course of 7th and 8th Grades, by School Type (2017-18 through 2021-22)
| School Type | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|------------------------------|---------|---------|---------|---------|---------|
| Middle Schools (N=184) | 88% | 87% | 85% | 52% | 49% |
| Multi-Grade Schools (N=13,987)| 90% | 90% | 86% | 74% | 71% |
High School Grades
In 2020-21, a total of 379 schools (i.e., 28 percent of all schools that responded to the Annual Arts Education Survey) were classified as high schools (N=317) or multi-grade schools serving grades 9-12 (N=62). The tables in this section reflect data obtained from the STARS database, as well as from the 2021-22 Annual Arts Education Survey. District 75 schools are not included.
Screened Arts Programs
Screening is the process by which schools determine which of their available arts disciplines or levels of instruction will be made available to individual students. Methods of screening include auditions, portfolio presentations, and/or interviews. Table 19 shows the percent of responding high schools and multi-grade schools that screened students before admission during the 2017-18 through 2021-22 school years.
Table 19. Percent of All Schools Serving Students in Grades 9-12 That Screen in the Arts Before Admission (2017-18 through 2021-22)
| School Type | 2017-18 | 2018-19 | 2021-20 | 2020-21 | 2021-22 |
|------------------------------|---------|---------|---------|---------|---------|
| High Schools (N=317) | 6% | 5% | 6% | 6% | 6% |
| Multi-Grade Schools (N=62) | 8% | 6% | 6% | 4% | 7% |
Arts Instruction Provided to Grades 9-12
Table 20 shows the number of arts disciplines provided to any grade 9-12 from the 2017-18 through 2021-22 school years (high schools vs. multi-grade schools). The types of arts disciplines provided to any grade 9-12 from 2017-18 through 2021-22 are displayed in Figure 26 (for high schools only).
Table 20. Percent of All Schools Serving Grades 9-12, by Number of Arts Disciplines Provided to Any Grade 9-12 (2017-18 through 2021-22)
| Number of Arts Disciplines | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|----------------------------|---------|---------|---------|---------|---------|
| **High Schools (N=317)** | | | | | |
| At Least One Arts Discipline | 100% | 100% | 99% | 100% | 100% |
| At Least Two Arts Disciplines | 67% | 66% | 63% | 59% | 63% |
| At Least Three Arts Disciplines | 31% | 32% | 30% | 24% | 29% |
| Four Arts Disciplines | 9% | 9% | 10% | 5% | 6% |
| **Multi-Grade Schools (N=62)** | | | | | |
| At Least One Arts Discipline | 97% | 100% | 100% | 96% | 100% |
| At Least Two Arts Disciplines | 83% | 90% | 89% | 82% | 87% |
| At Least Three Arts Disciplines | 50% | 47% | 42% | 32% | 53% |
| Four Arts Disciplines | 15% | 12% | 11% | 4% | 18% |
Figure 26. Percent of High Schools, by Type of Arts Discipline Provided to Any Grade 9–12 (2017-18 through 2021-22) (N=317)
| | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|----------------|---------|---------|---------|---------|---------|
| **Dance** | 18 | 18 | 20 | 15 | 15 |
| **Music** | 57 | 60 | 53 | 53 | 55 |
| **Theater** | 37 | 35 | 35 | 28 | 33 |
| **Visual Arts**| 93 | 93 | 93 | 92 | 94 |
Student Participation in Grades 9-12
Figures 27 through 30 display the percent of ninth- through twelfth-grade students who participated in arts instruction. Data are shown from the 2017-18 through 2021-22 school years for students in high schools only.
Figure 27. Percent of 9th Grade Students Participating in Arts Instruction, by Arts Discipline (2017-18 through 2021-22) (N=56,815)
| Arts Discipline | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------|---------|---------|---------|---------|---------|
| Dance | 3 | 3 | 3 | 3 | 3 |
| Music | 24 | 25 | 26 | 27 | 24 |
| Theater | 6 | 5 | 6 | 5 | 5 |
| Visual Arts | 39 | 37 | 40 | 40 | 39 |
Figure 28. Percent of 10th Grade Students Participating in Arts Instruction, by Arts Discipline (2017-18 through 2021-22) (N=54,124)
| Arts Discipline | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------|---------|---------|---------|---------|---------|
| Dance | 2 | 2 | 2 | 2 | 2 |
| Music | 19 | 19 | 19 | 18 | 17 |
| Theater | 6 | 5 | 5 | 4 | 5 |
| Visual Arts | 35 | 35 | 34 | 34 | 36 |
Figure 29. Percent of 11th Grade Students Participating in Arts Instruction, by Arts Discipline (2017-18 through 2021-22) (N=49,853)
| Arts Discipline | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------|---------|---------|---------|---------|---------|
| Dance | 2 | 2 | 2 | 3 | 2 |
| Music | 16 | 16 | 16 | 14 | 16 |
| Theater | 6 | 6 | 5 | 4 | 5 |
| Visual Arts | 35 | 34 | 33 | 32 | 34 |
Figure 30. Percent of 12th Grade Students Participating in Arts Instruction, by Arts Discipline (2017-18 through 2021-22) (N=47,557)
| Arts Discipline | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------|---------|---------|---------|---------|---------|
| Dance | 2 | 2 | 2 | 2 | 3 |
| Music | 16 | 16 | 15 | 15 | 16 |
| Theater | 6 | 6 | 6 | 5 | 6 |
| Visual Arts | 32 | 32 | 32 | 30 | 34 |
Arts Sequences
Figure 31 shows data on the percent of responding high schools offering at least one arts sequence of six or more credits from the 2017-18 through 2021-22 school years. Data are shown by arts discipline. Table 21 shows the percent of responding high schools offering at least one 6-credit and/or 9-credit arts sequence. Data are shown by arts discipline and borough for the 2021-22 school year.
**Figure 31.** Percent of High Schools That Provided At Least One Sequence of Six or More Credits to Students in Grades 9–12, by Arts Discipline (2017–18 through 2021–22) (N=317)
| Arts Discipline | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------|---------|---------|---------|---------|---------|
| Dance | 6 | 7 | 9 | 8 | 7 |
| Music | 24 | 26 | 38 | 29 | 28 |
| Theater | 9 | 9 | 17 | 12 | 12 |
| Visual Arts | 47 | 61 | 80 | 67 | 71 |
**Table 21.** Percent of High Schools That Provided At Least One Arts Sequence to Students in Grades 9–12 by Borough (2021–22) (N=317)
| Borough | Credits | Dance | Music | Theater | Visual Arts |
|----------------|-----------|-------|-------|---------|-------------|
| Bronx (N=76) | 6-8 | 7% | 17% | 8% | 64% |
| | 9 or more | 3% | 11% | 7% | 21% |
| Brooklyn (N=89)| 6-8 | 7% | 26% | 7% | 66% |
| | 9 or more | 4% | 12% | 6% | 20% |
| Manhattan (N=82)| 6-8 | 4% | 20% | 10% | 59% |
| | 9 or more | 5% | 6% | 10% | 26% |
| Queens (N=60) | 6-8 | 7% | 40% | 12% | 78% |
| | 9 or more | 5% | 25% | 7% | 43% |
| Staten Island (N=10)| 6-8 | 20% | 60% | 50% | 90% |
| | 9 or more | 10% | 50% | 20% | 60% |
Arts Instruction as Required by the New York State Education Department, Grades 9-12
The NYSED requires that students graduate high school with, at a minimum, two credits in the arts over the course of ninth through twelfth grades. Table 22 displays the percent of students who graduated meeting this requirement. Data are shown from the 2017-18 through 2021-22 school years. The percentages were calculated using data from the STARS database.
Table 22. Percent of High School Graduates Who Met the NYSED Requirement, by School Type (2017-18 through 2021-22)
| School Type | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|------------------------------|---------|---------|---------|---------|---------|
| High Schools (N=317) | 100% | 100% | 100% | 100% | 100% |
| Multi-Grade Schools (N=62) | 100% | 100% | 100% | 100% | 100% |
District 75 Schools
District 75 provides citywide educational, vocational, and behavioral support programs for students with disabilities. This section presents data on arts education in District 75 schools as reported on the 2021-22 Annual Arts Education Survey. Of all schools that responded to the survey, 4 percent (N=58) were District 75 schools serving any grade pre-kindergarten through 12.
Arts Instruction Provided to Grades Kindergarten to 12
Figure 32 shows the percent of District 75 schools that provided the arts to students in any grade pre-kindergarten through 12, by type of arts discipline across school years 2017-18 through 2021-22.
Figure 32. Percent of District 75 Schools That Provided Arts to Any Grade PreK-12, by Type of Arts Discipline (2017-18 through 2021-22) (N=58)
| Percent of District 75 Schools | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|--------------------------------|---------|---------|---------|---------|---------|
| Dance | 60 | 58 | 49 | 50 | 57 |
| Music | 86 | 86 | 79 | 73 | 79 |
| Theater | 60 | 56 | 57 | 42 | 53 |
| Visual Arts | 100 | 97 | 98 | 90 | 93 |
| Film | 30 | 25 | 17 | 15 | 14 |
REPORT 2021–2022
The arts are essential to our community, and we are committed to supporting them.
Quality of Arts Education
This section presents data disaggregated by school level (i.e., elementary, middle, high, and multi-grade schools) on student participation in arts performances and exhibitions at the school sites; support for quality teaching in the arts, including the number of certified school-based arts teachers, hours of arts-based professional development attended, and school resources; and challenges schools face in delivering sequential arts instruction. The multi-grade schools category includes early elementary (preK-2), K-8, K-12, and secondary (6-12) schools. The “All Schools” category includes schools of all levels, including District 75 schools.
Student Participation in the Arts
The data in this section provide information on the percent of responding schools (N=1,358) that reported having students participate in arts performances and/or exhibitions at the school site.
Participation in Performances, Exhibitions, or Productions at the School Site
Figure 33 displays the percent of responding schools that reported having students participating in arts performances, exhibitions, and/or productions at the school site in the 2021-22 school year, by school level. Figure 34 displays these data for responding schools from the 2017-18 through 2021-22 school years.
**Figure 33.** Percent of Schools with Students Participating in Dance, Music, Theater Performances; Visual Arts Exhibitions; and/or Film Productions at the School Site, by School Level (2021–22) (N=1,358)
| School Level | Dance Performances | Music Concerts | Theater Performances | Visual Arts Exhibitions | Film Productions |
|--------------|--------------------|----------------|----------------------|-------------------------|------------------|
| Elementary | 67 | 57 | 49 | 63 | 17 |
| Middle | 53 | 50 | 51 | 64 | 25 |
| High | 43 | 36 | 39 | 60 | 33 |
| Multi-Grade | 58 | 57 | 51 | 66 | 24 |
| All Schools | 57 | 50 | 47 | 64 | 23 |
**Figure 34.** Percent of Schools with Students Participating in Dance, Music, Theater Performances; Visual Arts Exhibitions; and/or Moving Image/Film Productions at the School Site (2017-18 through 2021-22) (N=1,358)
| Year | Dance Performances | Music Concerts | Theater Performances | Visual Arts Exhibitions | Film Productions |
|-------------|--------------------|----------------|----------------------|-------------------------|------------------|
| 2017-18 | 74 | 72 | 64 | 77 | 30 |
| 2018-19 | 74 | 71 | 64 | 79 | 31 |
| 2019-20 | 66 | 67 | 52 | 70 | 28 |
| 2020-21 | 26 | 23 | 24 | 39 | 14 |
| 2021-22 | 57 | 50 | 47 | 64 | 23 |
Supports for Quality Teaching
In order to ensure quality teaching in the arts, a number of supports are needed, such as certified arts teachers and/or cultural arts organizations to provide arts instruction, budgetary funds to support arts programming, and appropriately equipped space, as well as assessment tools to evaluate student progress. The data in this section reflect the supports for quality teaching in the arts, as identified by schools that responded to the 2021-22 Annual Arts Education Survey, and through data provided from the NYCDOE Division of Human Resources.
Assessment in the Arts
Table 23 shows the percent of all responding schools that reported using assessments (e.g., culminating projects, teacher observations, and/or conferences with students) to evaluate student progress in the arts in the 2017-18 through 2021-22 school years.
Table 23. Percent of Schools That Used the Following Methods of Evaluating Student Progress in the Arts (2017-18 through 2021-22) (N=1,358)
| Assessment | 2017-18 | 2018-19 | 2019-21 | 2020-21 | 2021-22 |
|-------------------------------------------------|---------|---------|---------|---------|---------|
| Culminating projects | 85% | 84% | 87% | 77% | 82% |
| Teacher observations with descriptive feedback to students | 78% | 76% | 83% | 78% | 76% |
| Conferences with students | 70% | 70% | 75% | 67% | 69% |
| Student portfolios | 58% | 58% | 63% | 52% | 54% |
| Arts performance assessments | 66% | 63% | 65% | 50% | 57% |
| Student self and peer assessment | 71% | 69% | 74% | 65% | 67% |
| Scaled rubrics with criteria | 66% | 63% | 70% | 59% | 60% |
| Written assessments | 44% | 42% | 49% | 36% | 36% |
| Student arts journals | 33% | 33% | 43% | 32% | 33% |
Arts-Based Professional Learning
Tables 24-27 present data on teacher participation in arts professional development as well as the providers for the professional development, as reported on the 2021-22 Annual Arts Education Survey.
Tables 24 and 25 display the percent of schools that reported having school-based arts teachers and/or non-arts teachers who participated in arts-based professional development. Data are shown by school level, from the 2017-18 through the 2021-22 school years. Table 26 presents the average annual hours of arts-based professional development attended by school-based arts teachers and/or non-arts teachers by school level. Table 27 presents these same data by arts discipline in the 2021-22 school year.
Table 24. Percent of Schools Reporting That School-Based Arts Teachers Attended Arts-Based Professional Development, by School Level (2017-18 through 2021-22) (N=1,358)
| School Level | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|--------------|---------|---------|---------|---------|---------|
| Elementary | 88% | 85% | 86% | 72% | 80% |
| Middle | 88% | 89% | 90% | 86% | 87% |
| High | 86% | 84% | 89% | 82% | 81% |
| Multi-Grade | 92% | 92% | 89% | 89% | 89% |
| All Schools | 88% | 87% | 88% | 78% | 83% |
Table 25. Percent of Schools Reporting That Non-Arts Teachers Attended Arts-Based Professional Development, by School Level (2017-18 through 2021-22) (N=1,358)
| School Level | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|--------------|---------|---------|---------|---------|---------|
| Elementary | 45% | 44% | 45% | 30% | 34% |
| Middle | 32% | 37% | 35% | 27% | 24% |
| High | 33% | 34% | 36% | 29% | 26% |
| Multi-Grade | 42% | 34% | 37% | 32% | 27% |
| All Schools | 40% | 39% | 40% | 30% | 30% |
Table 26. Average Annual Hours of Arts-Based Professional Development, by School Level and Teacher Type (2020-21) (N=1,358)
| School Level | School-Based Arts Teacher | Non-Arts Teacher |
|--------------|---------------------------|------------------|
| | Mean Hours | Mean Hours |
| Elementary | 24-30 | 13-18 |
| Middle | 24-30 | 13-18 |
| High | 19-23 | 7-12 |
| Multi-Grade | 24-30 | 13-18 |
| All Schools | 24-30 | 13-18 |
Table 27. Average Annual Hours of Arts-Based Professional Development Across All Arts Disciplines, by Arts Discipline and Teacher Type (2020-21) (N=1,358)
| Arts Discipline | School-Based Arts Teacher | Non-Arts Teacher |
|-----------------|---------------------------|------------------|
| | Mean Hours | Mean Hours |
| Dance | 13-18 | 1-6 |
| Music | 13-18 | 7-12 |
| Theater | 13-18 | 7-12 |
| Visual Arts | 13-18 | 7-12 |
School-based arts teachers and non-arts teachers can receive arts-based professional development from a variety of providers, such as staff from the central NYCDOE, universities, or cultural arts organizations. Figure 35 displays the percent of all responding schools that reported having arts teachers or non-arts teachers attend arts-based professional development. Data are presented by provider for the 2021-22 school year. Table 28 shows the percent of schools that reported they had school-based arts teachers who attended arts professional development. These data are shown by provider and school level for the 2020-21 and 2021-22 school years.\(^8\)
**Figure 35.** Percent of Schools in Which School-Based Arts Teachers or Non-Arts Teachers Attended Arts-Based Professional Development, by Provider Type (2021-22) (N=1,358)
| Provider Type | School-Based Arts Teachers | Non-Arts Teachers |
|---------------------|----------------------------|-------------------|
| Central DOE | 67% | 9% |
| District | 20% | 4% |
| University | 7% | 1% |
| Cultural Organization| 42% | 20% |
| In-House | 21% | 8% |
| Other | 9% | 2% |
**Table 28.** Percent of Schools in Which School-Based Arts Teachers Attended Arts Professional Development, by Provider and School Level (2020-21 and 2021-22) (N=1,358)
| Professional Learning Network | Elementary 2020-21 | Elementary 2021-22 | Middle 2020-21 | Middle 2021-22 | High 2020-21 | High 2021-22 | Multi-Grade 2020-21 | Multi-Grade 2021-22 | All Schools 2020-21 | All Schools 2021-22 |
|------------------------------|--------------------|--------------------|----------------|----------------|--------------|--------------|---------------------|---------------------|---------------------|---------------------|
| Central DOE | 60% | 68% | 67% | 71% | 63% | 61% | 75% | 73% | 64% | 67% |
| District | 17% | 20% | 22% | 21% | 21% | 18% | 21% | 19% | 20% | 20% |
| University | 5% | 7% | 5% | 11% | 11% | 7% | 11% | 6% | 7% | 7% |
| Cultural Arts Organizations | 35% | 40% | 47% | 44% | 43% | 43% | 45% | 43% | 40% | 42% |
| In-House | 14% | 15% | 23% | 27% | 27% | 27% | 23% | 22% | 19% | 21% |
| Other | 8% | 8% | 8% | 9% | 8% | 10% | 13% | 8% | 8% | 9% |
\(^8\) In 2021-22, schools that responded “Other” listed specific central NYCDOE, district, and/or cultural arts organization professional development.
Certified School-Based Arts Teachers
Tables 29 and 30 show the number of full-time certified arts teachers in NYCDOE schools. The data are shown by arts discipline (Table 29) and school level (Table 30) for the 2017-18 through 2021-22 school years. Data on the number of full-time certified school-based arts teachers on staff are provided each year through the NYCDOE Division of Human Resources for all schools (N=1,584 in the 2021-22 school year).
Table 29. Number of Full-Time Certified School-Based Arts Teachers, by Arts Discipline (2017-18 through 2021-22) (N=1,584)
| Arts Discipline | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-----------------|---------|---------|---------|---------|---------|
| Dance | 253 | 263 | 264 | 259 | 259 |
| Music | 1,048 | 1,057 | 1,039 | 994 | 1,011 |
| Theater | 202 | 200 | 221 | 218 | 209 |
| Visual Arts | 1,334 | 1,329 | 1,332 | 1,295 | 1,304 |
| Total | 2,837 | 2,849 | 2,856 | 2,766 | 2,783 |
Table 30. Number of Full-Time Certified School-Based Arts Teachers, by School Level (2017-18 through 2021-22) (N=1,584)
| School Level | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|--------------|---------|---------|---------|---------|---------|
| Elementary | 754 | 737 | 752 | 711 | 725 |
| Middle | 533 | 544 | 571 | 553 | 571 |
| High | 870 | 863 | 867 | 855 | 870 |
| Other\(^9\) | 680 | 705 | 666 | 647 | 511 |
| Total | 2,837 | 2,849 | 2,856 | 2,766 | 2,783 |
The figures below display the percent of schools with at least one full-time certified school-based arts teacher (Figure 36) and the percent of schools with at least one part-time certified school-based arts teacher (Figure 37). Figures 38 through 41 display the percent of schools with at least one full-time certified school-based arts teacher, by arts discipline, for the 2017-18 through 2021-22 school years.
Figure 36. Percent of Schools with At Least One Full-Time Certified School-Based Arts Teacher, by Arts Discipline (2017-18 through 2021-22) (N=1,584)\(^{10}\)
\(^9\) The “Other” category includes K-8 schools, K-12 schools, secondary schools, registered programs, excess/reassignment, and ungraded.
\(^{10}\) Data on the number of full-time certified school-based arts teachers were gathered through NYCDOE Division of Human Resources for all NYCDOE schools (N=1,584).
Figure 37. Percent of Schools with At Least One Part-Time Certified School-Based Arts Teacher, by Arts Discipline (2017-18 through 2021-22) (N=1,358)\(^{11}\)
| Year | Dance | Music | Theater | Visual Arts |
|------------|-------|-------|---------|-------------|
| 2017-18 | 6 | 15 | 6 | 19 |
| 2018-19 | 6 | 15 | 6 | 17 |
| 2019-20 | 5 | 15 | 4 | 17 |
| 2020-21 | 5 | 16 | 6 | 19 |
| 2021-22 | 8 | 16 | 7 | 21 |
Figure 38. Percent of Schools with At Least One Full-Time Certified School-Based Dance Teacher (2017-18 through 2021-22) (N=1,584)
| Year | Elementary | Middle | High | Multi-Grade | District 75 |
|------------|------------|--------|------|-------------|-------------|
| 2017-18 | 11 | 21 | 12 | 16 | 12 |
| 2018-19 | 10 | 25 | 12 | 15 | 15 |
| 2019-20 | 10 | 27 | 14 | 16 | 13 |
| 2020-21 | 9 | 24 | 12 | 18 | 15 |
| 2021-22 | 10 | 25 | 12 | 21 | 13 |
\(^{11}\) Data on the number of part-time certified school-based arts teachers on staff were reported by schools through their Annual Arts Education Survey (N=1,358).
Figure 39. Percent of Schools with At Least One Full-Time Certified School-Based Music Teacher (2017–18 through 2021–22) (N=1,584)
| | Elementary | Middle | High | Multi-Grade | District 75 |
|----------------|------------|----------|---------|-------------|-------------|
| **2017–18** | 45 | 51 | 36 | 57 | 28 |
| **2018–19** | 46 | 49 | 36 | 59 | 36 |
| **2019–20** | 45 | 55 | 38 | 57 | 36 |
| **2020–21** | 44 | 52 | 33 | 55 | 34 |
| **2021–22** | 44 | 55 | 34 | 59 | 43 |
Figure 40. Percent of Schools with At Least One Full-Time Certified School-Based Theater Teacher (2017–18 through 2021–22) (N=1,584)
| | Elementary | Middle | High | Multi-Grade | District 75 |
|----------------|------------|----------|---------|-------------|-------------|
| **2017–18** | 5 | 10 | 16 | 13 | 5 |
| **2018–19** | 4 | 12 | 14 | 14 | 8 |
| **2019–20** | 5 | 18 | 16 | 13 | 7 |
| **2020–21** | 4 | 17 | 14 | 14 | 7 |
| **2021–22** | 4 | 18 | 15 | 16 | 8 |
Cultural Arts Organizations
New York City’s cultural arts organizations are a tremendous asset to the public schools, providing students and teachers with access to quality arts instruction and world-class performances and exhibitions. Professional artists and performers work directly with schools to engage students in exciting and rigorous arts experiences, and to assist schools in reaching all the goals and benchmarks of the *Blueprints for Teaching and Learning in the Arts*. The dynamic of live performance in theaters, dance performance spaces, and concert halls, as well as firsthand interpretation of objects and collections in museums and galleries, enable an innovative exploration of ideas, understandings, and knowledge. These experiences directly support the goals for students who are college- and career-ready in speaking, writing, listening, and language.
On the 2021-22 *Annual Arts Education Survey*, school administrators were asked to report on all cultural arts organization partnerships. Data on the percent of all responding schools (N=1,358) that reported working with at least one cultural arts organization are shown for school years 2017-18 through 2021-22 in Table 8 of the Executive Summary. Table 31, below, presents these data by borough. The number of cultural arts organizations partnered with responding schools from 2017-18 through 2021-22 is displayed in Table 9 of the Executive Summary. Figure 42, below, presents data on the percent of responding schools that reported working with at least one cultural arts organization for the 2017-18 through 2021-22 school years. Data for this figure are shown by school level.
Table 31. Percent of Schools Partnered with At Least One Cultural Arts Education Organization, by Borough (2017-18 through 2021-22) (N=1,358)
| Borough | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|------------------|---------|---------|---------|---------|---------|
| Bronx (N=290) | 73% | 83% | 80% | 66% | 76% |
| Brooklyn (N=413) | 78% | 83% | 81% | 75% | 82% |
| Manhattan (N=259)| 78% | 85% | 87% | 76% | 83% |
| Queens (N=323) | 83% | 82% | 81% | 67% | 79% |
| Staten Island (N=73) | 87% | 95% | 84% | 68% | 84% |
Figure 42. Percent of Schools Partnered with At Least One Cultural Arts Education Organization, by School Level (2017-18 through 2021-22) (N=1,358)
| School Level | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|------------------|---------|---------|---------|---------|---------|
| Elementary | 73 | 93 | 89 | 78 | 89 |
| Middle | 78 | 79 | 79 | 70 | 73 |
| High | 78 | 71 | 75 | 57 | 71 |
| Multi-Grade | 83 | 83 | 80 | 68 | 80 |
| District 75 | 87 | 88 | 76 | 71 | 74 |
Tables 32 and 33 show the type of cultural arts organization services provided and respondents’ perceptions of the quality of service of their partner cultural arts organizations. Data for these tables are shown for the 2017-18 through 2021-22 school years, and are based on responses from the responding schools that reported working with at least one cultural arts organization on the Annual Arts in Education Survey (80%, or N=1,091, in 2021-22).
**Table 32.** Percent of Schools Reporting the Type of Services Provided by Cultural Arts Organizations (2017-18 through 2021-22) (N=1,091)
| Type of Services | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|------------------------------------------------------|---------|---------|---------|---------|---------|
| Arts-Related Field Trips | 35% | 34% | 32% | 20% | 12% |
| In-School Student Workshops | 14% | 14% | 17% | 18% | 18% |
| Residency (direct instruction to students) | 47% | 48% | 45% | 54% | 66% |
| Teacher Professional Development | 5% | 4% | 6% | 9% | 4% |
**Table 33.** Percent of Schools Reporting the Quality of Services Provided by Cultural Arts Organization (2017-18 through 2021-22) (N=1,091)
| Quality of Services | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|---------------------|---------|---------|---------|---------|---------|
| 1 (Poor) | 0.1% | 0.2% | 0.1% | 0.1% | 0.2% |
| 2 | 0.4% | 0.4% | 0.3% | 0.2% | 0.6% |
| 3 | 2% | 3% | 2% | 2% | 3% |
| 4 | 12% | 12% | 10% | 9% | 11% |
| 5 (Excellent) | 85% | 84% | 88% | 89% | 86% |
School administrators also reported whether they would continue to partner with their cultural arts organization(s). If they responded that they would not continue services, they were asked to provide a reason for discontinuing services. Table 34 shows schools’ responses to whether they planned to continue, discontinue, or had not yet determined to continue services with at least one cultural arts organization.
Table 34. Schools’ Expectations Regarding Continuation of Services with Cultural Arts Organizations (2017-18 through 2021-22) (N=1,091)
| Responses | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|--------------------------------------------------------------------------|---------|---------|---------|---------|---------|
| School Will Continue Service with At Least One Cultural Arts Organization | 88% | 86% | 77% | 85% | 83% |
| School Will Discontinue Service with At Least One Cultural Arts Organization | 4% | 5% | 5% | 2% | 4% |
| School Is Uncertain about Continuation of Services with At Least One Cultural Arts Organization | 24% | 26% | 36% | 22% | 28% |
Table 35 provides the reasons reported for schools’ plans to discontinue services with at least one cultural arts organization. Of the 45 schools that planned to discontinue services after the 2021-22 school year, 40 percent reported other reasons than those listed, primarily due to expiring grant funding.
Table 35. Reasons for Schools Reporting Discontinuation of Service from Cultural Arts Organizations (2017-18 through 2021-22) (N=45)
| Responses | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|--------------------------------------------------------------------------|---------|---------|---------|---------|---------|
| High Cost of Services | 14% | 30% | 1% | 4% | 11% |
| Limited Capacity of Provider | 16% | 3% | 4% | 0% | 4% |
| Reduced School Budget | 14% | 30% | 56% | 4% | 17% |
| Unsatisfactory Quality of Services | 16% | 21% | 7% | 4% | 28% |
| Other Responses | 41% | 17% | 31% | 89% | 40% |
Participation in Performances, Exhibitions, or Productions Outside the School Site
Figure 43 displays the percent of responding schools that reported having students who participated in arts performances, exhibitions, and/or productions outside the school site, by school level during the 2021-22 school year. Figure 44 displays these data for all schools during the 2017-18 through 2021-22 school years.
**Figure 43.** Percent of Schools with Students Participating in Dance, Music, Theater Performances; Visual Arts Exhibitions; and/or Moving Image/Film Productions *Outside the School Site*, by School Level (2021-22) (N=1,358)
| School Level | Dance Performances | Music Concerts | Theater Performances | Visual Arts Exhibitions | Film Productions |
|--------------|--------------------|----------------|----------------------|-------------------------|-----------------|
| Elementary | 16 | 16 | 18 | 39 | 8 |
| Middle | 18 | 18 | 32 | 42 | 16 |
| High | 17 | 17 | 55 | 46 | 21 |
| Multi-Grade | 14 | 13 | 31 | 42 | 14 |
| All Schools | 16 | 16 | 30 | 42 | 13 |
**Figure 44.** Percent of Schools with Students Participating in Dance, Music, Theater Performances; Visual Arts Exhibitions; and/or Moving Image/Film Productions *Outside the School Site* (2017-18 through 2021-22) (N=1,358)
| Year | Dance Performances | Music Concerts | Theater Performances | Visual Arts Exhibitions | Film Productions |
|-------------|--------------------|----------------|----------------------|-------------------------|-----------------|
| 2017-18 | 46 | 47 | 69 | 67 | 43 |
| 2018-19 | 45 | 46 | 67 | 66 | 39 |
| 2019-20 | 40 | 38 | 58 | 58 | 33 |
| 2020-21 | 21 | 21 | 23 | 37 | 13 |
| 2021-22 | 16 | 16 | 30 | 42 | 13 |
Arts Budgeting by Schools
Schools’ arts budgets include staff salaries, equipment/supplies, and services, such as cultural arts organization partnerships. The data in Figures 45 through 47 were gathered through the NYCDOE Division of Budget Operations and Review and the Division of Contracts and Purchasing Management databases. The total NYCDOE budget for arts education from the 2017-18 through 2021-22 fiscal years is shown in Figure 12 of the Executive Summary. Figures 45 through 47 display the arts education budgets for elementary, middle, and high schools, respectively, in the 2021-22 fiscal year.
Figure 45. Distribution of Funds Budgeted for Arts Education in Elementary Schools in the 2021-22 School Year (Total Elementary School Budget = $204,878,463)
- Personnel ($170,759,068)
- Services/Other ($20,649,271)
- Supplies/Equipment ($13,470,124)
Figure 46. Distribution of Funds Budgeted for Arts Education in Middle Schools in the 2021-22 School Year (Total Middle School Budget = $143,381,052)
- Personnel ($120,235,134)
- Services/Other ($12,643,000)
- Supplies/Equipment ($10,502,918)
Figure 47. Distribution of Funds Budgeted for Arts Education in High Schools in the 2021-22 School Year (Total High School Budget = $11,766,828)
- Personnel ($5,789,041)
- Services/Other ($5,083,120)
- Supplies/Equipment ($894,667)
External Funding for Arts Education
On the 2021-22 Annual Arts Education Survey (N=1,358), school administrators were asked to report on the use of external funding for arts education. Table 36 shows the percent of schools that reported using external funding for arts education in the 2020-21 and 2021-22 school years. Data are according to the funding sources and the school levels.
Table 36. Percent of Schools Reporting Use of External Funding for Arts Education, by Sources and School Level (2020-21 and 2021-22) (N=1,358)
| Funding Sources | Elementary 2020-21 | Elementary 2021-22 | Middle 2020-21 | Middle 2021-22 | High 2020-21 | High 2021-22 | Multi-Grade 2020-21 | Multi-Grade 2021-22 | All Schools 2020-21 | All Schools 2021-22 |
|------------------------------------------------------|---------------------|--------------------|----------------|----------------|--------------|--------------|---------------------|---------------------|---------------------|---------------------|
| Private Foundation | 8% | 7% | 9% | 12% | 10% | 10% | 11% | 14% | 9% | 10% |
| Local Business or Corporation | 4% | 4% | 3% | 5% | 4% | 5% | 7% | 5% | 5% | 4% |
| PTA/PA | 22% | 27% | 12% | 15% | 12% | 11% | 19% | 23% | 18% | 20% |
| State, County, Local Arts Organization or Agencies | 16% | 23% | 14% | 14% | 8% | 16% | 10% | 16% | 13% | 19% |
| Federal, State, or City Grants | 38% | 57% | 42% | 50% | 34% | 46% | 42% | 50% | 39% | 52% |
| Cultural Arts Organizations | 33% | 36% | 27% | 36% | 15% | 22% | 32% | 29% | 28% | 32% |
Arts Space
Classrooms or other school facilities designed and used solely for arts instruction are essential for teaching each arts discipline. On the 2021-22 Annual Arts Education Survey (N=1,358), school administrators reported the number of classrooms or other school facilities designed and used solely for arts instruction. Administrators were also asked to report on the number of classrooms or other school facilities that are multipurposed for the arts. Table 37 provides data on the percent of responding schools with at least one classroom or other school facility designed and used solely for arts instruction. The data are shown for the 2021-22 school year according to classroom type, school level or type, and arts discipline. Table 38 displays the percent of all responding schools with at least one classroom or other school facility that was used for arts and other purposes in the 2021-22 school year. Data are shown by school level or type and arts discipline.
Table 37. Percent of Schools with At Least One Classroom or Other School Facility Designed and Used Solely for the Arts (2021-22) (N=1,358)
| Classrooms or Other School Facilities Used for Arts Instruction | Elementary | Middle | High | Multi-Grade | District 75 | All Schools |
|---------------------------------------------------------------|------------|--------|------|-------------|-------------|-------------|
| Dance | 29% | 46% | 30% | 36% | 29% | 33% |
| Music | 59% | 64% | 41% | 65% | 45% | 56% |
| Theater | 31% | 36% | 26% | 35% | 31% | 31% |
| Visual Arts | 64% | 76% | 69% | 76% | 67% | 69% |
| Media | 36% | 39% | 38% | 35% | 34% | 37% |
Table 38. Percent of Schools with At Least One Classroom or Other School Facility Multi-Purposed for the Arts (2021-22) (N=1,358)
| Classrooms or Other School Facilities Used for Arts Instruction | Elementary | Middle | High | Multi-Grade | District 75 | All Schools |
|---------------------------------------------------------------|------------|--------|------|-------------|-------------|-------------|
| Dance | 54% | 27% | 29% | 39% | 31% | 41% |
| Music | 59% | 35% | 34% | 51% | 47% | 48% |
| Theater | 52% | 37% | 41% | 44% | 45% | 46% |
| Visual Arts | 54% | 36% | 40% | 49% | 41% | 47% |
| Media | 39% | 29% | 44% | 32% | 28% | 37% |
Number of Arts Rooms
The NYCDOE School Construction Authority collects data on the number of arts rooms in school buildings. Table 39 shows the number of school buildings that have arts rooms, the number of arts rooms in these buildings, and the average number of arts rooms per building. Data are shown from 2017-18 through 2021-22.
Table 39. Number of Arts Rooms, as Reported by the NYCDOE School Construction Authority (2017-18 through 2021-22)
| Number of School Buildings with Arts Rooms | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|-------------------------------------------|---------|---------|---------|---------|---------|
| Number of Arts Rooms | 3,880 | 3,925 | 3,958 | 3,964 | 3,878 |
| Average Number of Arts Rooms per Building | 3.3 | 3.3 | 3.4 | 3.4 | 3.3 |
Parent Involvement
Table 40 shows the percent of all responding schools that reported various types of parental involvement in arts programs at their schools. These data were gathered through the Annual Arts Education Survey and are shown for the 2017-18 through 2021-22 school years.
Table 40. Percent of Schools That Reported Parent Involvement in Arts Programs (2017-18 through 2021-22) (N=1,358)
| Parent Involvement | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 |
|---------------------------------------------------------|---------|---------|---------|---------|---------|
| Attending School Arts Events | 92% | 92% | 89% | 53% | 72% |
| Volunteering in Arts Programs or Classrooms | 44% | 43% | 44% | 14% | 20% |
| Donating Arts Materials or Supplies | 42% | 41% | 43% | 23% | 23% |
REPORT 2021–2022
The Arts in Education
The arts are an integral part of our curriculum and provide students with opportunities to express themselves, develop creativity, and foster critical thinking skills. Our programs include visual arts, music, drama, and dance, all designed to enhance learning across all subject areas.
Visual Arts
Students explore various mediums such as painting, sculpture, and digital art, learning about different styles and techniques. They also engage in art history studies, gaining insights into the evolution of artistic expression.
Music
Our music program offers a range of instruments and vocal training, allowing students to develop their musical skills and appreciation for diverse genres. Students participate in concerts and performances, showcasing their talents to the community.
Drama
Through theater productions, students learn about storytelling, character development, and stagecraft. They also participate in improvisation exercises, enhancing their communication and teamwork abilities.
Dance
Our dance program introduces students to various styles, including ballet, hip-hop, and contemporary. Students learn choreography, perform in recitals, and develop physical fitness and discipline.
Collaborative Projects
We encourage collaboration between different arts disciplines, fostering interdisciplinary learning experiences. Students work together on projects that integrate multiple art forms, promoting creativity and innovation.
Community Engagement
Our arts programs extend beyond the classroom, engaging with local communities through performances, workshops, and exhibitions. This interaction helps students understand the impact of the arts in society and develop a sense of civic responsibility.
Inclusive Environment
We strive to create an inclusive environment where all students feel valued and supported. We celebrate diversity through multicultural events and performances, ensuring that every student has the opportunity to shine.
Future Directions
As we continue to evolve, we aim to incorporate emerging technologies and innovative teaching methods to enhance the arts education experience. We also plan to expand our partnerships with local artists and organizations, enriching our curriculum and providing students with access to professional mentors.
Conclusion
The arts play a vital role in our educational journey, offering students a unique way to explore their creativity and connect with the world around them. By integrating the arts into our curriculum, we empower students to become well-rounded individuals who can think critically, express themselves effectively, and contribute positively to society.
OASP Support for Arts Education 2021–22
Chancellor’s Four Pillars for Improving and Building Trust with Our Families
The Division of Teaching and Learning and the Office of Arts and Special Projects have aligned our efforts with the Chancellor’s four pillars: reimagining the student experience; scaling, sustaining, and restoring what works; prioritizing wellness and its link to student success; and engaging families to be our true partners.
Student Programs
The All-City High School Music Program and Boroughwide Salute to Music Program (grades 4–8) provided weekly in-person Saturday music instruction throughout the school year and produced in-person spring concerts for hundreds of students and their families across the five boroughs. Under the leadership of NYCDOE music teachers, students participated in a variety of vocal and instrumental ensembles: the All-City Chorus; All-City Concert Band; All-City Jazz Ensemble; All-City Latin Ensemble; All-City Marching Band; All-City Modern Music Project; All-City Orchestra; Salute to Music Bands; Salute to Music Orchestras; Salute to Music Choruses; and Salute to Music Citywide Jazz Ensemble.
Highlights included:
• As school music programs emerged from the pandemic, a brand-new All-City offering was launched: the All-City Modern Music Project. This project engages students in writing, recording, and performing original music, and cover songs in contemporary genres like pop, hip-hop, R&B, rock, and alternative, while highlighting New York City’s central role in giving birth to many of these genres.
• The All-City Modern Music Project welcomes students who identify as singers, songwriters, rappers, DJs, beat-makers, composers, instrumental soloists, drummers, bassists, guitarists, keyboardists, and percussionists.
• The All-City High School Jazz Ensemble performed at Dizzy’s Club at Jazz at Lincoln Center, playing side by side with professional musicians from Jazz at Lincoln Center and sharing a set with the JALC Youth Orchestra.
• The All-City High School Latin Ensemble performed at Birdland, sharing a set with the Afro Latin Jazz Alliance’s Fat Afro Latin Jazz Cats youth ensemble.
• The Salute to Music Choruses, joined by members of the All-City High School Chorus, performed on stage at Carnegie Hall with opera superstar Joyce DiDonato as part of DiDonato’s Eden, a new musical initiative focused on the current climate crisis and exploring our connection with the natural world. Joyce toured the project in 45 venues globally throughout spring 2022, and the Salute to Music and All-City Choruses were mentioned in the New York Times’ review of Eden’s New York City engagement. Choristers also participated in a series of workshops sponsored by Carnegie Hall in preparation for the performance.
The All-City High School Music Program and the Salute to Music Program partnered with several guest artists and cultural institutions through which students received coaching by artists affiliated with the Afro Latin Jazz Alliance, Chantel Wright/Songs of Solomon, Jazz at Lincoln Center, the New York Philharmonic, and the New York Pops.
During 2021–22, the All-City High School Music Program partnered for the first time with Montclair State University’s Cali School of Music. Through this partnership, Cali School of Music professors and conductors provided workshops and clinics, and offered audition assistance at no charge for students enrolled in the All-City High School Concert Band, Jazz Ensemble, Latin Ensemble, Marching Band, and/or Orchestra.
The Performing Arts Camp at French Woods offered full scholarships to six students participating in the All-City High School Music Program. Students attended camp in person during summer 2022.
Select graduating seniors in the All-City High School Music Program were awarded scholarships for outstanding accomplishments in music, including scholarships provided by the Peter J. Wilhousky Foundation and the Bernard Donovan Foundation.
**The All IN(clusive) All-City Teen Theatre Ensemble** for NYCDOE schools represents the true diversity of voices and creative contributions from our students. With support from **The Shubert Foundation**, and under the guidance of a team of theater artist-educators, Director of Theater Peter Avery produced the fourth annual All IN Theatre Ensemble, where 20 neuro-diverse NYCDOE high school students from different backgrounds, races, ethnicities, gender identities, abilities, and points of view composed original music, wrote scenes, and produced an original virtual performance. Breaking ground with a blended model of in-person or virtual rehearsal to accommodate those who were unable to travel or be in person due to health complications, the All IN Ensemble collaborated and produced a full virtual musical exploring themes generated by the students. With generous support from The Shubert Foundation, the All IN Ensemble Program has proven to be an invaluable and life-changing experience, not only for our students but also for their families. At a time when true equity, diversity, and inclusivity are most important in the theatrical world, and of course in life, this fantastic ensemble company of students embodies these core values in their work and how they work together.
**The Art History Research Fellowship Project** fostered research for high school students. In partnership with Studio Institute and the Museum of Modern Art (MoMA), virtual cross-school meetings were held for teachers during the school year. In March, nearly 40 high school students visited the Frick Madison for gallery discussions and a tour of the research library. Representing five high schools, the project gave students the opportunity to share the gallery’s research in progress within their schools. On Tuesday, May 24, the scholars, along with their teachers, were honored during a celebration hosted by MoMA, at which seven students received monetary award for exemplary work, and all 38 students received an art history-related book. The top award was given in honor of Agnes Gund, President Emerita of MoMA and founder of Studio in a School, and one of the larger awards was presented in memory of Paul L. King, past Executive Director of the Office of Arts and Special Projects. Excerpts of all 38 students’ research papers are posted on the Comprehensive Visual Arts website and on Studio Institute’s website.
The annual **Ezra Jack Keats Bookmaking Competition** was done in collaboration with the **Ezra Jack Keats Foundation** and **Brooklyn Public Library**. Pre-pandemic in-person judging was reinstituted in February. Nineteen students received either a citywide or boroughwide monetary award administered through The Fund for Public Schools. A catalogue was created...
highlighting the work of the 19 students and noting the 40 honorable mentions. All 59 students received gift book collections donated by Penguin Random House.
The fourth annual New York City Public School Film Festival, produced by the Mayor’s Office of Media and Entertainment, the OASP, and Magic Box Productions, premiered in person on May 21. Students submitted a record-breaking 152 films for adjudication. The Festival screened 38 student films from 26 different schools and programs as part of “Movies Under the Stars” at St. Nicholas Park in Harlem in collaboration with the NYC Department of Parks and Recreation. The films represent the talent and diversity of our students citywide and were chosen by a panel of NYC public school teachers, Adobe professionals, and media professionals in a variety of categories: Short Feature, Animation, Documentary, Experimental, and Public Service Announcement. In addition, students attended an industry leaders panel of New York City media professionals and information sessions about CUNY film and media programs in partnership with the Mayor’s Office of Media and Entertainment. All of the Festival’s films are available at nyc.gov/NYCPSFilmFestival.
The DOE/Broadway League Theater Management Teen Diversity Intensive (Shadowing Program) partnership, hosted by the Broadway League’s Audience Engagement Department, welcomed 26 BIPOC junior and senior theater students from across the city during the mid-winter recess in February 2022. Usually held in person with students visiting nearly every Broadway production office, the program pivoted once again with three days/12 hours of significant live virtual learning about behind-the-scenes theater careers. This school year, we partnered with Moulin Rouge! The Musical, focusing on how industry professionals collaborate daily to produce a singular Broadway show. Broadway League board member Tammie Ward from The Shubert Organization also presented. The students then saw Moulin Rouge!, learning about the functions and responsibilities of house management, theatrical design, and other non-performing positions. Student feedback indicated high interest in learning more about and pursuing careers in producing, company management, stage management, house management, and design.
Broadway Bridges enhances theater education and literacy in our schools by providing dynamic, significant, and affordable access for NYC schools to bring tenth-graders to Broadway. In reaching out to an entire grade, the program strives to ensure that every student has the chance to experience live, professional theater through an annual trip to Broadway with their peers. Over 15,000 tenth-grade students and over 220 schools from all five boroughs experienced iconic Broadway shows such as: American Utopia; Aladdin; Beetlejuice; Come From Away; Company; Dear Evan Hansen; Hadestown; Harry Potter and the Cursed Child; The Lion King; Moulin Rouge! The Musical; The Music Man; Paradise Square; The Phantom of the Opera; Six; The Skin of Our Teeth; Tina; and Wicked. An additional five productions provided free filmed digital filmed performances for those schools unable to make it to Broadway. All participating schools receive educational materials and study guides for the teachers to integrate into class curriculum and discussion. Schools reported that 38 percent of the students shared it was their first time seeing a Broadway show.
Comprehensive Arts Examinations in dance, music, theater, and the visual arts were designed, implemented, and administered for high school seniors who have completed a major arts sequence. The 1,966 students who successfully passed all appropriate coursework received either the Regents Endorsed Diploma with Advanced Designation in the Arts, or a Certificate of Arts Achievement. In lieu of a live commencement celebration, those students who received Chancellor’s Arts Endorsed Diplomas were recognized for their academic performance on a website (https://tinyurl.com/caed2021) designed specifically to acknowledge their proficiency in the arts.
The Dedalus Foundation awarded scholarships to seven graduating high school seniors who participated in an art portfolio competition. Exemplary artwork by these scholarship recipients was exhibited on the Dedalus Foundation website. Five high school seniors received Mark Rothko awards, and their portfolios were exhibited on the Dedalus Foundation website as well.
The DiverCity Lens Project supported the work of three middle schools and 12 high schools. Visual arts teachers from schools representing all five boroughs worked with a professional photographer and examined the rich diversity of our city through photographs and students’ written reflections. Teachers resumed meeting in person to share and critique student work. The teachers selected the work of over 60 student photographers for an exhibition that was on view at the Tweed Courthouse from May 2022 through October 2022. All student photographs and accompanying writing around the school year’s theme, “Emergence,” appeared in the annual catalog. Participating visual arts teachers each had one of their own photographs in the catalog.
The Citywide Honors High School Music Festival, produced in conjunction with the Music Educators Association of New York City, marked the large-scale return of in-person concerts as it resumed operation for the first time since spring 2019, attracting nearly 400 student participants from all five boroughs and an audience of close to 1,000 family members, friends, and NYC music educators, including officers of the New York State School Music Association.
The spring 2022 Festival also debuted its first-ever Modern Band, joining the Festival’s longstanding Chorus, Concert Band, Jazz Ensemble, and Orchestra. Each of the five ensembles was led by a recognized professional or university-level conductor, with celebrated conductors traveling from various locations across the United States.
PS Art 2022 provided teachers and students the opportunity to participate in a citywide juried competition, resulting in an exhibition at The Metropolitan Museum of Art. The PS Art exhibition had 122 works of art, representing 123 student artists, grades pre-K through 12, from all five boroughs, including District 75 schools. Student artwork was on exhibition at The Met from June through October 2022, and is on display at the Tweed Courthouse until spring 2023. The NYCDOE continues to partner with Studio in a School NYC in the PS Art initiative. The annual PS Art catalog was produced and sponsored by the OASP. Catalogs were presented to all student artists and their teachers at the in-person June 2022 ceremony at The Met. To encourage greater family viewing of the PS Art exhibition and attendance at The Met, teachers whose students’ work was displayed in the 2022 exhibition were invited to create individualized museum guides to share with families. Each guide includes images of three museum works of art related to students’ own artwork.
The School Art League and The One Club for Creativity, in collaboration with the Office of Arts and Special Projects, delivered three Saturday art-career workshops to 40 high school sophomores and juniors in the fall 2021 semester and the spring 2022 semester. High school students met designers and artists and built visual art portfolios.
The annual School Art League awards event returned in May to its traditional site, the Grace Rainey Rogers Auditorium of The Metropolitan Museum of Art. Ten awards, from $1,000 to $2,500, were presented to exemplary graduating seniors who will continue their art studies in colleges and universities. In addition, the School Art League, the School of Visual Arts (SVA), Parsons School of Design, and Pratt Institute presented scholarships to graduating seniors who will continue their art studies at SVA, Parsons, and Pratt.
In spring 2022, over 200 students and 11 teachers representing seven high schools and two middle school participated in the fourth year of the Judiciary and the Arts Program, done in collaboration with the Justice for All: Courts and Community Initiative and the Justice Resource Center. Funded by The Pierre and Tana Matisse Foundation, visual arts teachers met virtually with judges and staff from the Second Circuit Court of Appeals, mapping out plans to engage students with the judiciary as a civic institution. Tours of the courthouse and work with research librarians and lawyers were done virtually. In June, an exhibition and celebration of student artwork was held at the High School of Art and Design and attended by over 250 students, teachers, and family members. Student artwork is displayed on the Justice for All website.
The Joe and Clara Tsai Foundation continued to fund The Basquiat Project in its second year. Developed in partnership with the NBA’s Brooklyn Nets, the New York City Department of Education, and the Fund for Public Schools, the Office of Arts and Special Projects led a team of Brooklyn visual arts teachers in the creation and dissemination of the art unit that was taught to more than 1,400 middle and high school students across the city. Students studied various Basquiat works, learning how art can both serve as a vehicle for communication as well as to facilitate societal change, and Barclays Center hosted an art show featuring 150 pieces created by middle and high school students. In the 2022–23 school year, an additional Basquiat unit will be created so that upper elementary school students will have access to the project.
The DOE/Shubert High School Theatre Festival highlights the impact of a dedicated theater education in our schools, showcasing the diverse student theater produced in public high schools across the city. The Shubert Foundation’s generous funding and support enabled the eighth annual Shubert High School Theatre Festival to return to the Broadway stage. Our first live and in-person Festival in two years was produced at the Winter Garden Theater (home to *The Music Man*, starring Hugh Jackman and Sutton Foster) on Monday, May 23, 2022. Tony Award-winning Broadway actors Shuler Hensley (*The Music Man*) and LaChanze (*Trouble In Mind*) offered a spirited and inspiring kick-off as hosts for the Festival. Additional guest presenters included Broadway artists Denee Benton, K. Todd Freeman, Jessica Hecht, Antwayn Hopper, Mateo Lizcano, and Nathaniel Stampley. Inspiring remarks made by Schools Chancellor David Banks focused on the impact of a theater program on all aspects of school culture and student learning.
Despite ongoing challenges related to COVID-19, over 20 high schools submitted productions and our guest-artist judges watched them with the same focus and generosity as in any other year. This school year, over 100 students from five schools make their Broadway debuts in the Shubert High School Theater Festival with *Into The Woods; Indecent; Guys and Dolls; Dontrell, Who Kissed The Sea*; and *Rent*. Chancellor Banks attended and spoke at length about the
power of theater to support our public school students, both creatively and academically. As anticipated, the High School Theatre Festival remained a high-profile opportunity to highlight students’ theatrical experiences. These diverse skill sets are applicable to lifelong learning and are required to produce theater mastery at such a high level.
**The Shubert/MTI Broadway Junior Musical Theater Program** enables NYCDOE middle schools in need of arts education supports to create and produce their school’s first musical. This partnership program with **The Shubert Foundation** and Music Theatre International (MTI) fosters a collaborative environment between the participating students and their teachers, and allows the arts to flourish in these underserved communities. In 2021–22, participating schools included 39 funded schools (16 Year One, 11 Year Two, and 12 Year Three) and an additional 50 students graduated schools that still participate in provided professional learning sessions and have access to waived MTI rights/royalties. Overall, this private-public partnership reaches over 250 teachers and approximately 1,300 middle school students across all five boroughs and D75. Required through our grant, teachers attended a series of monthly workshops in the winter on how to produce musicals and shared resources and best practices. Teacher feedback was overwhelmingly positive, and the new skills taught helped them move forward with confidence. While most schools were back fully in-person this school year, some of our schools serving students with disabilities opted for a hybrid model better suited to the unique needs of this community. Online support was provided for them for their virtual productions. In spring 2022, the OASP held its third virtual Broadway Junior Student Celebration online for students, families, friends, and the theater community. This event served not only as a showcase for the committed, diverse casts featured in the videos, but also as a celebration of their dedication, collaboration, and hard work amid the challenges of the ongoing pandemic.
**The Summer Arts Institute (SAI)** held its intensive, four-week summer program for over 230 middle and high school students virtually on account of the pandemic. The fully funded program—for students in dance, drama, film, instrumental band, string orchestra, vocal music, and visual arts—nurtures and challenges students as they move into the next phase of growth as young artists. Celebrating its 20th year, SAI provides opportunities for students to hone their skills, stretch socially and artistically, connect to peer student artists and professional partners, and explore potential careers in their chosen passionate field. The 2022 Summer Arts Institute finale was once again live and was streamed for the first time at [https://www.youtube.com/watch?v=OsQpfNPaf6g](https://www.youtube.com/watch?v=OsQpfNPaf6g).
This substantial and inspiring program was made possible through generous support from **Con Edison**, **The Fund for Public Schools**, **The Harkness Foundation for Dance**, **The Joel Foundation**, the **Mayor’s Office of Media and Entertainment**, the **Producers of The Music Man**, and **Warner Bros. Discovery**.
**The Virtual Teen Arts Audition Prep Series** is a free significant resource supporting and guiding public middle school and high school student artists, their teachers, and families, as they navigate the audition/portfolio process in a chosen field (dance, the moving image, instrumental band, strings, theater, the visual arts, or vocal performance). Produced by our Director of Theater, this dynamic site of tutorial videos and coaching insights expansively supports our young artists to navigate the process and focus on what is in their control, with intention. First and foremost a valuable and equitable resource for many students who might not otherwise have access to audition support, this comprehensive site also provides arts educators with multiple entries to activate these resources for a truly blended and vibrant arts curriculum. Each arts discipline provides a series of videos expanding on core aspects of Audition/Portfolio, such as “Audition Preparation and Performance,” “Master Class Coaching,” and “Audition Next Steps & Careers in the Arts.”
The Asylum/DOE NYC High School Improv Games provides teacher training and guest artists to engage high school students in the creativity, positive collaborative problem solving, and the fun of improvisation. In our inaugural kickoff year partnership, over 100 teens from eight schools across the city learned the skills and teamwork needed to improvise in a theater game format. The program culminated with a festival at the professional Asylum NYC stage where over 100 students shared their artistry, comedy, and ensemble skills with peers and invited guests. Beyond the art form, students developed skills for life, such as listening, thinking on your feet, focus, working together, and honing a clear point of view. Above all, teens from diverse neighborhoods and backgrounds were able to meet new peers and support one another’s creativity and skills.
Parent and Family Support
Arts + Family Engagement Grants is a partnership initiative that expands arts opportunities for New York City public school students by boosting family participation and community engagement. The program showcases students’ arts experiences, illuminates connections between student art and other academic learning, and engages students along with parents and family members, demonstrating the power and importance of the arts in the school setting. Sixty-five schools participated, with 33 different arts partners providing family-based residencies and workshops in the arts. Arts + Family Engagement Grants provide an opportunity for students to engage in arts-rich experiences with their families and school community.
Borough Art Festivals are a series of year-end events celebrating the talents and creativity of students and their teachers through arts exhibitions and public performances. This school year, the festivals were back in person, and over 6,000 teachers, school administrators, parents, community members, and students were able to celebrate student artists. The performances and visual arts exhibitions included 2,191 student artists representing 467 schools. Students celebrated at renowned cultural institutions across New York City:
- Bronx Performing Arts Showcase (Friday, June 10, 2022 – Lehman College Performing Arts Center)
- Bronx Visual Arts Exhibition (Friday, June 10, 2022 – Lehman College Art Gallery)
- Brooklyn Performing Arts Showcase (Friday, May 27, 2022 – Brooklyn Borough Hall)
Brooklyn Visual Arts Exhibition (Tuesday, May 24, 2022 – Brooklyn Children’s Museum)
Manhattan Performing Arts Showcase (Monday, June 6, 2022 – The World Famous Apollo Theater)
Manhattan Visual Arts Exhibition (Wednesday, June 1, 2022 – Museum of Modern Art)
Queens Performing Arts Showcase (Friday, June 3, 2022 – Kupferberg Center for the Arts at Queens College)
Queens Visual Arts Exhibition (Tuesday, May 17, 2022 – Queens Museum)
Staten Island Performing Arts Showcase (Sunday, May 22, 2022 – Snug Harbor, South Meadow)
Staten Island Visual Arts Exhibition (Saturday, May 14, 2022 – Michael J. Petrides Complex)
A High School Fair served as a virtual forum for presentations and question-and-answer sessions on navigating the application and audition processes for screened arts high schools in each arts discipline.
High School Audition and Application Workshops were provided virtually in fall through spring 2021–22 for rising eighth-graders and their parents and guardians.
The District 75 Office of Arts Education provides opportunities for schools and families to increase student exposure to and engagement with the arts. Multiple times a year, the D75 Office of Arts Education partners with EPIC Players to host “District 75 Family Night at the Theater.” This program offers opportunities for families to attend performances and have talkbacks with the cast to inform career trajectories in theater. This office also partnered with the Office Transition Services and Post-Secondary Planning Initiatives to create a weekend series for students and parents entitled “STEM for Girls.” This program gives students an opportunity to engage in hands-on art and engineering experiences, while exposing students to females in career fields. During these sessions, families are given the option to attend specially designed workshops. The D75 Office of Arts Education also provides family workshops, in partnership with the D75 Office of Family Engagement, that occur both in person and virtually. Throughout the course of the school year, D75 Arts worked collaboratively with the Guggenheim for All Program, offering families the opportunity to visit the Solomon R. Guggenheim Museum in Manhattan on specific dates and times as a family day. Additionally, we extend invitations to families and design family events to accompany our student events.
Throughout the school year, the District 75 Office of Arts Education presented multiple student events, student workshops, and family events. These events include: the D75 Film Festival, D75 lobby gallery, All IN(clusive) All-City Teen Theater Ensemble partnership with the OASP, Art 75 visual art exhibition, Festival of the Arts, Imagining Abstraction Family Festival, Arts-inspired public art installations, “Under the Same Sky” visual art exhibition, career readiness programs, and family engagement opportunities.
During the 2021–22 school year, the District 75 Office of Arts Education worked to design family events that accompanied our student showcases, through both virtual platforms and in person.
• **Imagining Abstraction Showcase of Student Artists and Family Event**
D75 Arts and the Guggenheim for All Program closed East 88th Street (next to the Guggenheim Museum) to celebrate student artists! Prior to the event, students engaged in a multipart program exploring Kandinsky’s work and his inspirations. Students created artworks inspired by nature, music, and an inspiration of their choice. During the event, guests viewed 40 pieces of student artwork at an outdoor exhibition, and engaged in artmaking stations, sketching natural materials, and creating a mural. Guests also engaged in face painting and balloon sculptures activities at the outdoor festival. Additionally, guests were invited to explore Kandinsky’s work inside the museum. Over 450 people attended the event on June 11, 2022. The D75 community as well as the NYC community were mesmerized by the phenomenal artwork.
• **Under the Same Sky**
The Office of Arts Education, District 75 citywide programs, NYC Department of Education, Chinese General Chamber of Commerce USA (CGCC USA), and Positive Exposure united student artists from across the world to bring you “Under the Same Sky,” an art exhibition showcasing 60 student artists with disabilities from New York City and Beijing. Partnering with Positive Exposure and CGCC USA promoted global awareness and support of students with disabilities, showing the community their talents, creativity, and self-expression. It was our hope to empower the student artists, recognizing their identities as global citizens living *under the same sky*. We wanted to promote and elevate the lives of those around us, breaking down barriers to further support career trajectories in the arts. This exhibition was on display during July 2022 to celebrate disability pride. Families and the NYC community were invited to celebrate.
• **Art Inspired** is a public installation series where students learn from local artists during a student-attended professional learning session, after which they create artwork inspired by the artists’ themes and style. Student pieces are collected and joined together to create a large-scale mural that is publicly displayed across the city. Families and the NYC community were invited to view, be inspired, and create. Through this project we have been able to showcase over 1,200 pieces of student artwork across the city! There have been a total of four installations:
– “Light Up NYC with Love”: 238 luminaries
– “Fill NYC with Love”: Two installations: 550 pieces of 6’ x 40’ artwork at 751M and 79M
– “Illustrate Your World”: 450 pieces of 6’ x 65’ artwork at 751M
• **Art 75** is a juried exhibition where the artwork is created by students across District 75 (D75). We believe these students have incredible artistic talent and a powerful voice. This voice, through artistic expression, gives students another platform to express themselves, while
celebrating human diversity. This school year over 50 students were showcased in this exhibition. The jury consists of NYC artists, advocates, D75 graduates, and members of the disability community. The exhibition was on display in June 2022 at the Positive Exposure gallery. During the family and community opening event, students shared artist statements and participated in a Q&A session. The 373K student band performed at the event.
• **Festival of the Arts District 75’s Performing Arts Festival**
This event celebrates students’ music, theater, and dance performances. Twenty-four student groups from across the district came together to perform virtually. Families, friends, and classmates attended the virtual performance.
**Arts and Cultural Community Support**
The Office of Arts and Special Projects' activities include:
• Evaluating and scoring Pre-Qualifying Solicitation Proposals from the arts and cultural communities for direct student services, parent services, and professional learning in the arts.
• Presenting the 35th Annual Arts and Cultural Services Fair, held virtually for a third year, as Arts and Cultural Education Services Week, where 58 arts organizations and cultural institutions interfaced with over 150 school leaders, arts education liaisons, and teachers over four consecutive days. Arts and Cultural Education Services Week offered information regarding programs and resources for students and schools.
• Showcasing students’ musical achievements and the impact of effective partnerships in the All-City High School Music Program’s seven ensembles (Chorus, Concert Band, Jazz Ensemble, Latin Ensemble, Marching Band, Modern Music Project, and Orchestra). Artist-in-residence coaching and side-by-side performances with All-City students resumed to full capacity in the 2021–22 school year. Our most recent partner organizations include Afro Latin Jazz Alliance, Chantel Wright/Songs of Solomon, Jazz at Lincoln Center, the New York Philharmonic, and the New York Pops.
• During the 2021–22 school year, the All-City High School Music Program partnered for the first time with Montclair State University’s Cali School of Music. Through this partnership, Cali School of Music professors and conductors provided workshops and clinics, and offered audition assistance at no charge for students enrolled in the All-City High School Concert Band, Jazz Ensemble, Latin Ensemble, Marching Band, and/or Orchestra.
• Collaborating with Carnegie Hall’s Weill Music Institute to offer Ensemble Connect in-school residencies to 14 NYCDOE schools as well as related programming for Ensemble Connect Fellows and partner teachers. During spring 2022, Ensemble Connect Fellows also produced a library totaling 108 solo repertoire recordings for nine different instruments to support student choice, participation, and preparation for solo adjudications through the New York State School Music Association (NYSSMA).
• Partnering with BerkleeNYC and the Berklee College of Music to support NYCDOE music teachers in the areas of music production and contemporary music performance/modern band. During Summer 2022, Berklee City Music at Berklee College of Music awarded one full scholarship to a NYCDOE student to attend the Aspire Five-Week Summer Performance Program in Boston on the Berklee Campus.
• Supporting the Metropolitan Opera HD broadcasts at five NYCDOE school sites (one per borough), accompanied by teacher professional learning and student learning opportunities, to introduce high-quality opera performances to communities across the city’s five boroughs. There were five Met HD broadcasts during the 2021–22 school year. In addition, the Metropolitan Opera provided all NYCDOE music teachers with access to Metropolitan Opera on Demand (MOoD) accounts and presented a panel discussion focused on Terence Blanchard’s Fire Shut Up in My Bones. The discussion included in-person appearances by Will Liverman and Walter Russell III.
Partnering with two museums—The Metropolitan Museum of Art and the Museum of Modern Art—and working with their curators and museum educators, the annual professional learning series “Ticket for Two” was developed for visual arts and social studies teachers. This school year the series was held in person in March at MoMA and in May at The Met. Teachers considered the theme “Current Events and Social Justice Issues: Art as the Spark for Discussions and Artmaking.”
• Related to PS Art 2022, the OASP collaborated with Studio in a School NYC to offer professional learning events with The Met. The virtual fall workshop centered on looking at student artwork. Participants assessed student work looking through the lens of the strands and benchmarks of the Blueprint for Teaching and Learning in the Visual Arts. The April event was in person and honored the teachers whose students’ work was selected for PS Art 2022. Teachers created brochures for their students that connected student artwork to works in the collection to encourage families to visit PS Art and then visit the galleries of The Met.
• In what will become an annual series, in support of secondary visual arts teachers integrating careers in the arts into their instruction, the OASP collaborated with the Solomon R. Guggenheim Museum to offer art teachers “Career Pathways in the Arts,” a three-part series on the varied career opportunities in an art museum. An extension of this collaboration will be a joint presentation at NAEA’s national conference in spring of 2023.
• The five-part series for visual arts educators, “Community Building Through Art Discussions and Art Making,” was developed in collaboration with five New York City art institutions. The OASP collaborated in the fall and early winter with the Brooklyn Museum, Studio Museum in Harlem, and the Noguchi Museum to offer virtual workshops, and in the spring partnered in person with Poster House and the Whitney Museum of American Art.
• The virtual five-part “Sketchbook Series,” culminating in teacher research presentations, was done in collaboration with the Al Held Foundation, the Dedalus Foundation, Studio Museum in Harlem, and guest teaching artists.
• Interdepartmental collaborations included working with the Office of Periodic Assessment to create assessments in visual arts for grades 4 and 8 and high school; working with the Office of Student Enrollment on the High Directory Cover Challenge; partnering with Library Services on the annual Ezra Jack Keats Bookmaking Competition; working with the Executive Director of the Justice Resource Center on the Judiciary and the Arts initiative; and collaborating with PS 69K and Edward R. Murrow High School to offer teachers and administrators a program on creating a ceramics studio in their schools.
• The OASP and Urban Bush Women entered into a partnership serving six high school communities with residencies and an Urban Bush Women concert was live streamed to selected high schools.
**Teacher and School Leader Supports and Professional Learning in the Arts**
**The American Voices Project** provides middle and high school teacher teams with co-curricular instructional units of study and resources to stimulate student learning about the social and cultural history of 20th-century America through the lens of theater. By pairing social studies teachers with a theater or English teacher to team-teach the curriculum, American Voices enhanced student learning as well as differentiated instruction. The project’s units support teachers in exploring the cultural impact of these works, the parallels between theater and history, and how points of view inform how we communicate culturally and artistically. The new website allowed NYCDOE theater teachers remote and free access to all units, with an additional six units focusing on America in the 1960s through the end of the 1990s, including diverse voices such as Katori Hall’s *The Mountaintop*, Jose Rivera’s *The House of Ramon Iglesia*, and Moises Kaufman’s *The Laramie Project*. American Voices now has a total of 13 free, full units of study covering diverse topics and plays spanning the 1920s–1990s.
**Our Royal National Theatre/DOE Filmed Theatre Initiative**, led by our Director of Theater, provides over 250 theater and English teachers and 25,000 students free access to the National Theatre’s Filmed Theatrical Collection. To date, over 300 teachers from across 170 schools in all five boroughs, District 75, and District 79 participated in the program, reaching more than 26,000 students. The participants include teachers of theater, English, social studies, world languages, multilingual learners (MLLs), dance, and more. Now, with access to 50 high-quality and diverse productions, and additional learning resources and teaching pathways, the aim is to support the teaching of theater as well as to inspire classes to cultivate deep cultural and social literacy for participants and school communities. All elements of the project are free for the public schools involved, including access to high-quality ancillary curricular supports for these filmed theater productions. The work supports diverse, dynamic student engagement through relevant topics: Culturally Responsive Teaching and Diversity; Technical Theater; Cultural Context and Literacy; Physical Theater/Devising; Performance; Text to Stage to Film; and Working with Students with Special Needs/Disabilities. At the conclusion of year one, 50 teachers participated in a significant online professional learning session as peer teachers shared lessons they developed related to projects and aligning these to identified key framing lenses. Examples of teacher lessons include: (1) *Alice in Wonderland*, to explore the “rabbit hole” of social media and how to avoid being manipulated; (2) *Romeo and Juliet*, in contrast to the text and in comparison with the 2021 *West Side Story* film; (3) *Peter Pan*, in a District 75 school, to learn about plot and characters; (4) *Barber Shop*, culturally responsive monologue writing; and (5) *Othello*, to explore issues of race and perception evolving over time.
The Arts Education Liaison Professional Learning Series, 2021–22, focused on the role of socio-emotional learning in the arts by collaborating with arts therapists and wellness coaches, exploring partnerships, identifying resources, and seeking opportunities to increase equity, access, and excellence. Using data from the *Individual Arts in Schools Report*, the arts education liaisons identified gaps and associated resources for improving arts instruction at the school level. The workshop experiences were differentiated for newly assigned liaisons and veteran liaisons in addition to special audiences consisting of other constituents from the school communities.
**The Arnhold Dance Teacher Support Program**
The purpose of the Arnhold Dance Teacher Support Program is to provide direct support to teachers and elevate the teaching practice of NYCDOE dance educators across all grade levels while enhancing student achievement across New York City. Ultimately, this initiative serves to increase the number of New York City public school students with access to dedicated dance education, and to build high-quality, sustainable dance programs in schools throughout the city. The 2021–22 school year marked the 14th continuous year of the Arnhold Dance Teacher Support Program, which is made possible by the generous support of **Jody and John Arnhold | Arnhold Foundation**.
The Arnhold program includes two major initiatives:
- Support for new dance teachers (first-, second-, and third-year teachers), and
- Professional learning opportunities and resources for all dance teachers
**Support for New Dance Teachers**
A cohort of 43 first-year teachers, four second-year teachers, and 18 third-year teachers who opted into a third year of mentoring, for a total of 65 teachers assigned to all grade levels across the five boroughs, were provided support in 2021–22. A multifaceted approach to the program was expanded to address the new and challenging landscape of blended and remote learning. Highlights of the Arnhold Dance Teacher Program from the 2021–22 school year for our new dance teachers include the following:
- Mentorship was provided to all 65 educators by retired master teachers who provided in-depth personalized feedback and coaching.
Financial stipends of $2,500 for first- and second-year educators were provided to enhance their programming with residencies, partnerships with cultural organizations, and field trips to dance performances.
Six virtual intervisitations were offered to new dance educators: one high school dance major program, one high school class for students with disabilities, one middle school dance program, two elementary inclusion classes, and one elementary class for students with autism spectrum disorder.
Dance toolkits, valued at $1,000, were delivered to all first-year teachers.
Dance libraries, valued at $300, were delivered to all second-year teachers.
Dance Education Laboratory (DEL) virtual courses were provided to dance educators free of charge.
**Support for All Dance Educators**
Guidance was provided on using stipends and purchasing supplies with tax levy funds, and extensive curricula were available on the Dance Education website.
Highlights of the Arnhold Dance Teacher program from the 2021–22 school year include the following supports for ALL dance teachers:
• “Tracing Footsteps: Honoring Diverse Voices Through Dance History in NYC” professional learning was provided over two citywide sessions:
– November 2, 2021: “Tracing Footsteps: Salsa Stories” (210 participants), held virtually
– January 31, 2022: “Join the Cypher – A Hip-Hop Experience” (168 participants), held virtually
• The third citywide session, June 9, 2022: “Re-Focus, Re-Energize, and Re-Flect” was held in person at Gibney Dance Studios as a day of reflection and year in review (96 participants).
• “Tracing Footsteps” curriculum was posted on the dance website in four grade bands: K-2, 3-5, 6-8, and 9-12, with units for the special needs population in grade band 3-5 for “Salsa Stories” and 9-12 for “Join the Cypher.”
Films were created by Nel Shelby Productions from all three professional learning events to be used by dance educators as entry points to the curriculum.
Sixteen dance teacher workshops were provided by consultants focusing on social-emotional learning, technology tools, virtual choreography, and culturally relevant teaching.
Eight workshops were provided by our DOE dance educators sharing their best practices.
Dance Units: *Honoring Diverse Voices* was published, including 12 dance units written by NYC dance educators, all with full lesson plans and resources.
Lesson plan tutoring by master teachers was provided to six dance educators and included support for curriculum development and writing.
The Dance Education website was used to post resources such as units, lesson plans, and video content.
The Dance Educator’s Collective Concert, held on May 21 at The Peggy, Hunter College, was dedicated to the memory of Master Dance Education assistant professor Kimberly Elliot. This hybrid event featured works by 11 dance educators, a premiere by guest choreographer Ayodele Casel, who worked with nine of our dance educators, and two of Ms. Elliott’s dancers.
The Annual Arnhold Alumni Event took place in person at the Joyce Theater on April 27. Thirty-three educators were in attendance for a concert by the Limon Dance Company.
“Reimagining Education of a Racially Just Society,” presented by Columbia University Teachers College, was attended by eight NYCDOE dance educators.
The Accessibility Project Manager continued to work to ensure that all website-posted material meets accessibility guidelines.
**The Arthur Miller Foundation Fellows Program**, produced by the OASP Theater Program in partnership with the **Arthur Miller Foundation (AMF)**, provided impactful mentorship for 40 K-12 theater teachers (the Arthur Miller Fellows) in its eighth year of support. Fellows received mentoring from retired NYCDOE theater educators and seasoned teaching artists, as well as resources, a dedicated skills-based residency, funding to take students to theater, and professional learning sessions on theater instruction. With in-school programming dependent on each school’s circumstances due to the COVID-19 pandemic, Arthur Miller Fellows gathered virtually throughout the school year for professional learning sessions on key aspects of the 360 degrees of being a theater teacher. By year’s end, several in-person professional learning sessions included workshops on technical theater and cultural responsiveness. To date, 90 theater teachers continue to be impacted by the AMF’s supports and several have become lead facilitators for our OASP citywide theater professional learning sessions. Direct student support included the AMF Theatre Lab, where teachers and students engaged in devising and then sharing original theater pieces. In 2021–22, The Arthur Miller Foundation continued to provide scholarships to graduate students committed to teaching theater in NYCDOE public schools through its **Arthur Miller Scholars Program**. Funded coursework was offered by the City College of New York’s program in Educational Theatre for select teachers.
**The Paul Simon Music Fellows Program** was relaunched during fall 2021, providing its first cohort of early career music teachers with the full Fellows experience. The program welcomed its first Fellows (early career music teachers) from across the five boroughs in August 2019 and partnered each Fellow with a veteran music teacher for one-on-one mentorship and skills
training. (Teacher mentors received training through the NAfME-New Teacher Center Music Mentoring pilot program.) Each Fellow school also initiated expanded musical study with an artist-in-residence in a chosen musical genre outside the Western canon. Spring 2020 residencies were scheduled to meet twice a week for 11 weeks and comprised a diverse representation of the world’s musical traditions, including several Latin American and Caribbean genres, traditional and contemporary Chinese music, jazz, and New Orleans second-line brass band music. Additionally, Fellow schools were scheduled to receive a series of three workshops/master classes by a roster of Paul Simon-curated artists. While mentoring continued throughout the 2019–20 school year, in-school residencies were paused in March 2020 and guest artist visits were postponed, as were culminating performances and the distribution of equipment and musical supplies to support Fellow school music programs. When in-person ensemble music making could safely be resumed, the Fellows enjoyed the full range of program offerings, including mentoring, residencies, guest artist visits, and culminating performances, and completed their Fellows experience in June 2022.
The Paul Simon Music Fellows program is made possible through the generosity of Paul Simon and the Simon Family Foundation.
The Blueprint for Teaching and Learning in the Moving Image Professional Learning Series offered media teachers and cultural partners a series of workshops focusing on “Developing Culturally Responsive and Sustaining Media Arts Education.” In collaboration with the Museum of the City of New York, the Kunhardt Film Foundation, Filmmaker Tracy Heather Strain (director of the Peabody-winning documentary Lorraine Hansberry: Sighted Eyes/Feeling Heart), teachers explored themes of culturally responsive classrooms through the work of Lorraine Hansberry, puppets, and Gordon Parks. Through talk-backs and hands-on work, teachers shared practices and approaches to learn from their students and each other. The workshops were led by Magic Box Productions in collaboration with the OASP.
Instrument Repair Series for Music Teachers included five two-hour Zoom sessions to equip instrumental music teachers with practical repair techniques to restore their instrument inventories as they began rebuilding their programs. Repair technician Melody Choplin joined us remotely to demonstrate a variety of instrument-specific repair procedures and assessments that teachers could conduct in their own music classrooms. Each session included live presentation and demonstration by Melody, as well as visuals and pre-recorded footage of specific procedures that teachers could access and replay as they executed particular repairs throughout the school year.
Building Choral Sound Through Community was led by Francisco J. Núñez, Founder and Artistic Director of the Young People’s Chorus of New York City (YPC), and members of the YPC artistic team to provide elementary, middle, and high school chorus teachers with a fun and intensive two-day, in-person workshop through which participants explored techniques focused on inspiring singers, setting foundations and growth for independent musicianship, and empowering young people to find their voices, all as we work to build sound through community. Short course activities modeled the development of ensemble skills at all levels through vocal technique, warm-ups, ear training, literacy building, and conducting technique. Meanwhile, participants maintained a steadfast focus on intentional community building in every rehearsal, creating a diverse and inclusive culture that values and channels the assets brought to our spaces by each child.
Create: 3K and Pre-K and the Arts offered virtual professional learning for 3K and pre-K teachers and site leaders in dance, music, theater, and visual arts. For the seventh consecutive year, the OASP and the Division of Early Childhood, in conjunction with partners 92nd Street Y’s Dance Education Laboratory (DEL), Third Street Music School, New Victory Theater, and Studio in a School NYC, implemented a workshop series aligned with the New York State Prekindergarten Learning Standards and the Blueprints for Teaching and Learning in the Arts. The Birth–2 initiative continued, with partnerships in four early childhood sites. The OASP and Division of Early Childhood Education, in conjunction with the Children’s Museum of Manhattan and Spellbound Theatre, offered arts-rich culminating events for infants and toddlers and Birth–2 teachers, site leaders, and families. These initiatives are supported by Jody and John Arnhold | Arnhold Foundation, The New York Community Trust, and the AG Foundation.
The Digital Theatre Project is an innovative international initiative in which students and teachers from schools across the city and around the globe explore the intersection of theater, social justice, student voice, digital technology, and education. Participating students generated original digital theater stories focused on individuals, families, and communities. In school year 2021–22, we expanded this deep and provocative work to capitalize on the return to in-person instruction with students, while incorporating virtual lessons learned. Thus, we launched a pilot effort for four select teachers to curate sets of interactive drama curriculum resources for NYCDOE theater teachers to access freely toward building a library of innovative lesson plans. Each teacher, across grade levels, reimagined their proven lessons (from acting to design to theater literacy) and made them digitally interactive for teacher peers and students to use in their own classrooms. The Shubert Foundation funding also enabled us to support students with multiple disabilities through our new cutting-edge program incorporating motion sensors to capture student artistic choice. Focused on students participating fully in a theater project, we successfully piloted an immersive interactive drama experience, digitally capturing the use of simple gestures, signs, and movements, rather than passive text or keyboards. This experience, designed in collaboration with the children, ensures students’ creative voices and intentions are heard.
The Ensemble Connect Program from Carnegie Hall provided access to world-class professional musicians partnering with 14 elementary, middle, and high school instrumental music teachers for teaching and performance residencies. The program focused on developing creative approaches to student-centered musical skill building. Music students, their families, and teachers attended Ensemble Connect performances and events. Professional learning and administrative support were also provided jointly to the NYCDOE teachers and the Ensemble Connect musicians.
The Shubert Arts Leadership Series, supported by The Shubert Foundation, provided a cohort of principals and assistant principals with a 16-session workshop series. School leaders, who are responsible for programming, supporting, and evaluating teachers of the arts, were invited to participate in this workshop series. These administrators collaborated to address challenges of instruction practice, observations, and feedback, using tools like the Blueprints for Teaching and Learning in the Arts and the Instructional Leadership Framework, and discussing the challenges of returning to in-person instruction, trauma education, and socio-emotional learning in the arts.
Supporting Quality and Innovation
Connected Learning Communities: Supporting Teacher Effectiveness and Student Achievement in the Arts is a USDOE grant in collaboration with ArtsConnection. In its final year, the grant program is designed to provide arts teachers with blended professional learning focused on translating standards into learning targets, and using formative assessment to analyze learning and, accordingly, adjust teaching practice to improve learning. This grant was timely and assisted teachers as they transitioned to remote learning in spring 2020 and provided a cache of digital resources for teacher learning.
Connected Arts Networks (CAN): Leveraging Arts Learning Communities for Teacher Leadership and Student Achievement is a USDOE grant and a ground-breaking partnership between the National Art Education Association (NAEA), the National Dance Education Organization (NDEO), the National Association for Music Education (NAfME), the Educational Theatre Association (EdTA), and the New York City Department of Education’s Office of Arts and Special Projects (OASP). CAN has been designed to leverage the success of OASP’s strategy of teacher professional learning communities (PLCs) to discuss problems of practice and to engage in inquiry and action research to improve student arts learning.
CAN leverages the success of the OASP’s approach and deepens this work on the most current and urgent needs for arts educators with regard to: (1) equity, diversity, and inclusion (ED&I), (2) social-emotional learning (SEL), and (3) teacher leadership.
Arts for ELLs and SWD Grants give schools the opportunity to participate in partnerships that provide tailored arts education programs to multilingual learners and students with disabilities. Partnership goals include increasing student achievement in and through the arts while addressing the particular needs of diverse student learners. Sixty-six arts and cultural organizations provided these services to 199 schools in 2021–22.
ArtSPACE (Supporting Performing Arts and Creative Education) Facilities Improvement and Resources supports schools in need of arts space renovations and equipment and resources necessary to support rigorous arts instruction. Through an application and grant-making process, schools were selected for substantial arts space renovations and equipment. ArtSPACE renovates and creates spaces for students to practice and perform the
arts rather than using a gymnasium, hallway, or other space that may not be appropriate. In 2021–22, eight schools received installations that included stage lighting, stage curtains, A/V, and/or a dance studio.
**Joy of Giving Something Photography Equipment Grants:** In partnership with the Fund for Public Schools and with generous support from **Joy of Giving Something, Inc.**, six schools serving students in grades 6 through 12 were awarded a grant to strengthen their existing photography programs.
**The Woodwind and Brass Instrument Grant** awarded new instruments to 20 schools across the city, selected from a pool of 138 applicants. With a budget allocation of $300,000, 476 instruments were purchased and distributed to these schools between December 2021 and June 2022, providing essential support for schools that were rebuilding their concert band programs in the wake of the COVID-19 pandemic. With an infusion of new flutes, clarinets, alto saxophones, tenor saxophones, trumpets, and trombones, schools could resume instruction in accordance with health and safety guidelines and in many cases, expand their programs to serve more students. Grant awards were given to schools in all five boroughs (three Manhattan, three Bronx, five Brooklyn, seven Queens, two Staten Island) and across all grade levels (seven elementary schools, two K-8 schools, nine middle schools, one high school, and one 6-12 school).
**Arts and Multilingual Learners Program:** With ongoing support from the Division of Multilingual Learners (MLLs), the OASP is responding to low achievement among multilingual learners, lack of access to arts education among these same MLL students, and a lack of opportunities for both TESOL (Teaching English to Speakers of Other Languages) teachers and arts teachers to collaborate with their peers. The initial phase of the program (2018–20) targeted District 10 in the Bronx. This school year, we served schools throughout the city. **Studio in a School NYC** (visual arts) and **NYC Children’s Theater** (music) teaching artists collaborated with classroom, TESOL, and visual arts/music teachers. These residencies were designed to maximize authentic language development by providing robust arts instruction. Program goals are twofold: (1) improve arts and academic achievement of MLLs by practicing and developing arts-appropriate Advanced Literacy instruction; (2) increase school and teacher capacity to develop and implement instruction that integrates visual arts/music and TESOL/ENL (English as a New Language) through a collaborative, integrated model of professional learning, co-planning, instruction, reflection, and documentation.
Open to K-12 visual arts/music teachers from all five boroughs, our professional learning offerings build on the practical approaches refined in our residency pilots. Teacher participants learn about English proficiency levels and how to build mindful practices for teaching language learners. They experience hands-on art-making activities that model the integration of language supports commonly practiced in TESOL/ENL settings. Teachers learn how to provide arts instruction with proven language supports so that all students grow creatively in addition to building visual arts/music and language skills. This school year, we hosted 15-credit short courses for visual arts and music, as well as two 2-credit citywide workshops in the visual arts. In the spring, we piloted a professional learning community (MLL Art Lab) for alumni of our visual arts professional learning series.
**Arts & Students with Disabilities:** This school year, we offered arts teachers working with inclusive, self-contained, and D75 classes tips and practical tools for teaching students with disabilities in arts settings. Workshops topics included “Accessing SESIS: The Basics and
Unpacking Disability Classifications: Emotional Disturbance.” We also launched a partnership with **GIVE: Your Guide to Teaching Artistry in Inclusive Settings**, itself a collaboration between three arts education organizations: **Arts Connection, Community Word Project, and New Victory Theater**. Teachers took a deep dive into [https://teachwithgive.org/](https://teachwithgive.org/), a website with free online resources developed by teaching artists with extensive experience working with Integrated Co-Teaching (ICT) classes in New York City and beyond. Session topics included: “Planning an Inclusive Lesson,” “An Intersectional Approach to Classroom Behavior and Culture,” and “Collaborative Goal Setting, Reflection, and Adjustments.”
**The Arts Teacher Studio Funding** supported 3,366 teachers of the arts at 1,339 schools by providing supplemental funding to schools for each full-time assigned teacher of the arts (elementary level) or full-time certified and assigned teacher of the arts (secondary level) to purchase studio materials, enriching teaching and learning in dance, music, theater, and the visual arts. The program is designed to enhance the quality of standards-based, Blueprint-aligned instruction in the arts, and each eligible teacher received $1,135.
The District 75 Office of Arts Education provided meaningful, research-based professional learning, and created resources for teachers and organizations in order to target appropriate adaptations for individual students, as well as increasing opportunities for communication and independence. The office developed relationships with community partners and cultural institutions to support community integration and career readiness.
The OASP also supported family engagement, providing opportunities for schools and families to increase student exposure to and engagement with the arts.
**The District 75 Office of Arts Education** provides meaningful, research-based professional learning sessions for teachers to target appropriate adaptations and modifications for individual students, increasing opportunities for communication, independence, and SEL. The office creates curricular resources to support social communication, culturally responsive-sustaining education, and social-emotional learning. Teachers continue to receive support through professional learning opportunities, in school support, and a District 75 Arts Community Microsoft team. This team serves as a collaborative thinking space designed for teachers to work together and share ideas virtually.
The D75 Office of Arts Education partnered with MoMA, co-authoring two projects promoting arts, SEL and CRSE in schools.
**Collaborative Murals** is a multi-part program focused on diversifying repertoire, promoting student discussions, increasing text to self-connection and self-expression, as well as building community across District 75. Twenty-seven percent of D75 schools participated in the program, supporting 1,322 students. Students discussed artworks created by a diverse group of artists, using a structure of “Observe, Describe, Interpret, and Connect,” which was developed as a scaffold to increase classroom discussions and text to self-connections. Teachers engaged in a four-session PLC to develop skills to build communication among students and share ideas, successes, and adaptations. Students created pieces that were inspired by the artists’ style and/or medium to promote self-expression. The artworks were connected together to create murals that were displayed in school communities. Collected data showed increases in student engagement, participation in discussions, increased student facilitation of discussion, and increased confidence.
Sketching and SEL is a multifaceted program utilizing sketching and arts-based discussions to support internal processing, visual processing, and communication processing of SEL. Twenty-five percent of District 75 schools participated in the program, supporting 463 students. Using CASEL’s SEL Framework, daily sketching prompts have been designed to support students’ development of self-awareness, self-management, and responsible decision making. A discussion structure of “Ask, Comment, Acknowledge” was created to support student development of social awareness and relationship skills. During this 15-week program, students engage in independent sketching as a response to daily prompts, then engage in discussions around the prompt and student artwork to promote identification of self, identification of emotions, and student reflection. Data showed increases in student communication, peer-to-peer interactions, self-awareness, and independence.
D75 Office of Arts Education develops relationships with community partners and cultural institutions to support community integration. Partnering with several community-based organizations, District 75 works to bring classrooms into the community. The community integration initiative creates opportunities for students to engage in learning programs at several cultural institutions.
- Students engaged in multipart programs occurring in the classroom and at the Solomon R. Guggenheim Museum and the Museum of Modern Art.
- D75 partnered with Lincoln Center to expand the Access Ambassador Program. Students participated in a 10-week after-school program designed to introduce them to working in performing arts environments. Students had the opportunity to work in front-of-house positions, assisting guests before and during concerts on Lincoln Center’s campus or virtually engaging in office-based tasks.
- D75 partnered with the Museum Access Consortium, where we were able to provide students with additional arts-focused internship programs at New York City cultural institutions. Students participated in a 10-week after-school program designed to introduce them to working in performing arts environments. During this 10-week period, students interned for Dance NYC, New York Botanical Garden, and Emitt Theater.
- D75 previously worked in partnership with ALPHA Workshops, and 75 created a Decorative Design Micro-Enterprise. This program is an in-school work-based learning program focusing on textile creation. This program was created to expose students to potential careers related to the visual arts and provide real-world experience for their future jobs. Students make giftware items, including placemats, cards, and floor mats. Students also engage in preparation of materials and pattern making, as well as finishing and packaging the product at a professional level.
District 75 and the Center for Educational Innovation (CEI) have been awarded a USDOE Arts Education Dissemination (AED) grant, entitled CEI MERIDIAN. This program utilizes visual arts and music strategies to teach English language arts and math to students in grades K, 1, and 2 in District 75.
Additionally, D75 Office of Arts Education provides opportunities to increase student and family’s exposure to and engagement with the arts through family events, community partnerships and family workshops.
The Accelerated Arts Teacher Certification Pilot was launched in fall 2019 to support a cohort of elementary school-assigned cluster teachers with Common Branch certification to earn their Supplementary Certification in the arts. In collaboration with District 31 (Staten Island), the College of Staten Island, CUNY, and the NYCDOE Office of Teacher Recruitment and Quality, these teachers took coursework in the arts studios to deepen content knowledge and instruction for their elementary student artists. By the end of 2021–22, five had been awarded their Supplementary Certification in the arts and one has achieved tenure under their new NYSED arts license.
Middle School Arts Audition Boot Camp is a two-week arts program for public school students from Title 1 schools entering eighth grade in the fall. The boot camp offers students who do not have access to audition and portfolio preparation concrete tools and training in preparation for screened NYCDOE high school arts schools/programs. This is an intensive program for up to 350 NYCDOE public school students, in partnership with Lincoln Center Education, Lincoln Center Theater, Laconia Music Center, Studio in a School NYC, Carnegie Hall/Weill Institute of Music, New York Philharmonic, Jazz at Lincoln Center, New York Performing Arts Library at Lincoln Center, Harlem School of the Arts, School of the American Ballet, Metropolitan Guild, and The Juilliard School. Eagerly awaiting the return to in-person boot camp, 350 students applied to the program.
REPORT 2021–2022
2022 Arts Committee Report to the Panel for Education Policy (PEP)
As our city emerges from the worst of the pandemic, we understand that we cannot go back to education as usual. Now is our chance to commit to the socio-emotional needs of our children; to bring true equity of access to high-quality education opportunities; and to sustainably build the ability of our schools to deliver sequential, culturally responsive, and sustaining arts education for all students.
Chancellor David Banks has set forth four Pillars for the New York City school system: scaling, sustaining, and restoring what works; reimagining how our students learn; prioritizing wellness and its link to student success; and empowering parents and families to be our partners. Arts education is one of the most powerful levers and catalysts we possess to make our students whole, provide them with the skills and tools they need for success in school and beyond and to uplift and empower their unique voices in the world.
We applaud Chancellor David Banks and his exceptional commitment to arts education. We are energized by his dedication to becoming “the Champion for the Arts!” This is a great moment in the history of arts education in our NYC public schools. There is the will and the leadership to make equity and access to a sequential, quality arts education not merely a dream, but a reality for all students PreK to 12.
We all share common goals for our schools: creating a welcoming, safe, and affirming space; providing a clear space for culturally responsive, relevant, and inclusive curriculum; and strong supports for literacy, socio-emotional learning, students with disabilities, multilingual learners, and college and career readiness. The arts do so much. They are an essential part of education, helping students build relationships, connectedness, and hope.
To support this work, we have seen the Office of Arts and Special Projects (OASP) leading the implementation of equitable, quality, data-driven, and sequential arts education. OASP must continue to administer citywide student programs; offer school and local support for arts education; and provide professional learning for thousands of PreK-12 teachers.
In addition, our certified arts teachers are the cornerstone of arts education. Supported by professional learning and necessary arts supplies and instruments, our teachers are our children’s mentors, and each day they guide and support their creativity, imagination, and problem-solving skill development.
Finally, our arts and cultural organizations are key resources in our neighborhoods; they are community lifelines, they are the connection for students to each other, to their role models, to community centers, to food, to health, to housing. They are community anchors.
The momentum that stimulus funds have made possible must be sustained. While we may face challenging economic setbacks in the future, we must remain laser-focused on forward progress. We cannot for a single moment allow the hard-won progress around arts education in our schools to falter.
We stand with the Chancellor, our school leaders, arts educators, students, families, and arts and cultural partners to do all that is necessary to make the arts a sustainable and essential part of all students’ excellent education. Clear policies that prioritize arts learning with adequate instructional resources, emphasis on the importance of certified arts teachers and their ongoing professional growth, and the critical partnerships with arts and community, these are the essential building blocks that will nurture our students and enable them to develop their full, joyful, and complete potential.
Arts Education Advisory Committee Members
Candace Anderson, Executive Director, Cool Culture
Jody Gottfried Arnhold, Founder, Dance Education Laboratory (DEL) 92nd Street Y/Arnhold Foundation
Sarah Calderon, Committee Co-Chair
Sharon Dunn, Vice President for Education Emerita/New-York Historical Society
Anita Gomez Palacio, Retired Executive Director of Operations/Council of School Supervisors and Administrators
Lane Harwell, Program Officer, Creativity and Free Expression/Ford Foundation
John Haworth, Senior Executive Emeritus/Smithsonian and Senior Director (Retired) National Museum of the American Indian
Sobha Kavanakudiyil, Chair, New York City Arts in Education Roundtable/Faculty Member in The Graduate Program in Educational Theatre at The City College of New York
Madaha Kinsey-Lamb, Founder and Executive Director, Mind Builders Creative Art Center
David Montgomery, Assistant Professor of Educational Theater/New York University
Kristena Newman-Scott, Arts and Cultural Strategist/Advisor, Curator
Zazel-Chava O’Garra, Dancer, Actress, and Arts Advocate
Kimberly Olsen, Executive Director, NYC Arts in Education Roundtable
Shani Perez, Visual Arts Teacher/PS 051 Elias Howe
Eric Pryor, President, Harlem School of the Arts
Alex Ruthman, Director of Music Education and Director of the NYU Music Experience Lab (MusED Lab/NYU Steinhardt)
Laura Jean Watters, Program Director/The Staten Island Foundation
Stephen Yaffe, Chairperson, Arts in Special Education Consortium
George Young, Retired Principal, Arthur Tappan School
Ex Officio:
Claudia Arzeno, Senior Program Officer/NYC Department of Cultural Affairs
Laurie Cumbo, Commissioner/NYC Department of Cultural Affairs
Shirley Levy, Chief of Staff/ New York Department of Cultural Affairs
Trenton Price, Senior Director of Operations/Office of Arts and Special Projects/NYCDOE
Juan Rosales, Chief of Staff to the Chancellor/Office of the Chancellor/NYCDOE
Paul Thompson, Executive Director/Office of Arts and Special Projects/NYCDOE
The Arts in Education
The arts are an integral part of our curriculum, and we believe that all students should have access to high-quality arts education. Our programs include music, visual arts, theater, dance, and more, and we work with local artists and organizations to bring these experiences to our students.
Our music program includes piano, guitar, and vocal lessons, and we have a full orchestra and choir. We also have a variety of visual arts classes, including painting, drawing, sculpture, and photography. Our theater program includes acting, directing, and stage design, and we have a full drama club. Our dance program includes ballet, tap, jazz, and hip-hop, and we have a full dance team.
We believe that the arts can help students develop important skills such as creativity, critical thinking, and collaboration. We also believe that the arts can help students express themselves and connect with others. We are committed to providing our students with a well-rounded arts education that will prepare them for success in life.
Next Steps For Arts Education
EQUITY & EXCELLENCE FOR ALL
Since the beginning of his administration, Chancellor David Banks has made his intention clear: Reimagining the student experience includes taking advantage of the rich cultural environment that surrounds us in New York City. This includes the arts and his intention of being the “Chancellor for the Arts.” It is among his highest priorities that arts education is infused throughout every school in a meaningful way that increases student access. Why? Because a good arts education and programming is not just about technical skills or about the product. It’s a means for students to access their community, to learn about their history, and to develop their own narrative, and more than anything, it’s about the process of learning. Centering student voice through the arts promotes literacy, the humanities, STEAM, access to pathways, and emotional and physical health. The Chancellor’s vision for the arts relates directly to two of his greatest priorities: ensuring all students have a high-quality academic experience, and that all students feel emotionally and physically safe.
To advance these priorities, the newly renamed NYC Public Schools Arts Office, under the leadership of Executive Director Paul Thompson, represents a dedicated central office of Certified Arts Educators who support schools’ capacity to deliver arts instruction and support students’ arts aspirations across the city. This Arts team has strong connections and partnerships with over a thousand premier arts organizations, as well as degree-granting education institutions that support the development of highly qualified arts teachers. The Arts Office is dedicated to ensuring that the arts are a vibrant and relevant core of a student’s academic experience.
The Arts Office is also dedicated to implementing a key part of Chancellor Banks’s vision, which is to expand access to rigorous arts programs for all students, promote increased engagement and improved academic outcomes, and support student and educator healing in the wake of the COVID pandemic. This vision for arts education includes expanding access to the arts via cultural arts partnerships, hiring more certified arts teachers, and expanding access to arts career pathways in early grades.
To achieve these goals, the Arts Office will engage in innovative approaches to urban arts education that will provide New York City students, artists, and educators the opportunity to collaborate, create, and broadcast the best we have to offer in arts education.
In order to meet these objectives, the Arts Office will take a three-prong approach:
1. Offer significantly expanded access to the arts for students.
2. Engage cultural and arts partners from all corners of the city in youth programs.
3. Provide high-quality professional learning opportunities for educators that they can take back to their classrooms.
The Arts Office initiatives will both (1) build on what works by scaling successful New York City Department of Education programs, including the Middle School Summer Arts Boot Camp and Summer Arts Institute, and (2) pilot innovative approaches to engage young people in the arts through both interdisciplinary instruction and rigorous stand-alone art pathways.
Lastly, the Arts Office will launch a new model for providing professional development for school leaders that will inspire educators through performances and discussions with world-renowned artists who call our city home, and transform student learning through school-embedded technical assistance and coaching. During the darkest days of the pandemic, the arts brought our city together and offered joy, healing, and connection. This shift will harness that same creative energy to center the arts as an engine for student engagement and achievement, and a tool for equity and expression. This innovative approach will bring together our city's world-class educators and arts partners to advance arts education citywide.
REPORT 2021–2022
The arts are an integral part of our school’s curriculum and extracurricular offerings, providing students with opportunities to express themselves creatively and develop important skills such as collaboration, critical thinking, and self-confidence.
Our music program offers a wide range of instruments and ensembles, including band, orchestra, choir, and percussion groups. Students have the opportunity to perform in concerts, competitions, and community events throughout the year.
In addition to music, we also offer drama and visual arts programs that encourage students to explore their artistic talents and develop their creative skills. Our drama program includes theater productions, improvisation classes, and acting workshops, while our visual arts program provides students with opportunities to create paintings, sculptures, and other forms of art.
We believe that the arts play a crucial role in shaping well-rounded individuals who are able to think creatively, communicate effectively, and contribute positively to their communities. That's why we are committed to providing our students with high-quality arts education and extracurricular opportunities that will help them reach their full potential.
Methodology
The annual Arts in Schools Report uses a combination of data sources that includes the Annual Arts Education Survey and NYCDOE databases. These sources provide information on student participation in the arts and arts education resources, such as budgeting and human resources information, as described below.
2021-22 Annual Arts Education Survey
Each spring, all public schools are asked to complete the Annual Arts Education Survey. The survey includes questions about student participation in arts courses; students’ activities in the arts; the number of part-time certified school-based arts teachers; staff participation in arts-focused professional development; parental involvement with the arts; arts spaces in schools; cultural arts organization partnerships; and the principal’s vision for the school’s arts program. As in previous years, the OASP staff conducted technical assistance seminars, including webcasts, to prepare school administrators and arts education liaisons to complete the survey.
The OASP contracted Metis Associates, an independent national research and evaluation firm headquartered in New York City, to administer the Annual Arts Education Survey and to conduct the analysis of the survey data for the aggregate report. Frequency tables were constructed to examine levels of arts implementation within and across schools as well as across school years, where applicable.
Response Rate
Table 41 shows the overall response rates for the survey for school years 2017-18 through 2021-22. Out of a total of 1,584 schools, 12 86 percent (N=1,358) completed the Annual Arts Education Survey in spring 2022. Table 42 provides the response rate by school level and type. The response rate was lower than usual in both the 2019-20 and 2020-21 school years due to the pandemic and demands that schools faced in implementing a hybrid learning model. The response rate in 2021-22 is approaching the pre-pandemic levels.
Table 41. Annual Arts Education Survey Response Rates, by School Year (2017-18 through 2021-22)
| School Year | Responding Schools | Total Schools | Response Rate |
|-------------|--------------------|---------------|---------------|
| 2017-18 | 1,491 | 1,613 | 92% |
| 2018-19 | 1,546 | 1,593 | 97% |
| 2019-20 | 1,240 | 1,583 | 78% |
| 2020-21 | 1,176 | 1,578 | 75% |
| 2021-22 | 1,358 | 1,584 | 86% |
12 Accounts for schools not required to complete the survey, such as schools that were started in 2021-22 and District PK Centers.
Table 42. 2021-22 Annual Arts Education Survey Response Rate, by School Level
| School Level | Responding Schools | Total Schools | Response Rate |
|----------------|--------------------|---------------|---------------|
| Elementary | 586 | 650 | 90% |
| Middle | 208 | 258 | 81% |
| High | 317 | 388 | 82% |
| Multi-Grade | 189 | 227 | 83% |
| District 75 | 58 | 61 | 95% |
| All Schools | 1,358 | 1,584 | 86% |
**Calculation of Mean Arts Instructional Hours**
Arts instruction provided to students in first through fifth grades were reported through two sources: the NYCDOE STARS database and the *Annual Arts Education Survey*. In the STARS database, school administrators reported the number of minutes of arts instruction per week provided by classroom teachers and/or school-based arts teacher to students in each first-through fifth-grade class. On the *Annual Arts Education Survey*, school administrators were asked to indicate the number of arts instructional hours provided by a cultural arts organization to each first- through fifth-grade class over the course of the school year. To calculate the mean number of hours per grade across classroom teachers, school-based arts teachers, and cultural arts organizations, a multistep procedure was followed. First, the minutes per week reported in STARS were converted to annual hours. Assuming there are 36 weeks in the school year, the minutes per week were divided by 60 and then multiplied by 36. These values were then summed across all classes within each grade level and then divided by the total number of classes within that grade level. Finally, the mean was converted into the intervals of 10 hours (i.e., 0 hours, 1-10 hours, 11-20 hours, 21-30 hours, through 200 hours or more).
**Calculation of Mean Arts Professional Development Hours**
School administrators were asked to indicate the average number of arts professional development hours attended by school-based arts and non-arts teachers over the course of the school year. Administrators could indicate the number of professional development hours attended in each arts discipline in intervals of six (i.e., 1-6 hours, 7-12 hours, 13-18 hours, through 31 hours or more). To calculate the mean number of hours provided across arts discipline or school level, a three-step procedure was followed. First, the interval responses were converted to a continuous scale from 1 to 6 (e.g., 1-6 hours = 1; 7-12 hours = 2, etc.). Next, these values were summed across all responding schools and then divided by the total number of responding schools. Finally, this mean was converted back into the hours intervals as used on the survey by rounding to the closest whole number and multiplying by six (e.g., a mean of 3.0 = 13-18 hours, a mean of 4.6 = 24-30 hours).
Changes to the 2021-22 Annual Arts Education Survey
Typically, the OASP modifies the *Annual Arts Education Survey* each year to further align the data collection with NYSED arts requirements and reduce the number of survey questions. In 2022, several items were removed from the survey, including questions regarding the use of arts instruction in District 75 schools to advance students’ IEP (individual education plan) goals and items related to the delivery of artist-in-residence programming in schools. In addition, one question was added to the survey in 2022 to collect information on music courses offered in responding schools.
NYCDOE Databases
The data presented in this report are based on a combination of data sources including NYCDOE databases. This section lists these data sources and the data collected in the 2021-22 school year.
Student Participation and Graduation Data
The STARS (Scheduling, Transcripts, and Academic Reporting System) database is a student-scheduling and grade-reporting application. This database provided the amount of arts instruction offered to students in each first- through fifth-grade class. Arts enrollment data for students in grades 6 through 12 were also retrieved from STARS. Furthermore, the STARS database provided data on the total number of middle and high school graduates, as well as the number of middle school students who graduated with one credit in two art forms and the number of high school students who graduated with two or more credits in the arts.
High School Screened Arts Programs
The NYCDOE Enrollment Office tracks high schools that screen students prior to admission and provided a list of screened schools for this report.
Human Resources Data
The Division of Human Resources of the NYCDOE, which tracks full-time licensed school-based arts teachers’ annual school placements, provided data on dance, music, theater, and the visual arts teachers for this report.
Budget Data
The NYCDOE’s Division of Budget Operations and Review collects information from schools on all budgeted dollars through the Galaxy data system. Schools input budgeted expenditures, including arts staffing, services, and supplies. Galaxy inputs do not capture actual spending and cannot be considered definitive expenditures. Moreover, the accuracy of aggregate and individual budget reporting within the Galaxy system depends upon the specificity of wording used by schools while entering items. Arts expenditures entered under general categories are not captured as budgeted arts expenses. Similarly, many school-level expenses do not have art-specific titles, but may contribute to arts programs.
Arts Education Vendor Data
The Division of Contracts and Purchasing Management of the NYCDOE provides data for spending on arts education service providers. Spending is tracked for vendors with approved arts contracts through the Request for Proposal (RFP) and listing application process for direct services to students and professional development. Spending on non-contracted vendors is not captured.
Arts Room Data
Data on the number of art rooms, as reported by the School Construction Authority (SCA), are compiled from the annual Building Condition and Assessment Survey and the Building Capacity and Utilization Report. The SCA builds new public schools and manages the upgrades and renovations of large capital construction projects.
REPORT 2021–2022
The arts are an integral part of our curriculum, and we offer a wide range of opportunities for students to explore their creative side. From visual arts to music, drama, and dance, our programs are designed to foster creativity, self-expression, and a love for the arts.
Our visual arts program includes painting, drawing, sculpture, and digital art. Students learn about different artistic styles and techniques, and they have the opportunity to create their own artwork. Our music program offers lessons in piano, guitar, drums, and other instruments. Students also have the chance to participate in choral groups and instrumental ensembles.
In addition to these formal classes, we also offer extracurricular activities such as theater productions, dance workshops, and art clubs. These activities provide students with additional opportunities to develop their artistic skills and express themselves creatively.
We believe that the arts play a crucial role in a well-rounded education. They help students develop critical thinking skills, improve their communication abilities, and enhance their emotional intelligence. By providing a variety of arts-related experiences, we aim to nurture the talents of every student and inspire them to pursue their passions.
If you would like more information about our arts programs or how to get involved, please don't hesitate to contact us. We look forward to hearing from you!
Appendix: City and State Requirements and Guidelines
The Annual Arts Education Survey tracks compliance with student participation in arts education according to New York State Instructional Requirements in the Arts. In support of these standards and arts requirements, ArtsCount was established in 2007.
Pre-Kindergarten-Kindergarten
City and State Requirements and Guidelines
Each school operating a pre-kindergarten or kindergarten program shall establish and provide an educational program based on and adapted to the ages, interests, and needs of the children. Learning experiences in such programs shall include dance, music, theater, and visual arts.
Grades 1–3
NYSED Requirements Grades 1–3
During grades 1 through 3, all students shall receive instruction that is designed to facilitate their attainment of the New York State elementary learning standards in the arts, including dance, music, theater, and visual arts.
NYSED Guidelines Grades 1–3
In grades 1 through 3, 20 percent of the weekly time spent in school should be allocated to dance, music, theater, and visual arts. In New York City, this is the equivalent of approximately 186 hours throughout the entire school year equally allocated among dance, music, theater, and visual arts.
Grades 4–6
NYSED Requirements Grades 4–6
In grades 4, 5, and 6, all students shall receive instruction that is designed to facilitate their attainment of the New York State intermediate learning standards in the arts, including dance, music, theater, and visual arts.
NYSED Guidelines Grades 4–6
In grades 4, 5, and 6, 10 percent of the weekly time spent in school should be allocated to dance, music, theater, and visual arts. In New York City, this is the equivalent of approximately 93 hours throughout the entire school year, equally allocated among dance, music, theater, and visual arts.
---
1 The State Requirements & Guidelines listed are derived from the Summary of the Arts Provisions and New York State Standards, Provisions in the Part 100 of the Regulations of the Commissioner of Education (C.R. 100.3). Summary of the Arts Provisions are derived from the New York State Standards, Provisions in the Part 100 of the Regulations of the Commissioner of Education. Requirements have the force and effect of law. Policy statements indicate the basis from which the Education Department carries out the intent of the requirements. Guidelines are provided as recommendations and should not be interpreted as requirements.
2, 3 Grades 1–6: 186 instructional days/year; five instructional hours/day = 93 total instructional hours/year in grades 1–4. State guidelines recommend 20 percent of total instructional time to be equivalent of 93 hours per year; 186 instructional days/year; five instructional hours/day = 93 total instructional hours/year.
Grades 7–8
NYSED Requirements Grades 7–8⁴
Except as otherwise provided herein, all students shall be provided instruction designed to enable them to achieve by the end of grade 8 New York State intermediate learning standards in the arts, including one half-unit of study in the visual arts and one half-unit of study in music. In New York City, one half-unit is the equivalent of approximately 55 hours of instruction by a certified arts teacher. In ongoing collaboration with the New York State Education Department, a variance for middle schools was approved, allowing New York City public schools to meet the arts instructional requirement through any two of the four art forms by certified arts teachers in grades 7 and 8. In addition to music and visual arts, middle school students may now fulfill the arts instructional requirements in any two of the four art forms.
Grades 9–12
NYSED Requirements Grades 9–12⁵
New York State graduation requirements for the arts include one unit in the arts (dance, theater, visual arts, and/or music). One unit is defined as 180 minutes per week throughout the school year, or the equivalent. In New York City, two credits are the equivalent of one unit.
Availability of Arts Sequences
A public school district shall offer students the opportunity to complete a three- or five-unit sequence in the arts (dance, music, theater, or visual arts).
---
⁴ Grades 7–8: 186 instructional days/year; one unit of study equals 180 minutes/week; one unit of study = 36 minutes/day for 93 days (year or semester), which equals 55.8 hours of instructional time/year or the equivalent.
⁵ Grades 9–12: One unit of instruction is the equivalent of 180 minutes of instruction per week; one half-unit is the equivalent of 90 minutes/week throughout the school year, which equals 18 minutes/day for 180 days, which equals 54 hours.
“We know that when we are intentional in bringing art into the physical spaces of our communities, there is a positive impact on quality of life and an overall feeling of a safe, healthy, inclusive environment. And we know when our artists feel welcome and supported, their work soars to new heights.”
—Eric Adams, Mayor
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Prevention
COFFEE RUST IS NOT FOUND IN HAWAII! Prevent the introduction of rust by planting only locally grown coffee seedlings or plants and follow all quarantine requirements for imported coffee products, plants and plant parts. Even if rust is not visible, this does not mean that spores are not present. DO NOT SMUGGLE coffee plants, seeds, leaves or cherry to Hawaii. Discard or bag and immediately wash all clothing and footwear before and upon returning from a trip to coffee producing farms outside of Hawaii.
Description
Coffee rust (*Hemileia vastatrix* Berkley & Broome), the most economically important coffee disease in the world, was first discovered on cultivated coffee in Sri Lanka in 1869. Within 10 years, production was completely destroyed. This disease has since spread to Southeast Asia, Africa, the Western hemisphere, South and Central American countries and many other main coffee growing regions, devastating farms along the way. Hawaii is one of the last remaining coffee growing regions in the world, where coffee rust does not exist.
Biology
For coffee rust infection to be successful, spores of this fungus require the presence of water (rain, heavy dew, overhead irrigation, etc.) to germinate. Spores germinate in 2-4 hours and within 24-48 hours, the infection process is complete. Inoculation, infection, and colonization are highly dependent on plant susceptibility, high relative humidity, moisture, and a temperature range of 59°F to 82°F. Loss of moisture after germination inhibits the infection process. As a result, disease outbreaks typically occur during the rainy season.
Symptoms
The first observable symptoms are chlorotic, yellow-orange rust spots, approximately 2-3 mm in diameter (fig. 1), appearing on the upper surface of leaves. On the underside of the leaves, these rust spots correspond with blotches of infectious spores (fig. 2) or urediniospores, resembling a patch of yellow to dark orange colored powder. These young lesions steadily increase in size with the center of the lesion turning necrotic (fig. 3) and brown. Early spotting tends to occur around the margins or tips of leaves where dew and raindrops collect, creating the ideal environment for spore germination. Lower leaves are typically the first to show signs of rust, with the infection eventually progressing up the tree. Occasionally, coffee rust can be seen infecting young stems and berries.
Damage
The major effect of coffee rust is defoliation. Infected leaves drop prematurely, greatly reducing the plant’s photosynthetic capacity (fig. 4). Vegetative and berry growth are reduced and is correlated with the intensity of rust in the current year. Long term effects of rust can have a stronger impact by causing dieback (fig. 5), which effectively reduces the number of productive nodes on branches. This can have a significant impact on the following year’s yield with some researchers estimating losses between 30% and 80%.
Cultural Management
One of the key factors to any pest management is good sanitation practices. Regular pruning and training of the coffee tree helps to prevent over-cropping and maintain a healthy field. These practices help to improve air circulation and also to open up the canopy to allow proper spray coverage. Good weed control is an important factor as it keeps competition for vital nutrients low, thereby reducing the susceptibility to rust.
If you suspect an infestation of the coffee rust, please call your local Cooperative Extension Service Office:
- Kona: 808-322-4892
- Hilo: 808-981-5199
- Maui: 808-244-3242
- Molokai: 808-567-6929
- Oahu: 808-622-4185
- Kauai: 808-274-3471
References
Arneson, P.A. 2011. “Coffee rust”. *The Plant Health Instructor*. DOI: 10.1094/PHI-I-2000-0718-02. [http://www.apsnet.org/edcenter/intropp/lessons/fungi/Basidiomycetes/Pages/CoffeeRust.aspx](http://www.apsnet.org/edcenter/intropp/lessons/fungi/Basidiomycetes/Pages/CoffeeRust.aspx)
Ferreira, S. A. and R.A. Boley. 1991. “*Hemileia vastatrix*”. Crop Knowledge Master. [http://www.extento.hawaii.edu/kbase/crop/Type/h_vasta.htm](http://www.extento.hawaii.edu/kbase/crop/Type/h_vasta.htm).
Kushalappa, A. C. and A. B. Eskes. 1989a. Coffee rust: epidemiology, resistance, and management. CRC Press, Florida. 345 pp.
Kushalappa, A. C. & A. B. Eskes. 1989b. Advances in coffee rust research. Ann. Rev. Phytopathol. 27:503-31.
Nutman, F. J. & F. M Roberts. 1963. Studies on the biology of *Hemileia vastatrix*. Trans. Brit. Myc. Soc. 46:27-48.
Schieber, E. and G.A. Zentmyer. 1984. Coffee rust in the Western Hemisphere. Plant Dis. 68:89-93.
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ACT Connections
Utah Core State Standards and ACT Subtests
Content, Assessment, & Design | November 2018
Passed ADA Accessibility check 11/15/2018
# Table of Contents
## Contents
| Section | Page |
|------------------------------------------------------------------------|------|
| Table of Contents | 2 |
| Introduction | 3 |
| Suggestions for Use | 4 |
| Frequently Asked Questions ACT | 5 |
| ACT English Test Connections with Utah Core State Standards | 8 |
| Grades K–5, English | 10 |
| Grades 6–8, English | 14 |
| Grades 9–12, English | 18 |
| ACT Reading Test Connections with Utah Core State Standards | 22 |
| Grades K–5, Reading | 24 |
| Grades 6–8, Reading | 27 |
| Grades 9–12, Reading | 30 |
| ACT Mathematics Test Connections with Utah Core State Standards | 33 |
| Big Picture of Utah Mathematics Concepts, K–12 | 35 |
| Side-by-Side Example: Number and Quantity Connectivity Between the ACT and Utah Core State Standards in Mathematics | 36 |
| Side-by-Side Example: Strand Comparison Chart: Connectivity Between Utah Mathematics Strands and ACT Mathematics Domains | 47 |
| ACT Science Test Connections with Utah Core State Standards | 48 |
| Grades K–5, Science | 50 |
| Grades 6–8, Science | 52 |
| Grades 9–12 (Earth Science, Biology I, Chemistry I, Physics) | 54 |
| ACT Writing Test Connections with Utah Core State Standards | 56 |
| Grades K–5, Writing | 57 |
| Grades 6–8, Writing | 60 |
| Grades 9–12, Writing | 62 |
The format of this crosswalk is based on Tennessee’s ACT Connections document (Tennessee Department of Education, 2017). This document is adapted for Utah with permission from Philip Jacobs, Tennessee Department of Education.
Introduction
The Utah State Board of Education’s *Education Elevated*, lays out the state’s goal to increase the number of students earning an ACT composite score of 18 or higher by 2022. The desire to raise Utah’s ACT average is rooted in our vision to improve postsecondary and career readiness for all Utah students. To reach our goal, it is essential that administrators, educators, parents, and students know that **all grade levels play an important part in ensuring college and career readiness**.
This document provides a snapshot of the academic skills students need to meet or exceed expectations for college and career readiness as assessed by the ACT. The document also highlights important connections between ACT College and Career Readiness Standards and Utah Core State Standards.
Notes
- The ACT is a summative assessment used by postsecondary institutions and employers to measure college and career readiness.
- The ACT as administered through state-funded testing for all public high school juniors in Utah consists of four multiple-choice subtests (English, mathematics, reading, and science) and participation in the writing test, as directed by the Utah State Board of Education.
- The development of academic skills necessary to be successful on the ACT extends across all grade levels.
- This document is not about “test prep;” it is about the progression of learning across grade levels and the connections between Utah expectations for what students should know in each subject each year and ACT expectations for what students should know by the end of high school.
- This document highlights some of the connections between the Utah Core State Standards and the ACT assessment, but it is not an exhaustive document.
Suggestions for Use
The intent of this guide is to provide LEAs, schools, and teachers with a starting point for aligning instruction across content areas and grade levels to support student success on the ACT. While this document focuses on standards in English language arts, mathematics, and science, teachers of all content areas play an essential role in preparing students for college and career.
By providing this basic overview of the connections between our Utah Core State Standards and ACT College and Career Readiness Standards, we believe that Utah educators will be better equipped to align their curriculum planning, pacing, and daily instruction to ensure student success.
We recommend that districts and schools take the following next steps:
- **Conduct a curriculum review.** Instructional supervisors and content experts can utilize the following worksheets to chart when and where students are exposed to ACT standards within their current curriculum.
- [English Curriculum Review Worksheet](#)
- [Mathematics Curriculum Review Worksheet](#)
- [Reading Curriculum Review Worksheet](#)
- [Science Curriculum Review Worksheet](#)
- [Writing Curriculum Review Worksheet](#)
- **Gather elementary, middle, and high school instructional leaders to vertically align curriculum.**
- Once teachers understand how their standards connect to ACT College and Career Readiness Standards, it is important to understand how a student’s knowledge and skills are developed over time.
- If teachers throughout K–12 are making explicit connections between the standards they teach and the ACT, they can make students and parents aware of student progress toward college and career readiness well before they take the official ACT exam.
- **Provide targeted support to students based on their current progress.**
a. **Ideas for Progress in College and Career Readiness:** On their website, ACT, Inc. provides lists of recommended instructional activities organized according to skills tested in each subject area and grouped by score ranges (e.g., 1–12, 13–15, 16–19, etc.).
b. By matching required skills to scores in specific ranges on the ACT, teachers can understand how their content and grade-level standards impact students’ ability to progress toward college and career readiness.
1. What is the purpose or goal of the ACT?
The ACT is a nationally recognized benchmark assessment for college and career readiness that provides a snapshot of a student’s K-12 academic career. The ACT assesses students’ cumulative knowledge from grades K-12 while end-of-year tests, like RISE, assess content in specific grades and subjects more deeply. By taking the ACT, students gain valuable information on their readiness for postsecondary education and the workforce. A student’s ACT results can be used for the following:
- Admission to postsecondary education
- Opportunities for scholarships (e.g., University tuition scholarships, Sterling Scholar consideration, etc.)
- Placement into postsecondary coursework (including remedial, non-credit bearing courses, as well as advanced college entry courses)
- Prediction of postsecondary success
2. Why does improving ACT scores matter?
The desire to increase student ACT scores is rooted in improving postsecondary and career readiness for all Utah students. This goal reflects the reality that Utah students will enter a workforce that requires some type of postsecondary training. The Utah State Board of Education’s *Education Elevated*, lays out the state’s goal to increase the percentage of students in the state who achieve an ACT composite score of 18 or higher by 2022. With a composite score of 18 or higher, students are predicted to be more successful in both college and career.
3. How is the ACT designed?
The ACT is an assessment that consists of four multiple-choice tests and one open-ended writing test. The four subtests include English, reading, mathematics, and science. The ACT allows students to demonstrate skills that predict success in college and career including critical thinking, problem solving, complex reading, and cross-curricular knowledge; additionally, the ACT provides a culminating view of a student’s entire academic career. The skills and knowledge assessed on the ACT are introduced in early elementary grades.
| Subject | ACT |
|---------|-----|
| English | On the English subtest, students have 45 minutes to answer 75 questions about usage/mechanics (punctuation, grammar and usage, sentence structure) and rhetorical skills (strategy, organization, and style). |
| Reading | On the reading subtest, students have 35 minutes to read four complex passages and answer 40 questions. The reading test is made up of four sections, each containing one long or two shorter prose passages that are representative of the level and kinds of text commonly encountered in first-year college curricula. Passages are on topics in social studies, natural sciences, literary narrative (including prose fiction), and the humanities (fine arts, philosophy). |
| Subject | Description |
|----------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Mathematics | ACT measures how quickly and accurately a student can employ a wide variety of mathematical skills and procedures that have been taught over a student’s entire academic career. Questions are multiple choice and designed to assess specific mathematical skills. This is a 60-question, 60-minute test designed to assess mathematics skills students have typically acquired in courses taken up through grade 12. For example, students will be assessed on fourth grade, seventh grade, and high school skills all intertwined within the same assessment. Students may use an approved calculator on the entire mathematics portion of the ACT. |
| Science | The science subtest of the ACT does not assess specific understanding or comprehension of scientific subject areas (e.g., biology, chemistry, physics). Instead, the ACT aims to measure a student’s ability to solve problems and interpret information under strict time constraints and use scientific reasoning. The test presents several sets of scientific information, each followed by several multiple-choice test questions, including data representation, research summaries, and conflicting viewpoints. This subtest has 40 questions to complete in 35 minutes. |
| Writing | The ACT writing test is designed to assess students’ ability to take a position on an issue, develop the position with supporting ideas, and articulate the position and ideas through effective use of language. The prompt briefly describes an issue and provides three different perspectives on the issue. Students are required to develop and communicate their own perspective, while incorporating an analytical comparison to one of the provided perspectives. Students have 40 minutes to complete the essay. |
4. Are the Utah Core State Standards aligned to ACT expectations?
The ACT standards are encompassed within the Utah Core State Standards, ensuring that students who show strong growth and achievement on RISE and Utah Aspire Plus will also be well prepared to meet the college- and career-readiness benchmarks on the ACT.
**Mathematics:**
Mastery of the Utah Core State Standards in Mathematics prepares a student to be successful on the ACT assessment. The expectation for the ACT mathematics assessment is that students should be able to quickly and accurately answer a wide variety of mathematics questions, many of which are grounded in the procedural fluency and problem-solving expectations embedded in the Utah mathematics standards. By stressing conceptual understanding at all levels, the Utah mathematics standards are designed to prepare students not only to master this wide array of mathematical skills but also to retain conceptual knowledge from year to year.
**English language arts:**
The skills of the ACT English and reading subtests extend across grade levels; however, the biggest differentiator of success is the ability to read complex text proficiently. The Utah Core State Standards call for students to have regular practice with complex text. Students should read a range of nonfiction/informational text from the natural sciences, social sciences, and humanities throughout the school year and across all content areas.
Science:
ACT’s science assessment measures students’ ability to apply scientific reasoning regardless of the subject area focus of the assessment questions. The science subtest evaluates students’ interpretive, analytical, reasoning, and problem-solving skills when applied in a scientific context. The questions are drawn largely from the domains of biology, chemistry, Earth/space sciences, and physics and ask students to read graphs, interpret data, read graphs, identify hypotheses and conclusions, and analyze conflicting hypotheses based on evidence presented in articles. These skills are integral parts of the Utah Science Core State Standards and are taught across subject areas.
Writing:
Writing is included in all core subject areas in the Utah Core State Standards. Cross-curricular writing experience provides Utah students with the skills necessary to effectively analyze, organize, and convey written information. These abilities are developed starting in kindergarten and continue to build in complexity throughout a student’s educational career. The ACT writing test is a 40-minute essay test that measures students’ writing skills. Students develop and convey their own perspective on a given issue, and analyze the relationship between their own perspective and one or more other perspectives. By emphasizing skilled cross-curricular writing, the Utah Core State Standards guide student mastery of effective written communication.
5. Can we use Utah Aspire Plus to compute ACT score projections?
The Utah Aspire Plus generates composite scores that can be used to project ACT composite scores.
6. How are ACT composite scores used for school accountability purposes?
ACT composite scores from the state’s eleventh grade ACT administration are used in calculating part of the Postsecondary Readiness accountability indicator for ACT performance at the school level.
7. How should I be preparing my students for the ACT and in the limited time I have?
The best way teachers can prepare students for the ACT is by implementing high-quality instruction in the Utah Core Standards every day. Rigorous, evidence-based, student-centered instruction aligned to the Utah Core State Standards is strong preparation for the ACT. While students will benefit from regular practice and familiarity with the format of the ACT exam, the skills that they need to do well (strong reading fluency, comprehension, and stamina; strong critical thinking and analytical skills in mathematics, including algebra and geometry; data interpretation and scientific reasoning in biology and other science courses) are encompassed in the Utah Core State Standards.
English, mathematics, and science ACT questions are based on skills and standards taught from elementary school through high school. This means that students who have a strong foundation in mathematics and reading and who consistently perform well on RISE and Utah Aspire Plus will use the same skills to perform well on the ACT. Additionally, all academic areas have a crucial part to play in preparing students for ACT success. Science teachers at all grade levels should encourage experimentation, data collection and analysis, and use of evidence to support conclusions. Social studies teachers at all grade levels should teach students to read and analyze complex text in their content areas. English, mathematics, and science teachers at all levels should be aware of ACT benchmarks that are addressed within their grade level, some as early as the second grade.
1. **What determines student success on the ACT English subtest?**
The skills measured on the ACT English subtest extend across grade levels. Students begin studying the foundational rules of usage, punctuation, and sentence composition in the early grades. In the upper grades, students hone these skills as they compose sentences and paragraphs with more complex structures to convey more sophisticated ideas. Students’ ability to manipulate language for different purposes, audiences, and styles is crucial for communicating their ideas effectively.
2. **Did you know that the ACT has separate sections for English and reading?**
The ACT assesses English and reading separately. The English section consists of five essays or passages, each of which is accompanied by a sequence of multiple-choice questions that ask students to revise or edit the passage as needed, measuring their mastery of usage, mechanics, and rhetorical skills. The reading subtest blends text from four major disciplines and measures students’ ability to read closely, discern key ideas, analyze craft and structure, and integrate information.
3. **Did you know the ACT English subtest covers three major topics and six separate skills?**
The English subtest is a 45-minute test with 75 questions divided into three major categories: Production of Writing (e.g., organization, cohesion, and topic focus), Knowledge of Language (e.g., rhetoric and style), and Conventions of Standard English Grammar (e.g., sentence structure, usage conventions, punctuation conventions).
4. **When should we begin preparing students for the ACT English subtest?**
Early grades are incredibly important to a student’s academic journey. In the elementary grades, students learn the foundational rules of usage and mechanics. In fact, many of the ACT benchmark standards for English are aligned to Utah Core State Standards found in the elementary grade levels. For example, the English benchmark standard *USG 302 Ensure straightforward subject-verb agreement* is aligned with a Utah standard found in grade 3 (*3.L.1.f Ensure subject-verb and pronoun-antecedent agreement*).
**Please note:** This document is intended to highlight connections between the Utah Core State Standards and the ACT College and Career Readiness Standards, but it is not an exhaustive document that details every standard or every connection.
Many of the ACT standards are aligned to the Utah cornerstone standards, which spiral through each grade level. Instead of listing every applicable standard, this document may list the cornerstone standard, when appropriate, or a single grade-level standard as an example. For instance, the skill assessed in the ACT standard *SST 201 Determine the need for punctuation or conjunctions to join simple clauses* is encompassed within the Utah standards *L.1 and L.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking, and demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing*. However, the skill is also referenced specifically in a grade 4 standard (*4.L.2.c Use commas before coordinating conjunction in a compound sentence*).
While the *Utah Core State Standards for English Language Arts* are organized by domain and grade level, the *ACT College and Career Readiness Standards* are organized by reporting category (domain) and score range.
| ACT Score Range | ACT Standard Coding |
|-----------------|---------------------|
| 13–15 | 200 |
| 16–19* | 300 |
| 20–23 | 400 |
| 24–27 | 500 |
| 28–32 | 600 |
| 33–36 | 700 |
*The benchmark score for the ACT English subtest is 18. Many of the ACT English benchmark standards can be found in the Utah English, Reading and Writing standards for grades K–5.*
| Category | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades K–5?* |
|----------|-----------------------------------------------------|-------------------------------------------------|------------------------------------------------------|
| Production of Writing | TOD 301 Delete material because it is obviously irrelevant in terms of the topic of the essay
ORG 201 Determine the need for transition words or phrases to establish time relationships in simple narrative essays (e.g., then, this time)
ORG 405 Rearrange the sentences in a straightforward paragraph for the sake of logic | 2.L.1.i Produce, expand, and rearrange simple and compound sentences.
3.W.2.b, 4.W.2.b, 5.W.2.b* Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
3.W.2.c Use linking words and phrases to connect ideas within and across categories of information.
4.W.2.c Link ideas within categories of information using words and phrases.
5.W.2.c Link ideas within and across categories of information using words, phrases, and clauses.
3.W.5, 4.W.5, 5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. | Have students regularly write informal and formal responses to literary and informational text to gain writing fluency.
Have students reread their drafts and check that their ideas are communicated clearly.
Take a model essay or paragraph and cut it into paragraphs or sentences. Have students work in teams to organize the essay or paragraph logically.
Give students a model essay with missing words and phrases. Have students work in pairs to provide the most appropriate transitional words and phrases.
Give students a paragraph with one or more unrelated sentences. Have students work in pairs to determine which sentence(s) is irrelevant and should be omitted from the paragraph.
Give students a paragraph and/or paragraphs from an authentic student response. Have students work in pairs to determine which edits need to be made to improve the writing for clarity. |
*The ACT standards are written from the perspective of a selected-response assessment (i.e., recognizing errors embedded in text and correcting them). The Utah Core Standards are written with an emphasis on writing as a process.*
| Category | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades K–5?* |
|----------|-----------------------------------------------------|-------------------------------------------------|------------------------------------------------------|
| | | instructional focus on producing an authentic product (e.g., writing an essay). Although students do not compose a written response on the ACT English subtest, the skills they have developed through the Utah writing standards will help them in selecting the appropriate corrections or revisions on the English subtest. | *Additional ideas for instructional practices can be found in the resource [Ideas for Progress in College and Career Readiness](#) on the ACT website. |
| Knowledge of Language (KLA) Questions in this category test how well students choose precise and appropriate words and images; maintain the level of style and tone in an essay; manage sentence elements for rhetorical effectiveness; and avoid ambiguous pronoun references, wordiness, and redundancy. | KLA 403 Determine the need for conjunctions to create straightforward logical links between clauses
KLA 404 Use the word or phrase most appropriate in terms of the content of the sentence when the vocabulary is relatively common | 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and time relationships.
4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
5.L.1.f Use correlative conjunctions. | Provide students with a paragraph containing only simple sentences. Have students work in pairs to combine the sentences into compound and complex sentences by adding appropriate conjunctions. Try out different words in a draft; discuss the words’ connotations and effect on meaning. Begin building capacity for conjunctions as transitional terms. Use the anchors of “and,” “but,” and “so” to begin charting synonyms more commonly used as transitional terms. Build students’ academic vocabulary by presenting them with content-rich complex texts. |
| Category | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades K–5?* |
|-------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Conventions of Standard English Grammar, Usage, and Punctuation | **SST 201** Determine the need for punctuation or conjunctions to join simple clauses
**SST 202** Recognize and correct inappropriate shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences
**SST 301** Determine the need for punctuation or conjunctions to correct awkward-sounding fragments and fused sentences
**USG 201** Form the past tense and past participle of irregular but commonly used verbs
**USG 202** Form comparative and superlative adjectives
**USG 302** Ensure straightforward subject-verb agreement
**USG 303** Ensure straightforward pronoun-antecedent agreement
**PUN 302** Use appropriate punctuation in straightforward situations (e.g., simple items in a series)
**PUN 404** Delete apostrophes used incorrectly to form plural nouns | **1.L.2.c** Use commas in dates and to separate single words in a series.
**2.L.1.g** Form and use the past tense of frequently occurring irregular verbs.
**3.L.1.d** Form and use regular and irregular plural nouns.
**3.L.1.f** Form and use regular and irregular verbs.
**3.L.1.h** Ensure subject-verb agreement and pronoun-antecedent agreement.*
**3.L.1.i** Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
**3.L.1.j** Use coordinating and subordinating conjunctions.
**4.L.1.h** Produce complete sentences; recognize and correct inappropriate fragments and run-ons.*
**4.L.2.c** Use a comma before a coordinating conjunction in a compound sentence.
**5.L.1.e** Recognize and correct inappropriate shifts in verb tense. | When reading, have students highlight the author’s correct use of agreement, verb tense, adjectives, conjunctions, and punctuation. In a writers’ workshop, have students rewrite a short piece in different tenses (i.e., rewrite a piece in present tense in past and in future tense) and discuss the difference in the message. During an editing workshop, have students look for errors in agreement, verb tenses, run-ons, or fragments. Differentiate student feedback by focusing on specific usage and punctuation errors at different points throughout the year. Create an anchor chart with examples of common incorrect grammar, usage, and/or punctuation. Send students on a “scavenger hunt” to find incorrect uses in everyday experiences (e.g., signs, advertisements, etc.). Invite students to contribute to the list with their observations. |
*These standards are reinforced in the upper grade levels as sentence
| Category | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades K–5?* |
|-------------------------------------------------------------------------|-----------------------------------------------------|-------------------------------------------------|------------------------------------------------------|
| end-of-sentence punctuation, with emphasis on the relationship of punctuation to meaning (e.g., avoiding ambiguity, indicating appositives). | | structure becomes increasingly complex. | |
| Category | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades 6-8?* |
|----------|-----------------------------------------------------|--------------------------------------------------|------------------------------------------------------|
| **Production of Writing**
Questions in this category test how well students develop a given topic by choosing expressions appropriate to an essay’s audience and purpose; judging the effect of adding, revising, or deleting supporting material; judging the relevance of statements in context; organizing ideas; and choosing effective opening, transitional, and closing sentences. | **TOD 501** Determine the relevance of material in terms of the focus of the paragraph
**ORG 401** Determine the need for transition words or phrases to establish straightforward logical relationships
**ORG 403** Provide an introduction to a straightforward paragraph
**ORG 302** Provide a simple conclusion to a paragraph or essay
**ORG 505** Rearrange the paragraphs in an essay for the sake of logic | **6.W.2.a, 7.W.2.a, 8.W.2.a** Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting, graphics, and multimedia when useful to aiding comprehension.
**6.W.2.b, 7.W.2.b, 8.W.2.b** Develop the topic with facts, definitions, concrete details, quotations, or other information and examples.
**6.W.1.e and 2.f, 7.W.1.e and 2.f, 8.W.1.e and 2.f** Craft an effective and relevant conclusion.
**6.W.2.c, 7.W.2.c** Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
**8.W.2.c** Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
**6.W.5, 7.W.5, 8.W.5** With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing, or trying a new | Have students routinely write informal and formal responses to literary and informational text to strengthen writing fluency.
Give students an authentic student essay. Have students work in teams to evaluate the relevance of the information presented. Where material is deemed irrelevant, have students provide suggestions for revisions.
Recognize and experiment with sophisticated organizational structures (problem/solution, cause/effect, etc.).
Take a model essay and cut it into paragraphs or sentences. Have students work in teams to organize the essay logically.
Give students a model essay with missing words and phrases. Have students work in pairs to provide the most appropriate transitional words and phrases.
During a writing workshop, have students focus on improving their introduction and conclusion in an essay through constructive feedback from teachers and peers. |
| Category | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades 6-8?* |
|----------|-----------------------------------------------------|--------------------------------------------------|------------------------------------------------------|
| | | approach focusing on how well purpose and audience have been addressed. *The ACT standards are written from the perspective of a selected-response assessment (i.e., recognizing errors embedded in text and correcting them). The Utah Core Standards are written with an instructional focus on producing an authentic product (e.g., writing an essay). Although students do not compose a written response on the ACT English subtest, the skills they have developed through the Utah writing standards will help them in selecting the appropriate corrections or revisions on the English subtest.* | *Additional ideas for instructional practices can be found in the resource Ideas for Progress in College and Career Readiness on the ACT website. |
| Knowledge of Language | Questions in this category test how well students choose precise and appropriate words and images; maintain the level of style and tone in an essay; manage sentence elements for rhetorical effectiveness; and avoid ambiguous pronoun references, wordiness, and redundancy. | KLA 402 Revise expressions that deviate from the style and tone of the essay
KLA 501 Revise vague, clumsy, and confusing writing
KLA 505 Use the word or phrase most appropriate in terms of the content of the sentence when the vocabulary is uncommon | 6.L.3.b and c When writing and speaking, vary sentence patterns for meaning, reader/listener interest, and style; maintain consistency in style and tone.
7.L.3.a When writing and speaking, choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*
8.L.3.a Use knowledge of language and its conventions when writing, | Have students discuss the author’s purpose and audience when reading a mentor text.
Have students identify their own audience and purpose when writing, and then write with a tone that fits that audience and purpose.
Discuss what makes some writing “wordy” and the difference between repetition for emphasis and repetition that is redundant. |
| Category | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades 6-8?* |
|----------|-----------------------------------------------------|--------------------------------------------------|------------------------------------------------------|
| | SST 301 Recognize and correct inappropriate shifts in verb tense and voice when the meaning of the entire sentence must be considered
SST 401 Recognize and correct marked disturbances in sentence structure
SST 602 Maintain consistent and logical verb tense and voice and pronoun person on the basis of the paragraph or essay as a whole
USG 503 Recognize and correct vague and ambiguous pronouns
PUN 401 Delete commas when an incorrect understanding of the sentence suggests a pause that should be punctuated
PUN 404 Use commas to set off parenthetical elements | 6.L.6, 7.L.6, 8.L.6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.
6.L.1.a, b, and d When writing or speaking, use pronouns (case, intensive pronouns, pronoun-antecedent agreement) effectively.
6.L.2.a When reading or writing, explain the functions of commas, parentheses, and dashes to set off parenthetical elements and use them correctly to do so.
7.L.1.b and c When writing or speaking, produce simple, compound, and complex sentences with effectively-placed modifiers.
8.L.1.b, c, and d When reading or listening, explain the function of the voice (active and passive) and the mood of a verb and its application in text. | Provide students with authentic student work. Challenge them to revise the essay for concision without oversimplifying or altering the writer’s original ideas. Try out different words in a draft; discuss the words’ connotations and effect on the draft’s style and tone. Build students’ academic vocabulary by presenting them with content-rich complex texts. When reading, discuss the author’s correct use of agreement, verb tense, and commas. Have students focus on revising misplaced modifiers and unclear pronoun references in an editing workshop. Differentiate student feedback by focusing on specific usage and punctuation errors at different points throughout the year. Have students record a peer’s retelling of a story and then type up the story using correct punctuation. Have students work with peers to create a punctuation handbook for younger students’ use, utilizing examples from their own drafts. |
| Category | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades 6-8?* |
|-------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------------------------------------|
| modifiers and the word modified; verb formation; pronoun case; formation of comparative and superlative adjectives and adverbs; and idiomatic usage. Questions in the punctuation conventions subcategory assess students’ knowledge of the conventions of internal and end-of-sentence punctuation, with emphasis on the relationship of punctuation to meaning (e.g., avoiding ambiguity, indicating appositives). | | 8.L.1.a When speaking, reading, and writing, explain the functions of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. | |
| Category | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades 9–12?* |
|----------|-----------------------------------------------------|-------------------------------------------------|------------------------------------------------------|
| **Production of Writing**
Questions in this category test how well students develop a given topic by choosing expressions appropriate to an essay’s audience and purpose; judging the effect of adding, revising, or deleting supporting material; judging the relevance of statements in context; organizing ideas; and choosing effective opening, transitional, and closing sentences. | **TOD 601** Determine relevance when considering material that is plausible but potentially irrelevant at a given point in the essay
**TOD 703** Use a word, phrase or sentence to accomplish a subtle purpose
**ORG 702** Provide a sophisticated introduction or conclusion to or transition within a paragraph or essay, basing decision on a thorough understanding of the paragraph and essay | **9-10.W.2.a, 11-12.W.2.a** Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful to aiding comprehension.
**9-10.W.2.b** Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
**11-12.W.2.b** Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
**9-10.W.2.f, 11-12.W.2.f** Provide a concluding statement or section that follows from and supports the information or explanation presented. | Have students regularly write informal and formal, on-demand and extended research responses to literary and informational text to broaden and strengthen their writing fluency. When reading mentor texts, have students evaluate the relevance of the author’s use of evidence and validity of reasoning. When reading mentor texts, have students analyze rhetorical strategies. Have students rewrite essays to adjust for a new audience or purpose. Discuss how the tone, meaning, or purpose of a sentence changes when a single word or phrase is altered. During a writing workshop, have students focus on improving their introduction and conclusion in an essay through constructive feedback from the teacher and peers. Have students engage in regular peer-editing workshops. |
*Additional ideas for instructional practices can be found in the resource Ideas for Progress in College and Career Readiness on the ACT website.*
| Category | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades 9-12?* |
|----------|-----------------------------------------------------|--------------------------------------------------|--------------------------------------------------------|
| | | 9-10.W.5, 11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. *The ACT standards are written from the perspective of a selected-response assessment (i.e., recognizing errors embedded in text and correcting them). The Utah Core Standards are written with an instructional focus on producing an authentic product (e.g., writing an essay). Although students do not compose a written response on the ACT English subtest, the skills they have developed through the Utah writing standards will help them in selecting the appropriate corrections or revisions on the English subtest.* | During a writers’ workshop, focus on revising for precision and concision. Select mentor texts that are rich in interesting word choice. Have students write a response to a text, mirroring the tone or mood of the original mentor text. |
**Knowledge of Language**
Questions in this category test how well students choose precise and appropriate words and images, maintain the level of style and tone in an essay,
| | KLA 601 Revise vague, clumsy, and consuming writing involving sophisticated language
KLA 702 Use the word or phrase most appropriate in terms of the content of the sentence when the vocabulary is sophisticated | 9-10.L.3, 11-12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to | During a writers’ workshop, focus on revising for precision and concision. Select mentor texts that are rich in interesting word choice. Have students write a response to a text, mirroring the tone or mood of the original mentor text. |
| Category | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades 9-12?* |
|-------------------------------------------------------------------------|-----------------------------------------------------|--------------------------------------------------|--------------------------------------------------------|
| manage sentence elements for rhetorical effectiveness, and avoid ambiguous pronouns references, wordiness, and redundancy. | | comprehend more fully when reading or listening.
9-10.L.6, 11-12.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the postsecondary and workforce level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. | Build students’ academic vocabulary by presenting them with content-rich complex texts. |
| **Conventions of Standard English Grammar, Usage, and Punctuation** | | | |
| Questions in the **sentence structure and formation** subcategory assess students’ understanding of relationships between and among clauses, placement of modifiers, and shifts in construction. | SST 601 Recognize and correct subtle disturbances in sentence structure (e.g., weak conjunctions between independent clauses, run-ons that would be acceptable in conversational English, lack of parallelism within a complex series of phrases or clauses)
PUN 501 Delete commas in long or involved sentences when an incorrect understanding of the sentence suggests a pause that should be punctuated
PUN 601 Use commas to avoid ambiguity when the syntax or language is sophisticated | 9-10.L.1.a and b Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; use effective parallel structure and various types of phrases and clauses to convey specific meaning and add variety and interest to writing or presentations.
9-10.L.2.a, b, and c Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; when reading and writing; explain the functions of semicolons and colons to separate related ideas and use | When reading, discuss the author’s effective use of parallelism and stylistic punctuation.
During an editing workshop, have students look for examples of ineffective style and make suggestions for revisions.
Differentiate student feedback by focusing on specific usage and punctuation errors at different points throughout the year. |
| Category | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades 9-12?* |
|-------------------------------------------------------------------------|-----------------------------------------------------|--------------------------------------------------|--------------------------------------------------------|
| between pronoun and antecedent, and between modifiers and the word modified; verb formation; pronoun case; formation of comparative and superlative adjectives and adverbs; and idiomatic usage. | **PUN 604** Use a semicolon to link closely related independent clauses
**PUN 702** Use a colon to introduce an example or elaboration | them correctly to do so; write and edit work so that it conforms to a style guide appropriate for the discipline and writing type.
11-12.L.1.a and b Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; consider complex and contested matters of usage and convention.
11-12.L.2 and 3 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; when reading and writing, use knowledge of punctuation to enhance sentence style to support the content of the sentence; write and edit work so that it conforms to a style guide appropriate for the discipline and writing type. | |
| Questions in the **punctuation conventions** subcategory assess students’ knowledge of the conventions of internal and end-of-sentence punctuation, with emphasis on the relationship of punctuation to meaning (e.g., avoiding ambiguity, indicating appositives). | | | |
Questions & Answers
1. **What determines student success on the ACT reading subtest?**
The biggest differentiator of success on the ACT reading subtest is the ability to read complex text proficiently. Therefore, when we say students will attain a score of 21 or higher, we are really saying that we are committed to presenting students with appropriately complex informational and literary texts at each grade level. The work that happens in early grades impacts the work in upper grades.
2. **Did you know that three of the four passages students read on the ACT are nonfiction/informational texts?**
Passages are on topics in social studies, natural sciences, the humanities (fine arts, philosophy), and literary narrative (including prose fiction). This does not mean that 75 percent of instructional time should be spent on nonfiction/informational text. It does mean that students should read a range of nonfiction/informational text from the natural sciences, social sciences, and humanities throughout the school year across content areas in all grade levels. Reading should be fostered in all core and elective courses.
3. **Are students asked to bring prior knowledge to the ACT reading subtest?**
No, students are not asked to bring any prior knowledge of any specific subject to the reading subtest of the ACT. Students are asked to read text independently and proficiently on grade level. In fact, much of the text on the ACT is complex and will require a close, careful reading to determine the correct answer to questions.
4. **When should we begin preparing students for the ACT reading subtest?**
Beginning in kindergarten, the Utah Core State Standards expect students to interact with complex texts to discern meaning, ask questions, make inferences, synthesize information, and generate new ideas. This document is not about “test prep;” it is about building upon a strong foundation to achieve success by grade 11.
**Please note:** This document is intended to highlight connections between the Utah Core State Standards and the ACT College and Career Readiness Standards, but it is not an exhaustive document that details every standard or every connection. Many of the ACT standards are aligned to the Utah Core State Anchor Standards, which spiral through each grade level. Instead of listing every connection, this document may list the Anchor Standard or a single grade-level standard as an example. As stated in the Utah Core State Standards, “The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.”
While the [Utah Core State Standards for English Language Arts](#) are organized by domain and grade level, the [ACT College and Career Readiness Standards](#) are organized by reporting category (domain) and score range.
| ACT Score Range | ACT Standard Coding |
|-----------------|---------------------|
| 13–15 | 200 |
| 16–19 | 300 |
| 20–23* | 400 |
| 24–27 | 500 |
| 28–32 | 600 |
| 33–36 | 700 |
*The benchmark score for the ACT Reading subtest is 22. Many of the skills found in the ACT Reading benchmark standards are first introduced in the Utah reading standards for grades K-5. In the middle grades, students strengthen this reading foundation and build stamina as they encounter increasingly complex texts. In high school, the standards focus on students’ ability to recognize archetypal patterns, nuances of language, and inter-textual connections.*
| Reading Reporting Categories | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades K–5?* |
|-----------------------------|-----------------------------------------------------|-------------------------------------------------|--------------------------------------------------|
| **Key Ideas and Details** | | | • Read relevant and interesting literary texts (e.g., short stories, novels, memoirs, poems, and personal essays) that are quantitatively and qualitatively complex. |
| Questions in this category test students’ ability to read texts closely in order to determine central ideas and themes; summarize information and ideas accurately; understand relationships; and draw logical inferences and conclusions. | CLR 302 Draw simple logical conclusions in somewhat challenging passages
IDT 402 Identify a clear central idea or theme in somewhat challenging passages or their paragraphs
IDT 403 Summarize key supporting ideas and details in somewhat challenging passages
REL 301 Identify clear comparative relationships between main characters in somewhat challenging literary narratives
REL 403 Identify clear cause-effect relationships in somewhat challenging passages | 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
3.RL/1.2, 4.RL/1.2, 5.RL/1.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific | • Read relevant and interesting informational texts about social sciences, natural sciences, and humanities that are quantitatively and qualitatively complex.
• Ask text-dependent questions that require a close, careful reading of the text.
• Encourage active reading with text markers and annotations.
• Ask students to find evidence in a text by paying attention to specific details in text that help develop the main idea.
• Ask students to visualize characters, settings, or events and sketch relevant and challenging scenes with details from the text.
• Ask students to search for patterns or clues that indicate cause-effect relationships. |
| Craft and Structure | Questions in this category test students’ ability to determine the meaning of words and phrases; analyze author’s word choice; analyze text structure; and analyze the author’s purpose and perspective. |
|---------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| | **WME 301** Analyze how the choice of a specific word or phrase shapes meaning or tone in somewhat challenging passages when the effect is simple
**WME 302** Interpret basic figurative language as it is used in a passage
**TST 404** Analyze the overall structure of somewhat challenging passages
**PPV 401** Identify a clear purpose of somewhat challenging passages and how that purpose shapes content and style
**PPV 402** Understand point of view in somewhat challenging passages |
| | **5.RL.3** Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in a text.
**3.RL.4** Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language
**3.RI.4, 4.RI.4, 5.RI.4** Determine the meaning of general academic and domain-specific words and phrases in a text
**4.RL.4** Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology
**5.RL.4** Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
**3.RI.6** Distinguish reader point of view from that of an author of a text.
**4.RI.5** Describe the overall structure of events, ideas, and concepts of information in a text or part of a text.
**5.RL.6** Describe how a narrator’s or speaker’s point of view influences how events are |
| | *Additional ideas for instructional practices can be found in the resource [Ideas for Progress in College and Career Readiness](#) on the ACT website.*
- Work with students to build vocabulary and word knowledge, including Tier II vocabulary, through building an understanding of how to use context clues.
- Help students build Tier III vocabulary through word study and reading several texts on the same topic or idea.
- Help students to differentiate between denotative and connotative meanings of words in complex texts.
- Have students explore how an author’s or narrator’s word choice can shape meaning and affect readers’ understanding.
- Have students examine the organization patterns used by the author of a text.
- Provide examples of one event or topic from the perspective of two different narrators or authors. |
| Integration of Knowledge and Ideas | Questions in this category test students’ ability to evaluate authors’ claims, differentiate between facts and opinions, and use evidence to make connections between different texts that are related by topic. |
|-----------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| ARG 201 | Analyze how one or more sentences in somewhat challenging passages offer reasons for or support a claim
SYN 301 | Make straightforward comparisons between two passages
SYN 501 | Draw logical conclusions using information from two informational texts |
| 3.RI.9 | Compare and contrast the most important points and key details presented in two texts on the same topic.
4.RI.8 | Explain how an author uses reasons and evidence to support particular points in a text.
4.RI.9 | Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
5.RI.8 | Explain how an author uses reasons and evidence to support points in a text, identifying which reasons and evidence support which points.
5.RL.9 | Compare and contrast stories in the same genre on their approaches to similar themes and topics. |
- Have students read a traditional fairy tale or fable and compare it to one written by another author, particularly one that is derived from the original source.
- Use selections from literary texts to supplement informational units; for instance, when studying U.S. history, read an excerpt of a literary text set in the same time period.
- Use text in science and social studies instruction.
- Build student knowledge through a deep exploration of one topic.
| Reading Reporting Categories | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades 6-8?* |
|-----------------------------|-----------------------------------------------------|--------------------------------------------------|------------------------------------------------------|
| Key Ideas and Details | **CLR 402** Draw logical conclusions in somewhat challenging passages
**IDT 501** Infer a central idea or theme in somewhat challenging passages or their paragraphs
**IDT 503** Summarize key supporting ideas and details in more challenging passages
**REL 502** Understand implied or subtly stated comparative relationships in somewhat challenging passages
**REL 504** Understand implied or subtly stated cause-effect relationships in somewhat challenging passages | **6.RL/I.1, 7.RL/I.1, 8.RL/I.1** Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
**6.RL/I.2, 7.RL/I.2, 8.RL/I.2** Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
**7.RI.3** Analyze the relationships and interactions among individuals, events, and/or ideas in a text. | • Read relevant and interesting literary texts (e.g., short stories, novels, memoirs, poems, and personal essays) that are appropriately quantitatively and qualitatively complex.
• Read relevant and interesting informational text about the social sciences, natural sciences, and humanities that are quantitatively and qualitatively complex.
• Ask text-dependent questions that require a close, careful reading of the text.
• Ask students to find evidence in text by paying attention to specific details in text that help create the claim or central idea.
• Encourage active reading with text markers and annotations.
• Ask students to trace character development through literature by looking for specific places in the text that highlight how the characters change.
• Ask students to examine events in text to determine the primary cause(s) and final outcome(s). |
| Craft and Structure | Questions in this category test students’ ability to determine the meaning of words and phrases; analyze author’s word choice; analyze text structure; and analyze the author’s purpose and perspective. |
|---------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| **WME 401** | Analyze how the choice of a specific word or phrase shapes meaning or tone in somewhat challenging passages |
| **WME 402** | Interpret most words and phrases as they are used in somewhat challenging passages, including determining technical, connotative, and figurative meanings |
| **TST 401** | Analyze how one or more sentences in somewhat challenging passages relate to the whole passage |
| **TST 505** | Analyze the overall structure of more challenging passages |
| **PPV 501** | Infer a purpose in somewhat challenging passages and how that purpose shapes content and style |
| **6.RI.4, 7.RI.4, 8.RI.4** | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. |
| **6.RL.5** | Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. |
| **7.RI.5** | Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. |
| **8.RI.6** | Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. |
*Additional ideas for instructional practices can be found in the resource [Ideas for Progress in College and Career Readiness](#) on the ACT website.*
- Work with students to build vocabulary and word knowledge, including Tier II vocabulary, through building an understanding of how to use context clues.
- Help students build Tier III vocabulary through word study and reading several texts on the same topic or idea.
- Have students predict how changes to the wording of a text might convey a different tone or attitude.
- Provide examples of text where structure contributes to meaning: For example, have students read a graphic novel and contrast its structure and its impact on meaning to the structure of a traditional text about the same event or topic.
- Have students analyze the relationship between an author’s or narrator’s intended message and the rhetorical devices used to convey that message.
| Reading Reporting Categories | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core Standards: Snapshot of Expected Skills | What could this look like in practices in grades 9-12?* |
|-----------------------------|-----------------------------------------------------|--------------------------------------------------|--------------------------------------------------------|
| **Key Ideas and Details** | | | • Read relevant and interesting literary texts (e.g., short stories, novels, memoirs, poems, and personal essays) that are quantitatively and qualitatively complex. |
| Questions in this category test students’ ability to read texts closely in order to determine central ideas and themes; summarize information and ideas accurately; understand relationships; and draw logical inferences and conclusions. | CLR 603 Draw subtle logical conclusions in more challenging passages
IDT 701 Identify or infer a central idea or theme in complex passages or their paragraphs
IDT 602 Summarize key supporting ideas and details in complex passages
REL 702 Understand implied or subtly stated comparative relationships in complex passages
REL 704 Understand implied or subtly stated cause-effect relationships in complex passages | 9-10.RL/I.1, 11-12.RL/I.1 Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
9-10.RL/I.2, 11-12.RL/I.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
11-12.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. | • Read relevant and interesting informational text about the social sciences, natural sciences, and humanities that is quantitatively and qualitatively complex.
• Use text in science and social studies instruction.
• Ask text-dependent questions that require a close, careful reading of the text.
• Ask students to find evidence in a text by examining specific details in text that help create the claim or central idea.
• Encourage active reading through the use of text markers and annotations.
• Have students analyze subtle relationships between and among people, objects, events, and ideas in complex texts.
• Have students identify implications and possible |
| Craft and Structure | WME 701 Analyze how the choice of a specific word or phrase shapes meaning or tone in passages when the effect is subtle or complex
WME 702 Interpret words and phrases as they are used in complex passages, including determining technical, connotative, and figurative meanings
TST 601 Analyze how one or more sentences in complex passages relate to the whole passage
TST 602 Infer the function of paragraphs in more challenging passages
TST 603 Analyze the overall structure of complex passages
PPV 701 Identify or infer a purpose in complex passages and how that purpose shapes content and style |
| --- | --- |
| 9-10.RL/I.4, 11-12.RL/I.4 Interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
9-10.RI.5 Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
9-10.RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
11-12.RL.5 Analyze how an author’s choices concerning the structure of specific parts of a text contribute to its overall structure, meaning, and aesthetic impact.
11-12.RI.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly |
*Additional ideas for instructional practices can be found in the resource Ideas for Progress in College and Career Readiness on the ACT website.*
- Help students build academic and Tier II vocabulary through an understanding of how to use context to discern meaning.
- Help students build Tier III vocabulary through word study and reading several texts on the same topic or idea.
- Have students predict how changes to the wording of a text might convey a different tone or attitude.
- Have students explain how some sentence constructions (e.g., using parallel structures, many or no conjunctions, purposeful repetition) affect the meaning of the text.
- Have students analyze the relationship between an author’s or narrator’s intended message and the rhetorical devices used to convey that message.
- Have students search for subtle evidence in a text that conveys...
Questions & Answers
1. **What determines student success on the ACT mathematics subtest?**
The mathematics skills assessed on the ACT extend across all grade levels. The ACT College and Career Readiness Standards for mathematics are a combination of skills taught beginning as early as grade 2 and extending through the Secondary Mathematics III course. For a student to attain an 18 or higher, the student needs instruction focused on developing a content-rich, conceptual understanding of mathematics at all grade levels. Additionally, students need to have developed a strong foundation in procedural fluency and problem solving. To be successful on the ACT mathematics subtest, students need to develop an understanding of the following:
- which ideas are useful in a particular context for problem solving;
- why and how certain key ideas aid in problem solving, through the systematic progression of mathematics;
- how and why an idea or procedure is mathematically defensible and when it is most efficient to use a particular procedure; and
- how to flexibly adapt previous experience to new-problem-solving situations.
2. **What is the structure of the ACT mathematics test?**
The ACT mathematics test is a 60-minute test with 60 questions that are designed to assess the mathematical skills students have acquired across the entirety of their mathematical academic career and the efficiency with which they are able to access and apply those skills. The test presents multiple-choice questions that require a student to use reasoning skills grounded in both procedural fluency and to utilize problem-solving strategies to work through practical problems in mathematics. In preparation for the ACT mathematics test, it is essential to have working knowledge of basic formulas and computational skills but recall of complex formulas and extensive computation is not required.
3. **When should we begin preparing students for the ACT mathematics subtest?**
The ACT mathematics questions are based on skills and standards taught from elementary school through high school. This means that students who have a strong foundation in mathematics and who consistently perform well in each grade level will use the same skills to perform well on the ACT. Therefore, all academic grades have a crucial part to play in preparing students for ACT mathematics success.
*Please note:* This document is intended to highlight connections between Utah Core Standards and the ACT mathematics test, but it is not an exhaustive document that details every connection.
While the [Utah Core Standards for Mathematics](#) are organized by strands and standards, the [ACT College and Career Readiness Standards](#) are organized by reporting category (domain) and score range.
| ACT Score Range | ACT Standard Coding |
|-----------------|---------------------|
| 13-15 | 200 |
| 16-19 | 300 |
| 20-23* | 400 |
| Range | Score |
|-------|-------|
| 24-27 | 500 |
| 28-32 | 600 |
| 33-36 | 700 |
*The ACT College and Career Readiness benchmark score for the ACT mathematics subtest is 22. Many of the skills a student needs to master to reach this benchmark are embedded in the Utah Core State Standards for mathematics in grades 6-8. In the middle grades, students develop an understanding of quantities, operations with rational numbers, and basic algebraic thinking. These skills are anchored in concepts introduced in earlier grades (such as fractions). Reinforcing these foundational connections as students continue into high school courses (such as Secondary Mathematics I, II, and III) is necessary for students to be successful on the foundational skills that define the readiness benchmark.*
Mathematics is broken into strands, which are the buckets of main concepts that students learn over the course of time. As previously mentioned, success on the ACT is dependent upon the entirety of a student’s mathematics career from elementary school through high school. The following chart shows how the strands within the current Utah Core State Standards in mathematics build on one another. In the chart below, you will see which mathematics strands students are learning holistically throughout a given year and how the mathematics strands build on one another across a student’s academic career.
The domains of the ACT College and Career Readiness Standards for mathematics are similar to the strands of the Utah mathematics standards:
geometry, statistics and probability, number and quantity, algebra, and functions. Standards unique to ACT are assigned to each category and can be found here: [ACT mathematics college and career standards](#).
**Side-by-Side Example: Number and Quantity Strand**
**Connectivity Between the ACT and Utah Core State Standards in Mathematics**
Multiple Utah Core State Standards are embedded within a single ACT College and Career Readiness Standard for mathematics. The following chart highlights a small, representative sample of connections between selected ACT standards and the Utah Core State Standards in the domains that are tested. This is for illustrative purposes only, as students should be consistently exposed to all of the Utah Core State Standards to be successful on the ACT mathematics subtest.
These examples illustrate how the ACT mathematics subtest assesses the entirety of a student’s academic career in mathematics. Even though students take the ACT in high school, if building blocks are left out—even in the early grades—students are less prepared to be successful on this important measure of college and career readiness.
| Category | ACT Readiness Standards | Utah Core State Standards |
|----------|-------------------------|---------------------------|
| **Number and Quantity (N)**<br>Questions in this category test students’ ability to understand and reason with numerical quantities in many forms in the real and complex number systems. | N 201.<br>Perform one-operation computation with whole numbers and decimals | **2.NBT.5.** Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.<br>**3.OA.7a.** Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. (e.g., knowing that $8 \times 5 = 40$, one knows $40 \div 5 = 8$)<br>**3.OA.7b.** By the end of Grade 3, know from memory all products of two one-digit numbers<br>**3.NBT.2.** Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.<br>**4.NBT.4.** Fluently add and subtract multi-digit whole numbers using the standard algorithm (Expectations in this strand are limited to whole numbers less than or equal to 1,000,000).<br>**4.OA.3.** Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies, including rounding.<br>**5.NBT.5.** Fluently multiply multi-digit whole numbers using the standard algorithm. |
| Category | ACT Readiness Standards | Utah Core State Standards |
|----------|------------------------|--------------------------|
| | | 5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. In this standard, dividing decimals is limited to a whole number dividend with a decimal divisor or a decimal dividend with a whole number divisor. Compare the value of the quotient on the basis of values of the dividend and divisor.
6.NS.2. Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals using a standard algorithm for each operation. Fluently divide multi-digit decimals using the standard algorithm, limited to a whole number dividend with a decimal divisor or a decimal dividend with a whole number divisor. Solve division problems in which both the dividend and the divisor are multi-digit decimals; develop the standard algorithm by using models, the meaning of division, and place value understanding. |
| N 202. | Recognize equivalent fractions and fractions in lowest terms | 3.NF.3a. Understand two fractions as equivalent if they are the same size, or the same point on a number line.
3.NF.3b. Recognize and generate simple equivalent fractions, such as $1/2 = 2/4$, $4/6 = 2/3$. Explain why the fractions are equivalent by using a visual fraction model, for example.
3.NF.3c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. For example, express 3 in the form $3 = 3/1$; recognize that $6/1 = 6$; locate $4/4$ and 1 at the same point of a number line diagram.
4.NF.1. Explain why a fraction $a/b$ is equivalent to a fraction $(n \times a)/(n \times b)$ by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. |
| N 302. | Identify a digit’s place value | 2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; for example, 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens called a “hundred”. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
4.NBT. Generalize place value understanding for multi-digit whole numbers by analyzing patterns, writing whole numbers in a variety of ways, making comparisons, and rounding. Use place value understanding and properties of operations to perform multidigit addition, |
| Category | ACT Readiness Standards | Utah Core State Standards |
|----------|------------------------|--------------------------|
| | | subtraction, multiplication, and division using a one-digit divisor. Expectations in this strand are limited to whole numbers less than or equal to 1,000,000.
5.NBT. Understand the place value system. Perform operations with multidigit whole numbers and with decimals to hundredths. |
| | N 404. Understand absolute value in terms of distance | 6.NS.7c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world context. *For example*, an account balance of -30 dollars, write $|-30| = 30$ to describe the size of the debt in dollars.
7.NS.1b. Understand p + q as the number located a distance $|q|$ from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. |
| | N 603. Apply number properties involving positive/negative numbers | 6.NS.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (for example, temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of zero in each situation.
6.NS.6a. Recognize opposite signs of numbers as indicating locations on opposite sides of zero on the number line; recognize that the opposite of the opposite of a number is the number itself. For example, $-(-3) = 3$, and zero is its own opposite.
7.NS. 1a. Describe situations in which opposite quantities combine to make 0. *For example*, a hydrogen atom has 0 charge because its two constituents are oppositely charged.
7.NS. 1b. Understand p + q as the number located a distance $|q|$ from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
7.NS. 1c. Understand subtraction of rational numbers as adding the additive inverse, $p - q = p + (-q)$. Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
7.NS. 1d. Apply properties of operations as strategies to add and subtract rational numbers.
7.NS.2a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the |
| Category | ACT Readiness Standards | Utah Core State Standards |
|----------|------------------------|--------------------------|
| | | distributive property, leading to products such as \((-1)(-1) = 1\) and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
7.NS.2b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If \(p\) and \(q\) are integers, then \(-\frac{p}{q} = \frac{-p}{q} = p/\left(-q\right)\). Interpret quotients of rational numbers by describing real world contexts.
7.NS.2c. Apply properties of operations as strategies to multiply and divide rational numbers.
7.NS.3. Solve real-world and mathematical problems involving the four operations with rational numbers. Computations with rational numbers extend the rules for manipulating fractions to complex fractions. |
| | N 606. Multiply two complex numbers | SII.N.CN.2. Use the relation \(i^2 = -1\) and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. Limit to multiplications that involve \(i^2\) as the highest power of \(i\). |
| Category | ACT Readiness Standards | Utah Core State Standards |
|----------|------------------------|--------------------------|
| Algebra (A) Questions in this category test students’ ability to solve, graph, and model multiple | A 401. Evaluate algebraic expressions by substituting integers for unknown quantities | 3.OA.4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. *For example, determine the unknown number – product, factor, quotient, dividend, or divisor – that makes the equation true in each of the equations*
8 ×? = 45, 5 =? ÷ 3, 6 × 6 =?.
6.EE.2c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including
| Category | ACT Readiness Standards | Utah Core State Standards |
|-------------------------------------------------------------------------|-------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------|
| types of expressions. Students will see but are not limited to linear, polynomial, radical, and exponential relationships. | | those involving whole-number exponents, applying the Order of Operations when there are no parentheses to specify a particular order. *For example, use the formulas* $V = s^3$ and $A = 6s^2$ *to find the volume and surface area of a cube with sides of length* $s = \frac{1}{2}$.
6.EE.5. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equations or inequality true. |
| | A 406. Exhibit knowledge of slope | 6.RP.3a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
7.RP.2a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
7.RP.2b. Identify the constant of proportionality (unit rate) in tables, graphs, equation, diagrams, and verbal descriptions of proportional relationships.
8.EE.6. Use similar triangles to explain why the slope $m$ is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation $y = mx$ for a line through the origin and the equation $y = mx + b$ for a line intercepting the vertical axis at $b$.
SMII.F.IF.6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. |
| | A 505. Add, subtract, and multiply polynomials. | SMII.A.APR.1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. |
| | AF 603. Interpret and use information from graphs in the coordinate plane | 8.F.4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two $(x, y)$ values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. |
| Category | ACT Readiness Standards | Utah Core State Standards |
|----------|------------------------|--------------------------|
| | | 8.F.5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
SMI.A.REI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
SMI.F.IF.4, SMII.F.IF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. *Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; and end behavior.*
SMI.F.IF.7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. |
| Functions (F) Questions in this category test students’ knowledge of function definition, notation, representation, and application. Students will see but are not limited to linear, radical, piecewise, polynomial, and logarithmic functions. | F 201/301. Extend a given pattern by a few terms for patterns that have a constant increase or decrease/factor between terms | 2.NBT.2. Count within 1,000; skip-count by fives, tens, and hundreds.
3.OA.9. Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations. *For example, observe that four times a number is always even, and explain why four times a number can be decomposed into two equal addends.*
4.OA.5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. *For example, given the rule “add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.*
5.OA.3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. *For example, given the rule “add 3” and the starting number 0, and given the rule “add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequences. Explain informally why this is so.* |
| | AF 402. | 3.OA.8b. Represent two-step problems using equations with a letter standing for the unknown quantity. Create accurate equations to match word problems. |
| Category | ACT Readiness Standards | Utah Core State Standards |
|----------|------------------------|--------------------------|
| | Perform straightforward word-to-symbol translations. | 4.OA.3a. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equation with a letter standing for the unknown quantity.
6.EE.2a. Write expressions that record operations with numbers and with letters representing numbers. *For example, express the calculations “Subtract y from 5” and 5 – y and express “Jane had $105.00 in her bank account. One year later she had x dollars more.” Write an expression that shows her new balance as $105.00 = x.*
6.EE.6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
7.EE.4. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. |
| | F 502. Find the next term in a sequence described recursively | SMI.I.F.IF.3. Recognize that sequences are functions, sometimes defined recursively, whose strand is a subset of the integers. Emphasize arithmetic and geometric sequences as examples of linear and exponential functions. *For example, the Fibonacci sequence is defined recursively by f(0) = f(1)-1, f(n + 1) = f(n) + f( n – 1) for n ≥ 1.*
SMI.I.F.BF.2. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. Limit to linear and exponential functions. Connect arithmetic sequences to linear functions and geometric sequences to exponential functions.
SMII.I.F.BF.1a. Write a quadratic or exponential function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context. |
| | F 706. Use trigonometric concepts and basic identities to solve problems | SMII.I.F.TF.8. Prove the Pythagorean identity $\sin^2(\theta) + \cos^2(\theta) = 1$ and use it to find $\sin(\theta)$, $\cos(\theta)$, or $\tan(\theta)$ given $\sin(\theta)$, $\cos(\theta)$, or $\tan(\theta)$ and the quadrant of the angle.
SMIII.I.F.TF.7. Use inverse functions to solve trigonometric equations that arise in modeling context; evaluate the solutions using technology and interpret them in terms of context. Limit solutions to a given interval. |
| Category | ACT Readiness Standards | Utah Core State Standards |
|----------|------------------------|--------------------------|
| **Geometry (G)**
Questions in this category test students’ knowledge of shapes and solids, such as congruence and similarity relationships or surface area and volume measurements, understanding composition of objects, solving for missing values, and using trigonometric ratios and equations. | G 203. Perform common conversions of money and of length, weight, mass, and time within a measurement system (e.g., dollars to dimes, inches to feet, and hours to minutes) | 2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. *For example, if you have 2 dimes and 3 pennies, how many cents do you have?*
3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction time intervals in minutes, for example, by representing the problem on a number line diagram.
4.MD.1. Know relative sizes of measurement units within each system of units (standard and metric), including kilometers, meters, and centimeters; liters and milliliters; kilograms and grams; pounds and ounces; hours, minutes, and seconds. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. *For example, know that one foot is 12 times as long as one inch. Express the length of a four-foot snake as 48 inches. Know that one meter is 100 times as long as one centimeter. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36)*...
4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money
5.MD.1. Convert among different-sized standard measurement units within a given measurement system (*for example, convert 5 cm to 0.05 m*); use these conversions in solving multi-step, real-world problems. |
| | G 301. Exhibit some knowledge of the angles associated with parallel lines | 4.G.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
4.G.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
SMI.G.GPE.5. Prove the slope criteria for parallel and perpendicular lines; use the to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a give point).
SMII.G.CO.11. Prove theorems about parallelograms. *Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals* |
| Category | ACT Readiness Standards | Utah Core State Standards |
|----------|------------------------|--------------------------|
| | G 501. Use several angle properties to find an unknown angle measure | 4.MD.7. Recognize angle measure as additive
7.G.5. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
8.G.5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. *For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.*
SMII.G.CO.9. Prove theorems about lines and angles. *Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.*
SMII.G.CO.10. Prove theorems about triangles. *Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.* |
| | G 506. Compute the area of triangles and rectangles when one or more additional simple steps are required | 3.MD.6. Measure area by counting unit squares (square centimeters, square meters, square inches, square feet, and improvised units)
3.MD.7. Relate area to the operation of multiplication and addition.
4.MD.3. Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. *For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.*
6.G.1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. |
| | G 604. Apply basic trigonometric ratios to solve right-triangle problems | 8.G.7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
SMII.G.SRT.7. Explain and use the relationship between sine and cosine of complementary angles.
SMII.G.SRT.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems |
| Category | ACT Readiness Standards | Utah Core State Standards |
|----------|------------------------|--------------------------|
| **Statistics and Probability (S)**<br>Questions in this category test students’ knowledge of center and spread of distribution, data collection methods, relationships in bivariate data, and probability calculations | **S 201.** Calculate the average of a list of positive whole numbers | **6.SP.2.** Understand that a set of data collected to answer a statistical question has a distribution that can be described by its center, spread/range, and overall shape.<br>**6.SP.5c.** Summarize numerical data sets in relation to their context, such as by: giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.<br>**SMI.S.ID.2.** Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. |
| | **S 403.** Determine the probability of a simple event | **7.SP.6.5.** Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.<br>**7.SP.6.** Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. *For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.*<br>**7.SP.8.** Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. |
| | **S 502.** Manipulate data from tables and charts | **4.MD.4.** Make a line plot to display a data set of measurements in fractions of a unit (halves, quarters, and eighths). Solve problems involving addition and subtraction with like denominators of fractions by using information presented in line plots. *For example, use a line plot to find and interpret the difference in length between the longest and shortest pencils in a classroom*<br>**8.SP.1.** Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. |
| Category | ACT Readiness Standards | Utah Core State Standards |
|----------|------------------------|--------------------------|
| | | **8.SP.4.** Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. *For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?* |
| | **S 605.** Recognize the concepts of conditional and joint probability expressed in real-world contexts | **SMII.S.ID.5.** Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and condition relative frequencies). Recognize possible associations and trends in the date
**SMII.S.CP.4.** Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. *For example, collect data from a random sample of students in your school on their favorite subject among mathematics, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.*
**SMII.S.CP.5.** Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. *For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.*
**SMII.S.CP.6.** Find the conditional probability of $A$ given $B$ as the fraction of $B$’s outcomes that also belong to $A$, and interpret the answer in terms of the model. |
Multiple Utah Core Standards are embedded within a single ACT College and Career Readiness Standard for mathematics. The following chart shows the connection and overlap between the strands of the current Utah mathematics standards and the domains of ACT standards. The navy-blue areas indicate where Utah mathematics standards overlap with ACT standards within each domain.
| K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | HS |
|---|---|---|---|---|---|---|---|---|----|
| Counting and Cardinality | | | | | | | | | |
| Number and Operations in Base Ten | | | | | | | | | |
| The Number System | | | | | | | | | |
| Number & Quantity | | | | | | | | | |
| ACT Readiness Domain: Number and Quantity | | | | | | | | | |
| Number and Operations - Fractions | | | | | | | | | |
| Ratios & Proportional Relationships | | | | | | | | | |
| Functions | | | | | | | | | |
| ACT Readiness Domain: Functions | | | | | | | | | |
| Operations and Algebraic Thinking | | | | | | | | | |
| Expressions and Equations | | | | | | | | | |
| Algebra | | | | | | | | | |
| ACT Readiness Domain: Algebra | | | | | | | | | |
| Geometry | | | | | | | | | |
| ACT Readiness Domain: Geometry | | | | | | | | | |
| Measurement and Data | | | | | | | | | |
| Statistics and Probability | | | | | | | | | |
| Statistics & Probability | | | | | | | | | |
| ACT Readiness Domain: Statistics & Probability | | | | | | | | | |
ACT Science Test
Connections with Utah Core State Standards
Questions & Answers
1. **What determines student success on the ACT science test?**
Although basic content knowledge in biology, chemistry, physics, and earth science is recommended, advanced knowledge of the subject-specific content is not expected. Instead, the ACT science test measures a student’s scientific reasoning abilities, such as analysis, interpretation, evaluation, and problem solving under strict time conditions: 40 questions in 35 minutes.
2. **Did you know that scientific information is presented in three distinct formats on the ACT science test?**
The ACT science test consists of seven passages presented in one of the following formats:
- **Data Representation** (30-40 percent): This format includes graphics and tables for student analysis and interpretation. These questions measure a student’s ability to read graphs, interpret scatterplots, and interpret information presented in tables.
- **Research Summaries** (45-55 percent): This format includes descriptions of one or more related experiments. These questions measure the student’s ability to interpret experimental design and associated results.
- **Conflicting Viewpoints** (15-20 percent): This format presents alternative hypotheses expressed in response to incomplete data or differing views. These questions measure the student’s ability to understand, analyze, and compare inconsistent viewpoints or hypotheses.
3. **How can we support the development of scientific reasoning skills from grades K–12?**
Preparation begins with developing in our students’ critical thinking skills that enable them to interpret data, understand methodology used in complex experimental design, and evaluate both models and experimental results. The development of these skills is best fostered through consistent exposure to the process of science, both through inquiry and text, beginning in kindergarten. The instructional crosswalk beginning on the next page connects our current Utah Core State Standards with the science skills tested on the ACT and shares some suggestions for practice within each grade band. Preparing our students to meet or exceed the ACT College Readiness Benchmark is possible through intentional, thoughtful and rigorous teaching of our current K–12 science standards with emphasis on science literacy and the embedded inquiry and technology and engineering standards.
**Please note:** This document is intended to highlight connections between Utah’s Core State Standards and the ACT science test, but it is not an exhaustive document that details every connection.
While the [Utah Core State Standards for Science](#) are organized by Disciplinary Core Ideas, the [ACT College and Career Readiness Standards](#) are organized by reporting category (domain) and score range.
| ACT Score Range | ACT Standard Coding |
|-----------------|---------------------|
| 13–15 | 200 |
| 16–19 | 300 |
| Score Range | ACT Score |
|-------------|-----------|
| 20–23* | 400 |
| 24–27 | 500 |
| 28–32 | 600 |
| 33–36 | 700 |
*The benchmark score for the ACT Science subtest is 23. It is important to note that the ACT benchmark standards are content-agnostic, meaning they represent critical science reasoning skills and knowledge that are found across disciplines and content areas. Many of these skills are introduced as early as elementary school and are used to describe, model, and communicate science content across all areas through high school. It is critical that elementary and middle school science teachers are aware of these skills and introduce them as they teach their content standards. It is critical that high school science teachers are also asking their students to use these skills to demonstrate their knowledge of specific scientific concepts. For example, determining if data is consistent with a prediction can be introduced as early as K–5 and reinforced through formative assessment and activities in upper grades.*
| Category | ACT Readiness Standards in Science | Example(s) of Related Utah Science Standards | What could this look like in practices in grades K–5? |
|----------|-----------------------------------|---------------------------------------------|--------------------------------------------------|
| **Interpretation of Data (IOD)** This category measures students’ ability to manipulate and analyze scientific data presented in tables, graphs and diagrams. Approximately 45-55% of the science subtest questions are in this category. | IOD 201. Select one piece of data from a simple data presentation (e.g., a simple food web diagram).
IOD 202. Identify basic features of a table, graph, or diagram (e.g. units of measurement).
IOD 203. Find basic information in text that describes a simple data presentation. | Grade 3 Standard V. Objective 2c: Predict, measure, and graph the temperature changes produced by a variety of mechanical or electrical devices while they are operating.
Grade 4 Standard II. Objective 2: Interpret recorded weather data for simple patterns.
b. Graph recorded data to show daily and seasonal patterns in weather. | • Have students locate data in simple tables and graphs.
• Have students become familiar with different types of graphs (e.g., line graphs, pie charts, bar graphs).
• Have students become familiar with units of measurement commonly used in science. |
| **Scientific Investigation (SIN)** This category measures student knowledge of experimental tools, procedures and experimental design – including identifying variables and controls. Questions in this category may ask students to compare, extend, and modify experiments. Approximately 20-30% of the science subtest questions are in this category. | SIN 202. Understand the tools and functions of tools used in a simple experiment.
SIN 401. Understand a simple experimental design. | Grade 3 ILO.2.c: Pose questions about objects, events and processes.
Grade 4 ILO.2.h: Use observations to construct a reasonable explanation
Grade 5 ILO.1.f: Plan and conduct simple experiments.
Grade 5 ILO.1.g: Formulate simple research questions | • Have students observe experiments being performed and discuss what was done and why.
• Have students design a procedure to investigate a specific research question. |
| **Evaluation of Models, Inferences, and Experimental Results (EMI)** | EMI 201. Find basic information in a model (conceptual).
EMI 401. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with a data presentation, model, or piece of information in text. |
|---|---|
| **Grade 4 Standard III. Objective 3b:** Diagram or model a soil profile showing topsoil, subsoil, and bedrock, and how the layers differ in composition.
Grade 4 ILO.1.c: Make simple predictions and inferences based upon observations. |
| • Discuss what hypotheses and conclusions are and how they are different from each other.
• Have students analyze data and conclusions from multiple investigations and text.
• Discuss why scientists may have differing viewpoints or conclusions based on an incomplete data set. |
*Italicized sections indicate direct alignment of the Utah Science Standard to the ACT*
| Category | ACT Readiness Standards in Science | Example(s) of Related Utah Science Standards | What could this look like in practices in grades 6–8? |
|----------|-----------------------------------|---------------------------------------------|-----------------------------------------------------|
| **Interpretation of Data (IOD)** This category measures students’ ability to manipulate and analyze scientific data presented in tables, graphs and diagrams. Approximately 45-55% of the science subtest questions are in this category. | IOD 301. Select two or more pieces of data from a simple data presentation.
IOD 304. Determine how the values of variables change as the value of another variable changes in a simple data presentation. | Standard 6.3.2 *Investigate the interactions between air masses that cause changes in weather conditions.* Collect and analyze weather data to provide evidence for how air masses flow from regions of high pressure to low pressure causing a change in weather.
Standard 7.5.2. *Analyze and interpret data for patterns* in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth, under the assumption that natural laws operate today as in the past.
Standard 8.2.1 *Use computational thinking to analyze data about the relationship* between the mass and speed of objects and the relative amount of kinetic energy of the objects. Emphasis should be on the quantity of mass and relative speed to the observable effects of the kinetic energy. Examples could include a full cart vs. an empty cart or rolling spheres with different masses down a ramp to measure the effects on stationary masses. Calculations of kinetic and potential energy will be learned at the high school level. | • Have students examine line graphs to determine if they show a direct or inverse relationship between variables.
• Have students become familiar with scatterplots.
• Have students determine a simple mathematical relationship between two variables.
• Integrate scientific information from popular sources (e.g., newspapers, magazines, the internet) with that found in textbooks.
• Have students collect and analyze data. Examples of data collection could include field observations, laboratory experiments, weather maps, or diagrams. |
| **Scientific Investigation (SIN)** This category measures student knowledge of experimental tools, procedures and | SIN 201. Find the basic information in text that describes a simple experiment.
SIN 301. Understand the methods used in a simple experiment. | Standard 6.2.3 *Plan and carry out an investigation to determine the relationship* between temperature, the amount of heat transferred, and the change of average particle motion in various types or amounts of matter. Emphasize recording and | • Have students perform several repetitions of an experiment to determine the reliability of results.
• Have students plan and conduct experiments and |
| **Experimental Design** – including identifying variables and controls. Questions in this category may ask students to compare, extend, and modify experiments. Approximately 20-30% of the science subtest questions are in this category. | | **Evaluating Data, and Communicating the Results of the Investigation.**
**Standard 8.3.1** Plan and conduct an investigation and use the evidence to construct an explanation of how photosynthetic organisms use energy to transform matter. Emphasize molecular and energy transformations during photosynthesis. | |
| --- | --- | --- | --- |
| | | | identify the procedures and steps required to complete their experiments.
• Have students identify a researcher’s question, method, and conclusion in a simple research article or summary. |
| **Evaluation of Models, Inferences, and Experimental Results (EMI)** Questions on EMI ask students to judge the validity of scientific information and formulate conclusions and predictions based on the provided information. These questions comprise about 25-35% of the science subtest. | **EMI 301.** Identify implications in a model.
**EMI 302.** Determine which models present certain basic information.
**EMI 401.** Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with a data presentation, model, or piece of information in text. | **Standard 7.4.4** Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms. Examples could include artificial selection, genetic modification, animal husbandry, and gene therapy.
**Standard 8.2.3** Engage in argument to identify the strongest evidence that supports the claim that the kinetic energy of an object changes as energy is transferred to or from the object. Examples could include observing temperature changes as a result of friction, applying force to an object, or releasing potential energy from an object. | • Have students evaluate whether the data produced by an experiment adequately supports a given conclusion.
• Have students compare and contrast two different models about a scientific phenomenon.
• Have students evaluate the effectiveness of two different experimental designs or models. |
| Category | ACT Readiness Standards in Science | Example(s) of Related Utah Science Standards | What could this look like in practices in grades 9–12? |
|----------|-----------------------------------|---------------------------------------------|-----------------------------------------------------|
| **Interpretation of Data (IOD)** This category measures students’ ability to manipulate and analyze scientific data presented in tables, graphs and diagrams. Approximately 45-55% of the science subtest questions are in this category. | **IOD 401.** Select data from a complex data presentation (e.g. phase diagram).
**IOD 402.** Compare or combine data from a simple data presentation (e.g., order or sum data from a table).
**IOD 404.** Perform a simple interpolation or simple extrapolation using data in a table or graph. | **Earth Science Standard III, Objective 2 e.** Design and conduct a weather investigation, use an appropriate display of the data, and interpret the observations and data.
**Chemistry Standard V Objective 1 b.** Use information from graphs to draw warranted conclusions about reaction rates.
**Physics Standard 1 Objective 1 e.** Collect, graph, and interpret data for position vs. time to describe the motion of an object and compare this motion to the motion of another object. | • Have students relate scientific information contained in written text to numerical data.
• Have students manipulate algebraic equations that represent data.
• Have students draw conclusions by reading data tables and using graphs
• Have students analyze relationships between variables and make predictions based on the relationships. |
| **Scientific Investigation (SIN)** This category measures student knowledge of experimental tools, procedures and experimental design – including identifying variables and controls. Questions in this category may ask students to compare, extend, and modify experiments. | **SIN 402.** Understand the methods used in a complex experiment.
**SIN 403.** Identify a control in an experiment.
**SIN 404.** Identify similarities and differences between experiments. | **Biology Standard I Objective 3 b.** Formulate and test a hypothesis specific to the effect of changing one variable upon another in a small ecosystem
**Chemistry Standard V Objective 1 a.** Design and conduct an investigation of the factors affecting reaction rate and use the findings to generalize the results of other reactions. | • Have students determine the hypothesis of an experiment that requires more than one step.
• Have students determine alternate methods of testing a hypothesis.
• Have students argue and defend the presentation of data through scientific reasoning and fact. |
| Approximately 20-30% of the science subtest questions are in this category. | | | |
|---|---|---|---|
| **Evaluation of Models, Inferences, and Experimental Results (EMI)**
Questions on EMI ask students to judge the validity of scientific information and formulate conclusions and predictions based on the provided information. These questions comprise about 25-35% of the science subtest. | EMI 402. Identify key assumptions in a model.
EMI 404. Identify similarities and differences between models.
EMI 501. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text.
EMI 502. Determine whether presented information, or new information, supports or contradicts a simple hypothesis or conclusion, and why. | Biology Standard V Objective 2 e. Review a scientific article and identify the research methods used to gather evidence that documents the evolution of a species.
Biology Standard III Objective 2 e. Compare the structure and function of organ systems in one organism to the structure and function in another organism (e.g., chicken to sheep digestive system; fern to peach reproductive system).
Chemistry Standard VI Objective 1 d. Design and conduct an experiment to determine the factors (e.g., agitation, particle size, temperature) affecting the relative rate of dissolution. | • Have students communicate the findings of an experiment and compare conclusions with peers.
• Have students formulate hypotheses, predictions, or conclusions by comparing and contrasting several different sets of data from different experiments.
• Have students evaluate the merits of a conclusion based on the analysis of several sets of data.
• Have students compare and contrast the utility and accuracy of different models. |
* Italicized sections indicate direct alignment of the Utah Science Standard to the ACT
Questions & Answers
1. **What determines student success on the ACT writing test?**
The ability to communicate effectively is one of the most important skills students must master for college and career readiness. The ACT writing test measures the writing skills taught in high school English classes and entry-level college composition courses. Students must take a clear position on an issue; support that position with focused ideas, meaningful examples, and sound reasoning; and explain the significance of their ideas in the broader context of the issue. Student writing is measured on a four-trait rubric: ideas and analysis, development and support, organization, and language and conventions.
2. **How is the ACT writing test constructed?**
ACT assesses only argumentative writing. No authentic stimulus text is provided; instead, students are presented with three different perspectives on a contemporary issue. Students are asked to analyze the perspectives and write an essay explaining their own position. Students are given 40 minutes to plan and write their essay. The writing test is not optional for ACT in Utah.
3. **Are students asked to bring prior knowledge to the ACT writing test?**
Because the ACT does not provide a stimulus text, students must use general background knowledge of the issue and critical thinking skills to develop their position and ideas.
4. **When and how should we begin preparing students for the ACT writing test?**
Teaching the depth and breadth of the Utah Core State Standards and building knowledge through content-rich texts at all grade levels will prepare students to be successful on the ACT writing test.
**Please note:** This document is intended to highlight connections between the Utah Core State Standards and the ACT writing test, but it is not an exhaustive document that details every connection.
While the [Utah Core State Standards for English Language Arts](#) are organized by domain and grade level, the [ACT College and Career Readiness Standards](#) are organized by reporting category and score range. The ACT writing test is scored on a [12-point rubric](#).
| ACT Writing Score Range | ACT Writing Standard Coding |
|------------------------|----------------------------|
| 3–4 | 200 |
| 5–6 | 300 |
| 7–8 | 400 |
| 9–10 | 500 |
| 11–12 | 600 |
| Writing Reporting Categories | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core State Standards: Snapshot of Expected Skills | What could this look like in practices in grades K–5?* |
|-----------------------------|-----------------------------------------------------|------------------------------------------------------|-----------------------------------------------------|
| **Ideas and Analysis** | EXJ 301 Show a basic understanding of the persuasive purpose of the task by taking a position on the issue in the prompt | 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. | • Have students discuss the goal of a persuasive essay with a partner.
• Have students identify a local community or school issue; phrase the issue in the form of a question; and experiment with ways to clearly answer that question.
• Have students generate a list of reasons that would support a position; decide which of those reasons are most relevant to the overall argument; explain how the reasons were chosen and why they are relevant. |
| **Development and Support** | DEV 401 Provide adequate development in support of ideas; clarify ideas by using some specific reasons, details, and examples | 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. | • Provide students with model paragraphs and have them work in teams to analyze the topic sentences and identify how the idea in each topic sentence is explained by the rest of the sentences in that paragraph. |
*Additional ideas for instructional practices can be found in the resource Ideas for Progress in College and Career Readiness on the ACT website.*
| They help the reader understand their thinking about the issue. | 3.W.1.a and b Develop an opinion with reasons that support the opinion.
4.W.1.a and b Develop an opinion with reasons that are supported by facts and details.
5.W.1.a and b Develop an opinion through logically-ordered reasons that are supported by facts and details. |
|---|---|
| **Organization**
Scores in this domain reflect the ability to organize ideas with clarity and purpose. Organizational choices are integral to effective writing. Competent writers arrange their essay in a way that clearly shows the relationships between ideas, and they guide the reader through their discussion. | ORI 401 Provide an adequate but simple organizational structure by logically grouping most ideas
ORI 402 Use some appropriate transitional words and phrases
ORI 403 Present a somewhat developed introduction and conclusion
2.W.1, 3.W.1, 4.W.1, 5.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
3.W.1.a and b Create an organizational structure that lists supporting reasons.
3.W.1.c Use linking words and phrases to connect opinion and reasons.
4.W.1.a Create an organizational structure in which related ideas are grouped to support the writer’s purpose.
4.W.1.d, 5.W.1.d Provide a concluding statement or section related to the opinion presented.
4.W.1.c Link opinion and reasons using words and phrases.
5.W.1.a Create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
5.W.1.c Link opinion and reasons using words, phrases, and clauses. |
| • Provide students with a model essay to discuss how the supporting details help to clarify the main idea.
• Have students use prewriting strategies to explain or illustrate ideas.
• Have students use clustering, concept mapping, or another visual organizer to identify relationships among ideas.
• Have students create a list of transitional words and discuss when and where to use them.
• Have student analyze introductions and conclusions of model essays, paying careful attention to their structure and function. |
| Writing Reporting Categories | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core State Standards: Snapshot of Expected Skills | What could this look like in practices in grades 6–8?* |
|-----------------------------|-----------------------------------------------------|------------------------------------------------------|-------------------------------------------------------|
| Ideas and Analysis | EXJ 401 Show clear understanding of the persuasive purpose of the task by taking a position on the issue in the prompt and offering some context for discussion | 6.W.1, 7.W.1, 8.W.1 Write arguments to support claims with clear reasons and relevant evidence. | • Have students choose an issue and discuss possible contexts in which the issue might exist.
• Have students take a position on the issue and generate a list of supporting reasons and identify which are best; generate a list of possible objections others might have to that position; and list possible outcomes if this position were adopted or enacted. |
| Development and Support | DEV 501 Provide thorough development in support of ideas; extend ideas by using specific, logical reasons and illustrative examples | 6.W.1.b, 7.W.1.a and b Support claim(s) with logical reasoning and relevant, sufficient evidence; acknowledge alternate or opposing claim(s).
8.W.1.a and b Support claim(s) with logical reasoning and relevant, sufficient evidence; acknowledge and refute alternate or opposing claim(s). | • Have students identify the thesis statements in a variety of model essays.
• Have students generate an outline or visual representation of all major ideas in a model essay and the examples and details that support them.
• In a writers’ workshop, have students submit and critique writing to identify ideas that need |
are also aware of their audience and adjust the style and tone of their writing to communicate effectively.
- generally choosing words that are precise and varied
- using several kinds of sentence structures to vary pace and to support meaning
6.L.6, 7.L.6, 8.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.
In a writer’s workshop, have students experiment with more sophisticated sentence structure.
### Grades 9–12, Writing
| Writing Reporting Categories | ACT Readiness Standards: Snapshot of Expected Skills | Utah Core State Standards: Snapshot of Expected Skills | What could this look like in practices in grades 9–12?* |
|-----------------------------|-----------------------------------------------------|------------------------------------------------------|--------------------------------------------------------|
| **Ideas and Analysis** | EXJ 601 Show advanced understanding of the persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a critical context for discussion | 9-10.W.1, 11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | Select an argument from a published text and have students identify assumptions on which the arguments rest and determine if the assumptions are reasonable and open to challenge. |
| **Development and Support** | EV 601 Provide ample development in support of ideas; substantiate ideas with precise use of specific, logical reasons and illustrative examples | 9-10.W.1.b, 11-12.W.1.b Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. | During a writers’ workshop, have students practice elaborating on ideas fully by describing their logical connection to the essay’s main idea and checking to see if the essay’s treatment of each idea |
*Additional ideas for instructional practices can be found in the resource [Ideas for Progress in College and Career Readiness](#) on the ACT website.*
mechanics. They are also aware of their audience and adjust the style and tone of their writing to communicate effectively.
- grammar, usage, and mechanics
- consistently choosing words that are precise and varied
- using a variety of kinds of sentence structures to vary pace and to support meaning
9-10.L.6, 11-12.L.6 Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the postsecondary and workforce readiness level; demonstrate independence in building vocabulary knowledge when considering a word or phrase important to comprehension or expression.
9-10.L.3, 11-12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
them discuss the effects of rhetorical devices.
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| Mon., July 13 | Tues., July 14 | Wed., July 15 | Thur., July 16 | Fri., July 17 |
|---------------|----------------|---------------|----------------|---------------|
| 6 p.m. ET: SLA Webinar
Online with Intention: Distance Learning Guided by Access to Action, Creative Expression, and Shared Experience
Presenter: Jennifer Williams & Bill Spicer | 6 p.m. ET: SLA Webinar
Chart A New Course: Teaching Essential Skills for Tomorrow's World
Presenters: Rachelle Dene Poth & David Lockett | 6 p.m. ET: SLA Webinar
No More Snow Days
Presenter: Mike Ribble | 6 p.m. ET: SLA Webinar
The Perfect Blend: Shifting from Remote to Blended
Presenter: Michele Eaton & Marcus Vu | 12 p.m. ET
Friday Funday
12:30 p.m. ET
Tools that Work |
| Mon., July 20 | Tues., July 21 | Wed., July 22 | Thur., July 23 | Fri., July 24 |
|---------------|----------------|---------------|----------------|---------------|
| 6 p.m. ET: SLA Webinar
Engaging Elementary Students in STEM Learning
Presenters: Amanda Thomas & Amy Sokoll Bauer | 6 p.m. ET: SLA Webinar
Make Remote Learning Engaging for Students by Focusing on Equity and SEL
Presenter: Jorge Valenzuela
7 p.m. ET: Tools that Work | 6 p.m. ET: SLA Webinar
Blended Learning: Shifting the paradigm
Presenter: Kimberly Lane Clark | 6 p.m. ET: SLA Webinar
Lessons Learned from Remote Teaching: Online Learning that Empowers All Students
Presenter: Lynn Giralomo & Liz Simons | 2 p.m. ET
Friday Funday with Special Featured Guests |
| Mon., July 27 | Tues., July 28 | Wed., July 29 | Thur., July 30 | Fri., July 31 |
|---------------|----------------|---------------|----------------|---------------|
| 6 p.m. ET: SLA Webinar
Applying Learning Science in Online/Blended Learning Environments
Presenters: Saro Mohammed & Jin-Soo Huh | 6 p.m. ET: SLA Webinar
Facilitating Educational Equity Online Through Project Based Learning
Presenters: Rich Dixon & Lisa Mireles
7 p.m. ET: Tools that Work | 6 p.m. ET: SLA Webinar
Bite Size Tips for Creating Awesome Sauce Videos in the Classroom
Presenter: Josh Stock | 2 p.m. ET: SLA Webinar
Designing Empowering (Distance) Learning!
Presenters: Fanny Passeport & Emma Ahmed | 12 p.m. ET
Friday Funday
12:30 p.m. ET
Tools that Work |
What you will learn:
Teaching effectively with technology is an essential competency for all educators. ISTE’s Summer Learning Academy 2020 will take you beyond a simple understanding of how tools work to ensure that you have the foundational knowledge and confidence to implement evidence-based practices in blended and digital learning environments.
Key topics addressed through the program include:
- **Access**: Building awareness of resources and strategies to narrow the digital equity divide
- **Collaboration**: Creating classroom community that fosters collaboration and creativity
- **Equity**: Exploring explicit strategies to meet the needs of all learners
- **Digital Citizenship**: Teaching and modeling digital citizenship to help students be responsible and active in online communities
- **Formative Assessment**: Providing meaningful feedback and assessment
- **Learning Design**: Developing lessons that empower learners and foster student agency
- **Social Emotional Learning**: Understanding strategies to sustain relationships and integrate SEL in online learning
- **Universal Design for Learning**: Implementing a framework for designing instruction that meets the needs of every learner
While these topics are helpful to teachers shifting to remote learning, the content is designed to be useful for teaching in both blended and online learning settings.
Learn more at iste.org/SLA20.
For questions, please contact email@example.com.
| Mon., July 13 at 6 p.m. ET | Tues., July 14 at 6 p.m. ET | Wed., July 15 at 6 p.m. ET | Thurs., July 16 at 6 p.m. ET | Fri., July 17 at 12 p.m. ET |
|---------------------------|---------------------------|---------------------------|---------------------------|---------------------------|
| **Online With Intention: Distance Learning Guided by Access to Action, Creative Expression and Shared Experience**
**PRESENTERS:** Jennifer Williams, Ed.D., & Billy Spicer
**LEVEL:** Beginner
Explore online learning programs and practices centered on innovative pedagogies, meaningful uses of technology and equitable access to taking action on ideas. We’ll provide examples of and examine ways to effectively incorporate collaborative projects in distance and blended classrooms, and we’ll dive into topics of inquiry and global collaboration. Participants will leave with flexible, ready-to-go action plans for multiple futures and with questions to consider in preparing for new shifts in education aimed at providing high-quality education for all.
**TOPICS COVERED:**
• Access
• Collaboration
• Equity
• Digital Citizenship
• Formative Assessment
• Learning Design
• Universal Design for Learning | **Chart A New Course: Teaching Essential Skills for Tomorrow’s World**
**PRESENTERS:** Rachelle Dene Poth & David Lockett
**LEVEL:** Beginner
How do we create the right spaces for our students to learn? Whether in our classrooms or learning at a distance, there are many ways to expand where and how our students learn. Explore versatile ideas and digital tools for helping students to navigate in the digital world while building the vital social-emotional learning (SEL) and communication skills they need.
**TOPICS COVERED:**
• Access
• Collaboration
• Digital Citizenship
• Formative Assessment
• Learning Design
• Social-Emotional Learning | **No More Snow Days**
**PRESENTERS:** Mike Ribble
**LEVEL:** Intermediate
Snow days that disrupted in-person learning used to give students a break from school, but now technology is changing the way we look at education and our need to communicate and collaborate even when school is disrupted. During a global pandemic, the ability to connect with educators when physically distant is a critical need, but it must be available for all. Equity of access with not only devices but internet resources is a critical need for students and educators to continue the learning process when they cannot be together.
**TOPICS COVERED:**
• Access
• Collaboration
• Equity
• Digital Citizenship | **The Perfect Blend: Shifting from Remote to Blended**
**PRESENTERS:** Michele Eaton & Marcus Vu
**LEVEL:** Beginner
As you think about transitioning back into your physical classroom, whether fully in-person or in a hybrid model, it’s time to leverage your new online learning skills to improve the learning experience for your students. In this session, we’ll learn about some key elements of personalized blended learning. You’ll gain practical skills, strategies, templates and other ideas for various types of blended learning, building on the skills and resources you already have to support this instructional shift.
**TOPICS COVERED:**
• Collaboration
• Formative Assessment
• Learning Design | **Friday Fun Day**
**PRESENTERS:** ISTE
**LEVEL:** ALL
On Fridays, ISTE will recap weekly highlights, lead activities to help you recharge and offer fun giveaways to take back to your classrooms. |
| Mon., July 20 at 6 p.m. ET | Tues., July 21 at 6 p.m. ET | Wed., July 22 at 6 p.m. ET | Thurs., July 23 at 6 p.m. ET | Fri., July 24 at 2 p.m. ET |
|---------------------------|---------------------------|---------------------------|---------------------------|--------------------------|
| **Engaging Elementary Students in STEM Learning**
**PRESENTERS:** Amanda Thomas & Amy Sokoll Bauer
**LEVEL:** Beginner
Elementary STEM learning should be active, exploratory and engaging. But, designing high-quality STEM experiences for all young learners in an online or blended context can be challenging. Join us to learn about flexible, thematic STEM activities that leverage students’ interests, assets and differential access to resources, all while supporting the ISTE Standards, Common Core math standards and Next Generation Science Standards.
**TOPICS COVERED:**
• Collaboration
• Equity
• Learning Design | **Make Remote Learning Engaging for Students by Focusing on Equity and SEL**
**PRESENTERS:** Jorge Valenzuela
**LEVEL:** Beginner
For remote teaching to be engaging for all learners, educators must consider the academic, career and social-emotional learning (SEL) of their students. This requires savvy lessons that focus on equity, incorporate sound teaching strategies, include edtech with breakout room capabilities and interactive slides, and are social enough for the most digitally connected students. Join education coach Jorge Valenzuela for a session that will provide pro tips, resources and actionable steps to help you level up both your virtual and face-to-face lessons by focusing on equity and SEL in tandem with academics.
**TOPICS COVERED:**
• Access, Collaboration
• Equity
• Formative Assessment
• Learning Design
• Social and Emotional Learning
• Universal Design for Learning | **Blended Learning: Shifting the Paradigm**
**PRESENTERS:** Kimberly Lane Clark
**LEVEL:** Beginner
Have you ever wondered how to incorporate blended learning in a classroom but are not sure where to start? Understanding the difference between personalized learning, differentiated learning and individualized learning is the key to a blended classroom. Attendees will learn proven strategies for getting teachers who are reluctant about digital learning to understand how to blend digital and traditional methods to create an authentic learning environment.
**TOPICS COVERED:**
• Collaboration
• Learning Design | **Lessons Learned from Remote Teaching: Online Learning that Empowers All Students**
**PRESENTERS:** Lynn Girolamo & Liz Simons
**LEVEL:** Intermediate
Using key feedback from our learners, we know that students will learn online when they feel they have a purpose, a voice, some choice and feedback. Though online learning can feel “humanless,” there are ways to build relationships and increase social-emotional learning (SEL) in a digital format. Find out how to design online learning for all students so they are empowered to succeed.
**TOPICS COVERED:**
• Access
• Learning Design
• Social-Emotional Learning | **Friday Fun Day with Special Featured Guests**
**PRESENTERS:** ISTE
**LEVEL:** ALL
ISTE CEO Richard Culatta and actor, singer, songwriter Telly Leung will host a conversation with special guests Melinda Doolittle, singer, author and “American Idol” star, and 2018 Louisiana Teacher of the Year Kimberly Eckert. This session will serve as a celebration to thank educators for their innovative spirits, dynamic teaching strategies and unstoppable perseverance. Thoughtful talks will be interspersed with musical performances by our guests. |
| Mon., July 27 at 6 p.m. ET | Tues., July 28 at 6 p.m. ET | Wed., July 29 at 6 p.m. ET | Thurs., July 30 at 2 p.m. ET | Fri., July 31 at 12 p.m. ET |
|---------------------------|-----------------------------|---------------------------|----------------------------|--------------------------|
| **Applying Learning Science in Online/Blended Learning Environments** | **Facilitating Educational Equity Online Through Project-Based Learning** | **Bite-Size Tips for Creating Awesome Sauce Videos in the Classroom** | **Designing Empowering (Distance) Learning!** | **Friday Fun Day** |
| **PRESENTERS:** Saro Mohammed & Jin-Soo Huh | **PRESENTERS:** Rich Dixon & Lisa Mireles | **PRESENTERS:** Josh Stock | **PRESENTERS:** Fanny Passeport & Emma Ahmed | **PRESENTERS:** ISTE |
| **LEVEL:** Intermediate | **LEVEL:** Beginner | **LEVEL:** Beginner | **LEVEL:** Beginner | **LEVEL:** All |
| Decades of research on how people learn provides useful insights for making learning interactions effective and supportive of a variety of student needs. Learning in digital environments, whether fully online or blended, adds another layer of student needs, often adding to and exacerbating the inequities that exist in physical learning environments. Fortunately, the science of learning can be applied in digital spaces and can reduce the inherent inequities that come both from in-person and online/blended learning. This presentation will focus on how to do just that. | Looking to try project-based learning (PBL) when teaching remotely or in blended environments? Join us as we explore how the PBL teaching methodology promotes student-centered online learning that keeps students engaged with high-quality outcomes. This interactive session was developed using survey results from educators who identified their most common problems facilitating PBL online. | In this session, you’ll learn multiple ways to create videos to engage students, differentiate instruction for all learners and give students choice in the pacing of their learning. Most importantly, you’ll walk away feeling like you, too, can create awesome videos. | Through this interactive webinar, we’ll explore how to design empowering distance learning and keep student agency at the center by refocusing what good learning is (with or without technology), as well as how to use our time in ways that build upon our essential needs of relatedness, competency and autonomy. | On Fridays, ISTE will recap weekly highlights, lead activities to help you recharge and offer fun giveaways to take back to your classrooms. |
| **TOPICS COVERED:** | **TOPICS COVERED:** | **TOPICS COVERED:** | **TOPICS COVERED:** | **TOPICS COVERED:** |
| • Learning Design | • Collaboration | • Equity | • Learning Design | • Learning Design |
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This is Josiah, reporting live from Jerusalem. The teacher Jesus has entered the city, riding a young donkey as a gesture of peace. People line the road into the city. Many have cut down palm branches and laid them in his path. Some have put their cloaks down in front of him. People are shouting “Hosanna!” to welcome him. Let’s ask some of the people in the crowd why they’re here today.
Why are you here?
What are some of the things Jesus has done?
What do you want to talk with Jesus about?
As a class, read the Gospel for the Procession with Palms, Matthew 21:1–11.
Put Yourself in JESUS’ PASSION
To betray someone means that we fail a friend, break a trust, or desert someone who counts on us. Rank these betraying actions on the checklist, one through nine, with one being the worst.
☐ A friend tells other kids something personal that embarrasses you.
☐ A friend says he or she can’t go somewhere, then you see your friend on Instagram with someone else.
☐ You are not invited to a party given by a person you always invite.
☐ A teacher says that journals in religion class are private, but then reads a page of yours aloud in class.
☐ A friend re-gifts a birthday gift from you to another kid.
☐ Only three kids come to your party.
☐ Grandma gives your sister $25 for her eighth-grade graduation but only gives you $10.
☐ The principal uses the fundraiser money for new lighting instead of the new team uniforms the student council voted for.
☐ The baseball coach promises to let everyone play, but three of you have only played half an inning in each game.
SUNDAY GOSPEL
Palm/Passion Sunday Matthew 26:14—27:66
We Walk in Jesus’ Steps During Holy Week
To begin Holy Week, we read Matthew’s account of Jesus’ Passion on Palm/Passion Sunday. The questions in each section ask you to take the points of view of characters in the Passion account. After each section of the Gospel Reading, respond to the question(s) and complete the activities on pages 2–5.
Jesus’ Friend Turns on Him
One of the Twelve Apostles—the one named Judas Iscariot—went to the chief priests and asked, “What will you give me if I hand over Jesus to you?” They counted out thirty silver coins and gave them to him. From then on, Judas looked for an opportunity to hand Jesus over to them.
Matthew 26:14–16
In the evening, Jesus and the Twelve Apostles sat down to eat. During the meal, Jesus said, “Amen, I say to you, one of you will betray me.”
The disciples were very upset and began to ask him, one after the other, “Surely, you don’t mean me?”
Judas spoke up, “Surely, Teacher, you don’t mean me?”
Jesus answered, “You have said so.”
Matthew 26:20–22, 25
How do you think Jesus’ disciples feel? Why do you think Judas betrays Jesus?
_____________________________________________________
_____________________________________________________
_____________________________________________________
Jesus Celebrates the Last Supper
While they were eating, Jesus took bread, gave a prayer of thanks, broke it, and gave it to his followers. “Take and eat,” he said, “this is my body.”
Then he took a cup, gave thanks to God, and gave
If you were Jesus at this last supper, what would you say to your friends?
_____________________________________________________
_____________________________________________________
_____________________________________________________
Jesus Knows Peter Will Deny Him
Jesus said to his followers, “This very night, your faith in me will be shaken, for the scripture says, ‘I will strike the shepherd, and the sheep of the flock will be scattered.’ But after I am raised to life, I will go to Galilee ahead of you.”
Peter said to Jesus, “I will never lose faith in you.”
Jesus said to Peter, “Amen, I say to you that before the rooster crows tonight, you will say three times that you do not know me.”
Peter answered, “I will never say that, even if I have to die with you!” And all the other disciples said the same thing.
Matthew 26:31–35
Imagine you’re Peter. How do you feel when Jesus says you’ll deny him?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Jesus Is Arrested
Jesus was still speaking when Judas arrived. With Judas was a large crowd, who had been sent by the chief priests and elders. They were armed with swords and clubs. Judas had given the crowd a signal: “The man I kiss is the one you want. Arrest him!”
Judas went straight to Jesus and said, “Hello, Teacher,” and kissed him.
Jesus answered, “Friend, do what you have come to do.”
Matthew 26:47–50
How do you think Judas feels in this scene?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Then Jesus spoke to the crowd. “Did you have to come with swords and clubs to capture me, as though I were a robber? Every day, I sat and taught in the Temple, and you did not arrest me. But all this has happened in order to fulfill what the prophets wrote.”
Then all the disciples left him and ran away.
Matthew 26:55–56
Imagine you are Jesus. Write how you feel about your friends.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Imagine that you are one of Jesus’ disciples. Explain why you ran when Jesus is arrested. What will you do now?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
High Priest, Council Interrogate Jesus
Those who had arrested Jesus took him to the house of Caiaphas, the high priest, where the teachers of the Law and the elders had gathered together.
Peter followed from a distance, as far as the courtyard of the high priest’s house. He went into the courtyard and sat down with the servants to see how it would all come out.
The chief priests and the whole council tried to find some false evidence against Jesus so that they could put him to death, but they could not find any, even though many people came forward and told lies about him.
Finally, the high priest said to Jesus, “In the name of the living God, I now put you under oath. Tell us if you are the Messiah, the Son of God.”
Jesus answered him: “You have said so. But I tell you that from now on, you will see the Son of Man seated at the right side of the Almighty and coming on the clouds of heaven!”
At this, the high priest tore his clothes and said: “Blasphemy! We have just heard his blasphemy! What do you think?”
They answered, “He deserves death.”
Matthew 26:57–66
Governor Says Jesus Is Innocent
Jesus stood before Pilate, the governor. “Are you the king of the Jews?” Pilate asked Jesus.
“You say so,” answered Jesus. But he said nothing in response to the accusations of the chief priests and elders. Pilate said to Jesus, “Do you not hear how many things they are testifying against you?” But Jesus did not say one word, which amazed Pilate.
When Pilate saw that it was no use to go on, but that a riot might break out, he took some water, washed his hands in front of the crowd, and said, “I am not responsible for the death of this man! This is your doing!” The crowd replied, “His blood be upon us and upon our children.”
Then Pilate set Barabbas free; and after he had Jesus whipped, he handed him over to be crucified.
Matthew 27:11–26
Before continuing on, turn to Matthew 27:15–23 and read about how Jesus came to be sentenced to death. Think about a time you or someone you know were falsely accused of something. How did that feel?
The governor’s release of the well-known criminal Barabbas pleased the crowds that gathered to witness this Passover custom. Pilate suggested releasing Jesus of Nazareth but the crowd refused. In the picture below, write on the posters what you think people in the crowd might have written about Jesus.
From Noah and Moses to Mary, the Mother of God, the Bible is full of stories of people who said yes to God. No one says yes as completely as Jesus does when he accepts his Death on the Cross for our salvation. Turn to page 29 in *What the Church Believes and Teaches* to trace the significance of Jesus’ sacrifice for us. Then turn to pages 6 and 53 to identify the events of Holy Week in the Nicene and Apostles’ Creeds.
Romans Crucify Jesus
As they were going out, they met a man from Cyrene named Simon. The soldiers forced him to carry Jesus’ Cross. They came to a place called Golgotha, which means “Place of the Skull.” The soldiers gave Jesus wine mixed with gall (a drug), but he refused to drink.
They crucified Jesus and then divided his clothes among them by throwing dice. Then they sat down and kept watch over him. Above his head they put the written notice of the accusation against him: “This is Jesus, the King of the Jews.” They crucified two criminals with Jesus, one on his right and the other on his left.
People passing by shook their heads and hurled insults at Jesus: “You were going to tear down the Temple and build it back up in three days. Save yourself if you are God’s Son. Come down from the cross!”
In the same way, the chief priests, scribes, and elders made fun of him: “He saved others, but he cannot save himself! Isn’t he the king of Israel?”
If he will come down off the cross now, we will believe in him. He trusts in God and claims to be God’s Son. Then, let us see if God wants to save him now!”
At noon, the whole country was covered with darkness, which lasted for three hours. At about three o’clock, Jesus cried out with a loud shout, “Eli, Eli, lema sabachthani?” which means, “My God, my God, why did you abandon me?” Some people standing by said, “He is calling for Elijah.” One person ran to get a sponge, dipped it in wine, and held it up on a reed for Jesus to drink.
Others said, “Wait. Let us see if Elijah comes to save him.”
But Jesus cried out again in a loud voice and gave up his spirit.
Matthew 27:32–50
Jesus Is Laid in the Tomb
When it was evening, a rich man from Arimathea named Joseph went to Pilate and asked for the body of Jesus. Joseph took the body, wrapped it in a new linen sheet, and placed it in his own tomb, which he had just recently dug out of solid rock. Then he rolled a large stone across the entrance to the tomb and went away. Mary Magdalene and the other Mary stayed sitting there, facing the tomb.
Matthew 27:57–61
Imagine that you are Mary Magdalene. Write a prayer she might have prayed for Jesus.
At this point of the Gospel, we kneel and pause for a moment. A volunteer will now read Matthew 27:51–56, verses that recall what happened immediately after Jesus died.
Connecting GOSPEL and DOCTRINE
Jesus Sacrifices His Life for Us
This week, we walk with Jesus through the Paschal Mystery of his suffering, Crucifixion, Death, and Resurrection. We are saved out of God’s love for us. “He loved us and sent his son to be the expiation for our sins” (1 John 4:10). This means that Jesus makes things right through his Death.
Jesus dies so that our sins are forgiven—even the Original Sin that we inherited from our first ancestors. Jesus is called a suffering servant (CCC, 623). This means that Jesus humbly accepts and follows God’s plan for his life, knowing that it will end in his Death.
1 Who makes sacrifices for you? In what ways do you sacrifice for family and friends?
2 Reflect on how your Lenten sacrifices show your gratitude for Jesus’ sacrifice—that is, his Death on the Cross. How are your Lenten commitments going? Journal your responses on a separate sheet of paper.
On Holy Saturday night, the Church celebrates Jesus’ Resurrection from the dead with an ancient liturgy called the Easter Vigil. A vigil is a time of waiting and watching in prayer. The Easter Gospel tells us that Mary Magdalene went to Jesus’ tomb at dawn on the first day of the week (Sunday) and found the tomb empty.
Waiting and praying throughout the dark night is the Church’s way of longing and preparing for Jesus’ Resurrection, which happens before dawn on the first Easter morning. The Church’s Easter Vigil has four main parts:
**Service of Light**—the blessing and lighting of the new Easter candle and the singing of the Easter Proclamation (*Exsultet*)
**Liturgy of the Word**—the reading of passages from the Bible that help us understand the history of our salvation through Jesus Christ
**Baptismal Liturgy**—the welcoming of those who have been preparing for Baptism
**Liturgy of the Eucharist**—gathering to share the Body and Blood of the Risen Lord
Prepare a class vigil service to conclude your **Holy Week** lesson. Plan to gather in a space large enough for the class to sit in a circle around the Easter candle, a bowl of water, and a Bible. Work in four groups to prepare this class vigil service.
---
### Group 1
**LIGHT**
**Easter Candle**
1. Prepare an Easter candle. Use a white candle about three inches in diameter and ten to twelve inches high. Make Easter symbols and tape them to the candle. Symbols may include a cross, an alpha, an omega, and the year.
2. If you can light the candle, bring matches or another way to light it.
3. Choose one candle bearer and four leaders for this part of the vigil. Look over and practice the Leader parts on page 7.
---
### Group 2
**LIGHT**
**Easter Song**
Create your own additions to the *Exsultet*, the Church’s Easter song. It uses Bible stories to explain the importance of the night Jesus was raised from the dead. Many of the lines in the song begin: “This is the night.” On the lines provided on page 7, add your own word pictures that explain to people today the importance of this most holy night of Christ’s Resurrection. Then choose seven group members to act as leaders for this section of the vigil service.
---
### Group 3
**WORD**
1. Choose and plan passages to read from the Bible. Select readers or plan other ways to present the Bible readings. Mark the passages in the Bible for the readers.
2. Choose one or two of the following readings:
- about Creation—Genesis 1:1, 26–31a
- about how the People of Israel escape from Egypt—Exodus 14:15–15:1
- about Baptism—Romans 6:3–5
3. Find and mark the Easter Sunday Gospel in the Bible—John 20:1–9
4. Volunteers will read the Gospel. Have the first reader carry the Bible into your prayer circle and place it in the center on a low table.
---
### Group 4
**BAPTISM**
1. Fill a glass bowl with water. Surround the bowl with greens or flowers or simply float a flower or flowers in the water to express how water symbolizes new life.
2. Choose four leaders and a water bearer for this part of the vigil.
3. Provide small candles for each class member. Place the bowl of water at the center of your gathering space.
---
**Catholic FAITH WORD**
**HOLY WEEK** In the Liturgical Year, the week preceding Easter. Holy Week begins with Palm Sunday and culminates in the memorial of Christ’s Passion, Death, and Resurrection.
We Celebrate Jesus’ Resurrection
**Group 1**
**LIGHT** Easter Candle
The candle bearer leads the class into the darkened room carrying the unlit Easter candle; forms the class into a circle and has them sit on the floor; and places the candle on a low table or on the floor at the center of circle.
Leader 1: (Lights candle.) Bless this new fire. May we be inflamed with Jesus’ new dreams for humankind.
Candle bearer: (Carries lighted candle slowly around the circle of students.)
Leader 2: Jesus Christ is the Light of the World.
All: Thanks be to God.
Leader 3: Jesus is the Alpha and the Omega.
All: Jesus is the beginning and the end.
Leader 4: Jesus is the Morning Star.
All: Who shines always.
**Group 2**
**LIGHT** Easter Song
Leader 1: This is the night that God set the people of Israel free from slavery in Egypt.
Leader 2: This is the night that Jesus passed from death to life.
Leader 3: This is the night that Jesus broke the chains of death and rose triumphant from the grave.
Leader 4: This is the night when Heaven is wedded to earth and humans become one with God.
Leader 5: This is the night ____________________________________________
Leader 6: This is the night ____________________________________________
Leader 7: This is the night ____________________________________________
**Group 3**
**WORD**
Reader 1: (Proclaims the First Reading from the Bible.)
All: The earth is full of the goodness of our loving God.
Reader 2: (Proclaims the Second Reading, if there is one.)
Gospel Reader: (Invites all to stand; proclaims Gospel.)
All: Alleluia! Alleluia! Alleluia!
**Group 4**
**BAPTISM**
Leader 1: We belong to the family of God. Let us ask all the saints, who belong to the family of God, to pray for us. Holy Mary, Mother of God,
All: Pray for us.
Leader 1: Saints Peter and Paul, Andrew and John,
All: Pray for us.
Leader 1: Saint Mary Magdalene and all the holy women who stood by Jesus at the Cross,
All: Pray for us.
Leader 2: Saint Stephen, Saint Ignatius, Saint Lawrence, Saint Perpetua, Saint Felicity, Saint Agnes, and all holy martyrs,
All: Pray for us.
Leader 2: Saint Augustine, Saint Benedict, Saint Francis, Saint Catherine of Siena, Saint Teresa of Avila, and all holy men and women,
All: Pray for us.
Leader 3: I invite everyone to mention the name of a favorite or patron saint. After each saint’s name, all respond…
All: Pray for us.
Leader 3: Let us remember the new life we received at Baptism.
All: We believe in God, the Father, who gives life to all that is. We believe in Jesus Christ, God’s Son, whose Death and Resurrection is the promise of our new life forever with God. We believe in the Holy Spirit, who unites us in love.
Leader 4: Let us make the Sign of the Cross with water to remember our Baptism.
Water Bearer: (Takes water bowl to each person around the circle. Each person takes some water and makes the Sign of the Cross.)
All: We are Easter people. Alleluia is our song. Christian is our name. Amen.
Play and sing “Lord By Your Cross” (Venture/Visions Music CD, CD-1, #16).
We Seek Forgiveness and Strength
Leader: Jesus, we remember your suffering today. We also remember the suffering of people in the world. We pray especially for...
Take turns mentioning people and situations you wish to pray about.
Leader: Thank you, God, for hearing our prayers. In Jesus’ name, we will work to forgive others and act as peacemakers in our communities, All: Amen.
Play and sing “Come Back” (Venture/Visions Music CD, CD-1, #13).
With My Family and Friends
Scan here for parent resources.
Pray
God, help me to be selfless like Jesus and put other people’s needs before my own. Amen.
Think
How do I stand up for my friends?
Act
Lead your family on a walk through your parish’s Stations of the Cross. The stations mark Jesus’ difficult journey to the place where he was crucified. Notice the many people who helped Jesus when he needed it.
The liturgy for Good Friday is simple. We honor Jesus’ Cross, pray for the world, and receive Holy Communion. The Gospel for Good Friday is John’s version of the Passion of Jesus Christ. Plan to read and reflect on this Gospel on your own during Holy Week. | 63516770-ad8d-4ce2-921c-c7c4985b5b23 | CC-MAIN-2021-04 | https://stpatricksga.org/wp-content/uploads/2020/03/Visions-English-April-5-2020.pdf | 2021-01-26T23:31:56+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704804187.81/warc/CC-MAIN-20210126233034-20210127023034-00417.warc.gz | 580,814,331 | 4,449 | eng_Latn | eng_Latn | 0.997026 | eng_Latn | 0.999583 | [
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THROUGH A LENS: EXPLORING CHINA IN DOCUMENTARIES & FEATURE FILMS
Tese Wintz Neighbor
National Consortium for Teaching about Asia
East Asia Resource Center
University of Washington
Deng Xiaoping’s economic reforms, which began in 1978 following the Mao Zedong’s death in 1976, resulted in rapid economic growth that catapulted the People’s Republic of China through a period of intense modernization and development. This guide has been organized for teachers who are interested in studying contemporary China through film.
This is not a comprehensive list. The annotated lists include mostly films directed and produced in China. In general, I have not included many films produced in Taiwan or Hong Kong or other countries in Asia. I have included some films that were made with US-China cooperation. I have also included a smattering of Chinese TV documentaries and Western TV documentaries. I have taken the liberty to throw in films such as *The Farewell* and *Finding Ying Ying*. And throw out some violent thrillers and sappy romcoms.
Filmmakers’ names are copied from the source cited. Yes. It is confusing. Some sites use the Chinese name as expected with the surname first (Zhang Yimou), others put the surname last (Yimou Zhang) in western style. All Chinese language films noted here include English subtitles.
I hope this list illuminates the growing accessibility of diverse films portraying a changing China. I have confidence that you will find a movie or two that can be used in your classroom. Some films are as short as 7 minutes, others are as long as 554 minutes. This is a work of labor and love and is still in progress.
Tese (email@example.com) May 2021
**CONTENTS**
- Documentaries 2 - 88
- Feature Films 89 - 146
- Film Resources 147 - 153
---
**USING THESE RESOURCES**
The information regarding each film has been excerpted directly from the websites. Some were taken from film festival websites, some from film reviews, others from Wikipedia. I have included short trailers, reviews, teacher guides, and articles of interest.
There are different ways to access these documentaries and films. They can be downloaded directly from the web or local libraries, on Netflix, Kanopy, Amazon Prime, HULU, etc. They can also be purchased directly from the producer or from online stores. At the time of this “printing” (5/21), I have indicated films that can be downloaded for free online. This is a changing list and I encourage you to go to [JustWatch](https://justwatch.com/us) where you can easily find out where to watch your movie choice: justwatch.com/us.
Kanopy [https://spl.kanopy.com/](https://spl.kanopy.com/) adds new movies every week and is free with your library card.
- Kanopy downloads
- Teacher Guide
- Tese’s favorites
THE SIX — 2021 (100 MINUTES)
https://www.imdb.com/title/tt8517640/
*The Six* is a documentary that tells the unknown story of the Chinese passengers on board Titanic. Through the work of the team of researchers - led by historian Steven Schwankert - the central mysteries of their story are tackled: how did they survive the accident at such a high rate and, afterwards, why did they disappear from the history books so completely within 24 hours of arriving in the US? While most of the 700 or so survivors of Titanic were celebrated in their home countries, and to this day are regularly covered in the press on Titanic anniversaries, the Chinese men on Titanic were never interviewed, and never claimed by relatives, making their experience unique.
Podcast interview with Arthur Jones and writer Steven Schwankert:
https://supchina.com/podcast/searching-for-the-six-chinese-survivors-of-the-titanic/
Trailer: https://www.youtube.com/watch?v=LxpTnSZvX4c
BEETHOVEN IN BEIJING — 2021 (83 MINUTES)
https://www.pbs.org/wnet/gperf/beethoven-in-beijing-about/12364/?utm_source=youtube&utm_medium=pbsofficial&utm_campaign=greatperformances_2021#GreatPerformancesPBS
*Great Performance: Beethoven in Beijing* spotlights the resurgence of classical music in China through the legacy of the Philadelphia Orchestra, the first American orchestra to perform in China in 1973. Following the end of China’s Cultural Revolution, when Western classical music was banned in favor of politically themed works, the onset of “Beethoven fever” began. Narrated by American and Chinese musicians and historians, the film explores the impact of the Philadelphia Orchestra’s historic tour on China both then and now. Renowned musicians, including Academy Award-winning composer Tan Dun, Philadelphia-trained famed classical pianist Lang Lang, Philadelphia Orchestra and Metropolitan Opera music director Yannick Nézet-Séguin and more share their stories of how Beethoven’s music shaped their careers as China’s classical music scene boomed. Featuring archival footage and first-person recollections from American and Chinese musicians, the documentary brings the 1973 visit to life alongside a behind-the-scenes look at present-day tours capturing the dynamism of China, from its new concert halls to its tens of thousands of young musicians.
Stream entire film at website listed above.
IN THE SAME BREATH — 2021 (95 MINUTES)
https://deadline.com/video/coronavirus-china-sundance-in-the-same-breath-nanfu-wang-interview-hbo/
Nanfu Wang’s deeply personal *In the Same Breath* recounts the origin and spread of the novel coronavirus from the earliest days of the outbreak in Wuhan to its rampage across the United States.
Shot very up-close and personal with dozens of cameras and freelancers in the emergency wards, ambulances and dark heart of the crisis in Wuhan and all over the People’s Republic, *In the Same Breath* brings a damning critical perspective on misinformation and incompetence not only in China, but here in America too.
“I think the people in the two countries tend to believe that we are very different,” Wang said of competing superpowers the PRC and the USA. “What I witnessed and I hope that the film can conveys is how the authority has shaped the narrative of China’s response to the pandemic,” she notes of the propaganda machine at work literally from New Year’s Day 2020 when the first rumors of a new virus started to spread – as you can see in a harrowing clip from *In the Same Breath* below:
“People in China had now formed this memory of this is how it happened and this is how China handled it. And this memory …is more so shaped by the information they consumed, TV, newspaper and social media, the information that was allowed to be presented to them, So, what really struck me is I felt I had seen seeing the history being written in real time, and this is he very of the history that the Chinese people will remember,” Wang notes.
Yet, with almost 450,000 deaths from Covid-19 so far, and nearly 26 million confirmed cases here in America, an attempt at an official narrative was not unique to China, Wang states in the film.
Review: [https://www.theguardian.com/film/2021/jan/29/in-the-same-breath-review-nanfu-wangs-shattering-covid-19-documentary](https://www.theguardian.com/film/2021/jan/29/in-the-same-breath-review-nanfu-wangs-shattering-covid-19-documentary)
Interview (11 minutes) with director: [https://deadline.com/video/coronavirus-china-sundance-in-the-same-breath-nanfu-wang-interview-hbo/](https://deadline.com/video/coronavirus-china-sundance-in-the-same-breath-nanfu-wang-interview-hbo/)
Clip: [https://www.youtube.com/watch?v=W_G1DcbbkQ0&feature=emb_logo](https://www.youtube.com/watch?v=W_G1DcbbkQ0&feature=emb_logo)
**76 DAYS — 2020 (93 MINUTES)**
[https://www.indiewire.com/2020/09/76-days-review-1234586513/](https://www.indiewire.com/2020/09/76-days-review-1234586513/)
…While Wuhan’s story would soon be retold in places like Northern Italy and New York City, the remarkable documentary *76 Days* offers a bracingly immediate view from the frontlines of history — at the trauma and disequilibrium of being ambushed by a crisis dire enough to define its century. Discretely shot across four Wuhan hospitals without government approval… this fly-in-the-trenches look inside the outbreak is scattered and structureless in a way that makes it seem as if it’s simply taking notes for the history books of the future. But if Hao Wu, Weixi Chen, and their anonymous co-director’s film is more valuable as a time capsule than it is as a piece of cinéma vérité, it still puts a human face on an epochal horror that some people have refused to acknowledge even as it rages around them…
*76 Days* is an urgent act of witnessing for a world that only tends to see itself clearly in hindsight; the film’s value to future generations is self-evident, but it has just as much to show us in the here and now about the history we’re making alone and together.
Trailer: [https://www.youtube.com/watch?v=JwEhn9hgHy4](https://www.youtube.com/watch?v=JwEhn9hgHy4)
CORONATION — 2020 (113 MINUTES)
https://www.nytimes.com/2020/08/21/movies/ai-weiwei-coronation-coronavirus.html
Ai Weiwei, the artist-activist has secretly assembled a powerful and artful look at how the pandemic was handled in China … The film reflects this broader story through vignettes that follow the events chronologically: It begins on Jan. 23 with a couple driving through a snowy night to return home to a suburb of Wuhan, and ends on April 8 with people burning paper money — a traditional offering to the dead — on a street corner.
In between are scenes and stories remarkable for their rare access into the machinery of the Chinese state. These include up-close images of a hospital being built in a matter of days and an inside look at an intensive-care unit, scenes of medical staff being rewarded with membership in the Communist Party and of workers at a crematory kneading bags of human ashes so they will fit into urns…
Review: https://www.theguardian.com/film/2020/aug/21/coronation-review-ai-weiwei-harrowing-coronavirus-documentary
Trailer: https://www.youtube.com/watch?v=_T8_9fQSxsU
LETOVER WOMEN — 2020 (84 MINUTES)
https://ff.hrw.org/film/leftover-women
In China, unmarried women over the age of 27 are deemed “sheng nu” or “leftover”. As an effect of the now-defunct one-child policy there are 30 million more men than women, leaving single women under immense social pressures to marry, and fast, or be rejected from society. Public dating contests, “marriage markets” where city sidewalks are lined with parents advertising their children’s attributes, and government-sponsored matchmaking festivals are just some of the humiliating ordeals that single women face. This eye-opening documentary follows three women in their grueling quest to find a husband, weighing the cost of family and society’s approval against their own chances of happiness.
Review: https://www.theatlantic.com/international/archive/2020/03/leftover-women-china-israel-children-marriage/607768/
Trailer: https://www.youtube.com/watch?v=W9ZucgOlcSE
LIKE THE DYER’S HAND — 2020 (120 MINUTES)
http://global.chinadaily.com.cn/a/202010/16/WS5f890206a51024ad0ba7f0c1.html
…As the first biographical film authorized by traditional Chinese literature scholar Florence Chia-ying Yeh, who turned 96 in July, the movie looks back at her legendary life through interweaving interviews of her and scholars and literature enthusiasts. Producers said the crew traveled to 10 areas in China, the United States and Canada, and interviewed 43 people close to Yeh, mostly her students – such as writers Pai Hsien-yung, Hsi Muren and sinologist Stephen Owen.
As one of a few Chinese scholars who toured the United States to teach traditional Chinese poetry in English in 1960s, Yeh worked at Harvard University and Michigan State University before settling down in Canada as a lifetime professor at the University of British Colombia. Director Chen Chuan-xing likened Yeh to Odysseus, the ancient Greek poet Homer’s famous literature figure who wanders for 10 years to try to get back home, explaining that the documentary tries to display Yeh's lifelong pursuit of freedom and her quest to find her physical and spiritual hometown.
Trailer: https://www.youtube.com/watch?v=M8eGENj-YdU
FAREWELL TO POVERTY — 2020 (100 MINUTES)
http://www.china.org.cn/arts/2020-07/06/content_76241919.htm
…The film records the real stories during China's poverty-alleviation campaign in Kelan County, Shanxi province, where there are 91 poor villages, 4,580 poor households and 10,181 poor people. In accordance with the overall deployment of the poverty-stricken areas in Kelan County, the local government plans to relocate 115 natural villages.
…During the two years of filming, the crew lived in cave dwellings, struggled with household mice and fleas, and encountered severe scenarios, such as heavy snow sealing off mountain passes and mobile phones having no signal. Almost isolated from the world, the crew eventually finished this impossible movie.
The tagline on the movie poster reads: "Poverty itself is not terrible. What is terrible is the thought that you are destined to be poor or must die due to poverty." released online on 7/3/20 on Youku, a major video streaming platform owned by Alibaba Group.
SWIMMING OUT TILL THE SEA TURNS BLUE — 2020 (112 MINUTES)
http://povmagazine.com/articles/view/swimming-out-till-the-sea-turns-blue-jia-zhang-ke
Faces are the recurring interest of Jia Zhangke’s *Swimming Out Till The Sea Turns Blue*, the director’s third film in a “trilogy” of arts based documentaries that began with *Dong* (2006) and *Useless* (2007). The reminiscing, reciting, emoting, boring, or thinking face becomes a site of great interest, as if in an attempt to imbue the camera with the writerly perceptiveness embodied by the subjects of this film. Here, the principal subjects are a trinity of renowned contemporary Chinese writers who focus on rural life: Jia Pingwa, Yu Hua, and Liang Hong.
…The interviews themselves are often long-winded, and seem minimally edited. Each subject is allowed to wander through their memory and experience, which allows them to naturally reach poignant insights about their artistic relationships to rurality, politics, and culture in China post-1949. They reveal vivid details from their personal lives, sometimes reaching an emotional vulnerability so potent that audience members experience a privileged intimacy with suddenly accessible and deeply present figures of cultural prominence.
Of *Swimming’s* many contributions to literary discourse, its most powerful insight might be in upholding the importance of literature while refusing to romanticize the life of an artist or merely chart their accolades. These writers are not treated as diviners of truth but humans subject to the flows and impositions of country and history. As with the best poetry, they are grounded in life itself.
Trailer: https://www.youtube.com/watch?v=yzU8yV1RCxg
LOST COURSE — 2020 (179 MINUTES)
https://www.dgeneratefilms.com/catalog/LOST-COURSE
Embedding herself in the village of Wukan, southern China for several years starting in 2011, first time documentarian Jill Li witnessed an unprecedented experiment in local democracy. Corrupt officials had illegally sold villagers' land, but the villagers decided to fight back.
The documentary is divided into two halves: the first, "Protests", depicts the grassroots activities of Wukan residents as they work to reverse the land sales and gain a substantial measure of control over their local territory. We see how the villagers themselves learn to organize elections, form alliances, and win support. Part two, "After Protests", confronts the collapse of idealism as the newly elected village government finds itself mired in the same kind of corrupt dealings they had originally condemned.
Li reveals the complexities of their triumphs and setbacks from the inside. Her astonishingly intimate, sympathetic and fair-minded access to the events' major players reveals Chinese local politics with three-dimensional passion and energy.
Trailer: https://vimeo.com/502243654
**FINDING YINGYING — 2020 (99 MINUTES)**
https://www.rogerebert.com/reviews/finding-yingying-movie-review-2020
Yingying Zhang was a promising young graduate student who left her home, family and boyfriend in China to pursue her studies in the United States. She’s one of thousands of students who make the same journey, whose parents sacrifice both financially and emotionally to let their children go to an unknown country all in the hopes of a brighter future.
Unfortunately, that future never came to pass for Yingying. One day when she was running late to see an apartment, she accepted a ride from a stranger and was never seen again.
…Jaiyan “Jenny” Shi’s *Finding Yingying* is simultaneously a tribute to the young woman—who she was and what she aspired to, the isolation and culture shock she faced in the U.S., the love she had for her family that drove her to keep going—and a true crime documentary that follows the Zhang family as they try to piece together what happened to their beloved daughter. But the documentary is quite sympathetic to the family, centering their frustrating experiences with the U.S. justice system.
…The MTV documentary doesn’t play up the emotions for dramatic effect. The flashbacks to Yingying’s photos and words are in service of the story, and by the end, her diary’s sudden stop brings a second heartache. We won’t hear from her anymore. The answers the documentary finds are not easy, but the loss *Finding Yingying* depicts is one that will reverberate for years to come.
Review:
https://supchina.com/2020/12/18/finding-yingying-chinese-pain-and-the-empathy-deficit/
Trailer: https://www.youtube.com/watch?v=6dlsAibt1hc&feature=emb_logo
**HOW DUSHAN BURNT 40 BILLION — 2020 (22 MINUTES)**
https://sg.news.yahoo.com/china-debt-fuelled-county-admits-112055680.html
A county-level government in China has vowed to make changes after a viral online video raised questions over its debt-fueled 40 billion yuan (US$5.7 billion) construction spree that began in 2016.
Within days of its release, the *How Dushan Burnt 40 billion* video was viewed over 27 million times on Weibo, China’s Twitter-like social media platform.
The 22-minute video, produced by Shanghai-based Guan Video, features some of the construction projects that have taken place in Dushan County in the landlocked southwest province of Guizhou, one of the poorest regions in China.
Review: https://www.sixthtone.com/news/1005931/unfinished-vanity-projects-a-debt-trap-for-guizhou-county
1001 NIGHTS — 2020 (not released at time of printing)
https://www.sixthtone.com/news/1005816/father-tells-his-coming-out-story-in-daughters-documentary
Chen Yujun’s upcoming documentary is her journey of staking out her father’s business and stumbling upon his sexuality is the topic of her upcoming documentary *1001 Nights*. What started as an amateur project born of curiosity and some speculation about her father’s private life has turned into a film that’s now scheduled to premiere on June 25, with an eventual online release. “Literature and film play vital roles in shifting people’s attitudes toward sexual minorities,” Yang Yi, (a program officer at LGBT Rights Advocacy China) said. “Considering the lack of social activism in China, LGBT stories in the media contribute to the transformation of queer culture, from being a taboo to an embraced identity.” Chen hopes her documentary will also join the ranks of films that help others explore LGBT identities and family dynamics. “My film is about more than just sexuality,” Chen said. “It also explores topics like love, aging, and kinship. I hope viewers will find it encouraging and remain hopeful for a future where homophobia is less prevalent.”
COCKROACH— 2020 (93 MINUTES)
https://www.theguardian.com/film/2020/dec/18/cockroach-review-ai-weiwei-hong-kong-protests-pro-democracy-activists
… *Cockroach* (the film by the artist-activist Ai Weiwei), is about the passionate pro-democracy movement in Hong Kong, which was triggered by the introduction of the Fugitive Offenders amendment bill by the pro-Chinese Hong Kong government in 2019, exposing protesters to extradition to the Chinese mainland and effectively destroying that minimum of 50 years’ judicial independence and autonomy that the Hong Kong people were promised at the 1997 handover. “Cockroaches” is how the protesters feel they are seen by the Chinese authorities: their proud sense of democratic independence is seen as laughably irrelevant by an increasingly belligerent national government – and the same goes for any human rights. A banner proclaims that they are going the same way as Tibet and the Uighurs, and the whole of Hong Kong is going to be a scorched-earth monument to Beijing’s new obsession with alpha-dog nationalism…
Review: https://www.bbc.com/news/entertainment-arts-55354531
Trailer: https://www.youtube.com/watch?v=dJuYB6HIfrk&feature=emb_logo
JOURNEY OF CHINESE PLANTS — 2020 (10-PART SERIES, 50 MINUTE SEGMENTS)
https://chinadialogue.net/en/nature/11883-china-s-first-plant-based-documentary-series/
The series, which had official backing, took three years to make and examines 28 different species over ten 50-minute episodes, including the tea tree, the mulberry tree, rice, soybean and bamboo. It covers their lifecycle from sprouting to harvest, their significance to China, and the impact they have had globally. … The documentary goes to great lengths to explain how plants have contributed to Chinese civilization. The soybeans carefully selected by our ancestors fed their families, and also allowed them to raise livestock. When the Tang dynasty monk Jianzhen travelled to Japan he took soybeans as a gift alongside his Buddhist texts. Bamboo slips were used for early forms of writing: “Of China’s five millennia of history, two or three millennia were recorded on bamboo, and it was bamboo that allowed the writing
system to stabilize.” And in China, tea is not just a drink – it is also widely used in traditional medicine...
Short previews here: https://www.iqiyi.com/a_19rrhzmd9.html
SEEK OUT NATURAL MYSTERIES — 2020 (5-PART SERIES, 30-50 MINUTE SEGMENTS)
https://www.youtube.com/watch?v=8pxdSCng-hc&list=PLrpsOAujCCNzhyTbRhBiogqxSwizjgbPp
What it’s about: The science-and-nature-focused documentary series Seek Out Natural Mysteries depicts the four unsolved mysteries in nature The Origin of Life, Species Extinction, Light Curves, Ball Lightning. We not only want to present you with four fascinating natural riddles in a refreshing way, but also would like to introduce you those outstanding Chinese scientists and China’s little-known past related to science. Science has no nationality… Jie also acts as the executive secretary of Voice of Science, a science media league to popularize scientific knowledge and disseminate scientific spirit. Voice of Science takes its mission to improve people's scientific literacy, advocate logic and empirical evidence, oppose pseudoscience, and eliminate ignorance and superstition.
Trailer: https://www.youtube.com/watch?v=NSNk_FflCQ8&list=PLrpsOAujCCNzhyTbRhBiogqxSwizjgbPp&index=5
SKATEBOARDING
SHANGHAI 5 — 2010 (25 MINUTES)
Stream entire film here: https://vimeo.com/17700447
SHANGHAI 6 — 2020 (22 MINUTES)
Stream entire film here: https://vimeo.com/416297647
Skateboarding in Shanghai has radically changed over the years, going from a free for all skate spots to a heavily regulated practice. Shanghai 6 is the sequel to Shanghai 5 a 2010 documentary about the burgeoning skate scene. The new opus focuses on the radical changes the scene has undergone in the past decade and what it means for the local skate community. Directed, filmed, produced and edited by Charles Lanceplaine.
DO NOT SPLIT — 2020 (35 MINUTES)
https://fieldofvision.org/do-not-split
Told from within the heart of the Hong Kong protests, Do Not Split begins in 2019 as a proposed bill allowing the Chinese government to extradite criminal suspects to mainland China escalated protests throughout Hong Kong. Unfolding across a year, Do Not Split captures the determination and sacrifices of the protesters, the government’s backlash, and the passage of the new Beijing-backed national security law. is a 2020 American-Norwegian documentary film directed by Anders Hammer The film was nominated for the Academy Award for Best Documentary Short Subject at the 93rd Academy Awards.
Trailer: https://vimeo.com/593764663
Stream entire film here: https://fieldofvision.org/do-not-split
THE REVOLUTION THEY REMEMBER — 2020 (106 MINUTES)
https://culturalrevolution.pitt.edu/#documentary
*The Revolution They Remember* —a documentary produced by the University of Pittsburgh’s Library System — explores how ordinary people experienced the Chinese Cultural Revolution (1966–76) and how they remember it today. The featured interviews with Chinese citizens were among many collected as part of two oral history projects by the Library System’s East Asian Library and Dartmouth College Library.
This site contains maps, timelines, background information.
Trailer: https://www.youtube.com/watch?v=i78TXr3_uPU
Stream entire movie here: https://culturalrevolution.pitt.edu/#documentary
OUTCRY AND WHISPER — 2020 (100 MINUTES)
https://www.dgeneratefilms.com/catalog/OUTCRY-AND-WHISPER
A performance artist approaches a dais with a quiet formality, and then proceeds to slowly and deliberately slice a series of cuts into her face with a razor. A doctoral student/filmmaker, under house arrest and constant surveillance, walks up to a vehicle following her and holds up a sign saying, “Shame to insult a woman.” Female factory workers describe being arrested and harassed when they stand up for their rights. Shot over eight years, *Outcry and Whisper* is a highly personal and sometimes uncomfortably intimate documentary chronicling women’s oppression and resistance in mainland China and Hong Kong. One remarkable and tumultuous sequence is shot in the midst of Hong Kong pro-democracy demonstrations…
Trailer: https://vimeo.com/429306868
Rent here: http://icarusfilms.com/df-outcry
SPARK — 2019 (114 MINUTES)
https://www.dgeneratefilms.com/catalog/SPARK
*Spark* opens by the side of a road in Lanzhou City, northwestern China, as trucks rumble through a blasted hillside. An elderly man walks along the dusty road and pauses to point to a nearby spot—the former execution grounds. “They executed many,” the man says. “Then fewer and fewer.”
Two of those executed were contributors to *Spark*, a short-lived magazine from Gansu Province whose young, intellectual contributors bravely shone a light on the horrific realities of life during the Great Leap Forward. More than 35 million people died of famine between 1959 and 1961, in large part because of Communist Party policies. To this day, the Party has never fully acknowledged the scope of the disaster.
In *Spark*, filmmaker Hu Jie—who has been described as “China’s most important unofficial historian-filmmaker”—tracks down the surviving men and women of *Spark*, including founder Gu Yan, allowing them to tell their stories.
Weaving together their interviews, the film is in an oral history of the magazine and the tumultuous period that from which it arose. The interviews are striking in their clarity and their emotional immediacy 60 years later …
Trailer: https://vimeo.com/ondemand/sparkdoc/430370855
THE OBSERVER — 2019 (78 MINUTES)
http://icarusfilms.com/df-observ
After repeated threats from authorities, the Beijing Independent Film Festival was shut down. The government wouldn’t tolerate their showing *Spark*, an incendiary historical documentary that revealed human rights violations during The Great Leap Forward. News of the festival’s cancellation reverberated around the world. Who was the artist whose work had pushed the government past the edge of tolerance?
Away from the limelight, dissident artist Hu Jie has managed to make more than 30 documentaries. Films like *Though I Am Gone* and *Searching for Lin Zhao’s Soul* are vital to understanding Chinese history and society and preserving memory of its past. Widely recognized as the first artist to dare talk about the Great Famine, the labor camps and the Cultural Revolution in an unfiltered way, Hu Jie is considered China’s first historical documentary filmmaker—even though he’s blacklisted.
Featuring lush photography and revealing interviews, filmmaker and critic Rita Andreietti’s sensitive portrait, *The Observer*, explores Hu Jie’s commitment, tenacity and courage, as well as the toll those have taken in his personal life. Through the creation not only of films but also of woodcuts and paintings, he continues to fight for the truth... but will museums, galleries and movie theaters have the courage to show the work that he makes?
**Trailer:**
[https://vimeo.com/ondemand/theobserver/430728768](https://vimeo.com/ondemand/theobserver/430728768)
**TELL THE WORLD — 2019 (43 MINUTES)**
[https://www.journeyman.tv/film/7639](https://www.journeyman.tv/film/7639)
Detained under a high-tech dystopian surveillance state in Xinjiang province, exiled Uighurs speak out in this powerful investigation. Their religion is all but banned as they undergo ‘re-education’.
**Trailer:**
[https://www.youtube.com/watch?v=ryk6cZ4YLi0](https://www.youtube.com/watch?v=ryk6cZ4YLi0)
**CHINA’S CRAZY RICH — 2019 (10 MINUTES)**
[https://www.journeyman.tv/film/7722](https://www.journeyman.tv/film/7722)
For most of the last century Communist China’s planned economy prevented its citizens from getting wealthy. But now China is producing more billionaires than any other country in the world.
**A WOMAN WHO PAINTS THANKAS — 2019 (25 MINUTES)**
[https://vimeo.com/334373370](https://vimeo.com/334373370)
Rebgong (Qinghai, China) is well-known for its Tibetan Buddhist thangka art for centuries. However, Tibetan women were not allowed to learn or to paint thangkas, until recent years. Lutso
See [Journeyman Pictures](https://www.journeyman.tv/features) for current documentaries and shorts on rap music to women’s issues to censorship to environmental concerns (search China)
[https://www.journeyman.tv/features](https://www.journeyman.tv/features)
[https://www.journeyman.tv/shorts](https://www.journeyman.tv/shorts)
**NOWHERE TO CALL HOME — 2019 (26 MINUTES)**
[https://www.journeyman.tv/film/7576](https://www.journeyman.tv/film/7576)
**CHINA DREAM — 2018 (29 MINUTES)**
[https://www.journeyman.tv/film/7504](https://www.journeyman.tv/film/7504)
**THE LOVE BOAT — 2018 (28 MINUTES)**
[https://www.journeyman.tv/film/7251](https://www.journeyman.tv/film/7251)
**GOBI DESERT SAND WARRIORS — 2018 (12 MINUTES)**
[https://www.journeyman.tv/film/7308](https://www.journeyman.tv/film/7308)
**A DISAPPEARING WAY OF LIFE 2018 (7 MINUTES)**
[https://www.journeyman.tv/film/7314](https://www.journeyman.tv/film/7314)
**RENT A BOYFRIEND — 2017 (26 MINUTES)**
[https://www.journeyman.tv/film/7248](https://www.journeyman.tv/film/7248)
**CHINA’S MILLIONAIRE MIGRANT — 2016 (22 MINUTES)**
[https://www.journeyman.tv/film/6799](https://www.journeyman.tv/film/6799)
**BULKLAND — 2016 (59 MINUTES)**
[https://www.journeyman.tv/film/6685](https://www.journeyman.tv/film/6685)
**REMEMBERING TIANANMEN — 2014 (11 MINUTES)**
[https://www.journeyman.tv/film/6206](https://www.journeyman.tv/film/6206)
**EMPTY CITIES — 2013 (14 MINUTES)**
[https://www.journeyman.tv/film/5939](https://www.journeyman.tv/film/5939)
**MY DEAR ART — 2018 (106 MINUTES)**
[https://www.journeyman.tv/film/7263](https://www.journeyman.tv/film/7263)
**CHINA’S WEB CELEBS — 2017 (25 MINUTES)**
[https://www.journeyman.tv/film/7197](https://www.journeyman.tv/film/7197)
is one of the few Tibetan female thangka painters in Reb Gong. She is also a mother, a wife, and the oldest daughter in the family. The film captures Lutso’s unique life as a thangka painter, who has a career to develop and a family to support. The film is made by Dr. Ming Xue, an anthropologist who has been doing field research about Tibetan thangka painters in Reb Gong since 2009.
Trailer: https://vimeo.com/334373370
**BROKEN HARMONY: CHINA’S DISSIDENTS — 2019 (51 MINUTES)**
https://www.brokenharmonyfilm.com/
*Broken Harmony: China’s Dissidents* tells the story of Hua Ze, an ordinary Chinese citizen for whom a discovery of corruption led her into a hidden world of dissidents, citizen journalism, police harassment and kidnappings.
Trailer: https://www.brokenharmonyfilm.com/trailer
Download Teacher’s Guides (including history, humanities, IB Global Politics & Economics, etc.) here: https://www.brokenharmonyfilm.com/for-educators
Stream entire film here: https://tubitv.com/movies/549691/broken-harmony-chinas-dissidents?utm_source=google-feed&tracking=google-feed
---
**WE WERE SMART— 2019 (125 MINUTES)**
https://radiichina.com/shamate-documentary/
Li Yifan’s film gives a rare look into the life and struggles of this group of marginalized, often poor rural youths through their own accounts. It has helped reopen old wounds and spark conversations around class and conformity, over a decade on from the vicious takedown that marked the end of the shamate movement.
Focused largely around rural migrant workers who’d travelled to China’s cities to get in on, and help power, the country’s economic boom, shamate was largely identified by its outlandish fashion sense, makeup and hairstyles. Spreading through dedicated online forums, the subculture’s name came from the Chinese transliteration for the word “smart” — “sha-mate.”
Li spent two years collecting 915 first-hand video recordings from former shamate members, as well as conducting full-length interviews with 78 of them. According to the director, almost all shamate participants were second-generation migrant kids who were born in the ‘90s and hailed from underserved villages and towns….
In the documentary, one trend that emerges is that many of these young people were “left-behind children,” kids whose parents had taken jobs in major urban areas, leaving their offspring with grandparents at home in the village. Many talk of only seeing their parents on occasion, such as during the national Spring Festival holiday. Many of the interviewees also relay how they dropped out of school at a very early age and went to look for work themselves, often heading to manufacturing hubs on the basis of a vague lead or tip from a fellow villager.
Once there, the young migrant workers found themselves in unfamiliar surroundings and often in intense, exploitative working arrangements. In search of an outlet for pent-up tensions and a sense of belonging, they formed their own identity: shamate.
...Ultimately, *We Were Smart* is a poignant, important look at an oft-overlooked section of the incredibly diverse mosaic that is Chinese society.
Review: [https://supchina.com/2021/02/05/we-were-smart-chinas-controversial-subculture-tells-its-story/](https://supchina.com/2021/02/05/we-were-smart-chinas-controversial-subculture-tells-its-story/)
Trailer: [https://www.youtube.com/watch?v=xyP5zI1svzU](https://www.youtube.com/watch?v=xyP5zI1svzU)
**MY PEOPLE, MY HOMELAND — 2020 (153 MINUTES)**
[https://thereelbits.com/2020/10/26/review-my-people-my-homeland/](https://thereelbits.com/2020/10/26/review-my-people-my-homeland/)
It would be very easy to drop the word ‘propaganda’ in here and be done with it. Yet to do so would ignore the role of the National Day films in Chinese popular culture. Like Chinese New Year, they are aimed at being a feel-good piece and to get bums on seats in cinemas. In late 2020, this is even more important than ever.
As a companion piece to the 2019 anthology film *My People, My Country*, this follow-up unapologetically bathes rural Chinese life in a golden glow. Filled with glorious drone shots of fields and vividly saturated landscapes, it borders on being a tourism video were it not for some fun vignettes at its core. Like the previous film, this is made up of multiple unrelated stories, but thematically linked by their appreciation of hometown life.
Trailer: [https://www.youtube.com/watch?v=ev2sCnsYv9A](https://www.youtube.com/watch?v=ev2sCnsYv9A)
**MY PEOPLE, MY COUNTRY — 2019 (154 MINUTES)**
[https://en.wikipedia.org/wiki/My_People,_My_Country](https://en.wikipedia.org/wiki/My_People,_My_Country)
“My People, My Country” is a 2019 Chinese seven-part anthology drama film, consisting of seven segments directed by seven directors, Chen Kaige, Zhang Yibai, Guan Hu, Xue Xiaolu, Xu Zheng, Ning Hao, and Wen Muye. It is based on 7 moments since the founding of the PRC. It stars many of China's top actors, many in supporting roles and cameos. The film was released in China on September 30, 2019, to commemorate the 70th anniversary of the establishment of the People’s Republic of China.
1. The opening segment by director Guan Hu, *The Eve* is about an engineer, Lin Zhiyuan (played by Huang Bo), racing against time to perfect an automatic flag-raising mechanism before the founding ceremony of the People's Republic of China on October 1, 1949.
2. The second story *Passing by* directed by Zhang Yibai, sees a scientist, Gao Yuan, played by Zhang Yi, work on China's first atom bomb who had to bid farewell forever to his lover in the 1960s.
3. The third story *The Champion*), directed by Xu Zheng, is about how a little Shanghai lad named Dong Dong (played by Han Haolin) helped his neighbors watch TV for the China women's national volleyball team's Olympic gold medal win in 1984.
4. The fourth story *Going Home* directed by Xue Xiaolu, is about a Chinese executive delegation and local policemen preparing for the return of Hong Kong from British rule to China in 1997. The 12-second silence between the British and Chinese anthems during the Hong Kong handover ceremony is also reflected in this part.
5. The fifth story *Hello Beijing* directed by Ning Hao, is about a taxi driver who gives a ticket to the opening ceremony of the 2008 Beijing Olympics to a boy from the Sichuan earthquake zone though it was intended to be a birthday gift to his aloof son.
6. The sixth story *The Guiding Star* directed by Chen Kaige, is about a pair of homeless brothers who witness the landing of the capsule of the Shenzhou 11 manned spacecraft on November 18, 2016, a moment of national pride that touched them.
7. *One for All* directed by Wen Muye, follows the story of a top female fighter jet pilot Lü Xiaoran who helps her fellow pilots accomplish a smooth aerial performance at the Military Parade of the 70th Anniversary of the Victory in the Second Sino-Japanese War in 2015.
Trailer: [https://www.youtube.com/watch?v=bvrJS1LL_HY](https://www.youtube.com/watch?v=bvrJS1LL_HY)
**OUR TIME MACHINE — 2019 (86 MINUTES)**
[http://timemachinefilm.com/](http://timemachinefilm.com/)
https://www.theguardian.com/film/2020/sep/11/our-time-machine-documentary-maleonn
...The fragility of memory, the tension between fantasy and reality, and the family bonds forged in hardship and joy are tenderly interwoven in *Our Time Machine*, which won the award for best cinematography at last year’s Tribeca film festival. Co-directed by Yang Sun and S Leo Chiang, the documentary charts the evolution of Maleonn’s ambitious production while reflecting on the artist’s past and present relationship to his ageing father, who has been diagnosed with Alzheimer’s. In the play, the main character achieves what exists only in Maleonn’s wildest dreams: he builds a time machine so that his father, whose memory is also fading, can relive his happiest moments.
Trailer: [http://timemachinefilm.com/#trailer](http://timemachinefilm.com/#trailer)
**ALL IN MY FAMILY — 2019 (40 MINUTES)**
[https://thebottomline.as.ucsb.edu/2020/04/all-in-my-family-highlights-the-lgbt-asian-american-experience](https://thebottomline.as.ucsb.edu/2020/04/all-in-my-family-highlights-the-lgbt-asian-american-experience)
...*All in My Family* documents the experiences of Hao Wu, a gay Chinese American film director, as he and his partner start a non-traditional family and learn how to raise children via surrogate mothers amid backlash from Wu’s conservative family. But this 40-minute documentary is also about the cultural and generational barriers gay people all over the world have to overcome.
The opening scene shows the family of one of Wu’s surrogate mothers. This image of a typical nuclear American family that consists of a wife, husband, and children is juxtaposed next to Wu’s large, loud, and emphatically Chinese family. At age 20, Wu ran away from his home of Chengdu to escape his family’s Confucian values and live freely as a gay man in America. But as Hao puts it, “The son of a Chinese family can never run away from his past. At least not from his parents.”...
Trailer: [https://www.youtube.com/watch?v=lXiSr8I39fM](https://www.youtube.com/watch?v=lXiSr8I39fM)
AMERICAN FACTORY — 2019 (115 MINUTES)
https://www.npr.org/sections/money/2019/09/10/759152615/why-we-should-all-watch-american-factory
…And so *American Factory* is only nominally a film about America. The part that is astonishing about *American Factory* is seeing everything about the United States through the eyes of Chinese factory workers and managers arriving to reopen and restaff a plant in the rust belt. *American Factory* is the view we never get. Americans know how they feel about competing with China. But we don’t know how China feels about working with America.
Just minutes in, two workers from China, a couple, stand on a ledge overlooking Dayton. They marvel at the houses, which seem like antique wonders to them. They think it’s beautiful. And on second watching, I took a moment to look at the view, too, and, yeah, Dayton may be an opportunity zone, but it’s underrated. 2020 Academy Award for Best Documentary.
Trailer: https://www.youtube.com/watch?v=m36OeKOJ2Fc
Reviews:
NYT: https://www.nytimes.com/2019/08/29/movies/american-factory-review.html
The Atlantic: https://www.theatlantic.com/entertainment/archive/2019/08/american-factory-review-julia-reichert-steven-haiman/594806/
The Guardian: https://www.theguardian.com/film/2019/aug/15/american-factory-review-a-splendid-documentary-by-the-alabamas
ONE CHILD NATION — 2019 (89 MINUTES)
https://www.pbs.org/independentlens/films/one-child-nation/
China’s one-child policy, the extreme population control measure that made it illegal for couples to have more than one child, may have ended in 2015, but the process of dealing with the trauma of its brutal enforcement is only just beginning. From award-winning documentarian Nanfu Wang and Jialing Zhang, *One China Nation* explores the ripple effects of this devastating social experiment, uncovering one shocking human rights violation after another – from abandoned newborns (almost always girls), to forced sterilization and abortion to government abductions.
As the story unfolds, Wang, a native of China, digs fearlessly into her own personal life, weaving her experience as a new mother and the firsthand accounts of her relatives with archival propaganda material and testimony from victims and perpetrators alike, yielding a revelatory and essential record of this chilling moment in human civilization….
Interview: https://www.npr.org/2019/08/13/750875479/one-child-nation-documentary-tells-explores-the-dark-side-of-chinese-policy
Trailer: https://www.youtube.com/watch?v=gMcJVoLwyD0
AI WEIWEI: YOURS TRULY — 2019 (76 MINUTES)
https://www.yourstrulyfilm.com/
The story of the film begins with the remarkable exhibiting 2@Large: Ai Weiwei on Alcatraz, organized in 2014 by director Cheryl Haines. Following Ai Weiwei’s detention at the hands of the Chinese authorities, the outspoken artist and activist transformed the former island penitentiary of Alcatraz into an artistic platform. The resulting exhibition engages nearly 900,000 visitors in a conversation about the plight of prisoners of conscience around the world.
…The film *Ai Weiwei: Yours Truly* follows these postcards around the globe—from Alcatraz Island to Beijing, Washington, DC and Cairo—as Director Cheryl Haines meets with former prisoners of conscience and their families to discuss their impossible choices and the comfort
they found in messages sent by people they would never meet….ultimately the film is a call to action, extending the incredible reach of Ai Weiwei’s postcards by asking viewers to take the issue of global human rights personally.
Review: https://www.theguardian.com/film/2019/sep/27/ai-weiwei-yours-truly-review-alcatraz-artwork-mixes-the-political-and-personal
Trailer: https://www.youtube.com/watch?v=VOGQBZP5OpU
CITY DREAM — 2019 (100 MINUTES)
https://tiff.net/events/city-dream
Weijun Chen's lively new film documents the struggles of Wang Tiancheng, an elderly and cantankerous street vendor in Wuhan, China, whose business is threatened by the development of a new retail district.
Documentary comedies are a rarity, even more so from China. But Weijun Chen has proven himself a master with such mirthful films as Please Vote for Me and The Biggest Chinese Restaurant in the World. The Chinese economy may have lifted over 850 million people out of poverty since the early 1980s, but it's necessary to look beyond such statistics and into individual lives for a true understanding of what this means. That's the accomplishment of City Dream, which documents an effort to introduce a new retail district by clearing out street vendors.
Chen embeds himself with the Urban Management Bureau of Wuhan, the biggest city in Central China. The bureau officers are firm in their duty to clean up the streets, but still show sympathy towards vendors being displaced. They meet their match in Wang Tiancheng, an elderly and cantankerous seller of fruits and clothing, who receives help from his grown son who lost a hand in a factory accident. The old man is brazenly defiant, like a swordless warrior against an army. He rips up the officers' paper citations, screams insults to their faces, and even throws punches. They take his abuse with surprising patience and humour. But their bosses are adamant to see the job get done.
Suspense builds over a year in this standoff between government force and individual willpower.
In the tradition of his previous films, Chen brings out the humanity of everyone on screen, even when they're pushed to their limits.
Q&A with Director at Toronto International Film Festival:
https://www.youtube.com/watch?v=IJNDTAM8iXw
Trailer: https://www.youtube.com/watch?v=rhqa3AYxJ9o&feature=emb_logo
CONFUCIAN DREAM — 2019 (87 MINUTES)
http://povmagazine.com/articles/view/review-confucian-dream
After witnessing the cohesion of a family practicing Confucianism, young wife and mother Chaoyan converts to the religion with hopes of bringing order and happiness to her family life. While diving into her studies, Chaoyan becomes obsessive. Chaoyan’s four-year old son seems oblivious to his mother’s fervour, while she clashes with her husband and alienates her in-laws. Consumed with the thought that an ardent practice of Confucianism is necessary to her family’s well-being, Chaoyan’s newfound beliefs end up having the opposite effect.
Mijie Li’s Confucian Dream follows Chaoyan’s narrative, which flows with almost fictional precision. Her beliefs begin earnestly before developing into mania. The philosophy starts with respect and morality, but slowly results into screaming matches with family. The drama
reaches fever pitch as Chaoyan’s zealousness increases, but *Confucian Dream* offers a dénouement: Chaoyan separates from her husband and gains self-awareness of her actions. Without abandoning her beliefs, she acknowledges her desperation and anger and we witness her growth. Chaoyan is never one-dimensional in her strict Confucianism; instead, she shows a great deal of depth and development....
Trailer: [https://www.youtube.com/watch?v=LfAaMEUnBEg](https://www.youtube.com/watch?v=LfAaMEUnBEg)
**CHINA’S NEW SILK ROAD — 2019 (52 MINUTES)**
[https://javafilms.fr/film/chinas-new-silk-road/](https://javafilms.fr/film/chinas-new-silk-road/)
Chinese president XI Jinping has named it the ‘project of the century.’ Since 2013 China has invested billions into bringing the ‘Middle Kingdom’ to the forefront of global economics and international politics.
What China has baptized ‘The New Silk Road’ allows a pair of trainers to be transported by train from China to France in less than two weeks. But they also act as a vehicle for a wave of Chinese expansionism across the world.
In Gwadar, Pakistan, China is excavating a giant port, as well as a spectacular highway that crosses the Himalayas, in order to open the doors to the warm seas. At the limits of their Russian borders in central Asia, along a new railway line that serves Europe, Chinese entrepreneurs have installed special economic zones and casinos in the middle of the desert.
Further afield than Beijing, in Djibouti, on the Horn of Africa, the Chinese state has recently established a military port, a stone’s throw from the American and French bases, as well as building an ultra modern railway serving Ethiopia. In the wake of these movements, Chinese businesses are swooping down on east African markets, hoping to make the region one of the new workshops of the world.
Trailer: [https://javafilms.fr/film/chinas-new-silk-road/](https://javafilms.fr/film/chinas-new-silk-road/)
**PEOPLE’S REPUBLIC OF DESIRE — 2018 (95 MINUTES)**
[https://www.pbs.org/independentlens/films/peoples-republic-of-desire/](https://www.pbs.org/independentlens/films/peoples-republic-of-desire/)
This is not Black Mirror; this is real life.
In an age where the power of technology helps us connect, are we as isolated as ever?
*People’s Republic of Desire* exposed the baffling reality of how virtual relationships are replacing real-life human connections through China’s video-based social network YY- a hugely popular gathering place for over 300 million people in China. From the super-rich, who lavish virtual gifts on their favorite live-streamers to the very poor, many of them migrant workers in urban area searching for cheap entertainment and a way to feel connected.
Disturbing and provocative, *People’s Republic of Desire* explores the strange world of these live-streaming “showrooms,” where the most popular stars can earn hundreds of thousands of dollars a month for adoring fans who “tip” them with digital gifts paid for with actual cash. It is a virtual dystopia, or a chance for a second life? What are the consequences for all of us when human connections are put up for sale to the highest bidder?
Q & A with Director Hao Wu
[https://www.pbs.org/independentlens/blog/director-explores-live-streaming-revolution-and-how-technology-affects-human-happiness/](https://www.pbs.org/independentlens/blog/director-explores-live-streaming-revolution-and-how-technology-affects-human-happiness/)
Is This Real Life: The Live Streaming Craze Explained (includes several clips)
PBS NEWSHOUR PRESENTS CHINA POWER AND PROSPERITY — 2019 (58 MINUTES)
https://www.pbs.org/newshour/series/china-power-and-prosperity
The United States’ relationship with China has dominated conversations about U.S. foreign policy, trade and more recently, the global effort to combat coronavirus. Before COVID-19 cases were first reported out of China and before the pandemic swept across the globe, PBS NewsHour’s foreign affairs and defense correspondent, Nick Schiffrin, traveled to China for a series of inside looks into the country. PBS NewsHour Presents China: Power and Prosperity explores the future of the communist country’s relationship with the U.S., which will help determine the new international order, the dominant technology supporting the world’s communications infrastructure, and the global economy.
Stream entire 58 minutes here:
https://www.pbs.org/newshour/series/china-power-and-prosperity
See box to the right for related 11-part series (5-10 minute segments)
CHINESE PORTRAIT — 2018 (79 MINUTES)
https://www.nytimes.com/2019/12/12/movies/chinese-portrait-review.html
In its title and its panoramic scope, Chinese Portrait promises a snapshot of modern China, with scenes that show life in settings urban and rural, industrial and agrarian, scenic and seedy. This documentary’s human subjects are young and old. But in intriguing, sometimes unsatisfying ways, it leaves the synthesis to the viewer. It is an experimental film more than it is a state-of-the-nation address, inviting consideration of how each of its successive tableaus — just about the entirety of the movie — came to be created.
The director, the veteran Chinese filmmaker Wang Xiaoshuai (Beijing Bicycle) shot Chinese Portrait over a decade on a combination of film and video. Many scenes consist of a single shot, and the vignettes are generally separated by brief bits of visible film leader. The pieces of dialogue that can be heard go unsubtitled. And while the film depicts a diverse cross-section of Chinese life — from horses grazing in the countryside to a man in a respiratory mask in a smoggy cityscape; from Muslims in prayer to a dimly lit celebration — its primary interest lies in the tension between candid moments and shots that appear artfully composed.
PBS 11-Part Series
1. Taking Stock of China’s Growing Power & Prosperity
https://www.pbs.org/newshour/show/taking-stock-of-chinas-growing-power-and-prosperity
2. How President Xi Jingping is Transforming China at Home and Abroad
https://www.pbs.org/newshour/show/how-president-xi-jingping-is-transforming-china-at-home-and-abroad
3. China’s Massive Belt & Road Initiative
https://www.pbs.org/newshour/show/how-historic-belt-and-road-infrastructure-project-is-building-chinas-global-influence
4. Impact of US-China Trade
https://www.pbs.org/newshour/show/impact-of-us-china-trade-war-on-world-economy
5. Chinese Tech Makes Cities “Smart”
https://www.pbs.org/newshour/show/is-this-chinese-software-making-attempts-to-spread-authoritarianism
6. How China’s High-Tech Monitors Behavior & Dissent
https://www.pbs.org/newshour/show/how-chinas-high-tech-eyes-monitor-behavior-and-dissent
7. China is Producing Billionaires Faster than any other Nation
https://www.pbs.org/newshour/show/china-is-producing-billionaires-faster-than-any-other-nation
8. How China is Driving the Future of Electric Cars
https://www.pbs.org/newshour/show/how-china-is-driving-the-future-of-electric-cars
9. How China’s Art Market is Evolving from Knockoffs to New Works
https://www.pbs.org/newshour/show/why-chinas-art-market-is-evolving-from-knockoffs-to-new-works
10. China Calls it Re-education, but Uighur Muslims say it’s Unbearable Brutality
https://www.pbs.org/newshour/show/china-calls-it-re-education-but-uighur-muslims-say-its-unbearable-brutality
11. Pro-democracy Demonstrators and Beijing Fight for the Future of Hong Kong
https://www.pbs.org/newshour/show/pro-democracy-demonstrators-and-beijings-fight-for-the-future-of-hong-kong
The documentary begins with miners standing by a track at what looks like the opening of a mine shaft. (There are no title cards or other identifiers.) Are the miners’ stoic stances natural or acted? What conversations, with the filmmakers or otherwise, took place before and after the cameras rolled? In several shots — in an office, in a classroom — one person will stare directly at Wang’s camera while others appear oblivious to it. Other images are straightforward person-on-the-street portraits, practically still photographs. The camera is notable for its stillness. Kineticism generally derives from action within a shot: A man stands by a gate at the back of a speeding train while another train rushes by in the opposite direction. A building undergoing demolition partly collapses, stirring up a giant cloud of dust…
Trailer: https://www.youtube.com/watch?v=muWRbcEz00k&feature=emb_logo
…The rush of progress generated by China’s transition to a capitalist economy has been explored by several widely screened Chinese filmmakers, such as Jia Zhangke (*Ash is Purest White*) and Wang Bing (*Bitter Money*). A bit of that theme — in scenes that involve construction or pollution — is here as well. But the overall mood is less hectic than peaceful; Wang’s snapshot shows a China that happily encompasses multitudes. The concatenation of difference is captured in the busy final image, in which a singer with a guitar begins to perform in a crowded restaurant, never quite commanding the attention of its diners.
MINERS, THE HORSEKEEPER, AND PNEUMOCONIOSIS — 2018
(81 MINUTES)
https://u.osu.edu/mclc/2020/05/07/documentary-on-the-plight-of-chinese-miners/
From the age of 15, Zhao Pinfeng worked for two decades as an iron ore miner in a remote, mountainous area of Hunan province in central China. Several years ago Zhao, who by then had two children and whose wife is mentally challenged, was diagnosed with pneumoconiosis, a fatal lung disease. He lost the ability to work and had to breathe through a ventilator. On one fateful night in 2018, an electricity outage at his village stopped his ventilator. He died the next day.
Zhao’s final days were recorded for a documentary feature, *Miners, the Horsekeeper and Pneumoconiosis*. Directed by Jiang Nengjie, the 81-minute film revolves around Hunan villagers who relied on the illegal mines for a living before they were closed down by the government. They include porters who transport the mine explosives and iron shards, and miners like Zhao. The film shows how the use of illegal explosives and mining without protective gear damaged the health of villagers, with many of them contracting pneumoconiosis….
Interview: http://www.sixthtone.com/news/1005595/premiering-in-your-inbox-chinas-new-indie-doc-sensation
Review: https://www.shine.cn/feature/art-culture/2005087714/
Trailer: https://www.orientindiefilms.com/content/documentary/miners-the-horsekeepe-and-pneumoconiosis/
Stream entire movie here: https://www.youtube.com/watch?v=v2KEQHB8Irs or https://vimeo.com/403946897
It’s not your typical viral hit. Self-directed, self-funded, and shot mostly on a simple camcorder, the film follows the lives of coal workers in rural Hunan, a central Chinese province. The horsekeeper in the film is Jiang’s own father Jiang Meilin, and the dying miner Zhao Pinfeng who is a central character in the film is a fellow villager.
CHINESE GRANDMOTHERS — 2018 (7 MINUTES)
http://www.sixthtone.com/news/1002021/dancing-grannies-share-stories-from-their-past
There’s more to China’s elderly square dancers than fast footwork and synchronized moves: Some have fascinating stories to share. In her recent documentary *Chinese Grandmothers*, filmmaker Tan Jiaying brings these vibrant stories to a wider audience. From the tumultuous years of the Cultural Revolution to the decades following China’s economic reforms, the film is a kaleidoscope of a changing China, as seen through the lens of four grandmothers, according to the 36-year-old filmmaker. It’s also a recollection of a past the women still treasure, despite the myriad hardships they faced….
Stream entire 7-minute film here: http://www.sixthtone.com/news/1002021/dancing-grannies-share-stories-from-their-past
THE LAND OF PEACH BLOSSOMS — 2018 (99 MINUTES)
https://www.idfa.nl/en/film/7ce9edb2-f54c-4820-8ed3-b2b4f4df3bbb/the-land-of-peach-blossoms
One of the skyscrapers in the Chinese city of Chongqing houses a unique restaurant. The diners at the big round table become part of a spectacular show featuring dance and martial arts, inspired by old traditions and contemporary patriotism. Behind the scenes, the company’s founder and authoritarian leader, a bored-looking chain smoker, imposes a strict collectivism. Personal opinions are forbidden, while thinking and behaving like the Leader is the ideal. Self-criticism is a frequently performed ritual.
*The Land of Peach Blossoms* follows life in the company over several months and shows the extent to which the staff submits to this brainwashing experience. The title is borrowed from an old fable by Tao Yuanming about a utopian community. Is this restaurant a similar experiment? As the Leader’s angry tirades intensify, cracks begin to appear in his team’s faith. The exhausting work and the paltry wages don’t help in what seems to become a metaphor for modern China.
Trailer: https://www.youtube.com/watch?v=LoPsxKV8sb4
YELLOW IS FORBIDDEN — 2018 (95 MINUTES)
https://fashionista.com/2018/04/yellow-is-forbidden-guo-pei-documentary
In the new film, *Yellow Is Forbidden*, veteran documentarian Pietra Brettkelly captures Beijing-born designer Guo Pei’s fierce artistic vision and drive, from the designer’s prosaic childhood to her remarkable Spring 2017 Couture show in Paris. Along the way, Brettkelly highlights the many opposing forces that conflict with Pei’s dream of being selected into the exclusive world of haute couture: Chinese tradition versus Western modernity, acceptance versus prejudice, and maintaining a healthy, lucrative business versus pursuing more expensive and rare techniques. Nevertheless, we watch Pei persevere to become an extraordinary champion for her art and become the first Chinese designer invited into the official Chambre Syndicale de la Haute Couture, the French governing body for couture.
Trailer: https://www.youtube.com/watch?v=TkobOmIYx0o&feature=emb_logo
THE OUTSIDER TRILOGY (DOCUMENTARIES BY YANG ZHENGFAN)
DOWN THERE 2018 (11 MINUTES)
A blissful night is unexpectedly interrupted by a sound from downstairs. Different reactions are triggered as well as the relentless indifference.
Director Zhengfan Yang statement: Seeing is believing, hearing is deceiving. Is it?
Trailer: https://vimeo.com/281101082
WHERE ARE YOU GOING? 2016 (150 MINUTES)
https://www.imdb.com/title/tt5449574/
Where Are You Going is the second part of "The Outsider Trilogy", following my (Zhengfan Yang) previous film Distant (2015). The one and only character in the film is Hong Kong, a city where I spent five years living there as an outsider. During my stay in Hong Kong, I, together with the city, experienced its intensive economic/political/social changes from 2009 to 2014. Conveyed by thirteen journeys on a taxi wandering around the city, with off-screen conversations between the driver and different passengers, this film explores the moving landscape of Hong Kong, examining the city's past, present and future, as well as unveiling the alienation and confusion of its people after the reform.
Trailer: https://www.youtube.com/watch?v=hiHS35GDMI
DISTANT 2015 (88 MINUTES)
https://www.imdb.com/title/tt3105370/?ref_=nm_knf_t3
Distant is a film that is made up of 13 sections, each comprised of a single long take. Each section tells a story about distance between different time and space, focusing on the subtle moments when people are suddenly confronted with modernity and gradually become lost in the transition between this and their present lives. Without any dialogue, simply working with image, sound and actions of the characters, these 13 dramatic, realistic and mysterious scenes are painted. It tries to describe today's human condition in an abstract way - its alienation, abandonment and eternal loneliness.
Trailer: https://www.youtube.com/watch?v=rihVfNO21Cs
A LONG WAY HOME — 2018 (73 MINUTES)
https://store.der.org/a-long-way-home-p1031.aspx
A Long Way Home takes us on a fascinating journey into both the grim days of recent Chinese history and the dazzling cultural scene in present-day China. The film centers around five of the most significant representatives of contemporary Chinese counterculture: the visual artists the Gao Brothers, the choreographer and dancer Wen Hui, the animation artist Pi San and the poet Ye Fu. With bravery and subversive wit, they each shed light on the social problems in their country from their unique perspective. Their vision is of a democratic and humane civil society, and, increasingly, their struggle seems as relevant for the world today as it is for China.
Trailer: https://www.youtube.com/watch?v=JEOX6_joiUo&t=119s
LETTER FROM MASANJIA — 2018 (76 MINUTES)
https://www.letterfrommasanjia.com/
Letter from Masanjia begins when mom of two, Julie Keith, finds an SOS note in a box of “Made in China” Halloween decorations from an Oregon Kmart. The desperate note was written by a political prisoner named Sun Yi, from inside China’s notorious Masanjia labor camp. On the crumpled page that travelled over 5000 miles, he details being jailed for his spiritual beliefs and how he is being subjected to torture and brainwashing tactics. His message goes viral and miraculously leads to the closure of China’s entire labor camp system. But their story is far from over.
Peabody-winning Canadian filmmaker Leon Lee is not welcome in his native country because of his prior films about China’s human rights abuses. So, in *Letter from Masanjia*, he teaches Sun Yi to use camera equipment via Skype. For over a year, Sun Yi secretly captures harrowing footage of his daily life as a human rights defender, leading up to his tense run from the Chinese authorities. Meanwhile, just outside Portland, Julie Keith is struggling with her own dilemmas as a mother newly embroiled in this cause. Together, these unlikely heroes expose China’s ongoing persecution against millions whose ideology differs from the Chinese government.
Trailer: [https://www.youtube.com/watch?v=6JogiRLM5j8](https://www.youtube.com/watch?v=6JogiRLM5j8)
**MAINELAND — 2017 (90 MINUTES)**
[http://www.mainelandfilm.com/](http://www.mainelandfilm.com/)
Filmed over three years in China and the U.S., *MAINELAND* is a multi-layered coming-of-age tale that follows two affluent and cosmopolitan teenagers as they settle into a boarding school in blue-collar rural Maine. Part of the enormous wave of “parachute students” from China enrolling in U.S. private schools, bubbly, fun-loving Stella and introspective Harry come seeking a Western-style education, escape from the dreaded Chinese college entrance exam, and the promise of a Hollywood-style U.S. high school experience. As Stella and Harry’s fuzzy visions of the American dream slowly gain more clarity, they ruminate on their experiences of alienation, culture clash, and personal identity, sharing new understandings and poignant discourses on home and country.
Review for Teachers: [https://www.asianstudies.org/publications/eaa/archives/maineland-directed-by-miao-wang/](https://www.asianstudies.org/publications/eaa/archives/maineland-directed-by-miao-wang/)
Trailer: [https://www.youtube.com/watch?v=WpuR-lHaPyA](https://www.youtube.com/watch?v=WpuR-lHaPyA)
**PRESENT. PERFECT — 2017 (124 MINUTES)**
[https://mubi.com/notebook/posts/livestreaming-china-shengze-zhu-discusses-present-perfect](https://mubi.com/notebook/posts/livestreaming-china-shengze-zhu-discusses-present-perfect)
…Documentary filmmaker Shengze Zhu first started watching livestreaming shows from China when she heard about the 2017 story of a young man who was recording a stunt on top of a skyscraper and tragically fell to his death. She soon became fascinated by the form of livestreaming itself and recorded more than 800 hours worth of footage, molding it into the film that would become *Present.Perfect*.
The individuals who host these shows are known as anchors and Zhu found herself drawn to the more quotidian shows, which is reflected in the film. We follow characters that are often seen as peripheral in society. A young mother working in a garment factory, and a man whose face was disfigured by a fire feature prominently, as does a construction worker and a man with dwarfism who creates art on the street. These real-life characters express an authentic sense of intimacy through their recordings, which Zhu organises into a four part structure.
Trailer: [https://www.youtube.com/watch?v=VmVgbiEDs_0](https://www.youtube.com/watch?v=VmVgbiEDs_0)
**JIABIANGOU ELEGY: LIFE AND DEATH OF THE RIGHTISTS — 2017 (82 MINUTES)**
This documentary series recounts the persecution of inmates at the Jiabiangou labor camp in Jiuquan, Gansu province and examines the way the victims’ final affairs were handled. During the Anti-Rightist Campaign of 1957–59, more than three thousand people were sent to
Jiabiangou for re-education through labor. These people were labeled rightists, counterrevolutionaries, and anti-party dissidents.
*Jiabiangou Elegy* includes interviews with the few remaining survivors and their children, and presents the conflict between the preservation and destruction of memory.
Stream entire documentary series here: [https://spl.kanopy.com/video/jiabiangou-elegy-life-and-death-rightists-0](https://spl.kanopy.com/video/jiabiangou-elegy-life-and-death-rightists-0)
**WE THE WORKERS — 2017 (174 MINUTES)**
[https://www.dgeneratefilms.com/catalog/WE-THE-WORKERS](https://www.dgeneratefilms.com/catalog/WE-THE-WORKERS)
China’s economic miracle has been built on cheap labor. And now, that labor is starting to fight back.
Filmed in the southeastern part of the country, *We the Workers* is a vérité documentary that closely follows people organizing workers and fighting for collective bargaining rights. They find themselves up against factory employees who don’t understand their rights and fear the consequences of organizing, police and government officials who see them as dangerous troublemakers, and foreign owners who ignore what lax regulations do exist…
Q&A with director: [https://www.chinoiresie.info/we-the-workers-huang-wenhai/](https://www.chinoiresie.info/we-the-workers-huang-wenhai/)
Trailer: [https://www.youtube.com/watch?v=ndY1294mVDk](https://www.youtube.com/watch?v=ndY1294mVDk)
**JIAYI — 2017 (75 MINUTES)**
[https://u.osu.edu/mclc/2017/05/09/interview-with-documentarian-jiang-nengjie/](https://u.osu.edu/mclc/2017/05/09/interview-with-documentarian-jiang-nengjie/)
When he was a child, Jiang Nengjie’s parents left him behind in their Hunan village when they went to find work in Guangdong province. Now he’s a filmmaker who’s made four documentaries about left-behind children.
Unaccustomed to the fast pace of city life, Jiang, 32, lives in his hometown and splits his time between making films and taking care of three village libraries he established in the county for left-behind children.
Jiang Nengjie “I feel empathy for Jiayi [a left-behind girl who is the main character in the film]. Her family reminds me of my childhood. The film is a tribute to my childhood. I can see myself in her. She also has a younger brother. She has to take care of her brother and do lots of household chores. She is like a parent. Because the child is a positive figure, the local government also likes the film. I respect Jiayi’s parents. Although they left her behind in the village, they’ve kept good communication, unlike other parents who are estranged from their children. It’s a matter of awareness. Jiayi and her parents talk on the phone every two or three days. During summer holidays, they take Jiayi and her brother to their workplaces and live together for a month.”
Trailer: [https://vimeo.com/ondemand/jiayi/413929197?autoplay=1](https://vimeo.com/ondemand/jiayi/413929197?autoplay=1)
**AWAKEN — 2017 (62 MINUTES)**
[http://www.sixthtone.com/news/1001392/the-chinese-fisherman-and-the-sea](http://www.sixthtone.com/news/1001392/the-chinese-fisherman-and-the-sea)
*Awaken* — Ning Jiawei’s 2016 thesis project at southwestern China’s Sichuan Fine Arts Institute — is an experimental film with no character introduction, dialogue, narration, or major conflicts. Instead, it centers on one person and his mundane daily routine. Much of the story is told from the fisherman’s point of view, and many of the shots were taken by the fisherman himself with a GoPro. The sea also becomes a character in the story, and the ambient sound under and above the water are the lines it speaks. The hourlong film was
short-listed in the Mid-Length Documentary category at the International Documentary Film Festival Amsterdam (IDFA), the world’s largest documentary film festival, which took place in November 2017. (see interview with filmmaker Ning Jiawei at the above link.)
Trailer: https://www.youtube.com/watch?v=YY0qR4OVgtY&feature=emb_logo
Stream 62-minute film here: https://filmfreeway.com/1321769
FOUR SPRINGS — 2017 (105 MINUTES)
https://www.cmu.edu/faces/Previous_Festivals/2019women/foursprings.html
After the popularity of his online diary, *My Father*, filmmaker Lu Qingyi decided to turn a camera on his parents’ everyday life in a remote town in Guizhou. Over four springs, we see the flow of life: chores, singing, hikes, celebrations, funerals, reunions, and separation. After a family tragedy forces Qingyi from the role of participant to observer, he becomes more deeply moved by the open-minded, pristine life philosophy his parents reveal through their everyday interactions with people and nature. Using cinema as a tool, Lu crafts a profound visual diary of family in southwest China that will have the viewer calling their family to say “I love you” as soon as the screen goes dark.
Trailer: https://www.youtube.com/watch?v=7hxfqn3-07s
AFRICANS IN YIWU — 2017 (6 EPISODES)
https://www.chinafile.com/library/china-africa-project/new-documentary-portrays-nuanced-view-of-africans-experience-living
Africans in Yiwu is a 6-episode on-line documentary film produced by the Center for African Film and TV Research of the Institute of African Studies at Zhejiang Normal University. This film focuses on the lives of the African Community in the City of Yiwu, and surrounding areas of Zhejiang Province.
When filmmakers Zhang Yong, Hodan Abdi, and Fu Dong set out to make a new documentary on the African migrant experience in China, they were determined to ensure that their own voices and experiences came through in the story. Until now, most if not all of the documentary films on Africans in China have been produced by Westerners, so it was very important to this filmmaking trio that an authentic, blended Chinese African voice frame the narrative of their film.
Africans in Yiwu is a long-form documentary that portrays the lives of a group of young, ambitious African migrants in the Chinese coastal city of Yiwu. Little known outside of China, Yiwu has been one of China’s leading trading hubs for over 2,000 years and is now home to People’s Republic of China’s second-largest population of African migrants.
Trailer: https://www.youtube.com/watch?v=m0BGLPlyZDE&feature=emb_logo
COMPLICIT — 2017 (89 MINUTES)
http://www.complicitfilm.org/
Africansinchina.net is the world’s most comprehensive repository about African presence in China.
https://africansinchina.net/about-2/
The China Africa Project (CAP) is a multimedia resource dedicated to exploring every aspect of China’s growing engagement with Africa.
https://chinaafricaproject.com/
Filmed below the radar in China by Sun Shaoguang (and produced by Heather White and Lynn Chang) and sparking a global campaign with the release of its first trailer, *Complicit* tells the story of Chinese migrant worker Yi Yeting, and his effort to eliminate life-threatening benzene from workplaces producing smartphones. While struggling with occupational leukemia, he discovers many others have also been poisoned at tech factories in the Pearl River Delta.
Seeking justice Yi travels from his hospital room where he helps other workers, to Silicon Valley and the international stage. Against huge odds, he directly confronts corporate and government interests, while empowering and inspiring the people around him.
With unparalleled access and intimate portraits of the workers behind our devices, *Complicit* is about family, the challenges faced by everyday Chinese citizens, and the young workers sacrificing everything to make the devices we cannot live without.
Trailer: [https://www.youtube.com/watch?v=mL68rayV9_I](https://www.youtube.com/watch?v=mL68rayV9_I)
**Hooligan Sparrow — 2016 (91 MINUTES)**
[http://archive.pov.org/hooligansparrow/film-description/](http://archive.pov.org/hooligansparrow/film-description/)
Speaking truth to power is dangerous in some places, including modern-day China, where corrupt government officials deal very harshly with critics. Chinese officials prove especially displeased when their critics include an activist lawyer, outraged parents, a fearless filmmaker, and a sex workers' rights activist with a wicked sense of humor. *Hooligan Sparrow*, Nanfu Wang's feature debut, centers on a horrible crime that took place in 2013: A school principal and a member of the education bureaucracy abducted six female students 11 to 14 years of age, took them to a hotel and sexually assaulted them over a 24-hour period. When parents and their supporters demanded justice, the perpetrators insisted the girls were prostitutes. Then the powers-that-be and their hired thugs really started playing hardball...see this POV website for complete text, interviews, and resources.
NPR Review: [https://www.npr.org/sections/goatsandsoda/2016/10/17/497697103/when-6-girls-are-sexually-assaulted-hooligan-sparrow-seeks-justice](https://www.npr.org/sections/goatsandsoda/2016/10/17/497697103/when-6-girls-are-sexually-assaulted-hooligan-sparrow-seeks-justice)
Lesson plan/discussion guides Dissent and Freedom of speech: Using Biography to Compare China and the U.S. [http://archive.pov.org/hooligansparrow/film-description/](http://archive.pov.org/hooligansparrow/film-description/)
Trailer: [https://www.youtube.com/watch?v=YJ1ajlTz8_0](https://www.youtube.com/watch?v=YJ1ajlTz8_0)
**Still Tomorrow — 2016 (88 MINUTES)**
[https://www.pbs.org/pov/watch/stilltomorrow/](https://www.pbs.org/pov/watch/stilltomorrow/)
A village woman with no high school diploma becomes China's most famous poet, and her book of poetry the best-selling such volume in China in the past 20 years. *Still Tomorrow* follows Yu Xiuhua, a 39-year-old woman living with cerebral palsy, as she faces sudden fame.
The film poignantly weaves her personal narrative with that of an ascendant, urbanizing China. (see site for short 2-minute interviews with director Jian Fan).
This character piece by Jian Fan (*Wu Tu: My Land*) is an appropriately poetic rendering of Yu’s life and struggle. The film watches Yu as she gains her voice through her poetry and Jian Fan offers methodical observational shots of the land and countryside that inspire Yu while voiceover and title cards immerse the viewers in her poetry. The peaceful serenity of the countryside and idyll moments of artistic creation are far more pleasing than the grating presence of her husband. One understands why Yu seeks an escape. *Still Tomorrow* is a touching character portrait that dives right into the heart of a poet and illustrates how the arts empower and sustain us.
Review: [http://povmagazine.com/articles/view/review-still-tomorrow](http://povmagazine.com/articles/view/review-still-tomorrow)
Q & A with Fan Jian: [http://www.sixthtone.com/news/1696/q%26a-with-fan-jian-on-documentaries-of-desire](http://www.sixthtone.com/news/1696/q%26a-with-fan-jian-on-documentaries-of-desire)
Trailer: [http://www.pbs.org/pov/watch/stilltomorrow/video-trailer-still-tomorrow/](http://www.pbs.org/pov/watch/stilltomorrow/video-trailer-still-tomorrow/)
**GUANGZHOU DREAM FACTORY — 2016 (66 MINUTES)**
[https://www.gzdreamfactory.com/about-the-film/](https://www.gzdreamfactory.com/about-the-film/)
Guangzhou, a.k.a. Canton, is southern China’s centuries-old trading port. Today the booming metropolis of 14 million is a mecca of mass consumption, its vast international trading centers, crammed with every “Made in China” good imaginable. Every year more than half a million Africans travel to Guangzhou where they buy goods to sell back in Africa. Over time, some have chosen to stay, and for these Africans China looks like the new land of opportunity, a place where anything is possible. But is it?
Featuring a dynamic cast of men and women from Cameroon, Kenya, Nigeria and Uganda. *Guangzhou Dream Factory* weaves the stories of Africans chasing alluring, yet elusive, “Made in China” dreams into a compelling critique of 21st century global capitalism. Following a filmmakers’ journey from Ghana to China and back to Africa, *Guangzhou Dream Factory* provides a rare glimpse of African aspirations in an age of endless outsourcing.
Review: [http://www.cihablog.com/film-review-guangzhou-dream-factory/](http://www.cihablog.com/film-review-guangzhou-dream-factory/)
Trailer: [https://www.gzdreamfactory.com/trailer/](https://www.gzdreamfactory.com/trailer/)
**PAPA RAINBOW — 2016 (77 MINUTES)**
[https://www.imdb.com/title/tt5472146/plotsummary?ref_=tt_ov_pl](https://www.imdb.com/title/tt5472146/plotsummary?ref_=tt_ov_pl)
In China, most families have difficulties facing their lesbian, gay, bisexual and/or transgender (LGBT) children. They have to contend with common social beliefs that homosexuality is shameful, abnormal, a perverted condition caused by deviant family relationships. Many parents see their kids as their property, and fathers often assert their authority to ensure that no harm comes to the family reputation. The documentary *Papa Rainbow* features six Chinese fathers who talk openly and freely about their experiences with their LGBT children. Speaking out against discrimination and stigma, they redefine what it means to protect a household. They fully embrace their kids for who they are, and become pioneer activists fighting for an equal and diverse society.
BORN IN CHINA — 2016 (79 MINUTES)
https://variety.com/2017/film/reviews/born-in-china-review-1202027208/
…Born in China makes a number of pointed references to the ravishing glory of the Chinese wilderness, but what’s striking about it, really, is that the sections of Western and Central China in which the film was shot look so much like areas of the Rocky Mountains. It’s a bit of a revelation, because when we think of China, we tend to imagine either sprawling cities or a certain kind of decorous flat rural farming terrain. To the extent that “Born in China” is, by its very existence, a minor act of cross-cultural diplomacy, its most progressive effect is to unveil the majestic diversity of Chinese landscapes.
And, of course, to show us how pandas really live! China is the only place on earth where these roly-poly creatures exist in the wild, and the story that “Born in China” tells, of a panda named Ya Ya raising her child, Mei Mei, in the bamboo woods, is one of unadorned love and a kind of becalmed indolence. The tender comedy of pandas is that they really look like what they are: the soulful couch potatoes of nature. They basically sit around stuffing their faces, consuming up to 40 pounds of bamboo a day, but that doesn’t mean they aren’t good at moving; one of Mei Mei’s crucial rituals is to learn how to scurry up a tree. In the most quietly touching story “Born in China” tells, these two must finally separate, not because anything harsh happens but simply because life happens, a lesson the movie presents with a simplicity that should resonate with adults and children alike.
Trailer: https://www.youtube.com/watch?v=PGJh7Zhq6SE
THIS IS LIFE — 2016 (106 MINUTES)
https://www.latimes.com/entertainment/movies/la-et-mn-capsule-this-is-life-review-20161119-story.html
This Is Life, directed by Chen Weijun, opens with an instrumental “Ave Maria” playing over the sound of crying newborn babies while a camera floats angelically above the fray of a hospital floor. It’s the single moment of respite in the film until the end, where the film closes with a tender song about motherhood over soaring aerial cityscapes.
What comes in between isn’t so gentle. It’s a harrowing journey into the bowels of a large urban hospital where high-risk pregnancies and births are tackled with a jarring forthrightness by the doctors.
Weijun and his filmmaking team were granted intimate access to the hospital, and the footage they capture obscures none of the hard, messy truths about childbirth. For Western audiences, there may be something a bit shocking about the brutally honest bedside manner of the doctors, as well as their demands for payment up front. One rural farmer enlists his brother to collect funds so that the hospital will schedule a surgery to save his wife and their premature twins.
With a fly-on-the-wall observational approach, the film’s unobtrusive style and loose structure following four different women’s experiences can feel overwhelming. But what emerges is a portrait of doctors and staff who work hard to do the right thing for their patients and the
babies, who have no voice. It is life, fought for and forged in the most difficult of circumstances.
**UNDER THE SAME SKY — 2016 (20 MINUTES)**
https://www.newday.com/film/under-same-sky
In 2014, the Chinese government started a new national campaign on equal elementary education, but at the same time strengthened the residential registration system to segregate the rural and urban areas. Through this observational documentary we watch as class and regional lines collide to debunk the Chinese propaganda about equality.
The truth is revealed that the elementary education in China puts young children under unbearable and shocking pressure, which is what I’ve personally suffered from while growing up. Now as an adult, in reviewing the education I received in China I discovered the influence it had on me and what it is still doing to children today that come from different backgrounds.
Trailer:
https://www.youtube.com/watch?v=uiW_UBiv2lU&list=PLh5xsVxKnSNgBd3ihWJw4PaMWnx3bro5s&index=116
**THE IVORY GAME — 2016 (112 MINUTES)**
https://en.wikipedia.org/wiki/The_Ivory_Game
The documentary concerns the poaching of elephants in Africa, related to the ivory trade in China and Hong Kong, and the repercussions of elephant poaching if it is allowed to continue. Directors Keif Davidson and Richard Ladkani spent 16 months undercover along with their crew and several subjects investigating the killing of elephants for their tusks and the smuggling of ivory to China, where it is seen as a status symbol. While illegal, there is a rampant black market where corrupt business practices and dealings occur. The film takes its viewers from Tanzania, Kenya, and Zambia to China, Hong Kong, and Vietnam, briefly stopping in London…
In China, Andrea Crosta, who is head of investigation for Wildleaks, a whistle-blowing site for “wildlife crime”, and Hongxiang Huang, an investigative journalist, go undercover to gather evidence of illegal importing and selling of ivory. China has become the world’s biggest market for ivory. The Chinese government releases 5 tons of ivory per year to licensed dealers, making it difficult to discern between legal and illegal ivory. Crosta and Huang, along with their hidden cameras, expose many dealers bragging about having much more ivory than their licenses allow and reveals the many loopholes in ivory regulations which have helped create an intense demand.
Review: https://www.rogerebert.com/reviews/the-ivory-game-2016
Trailer: https://www.youtube.com/watch?v=3GPEKKaSmZY
**PLASTIC CHINA — 2016 (86 MINUTES)**
https://filmsfortheearth.org/en/films/plastic-china
…*Plastic China’s* main character Yi-Jie is an unschooled 11-year-old girl whose family works and lives in a typical plastic waste household-recycling workshop. As much as her life is poor and distorted, she’s a truly global child who learns the outside world from the waste workshop that her family lives in and works in - also known as the “United Nations of Plastic Wastes.” She lives her happiness and sorrows amongst the waste, as well. Small packs of discarded instant black powder tells her the bitter taste of “coffee”; the English children’s learning cards teach her words like “summer” and “father’s day”; and broken Barbie dolls are her best friends to talk to. This is her world. Her father has promised to send her to school five years ago but not yet delivered on it. Instead, he spends his hard-earned money from the plastic workshop on alcohol. However, Yi-Jie keeps her wish alive of going to school one day, and we see her holding her playful campaign towards learning and schooling. Will she succeed to sit in a classroom and learn? Or will she succeed her parents as an illiterate laborer in the recycling workshop? What is her future?
Kun, the owner of this household-recycling workshop, represents money, power and the educated class for Yi-Jie. He looks down on Yi-Jie’s family, but also depends on them to do the dirty labor that nobody else wants to do. Often, he teaches Yi-Jie to read and write, when he is in a good mood.
Kun works day and night and ignores the physical and mental health problems of his own family and himself, just to save for a sedan car like any other factory boss in the region. He’s afraid of being looked down upon and owning a car is the status symbol of being successful in the world.
Following these families’ daily lives, *Plastic China* explores how this work of recycling plastic waste with their bare hands takes a toll not only on their health, but also their own dilemma of poverty, disease, pollution and death. All of this to eek out a daily living…
Use in class: [https://www.asianstudies.org/publications/eaa/archives/plastic-china/](https://www.asianstudies.org/publications/eaa/archives/plastic-china/)
Teacher Guide: [http://misc.docuseek2.com/gej/guides/gj-022a_guide.pdf](http://misc.docuseek2.com/gej/guides/gj-022a_guide.pdf)
Trailer: [https://www.cnex.tw/plasticchina](https://www.cnex.tw/plasticchina)
**BITTER MONEY — 2016 (153 MINUTES)**
[https://www.nytimes.com/2018/01/11/movies/bitter-money-review.html](https://www.nytimes.com/2018/01/11/movies/bitter-money-review.html)
…Wang Bing’s subject is the mass migration to Huzhou, where a boom in clothing manufacturing seems roughly comparable to the North Dakota oil rush in the United States. Residents from rural areas have gone to Huzhou for jobs. Mr. Wang documents the bustle on a crowded train to the city, though typically, he doesn’t provide statistical details until the closing title cards.
Only some of the workers, filmed between 2014 and 2016, stand out. The most tense interaction occurs early, when a woman who has left her abusive husband returns to him seeking money. Mr. Wang films the resulting altercation in a 10-minute take, with his camera crouching outside a shop door like a voyeur. The director’s methods are open to ethical debate, but the power of his filmmaking, at its best, is not.
Review: [https://www.hollywoodreporter.com/review/bitter-money-ku-qian-film-928706](https://www.hollywoodreporter.com/review/bitter-money-ku-qian-film-928706)
Trailer: [https://www.youtube.com/watch?v=mSXjo5d7f4lw](https://www.youtube.com/watch?v=mSXjo5d7f4lw)
TA'ANG — 2016 (148 MINUTES)
https://www.nytimes.com/2017/05/04/movies/taang-review-wang-bing.html
The documentary filmmaker Wang Bing is a dogged chronicler of China’s downtrodden. His *Ta’ang* also documents a kind of limbo. During armed clashes in Myanmar in February 2015, refugees from the Ta’ang and other ethnic minority groups in the country’s northeastern Kokang region fled across the border into China.
Mr. Wang spends time on the Chinese side, observing daily life in refugee camps and at other sites along the mountainous border. The refugees cut sugar cane to sell and scrounge for money for personal transport. We learn of separated families. It’s a mild shock whenever someone uses a cellphone — a rare reminder of modernity.
Incorporating his typically arduous, slow-paced style, Mr. Wang doesn’t make things easy for viewers. His subjects aren’t identified directly; the person speaking is frequently off camera. This vagueness may be a universalizing strategy, reflecting a place where people are, in one man’s words, “here one minute, gone the next.” But it’s also a double-edged sword that prevents most participants from standing out.
Trailer: https://www.youtube.com/watch?v=4lcgo7YDk64
NANGCHEN SHORTS — 2016 — WATER (8 MINUTES), RITUAL OBJECTS (15 MINUTES), AND TSAMPA (7 MINUTES)
http://www.btgproductions.com/nangchen
*Nangchen Shorts*, a triptych of short films, were filmed in and around Kala Rongo, a Buddhist Monastery exclusively for women in Kham, Tibet.
In *Water*, a Tibetan woman collects water near her family's yak farm, in a ritual that takes her an hour to complete. In the developing world, water-gathering is primarily a woman's job - rural Tibet is no exception. Several times a day, she carries a bucket to a potable source of water and brings it back home 80-pounds full. This task is physically debilitating, and keeps her from seeking education, wage-earning jobs, and rest from her other exhausting tasks.
*Ritual Objects* explores three traditional Buddhist rituals via the implements that are used in them. A young nun shares the meaning and mechanics of the iconic Tibetan Prayer Wheel. The visit of a High Lama to their remote monastery prompts a group of nuns to prepare a customary welcoming procession. And an old monk gently instructs one of the nuns on how to prepare the torma for an intricate Tibetan Buddhist ceremony.
Trailer: http://www.btgproductions.com/nangchen
In *Tsampa*, a young nun quietly preparing tsampa in a traditional yak tent and are treated to a brief lesson in how to make eating a mindful act. Tsampa - sometimes called the Tibetan national food - is a mixture of roasted barley flour, yak butter and tea, and is often the only food available to the subsistence farmers and yak herders of rural Tibet.
Trailer: http://www.btgproductions.com/nangchen
In 2019, *Water* was selected for the Italian educational program "BETWEEN CINEMA AND NATURE: Training for Sustainable Development." This initiative pairs films with a country-wide school curriculum raising awareness of the 17 goals of the United Nations Agenda for Sustainable Development 2030. *Water* has been chosen to enrich the discussion of Goal 6: Clean Water and Sanitation.
SKY LADDER — 2016 (76 MINUTES)
This documentary is directed by Scotland-born Kevin McDonald. The Sky Ladder is a 1,650-foot ladder of fire climbing into the skies above artist Cai Guo-Qiang's hometown. Creating ambitious signature pieces on the largest imaginable scales, Cai's electrifying work often transcends physical permanence while burning its philosophies into the audience members' minds. Told through the artist's own words and those of family, friends and observers, the film tracks Cai's meteoric rise and examines why he engineers artworks that loom as far as the eye can see.
Review: https://www.rogerebert.com/reviews/sky-ladder-the-art-of-cai-guo-qiang-2016
Trailer: https://www.youtube.com/watch?v=ILTT8ogRf50
ANOTHER YEAR — 2016 (181 MINUTES)
https://www.imdb.com/title/tt5886728/
Thirteen dinners of a Chinese migrant worker's family over the course of fourteen months. The film portrays a series of random occurrences. Joys, frustrations and the struggle for survival. The meals unfold in real-time through thirteen static, long takes. Each take captures with vivid detail the reality of the relationships between the different family members. As the seasons unfold, so does time and the echoes for better working conditions penetrate the frame. Issues such as the one-child policy and the possibilities for better wages weigh heavily on the minds of the three-generation family. Thus, the room where the family gathers night after night becomes an observational microcosm of the transformations that the Chinese working class faces on a daily basis. By examining the lives of migrant workers, who left their rural hometowns to look for a better life in cities, the film creates a powerful and moving meditation on China's economic boom and massive urbanization...
Reviews: https://theartsofslowcinema.com/2016/04/12/another-year-shengze-zhu-2016/
https://mubi.com/notebook/posts/shengze-zhu-introduces-her-film-another-year
Trailer: https://www.youtube.com/watch?v=6nROUeZIqtY
FACTORY YOUTH — 2016 (196 MINUTES)
https://chinaindiefilm.org/films/factory-youth/
Shenzhen, yet another economic miracle of contemporary global China. What do the towering skyscrapers, the glossy malls and the endless apartments mean, however, to those scraping to survive in this new Industrial Revolution? Starting from visions of the factory floor as their bleak life space, Guo Xizhi follows youths through the city, where they seek tawdry escape, and the damaged countryside they are now alienated from, probing the depths of change and loss that mark a generation.
Trailer: https://www.youtube.com/watch?v=BEPR3xN5MNo
WHERE ARE YOU GOING? — 2016 (130 MINUTES)
https://theartsofslowcinema.com/2016/02/08/where-are-you-going-zhengfan-vang-2016/
Where Are You Going? is an apt title for a film, which puts you in the seat of a taxi, or a bus, or anything on four wheels that takes you from A to B. The standard first question a taxi driver asks you becomes a metaphor in Zhengfan's film, though. The film is not only divided into several car journeys across Hong Kong. I found that, more than anything, the question was metaphorical for where the characters (want to) go in their lives. Who are they? Zhengfan doesn't show them. Sometimes we're not even sure whether there is someone with us in the
car which is travelling through the night or through the busy streets of Hong Kong under the sizzling sun. Their voices are the protagonists. The characters become a face only through their voices, and those voices create not only a personality but an entire life of that personality in front of your eyes. You cannot see the character, but you get to know him/her in an astonishingly detailed way.
Every character has a story to tell but only reveals pain, frustration, anger and sorrow slowly and gradually over the course of a long take. The viewer gets a glimpse of Hong Kong society through the eyes of people from very different backgrounds and social status.
Trailer: https://www.youtube.com/watch?v=hiH9S35GDMI
**UNDER THE DOME — 2015 (104 MINUTES)**
https://en.wikipedia.org/wiki/Under_the_Dome_(film)
*Under the Dome* is a 2015 self-financed Chinese documentary by Chai Jing, a former China Central Television journalist, concerning air pollution in China. It was viewed over 150 million times on Tencent within three days of its release, and had been viewed a further 150 million times by the time it was taken offline four days later.
Chai Jing started making the documentary when her as yet unborn daughter developed a tumor in the womb, which had to be removed very soon after her birth. Chai blames China's air pollution for the tumor. The film, which combines footage of a lecture with interviews and factory visits, has been compared with Al Gore's *An Inconvenient Truth* in both its style and potential impact. The film openly criticizes state-owned energy companies, steel producers and coal factories, as well as showing the inability of the Ministry of Environmental Protection to act against the big polluters.
Despite demonstrating the failure of China’s regulations on pollution, the Chinese government at first did not censor the film. Instead, the *People's Daily* reposted the film alongside an interview with Chai, while Chen Jining, the recently appointed minister for environmental protection, praised the film, expressing in a text message his gratitude.[2] However, within a week, the Communist Party's publicity department confidentially ordered the film to be removed. An employee of China Business News was suspended for leaking the order.
Review: https://www.nytimes.com/2015/03/07/world/asia/china-blocks-web-access-to-documentary-on-nations-air-pollution.html
Stream entire film here:
https://www.youtube.com/watch?v=T6X2uwlQGQM&feature=emb_logo
**BEHEMOTH — 2015 (95 MINUTES)**
https://variety.com/2015/film/festivals/behemoth-review-1201625962/
Maverick indie helmer Zhao Liang continues his muckraking tour of China’s social and environmental woes with the stunningly lensed, cumulatively moving *Behemoth*. Acting as a modern-day Dante on a tour through Inner Mongolia’s coal mine and iron works, Zhao (*Together, Petition*) eschews narrative for an impressively self-shot poetic exercise in controlled righteous outrage, emphasizing the contrasts between rapidly dwindling green pastures and dead landscapes disemboweled by toxic mining. The human toll is also here in the final sections, making starkly clear the price impoverished workers pay for back-breaking labor.
Zhao’s quiet yet powerful indignation will play to the arthouse crowd, and his striking visuals ensure that *Behemoth* receives berths beyond environmental fests...
Interview with Zhao Liang: https://www.slantmagazine.com/film/interview-zhao-liang-talks-behemoth-and-censorship/
Review: https://www.theguardian.com/film/2016/aug/21/behemoth-zhao-liang-review
Trailer: https://www.youtube.com/watch?v=BfO_0B6_YYY
**WU TU: MY LAND — 2015 (83 MINUTES)**
https://www.berlinale.de/en/archive/jahresarchive/2016/02_programm_2016/02_filmdatenblatt_2016_201606522.html#tab=video25
Vegetable farmer Chen Jun runs a telephone hotline for Beijing’s migrant workers. He helps them fight for their rights. The municipality whose land he has farmed for many years now wants to earn money by building tower blocks for China’s burgeoning new middle class. But Chen Jun and his wife refuse to be fobbed off without compensation; instead they take up the fight against all kinds of intimidation, even if that means years of living in the midst of a building site without electricity or water.
They are idealists, full of civic spirit and a deep sense of solidarity with fellow migrant workers in a country in which the laws do not appear to apply to everyone in the same way.
Since 2010, director Fan Jian has accompanied these two activists who, alongside their commitment to fighting for their rights, are raising two children, instilling in them a healthy respect for the land and a critical perspective on the powerful. A universal and touching story of two people engaged in a struggle against great adverse powers; a couple who refuse to be browbeaten and who, in spite of everything, manage to retain their humanity and decency...
Review: https://medium.com/@filmvore/wu-tu-my-land-b454987acc43
Trailer: https://www.youtube.com/watch?v=SFnrpf40ssk
**THE VERSE OF US / IRON MOON — 2015 (96 MINUTES)**
https://www.nytimes.com/2016/11/11/movies/iron-moon-review.html
The Qin Xiaoyu and Wu Feiyue documentary *Iron Moon* has a slowly mounting, but lingering, impact. The film concerns poets in Southern China who, while enduring arduous, sometimes hazardous conditions in working-class occupations, preserve their spirits with verse. Its inspiration is Xu Lizhi, the 24-year-old poet and laborer at a Foxconn electronics factory in Shenzhen, Guangdong Province, who leapt to his death in 2014. Mr. Xu was one of the countless workers from the countryside who travel to China’s growing cities seeking employment, only to be eaten alive by the tedious, pitiless demands of industry.
Iron Moon (the title comes from Mr. Xu’s “I Swallowed an Iron Moon” examines four living poets, some writing pseudonymously. The young Blackbird (whose real name is Wu Niaoniao) attends a job fair and performs at a reading with other worker-poets. Lucky Chen (Chen Nianxi), a demolitions expert, risks his life daily underground while tending a paralyzed father and aging mother living in rural squalor. Old Coalmine (Lao Jing), a coal miner for 25 years, writes of “ghosts between coal seams and rock crevices.” In her poem “Sundress,” Dawn (Wu Xia), 33, a seamstress since she was 14, considers the affluent woman who will enjoy the fruits of her labor amid wealth Ms. Wu will never know.
With arresting images, Iron Moon powerfully addresses China’s moral crisis in the wake of economic prosperity. Today, “if you don’t have money or power, it’s really hard,” says Xu Lizhi’s father. Especially if you’re working the line.
Q & A with director Qin Xiaoyu: https://uschinatoday.org/qa/2017/06/22/qa-with-xiaoyu-qin-on-iron-moon/
Reviews: Is there room for poetry in contemporary society? Iron Moon an award-winning documentary that splices together the working-class life of its subjects with their work, suggests poetry is more important now than ever.
https://supchina.com/2019/05/10/iron-moon-a-beautiful-portrait-of-chinas-working-class-poets/
http://www.sixthtone.com/news/929/poet-worker-documentary-hits-cinemas-through-crowdfunding-0
Trailer: https://vimeo.com/186456414
I swallowed a moon made of iron
They refer to it as a nail
I swallowed this industrial sewage,
these unemployment documents
Youth stooped at machines die before their time
I swallowed the bustle and the destitution
Swallowed pedestrian bridges, life covered in rust
I can’t swallow any more
All that I’ve swallowed is now gushing out of my throat
Unfurling on the land of my ancestors
Into disgraceful poem
For information on the poets and their poetry see: http://www.ironmoonmovie.com/
CATCHING THE SUN — 2015 (75 MINUTES)
https://en.wikipedia.org/wiki/Catching_the_Sun_(film)
Directed by Shalini Kantayya, the film features portraits of diverse personalities and their roles in the transition to solar power. Unemployed workers in Richmond, California, businessmen in China, Tea Party activists, and would be White House adviser are all featured in the film. The film debunks a false dilemma that clean energy requires sacrificing economic prosperity.
Trailer: https://www.youtube.com/watch?v=NjTilj4enl4
THE ROAD — 2015 (95 MINUTES)
https://www.idfa.nl/en/film/a20a8ca0-5bb3-414c-acfd-1491d2d1bd3c/the-road
In four chapters, director Zanbo Zhang documents the abuses surrounding the construction of a giant highway through Hunan province from the perspective of the local population, the construction company and the laborers. In 2008, the Chinese government decided to invest $586 billion on infrastructure in an effort to stimulate the economy. The new highway is part of President Hu’s three-stage strategy, a process of modernization that has been underway for some 30 years now. In reality, the project is being run by corrupt Party members, bad employers and local gangsters. Many homes belonging to
local people have been damaged by explosives, and the private construction company is endlessly dragging its feet when it comes to paying its employees. Behind the scenes at the construction company, we hear their plans to deal with dissent: “If people obstruct the construction with no reason, we must strike back without mercy and arrest them if needed.” Meanwhile, a building inspector has discovered that the construction of the highway is both unsound and completely illegal. It also turns out that many of the laborers haven’t been paid, and on a neighboring highway construction site 19 get killed in an explosion in a tunnel. Everyone is at odds – it would seem that building a highway is a little like fighting a war. Nevertheless, the Xu-Huai Highway was opened with great fanfare in 2013.
Trailer: https://vimeo.com/169221433
THE MUSIC OF STRANGERS — 2015 (95 MINUTES)
https://www.silkroad.org/tmos
The Grammy-nominated documentary *The Music of Strangers*, follows members of the Ensemble as they gather in locations across the world, exploring the ways art can both preserve traditions and shape cultural evolution. Blending performance footage, personal interviews, and archival film, Oscar-winning director Morgan Neville and producer Caitrin Rogers focus on the personal journeys of a small group of Silkroad Ensemble mainstays — Kinan Azmeh (Syria), Kayhan Kalhor (Iran), Yo-Yo Ma (France/United States), Wu Man (China), and Cristina Pato (Spain) — to chronicle passion, talent, and sacrifice. Through these moving individual stories, the filmmakers paint a vivid portrait of a bold musical experiment and a global search for the ties that bind.
Curriculum Guide: https://www.silkroad.org/resources-tmos
Trailer: https://www.youtube.com/watch?v=Pim7mvgXerg
THE CHINESE MAYOR — 2015 (89 MINUTES)
https://variety.com/2015/film/reviews/sundance-film-review-the-chinese-mayor-1201419888/
Granted remarkable access to the daily business of a high-ranking mainland Chinese official, Zhou Hao’s *The Chinese Mayor* offers a fascinating verite portrait of the collision between progress, politics, corruption and citizens’ rights in a rapidly changing People’s Republic. This rare peek behind the usual scrim of government image management is a natural for niche broadcasters and anyone else interested in quality current-events documentary features. Fifty-four-year-old Geng Yanbo is the mayor of Datong, a metropolis of 3.4 million in Shanxi province that was long a coal-industry capital. But now that business is in decline, leaving as its major legacy the status of China’s most polluted city. Geng has made it his mission to transform Datong into a tourist-magnetizing cultural center, highlighting its important role throughout central dynasties of Imperial Chinese history.
…The film’s breathlessly on-the-run progress suggests Zhou had almost unlimited access — an intimacy underlined near the close when Geng asks just what the director has been filming, as he’d become so accustomed to the one-man crew he’d long since forgotten he
was there. Compelling as both nonfiction narrative and character capture, the pic has a laserlike focus strengthened by the lack of soundtracked music or other packaging filigree.
Review: https://medium.com/east-asia-on-screen/datong-%E5%A4%A7%E5%90%8C-movie-review-a-two-faced-chinese-mayor-fe228a7fb861
Trailer: https://www.youtube.com/watch?v=dHJlVDTl6IQ&has_verified=1
ALL EYES AND EARS: COMPLEX LINKS BETWEEN THE US AND CHINA — 2015 (75 MINUTES)
https://china.usc.edu/calendar/lrccs-chinese-film-series-all-eyes-and-ears
A timely exploration into the complex links between the U.S. and China, Vanessa Hope’s documentary feature debut evokes the personal and the international with its accent on diplomacy, activism and individual experience. Interspersed with remarks from journalists and experts, *All Eyes and Ears* interweaves the stories of U.S. Ambassador to China Jon Huntsman, his adopted Chinese daughter, Gracie Mei, and blind legal advocate Chen Guangcheng as they find purpose, identity and resolve amid the two nations’ evolving relationship.
Trailer: https://www.amazon.com/All-Eyes-Ears-Jon-Huntsman/dp/B01MOSEBM2
PATHS OF THE SOUL — 2015 (118 MINUTES)
https://www.nytimes.com/2016/05/13/movies/review-paths-of-the-soul-a-road-trip-unlike-any-other.html
*Paths of the Soul* is rare in several respects, not least that it is a depiction of Buddhism in Tibet that has passed muster with Chinese censors. Directed by Zhang Yang, it dramatizes a 1,200-mile pilgrimage by the actual residents of the Tibetan village of Nyima. The movie so upends the traditions of documentary and narrative filmmaking that “dramatizes” may be inaccurate — the filmmakers followed the real pilgrims for a full year, after all. But the movie is so well made and engaging that such distinctions will make little difference to the viewer. Walking for hundreds of miles is difficult, especially when the 11 pilgrims who set out for Lhasa and its Jokhang Temple, the most revered site in Tibetan Buddhism, are purposefully falling to the ground every few steps. With cut wooden blocks protecting their palms, they dive downward and stretch out, making sure to touch their foreheads to the earth. It’s tricky devotional work, and dangerous, too, given the terrain and the traffic on winding roads up and around mountains. The group contains a couple of “types” — the village drunk, a wise elder — but they and others don’t bring Western-style narrative intrigue to the journey. Instead, we see a united and good-humored community pulling together under increasingly extraordinary circumstances, including childbirth. The views of Tibet are spectacular; you get the impression of traveling through an ancient world. The group doesn’t traverse a modern city until over an hour into the film, and Mr. Yang plays down the pilgrims’ attachment to technology: It’s only a little after they leave the city that we learn that at least one is carrying a cellphone. That comes as something of a relief, as by this time, I was fervently concerned for their safety.
Trailer: https://www.youtube.com/watch?v=07FFZK8uH1I
TWENTY TWO — 2015 (112 MINUTES)
https://raifilm.org.uk/films/twenty-two/
The film, *Twenty Two*, focuses on Chinese ‘comfort women’ during World War II. At the time of filming, only 22 of the 200,000 Chinese victims forced into sexual slavery remained alive. Quietly humanistic, this challenging film follows these elderly women as they go about their lives, listening to them talk about their experiences and their own perspectives, including both suffering and happiness. Avoiding intrusiveness, the film assembles and preserves fragments of histories both factual and highly personal, ensuring their voices are heard.
Trailer: https://www.youtube.com/watch?v=JQcQAGS7w3Y
A BITE OF CHINA: CELEBRATING THE CHINESE NEW YEAR — 2015 (89 MINUTES)
https://www.timeoutshanghai.com/features/Film-Film_features/49611/12-unmissable-Chinese-Documentaries.html
A full-length feature coming from one of China's top TV series, *A Bite of China: Celebrating The Chinese New Year* not only introduces local food culture, but also illustrates how families across the country celebrate the most important holiday of the year. This film will fill you with joy, appreciation and (perhaps above all) hunger.
Stream entire feature here: https://www.youtube.com/watch?v=8C2rizBCHtI
WHAT’S FOR DINNER? — 2009 (29 MINUTES)
SIX YEARS ON – 2015 SEQUEL (29 MINUTES)
http://wfdinner.com/home/
*What’s For Dinner?* examines the rapidly increasing consumption of animal-based foods in China that has mirrored the country’s swift economic growth in recent years. Average pork consumption has doubled over the past ten years, with both western and home-grown fast food chains becoming commonplace in urban centers and creating a $28 billion-a-year market in the country. None of this would be possible without the adoption of U.S.-style systems of intensive production.
But strains are showing: manure run-off from so-called “factory farms” housing thousands of pigs, chickens, and ducks is fouling groundwater and rivers; only two generations after a national famine killed millions, nearly a quarter of Chinese adults and a fifth of Chinese children are overweight or obese; and diet-related chronic diseases now kill more people in China than any other cause.
In the film (Mandarin and various Chinese dialects with English subtitles), award-winning independent director Jian Yi captures the shift in how China eats and produces food through interviews with people across Chinese
society – such as Zhou Shuzhen, a retired pig farmer from Jiangxi province; Wang Ronghua, a young livestock entrepreneur who’s expanding his pig and poultry farms; and Wen Bo, one of China’s leading environmentalists.
The film offers a unique look into China’s rapidly changing food and agricultural landscape and sheds light on some of its consequences for public health, sustainability, the environment, climate change, and animal welfare. Much of the footage documents places, people, and events that have never been filmed before in China.
Director interview: https://www.youtube.com/watch?list=UUtXrQsgpxagcmGHy571A0CQ&v=rPOZSFW7iis&feature=emb_logo
Trailer: https://www.youtube.com/watch?v=cwtMphRuhAg&feature=emb_logo
*Six Years On* revisits some of the places and people (including the film crew) featured in the 2009 film *What’s For Dinner?* and poses questions about the future of the country’s food production and consumption. What has and hasn’t changed in their lives and their awareness and understanding of animal agriculture?
Trailer: https://www.youtube.com/watch?v=DszcdNsUWWc&feature=emb_logo
**NOWHERE TO CALL HOME: A TIBETAN IN BEIJING — 2014 (83 MINUTES)**
https://www.nytimes.com/2014/08/24/movies/nowhere-to-call-home-examines-prejudices.html
When the Tibetan farmer Zanta’s husband died, she was forced by local custom to move in with her in-laws, who forbade her son to attend school. Instead, she packed up and moved to Beijing, where she was helped by a relative from another lifetime.
That is the beginning of *Nowhere to Call Home*, a documentary by a foreign correspondent in Beijing, Jocelyn Ford, showing at the Museum of Modern Art this month. The film follows Zanta (who, like many Tibetans, goes by one name) here and in her hometown, where she confronts her father-in-law. Along the way, it becomes clear that the relative from another lifetime is Ms. Ford, who breaks the traditional wall between journalist and subject by becoming a friend.
The film breaks down the sometimes romantic Shangri-La view that Westerners have of Tibet, showing it to be a place with many hidebound traditions, especially discrimination against women. It also offers a shocking portrait of the outright racism that Zanta and other Tibetans face in Chinese parts of the country. And it shows how many members of minorities lack even basic education: Zanta’s sisters are illiterate, unable to count their change in the market or recognize the numbers on a cellphone. But maybe most surprising is that Ms. Ford has been quietly showing the film in China itself, eliciting admiration and unease that such a penetrating film was made by a foreigner…
Trailer: https://vimeo.com/46664189
**JIA ZHANGKE, A GUY FROM FENYANG — 2014 (105 MINUTES)**
https://www.rogerebert.com/reviews/jia-zhangke-a-guy-from-fenyang-2016
…From the first, Jia has established himself as a realist who looks intently at specific places, people and situations with clear-eyed sympathy but without sentimentality or rhetorical intent. In doing so, he has provided a remarkable chronicle of China as it has been transformed by capitalism, globalization and technology. He has also been an intrepid stylistic innovator, especially in his use of digital cinema. While Salles’ portrait gives a very incomplete
account of the man and his art, it pays tribute to a filmmaker who remains among the medium’s foremost and most fascinating creators.
Trailer: https://www.youtube.com/watch?v=H2Jcmq4tJuo
**CHINESE HIP-HOP UNDERGROUND — 2014 (45 MINUTES)**
https://www.imdb.com/title/tt2061607/plotsummary?ref_=tt_ov_pl
*Chinese Hip-Hop Underground* is an insider documentary following the story of Weber - one of Mainland China's first rappers. Weber's uncanny musical talents allow him to spearhead the creation of Chinese rap music - a free form of creative self-expression that spreads like wildfire amongst those struggling the most; young working class students and grassroots migrants left out of the country's meteoric rise. Even while Weber's music electrifies China's youth and gains a huge following, he is challenged by enemies posing a threat to his musical existence: state censors, on the one hand, and armies of state-backed pop stars seeking to steal the name of hip-hop for their own gain, on the other. Can Weber and underground musicians like him survive this assault? Will Underground Chinese hip-hop survive?
Trailer: https://www.youtube.com/watch?v=2xL4xN6oM00
**OUT OF FOCUS — 2014 (88 MINUTES)**
https://www.torchfilms.com/products/out-of-focus
On a steamy summer day, director Shengze Zhu (*Another Year*) began to teach photography at Lingzhi Elementary School in Wuhan, Central China, to a group of 23 “migrant children” aged 8-12. Lingzhi is known as the “rooftop” school, because its classes are held in a worn-down, four-floor apartment building with a rooftop playground, accommodating about 200 students.
All of the students are originally from rural areas but have moved to Wuhan, as their parents chase urban work and the possibility of a better life. When the children migrated from the tranquil countryside to the most populous city in Central China, most fell in love with the bustling city at first. They were intrigued by city life and ambitious about the future and their various dreams.
As it tells the stories of this group, the film focuses in detail on one pupil, Qin, and her family. An ambitious adolescent impatient to learn new technologies, Qin is furious that her parents have had three children. Forced to endure miserable low-income living conditions, and a discriminatory household registration policy known as hukou, Qin and her classmates share a common reality. The distance between the innocence of the their hopes and the brutality of their lives could hardly be starker.
Trailer: https://www.torchfilms.com/products/out-of-focus
**FALLEN CITY — 2014 (60 MINUTES)**
http://archive.pov.org/fallencity/
In today's go-go China, an old city completely destroyed by a devastating earthquake can be rebuilt — boasting new and improved civic amenities — in an astoundingly quick two years. But, as *Fallen City* reveals, the journey from the ruined old city of Beichuan to the new Beichuan nearby is long and heartbreaking for the survivors. Three families struggle with loss — most strikingly the loss of children and grandchildren — and feelings of loneliness, fear
and dislocation that no amount of propaganda can disguise. First-time director Qi Zhao offers an intimate look at a country torn between tradition and modernity.
Lesson Plan: Memorializing Tragedy: http://archive.pov.org/fallencity/lesson-plan/
Download 13-page Discussion Guide: http://archive.pov.org/fallencity/discussion-guide/
Trailer: http://archive.pov.org/fallencity/
CHINA DREAMERS — 2014 (21 MINUTES)
http://www.chinafile.com/multimedia/video/chinese-dreamers
In a country that has long defined its interests in collective terms, people are no longer waiting for their goals and sacrifices to be decreed from above. In Sharron Lovell’s insightful short film, she shows us the Chinese Dream not as a slogan but as the possession of the ordinary young men and women who will determine China’s future.
Stream film here: https://www.chinafile.com/multimedia/video/chinese-dreamers
CHINA DREAMS: THE DEBATE — 2014 (11 MINUTES)
http://vimeo.com/80820310
Since Chinese President Xi Jinping announced the ‘China Dream’ as his official slogan in November 2012, many people inside and outside the PRC have been asking ‘What is the China Dream?’ Is it for national greatness or for a comfortable life? This 11 minute video explores how academics and artists in China and Singapore answer this key question about Chinese identity, politics and international relations.
Stream 11-minute discussion here: http://vimeo.com/80820310
COTTON — 2014 (93 MINUTES)
https://watson.brown.edu/events/2017/cotton-screening-and-discussion-film-maker-zhou-hao
For over a decade, Zhou has been making independent documentaries probing many of China’s most urgent social issues, including migrant labour, drug abuse, law enforcement and political corruption, and Cotton continues this by exploring the lives and experiences of the unseen work force behind China’s cotton trade.
The character driven documentary follows four principal characters, including a farmer, a cotton picker and workers in cotton factories, and takes the viewer on an odyssey into the heart of an incredibly labour-intensive industry, from planting and growing cotton in the North-Western province of Xinjiang through to fashion events in Southern Guangdong. Through their experiences Zhou examines the ‘social contract’ offered by the Chinese leaders to the citizens of the country, supposedly aimed at bringing about a new and harmonious society, but which is instead recreating the old class systems previously destroyed by the communist ideals and revolution of Mao. With ruthless commercial competition and a win at all costs attitude driving the industry, the incredibly humanistic film depicts its protagonists being subjected to harsh conditions as they try desperately to climb the social ladder of modern China, though at the same time maintaining extraordinary courage and dignity.
Trailer: https://www.youtube.com/watch?v=YUmLBm5uoIU
EMERGENCY ROOM CHINA — 2013 (89 MINUTES)
https://www.hollywoodreporter.com/review/emergency-room-china-ji-chen-634290
A gritty, low-budget documentary offering yet another nuanced look at how civil servants -- well-meaning medical staff this time -- operate amidst red tape and rough and tumble members of the Chinese public.
THE REVOLUTIONARY — 2013 (92 MINUTES)
https://revolutionarymovie.com/
Sidney Rittenberg (whose Chinese name is Li Dunbai) arrived in China as a GI Chinese language expert at the end of World War II. Discharged there, he joined the Chinese Communist Party, and was an active participant in the Chinese communist revolution and its aftermath. An intimate of the Party's leadership, including Mao Zedong and Zhou Enlai, he gained prominence at the Broadcast Administration, one of the most important agencies of government. But in the convulsions of a giant country constantly reinventing itself, he twice ran afoul of the leadership, and served a total of 16 years in solitary confinement. He returned to the United States in 1980.
Rittenberg captivates the audience with his exceptional intellect, uncompromising honesty, and engaging personality. Over a five-year period, award-winning former-CBS journalist and China specialist, Irv Drasnin, interviewed Rittenberg to produce a compelling, complex and unique understanding of the 20th century's biggest revolution. From Sid first meeting Mao in the caves of Yan'an, to his becoming famous and powerful during the Cultural Revolution, to his battling insanity in solitary, his journey and his profound insight illuminate a much greater history -- a history few Chinese are aware of, let alone many Americans, told by an American who was there.
Review: https://www.nytimes.com/2013/04/12/movies/the-revolutionary.html
Trailer: https://www.youtube.com/watch?v=vH9w34onSC8
VILLAGE DIARY — 2013 (100 MINUTES)
http://www.cccbrussels.be/coming-soon/cs-events/cmn-village-diary.html
During a year, documentary director Bo Jiao and his crew settled in a small rural village in the province of Shandong, China. Village Diary is the outcome of their experience and records the daily life of several farmer families. From their folk customs to their day to day struggle and hopes in a fast-changing China, the farmers open up to the crew that is soon considered as the 168th family of the village of Shaoyu.
Trailer: https://www.youtube.com/watch?v=mJwYkK9djFI&feature=emb_logo
VALLEY OF THE HEROES: TIBET'S SHIFTING CULTURAL LANDSCAPE — 2013 (54 MINUTES)
https://www.machikkhabda.org/valley-of-the-heroes.html
Valley of the Heroes offers a rare glimpse at a pivotal moment of cultural and linguistic transition among Tibetans and Muslims in Hualong County, a remote community in Amdo, Tibet, part of what is now eastern Qinghai Province, PRC. Over the past several decades, Tibetans
living in Hualong have experienced rapid cultural shifts accelerated by language loss – today more than 30% are unable to speak their own native language. The film spends time with village residents and elders who reflect on the changes taking place in their community, and also documents a unique Tibetan language program that is attempting to address the situation.
Trailer: https://www.youtube.com/watch?v=DYPfI7Ls38A&feature=emb_logo
‘TIL MADNESS DO US PART — 2013 (227 MINUTES)
https://variety.com/2013/film/global/venice-film-review-til-madness-do-us-part-1200610004/
There are endurance tests, and then there is Wang Bing’s nearly four-hour plunge into the daily tedium and long-term despair of life in a mainland Chinese mental hospital. An unsparing chronicler of the abused and neglected in his country’s darkest corners, Chinese documentarian Wang Bing pushes his starkly immersive strategies to a grueling yet empathetic extreme in *Til Madness Do Us Part*. There are endurance tests, and then there is this nearly four-hour plunge into the daily tedium and long-term despair of life in a mainland mental hospital, patrolling the same tightly enclosed quarters in a manner that seeks to reproduce, without compromise, an inhabitant’s send of physical, mental and spiritual entrapment.
Trailer: https://www.youtube.com/watch?v=cQ1sy7AIkn0
THE ROAD TO FAME — 2013 (80 MINUTES)
http://www.famethedoc.com/
Wu Hao’s *The Road to Fame* tells a unique story of coming-of-age with Chinese characteristics. The film chronicles the staging of the American musical *Fame*—China’s first official collaboration with Broadway—by the senior class at China’s top drama academy as their graduation showcase. During the eight-month process, five students compete for roles, struggle with pressure from family and authority, and prepare to graduate into a cutthroat and corrupt show business. Part of China’s Single-Child generation, they were spoiled growing up but are now obliged to carry on the failed dreams of their parents. They must confront complex social realities and their own anxieties, and, in the process of staging *Fame*, negotiate their own definitions of path to success in today’s China.
Review: https://www.theatlantic.com/china/archive/2013/11/china-s-brash-young-actors-swap-ideology-for-a-chance-at-fame/281327/
Trailer: http://www.famethedoc.com/trailer.html
CHINA IN THREE WORDS — 2013 (15 MINUTES)
https://www.amazon.com/gp/video/detail/amzn1.dv.gti.4cabda6d-bcc1-7f85-0221-5b2e299a80f6?autoplay=1&ref_=atv_cf_strg_wb
Author Yu Hua is one of the only “honest writers to survive in China,” as Ian Johnson recently wrote. This makes him not only a rarity, but also an inspiration. This short documentary takes its cue from an interview with Yu Hua about his latest book, “China in Ten Words,” focusing on words common in the Chinese vernacular, “Leader,” “Revolution,” and “Disparity,” with a fourth bonus word, “Bamboozle,” thrown in with a wink to its
meaning. Each word is illustrated with a personal story and insightful, witty analysis of the breakneck social and economic change happening in China today.
Trailer: https://www.fandor.com/films/china_in_three_words
WEB JUNKIE: TREATMENT FOR INTERNET ADDICTION IN CHINA — 2013 (76 MINUTES)
http://archive.pov.org/webjunkie/
Internet addiction has been declared a national health crisis in China, the first country in the world to classify this evolving diagnosis. Web Junkie follows the treatment of three Chinese teenagers, obsessive gamers whose preference for the virtual world over the real one is summed up in one jarring statement: "Reality is too fake." Israeli filmmakers Shosh Shlam and Hilla Medalia gained extraordinary access to a three-month military-style rehab program in Beijing, illuminating a process that, while stern, may help set a standard as the wider world comes to grips with the devastating consequences of excessive Internet use.
MBUR’s On Point 48-minute podcast with filmmaker:
https://www.wbur.org/onpoint/2015/07/13/internet-addiction-web-junkie
Trailer: http://archive.pov.org/webjunkie/video/video-webjunkie-trailer/
THE LAST MOOSE OF AOLUGUYA — 2013 (100 MINUTES)
http://cinemaonthededge.com/the-last-moose-of-aoluguya/
Award-winning filmmaker Gu Tao’s weirder-than fiction documentary is a portrait of Weijia, a hunter-poet with a tumultuous life. Weijian is a member of the Ewenki minority, whose homeland is near Siberia in far northeastern China. Forbidden to continue hunting, the Ewenki have been forced to move from their forests into dreary Chinese government-designed permanent villages. Deprived of means of livelihood like many of his people, Weijia spends his time drinking and being a poet… when all of a sudden, as in a fairytale, a young teacher from Hainan, the tropical paradise island in China’s far south, comes to marry him and sweep him away. Weijia, clad in tropical print shirts, doesn’t quite fit into paradise, and his story turns dark, with intimations of madness and violence.
Review: https://www.hollywoodreporter.com/review/last-moose-aoluguya-han-da-694709
Trailer: https://vimeo.com/ondemand/thelastmooseofaoluguya
THE MOSUO SISTERS — 2013 (80 MINUTES)
http://www.wmm.com/filmcatalog/pages/c850.shtml
A tale of two sisters living in the shadow of two Chinas, this documentary by award-winning filmmaker Marlo Poras (Mai’s America; Run Granny Run) follows Juma and Latso, young women from one of the world’s last remaining matriarchal societies. Thrust into the worldwide economic downturn after losing jobs in Beijing and left with few options, they return to their remote Himalayan village. But growing exposure to modernity has irreparably
altered traditions of the Mosuo, their tiny ethnic minority, and home is not the same. Determined to keep their family out of poverty, one sister sacrifices her educational dreams and stays home to farm, while the other leaves, trying her luck in the city. The changes test them in unexpected ways. This visually stunning film highlights today’s realities of women’s lives and China’s vast cultural and economic divides while offering rare views of a surviving matriarchy.
Clip: https://www.pbs.org/video/global-voices-mosuo-sisters-jumas-conflict/
Trailer: http://www.wmm.com/advscripts/wmmvideo.aspx?pid=220
THE AFRICA-CHINA CONNECTION: A THRIVING BUSINESS PARTNERSHIP – 2013 (50 MINUTES)
http://www.films.com/ecTitleDetail.aspx?TitleID=30656&r=SR
While Europe and the U.S. were once the destinations of choice for workers migrating from low-wage countries, Africans looking to raise their standard of living have now proclaimed China “the new promised land.” This program goes to Nigeria Town in Guangzhou to investigate the strong economic relationship between Africa and China and what it may mean for the West. Political scientist Achille Mbembe (On the Postcolony) provides background on this partnership, in which roughly $30 million in cash and goods moves from China to Nigeria every day and China opens its borders to even more African workers. In addition, World Bank vice president Ian Goldin explains how migrants can be a source of economic dynamism, something that Europe sorely needs but may miss out on due to its immigration policies.
CROCODILE IN THE YANGTZE: INSIDE A CHINESE INTERNET JUGGERNAUT – 2012 (77 MINUTES)
http://www.films.com/ecTitleDetail.aspx?TitleID=25764
Starting out as an English teacher and small-scale Web site builder, Jack Ma became China’s first Internet entrepreneur, gradually assembling the Alibaba Group—a digital empire that faced off against eBay and won. This award-winning independent film was created by an American who worked in Ma’s company for several years. It draws on a vast archive of footage shot between 1995 and 2009, presenting a candid portrait of the visionary businessman and documenting Alibaba’s journey from scrappy start-up to stratospheric success. The result is an astonishingly relevant chronicle, told from the standpoint of an American fly on a Chinese wall, so to speak—an eyewitness account of the strategies Alibaba put in place during the period in which China’s economy began to rival that of the U.S.
Trailer: https://www.youtube.com/watch?v=FHIiT3QxMqCs
Stream entire film here: https://www.youtube.com/watch?v=RkJNOO7B74
HIGH TECH, LOW LIFE — 2012 (88 MINUTES)
http://archive.pov.org/hightechlowlife/
*High Tech, Low Life* follows the journey of two of China’s first citizen reporters as they travel the country – chronicling underreported news and social issues stories. Armed with laptops, cell phones, and digital cameras they develop skills as independent one-man news stations while learning to navigate China’s evolving censorship regulations and avoiding the risk of political persecution. The film follows 57-year-old “Tiger Temple,” who earns the title of China’s first citizen reporter after he impulsively documents an unfolding murder and 27-year-old “Zola” who recognizes the opportunity to increase his fame and future prospects by reporting on sensitive news throughout China. From the perspective of vastly different generations, Zola and Tiger Temple must both reconcile an evolving sense of individualism, social responsibility and personal sacrifice. The juxtaposition of Zola’s coming-of-age journey from produce vendor to internet celebrity, and Tiger Temple’s commitment to understanding China’s tumultuous past provides an alternate portrait of China and of newsgathering in the 21st century.
This site includes book lists, discussion guides, interviews, bios, slideshows, etc.
Discussion Guide: http://archive.pov.org/hightechlowlife/
Lesson Plan: http://archive.pov.org/hightechlowlife/lesson-plan/
Trailer and classroom clips: http://www.pbs.org/pov/hightechlowlife/additional-video.php
MY REINCARNATION — 2012 (80 MINUTES)
http://www.pbs.org/pov/myreincarnation/
Filmed over 20 years by acclaimed documentarian Jennifer Fox, *My Reincarnation* chronicles the epic story of exiled Tibetan Buddhist master Chögyal Namkhai Norbu and his Western-born son, Yeshi. As Namkhai Norbu rises as a teacher in the West, Yeshi, recognized from birth as the reincarnation of a famed Buddhist master, breaks away to embrace the modern world. Can the father convince his son to keep the family’s spiritual legacy alive? With intimate access to both the family and H.H. The Dalai Lama, Fox distills a decades-long drama into a universal story about love, transformation and destiny.
Lesson Plan: http://archive.pov.org/myreincarnation/lesson-plan/
Discussion Guide: http://archive.pov.org/myreincarnation/discussion-guide/
Trailer and classroom clips: http://archive.pov.org/myreincarnation/
AI WEIWEI: NEVER SORRY— 2012 (91 MINUTES)
http://aiweiweineversorry.com/
*Ai Weiwei: Never Sorry* is the inside story of a dissident for the digital age who inspires global audiences and blurs the boundaries of art and politics. First-time director Alison Klayman gained unprecedented access to Ai while working as a journalist in China. Her detailed portrait provides a nuanced exploration of contemporary China and one of its most compelling public figures.
Trailer:
https://www.youtube.com/watch?v=0MYFOzP6Xns
Ai Wei Wei
http://aiweiwei.com/
Ai Weiwei is China’s most famous international artist, and its most outspoken domestic critic. Against a backdrop of strict censorship and an unresponsive legal system, Ai expresses himself and organizes people through art and social media. In response, Chinese authorities have shut down his blog, beat him up, bulldozed his newly built studio, and held him in secret detention.
CHINA: FROM CARTIER TO CONFUCIUS — 2012 (45 MINUTES)
http://www.films.com/ecTitleDetail.aspx?TitleID=29219
Surging economic strength, expanding military capabilities, and an undeniable impact on the existing global order—these make up the dramatic narrative of 21st-century China. Meanwhile, a small group of philosophy students at Shanghai’s prestigious Fudan University convenes each Friday night to study texts by Confucius and other classical philosophers. These young scholars have embraced—or at least do not disavow—China’s consumerist-driven ascendancy, but they are insecure about the lack of principles to guide it. In the process of rediscovering values that were buried during the Cultural Revolution, a core question emerges: Will Confucianism regain more than a tentative foothold amid the fervor of state capitalism? Will the ruling class eventually welcome the ancient ideas and their implications for neo-conservatism and nationalism?
Post-Film Screening Q & A with co-producer Ying Zhu (37 minutes)
https://www.youtube.com/watch?v=kGz4CeJ71uc
Stream entire film here: https://www.youtube.com/watch?v=2j_2GBWqu_Y
RICH CHINA: AN EMERGING CLASS OF WEALTHY ELITES – 2012 (28 MINUTES)
http://www.films.com/ecTitleDetail.aspx?TitleID=24717&r=SR
In China, optimism is unyielding. Soon-to-be billionaire Zhang Yue has developed a stunning prefab building model that slashes construction time, and he predicts his company will soon be “the biggest in the world.” Beijing restaurateur Zhang Lan is similarly ambitious. She has built her Szechuan eatery chain, South Beauty, into a culinary empire employing 10,000 people, and she estimates that by 2020 she’ll have 500 restaurants around the globe. And what of 34-year-old Yan Zhihui, co-owner of Jincheng electronics? With a net worth of a few million yuan, he considers himself to have entered “the lower end of China’s middle class.”
This program puts a spotlight on the country’s new paradigms of wealth and status, going inside the world of Chinese tycoons to examine the scope of their business plans and their dazzling luxury lifestyles. Yet the economic climate is changing and the good times may not last forever for China’s high rollers. Can their momentum continue?
A HOME FAR AWAY — 2012 (100 MINUTES)
http://ahomefaraway.com/en
The extraordinary destiny of two people. After the Second World War, Lois is an actress in Broadway theatre, television and Hollywood films. Her husband, Edgar Snow, is world famous. A pioneer fascinated by China, he is the first journalist to film and interview Mao Tse-tung. Suspected by the American authorities of Communist sympathies, Ed and Lois are blacklisted. Together with their two small children, they go to Switzerland, mid-way between China and America, where they find a new home. A story of revolution, utopia, disillusionment, and hope …
Trailer: https://www.youtube.com/watch?v=MNZnzf3RaHk
CHINA HEAVYWEIGHT — 2012 (94 MINUTES)
https://www.nytimes.com/2012/07/06/movies/china-heavyweight-a-documentary-by-yung-chang.html
There are no heavyweights in *China Heavyweight* Yung Chang’s dispassionate look at the aspirational lure of Chinese amateur boxing programs. None, that is, unless you count the cinematographer, Sun Shaoguang. Illustrating the film’s rags-to-ring narrative with panoramic mountain views and compact shots of young bodies punching their way up the food chain, Mr. Sun straddles ancient and modern, tranquility and turmoil, with equal sureness.
Appropriately for a documentary whose Chinese title translates as “To Be Tried and Tested a Thousand Times Over,” the story concentrates on the mental and physical hurdles of two talented friends from Sichuan Province. Recruited as 12-year-olds in 2004 (five years before we meet them) and installed in boxing training camp, the boys respond very differently to the punishing schedule and barracks like accommodations…
Clip: [https://vimeo.com/ondemand/chinaheavyweight/73175733?autoplay=1](https://vimeo.com/ondemand/chinaheavyweight/73175733?autoplay=1)
Trailer: [https://www.youtube.com/watch?v=8utBPHp88PY](https://www.youtube.com/watch?v=8utBPHp88PY)
**MAMA RAINBOW — 2012 (80 MINUTES)**
[https://asianmoviepulse.com/2020/05/documentary-review-mama-rainbow-2012-by-popo-fan/](https://asianmoviepulse.com/2020/05/documentary-review-mama-rainbow-2012-by-popo-fan/)
In this uplifting and touching documentary, filmmaker and gay rights activist Popo Fan follows six “mamas” and their gay sons and daughters and allow them to tell us about their personal experience of acceptance and empathy. Homosexuality is a sensitive issue in China; it is not illegal but often frowned upon and its cinematic representation almost nonexistent. The strongly family-centered Chinese society is one of the main pressures that gay people have to face in a culture where a heterosexual marriage blessed by children is considered a life’s final destination. Despite discussions on the issue of same-sex marriage emerging in China (at the moment there is only a “guardianship agreement”) and the public opinion towards LGBT+ people is becoming more tolerant; homosexuality is still a stigma for many people who must resort to lies or silence in order to avoid troubles. As the documentary immediately remarks, their families also suffer and find it difficult to talk to others about it…
Trailer: [https://www.youtube.com/watch?v=hFTVOnaixKM](https://www.youtube.com/watch?v=hFTVOnaixKM)
**THREE SISTERS — 2012 (153 MINUTES)**
[https://www.nytimes.com/2013/05/10/movies/three-sisters-a-documentary-by-wang-bing.html](https://www.nytimes.com/2013/05/10/movies/three-sisters-a-documentary-by-wang-bing.html)
Not for the faint of heart or weak of bladder, Wang Bing’s two-and-a-half-hour *Three Sisters* documents extreme poverty in rural China with the compassionate eye and inexhaustible patience of a director whose curiosity about his country’s unfortunates never seems to wane.
Filming for six months in a remote hillside village in 2010, Mr. Wang follows the spirit-crushing lives of a short-tempered peasant and his three little daughters. Their mother ran off long ago, and now Yingying, 10; 6-year-old Zhenzhen; and Fenfen, 4 — all so malnourished that they look years younger — spend their days doing chores and herding sheep. But when their father leaves for a job in the city, taking the two youngest girls with him, Yingying is left alone. A grandfather and an aunt live close by, but the girl’s isolation and sadness suggest a poignant hopelessness, as though she has reached the age at which she has begun to notice a future. And it’s not pretty.
Trailer: [https://www.youtube.com/watch?v=vlnjJoVDLVo](https://www.youtube.com/watch?v=vlnjJoVDLVo)
EDUCATION, EDUCATION — 2012 (59 MINUTES)
https://www.thewhy.dk/films/education-education
“In China, the most lucrative industry is Education.” Wang Zhenxiang, Tutor, Hongbo Education. There is a worldwide economic crisis, but everywhere parents are told that their children may escape the worst if they are educated, and everywhere children are pressured to climb the rungs of the ladder and acquire the totem of middle-class life – a university education. But does education secure what it is supposed to? Can a degree really get your out of poverty? Weijun Chen’s film, set in Wuhan in central China, looks at the realities of Chinese education through the lives of Wang Zhenxiang, a tutor at the private Hongbo Education college, Wang Pan, high school graduate and would be student, and Wan Chao, graduate job seeker who goes from one unpromising interview to another.
Trailer: https://www.youtube.com/watch?v=QoAo6Evc2Pc
Watch entire 59-minute film here: https://www.thewhy.dk/films/education-education
A BITE OF CHINA/SERIES — 2012 (50-MINUTE SEGMENTS)
https://www.theguardian.com/lifeandstyle/wordofmouth/2012/sep/12/bite-of-china-finest-food-tv-ever
… A Bite of China began airing in May 2012 … Thirty of the country’s most respected filmmakers worked for more than a year filming the seven 50-minute episodes. They shot throughout the country, from the frozen lakes of the north-east and the bamboo forests of Liuzhou to the frenetic chaoses of Beijing and Hong Kong… Each episode adopts a theme: preserving by salt, pickling or wind, staple foods, the “gifts of nature” or “our rural heritage”. The filmmakers explore the central idea using examples from across the country. Perspective shifts from the macro – helicopter shots of neon cities or canopied mountains rearing out of lakes – to the micro – a single bamboo shoot pushing through the earth.
Stream entire The Secret of Kitchen (50 minutes) episode here:
https://www.youtube.com/watch?v=2QxvbeZ-9m4
THOUGH I AM GONE — 2012 (68 MINUTES)
http://icarusfilms.com/df-gone
Pioneering artist Hu Jie uncovers the shocking story of girls’ school headmistress who was beaten to death by her students during the Cultural Revolution.
In 1966, the Cultural Revolution exploded throughout China, as Mao’s Red Guards persecuted suspected Righists. Bian Zhongyun, the vice principal of a prestigious school in Beijing, was beaten to death by her own students, becoming one of the first victims of the revolutionary violence that would engulf the entire nation.
In Though I am Gone, Hu draws upon photographs taken by Bian’s husband, Wang Jingyao, whose impulse to document his wife’s death makes him a spiritual forebear to Hu’s fearless work. Hu also incorporates vivid accounts from surviving witnesses and archival footage to depict the deadly madness of the era.
Trailer: https://vimeo.com/44405926
SHATTERED — 2011 (100 MINUTES)
https://iffr.com/en/2012/films/shattered
Tang Xixin is a retired railway official who has lost little of his outspoken character at the age of 80. He does not like to receive his adult children in his ramshackle home, but he makes an exception for this daughter Caifeng. She runs a brothel and is involved in equally illegal mining practices. In other words, a woman of the world who tries energetically to keep out of the hands of the law.
Xu Tong films the family the way it is. The old Tang, with his flood of words, is an ideal witness to the 20th century; his daughter is a colorful symbol of the new China. Even though in the views of the state she is undoubtedly far from being a role model. Xu Tong’s intimate, occasionally raw style of filming fits in well with that. He does not make any moral judgment and that makes him controversial in China. The result is nevertheless sincere and authentic.
Trailer: https://iffr.com/en/2012/films/shattered
FLOATING — 2011 (93 MINUTES)
http://icarusfilms.com/df-flo
Yang is a vagrant singer from China's rural Henan region: he earns his living by singing in the subways of urban business centers. Everyday he brings with him his temporary residency card and identification to avoid being detained by local police. In order to keep his work, he bribes the security guards in charge of the subways, deals circuitously with city workers, and squeezes out other street artists. From time to time, many of his busking friends are detained by local police and repatriated back home, only to return to the city and continue their drifting life. Yang, in the thirtieth year of his life, considers going back to his hometown to marry his first girlfriend, while old and new lovers make his life even more chaotic. Eventually he is caught by local police while singing, detained, and finally sent back home. Floating is directed by Huang Weikai.
Trailer: https://www.youtube.com/watch?v=HC-1TUp0Hjo
THE TRANSITION PERIOD — 2011 (114 MINUTES)
http://icarusfilms.com/df-trans
Filmed with unprecedented access to a Communist Party leader, investigative filmmaker Zhou Hao offers a startlingly candid look inside Chinese politics at the local level.
As Chinese Communist Party secretary, Guo Yongchang was the most powerful man in his county, located in the rural inland province of Henan. Guo invited acclaimed documentary filmmaker Zhou Hao to record his final months in office. Through Zhou's lens, we see Guo work tirelessly to achieve his greatest desire: for Henan to match the affluence of booming coastal areas. Zhou also captures the sordid details of local-level politics in pursuit of growth: lavish parties with foreign investors, threats to local workers protesting unpaid wages, and offers of bribes and kickbacks.
Hailed by international press as an exceptional work of investigative filmmaking, The Transition Period captures the daily life of a Chinese official with incredible ground-level detail. With boastfully candid interviews from Guo and fly-on-the-wall coverage of closed-door dealings, Zhou lays bare the unsavory dynamics within China's top-down power structures. Penetrating in scope yet objective in its approach, The Transition Period reveals the conflicting forces shaping China's path to prosperity.
Trailer: https://www.youtube.com/watch?v=oeXjGAPsgjQ
THE INTERCEPTOR FROM MY HOMETOWN — 2011 (90 MINUTES)
https://www.ji-hlava.com/filmy/narusitel-z-meho-mesta
The Chinese government allows its citizens to file official complaints against their local governments, but at the same time unofficially prevents them from doing so. This documentary is the result of Zanbo Zhang, the director’s random encounter with an old classmate whose job is to convince people not to file their complaints. In long monologues by the director’s acquaintance, which take up most of this critical portrait of modern China, we hear a sense of shame at his job, but also helpless resignation.
SOMEWHERE BETWEEN — 2011 (94 MINUTES)
https://somewherebetweenmovie.com/about-film
In profiling Chinese adoptees in contemporary America, Linda Goldstein Knowlton has created a deeply moving documentary illustrating that even the most specific of experiences can be universally relatable. Of the roughly 80,000 girls who have been adopted from China since 1989—a decade after China implemented its One Child Policy—the film intimately follows four teenagers: Haley, Jenna, Ann, and Fang. These four wise-beyond-their-years, yet typical American teens, reveal a heartbreaking sense of self-awareness as they attempt to answer the uniquely human question, “Who am I?” They meet and bond with other adoptees, some journey back to China to reconnect with the culture, and some reach out to the orphaned girls left behind. In their own ways, all attempt to make sense of their complex identities. Issues of belonging, race, and gender are brought to life through these articulate subjects, who approach life with honesty and open hearts.
Trailer: https://www.youtube.com/watch?v=-tym49uGmm0
YUGUO AND HIS MOTHER — 2011 (45 MINUTES)
https://www.tidf.org.tw/en/films/42057Liuxia.
Yuguo’s mother, lost her husband when her child was young. Suffered from excessive drinking, she was not able to support Yuguo. Thanks to the financial aid from the society, Yuguo was sent to Wuxi to accept free education. In a winter vacation, Yuguo came back to his hometown---While he has no longer the child when he left his home but a teenager. Yuguo then had to face his drunk mother, the frustrated uncle, the innocent tribes people, and the familiar but strange forest. He was going through a period of confusion...
Trailer: https://vimeo.com/ondemand/yuguoandhismother/390989284?autoplay=1
TO THE LIGHT — 2011 (69 MINUTES)
http://shearwaterfilms.com/to-the-light/
The bright lights of China’s booming economy are powered by the hard labor of its minors, who work deep in perilous coal shafts around the country. When a miner dies, his family receives a death pension greater than the amount of money he would have made in his lifetime had he stayed alive. In rural China, where farming alone cannot sustain families, miners have no alternative but to risk their lives daily, descending hundreds of meters underground to dig out the black ore fueling China’s massive electrical grid.
To the Light delves into the hopes and struggles of the mining families in Sichuan. The father of two, Luo originally became a coal miner to pay off the fine for violating
China’s One Child Policy. Hui, son of another miner, prefers to be a coal-train driver than take work far from home. For many families, cola mining has become a principal source of income and the only alternative to factory jobs in distant cities. But the mines are notorious dangers and thousands are killed every year. Going deep underground, the film exposes the perils faced by these miners, the slim rewards, and dire consequences when things go wrong. In spite of the risks, the working poor continue to flock to the minds, unable to heed the warning that earning a living wage may also mean dying for it.
Trailer: http://shearwaterfilms.com/to-the-light/
Stream movie here: https://www.youtube.com/watch?v=EFcN30pj3mQ
RESTORING THE LIGHT — 2011 (57 MINUTES)
https://www.restoringthelight.com/?page_id=2
Restoring the Light is a feature documentary that travels deep into the heart of Ningxia, one of China’s poorest regions, to uncover the hopes and adversities of the rural population that has been left behind in the wake of China’s dizzying economic boom.
China’s new mantra, “You go through school, then you get a good job and you leave the rural areas” has created an unending flow of migrant workers streaming to prospering cities. But what happens to the faceless millions who stay behind and who must struggle for basic survival and limited access to healthcare and education?
Unlike those who have migrated, ophthalmologist Zhang Xubin has chosen to return to his roots. Dr. Zhang grew up in a crude cave dwelling in Ningxia as a child. In spite of his humble beginnings, he attained a successful medical career, then decided to forego the comfortable city life in order to start his own medical practice in Ningxia, operating a non-profit mobile eye clinic for underprivileged rural patients. However, financial difficulties cause mounting pressure for him and his family as they face eviction. Restoring the Light explores the personal and professional sacrifices of this unique doctor-entrepreneur in China and journeys into the lives of two benefiting disabled families in rural Ningxia:
Trailer: https://www.youtube.com/watch?v=xakBrbQH2Zk&feature=emb_logo
THE NEXT LIFE — 2011 (81 MINUTES)
https://www.imdb.com/title/tt1972796/plotsummary?ref_=tt_ov_pl
In the 2008 Sichuan Earthquake, 5,335 students were killed. As China has one-child policy, the earthquake took away the only child of many families. This film is about a mother - Ye Hongmei and her friends’ different fate of having a new baby. Ye Hongmei, 40-year-old, started her second IVF treatment to get pregnant. Her 8-year-old daughter was killed in the 2008 Sichuan earthquake. Refusing to come to terms with the reality, Ye believes that giving birth to another girl would mean the return of her gone daughter. So pregnancy becomes an ordeal for her. Then she has to bear extraordinary pains: she travels 50 miles every day just to receive injections and blood tests. Can she make it?
THE WARRIORS OF QIUGANG: A CHINESE VILLAGE FIGHTS BACK—2011 (39 MINUTES)
https://e360.yale.edu/features/the_warriors_of_qiugang_a_chinese_village_fights_back
This exclusive e360 video report, *The Warriors of Qiugang* — co-produced by Yale Environment 360 — tells the story of how the villagers fought to transform their environment, and, in the process, found themselves transformed as well. The 39-minute video focuses on an unlikely hero — farmer Zhang Gongli, now almost 60, who leads the village’s fight to shut down the chemical plant. Soft-spoken and easy-going, but with a backbone of steel, Zhang — who has only a middle-school education — quickly learns how to use China’s more stringent federal environmental laws to put pressure on the factory owners and their cronies in local and regional government.
Stream entire film here:
http://e360.yale.edu/feature/the_warriors_of_qiugang_a_chinese_village_fights_back/2358/
**TRUE BELIEVERS: RELIGION IN TODAY’S CHINA – 2011 (24 MINUTES)**
http://www.films.com/ecTitleDetail.aspx?TitleID=23280&r=SR
China is on the rise economically, but the post-Mao era has also seen an increasing hunger for something beyond material prosperity. From the novice Taoist monk honing tai chi skills atop a sacred mountain to the uncountable worshippers of the underground house church movement, this program reports on modern China’s emboldened—yet still cautious—religious population. In the city of Wenzhou, evangelical pastor Zheng Datong agrees to be interviewed, despite secret police looking on. Pastor Samuel Lamb, another lightening rod for security surveillance, insists that “oppression simply leads to more believers,” while Pastor Joseph Gu, leader of a mainstream Three-Self Patriotic Movement church, describes the rapid growth of his congregation. For a much different yet equally spiritual perspective, the film turns to Daoist kung fu master Zhong Yunlong at a monastery in the Wudang Mountains, where a sacred shrine still attracts pupils and travelers.
**PBS: CHINA’S TERRA COTTA WARRIORS – 2011 (54 MINUTES)**
http://www.pbs.org/wnet/secrets/chinas-terracotta-warriors-watch-the-full-episode/844/
The life-sized terracotta warriors of China are known throughout the world. This clay army of 8,000 including infantry, archers, generals and cavalry was discovered by archaeologists in 1974 after farmers digging a well near the Chinese city of Xian unearthed pieces of clay sculpted in human form. An amazing archaeological find, the terracotta warriors date back more than two thousand years. But what was the purpose of this army of clay soldiers? Who ordered its construction? How were they created? *Secrets of the Dead* investigates the story behind China’s Terracotta Warriors and documents their return to former glory for the first time.
**WAKING THE GREEN TIGER – 2011 (78 MINUTES)**
https://www.chinadialogue.net/books/6557-Waking-the-green-tiger-the-rise-of-China-s-green-movement/en
The documentary film describes how the media, NGOs and locals joined forces to block construction of a dam at Tiger Leaping Gorge on the Jinsha River in Yunnan - a campaign seen as a turning point for China’s environmental movement.
https://www.videoproject.com/Waking-the-Green-Tiger.html
Trailer: https://www.youtube.com/watch?v=SFOsvTnEVUg&feature=emb_logo
BEIJING BESIEGED BY WASTE — 2011 (72 MINUTES)
http://www.aems.illinois.edu/searchresults_detail.html?biblioId=8258
Award-winning photographer Wang Jiu-liang travels to more than 500 landfills, fearlessly documenting Beijing’s unholy cycle of consumption through poignant observational visits with the scavengers who live and work in the dumps. While China’s economic ascent commands global attention, less light has been shed upon the monumental problem of waste spawned by a burgeoning population, booming industry, and insatiable urban growth. Wang focuses his lens upon the grim spectacle of waste, excrement, detritus, and rubble unceremoniously piled upon the land surrounding the China’s Olympic city, capital, and megalopolis, Beijing.
Eking out a dangerous living within are the scavengers, mostly migrant workers from the countryside, who struggle to uphold familial and cultural systems amid their occupation’s Dickensian bleakness. Wang renders the decimation of once-essential rivers and farmlands in the backdrop of gleaming high-speed trains, stadiums, and skyscrapers; the sinister cyclical pattern of construction’s consumption and garbage and moving images of the daily lives of scavengers who labor at their own risk.
Teacher Guide: https://misc.docuseek2.com/gej/guides/gj-006a_guide.pdf
Trailer: https://www.youtube.com/watch?v=juJLxiVD9nU
GOOGLE CHINA STANDOFF — 2011 (47 MINUTES)
http://www.films.com/ecTitleDetail.aspx?TitleID=26460&r=SR
Whether Google Inc. expanded into China because of the country’s vast consumer market or out of a sincere desire to make information available may be up for debate. The company is known for its idealistic corporate culture, but the controversy regarding Google China’s censorship policy became so fierce that Secretary of State Hillary Clinton felt compelled to make a worldwide call for Internet freedom. This program examines Google Inc.’s operation in China and its battle between political and economic sensitivity and unlimited access to information. Differing points of view are presented by Beijing professor Hu Yong; Kaiser Kuo, director of communications at the Chinese Web services company Baidu; CUNY professor Ying Zhu; Ken Auletta, author of *Googled*; and others.
Related Lecture: https://www.youtube.com/watch?v=Faz16ZSrstc
Trailer: https://www.films.com/ecTitleDetail.aspx?TitleID=26460&r=SR
TOGETHER — 2010 (83 MINUTES)
https://en.wikipedia.org/wiki/Together_(2010_film)
*Together* is a 2010 Chinese documentary directed by Zhao Liang. It was filmed beside the Chinese film *Love for Life* and chronicles the everyday lives of a variety of different people living in China with HIV/AIDS. The documentary depicts the living conditions of those living with HIV in China, as well as their own personal thoughts on their disease. *Together*, like the film *Love for Life*, was commissioned by the Ministry of Health and backed by the Chinese government. Zhao Liang has been seen as a rebel director, producing documentaries that expose the Chinese government of wrongdoing….
The documentary *Together* begins on the set of the film, with Zhao Liang asking cast members and crew about their opinions on HIV/AIDS. Liang also reveals to cast members and those working on the film that there are cast members who have HIV/AIDS. This revelation
receives mixed reactions from the crew, demonstrating a lasting stigma around the disease despite working on a film to promote awareness on HIV/AIDS. Liang also follows actors from the film and extras who have the diagnosis and uses the documentary to let these individuals both share their stories and offer insight to the disease and the effect on their lives and relationships with others. For instance, it is revealed in the documentary that Hu Zetao, who plays the narrator in the film *Love for Life*, has HIV/AIDS. The documentary looks closely at Zetao's life and relationships with family members; *The Lancet* noted in 2011 that of the participants in the film, Zetao, who contracted the virus from his mother, was the least isolated by his diagnosis. In fact, most of the participants asked that their identities remain secret.
*...Together* was filmed beside *Love for Life*, marking the first time the blood selling scandal of the 1990s had been featured in mainstream Chinese media. More still, the Chinese government backed the film, and used it as a way to advocate public health information on HIV/AIDS, and the living condition and social impact it has on those who contract it.
Clips and teacher resources: [https://www.yimovi.com/en/movies/together-1](https://www.yimovi.com/en/movies/together-1)
**YAK DUNG — 2010 (50 MINUTES)**
[https://asiasociety.org/new-york/events/screening-farmers-struggle-and-yak-dung](https://asiasociety.org/new-york/events/screening-farmers-struggle-and-yak-dung)
For nomadic families on the Tibetan Plateau, yak dung is a renewable and readily available energy source for staying warm, making sacrifices and providing light. Yak dung is also used to build homes and fences, fertilize grass, and as a medicinal ingredient, detergent, and material for sculptures. It is an indispensable part of the Tibetan culture and livelihood. Living with yak dung is part of a lifestyle that has coexisted with nature for centuries. But more and more people on the plateau are drifting away from this way of life.
Having never before made a film, director Lanzhe attended film training workshops organized by the Shanshui Conservation Center, a Beijing-based environmental NGO that works in Qinghai, Sichuan, Yunnan, and Shaanxi provinces in western China. Its program “Eyes of the Village Nature and Culture” trains and empowers amateurs to make films to document lives in their own habitats. Many of these trainees, such as Lanzhe, were picking up a camera for the first time in their life.
Stream entire film here: [https://www.youtube.com/watch?v=ZfpTHOhExGI](https://www.youtube.com/watch?v=ZfpTHOhExGI)
**FORTUNE TELLER — 2010 (183 MINUTES)**
[https://www.imdb.com/title/tt1847591/plotsummary?ref_=tt_ov_pl](https://www.imdb.com/title/tt1847591/plotsummary?ref_=tt_ov_pl)
Li Baicheng is a charismatic fortune teller who services a clientele of prostitutes and marginalized figures whose jobs, like his, are commonplace but technically illegal in China. He practices his ancient craft in a village near Beijing while taking care of his deaf and dumb wife Pearl, who he rescued from her family's mistreatment. Winter brings a police crackdown on both fortune tellers and prostitutes, forcing Li and Pearl into temporary exile in his hometown, where he revisits old family demons. His humble story is told with chapter headings similar to Qing Dynasty popular fiction.
Trailer: [https://www.youtube.com/watch?v=_XNAjKrJkfY&feature=emb_logo](https://www.youtube.com/watch?v=_XNAjKrJkfY&feature=emb_logo)
**SUMMER PASTURE — 2010 (84 MINUTES)**
[http://www.khamfilmproject.org/summerpasture/](http://www.khamfilmproject.org/summerpasture/)
Filmed in the high grasslands of eastern Tibet, *Summer Pasture* is an intimate glimpse into the life of a young nomad couple and their infant daughter.
Locho and his wife Yama live in Dzachukha, nicknamed *Wu-Zui (5-Mout)* for being the highest, coldest, poorest, largest, and most remote county in China's Sichuan Province. They depend on their herd of yaks for survival, much as their ancestors have for generations. But in recent years, Dzachukha has undergone rapid development, and Locho and Yama are finding their traditional way of life increasingly difficult to maintain.
*Summer Pasture* is an exploration of Locho and Yama's personalities, relationship, and the changes taking place around them. Over the course of the film we witness their experiences with illness, infidelity, and the dissolution of their community. In the face of mounting challenges, Locho and Yama ultimately reveal the personal sacrifice they will make to ensure their daughter's future. Directors: Lynn True and Nelson Walker.
*Summer Pasture* aired on PBS's *Independent Lens* series in 2012 and earned a Peabody Award.
Film clips: [https://www.pbs.org/independentlens/films/summer-pasture/](https://www.pbs.org/independentlens/films/summer-pasture/)
Trailer: [https://www.youtube.com/watch?v=79-8uatcry4](https://www.youtube.com/watch?v=79-8uatcry4)
**BEIJING TAXI — 2010 (78 MINUTES)**
[http://www.beijingtaxithefilm.com/](http://www.beijingtaxithefilm.com/)
This feature-length documentary captures the rapid transformation of Beijing during the 2008 Olympics. The main characters of the film are three taxi drivers, who continue on their journey with no particular destination, taking turns at various crossroads of modern-day Beijing. The Olympics gave the city its first moment in the spotlight for decades, pushing the speed of infrastructure development to the extreme. Each of the three cab drivers, who each have their own intimate story, sees the transformation in a different light.
Trailer: [https://www.youtube.com/watch?v=pHSbaauC1sI&feature=emb_title](https://www.youtube.com/watch?v=pHSbaauC1sI&feature=emb_title)
**I WISH I KNEW — 2010 (138 MINUTES)**
[https://www.nytimes.com/2020/01/23/movies/i-wish-i-knew-review.html](https://www.nytimes.com/2020/01/23/movies/i-wish-i-knew-review.html)
...The focus of *I Wish I Knew* is Shanghai, one of the largest cities in China. (The movie had its premiere at the 2010 Cannes Film Festival.) In genus terms, it resembles a city symphony, one of those urban portraits that emerged in the 1920s and that reveal degrees of excitement and dread about the rapidly changing world. But like other more recent examples of the city symphony (and like Jia Zhangke’s other work), *I Wish I Knew* has a tone that is more elegiac than excited, more meditative than bustling. At times, it feels like a eulogy for a city that — with mounds of detritus below and construction cranes soaring above — looks like it is being razed and rebuilt while you watch....
Certain historical and political nuances will likely remain elusive for some viewers (they did for me). This isn’t a barrier to the movie. Every city is different for every traveler; my New York is not your New York, even if they seem to look much the same. Perhaps this explains why Jia adds so many voices here, including that of the great Taiwanese director Hou Hsiao-Hsien, whose family fled the mainland during China’s civil war. In effect, with “I Wish I Knew,” Jia is building not just a portrait of a city, but of a fragmented people — one story and memory at a time. He is finding meaning in collective remembrance and revealing a world, to borrow a phrase from Walter Benjamin, “under the gaze of the melancholy man.”
Review: [https://www.rogererebert.com/reviews/i-wish-i-knew-movie-review-2020](https://www.rogererebert.com/reviews/i-wish-i-knew-movie-review-2020)
PBS POINT OF VIEW: WO AI NI (I LOVE YOU) MOMMY — 2010 (90 MINUTES)
http://www.pbs.org/pov/woainimommy/
What is it like to be torn from your Chinese foster family, put on a plane with strangers and wake up in a new country, family and culture? Stephanie Wang-Breal’s Wo Ai Ni (*I Love You Mommy*) is the story of Fang Sui Yong, an 8-year-old orphan, and the Sadowskys, the Long Island Jewish family that travels to China to adopt her. Sui Yong is one of 70,000 Chinese children now being raised in the United States. Through her eyes, we witness her struggle with a new identity as she transforms from a timid child into someone that no one — neither her new family nor she — could have imagined.
Teacher Guide: http://archive.pov.org/woainimommy/
Trailer: https://www.pbs.org/video/pov-wo-ai-ni-i-love-you-mommy-trailer/
KARAMAY — 2010 (356 MINUTES)
http://dgeneratefilms.com/catalog/karamay
In 1994, the oil-rich city of Karamay in Northwest China was the site of a horrible fire that killed nearly 300 schoolchildren. The students were performing for state officials and were told to stand by while the officials exited first. After the fire, the story was heavily censored in the Chinese state media. To this day, the families of Karamay have not been allowed to publicly mourn their children. In *Karamay*, filmmaker Xu Xin helps a community break the silence nearly two decades after their tragedy. The film is structured around a series of first-person accounts from families, teachers and survivors, interspersed with rare archival footage. Each narrative represents a complete and self-contained story in which the subjects recount their reaction to the carnage and how it colored their view of nation, society, education, law, party institutions and human nature.
Trailer: https://www.youtube.com/watch?v=bG1cazL6prs
CHINA: THE REBIRTH OF AN EMPIRE — 2010 (86 MINUTES)
http://www.films.com/ecTitleDetail.aspx?TitleID=25686&r=SR
Can China replace the U.S. as the world’s preeminent power? And if it did, what type of power would it wield? In Pakistan and Afghanistan, China’s investment in infrastructure along with a flow of low-cost goods has beat out U.S. foreign policy in winning the hearts of the people. Yet China’s relations with India become strained over the issue of Tibet, and in Hong Kong brutal crackdowns on Falun Gong make a mockery of the slogan “one country, two systems.” This program travels throughout Asia to study the relationships China has with its closest neighbors, and to examine the U.S.-China balance of power. Chalmers Johnson (*The Blowback Trilogy*) discusses American hegemony, Rebiya Kadeer addresses concerns of the Uyghur minority, and exiled dissident Wei Jingshen provides commentary throughout.
Trailer: https://www.youtube.com/watch?v=b9LiKmWGzho
COP SHOP — 2010 (56 MINUTES)
COP SHOP II — 2011 (70 MINUTES)
http://screeningchina.blogspot.com/2012/01/frontline-policing-in-guangzhou-zhou.html
Zhou Hao’s documentaries explore the daily operations of police officers at a police station near the Guangzhou Train Station.
NEW CASTLE — 2010 (112 MINUTES)
https://www.anu.edu.au/events/new-castle-%E6%96%B0%E5%A0%A1
Guo Hengqi’s *New Castle* is an unflinching documentary of the changes wrought by urbanisation in a remote mountain village in Shanxi Province sustained by local mining operations. The first part of *New Castle* focuses on the miners who have come from different parts of the country looking for work. In the run up to the 2008 Beijing Olympics approaches, as part of the campaign to clean up the pollution, mines are closed and the miners sent back home. The documentary then shifts its attention to the lives of villagers. Faced with bleak economic prospects, the local government’s solution is – not surprisingly – urbanization: the destruction of the old village and creation of new apartments. The film poignantly captures the various ways in which villagers cope with upheaval to their lives, from protesting, to praying in Church, to giving in to the imperative of urbanization by administrative decree. In the words of the director:
‘When you see the destitute but honest lives of these peasants and miners on the verge of being moved into two-story apartment buildings, you can’t help but wonder, can the construction of these new buildings bring them happiness? Why is there such a discrepancy between the state’s macro-narrative and the micro-level of individual people’s lives?’
A LOVE SONG, MAYBE — 2010 (114 MINUTES)
https://www.chinaindiefilm.org/films/a-song-of-love-maybe/
Zhang Zanbo’s film is a troubled love story from a woman’s perspective. A KTV waitress is involved in a relationship with a customer who had come for pleasure and relaxation. However, this relationship has been plagued from the very beginning by lies, desire, impetuosity, confusion, and pain. The brightness and darkness of human nature, the warmth and coldness of the city, stage themselves alternately and continuously, just like those vulgar pop songs the girl had grown so familiar with while working in the KTV’s private rooms.
WHEN MY CHILD IS BORN — 2010 (75 MINUTES)
Take a rare glimpse into the life of a young academic couple in Beijing. Jun is finishing her Ph.D. in Australia and is a Virginia Woolf specialist. Long, who has just returned from a research study in Germany, is struggling to finish his dissertation on Marx and Kant. An unexpected pregnancy propels the couple to marry quickly and navigate the world of parenthood. An overbearing mother-in-law enters their private world and expects to be in every part of child rearing. The film offers a candid and intimate portrait of two people caught between freedom and responsibility, career and family, and the new and old.
Stream entire film here: https://cultureunplugged.com/documentary/watch-online/play/5813/When-My-Child-Is-Born
NEW BEIJING: REINVENTING A CITY — 2009 (52 MINUTES)
As China emerges as the new economic powerhouse of the 21-century, no one can disrupt the biggest construction boom in the world’s history. We marvel at the Beijing’s bright new face as international architects create new icons - the Watercube, Birds Nest, Stadium, and National Theatre. The architects of the iconic buildings and their visions for the future contrast with those of heritage activist Zhang Jinqi. His photography exhibition ‘Memories of China’ documents the last heritage districts of the old city which are soon to be demolished.
With 400 cities of the size of Beijing to build by 2020 the China has little time to reflect on the past. Directed by Georgia Wallace-Crabbe
Trailer: https://www.youtube.com/watch?v=OAdARUnJRnY
DISORDER — 2009 (58 MINUTES)
http://icarusfilms.com/df-diso
Huang Weikai's one-of-a-kind news documentary captures, with remarkable freedom, the anarchy, violence, and seething anxiety animating China's major cities today. As urbanization in China advances at a breakneck pace, Chinese cities teeter on the brink of mayhem. One man dances in the middle of traffic while another attempts to jump from a bridge before dozens of onlookers. Pigs run wild on a highway while dignitaries swim in a polluted river.
Unshowable on China's heavily controlled television networks, Disorder reveals an emerging underground media, one that has the potential to truly capture the ground-level upheaval of Chinese society.
Huang Weikai collects footage from a dozen amateur videographers and weaves them into a unique symphony of urban social dysfunction. Huang shatters and reconstructs a world that's barely comprehensible, though with palpable energy - vibrant, dangerous, and terrifying.
Trailer https://vimeo.com/44399931
EAST WIND STATE FARM — 2009 (101 MINUTES)
http://icarusfilms.com/df-ew
Condemned "Rightists," sentenced to 21 years of thought reform in the countryside, share harrowing first-person accounts of life in a Chinese labor camp.
In 1957, 200 teachers, students, and cadres were labeled as "Rightists" for voicing criticism of the Communist Party and sent to the East Wind State Farm in southwest China. As part of China's disastrous Great Leap Forward, these inmates were forced to take part in ill-conceived deforestation, agricultural and industrial projects that led to wide-scale famine. Later they endured the Cultural Revolution when their camp was visited by large groups of "sent-down" youth from the cities. After 21 years of "remolding," the "Rightists" were finally "rehabilitated" in 1978 and allowed to leave in 1978.
The East Wind State Farm re-examines the tragic events of Chinese modern history during the height of Maoist rule. Director Hu Jie collects dozens of extensive interviews with both inmates and staff who served through three decades of the camp's existence.
Trailer: https://vimeo.com/27742062
MOUTHPIECE — 2009 (108 MINUTES)
https://www.chinaindiefilm.org/films/mouthpiece/
In a democratic polity the media is supposed to be the mouthpiece of the public. However, in a Shenzhen TV station protecting the interests of the Chinese Communist Party is paramount and reporters are simply mouthpieces of the government. 'First Spot' is an investigative TV programme focusing on social inequality, but most of its coverage ends up being buried. This Guo Xizhi film documents the day-to-day operation of the TV station, following reporters as they attempt to capture a city and its people in all its myriad forms.
DISTURBING THE PEACE — 2009 (80 MINUTES)
https://hirshhorn.si.edu/explore/film-screening-ai-weiweis-disturbing-the-peace/
Tan Zuoren is a civil rights advocate who investigated the 2008 Sichuan earthquake, including the deaths of 512 Wenchuan students, and the corruption which resulted in poor building construction. For his efforts, he was charged with “inciting subversion of state power.” During his trial, police violently detained witnesses, which is an obstruction of justice. He was sentenced to five years in prison. *Disturbing the Peace* is a confrontational film, with Ai Weiwei directly taking on the police and other authorities and paying a heavy price for doing so.
Review: https://www.newyorker.com/news/evan-osnos/ai-weiwei-disturbing-the-peace
THE SUN BEHIND THE CLOUDS — 2009 (79 MINUTES)
https://zeitgeistfilms.com/film/sunbehindtheclouds
A provocative and potent look at the Dalai Lama’s ceaseless struggle for justice and recognition for the Tibetan people, *The Sun Behind the Clouds*, focuses on the pivotal and particularly tumultuous events of 2008. From the four-month march of exiled Tibetans to the Indo-Tibet border and Buddhist monks’ protests in Lhasa, to the Beijing Olympics and the contentious talks between the Chinese government and the Dalai Lama’s emissaries, the film uncovers the growing rifts between younger Tibetans and their most respected spiritual leader.
While His Holiness advocates for political autonomy within China rather than secession from it, a younger generation within Tibet has grown impatient and begun to chart a more confrontational course. Following the Dalai Lama’s political life with unprecedented personal access, Tibetan filmmaker Tenzing Sonam and co-director Ritu Sarin bring an impassioned focus to the myriad complexities in finding a peaceful solution based on compromise and dialogue.
Trailer: https://www.youtube.com/watch?v=34cLHNfFZg
THE TRANSITION PERIOD — 2009 (114 MINUTES)
https://emro.libraries.psu.edu/record/index.php?id=4909
*The Transition Period* documents a Communist party leader—Shu Ji in Chinese—and his economically disadvantaged county in mainland China. The film takes a closer look at the last month of Guo Yongchang in Gushi County before a job transition. With simple yet realistic cinematography, the audience will be wowed by Guo’s impressive political legacy as well as the corrupt life behind the scenes.
Guo aimed to urbanize the county in his term. To accomplish this goal, he was steadfast when he fought for reducing government deficits; he put on a poker face when he socialized with investors across the country and beyond; he was even in tears when he said farewell to local residents. However, due to greed and the pursuit of power and materialism, Guo was eventually sentenced to seven years in prison for corruption and accepting bribes.
In China, political legacy matters so much that many government officials strive to do anything to impress their peers and take credit. Although the global media takes a critical view of China’s economic boom, local governments never slow down the leap of development and modernization. The transition period for Mr. Guo is smooth, but economic reform in China is going through an uneven and painful path. The visual and audio quality may not be
satisfying, but the film stands out for its realistic and rare first hand records. The film comes with Henan dialect and English subtitles.
Trailer: https://www.youtube.com/watch?v=oeXjGAPsgjQ
A FARMER’S STRUGGLE — 2009 (30 MINUTES)
https://asiasociety.org/new-york/events/screening-farmers-struggle-and-yak-dung
Desertification has been threatening livelihoods in many parts of China. In Minqin, Gansu province, an aging farmer and his wife are the only inhabitants left in this small village that is increasingly swallowed by the advancing desert. Growing up fishing in a local lake that has since dried up, the farmer now has to drive to another village for water. While the government encourages families to move to Xinjiang with the offer of a subsidy, the old couple stays put — at least for now — to defend their home.
CHINA’S UNNATURAL DISASTER: THE TEARS OF SICHUAN PROVINCE — 2009 (39 MINUTES)
https://en.wikipedia.org/wiki/China%27s_Unnatural_Disaster:_The_Tears_of_Sichuan_Province
China’s Unnatural Disaster: The Tears of Sichuan Province is a 2009 documentary film co-directed by Jon Alpert and Matthew O’Neill of the Downtown Community Television Center, and produced by MZ Pictures for HBO Films.
The documentary covers the aftermath of the 2008 Sichuan earthquake on May 12, which killed around 70,000 people — of which 10,000 were children, many of whom were killed when their schools collapsed. The film focuses on the grieving families and communities of the children as they mourn their loss and question the government over the construction standard of the schools.
Alpert and O’Neill sent the raw footage of the film by courier to the United States, before they were detained and questioned by local police for eight hours as they tried to leave the country themselves. In September 2009, the filmmakers were scheduled to present the film at the Shanghai International Film Festival, but were denied visas by the Chinese government.
Trailer: https://www.youtube.com/watch?v=TpdN8_acOiE
FALLING FROM THE SKY — 2009 (145 MINUTES)
https://www.brown.edu/campus-life/arts/bell-gallery/events/2012/10/03/film-screening-falling-sky
Little-known Suining county lies directly in the path of falling debris from the Xichang Satellite Launching Base, one of three satellite launching bases in China. Ten times in the last 20 years, the county has been visited by dangerous “aliens from the skies”: falling satellite debris that smashes into the tranquil lives of the 160,000 impoverished local inhabitants. In China, 2008 was both “the year of the Olympics” and “the year of space exploration.” While the people of Suining, like their fellow countrymen and women, eagerly awaited the Olympic
2016 NYT Q & A
Zhang Zanbo: A Chinese Documentary Filmmaker Returns to His Roots
https://www.nytimes.com/2016/09/09/arts/international/zhang-zanbo-a-chinese-documentary-filmmaker-returns-to-his-roots.html
Games, their pride about Chinese development, particularly in terms of space exploration, was tempered by the fact that they had to endure falling wreckage from constant satellite launches.
**Director's Statement**
The film *Falling from the Sky* aims to represent the life under the strong will of nation in a magical and realistic area of Suining and wishes to raise awareness to our homeland and subsistence with the concern of individual life under the will of the nation. The title Falling from the Sky not only refers to the debris; it is an allusion to fate, something befalling of these people. Moreover, its meaning can be extended to point to a kind of heavenly destiny looming over their heads, hinting not only to the physical sky, but also the ancient Chinese concept of the “mandate of heaven”, the will of the nation. Thus, the expression of the film about remote Suining is somehow much closer to a real China rather than the splendid Olympics and Shenzhou 7 spaceship in 2008.
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**PETITION — 2009 (124 MINUTES)**
http://www.rottentomatoes.com/m/petition/
The last decade has brought an extraordinary wave of remarkable documentaries from China, many of them revealing the social and political transformations that have occurred as the country has become an economic giant, and that have often taken a grave toll on the lives of its citizens. *Petition*, filmed over the course of more than 10 years, is among the very finest of these often heroic attempts to bear witness. Since 1996, Zhao has documented the ‘petitioners’ who come from all over China to make complaints in Beijing about abuses committed by their local authorities. Gathered near the complaint offices, living in most cases in makeshift shelters, the complainants wait for months or years to obtain justice. Peasants thrown off their land, workers from factories which have gone into liquidation, small homeowners who have seen their houses demolished but received no compensation, they pursue justice with unceasing stubbornness, facing the most brutal intimidation and most often finding that their hopes are in vain. Unfolding like a novel by Zola or Dickens, but with the existential absurdity of Beckett, *Petition* reveals the persistent contradictions of China in the midst of powerful economic expansion.
Background: The Petitioning System in China https://www.diritticomparati.it/the-petitioning-system-in-china/
Stream entire movie here: https://www.youtube.com/watch?v=lTeQQJRytg
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**LAST TRAIN HOME — 2009 (87 MINUTES)**
http://www.pbs.org/pov/lasttrainhome/
Every spring, China’s cities are plunged into chaos as 130 million migrant workers journey to their home villages for the New Year in the world’s largest human migration. *Last Train Home* takes viewers on a heart-stopping journey with the Zhangs, a couple who left infant children behind for factory jobs 16 years ago, hoping their wages would lift their children to a better life. They return to a family growing distant and a daughter longing to leave school for unskilled work. As the Zhangs navigate their new world, *Last Train Home* paints a rich, human portrait of China’s rush to economic development.
This site includes book lists, discussion guides, interviews, bios, slideshows, etc.
Trailer and additional clips: http://www.pbs.org/pov/lasttrainhome/additional-video.php
Lesson Plans: Confucianism in a Changing World:
http://www.pbs.org/pov/lasttrainhome/lesson-confucianism.php
The Ethics of Outsourcing to China:
http://www.pbs.org/pov/lasttrainhome/lesson-ethics-outsourcing.php
PBS POINT OF VIEW: UTOPIA PART 3: THE WORLD'S LARGEST SHOPPING MALL — 2009 (13 MINUTES)
http://www.pbs.org/pov/utopia/
Is nothing American sacred anymore? The largest mall in the world turns out not to be the famous Mall of America in Bloomington, Minn. It’s the South China Mall outside of Guangzhou, China. Outdoing the techniques of American consumerism, South China Mall is Disneyland, Las Vegas and Mall of America rolled into one. There are carnival rides, mini-parks, canals, and lakes amid classic Western-style buildings with space for hundreds of shops. But along with the glitz and glory of middle-class shopping, the mall’s Chinese developers seem to have imported something else — a cautionary tale of capitalist hubris. Alex Hu, a local Guangdong boy who made it big in international business, wanted South China Mall to be a hometown monument to his success — even though his home town has no major airports or highways nearby. Four years after its construction, the mall sits virtually empty of both shops and shoppers. But the Chinese have imported yet another concept familiar to Americans — South China Mall is considered too big to fail. Employees line up for flag-raising ceremonies and pep talks about “brand building” before going off to maintain the deserted concourses meticulously. If China is the future of the world economy, *Utopia, Part 3: The World's Largest Shopping Mall* just may be a startling peek at what’s to come.
Teacher Guide: http://archive.pov.org/utopia/lesson-plan/
1428 — 2009 (117 MINUTES)
https://www.dgeneratefilms.com/catalog/1428
Du Haibin’s award-winning documentary of the earthquake that devastated China’s Sichuan province in 2008 explores how victims, citizens and government respond to a national tragedy. The Great Sichuan Earthquake took place at 14:28 on May 12, 2008, causing 70,000 deaths and 375,000 casualties. Days later, Du Haibin visited Sichuan to capture the devastation as well as the recovery effort. Survivors were reduced to salvaging destroyed pig farms in the mountains, selling scrap metal for pennies, and pillaging homes. Seven months later, as the nation celebrated Chinese New Year, Du returned to see how life had changed in the stricken villages. Sidestepping the highly controlled media tours, Du found scenes not seen on official TV, exposing the gap between the Party’s promises and the disaster victims’ reality.
Review: https://asianmoviepulse.com/2019/11/film-review-1428-2009-by-haibin-du/
Trailer: https://www.youtube.com/watch?v=uUv5caIzjIM
PORTRAITS OF LOSS AND THE QUEST FOR JUSTICE — 2009 (22 MINUTES)
http://www.hrchinat.org/en/content/6719
Consisting of footage shot by the Tiananmen Mothers, a group of family members of those killed during the violent crackdown on the 1989 Democracy Movement, *Portraits of Loss and*
the *Quest for Justice* presents the stories of six victims told by their family members, and of two survivors told by themselves. In the absence of official accounting of the casualties of June Fourth, these stories humanize a tragic episode in contemporary China that the government has continued to suppress for nearly a quarter century.
Background Information/Stream entire film here: https://www.hrichina.org/en/content/6719
**ONCE UPON A TIME PROLETARIAN: 12 TALES OF A COUNTRY – 2009 (76 MINUTES)**
http://asiasociety.org/new-york/events/once-upon-time-proletarian
Thirteen chapters provide poignant snapshots of individuals navigating the modern China. An old peasant calls his country “shit” and yearns for the old days when greed and corruption were less rampant; a young car washer from the countryside calls Beijing huge and unfriendly; a young woman at a hair salon wants to find a rich husband; businessmen sit around and chat about the prices of Russian prostitutes… This meditative film offers an existentialist take on the common experience of disillusionment and disorientation in an evolving social and economic landscape that is far removed from the bygone days of Mao.
**HOLLYWOOD CHINESE – 2009 (90 MINUTES)**
http://www.pbs.org/wnet/americanmasters/episodes/hollywood-chinese/introduction/1146/
The 90-minute film illuminates a century of Chinese American cinematic history, from rare silent classics such as Marion Wong’s *The Curse of Quon Gwon* (1916) to the contemporary critical and commercial success of Ang Lee’s *Brokeback Mountain* (2005). The film features a treasure trove of clips, punctuated with personal accounts from the movie industry’s most accomplished Chinese and Chinese American talent.
**24 CITY – 2008 (112 MINUTES)**
https://www.imdb.com/title/tt1103963/
In Chengdu, factory 420 is being pulled down to make way for multi-story buildings with luxury flats. Scenes of factory operations, of the workforce, and of buildings stripped bare and then razed, are inter-cut with workers who were born in the 1930s, 1940s, and 1950s telling their stories - about the factory, which manufactured military aircraft, and about their work and their lives. A middle-aged man visits his mentor, now elderly; a woman talks of being a 19-year-old beauty there and ending up alone. The film concludes with two young people talking, each the child of workers, each relaying a story of one visit to a factory. Times change.
Review: https://www.nytimes.com/2009/06/05/movies/05twen.html
Trailer: https://www.youtube.com/watch?v=hzs3ew526Gc
**An experimental fiction-nonfiction hybrid, it takes place in the southwest city of Chengdu, the capital of Sichuan Province. (It was shot before last year’s catastrophic earthquake.) The focus is a state-owned factory building, a ruined monument to precapitalist China, or rather to its workers, who helped turn the country into a global power.**
**THE BIGGEST CHINESE RESTAURANT IN THE WORLD – 2008 (80 MINUTES)**
https://www.imdb.com/title/tt1286510/plotsummary?ref_=tt_ov_pl
West Lake Restaurant in South China's Changsha can safely call itself the biggest Chinese restaurant in the world, with its staff of 1,000 working 5,000 tables and serving no fewer than
150 ducks per day and 200 snakes per week. The words of the restaurant's staff and guests are used in the film to paint a picture of modern China: the proprietress, one of the city's 20 self-made millionaires, speaks candidly about her failed marriage; a bridegroom-to-be who is celebrating at the restaurant explains the modern Chinese customs associated with the wedding party; and a waitress visits her poor parents in the countryside. Through these scenes, we gain insight into the unique combination of the ancient religious values and the new capitalist values with which China is stepping into the 21st century. What becomes very clear is that not everyone is set to benefit from the economic boom. In an approach comparable to Jia Zhang-ke's in his portrait of a theme park called "The World," by focusing on the microcosm of the West Lake Restaurant, this film manages to gain a perspective on the huge changes China is going through.
Trailer: https://www.youtube.com/watch?v=V0VXQOrvEAY
Watch film here (edited to a 44-minute Why Story Documentary) https://www.youtube.com/watch?v=NlmFLEhR0uY
UMBRELLA — 2008 (93 MINUTES)
https://www.dgeneratefilms.com/catalog/UMBRELLA...
...Filmed in a purely observational style, with no narration or commentary, Umbrella shows the workaday life of young employees in a factory in Zhongshan, Guangdong Province, where they engage in monotonous, endlessly and rapidly repeated routines to manufacture umbrellas, for which they are paid a meager piece rate. At a massive shopping mall, the "World's Largest Small Commodity Market," in Yiwu, Zhejiang Province, those multicolored, multi-patterned umbrellas are sold at much higher prices by wholesale merchants, who are among China's nouveaux riche. The film also shows throngs of young people filling out applications at a job fair in Shanghai or undergoing physical drills and ideological regimentation at a provincial garrison of the People's Liberation Army. Finally, on a farm in Luoyang, Henan Province, we watch a group of elderly farmers struggle to salvage a premature harvest of drought-impacted wheat...
Trailer: https://www.youtube.com/watch?v=1qw-d6hXBcg
GHOST TOWN — 2008 (180 MINUTES)
http://movies.nytimes.com/2010/03/15/movies/15ghost.html
Zhiziluo is a ghost town full of life. Lisu and Nu minority villagers squat in the abandoned halls of this remote former communist county seat, where Cultural Revolution slogans fade into the shadows of the old city hall, and a blank white figure of Chairman Mao gazes out silently to the wild mountain wilderness of the Salween River Valley in China's southwest Yunnan province. The film is arranged into three sections: voices, recollections and innocence. Each deals with various aspects of the lives of the Nu and Lisu occupants of this ghost town.
Director's Statement: When China took the brutal path of the Cultural Revolution, it lost sight of the most fundamental understanding of the value of human life. In the aftermath of the Cultural Revolution, as Chinese buried themselves with becoming materially prosperous to the point of sacrificing even their own well-being, they once again lost sight of the cultural and spiritual meaning of life – and what little was left of our culture again faced extinction. As our past has been erased, our history has become mere legend. In this film I wanted to explore the idea of these lost histories and ravaged cultures, and by extension my own cultural identity, by delving into the lives and spirit of the abandoned city. From New York
Trailer: https://www.youtube.com/watch?v=s0D6cvpVpDk
MAN ZOU: BEIJING TO SHANGHAI — 2008 (86 MINUTES)
http://manzoumovie.com/index.html
*Man Zou: Beijing to Shanghai* is an independently produced feature-length documentary shot in China in the fall of 2008. Arriving in Beijing three weeks after the Olympics, four American (Seattle!) friends and their Chinese guide set out on a month-long trip to bicycle 1,000 miles of China’s countryside, filming their adventures along the way. Without support vehicles, they were able to capture an intimate and unfiltered look at parts of China that are typically bypassed or flown over. In more ways than one, the bicycle trip is the vehicle to explore the environmental, economic and sociological issues facing China today, as the film intersperses the experiences of the team with the opinions of residents, expats, and academics.
Trailer: https://vimeo.com/ondemand/manzou/17099375
"Man Zou" is a common phrase in Mandarin that translates literally to "Walk Slow." Used as a farewell, it is a way of reminding one another to be careful and mindful on our journey and take the time to see things along the way.
YOUNG AND RESTLESS IN CHINA — 2008 (106 MINUTES)
http://www.pbs.org/wgbh/pages/frontline/youngchina/
Chinese society is changing at breathtaking speed. As China’s economy has grown, its young people have become Westernized, savvy about today’s interconnected world, ambitious—and often torn between their culture and their aspirations. This module focuses on a sampling of young, urban Chinese who struggle with business ethics and striking the right balance between work and family. Their choices could have economic, social, and political consequences that affect us all.
Teacher Guide: http://www.pbs.org/wgbh/pages/frontline/teach/youngchina/
LEAVING FEAR BEHIND — 2008 (24 MINUTES)
http://www.leavingfearbehind.com/projects/leaving-fear-behind
*Leaving Fear Behind* (in Tibetan, *Jigdrel*) is a heroic film shot by Tibetans from inside Tibet, who longed to bring Tibetan voices to the Beijing Olympic Games. With the global spotlight on China as it rises to host the XXIX Olympics, Tibetans wish to tell the world of their plight and their heartfelt grievances against Chinese rule. The footage was smuggled out of Tibet under extraordinary circumstances. The filmmakers were detained soon after sending their tapes out, and remain in detention today.
Stream entire film here: https://vimeo.com/50220285
DEMOLITION — 2008 (62 MINUTES)
https://vimeo.com/64235823
*Demolition* is a portrait of urban space, migrant labor, and ephemeral relationships in the center of Chengdu, the capital of Sichuan province in western China. Attending first to the formal dimensions of the transforming worksite — including the demands of physical labor and the relationship between human and machine — the film shifts focus to the social dynamics of a group of thirty men and women who have come from the countryside to work in this ever-changing urban landscape. In exploring the various banal yet striking interactions between these members of China's "floating population," the city's residents, and the
filmmaker, *Demolition* simultaneously expresses and resists the fleeting nature of urban experience.
Trailer: [https://vimeo.com/64235823](https://vimeo.com/64235823)
**A DISAPPEARANCE FORETOLD — 2008 (86 MINUTES)**
[https://iihs.co.in/urbanlens/films/a-disappearance-foretold/](https://iihs.co.in/urbanlens/films/a-disappearance-foretold/)
A film about a popular neighbourhood in Beijing, and what happened there in relation to the 2008 Olympic Games. Qianmen is a popular neighbourhood in the very heart of Beijing, just south of the Tiananmen Square. In the perspective of the 2008 Olympic Games, the city decided that the six hundred years old neighbourhood has to be “rehabilitated”. It is now in the line of fire of the promoters, and the 80000 people living there are facing drastic (and dramatic) changes. The film follows the rapidly changing life in the neighbourhood for more than a year and a half, from one reality to another, completely different one. Little by little, fragment per fragment, the film is drawing a portrait of a neighbourhood, recording memory of a soon disappearing reality. A story of China today.
**PBS FRONTLINE/WORLD - CHINA: GREEN DREAMS A NOT SO MODEL VILLAGE — 2008**
[http://www.pbs.org/frontlineworld/fellows/green_dreams/](http://www.pbs.org/frontlineworld/fellows/green_dreams/)
The village of Huangbaiyu in rural northeast China was supposed to be a model for energy-conscious design. The initial project was to build four hundred sustainable homes, collaboration between U.S. architect William McDonough and the Chinese. But something went awry. *Frontline/World* reporter Timothy Lesle traveled to the region to investigate.
Teacher resources:
[http://www.pbs.org/frontlineworld/fellows/green_dreams/resources/links.html](http://www.pbs.org/frontlineworld/fellows/green_dreams/resources/links.html)
**PBS WIDE ANGLE: CHINA PREP — 2008**
[http://www.pbs.org/wnet/wideangle/episodes/china-prep/introduction/810/](http://www.pbs.org/wnet/wideangle/episodes/china-prep/introduction/810/)
*China Prep* follows five Chinese students through their final high-pressure year at an elite high school in Sichuan Province. Eighteen hundred students vie for spots in Beijing’s top two universities. Last year only 59 made it. Studying seven days a week, the students’ lives are regimented almost every minute of the day as they prepare for the end-of-year exam that can determine their fate. For many students from poor or rural backgrounds, a strong performance on the test is the only way to climb the social ladder and excel without connections. Competition is fierce and the majority of high school seniors will be relegated to vocational schools….How do the ambitions of these teenagers reflect the realities of today and tomorrow’s China? Who among them will be most likely to succeed – the daughter of the Party official or the farmer’s son? Who will be the boss?
Teacher resources: [https://www.pbs.org/wnet/wideangle/uncategorized/china-prep-resources/2417/](https://www.pbs.org/wnet/wideangle/uncategorized/china-prep-resources/2417/)
Trailer: [https://www.youtube.com/watch?v=I2S522C-41g](https://www.youtube.com/watch?v=I2S522C-41g)
Stream Part 1 of 4: [https://www.youtube.com/watch?v=MnuH6Bu-8FE](https://www.youtube.com/watch?v=MnuH6Bu-8FE)
Stream Part 2 of 4: [https://www.youtube.com/watch?v=NoVSWFTP4AE](https://www.youtube.com/watch?v=NoVSWFTP4AE)
**TWO MILLION MINUTES — 2005 (55 MINUTES)**
This documentary explores how students in the U.S., India, and China spend their 2 million minutes of high school years.
PBS POINT OF VIEW (POV) — UP THE YANGTZE — 2008 (93 MINUTES)
http://www.pbs.org/pov/watch/uptheyangtze/
Nearing completion, China’s massive Three Gorges Dam is altering the landscape and the lives of people living along the fabled Yangtze River. Countless ancient villages and historic locales will be submerged, and 2 million people will lose their homes and livelihoods. The Yu family desperately seeks a reprieve by sending their 16-year-old daughter to work in the cruise ship industry that has sprung up to give tourists a last glimpse of the legendary river valley. With cinematic sweep, Up the Yangtze explores lives transformed by the biggest hydroelectric dam in history, a hotly contested symbol of the Chinese economic miracle.
Teacher Guide: http://archive.pov.org/uptheyangtze/discussion-guide/
This grades 6-12 lesson plan is designed to be used with the film Up the Yangtze, which shows how China's Three Gorges Dam project is changing the Yangtze River and the lives of those who live along its path. Classrooms can use this lesson to explore the social, economic and political changes caused by technological advances. Also, students will increase their skills for analyzing visual imagery.
[I wanted to make] a movie about tourists on this Yangtze cruise boat — a kind of 'Gosford Park' idea that shows the social hierarchy, the lives above and below the decks. I realized that the people working on the boat were all from the Yangtze area and that many of their families were affected by the dam. — Yung Chang, Filmmaker
BBC EARTH: WILD CHINA — 2008 (SHORT CLIPS)
http://www.bbc.co.uk/programmes/b00bv6lk/clips
TIBET IN SONG — 2008 (82 MINUTES)
https://en.wikipedia.org/wiki/Tibet_in_Song
Tibet in Song tells the story of Ngawang Choephel, a Tibetan exile and former Fulbright scholar at Middlebury College, who returns to Tibet in 1995 to videotape traditional music and dance. The films follows his travels throughout the country recording music and understanding the impact of Chinese communist rule on Tibetan culture and everyday life. The movie contends that the Chinese authorities re-purposed traditional Tibetan music to forward their own agenda and propaganda. Two months into the trip, after he'd sent a batch of material back to friends in India, Chinese intelligence agents arrested Choephel and confiscated his camera, notes, and videotape. He was convicted of spying, without a trial, and sentenced to 18 years in prison. While in prison he continued his research, transcribing songs from prisoners and eventually memorizing songs after his notes were confiscated. His mother launched a tireless campaign for his freedom, and in January 2002, he was released.
Review: https://www.spiritualityandpractice.com/films/reviews/view/20192
Trailer: https://www.youtube.com/watch?v=mdAqU2PdVU4
TONGZHI IN LOVE — 2008 (30 MINUTES)
http://store.cinemaguild.com/nontheatrical/product/2338.html
Directed by Ruby Yang and produced by Thomas Lennon - the filmmakers behind the 2007 Academy Award-winning documentary The Blood of Yingzhou District - Tongzhi in Love explores what it's like to be gay in modern China. "Frog" Cui and his gay friends are torn between the
lures of city life and the stern demands of Chinese tradition. They live in cosmopolitan Beijing, reveling in the freedom that it affords them. But traditionally, a Chinese son's solemn duty is to produce a child and carry forward the family line. That China's laws limit most families to a single child only compounds the pressures on gay men. Many resort to sham marriages...
Trailer: https://www.youtube.com/watch?v=1XHXqwwjRng&t=2s
USING — 2008 (105 MINUTES)
https://www.imdb.com/title/tt1677711/plotsummary?ref_=tt_ov_pl
An unusual relationship develops between an urban Chinese couple struggling with heroin and a filmmaker chronicling their addiction, in this provocative documentary on drug abuse, filmmaking and friendship. For three years, filmmaker Zhou Hao chronicled the lives of Long and Jun, a couple struggling with heroin addiction in Guangzhou. Zhou captures Chinese junkie subculture, its members languishing in a slum flophouse, the equivalent of a modern day opium den. When Long is hospitalized after a failed robbery, Zhou speaks out from behind the camera to intervene. Still, Long and Jun persist, soon dealing drugs full-time to make ends meet. As the couple increasingly offers lies for answers, Zhou must confront his ethical responsibilities to them, as a friend and a documentarian. *Using* probes a dark, cruel reality of contemporary Chinese society that has rarely been seen by any audience. Addicts disclose techniques for dealing with police, confronting sham suppliers and staying high throughout the day. Zhou's unflinching depiction of his friends' repeated attempts to quit blurs the line between filmmaker and subject, and raises provocative questions about the ways in which each uses the other.
Trailer: https://www.youtube.com/watch?v=HgwrasM97wE
WHEAT HARVEST — 2008 (98 MINUTES)
https://www.chinaindiefilm.org/films/wheat-harvest/
The film shows the life of Niu Hongmiao, a 20-year-old country girl who works as a prostitute in Beijing. Around harvest time, she goes back home to Dingxing County, Hebei Province, to help her parents and to care for her severely ill father. She also leaves all her savings behind. Xu Tong sketches a picture of the sex industry in Beijing, showing the loyalty and dignity of the men and women who work in it. A hidden world emerges before the camera with its own language, rituals and rules, centred on strong, self-assured women, who are, just like the subject, rare in Chinese films and documentaries.
SPIRAL STAIRCASES OF HARBIN — 2008 (109 MINUTES)
https://www.chinaindiefilm.org/films/spiral-staircase-of-harbin/
In a high-rise apartment at the top of a hill, a mother lives with a daughter who is preparing for college. In a run-down tenement at the foot of the hill, a couple lives with their troubled son. The frustrated teenagers feel that nobody understands them. The parents spin in anxious circles, alternately scolding and spoiling their children. Entering their late forties, the adults are stranded in the face of their midlife crisis and the imminent independence of their children. Is it possible to find happiness, living for one's self and not for the family? As the pace of contemporary society accelerates, the Harbin-born director captures the sighs that drift through the skies above the city with a warm-hearted and insightful eye.
WIND, FLOWERS, SNOW, MOON — 2008 (88 MINUTES)
https://www.imdb.com/title/tt1859648/
In a small village in the northwest of Sichuan, ninety-year-old Yang is the ninth male successor in a family of fengshui geomancers. The local geomancers main function is to preside over village funerals. The film follows the Yang family as they must deal with several deaths: the tragedy of a father who must bury his son, the disputes between siblings over funeral expenses, a pair of lovers who died one after another. Meanwhile, Mr. Yang celebrates the birth of his two great-grandchildren while he is forced to bury his own son who succumbed to cancer.
FAIRYTALE — 2008 (153 MINUTES)
https://en.wikipedia.org/wiki/Ai_Weiwei#Fairytale
*Fairytale* covers Ai Weiwei's project Fairytale, part of Europe's most innovative five-year art event Documenta 12 in Kassel, Germany in 2007. Ai invited 1001 Chinese citizens of different ages and from various backgrounds to travel to Kassel, Germany to experience a fairytale of their own. The 152-minute-long film documents the ideation and process of staging Fairytale and covering project preparations, participants' challenges, and travel to Germany. Along with this documentary, Fairytale was documented through written materials and photographs of participants and artifacts from the event.
Fairytale was an act of social subversion, improving relationships between China and the West through interactions among participants and the citizens of Kassel. Ai Weiwei felt that he was able to make a positive influence on both participants of Fairytale and Kassel citizens. Interview: https://vimeo.com/68202707
Info clip: https://www.youtube.com/watch?v=TJndGgpzfxO
Stream entire movie: https://www.youtube.com/watch?v=g3dIiVfgt-I
CRIME AND PUNISHMENT — 2007 (122 MINUTES)
https://windowsonworlds.com/2019/09/06/crime-and-punishment-%E7%BD%AA%E4%B8%8E%E7%BD%9A-zhao-liang-2007/
The life of a small-town policeman is an often thankless one. When they're not dealing with petty neighbourhood disputes, people who are essentially just lonely, and acts of elaborate busywork, there's not much else to do but wear the uniform with pride. Unfortunately, the uniform can eventually consume the person inside it, turning them into fastidious prigs obsessed with the letter of the law. Locating itself in a small town near the North Korean border, Zhao Liang’s *Crime and Punishment* paints an ambivalent portrait of local law enforcement, in this case operated by the Military Police who are themselves perhaps victims of the austerity of the system.
Book chapter: https://www.jstor.org/stable/j.ctvfrxqcz.52?seq=1#metadata_info_tab_contents
Article: https://www.researchgate.net/publication/290329181_Filming_power_and_the_powerless_Zhao_Liang's_crime_and_punishment_2007_and_petition_2009
BING AI — 2007 (116 MINUTES)
https://letterboxd.com/film/bing-ai/
Feng Yan spent seven years in the Three Gorges region following a peasant woman Bingai, who refused to give up her land (for new development). Feng is greatly moved by Bingai’s uncompromising personality. Feng says that most Chinese people give up their land too easily, like losers. Meanwhile the extraordinary effort Feng puts into making this documentary is comparable to Bingai’s perseverance. In this sense, the filmmaker and her subject are mirror image of each other.
Trailer: https://www.youtube.com/watch?v=kSRTqfOfJ9g
BRAVE FATHER — 2007 (93 MINUTES)
https://www.chinaindiefilm.org/films/brave-father/
In 2002, Han Peiyin’s son Shengli was accepted into university and arrived in the city of Xi’an from his rural home. To pay for Shengli’s living expenses and tuition, Han sold off all the valuable things in his home and came to work in Xi’an to make money. Though a lifelong farmer, Han firmly believed knowledge had the power to change destinies and expected his son to be successful. Jobs for migrant workers were getting harder to find as more and more farmers came to the city. Han could barely make RMB 400 a month, yet Shengli needed RMB 9,000 a year for college. The place Han stayed cost one RMB a night. At night, he used a brick as his pillow. Shengli would think about what to eat after class. He saw the bottled water his classmates were holding and could only think of selling the empty for money. Graduation was near. A shy youth, Shengli’s job prospects were dim. He felt the city was becoming further away from him. Despite his education, he might end up earning less than his father. For years the elder Han carried with him a notebook, in which he entered records of his borrowings. Most of them were small sums of 10 or 20 RMB. He also noted his expectations for his son: “Around the year 2013 or so, that is, roughly in my sixties, Shengli will take our family to Beijing for a sightseeing visit. We will have plenty of money by then…”
Clip: https://www.bbc.com/news/av/world-asia-pacific-14090058
PLEASE VOTE FOR ME — 2007 (58 MINUTES)
https://ltvs.org/films/please-vote-for-me
An experiment in democracy is taking place in Wuhan, the most populous city in central China. For the first time ever, the students in grade three at Evergreen Primary School in Wuhan, China have been asked to elect a class monitor. Traditionally appointed by the teacher, the class monitor holds a powerful position, helping to control the students, keeping them on task and doling out punishment to those who disobey. The teacher has chosen three candidates: Luo Lei (a boy), the current class monitor; Cheng Cheng (a boy); and Xu Xiaofei (a girl). Each candidate is asked to choose two assistants to help with his or her campaign…For all three children, the campaign takes its toll, especially for the losing candidates and their assistants. Viewers are left to decide if the experiment in democracy has been “successful” and what it might mean for democracy education in China. Please Vote for Me challenges those committed to China’s democratization to consider the feasibility of, and processes involved in, its implementation.
Documentary Discussion Guide (7 pages):
https://cdn.itvs.org/please_vote_for_me_discussion.pdf
Democracy Educator Guide (44 pages) https://cdn.itvs.org/vote_democracy-educator-guide.pdf
Trailer: https://www.youtube.com/watch?v=oCEB-uH49AQ
Stream 44-minute film: https://www.youtube.com/watch?v=KD1QSX2hOnk
CHILDREN OF THE CHINESE CIRCUS — 2007 (58 MINUTES)
https://asiasociety.org/new-york/events/double-bill-children-chinese-circus-brave-father
Take a behind-the-scenes look at the training of some of the world’s best acrobats and circus performers. In this Shanghai circus school, a highly disciplined environment, small children endure excruciating and dangerous training regimes. Mostly from poor families, these children are sent to the school by their parents in the hope that the specialty training will secure them a future. While small children endure agonizing daily practice, the teachers are also under tremendous pressure to produce award-winning stunts. A faculty meeting turns into a Cultural Revolution-styled criticizing session. This film is set to change your perception of acrobatic performances forever.
CHINA’S POLLUTION BUSTERS — 2007 (26 MINUTES)
https://www.youtube.com/watch?v=OR8WlnWv5eQ&feature=channel_page
In the past six years, infant birth defects in China have increased by an unprecedented 40%. This rise is being blamed on pollution from factories. Now green campaigners are taking on the multinationals. "The untreated waste is pumped out secretly at night", states activist Wu Deng Ming, pointing at a water outlet leading from a factory into a river. "People living along the river have enlarged livers", claims one local. They suffer from: "loss of appetite or cancer and all sorts of terminal diseases". Although strong laws governing pollution exist, these are regularly flouted. "Some local officials give protection to polluters", claims Ma Jun. In an attempt to put pressure on polluters, campaigners are naming and shaming guilty companies online. "We let people know that this company, with such a popular brand, is violated waste water discharge standards". There are also signs that central government is taking the problem more seriously…
Stream entire film here:
https://www.youtube.com/watch?v=OR8WlnWv5eQ&feature=channel_page
ELECTRONIC TRASH VILLAGE — 2007 (10 MINUTES)
https://www.youtube.com/watch/ZHTWRYXy2gE
Every year, 35 million tonnes of electronic waste is exported to China to be scrapped. There the rubbish is broken down by hand, poisoning workers and polluting the environment.
Free download of film.
SUPER, GIRLS! — 2007 (73 MINUTES)
https://www.youtube.com/watch?v=qTgjXXhfqb0
Super, Girls! follows ten female teenagers on their quest to become instant superstars on China’s biggest television show. The Chinese equivalent of “American Idol,” the “Super Girls Singing Contest” spawned an unprecedented pop culture phenomenon. Drawing over 400 million viewers, the show’s runaway popularity spurred the Chinese government to ban it
after only two seasons. The film provides unparalleled, intimate access into the contestants’ lives over several months. Through candid interviews and footage of nail-biting auditions and competitions, *Super, Girls!* offers a fascinating look inside what the Chinese media have dubbed “the Lost Generation” and their startling takes on sexuality and success in the new China.
Trailer: [https://www.youtube.com/watch?v=qTqjXXhfqb0](https://www.youtube.com/watch?v=qTqjXXhfqb0)
**AOLOGUYA, AOLUGUYA — 2007 (80 MINUTES)**
[https://www.chinaindiefilm.org/films/aologuya-aoluguya/](https://www.chinaindiefilm.org/films/aologuya-aoluguya/)
In the Greater Xing’an mountains of northern China, there is a group of people who share their life with the reindeer. These Ewenki people came from Siberia over 300 years ago. They have been living in the dense primeval forest and surviving on hunting and raising reindeers in their own traditional way.
In 2003, the Reindeer Ewenkis came out of the forest and moved down to the new settlement built by the government. Now with hunting also banned, the Reindeer Ewenkis find themselves in a dilemma.
The reindeer could not survive the “city life” either. So, a small number of the tribe moved back into the mountains again, back into their forest.
Liushia, a woman whose husband has passed away, numbs herself with alcohol. Besides the reindeer and her son, who is far away, there is nothing left for her in this world. Her younger brother, Weijia, is an alcoholic artist who is increasingly disorientated by life. He Xie expresses the sadness in his heart through his harmonica.
Time is passing… the sounds of deer bells are fading away… Maria Suo, the last chief of the tribe, watches time pass helplessly.
But does the forest the Ewenkis used to know still belong to them?
Trailer: [https://vimeo.com/ondemand/aologuyaaoluguya/390989512?autoplay=1](https://vimeo.com/ondemand/aologuyaaoluguya/390989512?autoplay=1)
**MADE IN CHINA: MIGRANTS IN RURAL CHINA — 2007 (57 MINUTES)**
[https://spl.kanopy.com/video/made-china](https://spl.kanopy.com/video/made-china)
This documentary by Jean Yves Cauchard tells one of the millions of stories of migrants from rural China who comprise the backbone of the Chinese economic miracle. It provides a human face behind the ubiquitous label "Made in China." This massive dislocation of people may well represent the largest, most rapid migration in human history. The film demonstrates how one generation of Chinese is experiencing the culture shock of an Industrial Revolution which took centuries in the West. It is inevitably both an elegy for a lost way of life and a grassroots view of what could become the most powerful economic power on earth.
*Made in China* follows the lives of a typical migrant couple, Heqing and Heping Fan, including their first trip home after two years in the city. They both work in the Cixi Industrial Zone, a manufacturing center with over 1,000,000 workers, mostly former peasants, south of Shanghai, in a plant making bathroom products for export. They work seven days a week, twelve hours a day for approximately $45 an hour or about $250 a month. Each month they save about $150 dollars to send back to their village. The factory owner feels he is doing his workers a service; rural China is overpopulated, and industrialization is the only answer for surplus peasants.
Trailer: [https://www.youtube.com/watch?v=MvBI05OR264&feature=emb_logo](https://www.youtube.com/watch?v=MvBI05OR264&feature=emb_logo)
USELESS – 2006 (81 MINUTES)
https://www.newyorker.com/goings-on-about-town/movies/useless-4
In this promotional film from 2007 commissioned by the fashion designer Ma Ke, the Chinese director Jia Zhangke eludes the genre’s constraints to provide a revelatory documentary view of inner and outer life in contemporary China. Showcasing Ma’s handmade haute-couture line is the pretext for a triptych that begins in the vast and oppressive clothing factories of Guangdong. After viewing laborers in their numbing routines, Jia follows Ma at work in her serene studio and records her meditations on the moral aspect of handicrafts. The film concludes with Jia’s visit to a coal-mining town in his native Shanxi province, where he speaks with a traditional tailor who has abandoned his needle and thread to work as a miner. Jia’s plaintive images suggest the dehumanization that has come with China’s industrial revolution and the soul-killing authority on which it depends: a long, poignant shot of laborers squeezing through or climbing over a pointlessly locked gate is a stunning visual metaphor for a society of excessive restrictions in which living normally means breaking the rules.
Trailer: https://vimeo.com/9580063
THEY CHOSE CHINA – 2006 (53 MINUTES)
https://emro.libraries.psu.edu/record/index.php?id=2625
This well-made documentary film is the epitome of professionalism. It has excellent camera work, acceptable audio, carefully edited live action and archival footage woven into a unified piece of AV fabric, and it tells a compelling story, all of which combine to make it a good view. The bottom line, however, is that it is also disturbing, because its subject is easily used manipulatively for propaganda purposes. This reviewer could not help but sense an underlying agenda, well camouflaged, that seems to lurk beneath the surface. Ostensibly, it claims to serve the goals of historical documentation and world peace; but, perhaps, these worthy goals are being interpreted from a particular perspective.
…Viewers learn that the three central figures are ordinary Americans. Unlike their comrades-in-arms, however, they came to believe what they were told about Communism and its desire for world peace and equality for all. The men held strong anti-war views they felt would bring McCarthy’s wrath on their heads and were painfully aware of the inequalities of American life, especially the African Americans. That what they heard was all part of a POW indoctrination program is explicitly stated, but that these men might have been selected for special treatment for reasons only the Communists knew for sure, is not. Why did they go home? One says that when he first came to China, he was called “Comrade” and made to feel part of China’s “family.” After several years, he was called “Peace Fighter,” which was still good, but no longer family. After several more years, he started to be called “Mister,” indicating rejection from family status and China’s force for world peace.
*They Chose China* can support courses teaching about prisoner of war experiences in general and the Korean War in particular. Viewers should not neglect, however, thinking about who is telling this particular story and what their motives in telling it might be.
Stream entire film here: https://www.youtube.com/watch?v=sDTPhT8mZ9o
THE BLOOD OF YINGZHOU DISTRICT — 2006 (40 MINUTES)
http://yangruby.com/the-blood-of-yingzhou-district/
No-one knows how old Gao Jun is. Four? Older? Younger? Whatever his biological age, he has none of the verbal babble, or ready tears, of a child his age. The film tracks this orphan for a year as his closest surviving kin -- his uncles -- weigh what to do with him. The older uncle’s dilemma: if he allows his children to play with Gao Jun, who is HIV-positive, they will be ostracized by terrified neighbors. The younger uncle’s dilemma: so long as Gao Jun remains in the house, the young man may not be able to find a wife.
Gao Jun is one of just a handful of children we come to know in this film: Nan Nan, who after her parents’ death, was shunned by relatives and left to live without adult care with “Little Flower,” her teenage sister; and the Huang siblings, who vividly describe their ostracism at school. The suffering of these orphans is all the more devastating for being largely unnecessary, the function of misinformation about the nature of the disease.
Yet the film is more than a mere catalogue of woes. Nan Nan reveals her impish humor and joy; the Huang children resolve to become educated and outstrip those who shun them; and Gao Jun, in the closing scenes, demonstrates his ferocious determination to live.
Filmmaker interview: https://www.documentary.org/online-feature/meet-academy-award-nominees-ruby-yang-blood-yingzhou-district
Trailer: https://www.youtube.com/watch?v=FwaWZMd75hg
THE BLOOD OF YINGZHOU DISTRICT REVISITED — 2013 (9 MINUTES)
https://www.youtube.com/watch?v=FwaWZMd75hg
After 10 years, much has changed for the children featured in *The Blood of Yingzhou District*.
SANLIDONG: A PORTRAIT OF COAL MINERS — 2006 (172 MINUTES)
https://www.chinaindiefilm.org/films/sanlidong/
This is a documentary film made by the son of a miner about his father’s generation. In the year 1955, more than 300 ardent youths from Shanghai City came to the Sanlidong Coal Mine with the hope of realizing their dream of contributing to the development of the Great Northwest. 50 years on, few of them are still alive. The sound of miners breathing is omnipresent in that land of buried black coal. This film is divided into 15 sections, and records the lives of miners still living there, those who have already died, as well as an era that has almost ended. The images of the lives of these miners are testimony to their incredible tenacity and dignity.
Trailer: https://www.youtube.com/watch?v=kfzBn8Esmtc
MANUFACTURED LANDSCAPES — 2006 (90 MINUTES)
https://www.edwardburtynsky.com/projects/films/manufactured-landscapes
Manufactured Landscapes is a feature length documentary on the world and work of renowned artist Edward Burtynsky. Burtynsky makes large-scale photographs of ‘manufactured landscapes’ – quarries, recycling yards, factories, mines, dams. He photographs civilization’s materials and debris, but in a way people describe as "stunning"
or "beautiful," and so raises all kinds of questions about ethics and aesthetics without trying to easily answer them.
The film follows Burtynsky to China as he travels the country photographing the evidence and effects of that country's massive industrial revolution. Sites such as the Three Gorges Dam, which is bigger by 50% than any other dam in the world and displaced over a million people, factory floors over a kilometre long, and the breathtaking scale of Shanghai's urban renewal are subjects for his lens and our motion picture camera.
Shot in Super-16mm film, Manufactured Landscapes extends the narrative streams of Burtynsky's photographs, allowing us to meditate on our profound impact on the planet and witness both the epicentres of industrial endeavour and the dumping grounds of its waste. What makes the photographs so powerful is his refusal in them to be didactic. We are all implicated here, they tell us: there are no easy answers. The film continues this approach of presenting complexity, without trying to reach simplistic judgements or reductive resolutions. In the process, it tries to shift our consciousness about the world and the way we live in it.
Trailer: https://www.youtube.com/watch?v=C8nxsENV7BA
NFB.ca is a website where you can watch films produced by the National Film Board of Canada. http://www.nfb.ca/
* THE CHINESE VIOLIN – 2002 (8 MINUTES)
http://www.nfb.ca/film/chinese_violin
In this animated short from the Talespinners Collection, a young girl and her father move from China to Canada, bringing only their Chinese violin along for the journey. As they face the challenge of starting fresh in a new place, the music of the violin connects them to the life they left behind and guides the girl towards a musical future.
Stream 8-minute animation at this site.
* IN THE SHADOW OF GOLD MOUNTAIN – 2004 (43 MINUTES)
http://www.nfb.ca/film/in_the_shadow_of_gold_mountain/
Filmmaker Karen Cho travels from Montreal to Vancouver to uncover stories from the last survivors of the Chinese Head Tax and Exclusion Act, a set of laws imposed to single out the Chinese as unwanted immigrants to Canada from 1885 to 1947. Through a combination of history, poetry and raw emotion, this documentary sheds light on an era that shaped the identity of generations.
Stream 43-minute animation at this site.
Other titles related to China and the Chinese immigrants' experiences include:
* EARTH TO MOUTH – 2002 (41 MINUTES)
* SUNRISE OVER TIANANMEN SQUARE – 1998 (29 MINUTES)
* NORTH CHINA FACTORY – 1980 (53 MINUTES)
* GATEWAY TO ASIA – 1945 (10 MINUTES)
MEISHI STREET – 2006 (85 MINUTES)
https://www.youtube.com/playlist?list=PLB8D08EC589900224
Meishi Street shows ordinary citizens taking a stand against the planned destruction of their homes for the 2008 Beijing Olympics. In order to widen traffic routes for the Olympic Games, the Beijing Municipal Government orders the demolition of entire neighborhoods. Several
evictees of *Meishi Street*, located next to Tiananmen Square, fight through endless red tape and the indifference of fellow citizens for the right to keep their homes. Given video cameras by the filmmakers, they shoot exclusive footage of the eviction process, adding vivid intimacy to their story. Acclaimed at over two dozen museums and galleries around the world, *Meishi Street*, by renowned visual artist Ou Ning, works as both art and activism, calling worldwide attention to lives being demolished in the name of progress. (includes 3 film clips.)
**DONG — 2006 (70 MINUTES)**
https://www.imdb.com/title/tt0855784/plotsummary?ref_=tt_ov_pl
China's greatest living filmmaker Jia Zhangke (*Platform, The World*) travels with acclaimed painter Liu Xiaodong from China to Thailand as they meet everyday workers in the throes of social turmoil. Liu Xiaodong is well-known for his monumental canvases, particularly those inspired by China’s Three Gorges Dam project. In *Dong*, Jia Zhangke visits Liu on the banks of Fengjie, a city about to be swallowed up by the Yangtze River. The area is in the process of being "de-constructed" by armies of shirtless male workers who form the subject of Liu's paintings. Liu and Jia next travel to Bangkok, where Liu paints Thai sex workers languishing in brothels. The two sets of paintings are united in their subjects' shared sense of malaise in the face of the dehumanizing labor afforded them.
NOTE: The fictional film *Still Life* also directed by Jia Zhangke has two parallel storylines of a coal worker and a nurse who came to Fengjie from Shanxi (where Jia was born) to find their spouses who left them years ago. It creates Jia’s connection as an outsider with Fengjie, since he relates himself into the place and local people through this film.
Filmed at the same time as Jia's fiction film, *Still Life, Dong* also shares the same setting (the Three Gorges area of central China) and in certain instances, the same shots. This causes them to make a closely linked relationship with each other. Jia mentions once in his interview that he has always been trying to “knock down the barrier between documentary and fiction”. He portrays the documentary with a more subjective view and reflects the realistic perspective in the fictional film *Still Life*, overstepping the boundaries between fiction and non-fiction films.
Trailer: https://www.youtube.com/watch?v=MvNhEhwKhgY
Stream entire documentary here: https://vimeo.com/433545872
**TO TELL THE TRUTH: THE LIU BANYAN STORY — 2006 (59 MINUTES)**
http://www.aems.illinois.edu/publications/filmreviews/Liu_Binyan.html
*To Tell the Truth: The Liu Binyan Story* traces the life and career of the foremost practitioner and perhaps even the founder of the so-called “reportage” school of modern Chinese literature. As far back as the Hundred Flowers Movement of 1956, Liu challenged the Chinese Communist Party (CCP) from within for not living up to its stated ideals. For his troubles, along with hundreds of thousands of other students and intellectuals, he was imprisoned for many years at the start of the CCP’s Anti-Rightist Campaign of 1957. Released from jail and rehabilitated at the start of the reform era in China in the late 1970s and early 1980s, Liu wasted no time getting back to his self-assigned task of investigating the abuses of power and grievances of
urban and rural dwellers throughout China as a reporter for the CCP newspaper, *People’s Daily*. Liu published collections of his articles and essays in the West and signed petitions and wrote articles in support of student demonstrations in the 1980s which culminated in the Tiananmen protests of 1989. As a result, China sent Liu into exile in the United States, where he finished his days editing a dissident newsletter at Princeton University, trying in effect to lead a loyal social democratic opposition from abroad, until he died of colon cancer on December 5, 2005.
**THE TRASH TRADE: SELLING TRASH TO CHINA — 2006 (49 MINUTES)**
http://www.aems.illinois.edu/publications/filmreviews/trash_trade.html
*Trash Trade* chronicles the emergence of the trash trade by following Japanese city officials, Japanese and Chinese businessmen, and Chinese workers as trash is transformed into new products. These interweaving narratives enable the filmmakers to address a number of interconnected processes. First and foremost, *Trash Trade* illuminates the way in which economic globalization is transforming business practices around the world. Once considered an unfortunate byproduct of ever-growing consumption and a burden for municipalities, trash has become a valuable source of raw materials for new products. The global demand for raw materials has become even more acute as the Chinese landscape does not possess the natural resources necessary to fuel its booming factories. Chinese businessmen thus began buying Japanese waste and shipping it back to China. Chinese workers receive far less money than their Japanese counterparts, thus making it economically viable to buy trash and ship it thousands of miles. For a Chinese couple shown in the film, however, the daily wage they can earn sorting through trash is much more than they could make as rice farmers, thus enabling them to send their children to school…
**PBS: THE TANK MAN — 2006 (84 MINUTES)**
http://www.pbs.org/wgbh/pages/frontline/tankman/
On June 5, 1989, one day after the Chinese army’s deadly crushing of the 1989 Tiananmen Square protests in Beijing, a single, unarmed young man stood his ground before a column of tanks on the Avenue of Eternal Peace. Captured on film and video by Western journalists, this extraordinary confrontation became an icon of the struggle for freedom around the world. Seventeen years later, veteran filmmaker Antony Thomas goes to China in search of “The Tank Man.” Who was he? What was his fate? And what does he mean for a China that today has become a global economic powerhouse? Timeline, interviews, podcasts, teacher’s guide. Teacher Guide: http://www.pbs.org/wgbh/pages/frontline/teach/tankman/
Stream entire film here: https://www.pbs.org/wgbh/frontline/film/tankman/
**CHINA RISES — 2006 (EACH EPISODE 43 MINUTES)**
http://www.nytimes.com/packages/html/specials/chinarises/gettingrich/CREDITS_FEATURE_00.html
https://curio.ca/en/collection/china-rises-1087/
A four-part Discovery Channel series that covers politics, economy, environment and society. Teacher Review: https://www.asianstudies.org/wp-content/uploads/china-rises.pdf
**PBS CHINA FROM THE INSIDE — 2006 (EACH EPISODE IS 60 MINUTES)**
http://www.pbs.org/kged/chinainside/about.html
China is rapidly becoming a world power, but much of the country and its people remain hidden to those outside its borders. *China from the Inside* provides a rare insider’s view of China, her institutions, and people. This is a four-part series; PDF transcripts available for each program.
**Episode 1: Power and the People**
How does the Communist Party exert control over a population of 1.3 billion? Are village elections a chance for people to take a share in power? Can the Party end the rampant corruption and keep the people's trust? Chinese people, from farmer to Minister, speak frankly about the problems the country faces and the ways forward.
**Episode 2: Women of the Country**
China's women are argued over at their weddings and have one of the highest suicide rates in the world. Now many are beginning to fight for their rights and their futures. This hour shows discrimination against Xinjiang's Muslim women, various hardships faced by Tibetan women, and the status of some of those who have left the countryside for factory work in the cities.
**Episode 3: Shifting Nature**
China's environment is in trouble, but solutions often seem as harsh as the problems. A third of the world uses water from China's rivers, but rapid industrialization and climate change have led to bad air, polluted rivers and dire water shortages. One "solution" that has received considerable media attention in the West is the channelling of water in the biggest hydraulic project in world history. While it has benefited nearly half a million people, relocation from dam areas is causing mammoth social upheaval.
**Episode 4: Freedom and Justice**
Religious worship in China is problematic for Tibetan Buddhists, Catholics separated from Vatican influence, the 40 million adherents of China's unofficial churches, and the Falun Gong. Civic problems include forced evictions, government cover-up of AIDS, corruption and land grabbing. Filmed in Tibetan temples, newspaper offices and a labor camp, this final episode asks: what are the limits of freedom -- and the threats to stability?
Teacher Guide: [http://www.pbs.org/kqed/chinainside/educators.html](http://www.pbs.org/kqed/chinainside/educators.html)
**TIMBER GANG (LAST LUMBERJACKS) — 2006 (94 MINUTES)**
[https://www.imdb.com/title/tt1510811/plotsummary?ref_=tt_ov_pl](https://www.imdb.com/title/tt1510811/plotsummary?ref_=tt_ov_pl)
Yu Guangyi's stunning debut explores a grueling winter amongst loggers in Northeast China as they employ traditional practices through one last, fateful expedition. For generations, the lumberjacks of Heilongjiang, China have made their living harvesting timber amidst a barren, wintry landscape. These woodcutters confront the elements, living in makeshift cabins surrounded by snow and ice. Hand tools, sleds and horses are the only technology they employ to drag massive trees down the perilous slopes of Black Bear Valley. At constant risk of injury and death, they attempt to appease the mountain gods with ancient rituals and sacrifices. Despite their heroic efforts to subsist, the deforestation caused by their decades-long customs may lead to their ultimate demise.
Trailer: [https://vimeo.com/ondemand/mubang](https://vimeo.com/ondemand/mubang)
Yu Guangyi's *Timber Gang* is part of his White Mountain Trilogy (Changbaishan Sanbuqu), which includes *Bachelor Mountains* and *Survival Song*.
THOUGH I AM GONE – 2006 (68 MINUTES)
http://icarusfilms.com/df-gone
Pioneering filmmaker Hu Jie uncovers the tragic story of a teacher beaten to death by her students during the Cultural Revolution.
In 1966, the Cultural Revolution exploded throughout China, as Mao's Red Guards persecuted suspected Rightists. Bian Zhongyun, the vice principal of a prestigious school in Beijing, was beaten to death by her own students, becoming one of the first victims of the revolutionary violence that would engulf the entire nation.
In *Though I Am Gone*, Hu draws upon photographs taken by Bian's husband, Wang Jingyao, whose impulse to document his wife's death makes him a spiritual forebear to Hu's fearless work. Hu also incorporates vivid accounts from surviving witnesses and archival footage to depict the deadly madness of the era.
Trailer: https://www.youtube.com/watch?v=xto0n4YOH4c
GARDEN IN HEAVEN – 2005 (179 MINUTES)
https://spl.kanopy.com/video/garden-heaven
“Garden in Heaven” is the name of a memorial website for the date-rape and murder victim Huang Jing. When Huang was found dead, she was naked and had wounds on her body, but the coroner declared illness as the cause of her death. Huang's mother had her body undergo five autopsies and six inquests. The results of each were different. This film documents a mother’s mourning, as well as her anger toward and resistance against sexual violence in a society that denies legal recourse for such crimes.
BEFORE THE FLOOD – 2005 (147 MINUTES)
http://icarusfilms.com/df-befor
A landmark documentary following the residents of the historic city of Fengjie as they clash with the officials forcing them to evacuate their homes to make way for the world's largest dam.
China's Three Gorges Dam, the largest dam built on earth, has displaced millions of local residents whose towns and villages have been flooded. Fengjie, a city that has thrived along the Yangtze River for a thousand years, has only a few months left before it is completely submerged in water. Its citizens contend with administrators and each other over the residences in "New Fengjie," which are allocated via lottery and are far smaller than the homes they've worked a lifetime to build. Communist collectivism gives way to individual ruthlessness while the community battles furiously against bureaucratic mismanagement.
Shot over the course of two years, Before the Flood is a breathtaking achievement in verité-style documentary filmmaking. Directors Yan Yu and Li Yifan observe the death of a city, from streets teeming with life to a ghost town echoing with the sound of sledgehammers. A disaster movie rooted in reality, Before the Flood has won awards around the world and inspired Jia Zhangke's *Still Life*, also shot in Fengjie. This profound film shows the human effects of one of history's grandest social engineering projects that reflecting the loss of both home and heritage.
Review: https://emro.libraries.psu.edu/record/index.php?id=5182
Trailer: https://vimeo.com/44473976
FUCK CINEMA — 2005 (173 MINUTES)
https://www.filmaffinity.com/us/film649507.html
This documentary shows how different young people try to realize their dreams or become famous through the film industry. One of the main characters of this documentary is named Wang, a young man from the countryside, aged 28. He comes to Beijing out of a love for cinema; however, all he can do every day is line up outside the gate of a film studio in hope of landing a job as an extra, getting 30RMB for one day! During his stay in Beijing, he writes a film script based on his own experience in Beijing as an extra. He thinks his play presents the darkness and desperation of survival in China. Then he wants to find an investor or a director who can produce his play as an "underground film", because in his opinion many Chinese directors are successful on the international stage through this way. In the process of searching, he meets some directors and producers (including some underground film people), some famous some not, and also some businessmen, people from the film censorship authority as well as some students from the cinema institute. In fact, in Beijing his life is very hard - with no money, or a stable place to sleep. In the summer he has to sleep on the roof of a school dormitory. Finally, Wang fails to realize his dream, and he will never see his film made..."Throughout this process not only am I the maker of this documentary, but also a person who is puzzled about why we make films. Of course, I also appear in this documentary, and never hide my bewilderment, or the conflicts between my characters and me. For example, Wang assails me that I use his miserable story for my own reputation."
MARDI GRAS: MADE IN CHINA — 2005 (72 MINUTES)
http://www.aems.illinois.edu/searchresults_detail.html?biblioId=6847
The film confronts both cultural and economic globalism by humanizing the commodity chain from China to the United States. Redmon follows the stories of four teenage women workers in the largest Mardi Gras bead factory in the world, providing insights into their economic realities, self-sacrifice, and dreams of a better life, and the severe discipline imposed by living and working in a factory compound. Interweaving factory life with Mardi Gras festivities, the film opens the blind eye of consumerism by visually introducing workers and festival-goers to each other. A dialogue results when bead-wearing partiers are shown images of the teenage Chinese workers and asked if they know the origin of their beads, while the factory girls view pictures of Americans exchanging beads, soliciting more beads, and decadently celebrating. The conversation reveals the glaring truth about the real benefactors of the Chinese workers' hard labor and exposes the extreme contrast between women's lives and liberty in both cultures. - Meredith Lavitt, Sundance Film Festival Please note: A 48-minute PG version of this title is available, which omits the nudity and curse words.
Trailer: https://vimeo.com/85613954
THE WOMEN'S KINGDOM — 2005 (20 OR 10 MINUTES)
http://www.pbs.org/frontlineworld/rough/2005/07/introduction_to.html
Xiaoli Zhou's *The Women's Kingdom* is a short production of the FRONTLINE/World Fellows program, our ongoing effort to identify and mentor the next generation of video and print journalists to report international news. This documentary from China introduces La Mu and several extraordinary Mosuo women as we travel to "The Women's Kingdom" in southwest
China, not far from the Tibetan Buddhist city the Chinese have renamed Shangri-La. "I enjoy being a girl," beams 16-year-old La Mu. "Girls can do anything. Isn't that great?" It's an unusual sentiment to hear in China, a country whose traditional preference for boys combined with its stringent population control policy limiting urban couples to one child has resulted in an inconvenient shortage of women and wives. Male babies in China now outnumber girls by a ratio of 112 to 100; some researchers say it's 117 to 100. But La Mu lives beyond the strictures of mainstream Chinese society. She is part of the Mosuo, an ethnic minority that has a matriarchal society, one of the last in the world.
**THE YEAR OF THE YAO — 2005 (84 MINUTES)**
http://www.aems.illinois.edu/searchresults_detail.html?biblioId=6738
A documentary about the NBA basketball star Yao Ming. Directed by James D. Stern and Adam Del Deo, *The Year of the Yao* shows you how this new Chinese NBA star Yao Ming tries to adjust to American life. The directors give a multifaceted portrait of this charismatic basketball player, who is now rising to unprecedented popularity! Yao Ming's friendship with his translator Colin Pine forms one of the most interesting parts of this documentary. Pine has accompanied Yao Ming going through countless difficult moments in his career.
Trailer: https://vimeo.com/71032672
**SENIOR YEAR — 2005 (90 MINUTES)**
https://chinadigitaltimes.net/2008/04/documentary-senior-year/
Study Hard! Move Ahead! Be Patriotic! These slogans are drilled into the minds of Chinese boarding school students as they prepare for their college entrance exams. Since most of these teens come from impoverished rural areas, their tuition is paid for by the blood, sweat and tears of their peasant parents, most of whom never made it past junior high, so the pressure to succeed is stifling. To keep up their marks the students must study from dawn until dusk, waking up before the sun to memorize everything from math formulas to propagandist passages. Their desks are piled high with books from every subject and teachers roam between rows to keep these exhausted and diligent kids on task. We glimpse this hectic world through the eyes of a select group of senior students who try to assert their personalities and live out a few teenaged whims like shopping and dating in a strictly controlled environment that doesn’t bolster personal space and freedom. As the battle for success rages on, this intense film provides a harrowing portrait of the new direction of Chinese education, one that aims to mass produce focused, result-oriented over-achievers.
Clip: https://www.youtube.com/watch?v=7KbDvHg1-ns
**DREAM WALKING — 2005 (86 MINUTES)**
https://www.sfmoma.org/event/dream-walking/
This film follows four artists living on the margins of society whose passionate discussions belie their stark and impoverished living conditions. The subjects are performance artist Li Wake, painters Wang Yongping and Ding Defu, and poet Motou Beibei, who is hailed online as a genius but in reality works as a security guard. Overcome by ennui, lost in the uncertainties of their everyday lives and their artistic identities, the artists express certain hopelessness.
Trailer: https://www.youtube.com/watch?v=SaGByCxkB74&feature=youtu.be
RETURN TO THE BORDER — 2005 (80 MINUTES)
https://en.wikipedia.org/wiki/Return_to_the_Border
*Return to the Border* is a 2005 documentary film directed by Zhao Liang about his return to his hometown in China that borders the Yalu river and North Korea. The short film presents deep insight into both the Chinese and North Korean societies and changes that have taken place over the last several decades.
Clip: https://www.youtube.com/watch?v=71RWeoFTDlQ
CHINA BLUE — 2005 (86 MINUTES)
https://www.pbs.org/independentlens/documentaries/chinablue/
They live crowded together in cement factory dormitories where water has to be carried upstairs in buckets. Their meals and rent are deducted from their wages, which amount to less than a dollar a day. Most of the jeans they make in the factory are purchased by retailers in the U.S. and other countries. *China Blue* takes viewers inside a blue jeans factory in southern China, where teenage workers struggle to survive harsh working conditions. Providing perspectives from both the top and bottom levels of the factory’s hierarchy, the film looks at complex issues of globalization from the human level.
Teacher Guide: http://www.bullfrogfilms.com/guides/chinaguide.pdf
Trailer: https://www.youtube.com/watch?v=P0yfNOkBClI
PBS: WORLD IN BALANCE CHINA REVS UP — 2004 (57 MINUTES)
http://www.pbs.org/wgbh/nova/worldbalance/about.html
The second hour of this Nova documentary (*China Revs Up*) takes the pulse of China's hyperactive economy, which is the fastest growing in the history of the world...As the sprawling country develops from a poor nation and aspires to a more middle-class lifestyle, China's air, land, and water are beginning to suffer. Already, a massive dust cloud of eroded soil from Mongolia has darkened the skies over North America, and air pollution from Beijing and Shanghai regularly wafts as far as California. The prospect that all Chinese will strive to live like middle-class Americans is daunting, since it has been calculated that if all of the world's people had an American standard of living, two more planets the size of Earth would be needed to support them.
Teacher Guide: http://www.pbs.org/wgbh/nova/teachers/programs/3108_worldbal.html
SEARCHING FOR LIN ZHAO'S SOUL — 2004 (115 MINUTES)
http://icarusfilms.com/df-linzha
This landmark documentary reveals the tragic life of a gifted young woman who was executed for speaking out during the height of Chairman Mao's rule. Lin Zhao, a top student from Peking University, was imprisoned for defending students and leaders persecuted during Mao Zedong's Anti-Rightist Movement in the late 1950s. A gifted writer, Lin composed endless articles and poems from her cell. Forbidden to use pens, she wrote with a hairpin dipped in her own blood. In 1968 she was executed, her tragic life lost to the margins of history. Four decades later, filmmaker Hu Jie brings Lin's story to light and
uncovers the details of this forgotten woman's fight for civil rights. Searching for Lin Zhao's Soul stands as a landmark in the Chinese independent documentary movement, an unprecedented work of investigation and recovery of modern China's suppressed memories. Director Hu Jie digs through artifacts and interviews first-hand witnesses to Lin's persecution, illuminating an era of political terror that sent millions to their deaths. The result is a lasting testament to a young woman's legacy of courage and conviction. In the words of Chinese writer Ran Yunfei, "Lin Zhao is the spiritual resource for all Chinese people and the legacy for the whole world.
Clip: http://icarusfilms.com/df-linzha
Director’s Statement: https://www.youtube.com/watch?v=NQIGjzj1-vc
DELAMU — 2004 (114 MINUTES)
https://tribecafilm.com/films/512d00621c7d76e0460023f6-delamu
With this ravishing new film, Tian Zhuangzhuang returns to the pastoral cinematic territory of the documentary-based ethnographic explorations of his earlier masterpieces, On the Hunting Ground and The Horse Thief. Shot along an ancient trading route that is etched on the mountainside from the high plateau in Western Yunnan to the trading outposts of Tibet, above the roar of the Nujiang River, Delamu is animated by a series of portraits of people along the way. An old Protestant pastor has returned to his church and his fellow Lisu tribesmen in his parish after years of exile and imprisonment during the Cultural Revolution; a young Tibetan describes his life with his older brother and the wife they share; an old woman from the Nu minority recalls the days when soldiers of the Kuomintang sought out her hand in marriage; and a young wrangler speaks tenderly of the sure-footed mules and ponies who help him make his living. The range and utterly compelling humanity of these and other intimate sketches are as awe-inspiring as the plunging gorges and the soaring mountains that form the backdrop of this work of measured beauty.
SAN YUAN LI — 2003 (45 MINUTES)
http://icarusfilms.com/df-sanyu
Armed with video cameras, twelve artists present a highly stylized portrait of San Yuan Li, a traditional village besieged by China's urban sprawl. China's rapid modernization literally traps the village of San Yuan Li within the surrounding skyscrapers of Guangzhou, a city of 12 million people. The villagers move to a different rhythm, thriving on subsistence farming and traditional crafts. They resourcefully reinvent their traditional lifestyle by tending rice paddies on empty city lots and raising chickens on makeshift rooftop coops.
Clip: https://www.youtube.com/watch?v=pzHXDOQ7ddeA
MY CAMERA DOESN'T LIE — 2003 (92 MINUTES)
https://variety.com/2003/film/reviews/my-camera-doesn-t-lie-1200540907/
A film about Chinese underground filmmakers who were the first to express their truthful and realistic views on China from 1989 until today. It is also the first film speaking about the Chinese homosexual film-scene. The documentary features Chinese intellectuals and directors
such as: Cui Zi'en, Jia Zhangke, Ju An Qi, Li Yu, Liu Bingjian, Liu Hao, Wang Xiaoshuai, Zhang Yuan.
**RAILROAD OF HOPE — 2003 (56 MINUTES)**
https://letterboxd.com/film/railroad-of-hope/details/
*Railroad of Hope* consists of interviews and footage collected over three days with Ning Ying of migrant agricultural workers traveling from Sichuan in China’s interior, to the Xinjiang Autonomous Region, China’s northwest frontier. Through informal interviews aboard the cramped rail cars, Ning Ying explores the hopes and dreams of the workers, many of whom have never left their homes before.
**TO LIVE IS BETTER THAN TO DIE — 2003 (88 MINUTES)**
https://emro.libraries.psu.edu/record/index.php?id=1755
According to Ma Shengyi, a farmer from Wenlou village in central China, there are too many of the following in his village:
*Too many people still selling blood*
*Too many people who have contracted HIV/AIDS from selling blood*
*Too many widows and widowers who can’t afford to send their children to school*
*Too many people whose children are dead*
*Too many lonely old people whose children are dead*
In the 1990s HIV/AIDS came to Wenlou through a blood purchasing program. To supplement their income many poor villagers sold their blood and 60% of those who sold blood contracted HIV/AIDS from unsanitary equipment. Many have died from the disease. In his documentary film, *To Live is Better than to Die*, Weijun Chen tells of the impact AIDS has had in parts of rural China by showing how it has affected the Ma family. It is spring when the film takes up the family’s story. Ma Shengyi’s wife, Leimei, is suffering from full-blown AIDS. Ma Shengyi and the younger two of their three children are HIV positive. Through periodic interviews Chen is able to document the family’s ability to maintain a loving and supportive home environment while struggling with their distressing situation. By the following spring, Ma Shengyi’s wife had died, his son had learned to walk, and his eldest daughter had come to know AIDS, death, and separation.
Film Clip and Peabody Award to Director Chen Weijun:
https://www.youtube.com/watch?v=T-OoIPs9cDg
**PBS: CHINA IN THE RED — 2003 (120 MINUTES)**
http://www.pbs.org/wgbh/pages/frontline/shows/red/
*China in the Red* chronicles three pivotal years of evolution from Communist society to market economy. For half a century, millions of Chinese labored in state factories with cradle-to-grave job security. But reforms bringing prosperity and world-power status now threaten the livelihood of many Chinese. *Frontline* follows ten Chinese citizens caught up in social and economic transformation, struggling to survive in a world they never imagined.
Teacher Guide: http://www.pbs.org/wgbh/pages/frontline/teach/red/
This site has a wide assortment of lesson plans and viewing guide for grades 9-12. "Teaching activities have been designed for social studies and language arts teachers of students in grades 9 to 12. Social studies activities use the documentary to examine the impact of economic growth, globalization, and changing family structures in China. Literature-based activities help students explore Chinese culture. Since the documentary follows many people
over a four-year period, there is also an activity that provides a way for each student to learn about and track each person. Choose the activities that work best for you and your students."
Stream entire film here: https://www.youtube.com/watch?v=ggc0W5EfUkc
**MORNING SUN — 2003 (117 MINUTES)**
http://morningsun.org/film/index.html
The film *Morning Sun* attempts in the space of a two-hour documentary film to create an inner history of the Great Proletarian Cultural Revolution (c.1964-1976). It provides a multi-perspective view of a tumultuous period as seen through the eyes—and reflected in the hearts and minds—of members of the high-school generation that was born around the time of the founding of the People’s Republic of China in 1949, and that came of age in the 1960s. Others join them in creating in the film’s conversation about the period and the psycho-emotional topography of high-Maoist China, as well as the enduring legacy of that period. *Morning Sun* is not a comprehensive or chronological history of the Cultural Revolution as such; nor is it a study of elite politics or of student factionalism. The film essays rather a psychological history. It attempts a cinematic account of experiences and emotions as reflected on by historical actors who themselves were enacting a history that they had learned and wished to recreate in their own lives. It is also a film about the cultures and convictions, as well as the historical events, that created the impetus, language, style and content of the period—the films and plays, the music and ideas, the rhetoric and ideologies, the education and the aspirations, the frustrations and fantasies, as well as the realities and ardor, that a new revolution that attempted to remake revolution itself entailed.
Review: https://www.nytimes.com/2003/10/22/movies/film-review-the-loss-of-relationships-under-mao-s-rough-revolutionary-hand.html
Teacher Guide: http://morningsun.org/about/index.html
Beginning clip: https://www.youtube.com/watch?v=UyYWQyRngL8
**TIE XI QU: WEST OF TRACKS — 2002 (554 MINUTES)**
https://store.der.org/west-of-the-tracks-p250.aspx
*Tie Xi* is a massive industrial complex in northeastern China's Shenyang province. Built during the Japanese occupation of China and restructured with Soviet support after World War II, it is the country's oldest and largest manufacturing center. From the postwar period to the 1980s, the thriving factories employed more than a million workers, but like other state-run industries they began their collapse in the early 1990s.
In *West of the Tracks*, filmmaker Wang Bing documents the slow, inevitable death of an obsolete manufacturing system. Between 1999 and 2001 he meticulously filmed the lives of the last factory workers, a class of people once promised glory during the Chinese revolution. Now trapped by economic change, the workers become deeply moving film heroes in this modern epic. The film is an engrossing portrait of Chinese society in transition. Cahiers du Cinema compares Wang Bing to the great Russian writers and calls his film "a masterful production, an open file on realism." West of the Tracks "opens up a new and radical era in cinematography."
Trailer: https://www.youtube.com/watch?v=1_z4BTaTRko
PBS WIDE ANGLE: TO HAVE AND HAVE NOT – 2002
http://www.pbs.org/wnet/wideangle/episodes/to-have-and-have-not/introduction/886/
Every year this nation’s economy struggles to absorb 20 million new unemployed, while the newly rich move to gated communities with private schools and tennis courts. If this sounds like Daddy Warbuck’s America, it isn’t. It’s the new China. Once the home of the “iron rice bowl” and social equality for all, today China has joined the ranks of the World Trade Organization. The country’s new commitment to private enterprise and free markets may change China more in a single year than most countries change in a decade. This extraordinarily candid film introduces viewers to the unemployed, the working poor and the nouveau riches alike.
Introduction clip: http://www.pbs.org/wnet/wideangle/episodes/to-have-and-have-not/introduction/886/
HERDSMEN – 2001 (89 MINUTES)
https://store.der.org/herdsmen-p/782.aspx
A small film crew tracks a Kazak family in Xinjiang, China’s western-most province, from spring to winter. Unlike the people of Kazakhstan, who grew into a nation of farmers and workers, the Kazaks retained their nomadic life and a close bond with nature. The Kazaks are a small minority among many more tenacious peoples of Xinjiang. To exist they went their way among the mountains and plateaus of the most remote region in the most desolate part of China. The crew follows a typical nomadic family with eleven children as the family travel wherever there is grass for their animals. They endure incredible hardships, sometimes going several days without food. In spite of this they have moments of joy and beauty, believing that nature will support them and that they will survive. The filmmakers’ four-year-long effort shooting the film is part of a recent rise in Chinese filmmakers’ documenting their country’s ethnic diversity. Although it takes a classic ethnographic, observational approach, the film is stunning in its cinematic, epic style. Richly informative for teaching anthropology, Asian Studies, nomadic cultures and kinship.
22-minute clip: https://www.youtube.com/watch?v=BG0A6k8sRw4&feature=emb_logo
THE TURANDOT PROJECT – 2000 (87 MINUTES)
https://www.imdb.com/title/tt0262076/plotsummary?ref_=tt_ov_pl
In May of 1997, Zubin Mehta conducts and Zhang Yimou directs Puccini’s "Turandot" in Florence. A year later, they stage nine performances in Beijing*. This documentary focuses on the China production: a huge and elaborate set, hundreds of extras, three sets of principles, props and costumes matching the Ming Dynasty. Mehta, with his Indian roots and European training, revels in bringing disparate cultures together. Zhang wants the music to come through and anticipates the demands (and habits) of the Chinese audience. Rehearsals; production work; rain; talks with singers, crew, and local officials -- can it all come together? When the chorus is in full volume, no one sleeps.
NYT film review: https://www.nytimes.com/2001/08/10/movies/film-review-an-italian-china-meets-a-chinese-china.html
*Stream original Turandot 2-hour performance in the Forbidden City here:
https://www.youtube.com/watch?v=dyZHi-yVESQ
NIXON’S CHINA GAME — 1999 (59 MINUTES)
http://www.pbs.org/wgbh/amex/china/filmmore/index.html
In February 1972, after a quarter-century of mutual antagonism between the United States and China, President Richard Nixon traveled to Beijing for an historic encounter with Chairman Mao Tse-tung. The climax of a secret White House initiative headed by Henry Kissinger, the diplomatic breakthrough shocked both America's allies and its enemies. Drawing on recently declassified records and key eyewitnesses, the program recreates, step by dangerous step, the events leading up to what Nixon called "the week that changed the world."
Teacher Guide: http://www.pbs.org/wgbh/amex/china/tguide/index.html
NIXON IN CHINA (46 MINUTES)
A compilation of audiovisual materials from the collections of the Richard Nixon Presidential Library.
Stream: https://www.youtube.com/watch?v=4cfsI4ZjTbU
CHINA: A CENTURY OF REVOLUTION — 1997 (120 MINUTES EACH)
http://www.aems.illinois.edu/publications/k12resources/china/docs.html
This series includes:
1. *China in Revolution 1911-1949* (1989) This 2-hour video describes the rivalry between the Chinese Communist Party and the Nationalist Party and highlights the two figures who came to shape events, Chiang Kai-shek and Mao Zedong.
2. *The Mao Years 1949-1976* (1994) tells the story of how Mao Zedong and his colleagues tried to build a "new China." Includes images of the Great Leap Forward and ensuing famine, the Cultural Revolution, and the historic visit of President Nixon.
3. *Born Under the Red Flag 1976-1996* (1997) examines China's transformation to a world economic and military power and its pursuit of two seemingly contradictory goals economic strength and prosperity and absolute Communist Party control as it approaches the 21st century.
CONFUCIUS: WORDS OF WISDOM — 1996 (44 MINUTES)
https://www.studenthandouts.com/world-history/ancient-east-asia/books-films/1996-confucius-words-of-wisdom.htm
Produced by A&E Biography, Confucius: Words of Wisdom discusses the childhood, development, philosophy, and influence of this great man, featuring reenactments of scenes from his life and historical artwork of his image.
Stream entire film here: https://www.youtube.com/watch?v=wgDq1WqPhwM
GATE OF HEAVENLY PEACE — 1995 (180 MINUTES)
http://www.tsquare.tv/
*The Gate of Heavenly Peace* is a feature-length documentary about the 1989 protest movement, reflecting the drama, tension, humor, absurdity, heroism, and many tragedies of the six weeks from April to June in 1989. The film reveals how the hard-liners within the government marginalized moderates among the protesters (including students, workers and intellectuals), while the actions of radical protesters undermined moderates in the government. Moderate
voices were gradually cowed and then silenced by extremism and emotionalism on both sides. It is a sobering tale, for faced with the binary opposition between Communists and anti-Communists, there has been little middle ground left for the rational and thoughtful proponents of positive reform in China. By giving these ignored voices their proper place in history, *The Gate of Heavenly Peace* reveals an ongoing debate in China concerning the importance of personal responsibility and moral integrity, the need, as Vaclav Havel has put it, to "live in the truth."
**Teacher Guide:** [http://www.tsquare.tv/](http://www.tsquare.tv/)
This website explores the origins and history of the protests, the intense international media coverage and underlying themes such as democracy, human rights, reform and revolution, and nationalism. The site contains transcripts, articles, essays, and book excerpts, a tour of Tiananmen Square, and a Media Library with posters, photographs, music, and videos.
Stream Part 1 (112 minutes) here: [https://www.youtube.com/watch?v=1Gtt2JxmOtg](https://www.youtube.com/watch?v=1Gtt2JxmOtg)
Stream entire film here: [https://www.youtube.com/watch?v=WSh1cG-rCnI](https://www.youtube.com/watch?v=WSh1cG-rCnI)
**BUMMING IN BEIJING — 1990 (70 MINUTES)**
[https://www.chicagoreader.com/chicago/bumming-in-beijing-the-last-dreamers/Film?oid=1052540](https://www.chicagoreader.com/chicago/bumming-in-beijing-the-last-dreamers/Film?oid=1052540)
Shot before and shortly after the Tiananmen Square massacre, Wu Wenguang's 1990 video ushered in a new documentary style in China, focusing on urban issues and operating outside the cultural bureaucracy. The five young artists he profiles—a writer, a photographer, two painters, and a director of avant-garde theater—reject a life tethered to the government yet still hope to modernize the urban cultural scene; their frank ruminations about life, art, and the future are punctuated by groundbreaking verite shots of people doing their chores in squalid back alleys and studio apartments. Wu funded the film himself, using a camcorder to capture his subjects at work and at play, and unlike government propagandists he eschews music and voice-over narration for an intimate naturalism akin to Frederick Wiseman's. Most revealing is Wu's portrayal of Zhang Xia Ping, a feisty feminist painter who suffers a mental breakdown; her delirious outburst is the first such episode to be documented in mainland China for a Western audience (Wu especially angered the censors by subtitling his documentary in English). The last third of the video takes place after Tiananmen, when two of the artists have gone abroad and two more are about to leave. The massacre is never mentioned, but Wu documents the artists' disillusionment and cynicism as unflinchingly as he did their earlier idealism.
Trailer: [https://vimeo.com/336168896](https://vimeo.com/336168896)
Stream entire movie here: [https://www.youtube.com/watch?v=5ES1LnLCRtQ](https://www.youtube.com/watch?v=5ES1LnLCRtQ)
**CHUNG KUO, CINA — 1972 (220 MINUTES)**
[https://www.nytimes.com/2017/12/28/movies/chung-kuo-cina-antonioni-moma-forgotten-masterpiece-a-china-travelogue.html](https://www.nytimes.com/2017/12/28/movies/chung-kuo-cina-antonioni-moma-forgotten-masterpiece-a-china-travelogue.html)
...Invited by Mao Tse-tung’s government to make a film, Antonioni arrived in China in the spring of 1972 (shortly after Richard Nixon’s historic visit) and filmed there for approximately five weeks. His movie, which has three parts — the first set in Beijing, the second in various towns and cities along the Yangtze River and the third in Shanghai — is leisurely and largely observational as it follows an itinerary established by official minders. Antonioni conducts no interviews, and ambient Chinese is untranslated. Long passages in which his camera simply watches groups of people engaged in various activities provide something like a tranquil flood of information. …Although Chung Kuo seems to have been initially praised by the Chinese diplomats who previewed it in Italy, Antonioni was soon after accused of perpetrating a malicious slander. Perhaps caught in a political struggle between the relatively liberal Zhou Enlai, the first premier of the People’s Republic of China, and that country’s hard-line Gang of Four, the director became the target of an orchestrated campaign. Wall posters in Beijing showed his face covered with swastikas; he was denounced as a lackey of both Benito Mussolini and the Soviet leader Leonid Brezhnev. The film, of course, went unseen — it was not publicly shown in China until 2004 when it was screened to 800 people at the Beijing Film Academy.
How did an Italian film director wind up rubbing shoulders with Marx, Lenin and the Chinese Communist Party in the lyrics of a children’s ditty? Even more peculiarly, why were Chinese children being mobilised en masse to — frankly speaking — piss him off? How did Antonioni become such a high-priority target of national criticism? See:
https://www.sensesofcinema.com/2013/feature-articles/when-ordinary-seeing-fails-reclaiming-the-art-of-documentary-in-michelangelo-antonionis-1972-china-film-chung-kuo/
Stream Part One (69 minutes) here: https://www.youtube.com/watch?v=IuxseEtIRXI
CHANGING MASK: A LETTER TO ANTONIONI — 2004 (58 MINUTES)
https://homemcr.org/event/chinese-film-forum-presents-china-close-up/
This film re-visits the original places and people featured in Michelangelo Antonioni’s acclaimed documentary, Chung Kuo (1972). First commissioned and subsequently banned by the Chinese government, Antonioni’s film was one of the few western documentaries about China’s Cultural Revolution. Echoing the themes portrayed in Antonioni’s original film, Changing Mask: A Letter to Antonioni portrays the opinions of Chinese people as they discuss changes, they have experienced during the last 40 years.
THE WINGS OF SONGS — 2021 (98 MINUTES)
https://www.nytimes.com/2021/04/05/world/asia/china-uyghurs-propaganda-musical.html
Welcome to *The Wings of Songs*, a state-backed musical that is the latest addition to China’s propaganda campaign to defend its policies in Xinjiang. The campaign has intensified in recent weeks as Western politicians and rights groups have accused Beijing of subjecting Uyghurs and other Muslim minorities in Xinjiang to forced labor and genocide.
The film offers a glimpse of the alternate vision of Xinjiang that China’s ruling Communist Party is pushing to audiences at home and abroad. Far from being oppressed, the musical seems to say, the Uyghurs and other minorities are singing and dancing happily in colorful dress, a flashy take on a tired Chinese stereotype about the region’s minorities that Uyghur rights activists quickly denounced.
Trailer: https://www.youtube.com/watch?v=I934hfjEEwg
Stream entire movie here https://www.youtube.com/watch?v=4lXAZRdW5PI
SISTER — 2021 (127 MINUTES)
http://www.sixthtone.com/news/1007190/Hit%20Film%20Tackles%20Male%20Gender%20Preference%20in%20Chinese%20Families/
A new Chinese movie is casting a spotlight on a long-debated question: Should personal values be prioritized over traditional family values?
The family drama *Sister*, which topped the domestic box office during the recent Qingming Festival holiday, tells the story of An Ran, a young woman who is suddenly faced with having to take care of her 6-year-old brother after their parents die in an accident. The movie follows An’s trajectory as she struggles to balance her own life choices while becoming her brother’s caretaker.
Review: https://supchina.com/2021/04/05/homegrown-movie-sister-dominates-box-office-by-shining-rare-light-on-male-preference-in-chinese-families/
Trailer: https://www.imdb.com/video/vi1669515241?playlistId=tt12788426&ref_=tt_ov_vi
LEAP — 2020 (134 MINUTES)
https://en.wikipedia.org/wiki/Leap_(film)
*Leap* is a 2020 Chinese biographical sports film directed by Peter Chan and starring Gong Li and Huang Bo. The film is based on the China women's national volleyball team's stories spread over more than 40 years. It had been slated for release in China on January 25, 2020, the first day of the Chinese New Year, but was withdrawn due to COVID-19 pandemic. It was selected as the Chinese entry for the Best International Feature Film at the 93rd Academy Awards. The film was released in Mainland China and the United States on September 25, 2020. The cast consists of ten out of the 12 Olympic Gold medalists from the
2016 Rio Olympics squad appearing as themselves. Many other professional volleyball players acted in the movie. (2021 Oscar feature film Submission from China)
Trailer: https://www.youtube.com/watch?v=2ejQWvtjbQ8
THE EIGHT HUNDRED — 2020 (150 MINUTES)
https://en.wikipedia.org/wiki/The_Eight_Hundred
Chinese historical war drama film directed by and co-written by Guan Hu. During the early days of the Second Sino-Japanese War, and on a greater scale World War II, the Imperial Japanese Army invaded Shanghai, which became known as The Battle of Shanghai. After holding back the Japanese for over 3 months, and suffering heavy losses, the Chinese army was forced to retreat due to the danger of being encircled. Lieutenant Colonel Xie Jinyuan of the 524th Regiment of the under-equipped 88th Division of the National Revolutionary Army, leads 452 young officers and soldiers to defend Sihang Warehouse against the 3rd Imperial Japanese Division consisting of around 20,000 troops on a heroic suicidal last stand against the Japanese under an order by Generalissimo of Nationalist China, Chiang Kai-shek. The decision was made to provide a morale boost to the Chinese people after the losses of Beijing and Shanghai, and help spur support from the Allies, who were in full view of the battle from the International Settlement in Shanghai just across from the Suzhou Creek.
Trailer: https://www.youtube.com/watch?v=kbikn8Q148c
The Guardian: The Eight Hundred: How China's Blockbusters Became a New Political Battleground
https://www.theguardian.com/film/2020/sep/18/the-eight-hundred-how-chinas-blockbusters-became-a-new-political-battleground
It was pulled from a film festival, censored by the state and now it’s the year’s second biggest film. Is The Eight Hundred an exhilarating war movie – or slick propaganda?
“The biggest thing is not the censorship itself; it’s the unpredictability of it,” says Mudge. “The things to avoid are pretty much the same” – chiefly politically sensitive issues such as Mao, Tibet, the Tiananmen Square massacre, and Hong Kong democracy – “but if you’re a film-maker or an investor or a producer, and you know that your film could get yanked the day before it’s supposed to be released, even after you’ve spent all your marketing money, it’s a problem.”
THE SACRIFICE — 2020 (122 MINUTES)
http://en.people.cn/n3/2020/1025/c90000-9772706.html
Set during the War to Resist U.S. Aggression and Aid Korea (1950-53), the movie joins a host of films and TV shows recently released to commemorate the 70th anniversary of the Chinese People's Volunteers entering the Democratic People's Republic of Korea to fight in the war.
Trailer: https://www.youtube.com/watch?v=LpUzjkqNKjM
OVER THE MOON — 2020 (100 MINUTES)
https://variety.com/2020/film/reviews/over-the-moon-review-1234798509/
Produced in partnership with Shanghai-based Pearl Studio (the DreamWorks venture responsible for Abominable), Over the Moon celebrates Chinese culture as no mainstream American toon — not even Mulan — has before. But it does so in a way that’s so formulaically Western that it feels like the creative team took “Coco” and dressed it up in another country’s colors, customs and costumes. The plot plays off the myth of Chang’e goddess of the moon, who sacrificed earthly romance with handsome Houyi for immortality among the stars — a legend that Keane himself hand-renders in an impressive early sequence, when the sketch decorating a silk scarf comes to life. Chinese kids know the story of moon goddess Chang’e, which sparks
the movie’s main character, 13-year-old Fei Fei to prove it’s true … by building a rocket to the moon…
Trailer: https://www.youtube.com/watch?v=P_zuK_pergw
ONE SECOND — 2020 (104 MINUTES)
https://variety.com/2020/film/news/zhang-yimou-one-second-china-release-date-1234805038/
The film tells the story of a strong bond that forms between three characters played by Zhang Yi, Liu Haocun, and Fan Wei because of a movie. A new trailer depicts a gritty rural town during the Cultural Revolution period where residents have gathered to watch a projected film, only to find that the print has been unwound, dragged through the dirt and nearly destroyed. They work together to repair it even as a young street urchin fights to steal it. The tone is feel-good and upbeat, comedic but not satirical, despite dark elements like a knife fight in which a man knocks said young urchin unconscious.
New promotional posters for the film consist merely of a handwritten note from Zhang Yimou, who writes, “I’ll never be able to forget the feeling I had when watching a film when I was young. That indescribable excitement and joy was like a dream. Film accompanies us as we grow older. Dreams follow us are whole lives. There will always be a film that you remember your whole life. What you remember perhaps isn’t the film itself, but the kind of longing and expectation you get from looking up at the stars.”
He has previously called *One Second* his “love letter to cinema.”
Trailer: https://www.youtube.com/watch?v=6gYkRPDt5R4&feature=emb_logo
MULAN — 2020 (115 MINUTES)
https://www.rogerebert.com/reviews/mulan-movie-review-2020
| SupChina: Why Chinese Viewers Hate Disney’s ‘Mulan’ (9/11/20) |
|---------------------------------------------------------------|
| As Hong Kong activists solicit worldwide solidarity for the #BoycottMulan movement and Disney faces growing criticism for shooting much of the movie in Xinjiang, Chinese moviegoers have found different reasons to tear the movie apart. |
Its origins date back centuries, and its animated predecessor is beloved within the ’90s Disney canon, but the latest version of *Mulan* couldn’t be more relevant, vital, and alive.
Director Niki Caro’s live-action take on the classic story of a young Chinese woman who disguises herself as a man to become a warrior is thrilling from start to finish. It’s steeped in traditional cultural locales and details yet feels bracingly modern with the help of dazzling special effects and innovative action sequences. You want gravity-defying, wuxia-inspired aerial work, *and* elaborately choreographed martial arts battles and horse stunts? You got ‘em all. And a truly impressive array of veteran actors helps keep the emotions grounded, including Tzi Ma, Donnie Yen, Jet Li and the goddess Gong Li.
Review: https://www.newyorker.com/culture/cultural-comment/the-new-mulanandnbsp-uncomfortable-relationship-with-chinas-past-and-present
Trailer: https://www.youtube.com/watch?v=KK8FHzFluOQ
STRIDING INTO THE WIND — 2020 (156 MINUTES)
https://www.chicagofilmfestival.com/digifilm/striding-into-the-wind/
Fed up with his final year at film school, skilled sound recordist Kun is searching for something more. He coasts through class, works dead-end jobs, and is constantly at odds with his girlfriend. With a newly minted drivers’ license, an old second-hand Jeep, and his best
friend in tow, Kun takes up with a student production and embarks on a journey of self-discovery across China’s lush, varied landscape. Featuring winning performances and directed with a wry emotional clarity, *Striding into the Wind* is a keenly observed meditation on movies, modern China, and the meandering restlessness of youth.
Trailer: [https://www.youtube.com/watch?v=q2NFplc5JfU](https://www.youtube.com/watch?v=q2NFplc5JfU)
**BEING MORTAL — 2020 (96 MINUTES)**
[https://global.chinadaily.com.cn/a/202010/14/WS5f86af4aa31024ad0ba7ea84.html](https://global.chinadaily.com.cn/a/202010/14/WS5f86af4aa31024ad0ba7ea84.html)
Liu Ze’s film is based on a Chinese novel *Deng Dai*. Xia Tian transfers her job back to her hometown in order to take care of her dad who gets Alzheimer’s for over ten years. She thought it will be a comfort for her parents, but as the disease gets worse, the stress of life she gets to learn, and the only thing she can do is just wait… "With China's aging population expanding fast, the country has seen growth in patients diagnosed with Alzheimer's disease," Liu said during the premiere. "Despite *Being Mortal* telling a story about how to best take care of such a patient, the film also wants to explore the conflict and contradiction between China's traditional value to respect filial piety and a family's struggle over high medical fees," Liu added.
Trailer: [https://www.youtube.com/watch?v=xXnwBLoieZM&feature=emb_logo](https://www.youtube.com/watch?v=xXnwBLoieZM&feature=emb_logo)
**JIANG ZIYA: LEGEND OF DEIFICATION — 2020 (110 MINUTES)**
[https://en.wikipedia.org/wiki/Jiang_Ziya_(film)](https://en.wikipedia.org/wiki/Jiang_Ziya_(film))
The film tells the story of the mythological and fictional literary version of Jiang Ziya from the *Investiture of the Gods*, a gargantuan Ming-dynasty (1368–1644) *shenmo* novel that is traditionally attributed to Xu Zhonglin, and incorporates various existing myths into a wider narrative. Jiang Ziya is traditionally depicted in Chinese fiction as a Taoist adept in Chinese folk religion and Taoism. In the original novel, Jiang is a 72-year-old man. In this film, Jiang Ziya is portrayed as a middle-aged man who insists on following his heart despite having a complex past.
Trailer: [https://www.youtube.com/watch?v=JMTH6sNCrsr](https://www.youtube.com/watch?v=JMTH6sNCrsr)
**SUMMER BLUR — 2020 (88 MINUTES)**
[https://www.berlinale.de/en/programme/202106075.html](https://www.berlinale.de/en/programme/202106075.html)
"Mum really misses you. I bought you lots of presents. When you're next here, I'll take you to Disneyland..."
Like a seismograph, 13-year-old Guo moves through Han Shuai's feature debut: locked in a series of close-ups, more of an observer than a participant, quietly registering all of the tremors causing the fabric of her working-class social environment to crumble. Guo becomes witness to her friend accidentally drowning in the river, which results in her inability to deal with her feelings of grief, guilt and longing. The summer heat is as oppressive as the overbearing advances of one of her classmates, the shrill chirping of cicadas permeating the desolation of her loveless home on the outskirts of Wuhan – far away from a mother whose presence in her life is limited only to voice messages. A tender portrait of a young girl defying the confines of her circumstances and coming of age in the process.
Trailer: [https://www.youtube.com/watch?v=Eyy34PmJpHE](https://www.youtube.com/watch?v=Eyy34PmJpHE)
SO LONG MY SON — 2019 (185 MINUTES)
https://www.theguardian.com/film/2019/dec/08/so-long-my-son-review-wang-xiaoshuai-masterpiece
So measured is the pacing, so sinuous the timeline, so understated the subtle ache of the performances that you don’t immediately realize that Wang Xiaoshuai’s exquisite three-hour drama has been performing the emotional equivalent of open-heart surgery on the audience since pretty much the first scene.
A member of China’s so-called “sixth generation” of directors, a group that has its roots in a naturalistic, neorealist tradition, Wang sprang to international prominence with *Beijing Bicycle* (2001), which paid homage to De Sica’s *Bicycle Thieves*. For *So Long, My Son*, which the director co-wrote with Ah Mei, and which unfolds over the course of three decades, the inspiration is drawn from closer to home. China’s recent history – the unforgiving one-child policy; the stinging tail end of the cultural revolution; the seismic shifts in worker status and security as the country lurched from communism to a market economy – is explored through an intimate focus on two couples, linked first by friendship and later by tragedy.
It’s the tragedy that is revealed first. Two boys watch as older children cavort at the edge of a reservoir. One longs to join in; the other, fearful, remains behind. A short time later, the camera lingers at a respectful distance as we see parents Yaojun (Wang Jingchun) and Liyun (Yong Mei) rush to the water’s edge to haul the lifeless body of their son on to the bank. Likewise, their desperation and desolation in the hospital is captured with a wide shot, placing the grieving couple at the end of an oppressive corridor.
Threading back and forward, weaving together buoyant celebration and needle pricks of sadness, both before and after the tragedy, the film elegantly pieces together a portrait of a couple, their adopted child and the family whose fate is tied to theirs. The repeated motif of an instrumental version of *Auld Lang Syne* should be hokey but somehow steeps the picture in a kind of luxuriant sadness and resignation. It’s a gorgeous, melancholy masterpiece.
Trailer: https://www.youtube.com/watch?v=GbJi3YstBzE&feature=emb_logo
NEZHA — 2019 (110 MINUTES)
https://variety.com/2019/film/reviews/nezha-review-1203384829/
…Based on a popular character out of Chinese mythology, Ne Zha was born to Lord Li (Chen Hao) and Lady Yin (Lü Qi), who lied by telling him that he was the reincarnation of the Spirit Pearl. In truth, his Demon Pearl foundation means that he’s fated to be killed by a lightning bolt when he reaches the age of three. His parents, without success, have tried to keep him locked away inside their sprawling domestic compound, so he’s really a victim — of destiny, and of the higher powers, who spend more than their share of screen time in *Nezha* pulling metaphysical puppet strings. The poignance of the movie is that Ne Zha has a Pinocchio side. Part of him would like to be an ordinary boy, even though he can scarcely play a round of Chinese Hackey Sack without smashing the footbag through a wall.
Can he wriggle out of his fate? That’s the question on which the rather busy plot is hung, as Ne Zha gets tugged in different directions by an ambiguous host of spirit mentors, from the stammering Shen Gongbao (Yang Wei), who could be an early-'90s virtual-reality Dracula, to Ao Bing (Han Mo), who looks like a blue-haired version of Legolas from *The Lord of the Rings*,
even though he’s actually the reincarnated son of the Dragon King, who is out to liberate his clan from their underwater prison lair...
Trailer: https://www.youtube.com/watch?app=desktop&v=aJolTuhDr9E
**WISDOM TOOTH — 2019 (104 MINUTES)**
https://variety.com/2019/film/reviews/wisdom-tooth-review-1203429400/
Slippery and surprising, full of odd details and insights, and leaching significant visual and thematic texture from its unusual setting, Liang Ming’s *Wisdom Tooth* must be one of the year’s most remarkable debuts. Set in a depressed Chinese fishing town close to the Korean border during the first snow flurries of winter, the film is partly a crime thriller, partly a distinctly European-flavored relationship drama, but wholly a knotty, complex character portrait of a young woman taking her tentative first steps toward independence. The result feels like a potent hybrid of the Chinese social realist tradition as exemplified by Jia Zhangke and the Korean independent scene of which the films of Lee Chang-dong are at the forefront.
Trailer: https://www.youtube.com/watch?v=7rxTSdE0D1w&feature=emb_logo
**MOSAIC PORTRAIT — 2019 (108 MINUTES)**
https://variety.com/2019/film/reviews/mosaic-portrait-review-1203259501/
At first glance, Zhai Yixiang’s *Mosaic Portrait* looks like it pursues the same semi-journalistic agenda as so much social-issue cinema: Xu Ying, a 14-year-old girl from a rural Chinese village, is discovered to be pregnant, and names one of her schoolteachers as the father. Ying’s father, Xu Guangjun — a frequently absent migrant worker — along with school authorities and visiting reporter Jia, who takes an interest in the case, attempt to piece together the truth of the situation. They are all excessively concerned with Ying’s predicament, yet somehow unable to conceive of Ying’s place within it, and so the men tussle over the sullen teen like dogs over a bone, vying with each other without ever really looking at her.
...The impressions of Ying from others can never hope to describe the totality of her, making this a psychologically inclined project that in itself sets *Mosaic Portrait* apart from the social realist tradition with which it initially flirts. If realism in cinema means mirroring the world as it is, then Zhai’s film, as the title suggests, is that mirror shattered and the pieces reassembled into a picture far more elusive and abstract. And also in its way, more honest, because it refers, in the gaps between those glinting shards, to the mystery of all we can never know about each other, and perhaps can only rarely know about ourselves.
Trailer: https://www.youtube.com/watch?v=snLpHPdbmd8
**LONG DAY’S JOURNEY INTO NIGHT — 2019 (139 MINUTES)**
https://www.rogerebert.com/reviews/long-days-journey-into-night-2019
Time moves differently in *Long Day’s Journey into Night*, a sensuous, dream-like Chinese drama set in and around the Southeast mainland city of Kaili. The first half of the movie — which only shares a title with Eugene O’Neill’s play of the same name — is a disorienting mix of flashbacks and flash-forwards. We follow emotionally withdrawn drifter Hongwu Luo (Jue Huang) as he chases after a woman that he can only vaguely recall. He remembers her in stages: each new place that he revisits — physically and in his memories — brings him closer to her, a woman who may or may not be the enigmatic Kaizhen (*Luoyi/Caution* star Wei Tang). Or maybe her name is Qiwen Wan, like the movie star. It’s hard to tell since time slips through Luo’s fingers as easily as the rainwater that darkens Kaili’s skies and then seeps into the
foundation of almost every building. This is a city—and a mind—that's perpetually on the brink of collapse. How do the locals survive? Why is Luo looking for Kaizhen? What's the point of this story?
The answer to these and many other questions are a matter of faith. Because *Long Day's Journey into Night*, is a slow, fragmented drama that has become somewhat renowned for its inclusion of an hour-long 3-D tracking shot that only occurs about halfway through the movie. And because Luo's quest is, for the most part, about blind devotion...
Trailer: [https://www.youtube.com/watch?v=0yPt3kQzxa8](https://www.youtube.com/watch?v=0yPt3kQzxa8)
**THE WANDERING EARTH — 2019 (125 MINUTES)**
[https://www.imdb.com/title/tt7605074/](https://www.imdb.com/title/tt7605074/)
As the sun is dying out, people around the world build giant planet thrusters to move Earth out of its orbit and sail Earth to a new star system. Yet the 2500-year journey comes with unexpected dangers, and in order to save humanity, a group of young people in this age of a wandering Earth fight hard for the survival of humankind.
Review: [https://www.rogerebert.com/reviews/the-wandering-earth-2019](https://www.rogerebert.com/reviews/the-wandering-earth-2019)
Discussion/publication of eight scholars on the film: [https://u.osu.edu/mclc/online-series/the-wandering-earth/](https://u.osu.edu/mclc/online-series/the-wandering-earth/)
Trailer: [https://www.youtube.com/watch?v=_lsOwtKNsA](https://www.youtube.com/watch?v=_lsOwtKNsA)
**THE FAREWELL — 2019 (100 MINUTES)**
[https://www.rogerebert.com/reviews/the-farewell-2019](https://www.rogerebert.com/reviews/the-farewell-2019)
*The Farewell* announces at the beginning that it’s “based on an actual lie,” but the meaningful truths it reveals couldn’t be more poignant or powerful. And while writer/director Lulu Wang’s film is obviously personal and culturally specific, it achieves a universality and a resonance through its vivid depiction of a family in the midst of crisis.
That crisis was actually Wang’s crisis: Her beloved grandmother was dying in China, and the family decided not to tell their matriarch to protect her and prevent her from living in fear throughout her remaining days. Instead, they planned a lavish wedding as an excuse to bring everyone together one last time…
…In sharing her story with us, Wang achieves a masterful tonal balance throughout *The Farewell*. She’s made a film about death that’s light on its feet and never mawkish. She’s told a story about cultural clashes without ever leaning on wacky stereotypes or lazy clichés. She finds a variety of moments for her actors to shine within a large ensemble cast. And she’s pulled off one of the most perfect endings you’ll ever see. The entire film is pretty perfect, actually, and it’s one of the year’s best.
*Fresh Air* Interview with director/write Lulu Wang:
[https://www.npr.org/2019/07/24/744805282/filmmaker-lulu-wang-based-the-farewell-on-her-family-s-real-life-lie](https://www.npr.org/2019/07/24/744805282/filmmaker-lulu-wang-based-the-farewell-on-her-family-s-real-life-lie)
Trailer: [https://www.youtube.com/watch?v=RofpAjqwMa8](https://www.youtube.com/watch?v=RofpAjqwMa8)
SISTER — 2019 (8 MINUTES)
https://www.thedigitalfix.com/film/news/watch-oscar-nominated-animation-short-film-sister/
A less acknowledged category of the Oscars indeed, but it is hard not to notice that one of the nominations went to the Chinese writer and director Siqi Song and her stop-motion animation *Sister*. The story follows a man’s recount of growing up with his imaginary little sister who could have been born in the 1990s due to the nation’s one-child policy. Drawing inspirations from her training in ink painting as a child, Song’s black-and-white setting is livened by the puppets made of wool, a unique texture to work with. The result is a poignant film that captures a woeful time in the country’s history.
Trailer: https://www.youtube.com/watch?v=dacN7rBHLSw
BALLOON — 2019 (102 MINUTES)
https://www.youtube.com/watch?v=v2RSAO1btzs
At once playful and allusive, *Balloon*’s first moments are viewed through the misty curvature of an inflated condom. Shepherd Dargye’s two boys have found their parents’ stash, delighting in what for them are simply oblong balloons. The Chinese government has instituted quotas on family size, and Dargye’s wife Drolkar, now a mother to three and content to end her childbearing days, has embraced the policy, requesting condoms from a nearby clinic. Meanwhile, Drolkar’s sister, Shangchu Drolma, has renounced motherhood altogether by becoming a Buddhist nun. One day, she runs into an old boyfriend, Dakbum Gyal, whose neglect pushed her towards her vocation — and who has recently published an acclaimed novel that fictionalizes their relationship. The sisters, each in their own way, are making steps towards autonomy. But when a member of the family passes away, urgent new questions arise regarding a woman's duty in this traditional, highly religious community. With its cool colour palette, attentive handheld camerawork, and painterly passages that seem to transpire somewhere between this world and the next, *Balloon* approaches weighty themes with beguiling brio. Its closing sequence, in which each character gazes upward to glimpse some fleeting spectacle, will leave you with a sense of wonder you won’t soon shake off.
Review: https://variety.com/2019/film/reviews/balloon-review-1203319030/
Interview: http://www.sixthtone.com/news/1006551/The%20Tibetan%20Filmmaker%20Fighting%20to%20Put%20Minority%20Stories%20on%20Screen/
Trailer: https://www.youtube.com/watch?v=eZ73CSUer6Q
CRAZY ALIEN — 2019 (116 MINUTES)
https://en.wikipedia.org/wiki/Crazy_Alien
An alien diplomat is sent to Earth to establish intergalactic diplomatic relations. The superpower nation "Armenika" selfishly hide this contact with alien life, believing they are "the most advanced civilization on earth" and therefore have the sole right to do so. The alien diplomat however resents its assignment due to the requirement to interact with lower life forms. The treaty must be signed by exchanging DNA which is performed by putting a ball into the mouth and coating it with saliva. Armenika's Captain Zach Andrews through his own sense of self-importance, fumbles the signing of the treaty when he takes a selfie, and the alien
interprets the flash as a sign of aggression. A satellite hits the alien spaceship, causing it to tumble out of orbit, landing in an amusement park.
Two Chinese men working at the park, monkey trainer Geng Hao and his business-savvy wine merchant friend Shen Tengfei find the crashed alien spaceship, mistaking the alien diplomat for an exotic South American monkey, and remove the alien's headband. Having been in the circus monkey business their entire life, they do not know anything else, so they begin to train the alien as a performing monkey, much to the diplomat's disgust. Meanwhile, Armenika sends Agent John Stockton their top operative, to search for the alien. The alien manages to take photographs of its surroundings by gaining access to its headband for brief periods of time, one of its gadgets apparently being a camera. Due to the setting being an amusement park, it has many replicas of famous architectural monuments around the world. The Armenikan agents intercept the transmission of the photographs, believing it to be in those locations, they go to the Kremlin and the pyramids of Giza, shooting everyone along the way. They eventually catch up with the alien.
Meanwhile, Geng and Shen differ in opinion on what to do with the "monkey". Geng wishes to sell the "rare monkey" but Shen instead wishes to train the "monkey" in order to become a successful performer. The alien regains access to its headband which gives it telekinetic powers and confronts the two men, turning the tables and forcing them to perform for its amusement. It demands Geng sign the treaty by putting a new ball in his mouth, but he misunderstands and swallows the ball. They outsmart the alien, getting the alien very drunk, believing they have killed it, immerse its body in alcohol, planning to sell it. When the Armenikans arrive they hide the alien by dressing up their performing monkey in the alien's suit. They are taken with the disguised monkey to the Armenikan embassy, and the Armenikans interrogate them about the alien. They agree to help. Extracting the ball from his feces, Geng presents it to Agent Stockton, who proceeds to sign the treaty. The two men successfully pass off the monkey as the alien, performing their usual performing monkey show but with commentary explaining the fine points of intergalactic diplomatic etiquette and are let go. Stockton is told by a forensic scientist that the DNA they extracted from the ball was from a monkey, himself and an Asian man's feces. Discovering that he had been tricked, Stockton pursues the two men.
Upon returning home, Geng and Shen discover the alien has resurrected. Stockton follows and arrives shortly after. A final battle ensues and ends with the two Chinese men getting drunk with the alien, signing the treaty with a third and final ball and the alien telekinetically taking all the alcohol home with it.
Review: https://www.cinemaescapist.com/2019/02/crazy-alien-chinese-movie-review/
Trailer: https://www.imdb.com/video/vi1055179033?playlistId=tt6660258&ref_=tt_ov_vi
A DOG BARKING AT THE MOON – 2019 (107 MINUTES)
https://www2.bfi.org.uk/news-opinion/sight-sound-magazine/reviews-recommendations/dog-barking-at-moon-xiang-zi-family-portrait
... Barely fictionalized, *A Dog Barking at the Moon* directly addresses Xiang’s real, thorny family life, seamlessly moving back and forth between decades to understand where she comes from. The maturity and grace of the self-reflection on display and Xiang’s empathy for her imperfect parents is staggering.
Huang Xiaoyu returns home to Beijing from New York with her Western husband in tow, her outsider’s perspective shedding new light on deeply-entrenched family foibles. The film’s
interpersonal conflict was triggered in Xiaoyu’s childhood, when her mother walked in on her father compromised with a male lover. The event resonates into the present, with Xiaoyu’s parents choosing to remain in a resentful, toxic marriage...
To her daughter’s horror, Jiumei finds solace in an exploitative Buddhist cult, and the pair butt heads in standoffs that veer from detached and mundane to fervently antagonistic. With Nan positioned in a passive, observant role, it is left to Naren to cover the emotional spectrum – hers is a spellbindingly funny performance aching with tragedy.
Impressive enough for the story of its inception, *A Dog Barking at the Moon* is an impressive early showcase of Xiang’s cinematic craft: from the lived-in, delicately detailed design of its domestic settings to the lush sound design and tempered, patient camerawork, she and Val Ban work in tandem to create a piece as visually rewarding as it is emotionally adept.
Moments of painful silence are held with evocative restraint. Creative flourishes abound – memories played out as stripped-back stage plays, or the understated overlapping of scenes past and present within a single shot – but every neat trick serves Xiang’s ultimate vision...
Trailer: [https://www.youtube.com/watch?v=PRsCQaXn4_o](https://www.youtube.com/watch?v=PRsCQaXn4_o)
**A FIRST FAREWELL — 2018 (86 MINUTES)**
[https://supchina.com/2021/02/26/a-first-farewell-bids-goodbye-to-a-uyghur-childhood/](https://supchina.com/2021/02/26/a-first-farewell-bids-goodbye-to-a-uyghur-childhood/)
Dedicated to her hometown of Shaya, Xinjiang, director Wang Lina's debut uses non-professional actors to tell a poetic story about three young Uyghur children and their experiences with poverty, Sinicization, and a way of life vanishing before their eyes.
...Movies about Uyghurs tend not to leave China (if even Xinjiang), so it’s definitely exciting when something like *A First Farewell* is brought to wider audiences. The film is short but strong, using non-professional actors to tell a poetic story about three young Uyghur children and their experiences with poverty, Sinicization, and a way of life vanishing before their eyes.
...Given the horrors in Xinjiang right now, some viewers might be disappointed by its indirectness, but it’s only natural that a movie aiming to be approved by Chinese censors has to put what it’s saying softly. Talking about a form of oppression as explicit as internment camps is out of the question in China. Although the film is careful, there’s a strong theme about the Sinicization of Uyghur culture. Several adults push the kids to speak Mandarin, promoting the notion that it’s better and more sophisticated. Nowhere is this attitude stressed more than at the kids’ school, where they study classical Chinese poets but learn nothing about their own culture or history. The teachers reigning over these classes are authoritarian and indifferent. Step out of line, or don’t meet expectations, and you’re berated like poor Kalbinur and her mother.
Trailer: [https://www.youtube.com/watch?v=oTp__JMWh0Q](https://www.youtube.com/watch?v=oTp__JMWh0Q)
**WANGDRAK’S RAIN BOOTS — 2018 (90 MINUTES)**
[https://www.imdb.com/title/tt7961082/plotsummary?ref_=tt_ov_pl](https://www.imdb.com/title/tt7961082/plotsummary?ref_=tt_ov_pl)
After heavy rains, puddles and mud cover the streets of the Tibetan mountain village. It’s good for the crops, but bad for young Wangdrak, the only boy in the village without rubber boots. While his father is busy with other worries, Wangdrak’s mother fulfills her son’s wish. But new shoes bring new problems. For Wangdrak, a battle against the blue sky and for the
rain begins, fought alongside his loyal friend Lhamo. Nestled in the inimitable mountain landscape, director Lhapal Gyal uses vivid imagery to show us a culture steeped in ancient traditions, paying special attention to the young protagonist's dreams.
Trailer: https://www.youtube.com/watch?v=-tzL6gKH3jQ
**THE WIDOWED WITCH — 2018 (118 MINUTES)**
https://www.siff.net/festival-2018/the-widowed-witch
A third-time widow who falls on especially hard times is declared cursed but turns superstition to her advantage by travelling the wintry landscape of rural China and offering supernatural advice, in this modern tale of mysticism told with mordant humor and starkly beautiful cinematography.
Living in a rural town in China, Erhao finds herself widowed for the third time after a fireworks accident kills her husband and injures her. After her brother-in-law attacks her, she realizes she can no longer stay at the home of her in-laws, and leaves in search of starting a life of her own. Erhao is widely deemed inauspicious and even cursed in the eyes of the villagers, who during these cold winter months, are unwilling to share their home or help her find proper food and shelter. Having no one to depend on but herself, she soon discovers she has magical powers that she can use to her advantage, gaining social power and importance by helping the villagers with their own life problems. Erhao instantly becomes the town's famous shaman, and uses her special skills to make a living. Yet as she helps the village people with their issues day after day, she finds it increasingly impossible to satisfy the need and greed of the community. The debut feature of director Chengjie Cai, *The Widowed Witch* explores the painful social issue of the "left-behind child," the injustices centered around women, and superstition in rural China with biting humor.
Trailer: https://www.youtube.com/watch?v=19ckeCdeVhE
**THE ISLAND — 2018 (154 MINUTES)**
https://en.wikipedia.org/wiki/The_Island_(2018_Chinese_film)
The Island is a Chinese fantasy comedy film written, directed, and starts Huang Bo. Passengers of a sea bus, including brothers Ma Jin and Xiao Xing and their colleagues, get stuck in an island and are forced to survive with each other. Meanwhile, Ma Jin and Xiao Xing discover a way to unite the passengers for survival by selling them fishes with playing cards as money, in which Xiao Xing immediately abused his power in and causing brotherly-relationship problems with Ma Jin.
Review: https://variety.com/2018/film/reviews/the-island-review-chu-haoxi-1202901618/
Trailer: https://www.youtube.com/watch?v=LtNiDDb5yk
**JINPA — 2018 (87 MINUTES)**
https://www.dgeneratefilms.com/catalog/JINPA
*Jinpa* is a 2018 Chinese Tibetan-language film written and directed by Pema Tseden. The screenplay is based on the novels *The Slayer* by Tsering Norbu and *I Ran Over a Sheep* by Pema. On an isolated road passing through the vast barren plains of Tibet, a truck driver, who has accidentally run over a sheep, chances upon a young man, who is hitching a ride. As they drive and chat, the truck driver notices that his new friend has a silver dagger strapped to his leg. He comes to understand that his man is out to kill someone, who wronged him earlier in life. As he drops the hitchhiker off at a fork in the road, little does the truck driver realize that
their short time together has changed everything, and that their destinies are inexorably intertwined.
On the path of life, sometimes we meet someone whose dreams overtake our own to the point that they converge.
Trailer: https://www.imdb.com/video/vi2101526297?playlistId=tt8836292&ref_=vp_rv_0
ASH IS PUREST WHITE — 2018 (141 MINUTES)
https://www.nytimes.com/2019/03/13/movies/ash-is-purest-white-review.html
...Viewed from one angle — from the ground level of its plot — the scale of *Ash Is Purest White* can seem modest. It’s the story of two people whose love collapses under the weight of bad luck and betrayal but who can’t manage to quit each other. When Bin is attacked by members of a rival gang, Qiao saves his life. Rather than rat him out, she accepts a five-year prison sentence, after which she goes looking for Bin, who has left their home province, Shanxi. Earlier, he had told her about traditional criminal code of “righteousness and loyalty,” but she seems to be the only one committed to upholding it.
On her way to find him — it’s now 2006 — she takes a ferry down the Yangtze River, through the area soon to be inundated by the construction of the Three Gorges Dam. Later, she will find herself on a train heading west, striking up a friendship with a man bound for the province of Xinjiang. Even without a detailed knowledge of China’s geography or its recent history, a viewer feels the dislocation and momentum of accelerating change — and something of the country’s sheer vastness and density.
There is always something new. By the time *Ash Is Purest White* returns to Datong, in the present day, the city is almost unrecognizable. But Jia Zhangke’s perspective is neither nostalgic nor optimistic. His movies don’t imagine a stable past to be mourned or longed for. (Since 2000, his non- or semi-documentary features, all essential, are *Platform*, *Unknown Pleasures*, *Still Life*, *The World*, *A Touch of Sin*, *24 City* and *Mountains May Depart.*) Nor do they project a happy future on the horizon. His world is in constant motion, and his refusal to hurry through it — the grace of his camera movements, the sometimes agonizing slowness of his scenes — can be understood as a kind of protest, a reminder of the ethical necessity of paying attention.
Trailer: https://www.youtube.com/watch?v=10fKX6VhovQ
OPERATION RED SEA — 2018 (143 MINUTES)
https://en.wikipedia.org/wiki/Operation_Red_Sea
*Operation Red Sea* is a 2018 Chinese-Hong Kong action war film directed by Dante Lam and starring Zhang Yi, Huang Jingyu, Hai Qing, Du Jiang and Prince Mak. The film is loosely based on the evacuation of the 225 foreign nationals and almost 600 Chinese citizens from Yemen's southern port of Aden during late March in 2015 Yemeni Civil War.
It serves as the highlight film presented to audiences as a gift for the 90th anniversary of the founding of the Chinese People's Liberation Army, as well as the party's 19th National Congress. This film is said to be "China's first modern naval film."
Review: https://thediplomat.com/2018/11/operation-red-sea-the-chinese-publics-introduction-to-beijings-new-navy/
Trailer: https://www.youtube.com/watch?v=7sOD1Oc0O4M
DYING TO SURVIVE — 2018 (117 MINUTES)
https://www.hollywoodreporter.com/review/dying-survive-1214786
Wen Muye’s record-breaking social drama, based on a real-life story, lauds a Chinese businessman for circumventing big pharma and illegally importing cheap generic medicine. Crowning Cannes’ China Day events was a screening of *Dying to Survive*, the 2018 dramedy that became a blockbuster both in terms of its $450 million box office (making it the third-highest-grosser in China last year) and its apparent influence on government policies regarding cheap generic drugs for leukemia patients. Produced by hitmaker Ning Hao and directed by 34-year-old Wen Muye (*Drug Dealer*), who won the Golden Horse award for best new director with this film, it humorously and humanely describes the terrible reality of impoverished CML cancer patients unable to afford $70,000 a year worth of a life-saving meds.
Trailer: https://www.youtube.com/watch?v=k1_b4kFOFv8
AN ELEPHANT SITTING STILL — 2018 (234 MINUTES)
https://www.indiewire.com/2019/03/an-elephant-sitting-still-review-1202049702/
…Loosely adapted from one of the two controversial novels Hu wrote before his death, *An Elephant Sitting Still* unfolds like a frozen cross between Paul Thomas Anderson’s *Magnolia* and Jia Zhangke’s *A Touch of Sin* (complete with the light flourish of magical-realism that marriage would lead you to expect). The cold and colorless film takes place over the course of a single day in the industrial desolation of China’s Hebei province — just south of Beijing, though it looks just north of Hell — and collects four wayward souls into such a decrepit mosaic that they can’t even tell they’re part of the same story.
Wei Bu (Peng Yuchang) is the closest thing to a main character. Bullied at home almost as badly as he’s bullied at school, Wei Bu is a blank and glowering stand-in for an entire generation of teenagers who are being denied a future; in a movie that’s almost entirely composed of painful moments, there’s something extra brutal about the scene in which a spiteful administrator at Wei Bu’s second-rate high school tells him the whole place is being demolished: “You will go to the worst high school in the city. When you graduate, most of [your class] will become street vendors.” Wei Bu has no reason not to believe him; he knows that he was born into a dead-end. “I think it makes sense,” he calmly says to a friend, as though double-checking the answer to a math problem.
The girl he likes, Huang Ling (a flinty, no-nonsense Wang Yuwen), is having her own troubles at school…
Review: https://www.newyorker.com/culture/the-front-row/an-elephant-sitting-still-reviewed-a-young-chinese-filmmakers-masterly-portrait-of-political-and-intimate-despair
Trailer: https://www.youtube.com/watch?app=desktop&v=om6xGJ4S3LY
SHADOW — 2018 (116 MINUTES)
https://www.hollywoodreporter.com/review/shadow-ying-review-1140369
The latest gorgeously mounted period film from Zhang Yimou (*Hero, House of Flying Daggers*) was inspired by the yin-and-yang symbol and Chinese ink-brush painting…
…The script, based on a previous screenplay by Zhu Sujin and credited to Li Wei and the director, reimagines a small part of the Three Kingdoms epic as the story of the cunning military commander Yu of the Pei Kingdom. After having been so badly hurt in battle that he has to retreat into the shadows so as not to show his physical failings, Commander Yu
entrusts his job to Jing a lookalike in perfect health who is indebted to him and who is named after a city lost to a foreign army. By employing a body double, the Pei Kingdom won’t show any outward signs of weakness, though apart from Jing and from Yu’s own wife, referred to only as Madam, no one knows about the switch, not even Pei’s young king. In a tense early scene that only makes sense a little later on, the ruler risks finding out when he commands “Yu” to play the zither, which is impossible because Jing might look like Yu, but unlike the latter, he can’t play the ancient instrument.
Trailer: https://www.youtube.com/watch?app=desktop&v=Zw3LjaZlSLM
SUBURBAN BIRDS — 2018 (118 MINUTES)
http://www.cinemaguild.com/theatrical/suburbanbirds.html
A striking debut from China’s Qiu Sheng, Suburban Birds, is a tantalizing mystery and a bittersweet coming-of-age comedy rolled into one. Hao (Mason Lee) is part of a team of young engineers called in to investigate a series of craters that have opened up on the edge of the city. As he and his team survey the subsiding area, another story is taking place in the same suburban landscape. A younger boy, also named Hao, spends long afternoons playing with friends and making mischief until one-by-one, his playmates start to disappear. As these parallel stories unfold, the connections between them proliferate and grow stranger. With virtuosic assurance, Qiu employs distinct styles for each of the two narrative strands and unites them with a wry and wistful sense of humor. Suburban Birds is both a reflection on the slippery nature of memory as well as a comment on China’s rapid urbanization that heralds the arrival of an exciting new voice.
8-minute interview with film maker: https://www.youtube.com/watch?v=Px-F8KE2KxA
Trailer: https://www.youtube.com/watch?v=vFnWW-ezmXg
DOWN THERE — 2018 (11 MINUTES)
A blissful night is unexpectedly interrupted by the sound from downstairs. Different reactions are triggered as well as the relentless indifference.
Trailer: https://vimeo.com/281101082
ANGELS WEAR WHITE — 2017 (108 MINUTES)
https://en.wikipedia.org/wiki/Angels_Wear_White
Mia, a teenager, works as a cleaner in a motel in a small seaside town. One night, while manning the reception for her co-worker Lili, she witnesses the sexual assault of two 12-year-old schoolgirls by a middle-aged man. Through the surveillance TV, she sees the man forcing himself into the girls’ room and records the whole incident with her mobile phone. Mia keeps quiet for fear of losing her job. However, for one of the victims, Xiaowen realizes that her troubles have only just begun. As Mia and Xiaowen find themselves in ever harrowing circumstances and nowhere to run, they have to work together to find their own way out.
Review: https://www.rogerebert.com/reviews/angels-wear-white-2018
Trailer: https://www.youtube.com/watch?v=FYtK7Dxhong&list=PLOG1eYZDB8-Y3th413tYHhvH4qOJR1chn&index=10&t=0s
HAVE A NICE DAY — 2017 (75 MINUTES)
https://www.rogerebert.com/reviews/have-a-nice-day-2018
The stylistic quirks that define the bitterly funny Chinese animated neo-noir *Have a Nice Day* are thrillingly original. This is the kind of film that evokes stylistic predecessors like Quentin Tarantino’s *Pulp Fiction*—another criss-crossing narrative about several tangentially related small-time crooks—and the fiction films of Chinese filmmaker Zhangke Jia, whose melodramas all concern hard-luck laborers who turn to crime in order to escape dirt road poverty. Still, “Have a Nice Day” stands apart because of its bitterly funny black humor, and idiosyncratic animation and sound design. Writer/director Liu Jian has taken familiar stylistic elements, and made them feel fresh, and exciting. …A good part of the brilliance of Liu’s pulpy narrative stems from his consummately light touch, and sparing use of familiar hard-boiled tropes. Events start without a belabored set-up: young Xiao Zhang (Zhu Changlong) steals money from mob boss Uncle Liu (Yang Siming), and everybody wants it back. In this case, “everybody” includes calculating hitman Skinny (Ma Xiaofeng), easily distracted wannabe inventor Li Er (Jian himself), and greedy cousin Ann Ann (Zhu Hong), a relative of Zhang’s girlfriend Yan Zi (who never speaks)…
Review: [https://www.chinafile.com/reporting-opinion/media/chinas-animated-underbelly](https://www.chinafile.com/reporting-opinion/media/chinas-animated-underbelly)
Trailer: [https://www.youtube.com/watch?v=Qt3rs__MFgI](https://www.youtube.com/watch?v=Qt3rs__MFgI)
**YOUTH — 2017 (146 MINUTES)**
[https://en.wikipedia.org/wiki/Youth_(2017_film)#Synopsis](https://en.wikipedia.org/wiki/Youth_(2017_film)#Synopsis)
Feng Xiaogong’s film chronicles the lives of a group of idealistic adolescents in a military art troupe in the People's Liberation Army during the Cultural Revolution. They experience love, lust, betrayal, and sufferings in the background of Mao-era songs and dances. Through the narration of Xiao Suizi, the film follows the story of two key characters, Feng Liu and Xiaoping He. Xiaoping He, a naive, and innocent new recruit from Beijing, and Feng Liu a morally impeccable character, whose comrades praise for being a real life Lei Feng. The pair also participate in the Sino-Vietnamese War in 1979 and become heroes for their act of courage.
Xiaoping He eventually becomes the target of her roommates bullying for her provincial naive mannerisms. A majority of the acts spearheaded by Hao Shuwen, the daughter of the regional commander.
After the war, they are honorably discharged from the Army but struggle to make ends meet in the Reform-era China while they learn lessons from soul-crashing experiences of love, lust, betrayal, and heartbreak.
Review: [https://www.rogerebert.com/reviews/youth-2017](https://www.rogerebert.com/reviews/youth-2017)
Trailer: [https://www.youtube.com/watch?v=qq8fCA8vXZc](https://www.youtube.com/watch?v=qq8fCA8vXZc)
**OUR TIME WILL COME — 2017 (133 MINUTES)**
[https://en.wikipedia.org/wiki/Our_Time_Will_Come_(film)](https://en.wikipedia.org/wiki/Our_Time_Will_Come_(film))
Set in the 1940s, the film tells the story of a legendary woman "Fang Gu" (Zhou Xun), who is one of the key figures during the Japanese occupation of Hong Kong. It also portrays the fight and struggle for freedom and independence by youths of the resistance groups. Directed by Ann Hui, a Hong Kong film director, producer, screenwriter and actress who is one of the most critically acclaimed Hong Kong New Wave filmmakers.
A GENTLE NIGHT — 2017 (15 MINUTES)
https://en.wikipedia.org/wiki/A_Gentle_Night
*A Gentle Night* is a 2017 Chinese short film written and directed by Qiu Yang. It won the Short Film Palme d’Or at the 2017 Cannes Film Festival. In a nameless small Chinese city, a distressed mother desperately tries to find her missing teenaged daughter throughout the night. The film is set in Changzhou, Jiangsu, China.
Trailer: https://www.youtube.com/watch?v=XlaXJBfwwLE
JOURNEY TO THE WEST: THE DEMONS STRIKE BACK — 2017 (109 MINUTES)
https://www.imdb.com/title/tt5273624/
Tang Monk brings three disciples on a journey to the West. On the outside, everything seems harmonious. However, tension is present beneath the surface, and their hearts and minds are not in agreement. After a series of demon-capturing events, the monk and his disciples gain mutual understanding of each others' hardships and unease. Finally, they resolve their inner conflict and work together to become an all-conquering, demon-exorcising team.
This is a sequel to the 2013 film (see box)
Trailer: https://www.youtube.com/watch?v=ljCtlNu-gHU
THE MONKEY KING: HAVOC IN HEAVEN’S PLACE — 2014 (120 MINUTES)
https://www.imdb.com/title/tt1717716/
THE MONKEY KING 2 — 2016 (120 MINUTES)
https://www.imdb.com/title/tt6499150/
THE MONKEY KING 3 — 2018 (116 MINUTES)
https://www.imdb.com/title/tt6766fc4/
JOURNEY TO THE WEST: CONQUERING DEMONS — 2013 (110 MINUTES)
A Buddhist disciple (Zhang Wen) battles demons by using a book of nursery rhymes to appeal to their inherent goodness.
Trailer: https://www.youtube.com/watch?v=CmKrgPr7PA8
THE WRATH OF SILENCE — 2017 (120 MINUTES)
https://www.hollywoodreporter.com/review/wrath-silence-bao-lie-wu-sheng-film-review-1046406
…Having dabbled with noir-ish ruses in his Venice-bowing 2014 debut *Coffin in the Mountain*, Chinese filmmaker Xin Yukun embraces genre cinema wholesale in *Wrath of Silence*, which sets a mute, vengeful miner against a world of corruption. Appropriating visual and narrative tropes from Westerns and film noir with invention and poise, the 32-year-old helmer’s latest is a powerful and fatalistic illustration of the Chinese rural underclass and its futile fight against oppressive social forces…
Beyond all this, Xin’s masterstroke lies in his clever way of accommodating the Chinese censors’ well-documented demand that bad guys must pay onscreen. Justice might be served and the authorities might swoop in to seize the baddies and save the day, but it doesn’t necessarily lead to a happy ending for all. Deadly misdeeds can’t be undone. Ending with the sound of a crying woman and the thundering collapse of a coal mine, *Wrath of Silence* is as loud and devastating a *j’accuse* against social injustice in China as, say, Jia Zhangke’s *A Touch of Sin*.
Trailer: https://www.youtube.com/watch?v=QtbhIe1ebCY
BIG FISH AND BEGONIA — 2016 (100 MINUTES)
https://www.imdb.com/title/tt1920885/
It is a world within our world, yet unseen by any human, and the beings here control time and tide and the changing of the seasons. On the day Chun turns sixteen, she is transformed into a dolphin to explore the human world. She is rescued from a vortex by a human boy at the cost of his own life. Chun is so moved by the boy's kindness and courage that she decides to give him life again. But to do this, she must protect the boy's soul, a tiny fish, and nurture it to grow. Through adventure and sacrifice, love grows, yet now she must release him back to the sea, back to life in the human world.
This animated cartoon could equally fall into the category for best fantasy movies as the otherworldly underwater realm portrayed in the film is depicted in such a beautifully creative and imaginative way.
Trailer: https://www.youtube.com/watch?v=k5eUasNF4AU
Stream entire movie here: https://www.youtube.com/watch?v=iHO0ddkHAVU
SUMMER IS GONE — 2016 (106 MINUTES)
https://www.imdb.com/title/tt6118258/plotsummary?ref_=tt_ov_pl
In Inner Mongolia in the early 1990s, 12-year-old Xiaolei enjoys summer with his father, who works at a film studio, and his education-minded mother. But life is rapidly changing, as stable jobs at state-owned companies disappear. Hohhot-born director Zhang Dalei, who was inspired by "the magic of a daydream" he experienced while visiting his grandmother, has created a portrait of his country's past, in beautiful monochrome. Distancing itself from the nostalgic tone of popular teen dramas, the film presents a boy's detached view of the world. Pema Tseden, of Old Dog and Tharlo, is the executive producer. In a small town in western China in the early 1990s, after finishing primary school, Xiaolei looks forward to his long-awaited summer vacation, free of homework. However, this hot summer is not the usual leisurely summer he imagines, as it coincides with the transformation of state-owned companies and the loss of job security. While Xiaolei and his friends idle away the days, the shock of the reformation of state-owned enterprises sees his parents, seemingly calm in the blazing sunshine, seething with inner anxiety. As time passes, Xiaolei has a feeling that a revolution has quietly taken place. His father has to become a migrant worker to make a living, with the mother and son relying on each other. Xiaolei feels that life has changed completely. One night at the beginning of autumn, the epiphyllum in Xiaolei's yard blooms, as if it were an apocalypse.
Trailer: https://www.youtube.com/watch?v=9u7uO5JZWN4
I AM NOT MADAME BOVERY — 2016 (140 MINUTES)
https://www.theguardian.com/film/2017/may/26/i-am-not-madame-bovary-review-fan-bingbing
There is a lot to admire about this pointed modern-day political satire, but you'll have to get over a few hurdles. One of them is the unnecessary length, another is the distracting use of a circular frame – a device that references Chinese art and hints at its heroine's constrained
plight, but often makes the viewer feel as if they’re peering through a keyhole. The heroine is a comically stubborn villager (a spirited, uglified Fan Bingbing) who embarks on a perverse mission to get her sham divorce overturned so that she can re-divorce her cheating husband properly. He’s added insult to injury by likening her to Pan Jinlian, a literary character associated with promiscuity (misleadingly translated to Madame Bovary in the English title). These grievances are clumsily handled by a succession of self-serving, buck-passing officials, in a similar fashion to Zhang Yimou’s *The Story of Qiu Ju*. The satirical bite dissipates a little as the story drags on, though a powerful, emotional coda makes it worth the wait.
Trailer: [https://www.youtube.com/watch?v=i0lkThj___4](https://www.youtube.com/watch?v=i0lkThj___4)
**FREE AND EASY — 2016 (99 MINUTES)**
[https://asianmoviepulse.com/2019/07/film-review-free-and-easy-2016-by-geng-jun/](https://asianmoviepulse.com/2019/07/film-review-free-and-easy-2016-by-geng-jun/)
The story takes place in a desolate factory town, in a setting that could be easily described as dystopian, although the concept is not futuristic at all. In this strange town, the roads of a number of unlikely individuals meet. A soap salesman pitches his products, although his agenda is not so innocent. A Buddhist monk tries to spread the faith, for a price. A failed martial arts instructor becomes the victim a number of times, including when he is trying to file a report to the two bored and not very smart policemen that comprise the local police department. A young man preaches Christianity while he posts flyers for his mother who is missing. A ranger who is in charge with the area’s reforestation is enraged because someone is stealing the trees. Furthermore, one of the policemen seems to have some ideas regarding a woman in the area, an old lady accompanied by two thugs appear, a murder occurs and unlikely friendships and relationships are built.
Geng Jun has an approach that manages to present social critique through a unique combination of intelligent, subtle and slapstick humor, mainly deriving from the characters and the way their relationships are formed. Each of the characters seems to represent an archetype of the current Chinese society, particularly regarding the faults of each one.
Review: [https://www.hollywoodreporter.com/review/free-easy-969342](https://www.hollywoodreporter.com/review/free-easy-969342)
Trailer: [https://www.youtube.com/watch?v=a_PpgPv7qr8&list=PL_nuMlvzFAilbXI0CvT7CU342Xv5FasIC&index=49](https://www.youtube.com/watch?v=a_PpgPv7qr8&list=PL_nuMlvzFAilbXI0CvT7CU342Xv5FasIC&index=49)
Stream entire movie here: [https://tubitv.com/movies/475497/free-and-easy?utm_source=google-feed&tracking=google-feed](https://tubitv.com/movies/475497/free-and-easy?utm_source=google-feed&tracking=google-feed)
**THE GREAT WALL — 2016 (120 MINUTES)**
[https://en.wikipedia.org/wiki/The_Great_Wall_(film)](https://en.wikipedia.org/wiki/The_Great_Wall_(film))
*The Great Wall* is a 2016 fantasy action monster film directed by Zhang Yimou… An American and Chinese co-production starring Matt Damon, Jing Tian, Pedro Pascal, Willem Dafoe, and Andy Lau, the plot centers a mercenary warrior (Matt Damon) imprisoned within the Great Wall when he discovers the mystery behind one of the greatest wonders of the world. As wave after wave of marauding beasts besiege the massive structure, his quest for fortune turns into a journey toward heroism as he joins a huge army of elite warriors to confront the unimaginable and seemingly unstoppable force. *The Great Wall* is Zhang’s first English-language film… The film received mixed reviews from critics, who said it “sacrifices great story for great action.” Although it grossed $335 million worldwide, the film was still
considered a box office bomb due to its high production and marketing costs, with losses as high as $75 million.
Review: https://www.indiewire.com/2017/02/the-great-wall-review-matt-damon-whitewashing-zhang-yimou-1201783848/
Trailer: https://www.youtube.com/watch?v=avF6GHyyk5c
WOLF WARRIER — 2015 (90 MINUTES)
https://www.imdb.com/title/tt3540136/
A Chinese special force soldier with extraordinary marksmanship is confronted by a group of deadly foreign mercenaries who are hired to assassinate him by a vicious drug lord.
Review: https://variety.com/2015/film/asia/wolf-warriors-review-1201480183/
Trailer: https://www.youtube.com/watch?v=ec7LY8dLYSc
Stream entire movie here: https://www.youtube.com/watch?v=-0S84Z9W-OE
WOLF WARRIER 2
The sequel tells a story of a loose cannon Chinese soldier named Leng Feng who takes on special missions around the world. In this sequel, he finds himself in an African country protecting medical aid workers from local rebels and vicious arms dealers. It was the highest-grossing Chinese film ever released.
Trailer: https://www.youtube.com/watch?v=c-KGNAhvAzJY
Review: https://www.rogerebert.com/reviews/wolf-warrior-2-2017
MOUNTAINS MAY DEPART — 2015 (127 MINUTES)
https://www.filmcomment.com/blog/interview-jia-zhang-ke-mountains-may-depart/
With Mountains May Depart, Jia Zhangke turns his powers of social observation inward, shifting subjects from the physical migrations in contemporary China to the inner emotional complexities arising from the decades following the nation’s great Cultural Reform. With rare intimacy, the filmmaker’s first foray into melodrama reveals the yearnings, melancholy, and indignations of China’s new secret heart.
Comprised of three vignettes set in 1999, 2015, and 2025, Mountains May Depart tracks the lives of childhood friends from Jia’s native Shaanxi—singer-dancer Shen Tao (in one of Zhao Tao’s most tremendous performances), brash young capitalist Zhang (Zhang Yi), and poor mineworker Liangzi (Liang Jin Dong). Each grapples with unfamiliar feelings of loneliness and isolation brought on by the pressure to survive in the nation’s ever forward-thrusting milieu of industrial, technological, and economic progress. In her pursuit of a better life, Tao has to choose between her two loves. But her decision to marry Zhang ruptures the trio’s friendship, and eventually leads to a divorce that forces her to part with her only son Dollar (Dong Zijian) when he moves, first to Shanghai and then to Melbourne with his father…
See more at this site listed above including an interview with Jia Zhangke
Trailer: https://www.youtube.com/watch?app=desktop&v=qc1ZKyhMG6o
RIVER — 2015 (98 MINUTES)
https://www.hollywoodreporter.com/review/river-gtsngbo-shanghai-review-804473
The complexity of human relations is the subject of Tibetan writer-director Sonthar Gyal’s marvelously understated second film, River (Gtsngbo). A small girl of 3 or 4 struggles with her fear of losing her parents’ love when her mother gets pregnant and weans her. At the same time, her stubborn klutz of a dad wages a silent war against his own
father for what he considers an unforgivable lapse. Tibet’s high, lonely mountains lend the story an aching authenticity, while the comically expressive face of little Yangchen Lhamo (played by Yangchan Lhamu) keeps the mood light and tender.
Trailer: https://www.youtube.com/watch?v=epq6PsbKFss
**MONSTER HUNT — 2015 (118 MINUTES)**
https://en.wikipedia.org/wiki/Monster_Hunt
*Monster Hunt* is a 2015 mainland Chinese-Hong Kong 3-D fantasy action comedy adventure film directed by Raman Hui... The film takes place in ancient China, where the Humans existed alongside the Monsters. They once shared the world in peace and harmony until the Humans drove the Monsters out from their home, for they sought total dominion over their lands. Recently, a civil war took place in the Monster Realm which resulted in the usurpation of the Monster King's throne from a treacherous minister, who later sought the Monster Queen and her unborn baby, and the Monster Queen fled to the Human Realm. The story begins with Song Tianyin, an unnerved young village mayor who becomes pregnant with the Monster Queen's baby, and he encounters an aspiring Monster-hunter named Huo Xiaolan, and they both embark on an adventure to protect the baby from villains of the Human and Monster worlds alike.
Review: https://www.rogerebert.com/reviews/monster-hunt-2016
Trailer: https://www.youtube.com/watch?v=vRXTOw1InAE
**THARLO — 2015 (138 MINUTES)**
https://www.watchthefullmovie.com/full-movie/tharlo-2015/
Tharlo is an orphan. Now grown up, he makes a living as a sheep herder in the village. He has grown a ponytail, so people simply call him “Ponytail”, since nobody remembers his real name anyway. Tharlo has a remarkable memory. He remembers so many things, except his own name. He is now in his forties, and he has yet to have his first woman. Now Tharlo goes to town to take a photo for his identity card. He meets a girl in the barber’s shop who changes the course of his life. He embarks on the journey to find his true self. He sells all his sheep and those entrusted by other villagers to him for care, and decides to use the money to go out into the world with the girl, only to find himself being deceived and cheated by her. Ironically, in his journey of self-discovery, Tharlo has lost his sense of self. As he witnesses in the mirror his ponytail being cut off and leaving him bald, he can no longer see himself as a man with a history that he recognizes.
Review: https://www.nytimes.com/2016/09/28/movies/review-tharlo.html
Trailer: https://letterboxd.com/film/tharlo/trailer/
**KAILI BLUES — 2015 (110 MINUTES)**
https://www.kviff.com/en/programme/film/4619213-kaili-blues/
Even a fine sketch of a small episode in an ordinary man’s life can embrace the past, present and future of the largest of nations. In 26-year-old poet Gan Bi’s debut a provincial doctor sets off on a pilgrimage to find his brother’s abandoned son and to reunite bygone lovers through the keepsakes entrusted to him. In one mesmeric, forty-minute take, his journey to his native region is transformed into a mystical experience. The hand-held camera starts to live its own life as it scans a stretch several kilometers long, its unpredictable course resembling the meanders of a river. As the doctor reaches a small Chinese town, the twilight is
transformed into a magical temporal plane which slowly takes possession of his drifting memory. *Kaili Blues* is a visionary cinematic poem about the agonizing desire to displace the past but also to come to terms with it. The main character’s emotions are intrinsically linked with the lives of the rural inhabitants, who are caught between a troubling history and an auspicious future, between their nostalgia and the turbulent changes affecting their country.
Review: [https://movieretrospect.blogspot.com/2016/10/kaili-blues-2015-jumbled-journey-with.html](https://movieretrospect.blogspot.com/2016/10/kaili-blues-2015-jumbled-journey-with.html)
Trailer: [https://www.youtube.com/watch?v=5ZVFtE10aK4](https://www.youtube.com/watch?v=5ZVFtE10aK4)
**LOOKING FOR ROHMER (SEEK MCCARTNEY) — 2015 (88 MINUTES)**
[https://www.sixthtone.com/news/1002095/first-gay-ish-film-widely-released-in-china](https://www.sixthtone.com/news/1002095/first-gay-ish-film-widely-released-in-china)
…A French-Chinese coproduction, the film tells the story of Zhao Jie, a Chinese dancer, coming to terms with his French friend Rohmer having died in an avalanche in Tibet. Han Geng, an actor known for his boyish good looks, plays the lead role of Zhao, while Rohmer is played by French actor Jérémie Elkaïm. The movie’s trailer — released over two years ago, in March 2016 — paints a picture of an ambiguous, complex bromance between the two men. Notably, little if any compelling evidence of a sexual relationship can be found in the Chinese novella upon which the film is based.
While the film is not devoid of gay themes, many are subtly incorporated. After witnessing a fatal car accident, for example, Rohmer numbs the pain at a bar populated by men in pairs that viewers identified as “Destination,” a popular LGBT bar in Beijing. The film’s ending, meanwhile, is a flashback to Zhao and Rohmer performing a traditional Tibetan dance that tells the story of a royal couple parted in death…
Trailer: [https://www.youtube.com/watch?v=FFCXFrvkrmA](https://www.youtube.com/watch?v=FFCXFrvkrmA)
**TEN YEARS — 2015 (105 MINUTES)**
[https://en.wikipedia.org/wiki/Ten_Years_(2015_film)](https://en.wikipedia.org/wiki/Ten_Years_(2015_film))
*Ten Years* is a 2015 Hong Kong dystopian speculative fiction anthology film. It offers a vision of the semi-autonomous territory in the year 2025, with human rights and freedoms gradually diminishing as the Chinese government exerts increasing influence there. Produced on a shoestring budget, the film was a surprise hit…
Due to the film's sensitive political themes, mainland Chinese authorities censored reports mentioning *Ten Years* except in terms of condemnation. State television channels and major internet sites were prohibited from broadcasting the 35th Hong Kong Film Awards live as the film was nominated for Best Film which it eventually won. The film comprises five short stories set in or before the year 2025.
Review: [https://www.npr.org/sections/parallels/2016/07/07/484778210/in-ten-years-a-dystopian-vision-of-hong-kongs-future-under-china](https://www.npr.org/sections/parallels/2016/07/07/484778210/in-ten-years-a-dystopian-vision-of-hong-kongs-future-under-china)
Trailer: [https://www.youtube.com/watch?v=t5miCtwKeAE](https://www.youtube.com/watch?v=t5miCtwKeAE)
**THE NIGHT — 2014 (95 MINUTES)**
[https://www.berlinale.de/en/archive/jahresarchive/2019/02_programm_2019/02_filmdatenblatt_2019_201911388.html#tab=filmStills](https://www.berlinale.de/en/archive/jahresarchive/2019/02_programm_2019/02_filmdatenblatt_2019_201911388.html#tab=filmStills)
A young man stands before his mirror. Self-love and longing. Every evening he admires himself in a different outfit before leaving his apartment and waiting for
clients in a dimly lit alley. This is where he meets a female prostitute of the same age who is new to his district. They flirt, drift together through the streets, toy with the idea of paying each other for sex, and give each other the names of flowers: he is Tuberose and she is Narcissus. The strangers whom they sleep with all remain faceless to them - until one night a young man who calls himself Rose falls in love with Tuberose. With the help of Narcissus, Rose begins to court the young sex worker. Tuberose responds at first with cool reserve, but the yearning love songs of Taiwanese singer Teresa Tung make it difficult for him to remain aloof for long.
In 2014, the then 21-year-old director surprised audiences with this brilliant debut, in which he also plays the leading role. Seducing the viewer with mysteriously atmospheric images, he succeeds in drawing us completely into the search by these three social misfits for warmth across social and gender divides.
Review: https://asianmoviepulse.com/2019/03/film-review-the-night-2014-by-zhou-hao/
Trailer: https://www.youtube.com/watch?v=YbNqLiBTvo4&t=59s
RED AMNESIA — 2014 (116 MINUTES)
https://www.imdb.com/title/tt3890278/plotsummary?ref_=tt_stry_pl
Deng is a stubborn retired widow who spends her days caring about her two grown up sons and her elderly mother, despite her family efforts to stop her. But her daily routine starts derailing when she keeps receiving anonymous calls. Deng began to be suspicious. The policemen and her two sons all think she was hallucinating. With the incident escalated, the emergence of the broken windows, mysterious boy, frequent burglary in the community......until the murder occurred, the unfolded past began to emerge...... What’s happening to her? Who could have anything against her? Even her husband’s ghost doesn’t seem to know...
Review: https://variety.com/2014/film/festivals/venice-film-review-red-amnesia-1201297599/
Trailer: https://www.youtube.com/watch?v=iDKj4pASa8c
BLACK COAL THIN ICE — 2014 (110 MINUTES)
https://variety.com/2014/film/reviews/berlin-film-review-black-coal-thin-ice-1201099676/
A dissolute former detective, a trail of dismembered human remains, and a widow with a dark secret set the stage for a bleak but powerful Chinese film noir.
Trailer: https://www.youtube.com/watch?v=vbQ7LXXEUBM
COMING HOME — 2014 (111 MINUTES)
https://en.wikipedia.org/wiki/Coming_Home_(2014_film)
*Coming Home* is a 2014 Chinese historical drama film directed by Zhang Yimou.
Lu Yanshi was a professor before being sent to the labor camp during the Cultural Revolution. He escapes from the labor camp in Xining to meet his long-missed wife Feng Wanyu and daughter Dandan. However, the police were already waiting outside the house to arrest him.
Dandan, a teenage ballerina, could not play the leading role in *Red Detachment of Women* due to her father's outlaw status. Under the temptation of regaining the leading role, Dandan reveals her parents'
secret meeting plan to the police. The meeting ends with the capture of Lu, but Dandan still does not get the leading role.
After the end of the Cultural Revolution, Lu comes home only to find his family broken—his wife suffering from amnesia and his daughter working as a textile worker. Under the shock of a former official’s sexual harassment, his wife sometimes mistakes Lu as Officer Fang instead of her husband. To reawaken his wife’s memory, Lu disguises himself as a stranger so he can be near his wife. She recognizes him only as a letter reader or a piano tuner, and he never could live close enough with his chaste wife because of her trauma. During these years, Lu continued to write to his wife as a way of communicating with her and to convince her to forgive their daughter.
Several years later Feng is waiting to receive her husband outside the railway station on a snowy day, and Lu is standing with her, pretending to be a pedicab driver.
Reviews: https://www.nytimes.com/2015/09/09/movies/review-in-coming-home-a-family-rocked-by-the-cultural-revolution.html
https://variety.com/2014/film/asia/cannes-film-review-zhang-vimous-coming-home-1201188459/
Trailer: https://www.youtube.com/watch?v=BPv52ucN0aM
THE COFFIN IN THE MOUNTAIN — 2014 (119 MINUTES)
https://www.cmu.edu/faces/Previous_Festivals/2016conflict/coffin.html
After a charred body is discovered in the woods of a Chinese village, a black comedy of death, deception, cupidity, sex, and guilt ensues. A young man tries to rebel from his father, but after the boy’s wrongdoings, their fates will be intricately linked. A woman, who for years has been victim of domestic violence, finds comfort in the arms of her ex-lover. The news of the death of her husband arrives as she was planning his murder. An honest village chief plans to retire but an exceptional event related to his son will pull him into the abyss. *The Coffin in the Mountain* is a striking first feature from Xin Yukun, whose photography background is evidenced by the way cold tones and composition quietly shape the story. Playing with time and sequencing, the drama unfolds as if the viewer is piecing together vague memories from a dream, but as the details crystalize, almost everyone in the small mountain community is shown to be guilty.
Trailer: https://www.youtube.com/watch?v=5Qvg-ak-Few
THE NIGHTINGALE — 2013 (108 MINUTES)
https://www.nytimes.com/2015/11/06/movies/review-in-the-nightingale-the-beauties-of-rural-china.html
The virtues of understatement and restraint are vividly apparent in Philippe Muyl’s *The Nightingale*, a gentle tale that could easily lapse into mawkish sentiment but largely steers clear of doing so. In glittering Beijing, two affluent, fast-track parents, Chongyi (Qin Hao) and Qianying (Xiaoran Li), have scheduled the days of their daughter, Renxing (Xinyi Yang), down to the minute. When mother and father have concurrent business trips, Renxing is entrusted to Chongyi’s father, Zhu Zhigen (Baotian Li), a widower intent on a long-overdue visit to his hometown in southern China. Chongyi is concerned; his father has lost track of Renxing in a public place before.
Off Zhigen and Renxing go, with Zhigen’s caged nightingale in hand, on a road-and-rail trip fraught with a bus breakdown, a wrong forest path taken and other modest obstacles.
Renxing, a petulant urban child addicted to her iPad, discovers the rural beauty of Guangxi Province, as do we. And Mr. Li (an alumnus of the Zhang Yimou films “Ju Dou” and “Shanghai Triad”) proves an appealing guide.
Though the film is a French-Chinese coproduction from Mr. Muyl, a French director, it was China’s Academy Award entry in 2014 for best foreign film. A reworking of Mr. Muyl’s 2002 film *The Butterfly, The Nightingale* demonstrates the ways urbanization has sapped our appreciation of country values and landscape. Mr. Muyl’s unforced direction, coupled with the cinematographer Sun Ming’s lovely images and Armand Amar’s unintrusive musical score, reminds us of what we are missing.
Trailer: [https://www.youtube.com/watch?v=7PANAJ9f31E](https://www.youtube.com/watch?v=7PANAJ9f31E)
**AMERICAN DREAMS IN CHINA — 2013 (100 MINUTES)**
[https://www.youtube.com/watch?v=pg97bpWsl-U](https://www.youtube.com/watch?v=pg97bpWsl-U)
Based on the real-life story of a mainland Chinese teacher who rose to become one of China’s wealthiest men through his English-language tutorial centers, *American Dreams in China*, sees a trio of idealistic young men charting China’s social changes from the 1980s to the 21st century, as they first join forces and then fall out over how to realize their ambitions.
Film Reviews:
[http://blogs.wsj.com/chinarealtime/2013/05/28/americandreamsinchinatopsboxoffice/](http://blogs.wsj.com/chinarealtime/2013/05/28/americandreamsinchinatopsboxoffice/)
[http://www.slate.com/articles/news_and_politics/foreigners/2013/06/american_dreams_in_china_storms_the_box_office_the_chinese_version_of_the.html](http://www.slate.com/articles/news_and_politics/foreigners/2013/06/american_dreams_in_china_storms_the_box_office_the_chinese_version_of_the.html)
Trailer: [https://www.youtube.com/watch?v=pg97bpWsl-U](https://www.youtube.com/watch?v=pg97bpWsl-U)
**A TOUCH OF SIN — 2013 (143 MINUTES)**
[https://www.rogerebert.com/reviews/a-touch-of-sin-2013](https://www.rogerebert.com/reviews/a-touch-of-sin-2013)
“May you live in interesting times” is the familiar Chinese saying, usually spat out as a curse. You can see why in *A Touch of Sin*, a film by renowned director Jia Zhang-ke. That kind of time is now, in the history of his country. With four vignettes inspired by real-life “ripped from the headline” events, he shows what the great economic expansion of China is doing to the majority of its people. It’s not a pretty picture, but it’s a compelling one.
The four stories track a furious miner who goes on a rampage against a company head, a migrant worker who returns home for his mom’s 70th birthday, a young kid from the provinces who can only find work in an exploitative factory or a brothel, and a massage parlor receptionist (played by Zhao Tao, the director’s real-life wife). Jia’s view is of a country with corrupt managers and government officials. It also points up the undeniable income disparity topping even that of the U.S. Still, the displaced and marginalized traverse the country, trying to get some piece of the pie. Or some job…
Trailer: [https://www.youtube.com/watch?v=577D2mDpv5U](https://www.youtube.com/watch?v=577D2mDpv5U)
**TRAP STREET — 2013 (93 MINUTES)**
[https://asianwiki.com/Trap_Street](https://asianwiki.com/Trap_Street)
A city in southern China. In the heat of summer.
While out surveying for the digital mapping company he works for, Li Qiuming offers a pretty young woman a lift home. Not long afterwards, he notices a small box with a memory
stick under the car seat and realizes that the woman, Guan Lifen, must have left it. He arranges to give the box back to her at a Starbucks but is disappointed to be met instead by a man who introduces himself as the director of the lab where Lifen works. He asks for Qiuming’s address and phone number – to thank him, he claims – and Qiuming is left with an uneasy feeling.
So much for romance, he thinks. But when Qiuming tries to enter the mapping data for the street where he met Lifen into his company’s system, the system rejects it as invalid. Revisiting the street for a second survey late at night, he encounters Lifen again, and the two happily resume their conversation in her car.
After this promising start, however, Qiuming suddenly finds his life turned upside-down: his discovery of the memory stick and attempts to get close to Lifen have placed him under suspicion; he is accused of stealing sensitive data.
What can he do to prove his innocence? Can he return to normal life?
Trailer: https://www.youtube.com/watch?v=YlT60Ej5s4o
**DISTANT — 2013 (88 MINUTES)**
https://www.imdb.com/title/tt3103370/plotsummary?ref_=tt_ov_pl
Zhengfan Yan’s debut feature is set in Zhuhai, his home town, the coastal city of Zhuhai. *Distant* is a film that is made up of 13 sections, each comprised of a single long take. Each section tells a story about distance between different time and space, focusing on the subtle moments when people are suddenly confronted with modernity and gradually become lost in the transition between this and their present lives. Without any dialogue, simply working with image, sound, and actions of the characters, these 13 dramatic, realistic and mysterious scenes are painted. It tries to describe today's human condition in an abstract way - its alienation, abandonment, and eternal loneliness.
Trailer: https://www.youtube.com/watch?v=1ycoKOr0Gic
**I KILLED MY FATHER — 2012 (20 MINUTES)**
https://mubi.com/films/i-killed-my-father-2012
This is a story about a fight between a father and a son. The father attempted to strictly set up everything for his son based on his own expectation, whereas the son tried to get away from his father by making films. The film is based on the true story of the director Zhengfen Yang, who has been fighting with his father for almost ten years. The director decided to use a film to examine his ten years’ struggle.
**THE GRANDMASTER — 2012 (130 MINUTES)**
http://www.rottentomatoes.com/m/the_grandmaster/
Directed by acclaimed filmmaker Wong Kar Wai, *The Grandmaster* is an epic action feature inspired by the life and times of the legendary kung fu master, Ip Man. The story spans the tumultuous Republican era that followed the fall of China's last dynasty, a time of chaos, division and war that was also the golden age of Chinese martial arts. Filmed in a range of stunning locations that include the snow-swept landscapes of Northeast China and the subtropical South, *The Grandmaster* features virtuoso performances by some of the greatest stars of contemporary Asian cinema, including Tony Leung and Ziyi Zhang.
Film Clips: http://videos.huffingtonpost.com/entertainment/the-grandmaster-movie-review-517906193
LOST IN THAILAND — 2012 (105 MINUTES)
http://www.huffingtonpost.com/2013/05/29/lost-in-thailand-xu-zheng_n_2978185.html
The historical epic, fantasy, action, and thriller genres have long filled China's domestic movie screens. But *Lost in Thailand* was a low-budget and light-hearted road-trip tale about an ambitious executive who goes to Thailand to get his boss's approval for a business deal. Along the way he's pursued by a rival co-worker and encounters a wacky tourist who helps him rethink his priorities.
Trailer: https://www.youtube.com/watch?v=UqZb1bUKJQ0
THE LAST SUPPER — 2012 (110 MINUTES)
https://en.wikipedia.org/wiki/The_Last_Supper_(2012_film)
The story is told in flashbacks from the point of view of a 61-year-old Liu Bang, the founding emperor of the Han Dynasty. Liu Bang has been experiencing nightmares and living in fear and apprehension as he constantly suspects that someone is trying to kill him. In his whole life, he has been afraid of only two persons: Xiang Yu, who fought with him for supremacy over China after the fall of the Qin Dynasty; Han Xin, a man who previously served Xiang Yu, but later became a general under him, and helped him defeat Xiang Yu... It is said that he finally found peace in death because he has been living in suspense and uncertainty.
Trailer: https://www.imdb.com/video/vi1931458585?ref_=tt_pv_vi_aiv_1
CAUGHT IN THE WEB — 2012 (121 MINUTES)
http://www.rottentomatoes.com/m/caught_in_the_web/
This contemporary ensemble drama directed by Chen Kaige centers around the story of a young woman, who after learning of a terminal illness, is caught on video mistreating an elderly bus passenger. She quickly becomes the victim of a massive viral internet campaign, with her life, and the lives of everyone around her, slipping into chaos and media scrutiny. A social commentary about the 'sound bite' society we are becoming, it is a moving tale of the effects media and technology have on the truth, and the damage quick judgments can cause.
Trailer: https://www.youtube.com/watch?v=QyouKr5OndQ
THE FLOWERS OF WAR — 2011 (146 MINUTES)
https://en.wikipedia.org/wiki/The_Flowers_of_War
*The Flowers of War* is a 2011 historical drama war film directed by Zhang Yimou, starring Christian Bale, Ni Ni, Zhang Xinyi, Tong Dawei, Atsuro Watabe, Shigeko Kobayashi and Cao Kefan. The film is based on a novella by Geling Yan, *15 Flowers of Nanjing*, inspired by the diary of Minnie Vautrin. The story is set in Nanking, China, during the 1937 Nanking Massacre in the Second Sino-Japanese War. A group of escapees, finding sanctuary in a church compound, try to survive the Japanese atrocities.
Review: https://www.rogerebert.com/reviews/flowers-of-war-2012
Trailer: https://www.youtube.com/watch?v=jS8o4ZVo-Gc
11 FLOWERS — 2011 (116 MINUTES)
https://www.nytimes.com/2013/02/22/movies/11-flowers-directed-by-wang-xiaoshuai.html
Poised on the brink of sexual awareness and the waning of the Cultural Revolution, an 11-year-old boy struggles to interpret the signals from his changing body and an increasingly confusing world.
Yet Wang Xiaoshuai’s *11 Flowers* never allows politics to overwhelm its fondly intimate portrait of life in a Chinese village in 1975. Seen through the curious eyes of the young Wang Han (Liu Wenqing) and his friends, the film’s more mysterious events — including a corpse on the riverbank and the strange sadness of a neighbor’s beautiful daughter — are little more than incomprehensible distractions from the daily rituals of rural life.
Delicate and autobiographical (Wang Han was the director’s name when he was a child, and the story is constructed from his boyhood memories), *11 Flowers* clings steadfastly to its youthful point of view. And while there is a plot involving a lost shirt and a fateful encounter with a murderer, information leaks through from the adult world mostly in the form of glimpsed interactions and overheard conversations.
This oblique approach allows small moments of direct connection between Wang Han and his parents — in particular lovely scene where his father teaches him about the brush strokes in a Monet — to resonate with luminous simplicity. And when someone remarks that “a change is coming,” he’s as likely to be suggesting a shift in the weather as the dawning of a brand-new era.
Review: [https://www.npr.org/2013/02/21/172395278/11-flowers-a-revolutionary-childhood](https://www.npr.org/2013/02/21/172395278/11-flowers-a-revolutionary-childhood)
Trailer: [https://www.youtube.com/watch?v=WzUt4p8oHI](https://www.youtube.com/watch?v=WzUt4p8oHI)
**THE SURROUNDINGS — 2011 (28 MINUTES)**
[https://www.imdb.com/title/tt2402215/plotsummary?ref_=tt_ov_pl](https://www.imdb.com/title/tt2402215/plotsummary?ref_=tt_ov_pl)
In a society obsessed with economic development, a young man from a rural area is hired to take care of an old man living on a farm. The old man stands firmly on keeping his home, while the young man works hard to make a life for him and his girlfriend. However, the two are met with the harshness of a society that's leaving them behind. In the end, they become victims to a fate they did not choose.
**NO. 89 SHIMEN ROAD — 2010 (85 MINUTES)**
[https://www.imdb.com/title/tt1802807/](https://www.imdb.com/title/tt1802807/)
In the late 1980's Shanghai, a 16-year-old boy, Xiaoli, comes of age surrounded by his neighbors and grandfather. His best friend is a girl named Lanmi, a couple years older than him. But Lanmi slowly drifts away from him, lured by the new opportunities which come as China opens up to foreign goods and businessmen. At the same time, the 1989 events force Xiaoli to grow up and to let go of his teenage dreams.
Review: [https://16mm.pl/2014/11/01/shanghai-onoff-screen-no-89-shimen-road-2010-dir-shu-haolun/](https://16mm.pl/2014/11/01/shanghai-onoff-screen-no-89-shimen-road-2010-dir-shu-haolun/)
Trailer: [https://www.youtube.com/watch?v=xc-y-JGwFEs](https://www.youtube.com/watch?v=xc-y-JGwFEs)
**BUDDHA MOUNTAIN — 2010 (104 MINUTES)**
This drama directed by Yi Yu chronicles the lives of three youths who have no intention of sitting exams and getting into universities and a retired Chinese opera singer who is mourning the death of her son. The film explores themes of teenage confusion, angst, and rebellion and the impermanence of life.
Trailer: [https://www.youtube.com/watch?v=cqL-p_niM5I](https://www.youtube.com/watch?v=cqL-p_niM5I)
**PIERCING I — 2010 (103 MINUTES)**
[https://www.youtube.com/watch?v=ueKJULZewok&lc=z12uvva4urfcjlj3h22gynhzhkieflm3x](https://www.youtube.com/watch?v=ueKJULZewok&lc=z12uvva4urfcjlj3h22gynhzhkieflm3x)
With his head pressed hard against the ground and a cursing, violent security guard standing above him, the young Zhang has hit rock-bottom. He would like to leave Beijing, and return to the life in the countryside, which he abandoned in search of job opportunities, which no longer exist. But when he helps an accident victim, on his way to the train station, a chain-reaction of fateful events is set in motion, which finally results in both extortion and murder; it is not so easy to leave Beijing. Liu Jian’s animation feature debut is a slice of Chinese megacity realism, which takes as its starting point the global financial crisis and slowly develops into a classic entanglement crime thriller, which would make the Coen brothers proud. Moments of hope are few and far between in the director’s take on modern China. Beijing is a place inhabited by a cynical, despondent youth and a frustrated working class, and provides the setting for this melancholy story, brought to life in simple, grey images, simple animation, and a dry sense of humour. *Piercing I* provides sharp insights into modern China, and is a rare example of an animated auteur film, from a director with something to say.
Trailer: [https://www.youtube.com/watch?v=ueKJULZewok](https://www.youtube.com/watch?v=ueKJULZewok)
**MY MONGOLIAN MOTHER — 2010 (100 MINUTES)**
[https://asianwiki.com/My_Mongolian_Mother](https://asianwiki.com/My_Mongolian_Mother)
The film is a touching epic drama based on a true story. In the 1960s, about 3,000 Chinese orphans were sent to Inner Mongolia. In the Xilingol grassland, Qiqigema Erji adopted Chen Chen and Yu Sheng even though her husband disapproved. The children grew up as Mongolian nomads. But 20 years later, upon hearing the news that biological parents were looking for their children, Chen Chen left for Shanghai in the hope of meeting his parents. Yu Sheng finally did meet his parents and faced a choice as to where he wanted to live.
Stream entire movie here: [https://www.youtube.com/watch?v=BYvAyEy9hNI](https://www.youtube.com/watch?v=BYvAyEy9hNI)
**THE PIANO IN A FACTORY — 2010 (107 MINUTES)**
[https://en.wikipedia.org/wiki/The_Piano_in_a_Factory](https://en.wikipedia.org/wiki/The_Piano_in_a_Factory)
Set in the 1990s, laid-off worker Chen Guilin was betrayed by his wife, who remarried a rich businessman who has much more money than him. The condition for the custody of their daughter is to give their daughter a piano. Chen tries all means to borrow money from his friends, even attempting to steal a piano, but all his attempts fail. Despite these challenges, Chen always maintains an optimistic outlook. Finally, he decides to build a piano with his friends.
The group eventually build a piano which is made of steel. He also organizes a band to make a living and uses his wisdom to create a life which is full of sound and color.
Review: [https://www.hollywoodreporter.com/review/piano-factory-film-review-32286](https://www.hollywoodreporter.com/review/piano-factory-film-review-32286)
Trailer: [https://www.youtube.com/watch?v=pPqX0JGjvbg](https://www.youtube.com/watch?v=pPqX0JGjvbg)
APART TOGETHER — 2010 (97 MINUTES)
https://www.imdb.com/title/tt1587878/plotsummary?ref_=tt_ov_pl
Liu returns to his native city Shanghai after 50 years spent in Taiwan. He has come to find the first love of his life, Qiao, who he left behind pregnant. In the meantime, Qiao has married and formed a family. But Liu is determined to get the family's approval to take her away with him.
Trailer: https://www.youtube.com/watch?v=zs3MLm7w7Ak
LOST ON JOURNEY — 2010 (95 MINUTES)
https://www.timeoutshanghai.com/features/Film-Film_features/5299/7-classic-Chinese-New-Year-films-to-watch-this-holiday.html
Another chunyun film, but a rarity on this list because, for once, it is not a bleak drama tugging on the social conscience of ‘new money’ China, but a comedy. Heading back home for Chinese New Year (and to divorce his wife), a wealthy businessman has his journey ruined when he accidentally joins forces with a stranger (think of it as a Chinese version of *Planes, Trains and Automobiles*). Everything that could possibly go wrong does go wrong, and they have to race home on any transportation they can get.
Trailer: https://www.youtube.com/watch?v=7ijVmya3hBU
SACRIFICE — 2010 (132 MINUTES)
https://www.youtube.com/watch?v=tJEWZ33guH4
*Sacrifice* is a richly designed and wrenchingly emotional historical drama from veteran director Chen Kaige (Palme d'Or winner and Academy Award nominee for *Farewell My Concubine*).
Based on the medieval play *Orphan of Zhao*, the first Chinese play known in Europe, the film recounts an epic power struggle between feudal princes, counterpoised with the melancholy tale of one ordinary man caught up in it all, and the steep price paid by his family. Chen -- renowned both East and West for lavish sagas like *Temptress Moon* (1996) and *The Emperor and the Assassin* (1998) -- imaginatively realizes an ancient Chinese kingdom and expertly constructs an intricate plot filled with clan rivalries, court intrigue and betrayal. A Machiavellian general (Wang Xueqi) plots the overthrow of the reigning Zhao clan. In the violent coup d'état that ensues, a loyal and humble doctor (popular Chinese star Ge You of *Let the Bullets Fly*) fulfills a promise to protect an infant Zhao heir from the bloodshed. When a case of mistaken identity has devastating consequences, he ends up raising the Zhao boy in secret -- and meditating a long, slow revenge. Despite the grandeur of the narrative, the heart of *Sacrifice* is the very human relationship between the doctor and the boy, who is caught between familiar adolescent growing pains and the gnawing intuition of a mysterious and powerful destiny. A stellar cast helps Chen shape an exquisite melodrama with a surprisingly intimate tone. *Sacrifice* is a fable of honor and retribution told with the feeling and insight of a Shakespearean tragedy.
Trailer: https://www.youtube.com/watch?v=tJEWZ33guH4
THE KARATE KID — 2010 (135 MINUTES)
http://www.rottentomatoes.com/m/karate_kid_2010/#
When his mother's career results in a move to China, 12-year-old Dre Parker (Jaden Smith) finds that he is a stranger in a strange land. Though he knows a little karate, his fighting skills are no match for Cheng, the school bully. Dre finds a friend in Mr. Han (Jackie Chan), a
maintenance man who is also a martial-arts master. Mr. Han teaches Dre all about kung fu in the hope that Dre will be able to face down Cheng and perhaps win the heart of a pretty classmate named Mei Ying.
Clips: https://www.rottentomatoes.com/m/karate_kid_2010
**LET THE BULLETS FLY — 2010 (132 MINUTES)**
https://www.youtube.com/watch?v=641U0JfDMjY
When legendary bandit Pocky Zhang (Jiang Wen) violently crosses paths with a con man Tang (Ge You), he is offered an intriguing proposition: become the governor of Goose Town and make more money in a month than a year of train robberies. But neither realizes that Goose Town is already under the iron rule of Master Huang (Chow Yun-Fat), a ruthless and wealthy crime lord. Zhang and Huang begin a hyper-violent and hilarious series of escalating mind games in this masterfully vicious, pitch-black action comedy that will have you laughing and cringing at the same time.
Trailer: https://www.youtube.com/watch?v=641U0JfDMjY
**CONFUCIUS — 2010 (125 MINUTES)**
https://en.wikipedia.org/wiki/Confucius_(2010_film)
The film begins with Confucius as an old man, thinking back. Then we see him in his early 50s, being promoted from Mayor to Minister for Law in his home state of Lu. He is confronted with ethical issues after saving a slave-boy who was due to be buried alive with his former master who has just died. There are a lot of complex politics and war, ending with Confucius being rejected and becoming a wandering scholar. After many hardships and losses, he is invited back as an old man. We see him finally preparing the Spring and Autumn Annals, expecting that this book will determine his future influence. The film was scheduled to screen later in 2009 to commemorate the 60th anniversary of the founding of the People's Republic of China, as well as the 2,560th birthday of Confucius himself. However, the release date was later moved to January 2010.
Trailer: https://www.youtube.com/watch?v=DDqDC2VFAS8
Stream entire movie here: https://www.youtube.com/watch?v=el3i3TfNg-I
**CITY OF LIFE AND DEATH (NANJING! NANJING) — 2010 (137 MINUTES)**
http://www.rottentomatoes.com/m/city_of_life_and_death/
*City of Life and Death* takes place in 1937, during the height of the Second Sino-Japanese War. The Imperial Japanese Army has just captured the then-capital of the Republic of China, Nanjing. What followed was known as the Nanking Massacre, or the Rape of Nanking, a period of several weeks wherein tens of thousands of Chinese soldiers and civilians were killed. The film tells the story of several figures, both historical and fictional, including a Chinese soldier, a schoolteacher, a Japanese soldier, a foreign missionary, and John Rabe, a Nazi businessman who would ultimately save thousands of Chinese civilians.
Trailer: http://www.youtube.com/watch?v=VlTLamXyc_I
**DOOMAN RIVER— 2010 (90 MINUTES)**
https://variety.com/2010/film/reviews/dooman-river-1117943259/
...In *Dooman River* (usually written as Tumen River in English), the focus is on the forlorn lives of a family of three — playful pre-adolescent Chang-ho his mute older sister, Soon-hee, and their equally untalkative grandfather — who reside in an impoverished village near the titular border. When Chang-ho meets a Korean escapee his own age, they form an erstwhile bond based on a mutual love of soccer, while the other villagers grow fearful of crimes committed by famine-stricken refugees seeking food and shelter...
Trailer: [https://www.youtube.com/watch?v=1VhUPzBhull](https://www.youtube.com/watch?v=1VhUPzBhull)
Stream entire movie here: [https://tubity.com/movies/445519/dooman-river?start=true&utm_source=google-feed&tracking=google-feed](https://tubity.com/movies/445519/dooman-river?start=true&utm_source=google-feed&tracking=google-feed)
**HOT SUMMER DAYS — 2010 (99 MINUTES)**
[http://movies.nytimes.com/2010/10/01/movies/01hot.html?adxnnl=1&adxnnlx=1293285649-KrMUHeodmx2ZpAOjXsFIgw](http://movies.nytimes.com/2010/10/01/movies/01hot.html?adxnnl=1&adxnnlx=1293285649-KrMUHeodmx2ZpAOjXsFIgw)
Do they have date movies in China? Probably, and *Hot Summer Days*, an enjoyable concoction of loosely intertwined stories of love and obsession, is just right for that purpose. The film, by Tony Chan and Wing Shya, is intricate without being taxing and does just what you want a date movie to do: generate high hopes about the exhilarating, sometimes painful adventure that is love. (Hong Kong production)
Trailer: [https://www.youtube.com/watch?v=EqyUlb6VmLY](https://www.youtube.com/watch?v=EqyUlb6VmLY)
**CRAZY RACER — 2009 (99 MINUTES)**
[https://en.wikipedia.org/wiki/Crazy_Racer](https://en.wikipedia.org/wiki/Crazy_Racer)
*Crazy Racer*, also known in some countries as *Silver Medalist*, is a 2009 Chinese black comedy movie directed and written by Ning Hao, filmed mostly in the southern coastal city of Xiamen, China.
The plot follows four seemingly separate stories that intersect and converge at points throughout the movie. It begins with the protagonist, Geng Hao losing first place in a cycling race and subsequently being tricked into sponsoring an energy drink containing illegal performance-enhancing substances by corrupt businessman Li Fala which causes him to forfeit the winnings from his silver medal. Disgraced and outlawed from ever participating again in the sport, Geng Hao’s coach suffers from a heart attack, prompting Geng Hao to seek retribution from Li Fala, who he believes is the cause. In the process of obtaining the money for his coach's funeral, Geng Hao crosses the paths of local criminals, perpetually confused policemen and Taiwanese gangsters.
Trailer: [https://www.youtube.com/watch?v=HbXPqGC65Cw](https://www.youtube.com/watch?v=HbXPqGC65Cw)
**THE SEARCH — 2009 (117 MINUTES)**
[http://www.icarusfilms.com/df-sear](http://www.icarusfilms.com/df-sear)
A director, his assistant, and a businessman drive through the Amdo region of Tibet, scouring small villages to find actors for their adaptation of the *namthar* of Drime Kunden, an opera traditionally performed for the Tibetan New Year, that tells the story of a prince—an early incarnation of Buddha—who gives away all his possessions, his wife and children, and even his own eyes.
Driving through the country's stunning landscapes, the crew meets frustration in their search for actors who can live up to the legendary roles. They find that while many of the traditions they would like to film have persisted, others are disappearing.
Directed by Pema Tseden, whose *The Silent Holy Stones* was China's first Tibetan-language film, *The Search* reveals a contemporary Tibet where the ancient and the modern co-exist. The film is framed by two love stories. In the first village they visit, the team discovers the perfect actress to play Made Zangmo, Drime Kunden's wife, but she will not perform unless her ex-boyfriend, who has left the village for a job in the city, plays the lead. The crew consents, and brings her along to find him. Along the way, the businessman tells the story of his first love. This moving account entertains the crew between stops in the villages, and captivates the otherwise quiet actress.
A human story that unfolds in the context of religious parable and historical change, *The Search* offers a sensitive, nuanced look at contemporary Tibet.
Review: [https://www.npr.org/templates/story/story.php?storyId=106089201](https://www.npr.org/templates/story/story.php?storyId=106089201)
**A WOMAN, A GUN, AND A NOODLE SHOP — 2009 (95 MINUTES)**
[http://www.sonyclassics.com/awomanagunandanoodleshop/synopsis.html](http://www.sonyclassics.com/awomanagunandanoodleshop/synopsis.html)
Wang is a miserable yet cunning noodle shop owner in a desert town in China. Feeling neglected, Wang's wife secretly goes out with Li, one of his employees. A timid man, Li reluctantly keeps the gun the landlady bought for 'killing her husband later'. However, not a single move they make escapes the boss's notice, and he decides to bribe patrol officer Zhang to kill the illicit couple. It looks like a perfect plan: the affair will come to a cruel but satisfying end... or so he thinks, but the equally wicked Zhang has an agenda of his own that will lead to even more violence.
Review: [http://www.nytimes.com/2010/09/03/movies/03woman.html?pagewanted=all&_r=0](http://www.nytimes.com/2010/09/03/movies/03woman.html?pagewanted=all&_r=0)
Trailer: [https://www.youtube.com/watch?v=oLJiLp_mMCU](https://www.youtube.com/watch?v=oLJiLp_mMCU)
**MAO'S LAST DANCER — 2009 (127 MINUTES)**
[http://www.rottentomatoes.com/m/maos_last_dancer/](http://www.rottentomatoes.com/m/maos_last_dancer/)
From Academy Award nominee Bruce Beresford comes *Mao's Last Dancer*, the inspiring true story of Li Cunxin and his extraordinary journey from a poor upbringing in rural China to international stardom as a world-class ballet dancer. Based on the bestselling autobiography, *Mao's Last Dancer* weaves a moving tale about the quest for freedom and the courage it takes to live your own life. The film compellingly captures the struggles, sacrifices, and triumphs, as well as the intoxicating effects of first love and celebrity amid the pain of exile.
Mao's Last Dancer and wife Mary Li on raising their deaf daughter, Sophie (2021) [https://www.youtube.com/watch?v=nUvpTn_aFtc](https://www.youtube.com/watch?v=nUvpTn_aFtc)
Teacher Guide: [https://teachwithmovies.org/maos-last-dancer/](https://teachwithmovies.org/maos-last-dancer/)
Trailer: [https://www.youtube.com/watch?v=iPM-tmT9sV8](https://www.youtube.com/watch?v=iPM-tmT9sV8)
**A NORTH CHINESE GIRL — 2009 (81 MINUTES)**
[https://www.tcm.com/tcmdb/title/774983/a-north-chinese-girl/#synopsis](https://www.tcm.com/tcmdb/title/774983/a-north-chinese-girl/#synopsis)
Xiao Xue is nineteen and lives in a town in northern China. During the day she works in a fashion store, and at night, she accompanies her boss on his various social engagements and
activities. When he goes out with his friends, she makes herself useful as a hostess, joining him in karaoke bars and nightclubs. Xiao Xue sees her after hours involvement in her boss' life as a launching pad to improve her standard of living. But then she discovers she is pregnant and this changes her life in an unexpected way.
QUICK, QUICK, SLOW — 2009 (83 MINUTES)
http://www.imdb.com/title/tt1516572/
A comedy about ordinary people taking part in a dance competition. China hosts the Olympics for the first time. The whole country is excited. The forgotten generation, the same age as Red China - once passionate in their youth, then sent to the countryside in every corner of China for re-education - wants to be a part of it. A group of people: a security guard in his middle age crisis, a desperate housewife, a fame-seeker and her admirer, an odd couple at their fifties, started their own dance team. They practiced; they dreamed; they struggled. Is this for real or it is just a dream?
IF YOU ARE THE ONE — 2008 (127 MINUTES)
http://www.rottentomatoes.com/m/if_you_are_the_one/
Inventor Qin Fen (You Ge) is well-off, but lonely and insecure. He wants to meet girls and decides to pursue Internet dating. After a series of unsuccessful blind dates, Qin Fe meets Smiley (Shu Qi), a beautiful flight attendant. Qin Fen is immediately taken with Smiley, but believes she is out of his league and doesn't pursue her romantically. Nevertheless, the two become friends and form a tight bond after Qin Fen takes Smiley on a trip to Japan.
Trailer: https://www.youtube.com/watch?v=5c7PyRNgvJQ
RED CLIFF — 2008 (146 MINUTES)
https://asianwiki.com/Red_Cliff
It's A.D. 208 China. Rival states Shu and Wu join hands against their common enemy, the evil and ambitious General Cao Cao of the Wei kingdom, but are seriously outnumbered by his million-strong army. But with the charismatic leadership of Gen. Zhou Yu (Tony Leung), the perfect strategy of scholar Zhuge Liang (Takeshi Kaneshiro), and the support of emperor Sun Quan (Chang Chen), they manage to declare a small victory. While Cao Cao scoffs at this as no big deal, it adds fuel to his fury.
Trailer: https://www.youtube.com/watch?v=OVrTIxkXJhI
Stream entire movie here: https://tubitv.com/movies/437181/red-cliff?utm_source=google-feed&tracking=google-feed
LUST, CAUTION — 2007 (158 MINUTES)
http://www.amazon.com/Lust-Caution-Widescreen-Tony-Leung/dp/B0010SAGHI
*Lust, Caution*, Ang Lee's follow up to *Brokeback Mountain*, for which he won the Academy Award for Best Director, continues his exploration of people with a passion for each other trapped in a world where their passion could be life-threatening, but in a very different context this time. Set in China during the Japanese occupation of early World War II, the underlying plot concerns the story of young Wong Chia Chi (Tang Wei), an actress and member of a small group of student resisters planning to infiltrate the home of Mr. Yee (Tony Leung), a high-ranking collaborationist government official, in order to kill him for his role in the torture and executions of Chinese resistance fighters. Chi ingratiates herself with Yee's
wife, the sophisticated and cultured Mrs. Yee (Joan Chen) under the guise of being the wife of a wealthy but unseen tycoon.
Trailer: https://www.youtube.com/watch?v=CizN-DvGhrc
**BLIND MOUNTAIN — 2007 (97 MINUTES)**
http://movies.nytimes.com/2008/03/12/movies/12blin.html
Every so often in his slow-to-boil, hard-to-shake drama *Blind Mountain*, the Chinese director Li Yang slips in a moment of beauty — a blooming valley wreathed in mist, a shepherd tending his flock — of the sort you find in glossy travel magazines. These pastoral visions initially feel like a reprieve, a respite from the story’s increasing heaviness, but there’s something about these bucolic images that begins to gnaw at you too. This native, touristic fantasy about the unspoiled China, you realize, comes with a brutal price tag. This true-crime shocker about a woman who suddenly found herself in captivity led to a flurry of reports that recounted the usual rituals of official outrage and condemnation, and then it was back to politics and business as usual. *Blind Mountain* is a coda to that story, as well as a reminder that art sometimes keeps the truth alive far better than the news.
Trailer: https://www.youtube.com/watch?v=biJOrUhBTOI
**IN LOVE WE TRUST — 2007 (116 MINUTES)**
https://www.filmmovement.com/educational/film/in-love-we-trust
A divorced couple learns that the only way to save their little daughter Hehe, who suffers from Leukemia, is to have another child. Now both remarried, Mei Zhu and Xiao Lu are forced to test their love and their commitment to one another by putting their current relationships in danger. Will this passionate affair re-spark their love for one another and destroy their new marriages? Wang Xiaoshuai’s *In Love We Trust* is a story of parenthood, love, marriage, betrayal, trust and giving, which touches upon changes in contemporary society and family life, as well as the moral and ethical dilemmas brought on by modernity.
Stream movie here (tubi): https://tubitv.com/movies/30845/in-love-we-trust?utm_source=google-feed&tracking=google-feed
Trailer: https://www.youtube.com/watch?v=HgKtzWFRRwOg&feature=emb_logo
**THE SUN ALSO RISES — 2007 (116 MINUTES)**
https://www.imdb.com/title/tt0769507/
Jiang Wen stars in his third directorial work that boasts a stellar cast including Joan Chen, Anthony Wong and Jaycee Chan. A polyptych of interconnected stories in different time-zones, shifting between a Yunnan village, a campus, and the Gobi Desert.
Trailer: https://www.youtube.com/watch?v=RaeZ1D5o9CI
**PRINCE OF THE HIMALAYAS — 2006 (108 MINUTES)**
https://globalshakespeares.mit.edu/prince-of-himalayas-hu-sherwood-2006/#video=trailer
Prince Lhamoklodan learns of his father’s mysterious death and returns home to find his uncle has taken the throne—and the widowed queen. The dead emperor’s son wants revenge, but how can he exact it without devastating his mother? In the struggle to face his destiny and fight his demons, a new king is born.
Prince of the Himalayas is an adaptation of William Shakespeare’s tragedy Hamlet. Set in ancient Tibet under the shadow of the Himalayas, the film is a visually ravishing historical epic with stunning scenery, richly saturated color, and lush costuming. Setting Shakespeare’s Prince of Denmark in a completely new context is richly suggestive of the play’s enduring relevance for the modern world. As the proto-typical tale of oedipal anxiety, or of the terrifying possibilities of taking action in the social world, this film re-invents and refreshes a story we thought we knew.
Trailer: https://www.youtube.com/watch?v=GPKwudubbfc&feature=emb_logo
TUYA’S MARRIAGE — 2006 (93 MINUTES)
https://www.imdb.com/title/tt0949564/
Tuya is the persevering wife of Bater, a herdsman who lost his legs exploring water in the Neimenggu (Inner Mongolia) grassland that is fast vanishing as a result of desertification. She takes up the sole responsibility to make a living for the family but develops a dislocated lumbar from her hard labor and risks paralysis herself. Faced with harsh reality, the couple decide to divorce so that Tuya can seek a better life. Imposing her own conditions of a remarriage - her new husband must take care of Bater, their children and their poor herding land, the strong-minded, stubborn, but also gentle, susceptible Tuya embarks on an arduous search for a new husband, and meets suiters who are rich but disingenuous, likable but shy, and saves a suicidal Bater who still longs for Tuya and their children along the way. Tuya’s Marriage won the top prize at the 2007 Berline International Film Festival.
Trailer and numerous clips:
https://www.imdb.com/video/vi3844061209?playlistId=tt0949564&ref_=tt_ov_vi
THE ROAD — 2006 (116 MINUTES)
https://asianwiki.com/The_Road_(2006-China)
Aboard a bus in the rural mountains of China, a naïve young girl name Li Chunfen attends to passengers’ needs, all the while speaking of the virtues of the Communist Party. The always loyal Li is happy to serve the driver, Old Cui, a kind of father figure to her who also acts as the consoling voice of the party. When she develops an acute case of puppy love for a frequent passenger -- an emotion that leads to a chased kiss and a rape report, she learns all too well that her party and driver might not always have her best interests in mind. But how big of hand will the Cultural Revolution play in Li’s life? How much control will she have over her own fate? Spanning five decades of Li’s life, The Road is a coming-of-age tale of epic proportions. Heartbreakingly beautiful -- the countryside cinematography is jaw-dropping -- and tragically timely, the film stands out as a masterful work from a powerful new Chinese voice, director Zhang Jiarui, reminding us of a painful history and warning us never to repeat it.
CURSE OF THE GOLDEN FLOWER — 2006 (114 MINUTES)
https://www.imdb.com/title/tt0473444/
During China’s Tang dynasty the emperor has taken the princess of a neighboring province as wife. She has borne him two sons and raised his eldest. Now his control over his dominion is complete, including the royal family itself.
Trailer: https://www.youtube.com/watch?v=QBFi6LqYswI
STILL LIFE — 2006 (108 MINUTES)
http://movies.nytimes.com/2008/01/18/movies/18stil.html
A modern master of postmodern discontent, Jia Zhangke is among the most strikingly gifted filmmakers working today whom you have probably never heard of. During the past decade he has made some half-dozen documentary-inflected fictions and several documentaries that weigh the human cost of China’s often brutal, dehumanizing shift from state-controlled communism to state-sanctioned capitalism, a price paid in the blood and sweat of people who have, paradoxically, inspired him to create works of sublime, soulful art. In *Still Life*, which won the grand prize at the 2006 Venice Film Festival, the blood and the sweat run directly into the Yangtze River, where they mingle with more than a few tears. The movie takes place amid the clatter and misery of the Three Gorges Dam, which cuts across the Yangtze in central China. The largest dam in the world, Three Gorges is a site of great cultural and political strife because of both environmental and humanitarian concerns. This may sound like a prescription for social cinema, but Mr. Jia’s interest lies in visual ideas and human behavior, not agendas…
Review:
https://www.nytimes.com/2008/01/18/movies/18stil.html
Trailer: https://www.youtube.com/watch?v=3FKcupplP8c
Filmed at the same time as Jia’s fiction film, *Still Life*, Jia’s 70-minute documentary, *Dong* also shares the same setting (the Three Gorges area of central China) and in certain instances, the same shots. This causes them to make a closely linked relationship with each other. Jia mentions once in his interview that he has always been trying to “knock down the barrier between documentary and fiction”. He portrays the documentary with a more subjective view and reflects the realistic perspective in the fictional film *Still Life*, overstepping the boundaries between fiction and non-fiction films.
DONG Trailer:
https://www.youtube.com/watch?v=MyNhEhwKhgY
Stream entire documentary here: https://vimeo.com/433545872
TAKING FATHER HOME — 2006 (100 MINUTES)
http://movies.nytimes.com/movie/346120/Taking-Father-Home/overview
*Taking Father Home*, the debut feature of the Chinese director Ying Liang, is a poetic study of resolve and revenge. It is also a stunning introduction to a rare new talent. When 17-year-old Xu Yun learns that his village in Sichuan Province is being replaced by a government industrial zone, he sets out to fetch the wayward father who abandoned him six years earlier. Armed with only a vague address and a pair of placid geese in lieu of cash, Yun heads for the big city of Zigong and a closure he may not even know he needs. Shot with a borrowed video camera and starring Mr. Ying’s friends and family, *Taking Father Home* immerses us in the sights and sounds of a city in flux, the constant intrusion of background noise paralleling Yun’s volatile emotions with the political and environmental upheavals of his country.
CRAZY STONE — 2006 (96 MINUTES)
https://en.wikipedia.org/wiki/Crazy_Stone_(film)
*Crazy Stone* is a 2006 Chinese black comedy film directed by Ning Hao and produced by Andy Lau.
When a precious jade stone is discovered in an old outhouse, the owner of said outhouse and the surrounding buildings suddenly finds himself with the financial clout to withstand the buy-out pressure of an unethical developer who wishes to build a large building on his plot. The owner, intending to display the stone to the public, puts his dedicated chief of security in charge of keeping it safe. But with the stakes running high, this is easier said than done. The
developer hires a high-tech cat burglar from Hong Kong to steal the stone, the owner's wayward son sees the jewel as the perfect symbol of wealth and hatches a plan to use it to increase his chances at getting laid, and a gang of three con men who hear about the jewel see it as their ticket to the big time. These three groups find themselves in direct competition and, finding their attempts foiled as often by the security guard as by each other, become more and more desperate as the film progresses.
Trailer: https://www.youtube.com/watch?v=WSkoLUx03tg
**THE BANQUET — 2006 (131 MINUTES)**
https://www.imdb.com/title/tt0465676/plotsummary?ref_=tt_stry_pl
*The Banquet* is a 2006 Chinese film, also known as *Legend of the Black Scorpion*. It is a loose adaptation of Shakespeare’s *Hamlet* and is set in 10th century China.
In 907 AD, the Tang Dynasty is in tatters; infighting snarls the imperial family. Crown Prince Wu Luan loves Little Wan, but his father takes her as his Empress. Wu Luan goes into exile, studying dance and music. His uncle murders his father, taking throne and Empress; uncle sends assassins to kill Wu Luan. The Crown Prince eludes death and comes to court. The Emperor arranges for Little Wan’s coronation and dispatches Wu Luan to a distant land; he then calls for a midnight banquet on the 100th day of his rule. Poison, treachery, Wu Luan’s return, and the love of the innocent Qing for Wu Luan set up the final entanglements. No Fortinbras or Horatio lay the dead to rest.
The Trailer: https://www.youtube.com/watch?v=YlhgwWYO2lY
**THE SILENT HOLY STONES — 2005 (102 MINUTES)**
https://asiasociety.org/new-york/events/silent-holy-stones
A 10-year-old Buddhist novice nicknamed “Little Lama” returns home from the remote Guwa monastery for the New Year celebration. After a long journey on horseback over icy steppes, he finds himself glued to his family’s new TV, watching the popular Chinese television series *Journey to the West*. Meanwhile, the villagers are rehearsing their annual staging of a traditional Tibetan opera for the New Year. The juxtaposition shows a young monk who finds himself magnetically drawn to the secular world, which calls to him through the TV. *The Silent Holy Stones* has the immediacy of a documentary, delivering a compelling and intimate insider’s look of everyday life in Tseden’s hometown, where traditional life rubs up against modernity and globalization. The character Little Lama in *The Silent Holy Stones* was played by a real monk, Luosang Danpai, who later de-robbed, got married, and is now living a layperson’s life.
Written and directed by Pema Tseden, the film is entirely in the Tibetan language and with nonprofessional Tibetan actors. The film won the Best Directorial Debut at the 25th Golden Rooster Awards in China and is an official selection of the Pusan International Film Festival, the International Buddhist Film Festival, the International Film Festival Rotterdam, and the San Francisco International Film Festival.
Trailer: https://www.youtube.com/watch?v=0t_rVTEAXrE
SHANGHAI DREAMS — 2005 (121 MINUTES)
http://www.nytimes.com/movies/movie/326224/Shanghai-Dreams/overview
The main character Qinghong is a 19-year-old student living with her overly repressive father, mother and younger brother in a typical small apartment. Her 'boyfriend' Honggen, a working local boy who plays only a minor role in the film and develops an obsession with Qihong to her father's contempt. Confiding in her best friend Xiao Zhen, Qinghong strives for love and independence.[1]
Qinghong's father Wu Zemin is a stubborn and aggressive man, who has never forgiven his wife for persuading him to move to rural Guiyang. He regularly meets with other 'Third Line' volunteers to discuss strategies for returning to Shanghai. He becomes increasingly strict with Qinghong, often following her home from school to ensure a restricted social life. He forbids her from seeing her 'boyfriend' Honggen, discourages her from spending time with Xiao Zhen and after discovering that she has sneaked out to an underground dance party confines her to the house. Xiao Zhen has meanwhile fallen for the local boy Lu Jun, the son of another 'Third Line' volunteer couple. Lu gets a local girl pregnant and is forced by his angry father to marry her. Soon after the wedding, though, he runs away with Xiao Zhen, causing panic in the local community.
Honggen stalks Qinghong and she promises to meet him secretly one evening. She slips out of the house while her father hosts a meeting with other "Third Line" friends to discuss a plan to flee to Shanghai without official permission. When Qinghong tells Honggen that they cannot be together because her family will soon leave, the nervous Honggen loses control of himself and rapes her. Qinghong totters home, muddied and bleeding. Her father initially tries to retaliate by beating up Honggen at work, but subsequently alerts the police and has Honggen arrested. Traumatised, Qinghong attempts suicide. She is recovering when a sad and chastened Xiao Zhen returns to Guiyang.
Very early one morning, as dawn is breaking, the Wu family boards a van for the drive to Shanghai. They are delayed in the streets of Guiyang by the crowds gathering to watch a round of public executions. Called out on loudspeaker are the names of those to be executed, with the last name called Honggen.[2]
Trailer: https://www.youtube.com/watch?v=Uf5-cSrpQ08
PERPETUAL MOTION — 2005 (90 MINUTES)
https://en.wikipedia.org/wiki/Perpetual_Motion_(film)#:%7E:text=Perpetual%20Motion%20is%20an%20independent,2005%20Toronto%20International%20Film%20Festival.
*Perpetual Motion* is an independent film directed by Ning Ying. Niuniu, a wealthy middle-aged woman living in Beijing, discovers that her husband is having an affair after coming upon a romantic e-mail. She knows only that it is one of her close friends but not which one. Determined to discover the truth, she invites her friends Qinqin, a ditzy actress, Lala, a successful artist, and Madam Ye, a property developer over to her lavish siheyuan home. There the four women share stories of their sexual past over food and mahjong. Niuniu, however, still has her plan to execute...
Review: https://shaoyis.wordpress.com/2010/01/05/review-of-perpetual-motion-%E6%97%A0%E7%A9%B7%E5%8A%A8-china-2005/
ELECTRIC SHADOWS — 2004 (96 MINUTES)
https://www.imdb.com/title/tt0424273/
*Electric Shadows* is the debut film of director Xiao Jiang, one of the few active female directors in China. For no apparent reason, a mute young woman assaults a youth who delivers water on his bicycle, injuring him and ruining his bike. Surprisingly, she asks him to feed her fish while she is in custody. Her tiny apartment, he discovers, is a shrine to his favorite escape, the movies. He finds her diary - a screenplay of her life built around scenes from favorite films - and it sets off his imagination. Maybe they have more in common than a love of the movies.
7 Clip: https://www.youtube.com/watch?v=KlD_-UkzAnI
MOUNTAIN PATROL: KEKEXILI — 2004 (89 MINUTES)
https://www.youtube.com/watch?v=PjCbzM7SJNY
Kekexili, the largest wildlife reserve in China, is home to many rare species. When photojournalist Ga Yu (Zhang Lei) arrives at the Kekexili Mountain Patrol camp, they are mourning the death of one of their members. Determined to uncover the real story behind the disappearance of patrol volunteers, the slaughtering of Tibetan antelopes and the rumor that the patrol cooperates with the poachers, Ga Yu joins the squad into the wilderness. Led by Ri Tai (Duo Bujie), the patrol risk their lives in the fight against the brutal hunters. At first distanced by the lens of his camera, Ga Yu slowly becomes personally involved in the deadly struggle. Ga Yu returns to Beijing a different man and writes the story that shocks the nation.
Trailer: https://www.youtube.com/watch?v=rosOtYVJM4I
Stream entire film here: https://www.youtube.com/watch?v=PjCbzM7SJNY
HERO (YING XIONG) — 2004 (159 MINUTES)
http://www.aems.illinois.edu/searchresults_detail.html?biblioId=6578
Long ago, China was divided into seven kingdoms all fighting for supremacy. The King of Qin is determined to unite the kingdoms and become the first emperor of them all. Of the King's many would-be assassins, only three inspire true fear: Sky, Broken Sword, and Flying Snow. Ten years after the king's edict for their elimination, a man called Nameless brings the weapons of the three assassins to the Qin King's palace, and claims he has defeated them. With Jet Li, Tony Leung, Maggie Cheung, Donnie Yen, and Zhang Ziyi.
Curriculum unit (19 pages):
http://www.aems.illinois.edu/publications/lessonplans/chinesefilm_summerinstitute/Hero_document.pdf
Trailer: https://www.youtube.com/watch?v=srFhXDZhUZI
HOUSE OF FLYING DAGGERS — 2004 (119 MINUTES)
http://www.rottentomatoes.com/m/house_of_flying_daggers/
Set in the year is 859 AD, as China's once flourishing Tang Dynasty is in decline; unrest is raging throughout the land. The corrupt government is locked in battle with rebel armies that are forming in protest. The largest and most prestigious of these rebel groups is the House of Flying Daggers, which is growing ever more powerful under a mysterious new leader. Two local captains, Leo and Jin are ordered to capture the new leader and the two hatch an
elaborate plan. Captain Jin will pretend to be a lone warrior called Wind and rescue the beautiful, blind revolutionary Mei from prison, earning her trust and escorting her to the secret headquarters of the House of Flying Daggers. The plan works, but to their surprise, Jin and Mei fall deeply in love on their long journey to the House. Danger lurks in the forest surrounding them, and the wind is still, as if sensing the tension in the air. What lies ahead for Jin and Mei, these star-crossed lovers? If this is true love, then why are there plots in their heads, and secrets in their hearts?
Trailer: https://www.youtube.com/watch?v=zLkedDMb8vI
**THE WORLD — 2004 (139 MINUTES)**
https://en.wikipedia.org/wiki/The_World_(film)
*The World* a film written and directed by Jia Zhangke which tells the story about the work and the life of several young people moving from the countryside to a world park. Starring Jia’s muse, Zhao Tao as well as Cheng Taishen *The World* was filmed on and around an actual theme park located in Beijing, which recreates world landmarks at reduced scales for Chinese tourists. *The World* introduces new technologies like binoculars, coin-operated telescopes, digital cameras, mobile phones and digital services in the theme park as touristic tools to virtually travel around the world, emphasizing the globalization and convenience. It is a metaphor for Chinese society to experience the sense of mobility, but the knowledge is still limited domestically, and the environment of simulation is seen as a sense of escaping from the real world. *The World* was Jia’s first film to gain official approval from the Chinese government.
Clip and New Yorker Overview: https://www.newyorker.com/video/watch/the-world
**CELL PHONE — 2003 (107 MINUTES)**
http://en.wikipedia.org/wiki/Cell_Phone_%28film%29
Yan Shouyi is a TV host who has an affair with Wu Yue (Fan Bingbing), a young and attractive woman working in publishing. Yan diligently erases all text messages and call records between him and Wu on his cellphone before he gets home every day, in order to avoid detection by his wife Yu Wenjuan (Lu Zhang). One night, after telling Yu that he has a work meeting with Fei Mo (Zhang Guoli), a TV producer and Yan's superior, Yan rendezvous with Wu and switches off his cellphone. Not being able to reach Yan a while later, Yu calls Fei, who has been in the know of Yan's affair.
Review: http://articles.chicagotribune.com/2004-04-18/news/0404180510_1_china-lurches-cell-phone-chinese-audience
Trailer: https://www.youtube.com/watch?v=we5m44sUmew
**BALZAC AND THE LITTLE CHINESE SEAMSTRESS — 2002 (111 MINUTES)**
http://www.aems.illinois.edu/searchresults_detail.html?biblioId=6212
This 2003 Golden Globe nominee for Best Foreign Film is based on the experience of director and novelist Dai Si Jie, who spent four years in a re-education program instigated during Mao Zedong's "Cultural Revolution." Two teenage boys, Ma (Ye Liu) and Luo (Kun Chen), are sent to live on the remote mountain known as Phoenix in the Sky. The boys steal the
"subversive" novels of Honore de Balzac, Flaubert, Dostoevsky, and Gogol, and read them to the granddaughter of the local tailor (Xun Zhou). While reading, both boys fall in love with the girl, and, through Balzac, discover awakening desire, passion, impulsive action, love—all the subjects that had, until then, been hidden.
Study Guide for the book: https://www.litcharts.com/lit/balzac-and-the-little-chinese-seamstress
Trailer: https://www.youtube.com/watch?v=HuDb03Q_AOg
LIFE SHOW — 2002 (105 MINUTES)
https://en.wikipedia.org/wiki/Life_Show
Directed by Huo Jianqi Life Show follows a woman, Lai Shuangyang who operates a duck neck stall in night market in an unnamed city in central China (the film was shot in Chongqing). Though Shuangyang keeps her cool, her life is filled with complications. Her brother drug-addicted Jiujiu has been committed to a sanitarium Her assistant, Mei, who has fallen in love with Jiujiu, attempts suicide. Her sister-in-law, Xiaojin, always leaves Shuangyang's nephew for Shuangyang to take care of. At the same time, Shuangyang is trying to regain her family's home, which was given to a neighbor during the Cultural Revolution. Perhaps worst of all, Shuangyang is at risk of losing her restaurant.
Into this morass, Shuangyang starts to notice one of her customers, Zhou Xiongzhou, a middle-aged businessman who has been frequenting her restaurant for a year. Despite concerns, she decides to take the risk with Xiongzhou and the two begin an unassuming romance.
Trailer: https://www.tvguide.com/videos/life-show/2030123982/life-show/3570684/
Stream entire film here: https://www.dailymotion.com/video/x219006
TOGETHER — 2002 (119 MINUTES)
http://www.aems.illinois.edu/searchresults_detail.html?biblioId=6153
Together is a coming-of-age tale woven together with the harmony and intensity of a complex musical orchestration. Xiaochun is a talented 13-year-old violinist who lives with his father in a small, provincial Chinese city. Shy and sensitive, music is his way of expressing his feelings. Xiaochun's sweet-natured father wants the best for him, so they move to immense, metropolitan Beijing so that Xiaochun can audition for a prestigious music school and take lessons that befit his talent. But Xiaochun's new world is unlike any he's known. He meets new and demanding teachers, discovers true friendship, falls in love for the first time, learns how painful love can be, and comes to understand the true meaning of music.
WHEN RUO MA WAS SEVENTEEN — 2002 (86 MINUTES)
http://www.rottentomatoes.com/m/when_ruoma_was_seventeen/
When Ruo Ma Was Seventeen illustrates the perspectives and fantasies of youngsters towards love. Ruoma, a girl from Hani tribe, lives with her grandma since childhood. Fantasizing about the world outside, Ruoma wants to visit the ciry but has no money. In the meantime, she meets Ming, a amateurish photographer, who helps her to earn money by asking Ruoma to take photos with the tourists with her tribe dresses on. At last, their dream come true but Ming has to leave his hometown, however Ruoma's love to him make him so confused...
Without any acting experience, Li Min is nonetheless stunning and natural in her portrayal of Ruoma. Made independently from China’s studio system, this film takes a subtle, yet compelling look at Xjani culture. An official Selection of 2004’s Philadelphia Film Festival, *When Ruo Ma Was Seventeen* is a fresh coming-of-age story from director Zhang Jiarue that features an interesting subject, and nuanced performances.
Stream entire film here: [https://www.youtube.com/watch?v=2GgBmMFuEiI](https://www.youtube.com/watch?v=2GgBmMFuEiI)
**UNKNOWN PLEASURES — 2002 (113 MINUTES)**
[https://letterboxd.com/film/unknown-pleasures/](https://letterboxd.com/film/unknown-pleasures/)
Directed by Jia Zhangke, three disaffected youths live in Datong in 2001, part of the new “Birth Control” generation. Fed on a steady diet of popular culture, both Western and Chinese, the characters of Unknown Pleasures represent a new breed in the People’s Republic of China, one detached from reality through the screen of media and the internet.
Review: [https://www.theguardian.com/culture/2003/jul/11/artsfeatures1](https://www.theguardian.com/culture/2003/jul/11/artsfeatures1)
Trailer: [https://www.youtube.com/watch?v=nKj8liAHny4&feature=emb_logo](https://www.youtube.com/watch?v=nKj8liAHny4&feature=emb_logo)
**ORPHAN OF ANYANG — 2001 (84 MINUTES)**
[https://www.filmaffinity.com/en/film389059.html](https://www.filmaffinity.com/en/film389059.html)
A prostitute from the Northeast, desperate and unable to make ends meet, abandons her baby. An unemployed factory worker decides to take the child for the 200 yuan (about $37 Canadian) a month in child support promised by its mother. His early attempts at child-rearing are somewhat painful to watch, but also charming and amusing. Eventually, he and the mother become friendly and it seems that the child will be raised in a sweetly unorthodox family. However, when the woman's pimp, a local gangster, not only finds out that he may have fathered the child, but also that he is dying of cancer, he decides that he must adopt the baby - and is willing to resort to violence if necessary.
It is Wang's first feature film as director (he had previously served as an assistant director to Chen Kaige), and is based on a novel written by the director.
Trailer: [https://www.youtube.com/watch?v=3S3W2pOcvcl](https://www.youtube.com/watch?v=3S3W2pOcvcl)
**SHADOW MAGIC — 2001 (116 MINUTES)**
[https://www.nytimes.com/2001/04/06/movies/film-review-when-movies-fomented-a-cultural-revolution.html](https://www.nytimes.com/2001/04/06/movies/film-review-when-movies-fomented-a-cultural-revolution.html)
*Shadow Magic* is a 2000 historical fiction film about the introduction of motion pictures to China during the early 20th century. The film was directed and co-written by Ann Hu. It was a US-China co-production... Ann Hu's *Shadow Magic* imagines an intriguing, culturally fraught moment in the early history of cinema: the arrival in China in 1902 of the latest movie technology (that is, hand-cranked, black and white, soundless cameras and projectors.) Raymond Wallace (Jared Harris), the Englishman who brings movies to Beijing, is hardly a Promethean figure, but rather a down-at-the-heels roustabout seeking to reverse his bad luck in a dusty corner of the city.
But the gizmos he carries with him and the images they produce are harbingers of profound change. The residents of Beijing intuit this; even before they understand what the machines can do, many of them perceive them as a threat not only to their traditional culture but also to
the structure of Chinese society. Before long one character remarks, "Men will cut their pigtails and omen will unbind their feet."
Not everyone, however, is alarmed at the prospect of change...
Review: https://www.rogerebert.com/reviews/shadow-magic-2001
Trailer: https://www.youtube.com/watch?v=EUsiNJ60zuw
FISH AND ELEPHANT — 2001 (106 MINUTES)
https://en.wikipedia.org/wiki/Fish_and_Elephant
Fish and Elephant (or This Summer) is documentary filmmaker and former TV hostess Li Yu's feature film directorial debut. The film is also often referred to as the first Chinese mainland film to broach the topic of lesbian relationships in China.
The story follows the elephant keeper in the Beijing Zoo who maintains an aquarium of fish in her home (hence the two-animal title), and her lesbian lover, a fabric saleswoman in an outdoor market. Her relationship is tested, however, when her recently divorced mother returns to town in the hope of setting her daughter up in marriage. Further complicating matters is one of Xiaogun's ex-lovers also returning to her life with the law in pursuit.
The film was produced by Cheng Yong Productions and was an "underground" production (in that it was not made with official support). Moreover, the film was cast entirely with non-professional actors and actresses.
Trailer: https://www.youtube.com/watch?v=wM9bxWpy82o&t=3s
HAPPY TIMES — 2000 (102 MINUTES)
https://www.imdb.com/title/tt0303243/plotsummary?ref_=tt_ov_pl
Zhao is an aging bachelor who hasn't been lucky in love. Thinking he has finally met the woman of his dreams, Zhao leads her to believe he is wealthy and agrees to a wedding far beyond his means. Zhao's best friend Li hatches the idea to raise the money by refurbishing an abandoned bus, which they will rent out by the hour--the Happy Times Hotel--to young couples starved for privacy. Unfortunately, this plan goes awry because Zhao is too old fashioned to allow the couples to leave the bus door closed. Meanwhile, Zhao's fiancee introduces him to her spoiled son and beautiful blind stepdaughter Wu Ying, whom she sees as a burden. To be rid of the girl, she insists that Zhao take her to the Happy Times Hotel and give her a job. Zhao reluctantly agrees, then creates a series of deceptions to keep the girl occupied, including setting her up as a masseuse and enlisting his friends to pretend to be her customers. Everything that is happening between Zhao and Wu is superficially about trickery, but gradually a very real empathy grows between the young woman and the old man.
Teacher Guide: https://www.asianstudies.org/publications/eaa/archives/using-zhang-yimous-happy-times-as-a-path-toward-cross-cultural-understanding/
Trailer: https://www.youtube.com/watch?v=fn08yxNb0Y
I LOVE BEIJING — 2000 (100 MINUTES)
https://en.wikipedia.org/wiki/I_Love_Beijing
With each entry into Ning Ying's Beijing Trilogy, the focus has been on a different generation: the elderly in For Fun, the middle-aged in On the Beat and now the youth in I Love Beijing. The film follows the twenty-something taxi driver Desi and opens on his divorce proceedings. Finding himself alone, Desi becomes something of a Casanova, and is soon dating a waitress, then a librarian, then a radio talk show host. Each woman, however, lacks something he desires. It becomes clear that despite his serial monogamy, Desi is really a romantic, and wonders when he will find the love of his life in the rapidly changing city he lives in.
Trailer: https://www.youtube.com/watch?v=rpozpiKRIi8
Ning Ying's "Beijing Trilogy" include: For Fun (1992), On the Beat (1995), and I Love Beijing, (2000).
"I first set out to explore Beijing in 1992 with For Fun, a comedy about disappearing traditional ways of life. In 1995, with the black-humored On the Beat I focused on the emerging new reality and the difficulty of coping with it. In I Love Beijing, the magnitude of changes shaping our lives and the anxieties of the new generation are represented in a rhapsody form, through the eyes of a young, restless taxi driver."
https://nomanreports.org/articles/woman-with-a-movie-camera/
CROUCHING TIGER, HIDDEN DRAGON — 2000 (120 MINUTES)
http://www.aems.illinois.edu/searchresults_detail.html?biblioId=4579
Based on Wo Hu Zang Long by Wang Dulu. Set in 19th-century China, two master warriors are faced with their greatest challenge when the treasured Green Destiny sword is stolen. A young aristocratic woman prepares for an arranged marriage, but soon reveals her superior fighting talents and her romantic past. As each warrior battles for justice, they come face-to-face with their worst enemy, and the enduring power of love.
Trailer: https://www.youtube.com/watch?v=4xPC1lIEJ6Mg
BEIJING BICYCLE — 2000 (113 MINUTES)
http://www.aems.illinois.edu/searchresults_detail.html?biblioId=6981
Beijing: young men in packs, machismo, class divisions, violence, and indifference. Guei arrives from the country: toothbrushes, hotel foyers, and Qin, a rich neighbor in high heels, dazzle him. He gets a job as a messenger. The company issues him a bike, which he must pay for out of his wages. When it is stolen, Guei hunts for it. A student, Jian, has it; for him, it's the key to teen society - with his pals and with Xiao, a girl he fancies. Guei finds the bike and stubbornly tries to reclaim it in the face of great odds. But for Jian to lose the bike would mean humiliation. The two young men - and the people around them - are swept up in the youths' desperation.
Curriculum unit (14 pages):
http://www.aems.illinois.edu/publications/lessonplans/chinesefilm_summerinstitute/Beijing%20Bicycle%20team%20version.pdf
PLATFORM — 2000 (154 MINUTES)
https://en.wikipedia.org/wiki/Platform_(2000_film)
*Platform* is a 2000 Chinese film written and directed by Jia Zhangke. The film starts in 1979 in the wake of the Cultural Revolution. A theatre troupe of young adults in Fenyang performs state-approved material. The troupe includes Cui Minliang and his friends, Yin Ruijuan, Zhang Jun, and Zhong Ping. Zhang and Zhong are together. Cui asks Yin if she is his girlfriend, but she replies that she is not. The troupe leaves their hometown and travels throughout the country for several years during the 1980s. Yin stays behind in Fenyang and becomes a tax collector. The authorities find out about the illegal sexual relationship between Zhang and Zhong, and Zhong then leaves the group, never to return. As China undergoes massive social changes, the troupe alters their performances and starts to play rock music. They eventually return to Fenyang. Cui, jaded by his years on the road, reunites with Yin.
5-minute clip: https://www.youtube.com/watch?v=bnr56DZF-Yg
NOT ONE LESS — 1999 (106 MINUTES)
http://www.aems.illinois.edu/searchresults_reviewavailable.html?biblioId=4156
*Not One Less* is a touching film that calls for some reflection in order to appreciate the nature and plight of a fair number of school children in China’s countryside today. For Y50 ($6 U.S.) thirteen-year-old Wei Minzhi is hired to keep thirty-odd kids in school for a month while the old village teacher takes leave to visit his ailing mother. Wei herself has just finished grade school and has no idea how to teach. All her thoughts are on getting paid, and when she suspects that she might not be, she chases after the village head and old teacher demanding payment. The two promise to pay her after thirty days, and if no more school kids drop out of school, Wei will get an extra ten-yuan bonus. It is this added ‘bonus’ sum that gives Wei focus. She will make sure that there will be “not one less,” … The cast comes from the towns and villages in Hebei, where the film was shot. Wei, the village head, the old school master, the head of the TV station, the obtuse gate guard in the city, and the village kids all more or less play the roles they have in real life. Zhang Yimou’s ability to guide this assemblage in acting out this simple tale gives *Not One Less* an authenticity that is rare in cinema today.
Curriculum ideas: http://www.eagle.pitt.edu/node/282
Trailer: https://www.youtube.com/watch?v=SNsF9YWeoII
THE ROAD HOME — 1999 (89 MINUTES)
http://www.aems.illinois.edu/searchresults_detail.html?biblioId=6217
Based on the novel *Remembrance* by Bao Shi. As a son helps his mother arrange for the burial of his father in the traditional Chinese custom of his mother’s village, the beautiful and touching story of his parent’s courtship unfolds. His father was from the city and came to his mother’s village to become the schoolmaster. In the days of arranged marriages, the son discovers that his parents’ marriage was the first marriage based on love.
SHOWER — 1999 (92 MINUTES)
http://www.aems.illinois.edu/searchresults_detail.html?biblioId=4540
Shenzhen businessman, Da Ming, goes home to Beijing when he thinks his father has died. He finds his father hard at work at the family's bathhouse (the false message was a ruse of Da's mentally-handicapped, exuberant brother, Er Ming, to get Da home). Da stays a couple days, observing his father being social director, marriage counselor, and dispute mediator for his customers and a boon companion to Er. Da is caught between worlds: the decaying district of his childhood and the booming south where he now lives with a wife who's not met his family. When Da realizes his father's health is failing and the district is slated for razing, he must take stock of family and future.
See page 8 for full review:
http://www.aems.uiuc.edu/downloads/Fall2002.pdf
Trailer: https://www.youtube.com/watch?v=qcwZfUMDB0w
EAST PALACE, WEST PALACE — 1999 (90 MINUTES)
https://en.wikipedia.org/wiki/East_Palace,_West_Palace
East Palace, West Palace is a film directed by Zhang Yuan based on a short story by the cult writer Wand Xiaobo. The film was shot in the spring of 1996 when it was smuggled out of China for post-production in France.
In China, homosexuality isn't illegal, but homosexuals are routinely persecuted by police and arrested for "hooliganism". The film focuses on a young gay writer called A-Lan who, being attracted to a young policeman named Xiao Shi, manages to have himself arrested and interrogated for a whole night. His life-story which he tells during the interrogation reflects the general repression of the Chinese society. Xiao Shi's attitude shifts from the initial revulsion to fascination and, finally, to attraction.
Trailer: https://www.youtube.com/watch?v=hXY3pb8sXnw
LUNAR ECLIPSE — 1999 (95 MINUTES)
https://en.wikipedia.org/wiki/Lunar_Eclipse_(film)
*Lunar Eclipse* is the directorial debut from Sixth Generation director Wang Quan'an. It is also the feature film debut of Wang's most frequent collaborator/muse Yu Nan. Unlike his next two films, which focus on rural communities, *Lunar Eclipse* is an urban drama following the wife of a newlywed couple who becomes mesmerized by an amateur photographer who claims to have once been in love with a woman who looked just like her.
SEVENTEEN YEARS — 1999 (90 MINUTES)
https://en.wikipedia.org/wiki/Seventeen_Years_(film)
This 1999 film directed by Zhang Yuan takes place in and around the city of Tianjin, in northeastern China. Two divorced singles marry, each bringing a daughter into their new home. Xiaolan short haired is fiercely independent and wishes to work in a factory after she graduates from high school. Her stepsister, Xiaoqin is more intellectual, and wishes to enter a university. After a dispute over a mere 5 yuan that Xiaoqin accuses Xiaolan of stealing, Xiaolan hits her stepsister over the head. To the surprise of everyone, Xiaoqin succumbs to the injury and dies and Xiaolan is led to jail.
The film then cuts seventeen years into the future. Xiaolan has been selected as one of the lucky inmates allowed a furlough during the New Year holiday. At the same time, a young prison guard, Chen Jie is calling her mother to say that she will soon be returning home for the holiday. While waiting for the inmates to be picked up by their families, Chen Jie notices that soon only Xiaolan remains. In an act of charity, Chen Jie offers to help Xiaolan return home. Upon arriving at her old apartment, however, both women discover that the home has long since been torn down, and Xiaolan’s parents moved to another part of the city. Chen Jie, however, is now determined that Xiaolan will spend the holiday with her family and the two set out in search of parents who may not want to see their only daughter...
Review: http://www.vcinemashow.com/seventeen-years-china-1999/
Trailer: https://www.youtube.com/watch?v=k1jIEGaULY4
A BEAUTIFUL NEW WORLD — 1999 (97 MINUTES)
https://www.imdb.com/title/tt0191002/plotsummary?ref_=tt_ov_pl
A satirical comedy about a country bumpkin who goes to the big city, and ends up teaching the cynical city folk a few lessons about basic human decency. The hero leaves home for the first time to go to Shanghai, to collect his lottery prize - a brand new apartment. However, when he arrives, he is told by the developers that his apartment block will take a year and a half to complete. He decides to find a job in Shanghai and wait for his apartment to materialise...
XIU XIU: THE SENT DOWN GIRL — 1998 (100 MINUTES)
https://www.rottentomatoes.com/m/xiu_xiu_the_sent_down_girl
*Xiu Xiu: The Sent Down Girl* is a 1998 Chinese drama film directed by Joan Chen in her directorial debut, who co-wrote the screenplay with Geling Yan. Based on Yan's 1981 short story *Celestial Bath*, the film is set in the 1970s. During the Cultural Revolution in China, Mao Zadong's regime sends countless adolescents, including a bright young girl named Xiu Xiu (Lu Lu), to rural lands in order to participate in various kinds of physical labor. Xiu Xiu is torn away from her caring relatives and close friends to live and work with Lao Jin (Lopsang), a rancher. Though he treats Xiu Xiu kindly, she yearns for her old life and eventually turns to a degrading life of prostitution in hopes of earning the means to return home.
Review: https://archive.nytimes.com/www.nytimes.com/library/film/050799xiu-film-review.html
Trailer: https://vimeo.com/440812944
Stream entire film here: https://www.youtube.com/watch?v=raFuAMhMKHo
POSTMEN IN THE MOUNTAINS — 1998 (90 MINUTES)
http://alibi.com/film/7522/Postmen-in-the-Mountains.html
The story, at its heart, is one of understanding and reconciliation between father and son. The two characters, never mentioned by name, are played with extraordinary subtlety by Teng Rugan (*Red Sorghum*) and Liu Ye (*Balzac and the Little Chinese Seamstress*). Dad, it seems, has spent most of his adult life away from his family, trudging through steep mountain passes and handing out mail to strangers. Sonny boy, although mindful of his father's sacrifice, can't help but feel a little resentment for the father he never got to know.
MULAN — 1998 (88 MINUTES)
http://www.imdb.com/title/tt0120762/
This retelling of the old Chinese folktale is about the story of a young Chinese maiden who learns that her weakened and lame father is to be called up into the army in order to fight the invading Huns. Knowing that he would never survive the rigours of war in his state, she decides to disguise herself and join in his place. Unknown to her, her ancestors are aware of this and to prevent it, they order a tiny, disgraced dragon, Mushu to join her in order to force her to abandon her plan. He agrees, but when he meets Mulan, he learns that she cannot be dissuaded and so decides to help her in the perilous times ahead.
Mulan is a girl, the only child of her honored family. When the Huns invade China, one man from every family is called to arms. Mulan's father, who has an old wound and cannot walk properly, decides to fight for his country and the honor of his family though it is clear that he will not survive an enemy encounter. Mulan, who just got rejected by the matchmaker because she had set her on fire, decides to prove that she is worth something and steals away to fit her father's place in the Chinese army. She prays to her family's ancestors for protection and luck before leaving as a man in her father's armor with her family's horse. The ancestors awake and decide to send Mushu, a little dishonored dragon to aid Mulan in her quest. Weeks later, Mulan and the other troopers have survived the training camp and are on the way north to stop the huns. After being spotted and pursued by the enemies, an impass situation in the mountains forces Mulan to come up with an idea. But then, her real gender will no longer be a secret. She decides to risk everything in order to save China. The Fa family's only child, tomboy Mulan, fails to fulfill a Chinese girl's traditional duty as desirable bride. When the empire mobilizes a man from every family to fight the invading Huns, Mulan fears her father, an honorable veteran, is no longer up to fighting and joins in his place, masquerading as fictitious son Fa Ping. The ancestors designate the mighty stone dragon as her magical protector, but only eager baby-dragon Mushu actually goes. When the reach the front, the Huns have already wiped out the regular army. Now the novice company must save China or perish honorably.
Teacher Guide: https://teachwithmovies.org/mulan/
Trailer: https://www.youtube.com/watch?v=MsAniqGowKE
KUNDUN — 1997 (134 MINUTES)
http://www.imdb.com/title/tt0119485/
The Tibetans refer to the Dalai Lama as 'Kundun', which means 'The Presence'. He was forced to escape from his native home, Tibet, when communist China invaded and enforced an oppressive regime upon the peaceful nation of Tibet. The Dalai Lama escaped to India in 1959 and has been living in exile in Dharamsala ever since. In 1937, in a remote area of Tibet close to the Chinese border, a two-year-old child is identified as the reincarnation of the Dalai Lama, the compassionate Buddha. Two years later, the child is brought to Lhasa where he is schooled as a monk and as head of state amidst the color and pageantry of Tibetan culture. The film follows him into adulthood: when he is 14, the Chinese invade Tibet and he is forced into a shaky coalition government; he travels to China to meet with a cynical Mao; and, finally, in 1959, ill and under siege, he flees to India.
Teacher Guide: https://teachwithmovies.org/kundun/
GOING TO SCHOOL WITH DAD ON MY BACK — 1997 (90 MINUTES)
http://www.rottentomatoes.com/m/going-to-school-with-dad-on-my-back/
When insufficient funds force a widowed Chinese father to choose between sending either his son or his daughter to school, he sends his son, Shiwa, and keeps his daughter at home to work the fields. But after Shiwa places first in a national chemistry competition, he faces an equally tough choice between his studies and his family. The supporting cast includes Yan Danchen, Jiang Hualin and Qiang Zhao, with English narration by Eddie Eagle.
PICKPOCKET (XIAO WU) — 1997 (108 MINUTES)
https://www.newyorker.com/goings-on-about-town/movies/pickpocket-xiao-wu
From the modest yet precise opening sequence of this drama, from 1997, the Chinese director Jia Zhangke—in his first feature film—displays an incisive mastery of political symbolism. As the title character, Xiao Wu (Wang Hongwei), boards a bus and slips his fingers around a stranger’s wallet, he observes a portrait of Mao dangling from the rearview mirror; minutes later, he hears a loudspeaker blare an official call for “self-denunciation.” Crime, in Jia’s view, starts at the top and spreads through Chinese society with a blankly ordinary enormity, at the price of nothing less than its citizens’ souls. Xiao Wu’s quietly arrogant marginality contrasts with the government-ratified success of his nouveau-riche brother, Xiao Yong, whose wedding makes the local news. In desperate solitude, the pickpocket pursues a relationship with a call girl (Hao Hongjian), who is practicing her own defiant deceptions. Jia’s restrained yet fierce X-ray of the ills of modern China also evokes a calm, intimate compassion for its struggling survivors.
THE KING OF MASKS — 1996 (101 MINUTES)
For PDF full review see p. 6: http://www.aems.uiuc.edu/downloads/Fall2002.pdf
…The central narrative of the film is built around the resolution of the King of the Masks’ need to find a male heir and his inability to find one. The problem arises because of the old man’s strict adherence to tradition. The art of the *King of Masks* has been handed down for generations following two rules: First, that the art be taught to no one outside of the family, and second, that it be passed on to a male. Indeed, it is his strong desire to follow this tradition that leads him to purchase an heir from a slave-trader in the first place. It was his misfortune, we are at first led to believe, that he ended up purchasing a “worthless” girl. Yet, in the end, the girl proves to be not so worthless after all, saving the “King of the Masks’” life through a desperate act of filiality. The beauty and devotion of this act allows the old man to see that tradition must yield to filiality…
Trailer: https://www.youtube.com/watch?v=EDwo1XKW0Fs
BLUSH — 1996 (115 MINUTES)
https://timesmachine.nytimes.com/timesmachine/1996/06/07/000051.html?pageNumber=62
Watching Li Shaohong’s film *Blush*, it is easy to imagine how Hollywood might have schmaltzed up this story of a friendship between two women that survives in spite of overwhelming obstacles. A ready-made tear-jerker, with plot elements from *Gone With the Wind* and *Old Acquaintance*, *Blush* has almost everything you could ask for in a sudsy historical epic: a sweeping revolution, an anguished romantic triangle, prostitution, illegitimacy, a stay in a convent and a baby one woman doesn’t want and the other adores.
But "Blush," ... wasn't made in Hollywood. This two-hour Chinese film, based on a novel by Su Tong (who wrote "Raise the Red Lantern") is a sober and surprisingly unsentimental exploration of the way two different women adapt to traumatic social upheaval...
**ON THE BEAT — 1995 (105 MINUTES)**
*On the Beat* consists mainly of a series of vignettes involving members of a local precinct in the Beijing Public Security Bureau. Filmed in the slow months of December, January, and February,[1] the members of the PSB find they have little in the way of substantive police work. Instead, they spend time (and manpower) on small incidents like the chasing of a possibly rabid dog, the arrest of a small-time con artist, and the reprimanding of a man who sells posters of a woman in a bathing suit. Though the incidents seem small, the PSB treats each with deadly seriousness, often to comedic effect. The film culminates in the arrest and intense interrogation of a man who may have insulted a police officer. Realizing that they have no evidence, the officers bluster as they attempt to avoid losing face.
Review: [http://mondo70.blogspot.com/2009/06/on-beat-1995.html](http://mondo70.blogspot.com/2009/06/on-beat-1995.html)
Trailer: [https://www.youtube.com/watch?v=kBKw-Ps2_d8](https://www.youtube.com/watch?v=kBKw-Ps2_d8)
Stream entire film here: [https://www.youtube.com/watch?v=IhkiDVqE76E](https://www.youtube.com/watch?v=IhkiDVqE76E)
**A MONGOLIAN TALE — 1995 (103 MINUTES)**
...With dreamy tranquility, *A Mongolian Tale* tells of two children raised in an idyllic paradise. It progresses from the time when a boy named Beiyinpalica and girl named Someyer are taken in by the kindly, grandmotherly Nai Nai (Miss Dalarsurong) to when these childhood sweethearts are separated by their adult destinies.
The film cares about these characters, but it cares even more about the beauty of their surroundings. As in comparably elemental African films, *A Mongolian Tale* uses refreshingly plain storytelling and an immensely dignified elderly character to convey respect for tradition and wariness of a changing world. The nurturing figure of Nai Nai conjures an evocative past, but the film's open, beautiful setting plays as significant a role as its people do. This haunting and exotic landscape is lovingly presented as a contrast to the modern ways that threaten future generations...
Trailer: [https://www.youtube.com/watch?v=YMLSYVFliHo](https://www.youtube.com/watch?v=YMLSYVFliHo)
**IN THE HEAT OF THE SUN — 1994 (140 MINUTES)**
*In the Heat of the Sun* is a 1994 Chinese film directed and written by Jian Wen. This was Jiang Wen's first foray into directing after years as a leading man. The film is based loosely on author Wang Shuo's novel *Wild Beast*.
The film is set in Beijing during the Cultural Revolution. It is told from the perspective of Ma Xiaojun, nicknamed Monkey (played by Xia Yu; some of Monkey's experiences mimic director Jiang's during the Revolution),[1] who is a teenage boy at the time. Monkey and his friends
are free to roam the streets of Beijing day and night because the Cultural Revolution has caused their parents and most adults to be either busy or away and the school system is extremely nonfunctional.
Most of the story happens during one summer, so the main characters are even more free because there is no school. The events of that summer revolve around Monkey's dalliances with his roguish male friends, and his subsequent angst-filled crush on one of the older female characters, Mi Lan (Ning Jing). Mi Lan falls instead for Monkey's friend, Liu Yiku. The film reflects Monkey, reminiscing as an older man, and his struggle with remembering his youth. Framed by his adult life in 1990s Beijing, portrayed in black and white, and presented in snippets of memory in color, the viewer is asked to question the accuracy of Monkey's memory and wrestle with the truth of the time.
Review: https://supchina.com/2018/05/25/film-friday-in-the-heat-of-the-sun/
Trailer: https://www.youtube.com/watch?v=SeWN-SWLLbE
**ERMO — 1994 (107 MINUTES)**
http://www.imdb.com/title/tt0109738/
Women's roles and consumerism in a Chinese village. The independent Ermo supports her son and disabled husband, rising early to make noodles she sells as a street vendor. A snooty neighbor has a TV, so Ermo wants a huge one. The neighbor's husband, Blindman, offers her transport to sell baskets she's made. After he gets her a city job making restaurant noodles and more money, their relationship becomes an affair. She's also selling her blood. When she discovers Blindman is subsidizing her pay, she throws the money at him and quits the job; he covers their affair and her reputation by getting beaten up over a woman in the city. When she has enough for the TV, she's exhausted.
**TO LIVE — 1994 (132 MINUTES)**
https://www.asian-studies.org/EAA/EAA-Archives/8/5/501.pdf
Based on the novel by Yu Hua. In the 40's, in China, Fugui is a gambler. His wife Jiazhen cannot stand it any longer and leaves. He loses everything, and creates puppet shows to survive. Jiazhen comes back... Historical chronicle of the China from the 40's to the 80's, through the story of the family of Fugui and Jiazhen. Also a study of how the History can randomly affects every day's life. *To Live*, a film directed by Zhang Yimou, provides an overview of key events in twentieth-century China, moving from the 1940s to the 1970s. American high school students will enjoy contemplating the effect of historical events on the intimate life of a single family. *To Live* opens the study of twentieth-century Chinese history in a creative and personal way. The film and this guide relate to the National Standards for World History in ways that include: rivalry between the Nationalist Party and the Chinese Communist Party in the context of political fragmentation, economic transformation, and Japanese and European imperialism; Chinese Communist Party, 1936-1949 and civil war, Maoism after 1949 and how it changed China, the Great Leap Forward and the Cultural Revolution; population growth in China Analyzing the internal causes of Civil Strive in China; analyzing the goals and policies
of the Nationalist and Communists in China; evaluating the effect of the Communist takeover in China in 1949.
Teacher Guides:
http://www.aems.illinois.edu/downloads/To_Live.pdf
https://teachwithmovies.org/to-live/
**DIRT — 1994 (124 MINUTES)**
https://en.wikipedia.org/wiki/Dirt_(1994_film)
The film follows a nurse, Ye Tong who also serves as the film's narrator. One day, Ye Tong reunites with some childhood friends, including Peng Wei, a disillusioned and long-haired young man who leads a local rock band. Ye finds herself attracted to Peng Wei's lifestyle, despite the admonitions of her police officer friend, Zheng Weidong. When Zheng is injured by a mutual friend, Ye finds herself increasingly attracted to the strait-laced Zheng, while also finding herself attracted to Peng.
**THE BLUE KITE — 1993 (138 MINUTES)**
http://www.aems.illinois.edu/searchresults_detail.html?biblioId=1636
Rated as one of the ten best films of 1994, this powerful film made 'without permission' from the government traces the fate of a Beijing family and their neighbors during the 1950's and 60's. The political and social upheavals of the era is told from the perspective of Tietou, a young boy, and shows the adverse effects of party policy on various members of his family. Tietou's kite represents the only image of hope and freedom. It is directed by Tian Zhuangzhuang.
Curriculum unit (19 pages):
http://www.aems.illinois.edu/publications/lessonplans/chinesefilm_summerinstitute/BlueKiteGroup1.pdf
**FAREWELL MY CONCUBINE — 1993 (157 MINUTES)**
http://www.aems.illinois.edu/searchresults_detail.html?biblioId=2603
This complex story of passion and political intrigue won the Best Film Award at Cannes and is an ambitious historical epic of China in the 20th century. It follows the enduring friendship between two opera stars in old Beijing. As they prosper, the political upheavals of war and revolution take their toll. When a young prostitute threatens their professional and personal union, it becomes just one of many trials which test the enduring strength of art and love that bind these two men.
Trailer: https://www.youtube.com/watch?v=cC-_SLiRnJE
**BEIJING BASTARDS — 1993 (95 MINUTES)**
https://www.timeout.com/movies/beijing-bastards
This is a film without precedent in Chinese cinema: a seemingly free-form portrait of rock-generation kids in the city, its own quest for a structure mirroring their search 'for something to help them live'. One broken relationship provides the overall frame (a young guy named Karzi searches for the pregnant girlfriend who has left him), but half a dozen other characters also clamour for the film's attention, chief among them Cui Jian,
China's rock pioneer, who plays himself and contributes several songs. Zhang Yuan has an acute feel for street-level realities, and gets very close to these kids blowing their lives on drink, dope and petty squabbles. Not exactly a blank generation, but they sure do look lost.
SupChina Review: https://supchina.com/2019/08/02/beijing-bastards-an-unsavory-portrait-of-90s-beijing-with-cui-jian/
Stream entire movie here:
https://www.youtube.com/watch?time_continue=9&v=X2nYdij2Khc&feature=emb_logo
FOR FUN — 1992 (97 MINUTES)
https://www.yimovi.com/en/movies/for-fun
To fill the emptiness that recent retirement has thrust upon him, Old Han, a recently retired caretaker and backstage assistant at the Beijing Opera Academy, conceives of a new role for himself as the manager of a raggle-taggle troupe of elderly operatic amateurs whom he encounters in a Beijing park. Enthused with the possibility of turning them into serious contenders at the New Year competition, he negotiates for a place to rehearse. The rehearsals, however, become a battlefield between Old Han’s authoritarian, rule-bound approach to direction and the more relaxed attitude of his fellow retirees, in particular, that of the troupe’s lead performer and opera buff, Qiao Wanyou who plays the female roles. The ensuing conflict between Old Han’s humourless and dictatorial manner, on the one hand, and the hysterical, affected behaviour of the effeminate drama queen, on the other, heighten the film’s dramatic tension, as Old Han’s imperious barrage of stage directions reaches apoplectic levels as the troupe compete in the local talent show.
Clips and more: https://www.yimovi.com/en/movies/for-fun
THE STORY OF QIUJU — 1992 (100 MINUTES)
http://www.aems.illinois.edu/searchresults_detail.html?biblioId=2531
The Story of Qiu Ju is a Chinese film directed by Zhang Yimou (Ju Dou, Raise the Red Lantern). Gong Li, who starred in the director’s two previous movies, plays a stubborn and idealistic peasant woman who wants a wrong righted. She seeks redress from the Chinese bureaucracy after the village chief kicks her husband in the groin in this comedy of justice. As she is frustrated by each level of the hierarchy and travels farther and farther away from the countryside the viewer is also provided with a look at the changing Chinese society through the verite camera used in most scenes.
Education About Asia review:
http://www.aems.illinois.edu/searchresults_reviewavailable.html?biblioId=2531
Curriculum unit (30 pages):
http://www.aems.illinois.edu/publications/lessonplans/chinesefilm_summerinstitute/Qiu_Ju.pdf
Trailer: https://www.youtube.com/watch?v=GOS2f3iQ_T4
RAISE THE RED LANTERN — 1991 (125 MINUTES)
http://www.imdb.com/title/tt0101640/plotsummary
China in the 1920’s. After her father's death, nineteen-year-old Songlian is forced to marry Chen Zuqian, the lord of a powerful family. Fifty-year-old Chen has already three wives, each tough, as their master's attention carries power, status and privilege. Each night Chen must decide with which wife to spend the night and a red lantern is lit in front of the house of his choice. And each wife schemes and plots to make sure it's hers. However, things get out of hand...
Review: https://www.rogerebert.com/reviews/great-movie-raise-the-red-lantern-1990
Trailer: https://www.youtube.com/watch?v=x8kwb4qFrT4
JU DOU — 1990 (95 MINUTES)
https://www.imdb.com/title/tt0099902/
Ju Dou directed by Zhang Yimou and Yang Fengliang takes place in the early 20th century in rural China. A woman married to the brutal and infertile owner of a dye mill in rural China conceives a boy with her husband's nephew but is forced to raise her son as her husband's heir without revealing his parentage in this circular tragedy. This tale of romantic and familial love in the face of unbreakable tradition is more universal than its setting.
Review: https://www.rogerebert.com/reviews/ju-dou-1991
Trailer: https://www.youtube.com/watch?v=S5p_6plTrCM
RED SORGHUM — 1987 (95 MINUTES)
https://supchina.com/2018/10/05/film-friday-fifth-generation-of-chinese-filmmakers/
The narrative is related by a nameless man, telling the tragic story of his grandma Jiu'er and how she came to meet his grandpa.
As a young woman, Jiu'er's poor father forces her into an arranged marriage, exchanging his daughter for a donkey. Jiu'er's husband Li Datou is an old leper, but he's also the owner of a wine distillery. In a vivid opening scene, Jiu'er is carried off in a red sedan chair, held by a group of cheerful, singing men. After coming into a sorghum field, the party is ambushed by a masked bandit, and Jiu'er is nearly abducted before one of the chair bearers rescues her. The man who saves her turns into her lover, and when Li Datou inexplicably dies, Jiu'er inherits the distillery and all the problems that come along with it.
The story of Red Sorghum is evocative of an old family legend or folktale, with some of the most gorgeous images you'll ever see on a movie screen. It was not only an important work for Zhang Yimou, now the best-known Chinese director in the world, but it also helped launch the careers of its two leads, Gong Li and Jiang Wen.
Clip: https://www.youtube.com/watch?v=Cmuh3Tgcp6U
Stream entire film here: https://www.youtube.com/watch?v=-E31v5HJsCI
THE LAST EMPEROR — 1987 (163 MINUTES)
https://www.imdb.com/title/tt0093389/
Bernado Bertolucci's sweeping account of the life of Pu Yi (John Lone), the last emperor of China, follows the leader's tumultuous reign. After being captured by the Red Army as a war criminal in 1950, Pu Yi recalls his childhood from prison. He remembers his lavish youth in
the Forbidden City, where he was afforded every luxury but unfortunately sheltered from the outside world and complex political situation surrounding him. As revolution sweeps through China, the world Pu Yi knew is dramatically upended.
Trailer: https://www.youtube.com/watch?v=A4cH6g1wD5g
**KING OF THE CHILDREN — 1987 (110 MINUTES)**
https://www.timeout.com/movies/king-of-the-children
An unschooled young man, one of the countless victims of Mao's Cultural Revolution, is labouring in the countryside when he is suddenly assigned to teach in a near-by village school. Gradually, he finds the confidence to ditch the Maoist textbook and encourage the barely literate kids to write about their own lives and feelings. At the same time, through a series of dream-like meetings with a young cowherd, he begins to sense the possibilities of a life beyond the parameters of traditional education. There are echoes here of a film like *Padre Padrone*, but Chen Kaige's film is completely free of flabby humanist sentimentality. It takes its tonality from the harsh beauty of the Yunnan landscape of soaring forests and misty valleys: a territory of the mind where hard-edged realism blurs easily into hallucination. By Chinese standards, this is film-making brave to the point of being visionary. By any standards, this follow-up to *Yellow Earth* and *The Big Parade* is also something like a masterpiece.
Stream entire movie here: https://www.youtube.com/watch?v=ISMEuHCX8JQ
**A GIRL FROM HUNAN — 1986 (110 MINUTES)**
https://www.cinemas-asie.com/en/archives-en/item/3704-a-girl-from-hunan.html
In 1910, in a village in Hunan, a wedding is being celebrated according to the tradition: twelve-year-old Xiao Xiao is being married to two-year-old Chun Guan. The two children grow up as brother and sister. Xiao Xiao, who is now a young woman, falls in love with Hua Gou, a seasonal worker. Her husband is still a boy, she gives in to temptation. The very day she tells Hua Gou that she is pregnant, a young widow is drowned, and her lover beaten as per the burden of traditions. Hua Gou does not feel brave enough and decides to flee, abandoning Xiao Xiao. She is first rejected by her family but finally she is forgiven. She brings up her son who, according to the tradition, is married as soon as he is weaned. Later, when he is back from the city where he studied, he rebels and refuses his forced marriage.
Directed by Xei Fei and Lan U. *A Girl from Hunan* is an intimist film about a theme considered as taboo. Women have been overwhelmed under the weight of traditions and yet, they keep them alive... In that sense, it is a pessimistic film.
Review: https://www.nytimes.com/1988/03/04/movies/film-girl-from-hunan.html
Clip: https://search.alexanderstreet.com/preview/work/bibliographic_entity%7Cvideo_work%7C2053508
**THE HORSE THIEF — 1986 (88 MINUTES)**
https://supchina.com/2018/10/05/film-friday-fifth-generation-of-chinese-filmmakers/
*The Horse Thief* is one of the most difficult — and fascinating — movies to come out of the Fifth Generation. Director Tian Zhuangzhuang has made several movies about China's ethnic
minorities, and *The Horse Thief* is an ethnographic study of the old Tibetan way of life, complete with Buddhist rituals and sky burials. There’s barely any dialogue, and the cast is made up of non-professional actors, giving the movie a documentary-like feel.
Set in 1923, *The Horse Thief* is centered on Norbu, a Tibetan man who steals and sells horses to provide for his family. Everybody in Norbu’s community knows about his stealing, and when he’s finally confronted by his clan’s elders, Norbu and his wife and son are exiled. Their lives in the harsh Tibetan mountains now get even harder, and Norbu’s son soon falls sick and dies. After his wife gives birth again, Norbu is determined to change, but finds it difficult to feed his family living an honorable life.
Clip: [https://www.youtube.com/watch?v=1_dEk4iE_AA&t=18s](https://www.youtube.com/watch?v=1_dEk4iE_AA&t=18s)
Stream the entire movie here: [https://www.youtube.com/watch?v=LZSjjOQUtHY](https://www.youtube.com/watch?v=LZSjjOQUtHY)
**BLACK CANNON INCIDENT — 1985 (96 MINUTES)**
[https://supchina.com/2018/10/05/film-friday-fifth-generation-of-chinese-filmmakers/](https://supchina.com/2018/10/05/film-friday-fifth-generation-of-chinese-filmmakers/)
This was the first satire to come out of China’s movie industry since the late 1950s, skewering the absurdities and paranoia of the Chinese bureaucracy.
It follows a man named Zhao Shuxin, who works as an engineer and German interpreter at a mining company. Shuxin is a loner obsessed with Chinese chess, carrying a set of pieces wherever he goes. After coming back from a business trip, Shuxin discovers that his black cannon piece is gone. Anxious, Shuxin rushes to the post office and sends a telegram, asking the hotel he stayed at to find it.
The innocent message is completely misinterpreted by the authorities, who believe the black cannon is a weapon. While the police secretly investigate the mysterious “Black Cannon Incident,” Shuxin is replaced at his post without even knowing what he’s done wrong. For a ridiculous misunderstanding, Shuxin and his company suffer a series of misfortunes that could easily have been avoided. It’s a dark and dry comedy, and Huang would later continue the story with *Dislocation*, a sci-fi sequel in which Shuxin creates a robot clone to do his job for him.
Clip: [https://www.youtube.com/watch?v=R5-LQ-i9MRY](https://www.youtube.com/watch?v=R5-LQ-i9MRY)
**YELLOW EARTH — 1984 (89 MINUTES)**
[http://www.aems.illinois.edu/searchresults_detail.html?biblioId=4574](http://www.aems.illinois.edu/searchresults_detail.html?biblioId=4574)
Based on Ke Lan’s *Echo in the Deep Valley*, Chen Kaige’s *Yellow Earth* focuses on the story of a Communist soldier who is sent to the countryside to collect folk songs for the Communist Revolution. There he stays with a peasant family and learns that the happy songs he was sent to collect do not exist; the songs he finds are about hardship and suffering. He returns to the Army, but promises to come back for the young girl, Cuqiao, who has been spellbound by his talk of the freedom women have under Communist rule and who wants to join the Communist Army.
According to Australian scholar Bonnie McDougall, the success of *Yellow Earth* “constituted altogether such an event in Chinese film history that the Chinese film world has never been the same since.”
Book Excerpt:
[https://books.google.com/books?id=b5URtH1dWFkC&pg=PA17#v=onepage&q&f=false](https://books.google.com/books?id=b5URtH1dWFkC&pg=PA17#v=onepage&q&f=false)
Trailer: [https://www.youtube.com/watch?v=sIhuNRtGHIQ](https://www.youtube.com/watch?v=sIhuNRtGHIQ)
ONE AND EIGHT – 1983
https://supchina.com/2018/10/05/film-friday-fifth-generation-of-chinese-filmmakers/
Set during the Second Sino-Japanese War, *One and Eight* is the story of nine men who are kept as prisoners by the Communist Eighth Route Army. One is an innocent soldier accused of being a traitor, and the others are a collection of criminals, including bandits, deserters, and a spy. With a group like this, none of these guys are anybody’s idea of a patriot. When a battle erupts with Japanese forces though, the group’s courage is challenged, forcing them to fight the enemy and redeem themselves.
THE TRUE STORY OF AH Q — 1981 (125 MINUTES)
https://www.cinemas-asie.com/en/archives-en/item/3706-the-true-story-of-ah-q.html
Ah Q is a unsuccessful man who yet tries to find happiness by turning his failure into positive events. He has the capacity to easily adapt himself and always finds a good reason to cheer up. Everyone despises him. The Zhao, a rich family in the village, forbid him to wear the same name as theirs, a Chinese man deprives him of revolution, a nun predicts he will die without descendant, and his master Wu Ma Bai dares slap him one day. Ah Q has never been with a woman, and when he tries to seduce the servant of the Zhao family, he painfully fails. When Revolution starts in 1911, the naïve man thinks that life will radically change, that everyone will love him and that he will be able to do everything he wants. He rebels and is sent to jail. He is even exhibited. Before dying, he shouts "In twenty years, another hero will come!" Ah Q is the universal candid man, remarkably incarnated by the actor Yan Shunkai. *The True Story of Ah Q* is the second faithful adaptation from Lu Xen’s short story. It was selected in 1982 for the official competition in Cannes Festival.
CHINA FILM RESOURCES
JUSTWATCH (search where to stream a film!)
https://www.justwatch.com/us
CHINESE INDEPENDENT FILM ARCHIVE (CIFA)
https://www.chinaindiefilm.org/films/
DGENERATE FILMS
https://www.dgeneratefilms.com/
ASIAN EDUCATIONAL MEDIA SERVICE (AEMS) DATABASE
http://www.aems.illinois.edu/
CAMP ASIAN MOVIE PULSE
https://asianmoviepulse.com/about-us/
THE INTERNET MOVIE DATABASE (IMDb)
https://www.imdb.com/
CHINA-UNDERGROUND MOVIE DATABASE
https://china-underground.com/wp/movies/til-madness-do-us-part/
CHINA FILM INSIDER (CFI)
http://chinafilminsider.com/category/news/
DOCUMENTARY EDUCATIONAL RESOURCES (DER)
https://www.der.org/films/overview/
KANOPY (search Chinese film/documentaries)
https://spl.kanopy.com/
NETFLIX (search Chinese film/documentaries)
https://www.netflix.com/
MODERN CHINESE LITERATURE AND CULTURE (MCLC RESOURCE CENTER)
https://u.osu.edu/mclc/journal/
LETTERBOXD: CHINESE INDEPENDENT DOCUMENTARIES ETC
https://letterboxd.com/godspeed/list/chinese-independent-documentaries/
https://letterboxd.com/samcmac/list/the-8th-chinas-next-wave-directors/
https://letterboxd.com/squirt/list/sinophone-cinema/
ICARUS FILMS
http://icarusfilms.com/
JAVA FILMS
https://javafilms.fr/?s=China&post_type=film&x=0&y=0
RADIi
https://radiichina.com/category/videos/
ASSOCIATION FOR CHINESE ANIMATION STUDIES
http://acas.ust.hk/
SUPCHINA’S WEEKLY FILM REVIEWS
https://supchina.com/tag/film-friday/
EDUCATION ABOUT ASIA FILM REVIEWS
https://www.asianstudies.org/publications/eaa/
BOOKS
Published 2000 - 2021
The Authorship of Place: A Cultural Geography of the New Chinese Cinemas
Dennis Lo / 2021
Chinese Film Classics, 1922–1949
Christopher G. Rea / 2021
The Art of Useless: Fashion, Media, and Consumer Culture in Contemporary China
Calvin Hui / 2021
The Chinese Cinema Book, 2nd edition
Song Hwee Lim and Julian Ward / 2020
Close-ups and Long Shots in Modern Chinese Cinemas
Hsiu-Chuang Deppman / 2020
Chinese Independent Animation: Renegotiating Identity in Modern China
Wenhai Zhou / 2020.
Locating Taiwan Cinema in the Twenty-First Century
Paul G. Pickowicz and Yingjin Zhang / 2020
Hollywood Chinese: The Chinese in American Feature Films
Arthur Dong / 2019
Literati Lenses: Wenren Landscape in Chinese Cinema of the Mao Era
Mia Yinxing Liu / 2019
The Cinema of Jia Zhangke: Realism and Memory in Chinese Film
C. Mello / 2019
Metacinema in Contemporary Chinese Film
Andrew Stuckey / 2018
Ideology and Utopia in China's New Wave Cinema
Xiaoping Wang / 2018
The Formation of Chinese Art Cinema
Li Yang / 2018
Animation in China: History, Aesthetics, Media by Sean Macdonald
Hollywood Made in China
Aynne Kokas / 2018
Chinese Stardom in Participatory Cyberculture
Dorothy Wai Sim Lau / 2018
Zhang Yimou: Globalization and the Subject of Culture
Wendy Larson / 2018
Chinese Film Festivals: Sites of Translation (Framing Film Festivals)
Chris Berry and Luke Robinson / 2017
China in the Mix: Cinema, Sound, and Popular Culture in the Age of Globalization
Ying Xiao / 2017
Filming the Everyday: Independent Documentaries in Twenty-First-Century China
Paul G. Pickowicz & Yingjin Zhang / 2016
The Poetics of Chinese Cinema
Gary Bettison / 2016
Jia Zhangke Speaks Out: The Chinese Director's Texts on Film
Jia Zhangke / 2015
DV-Made China: Digital Subjects and Social Transformations After Independent Film
Angelo Zito & Zhen Zhang / 2015
Sounding the Modern Woman: The Songstress in Chinese Cinema
Jean Ma / 2015
Directory of World Cinema, China 2
Gary Bettinson / 2015
Revolutionary Cycles in Chinese Cinema, 1951-1979
Zhuoyi Wang / 2014
Encyclopedia of Chinese Film
Zhiwei Xiao and Yingjin Zhang / 2014
Memory, Subjectivity, and Independent Chinese Cinema
Qi Wang / 2014
Popular Media, Social Emotion and Public Discourse in Contemporary China
Shuyu Kong / 2014
Chinese Animation: A History and Filmography, 1922-2012
Rolf Giesen / 2014
The Age of New Waves: Art Cinema and the Staging of Globalization
James A. Tweedie / 2013
The Oxford Handbook of Chinese Cinemas
Eileen Cheng-yin Chow, Carlos Rojas / 2013
Independent Chinese Documentary: From the Studio to the Street
Luke Robinson / 2013
The Best 150 Chinese Films of All Time
Arthur H. Tafero and Lijun Wang / 2013
A Companion to Chinese Cinema
Zhang Yingjin / 2012
Historical Dictionary of Chinese Cinema
Yun Zhu and Tan Ye / 2012
Chinese Cinema
Chris Berry / 2012
The Chinese Cinema Book
Song Hwee Lim and Julian Ward / 2011
Chinese Women’s Cinema: Transnational Contexts
Lingzhen Wang / 2011
*Painting the City Red: Chinese Cinema and the Urban Contract*
Yomi Braester / 2010
*Art, Politics, and Commerce in Chinese Cinema*
Zhu Ying and Stanley Rosen / 2010
*The New Chinese Documentary Film Movement: For the Public Record*
Chris Berry, Xinyu Lu, et al. / 2010
*Chinese Film Stars*
Zhang Yinggin and Mary Ann Farquhar / 2010
*Adapted for the Screen: The Cultural Politics of Chinese Fiction and Film*
Hsiu-chuang Deppman / 2010
*Jia Zhangke's 'Hometown Trilogy': Xiao Wu, Platform, Unknown Pleasures*
Michael Berry / 2009
*Cinema, Space, and Polylocality in a Globalizing China*
Yingjin Zhang / 2009
*TV China*
Ying Zhu and Chris Berry / 2009
*Body in Question: Image and Illusion in Two Chinese Films by Director Jiang Wen*
Jerome Silbergeld / 2008
*Chinese Films in Focus II*
Chris Berry / 2008
*The Cinema of Feng Xiaogang: Commercialization and Censorship in Chinese Cinema After 1989*
Rui Zhang / 2008
*TV Drama in China*
Ying Zhu, Ruoyan Bai and Michael Keane / 2008
Playing to the World’s Biggest Audience: The Globalization of Chinese Film and TV
Michael Curtin / 2007
Sentimental Fabulations, Contemporary Chinese Films
Rey Chow / 2007
The Urban Generation: Chinese Cinema and Society at the Turn of the Twenty-First Century
Zhen Zhang / 2007
Sinascape: Contemporary Chinese Cinema
Gary G. Xu / 2006
China on Screen: Cinema and Nation (Film and Culture Series)
Christopher J. Berry and Mary Ann Farquhar / 2006
Celluloid Comrades: Representations of Male Homosexuality in Contemporary Chinese Cinemas
Song Hwee Lim / 2006
From Underground to Independent: Alternative Film Culture in Contemporary China
Yingjin Zhang, Paul Pickowicz / 2006
Amorous History of the Silver Screen
Zhen Zhang / 2005
Speaking in Images: Interviews with Contemporary Chinese Film Makers
Michael Berry / 2005
Reinventing China: A Generation and its Films
Paul Clark / 2005
Chinese National Cinema
Zhang Yingjin / 2004
Post Socialist Cinema in Post-Mao China
Chris Berry / 2004
Film Asia: New Perspectives on Film for English (Curriculum for secondary teachers)
Juanita Kwok and Lucinda Knight / 2002
Building a New China in Cinema: The Chinese Left-wing Cinema Movement, 1932-1937
Laikwan Pang / 2002
Celluloid China: Cinematic Encounters with Culture and Society
Harry H. Kuoshu / 2002
Cinema and Desire
Dai Jinhua and Jing Wang / 2002
New Chinese Cinema: Challenging Representations
Sheila Cornelius / 2002
Screening China: Critical Interventions, Cinematic Reconfigurations, and the Transnational Imaginary in Contemporary Chinese Cinema
Yingjin Zhang / 2002
China into Film: Frames of Reference in Contemporary Chinese Cinema
Jerome Silbergeld / 2000
The Cinema of Hong Kong: History, Arts, Identity
David Desser, Poshek Fu / 2000
Public Secrets, Public Spaces: Cinema and Civility in China
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BUTTERFLY TALE
PRESS KIT
SYNOPSIS
Butterfly Tale is an animated feature film for the whole family set along the diverse, picturesque, and ever-changing backdrop of the great Monarch butterfly migration. A heartwarming tale of a gutsy and loveable yet inept, one-winged butterfly, named Patrick who stows away in a milkweed trailer in order to be part of the journey of a lifetime. With his best friend, a goofy caterpillar named Marty, and Jennifer, a butterfly who is afraid of heights, Patrick will become an unlikely hero. But first he must face his fear, embrace his uniqueness and triumph over adversity while battling changing weather patterns, humans and three evil birds bent on revenge. It is a tale of adventure, self-realization and heroism told with humour whose message is that our differences are less important than the bonds we share, and it is in adversity that our true character shines through.
PRODUCTION
Genre: CGI Animated feature film, Stereoscopic, Screen X
Duration: 82 minutes
Casting: Tatiana Maslany (Jennifer), Mena Massoud (Patrick), Lucinda Davis (Marty), Val Mervis (Lily), Eleanor Noble (Chief Cora), Richard M.Dumont (Jay), Stéphanie Breton (Margaret), Tristan D.Lalla (Tar), Daniel Brochu (Cecil), Lucinda Davis (Raven), Wyatt Bowen (Kyle), Scott Humphrey (Cornelius).
Director: Sophie Roy
Consulting director: Jean-François Pouliot
Production company: Carpediem Film&TV in collaboration with Ulysses Filmproduktion
Producer: Marie-Claude Beauchamp, Emely Christians
Executive producer: Marie-Claude Beauchamp, Emely Christians, Justin Rebelo, Chantale Pagé, Tania Pinto Da Chuna, Marc Gabizon, Markus Aldenhoven
Line producer: Julie Mongeau
Junior producer: Denise Tie
Story by: Heidi Foss & Michael Solomon
Screenplay by: Heidi Foss et Lienne Sawatsky
Artistic Director: Nicolas Cloutier
Animation Director: Boris Plateau
Studio 3D: Studio Singing Frog, Rakete Studio
Distributed by: Pink Parrot Media, Vortex, Maison 4:3
IN THEATERS IN QUEBEC AS OF AUTUMN 2023 (in French and English).
The monarch, a unique butterfly!
With its brightly colored wings of black and orange, the monarch butterfly has everything to please. It is one of the largest diurnal butterflies in Canada. Even its caterpillar is of rare beauty! The monarch also amazes with its behavior and fabulous abilities.
This creature, with its delicate appearance, travels thousands of kilometers each year during great migrations! In addition, its body contains a toxic substance that protects it from natural enemies such as birds. The monarch caterpillar accumulates this toxin by eating milkweed leaves, its only source of food.
Reproduction, anatomy, and role of the monarch
The female lays her eggs on milkweed plants. The caterpillar that hatches from the egg is striped with yellow, black, and white. It has six legs and pseudopods. After a certain time, like all butterflies, the caterpillar transforms into a chrysalis and then metamorphoses into a butterfly.
The monarch is a daytime butterfly. It has filiform antennae and a proboscis for sucking nectar from flowers. This insect is therefore an excellent pollinator, like bees. It is therefore of great importance for fruit production.
An amazing migration
Every year, the monarch butterfly completes one of the longest migrations in the animal world. For such a small insect, it is a real feat! In Canada, there are two migratory populations of monarchs, separated by the Rocky Mountains. The western population spends the summer in British Columbia and Alberta and the winter in California. The migration of the eastern population is even more spectacular, with these butterflies traveling up to 5,000 km to winter in Mexico!
However, this migration is hindered every year by climate change induced by human activities, but also by the use of chemical pesticides or the destruction of milkweed fields in favor of crops or housing.
A species in sharp decline
Today, the monarch must face multiple dangers such as predators, storms, the scarcity of milkweed, deforestation, and climate change. Unfortunately, its populations have greatly declined.
The migratory monarch butterfly is on the International Union for Conservation of Nature (IUCN) Red List of Threatened Species in the "endangered" category. According to the IUCN, the western population is the most threatened, as it has been reduced by about 99.9% between 1980 and 2021. The eastern population decreased by 84% between 1996 and 2014.
Sophie Roy has been working in the industry for over 20 years where she has collaborated with giants such as PBS, Sesame Workshop, Fox Kids and Lego. She has been at the helm of several projects cumulating close to 100 hours of traditional 2D and 3D animation series as well as three feature films in stereoscopy.
Sophie started her career at Cinar Group, working on internationally renowned series such as *Arthur*, *Paddington Bear* and *Caillou*.
At CineGroup, she worked as a production manager on several series including *Sagwa, the Chinese Siamese Cat* (80 x 11 minutes), the notorious Emmy Award-winning PBS series. She also served as Associate Producer on *Galidor* (26 x 22 minutes) the live action series created by David Lynch for YTV and ABC Family.
As Vice President of Development and Sales at Écho Média Film et Télévision, Sophie created the preschool series *Miam*, which aired two seasons on the Yoopa youth channel in Quebec and TFO in Ontario. Sophie also developed the puppet series *Toupie and Binou Vroum Vroum Zoum* as well as the 2D series *Vie de Quartier* for the public channel Radio-Canada.
Since 2011, Sophie joined Carpediem Film & TV Inc. as executive producer on the feature film *The Legend of Sarila*, the first 100% stereoscopic animated feature film made in Quebec, and then on *Snowtime!* which won the best Canadian Box Office in 2015 as well as its sequel, *Racetime* released in 2018. These two films have been sold in over 200 countries and territories around the world.
Sophie has also had the opportunity to write and direct “Making Of” interview vignettes featuring Celine Dion, Ross Lynch and Noel Risher.
Sophie is now entering a new chapter in her career. Recently, she directed the episode of *Snowsnaps- Singing Out Loud* and the 2D animation series *Double Dribble* (10 x 2 minutes). After directing the 2 minute teaser for *BvTales*, Sophie is now directing the feature film, scheduled for release in September 2023.
NICOLAS CLOUTIER
Nicolas Cloutier is a visual designer and digital film set creator who has developed extensive experience in the film industry. After studying Visual Arts at Cégep André Laurendeau, he specialized in 3D animation and continued his studies at Centre Nad in 2001. From the beginning of his career, Nicolas worked on realistic American productions such as *Silent Hill*, *Twilights*, *Beauty and the Beast*, *Snow White*, *Avengers*, and *Parker*.
However, Nicolas has always had a great interest in animated films and took advantage of the rise of animated film productions in Quebec to move into this new field in 2013. This is how he worked on *The Legend of Sarila* and went on to work on several other productions such as *Snowtime!*, *Racetime*, *Troll*, *Mune*, and *The Little Prince*. Over the years, Nicolas has gained a solid reputation in the animation industry for his exceptional skills in visual design and set creation.
In 2021, Nicolas had the opportunity to artistically direct the production of *Butterfly Tale*, which allowed him to extend his experience as an art director on several other animated film productions currently underway. This directing experience allowed him to develop in new areas, including creative direction, leadership, and project management.
In addition to his technical skills, Nicolas is also known for his unique creative approach and keen sense of aesthetics. His passion for visual arts and animation has driven him to explore new creative territories and push the limits of imagination.
HEIDI FOSS
In addition to screenwriting, story editing and series development for shows on HBO, FOX, PBS, FAMILY, YTV, NICKELODEON, and the BBC, Heidi won a Canadian Comedy Award as part of the staff writing team on CBC’s hit series ‘This Hour Has Twenty Two Minutes’. Heidi wrote multiple episodes of the animated series ‘Toon Marty’, which is currently airing on Teletoon, as well as co-writing one episode, and story editing the entire fifth season of the prime time series ‘Mohawk Girls’ for the APTN Network. Heidi is currently writing multiple episodes of the preschool series ‘The Game Catchers’, which is airing on Radio Canada, and most recently, Heidi wrote three episodes, and story-edited the entire first season of Air Bud’s ‘Pup Academy’, currently airing on TVO and Disney. As well as writing, Heidi is a stand out presence on the North American stand-up comedy circuit, and is a four-time Canadian Comedy Award nominee for Best Female Stand-up Comic in Canada.
LIENNE SAWATSKY
Lienne Sawatsky is a creator, showrunner, story consultant and award-winning screenwriter. She has worked for Apple, Netflix, Nickelodeon, Cartoon Network, Disney, PBS and CBC, amongst others. She was creative consultant on the theatrical animated features SNOWTIME (La Guerre des Tuques) and RACETIME. She is the co-creator and executive producer of WISHFART the award-winning comedy series about a teen leprechaun with wonky wish-granting powers. Her most recent credits include co-creating and showrunning THE GUAVA JUICE SHOW for YouTubeOriginals, writing on Apple’s PINECONE AND PONY, and developing Raj Haldar’s book series P IS FOR PTERODACTYL and WORD TRAVELERS for Mainframe Studios. Lienne is from Montreal, and now lives in Toronto with her husband and collaborator, Dan Williams, their daughter, Clementine, and their dog, Rosie.
Passionate and rigorous, Martin Roy is one of the most estimate composers and instrumentalists in Quebec. He now devotes his time and talent to composing music for the small and big screen.
With his partner Luc Sicard, he has written the original music for numerous television series, including the recent Fragments, Larry, La faille, Piégés, Chaos, Nous, Le monstre, Victor Lessard, L’heure bleue and Marche à l’ombre. These series earned them finalists for the Gémeaux Awards for best original music in 2016, 2017, 2018, 2019, 2020 and 2022, a statuette they collected in 2018 and 2019, respectively that of the third season of Marche à l’ombre and second of Victor Lessard. The duo is also behind the music for several feature films, including Ça sent la coupe by Patrice Sauvé, Pieds nus dans l’aube by Francis Leclerc and Le rang du Lion by Stéphan Beaudoin. In addition, Martin Roy signed with Dumas the soundtrack of the animation film Snowtime! by Benoît Godbout.
This work in his Montreal studio was punctuated by a few remarkable appearances on stage where he “manhandles” his favorite instruments: the bass and the double bass! Let us think of the shows Jean Leloup and his orchestra in concert in Paradis city, the tours L’Escapade by Ingrid St-Pierre or Rêver mieux by Daniel Bélanger.
Martin Roy is also an arranger and producer. He was notably entrusted with the string arrangements for many songs by Jean Leloup, Robert Charlebois and Dumas, as well as the production of the two volumes Les duos improbables.
A graduate in popular and classical music at the Cégep de Drummondville, Martin Roy completed his training with studies for a bachelor’s degree in jazz performance at McGill University and the University of Montreal. Since 2014, he has been one of the trainers of the National Institute of Image and Sound (INIS).
TATIANA MASLANY
In the role of Jennifer
Tatiana Maslany is well known for her Emmy Award-winning and Golden Globe-nominated performance in *Orphan Black*, in which she proved her ability to effortlessly play multiple versions of the same character for five seasons on the BBC America series.
She most recently starred as the titular character in the critically acclaimed Disney+ series SHE-HULK. The show was nominated for a People’s Choice Award for “Sci-Fi/Fantasy Show of 2022,” with Maslany earning a 2023 Critics Choice Super Award for “Best Actress in a Superhero Series, Limited Series or Made-for-TV Movie.” Previously, Maslany starred opposite Matthew Rhys in HBO’s *Perry Mason*, for which she won a 2021 Hollywood Critics Association Television Award for “Best Supporting Actress in a Broadcast Network or Cable Series, Drama.”
Maslany will return to the Broadway stage opposite Laurie Metcalf in Joe Mantello’s *Grey House*, which opens on May 30, 2023. In 2018, Maslany made her Broadway debut in Ivo van Hove’s Tony-nominated *Network* opposite Bryan Cranston and Tony Goldwyn. She made her off-Broadway stage debut earlier the same year in Tracy Letts’s *Mary Page Marlowe*.
Recent film credits include: *Pink Wall* opposite Jay Duplass; Karyn Kusama’s *Destroyer* alongside Nicole Kidman; David Gordon Green’s *Stronger*; Kim Nguyen’s *Two Lovers And A Bear*; Joey Klein’s *The Other Half* of which she executive produced; Simon Curtis’ *The Woman In Gold* starring opposite Helen Mirren and Ryan Reynolds; and Adriana Magg’s *Grown Up Movie Star*, which garnered Maslany the 2010 Sundance Film Festival Special Jury Prize for Breakout Star and a 2011 Genie nomination.
Additional television credits include *The Nativity*; *Flashpoint*; *Bloodletting And Miraculous Cures*; *Parks And Recreation*; *Bojack Horseman*; *Trollhunters*; Guillermo del Toro’s *3Below: Tales Of Arcadia*; *Animals*; and the Paramount animated series *The Harper House*.
MENA MASSOUD
In the role of Patrick
Mena Massoud is an Egyptian-born Canadian actor best known for starring as the title character in the Disney live action film *Aladdin* (2019). For his performance, he received a Teen Choice Award nomination, and two National Film & TV Award nominations.
Born in Cairo, his parents decided to move to Canada when he was a child, looking for a safer environment to raise their family. Massoud grew up in Markham, Ontario, where he attended St. Brother André Catholic High School. There he was the head of the improv team. After high school, he attended the University of Toronto and majored in neuroscience. But he decided acting was his true calling and transferred to Ryerson University for their theatre performance program.
By 2011, he was acting in guest television roles, leading to bigger roles including as Jared Malik in the Canadian drama series *Open Heart* (2015) Tarek Kassar in the Amazon Prime series *Tom Clancy’s Jack Ryan* (2018) and Ethan Hart in the Hulu series *Reprisal* (2019).
In 2022, he starred as Prince Thomas in the Netflix original film *The Royal Treatment* (2022). Strongly connected to his Egyptian culture, Massoud was appointed an ambassador by Egypt’s Ministry of Migration for new “Speak Egyptian” initiative in 2019, with the goal of preserving the Egyptian identity of those living abroad.
Massoud also launched the not-for-profit Ethnically Diverse Artists Foundation to help Canadian artists from underrepresented groups jumpstart their careers through mentorship, training and other supports.
Massoud is also working on a passion project as host and executive producer of CTV’s new vegan travelogue show, Evolving Vegan, based on his 2020 book of the same name. The six-part series explores the vegan food scenes in Los Angeles, Mexico City, Austin, Vancouver, Portland, and Toronto.
Next up will be a return to films in the boxing drama *Giant*, as Naseem “Naz” Hamed, the British-Yemeni boxer.
LUCINDA DAVIS
In the role of Marty & Raven
Lucinda Davis is a rising star who found her way into the profession through a weird twist of fate. In 1998, with virtually no acting background she made her first television appearance in the YTV series Student Bodies. Then in 1999, she was called “by mistake!” to audition for the starring role in YTV’s Radio Active, and got the part. Lucinda has amassed an impressive list of credits including a series lead in television series Seriously Weird; a lead role in the dramatic television movie Within These Walls, starring Ellen Burstyn and Laura Dern; as well as a lead in MTV’s series Undressed. Other credits include a recurring role in Naked Josh, a recurring role in Rumours, and roles in feature films such as The Wool Cap and soon to be released The Secret.
Lucinda voice credits include Toopy and Binoo, Saving Me, Butterfly Tales, Interstellar Ella, Supernatural, Racetime, Snowtime, Gon, Gawayn, Gofrette, Winx Club, Gnou, Marsupalami, Station X, and My Goldfish is Evil in animation and Far Cry, Assassin’s Creed, For Honour, Watchdogs, Deux Ex, Prince of Persia, Rainbow Six and Splinter Cell franchises in gaming.
In 2013 and in 2016 she won Actra Montreal’s Voice Performance Awards for her roles in Supernatural: The Anime Series and Racetime respectively. Lucinda was also Woman of the Year in 2016, being recognized for her achievements in advocacy and the arts.
ELEANOR NOBLE
In the role of Chief Cora
Eleanor Noble is the National President of the Association of Canadian Cinema, Television and Radio Artists (ACTRA). She is also Vice President of ACTRA Montreal and Chair of the ACTRA National Women’s Committee. Eleanor is actively committed to creating safe sets across Canada and broadening diversity in all aspects of our industry. She is the creator of the Casting Standards Committee in Montreal, which works with industry partners to improve the casting process. Eleanor oversaw the adaptation of ACTRA National’s guide for Best Practices for Scenes Involving Nudity & Intimacy.
Eleanor’s screen credits include Incendo’s Seasoned with Love, CBC’s Detectives, I.D.’s Fatal Vows and APTN’s Mohawk Girls. Her voice performance credits include the popular series Arthur, Disney’s Trulli Tales, Netflix’s Maggie & Bianca: Fashion Friends and video games such as Assassin’s Creed, Splinter Cell, Prince of Persia. Eleanor is a graduate of the Professional Theatre Program (The Dome) at Dawson College in Montreal.
VAL MERVIS
In the role of Lily
Val Mervis is a Montreal born actor. A graduate of the Dawson Professional Theatre program in 2015. She’s been working steadily in film, tv, voice and theatre.
Notable appearances include Angélique in National Geographic’s Barkskins, Eva in Square Enix’s Outriders and Yoomlana in Capcom’s Monster Hunter Stories 2.
RICHARD M. DUMONT
In the role of Jay
Educated at UCLA and RYERSON UNIVERSITY, Richard M. Dumont is an alumni of Toronto’s famed SECOND CITY troupe.
As a Voice Actor and Voice Director, Richard M. Dumont has recorded over five hundred animated episodics and animated features for the BBC, Fox, Nickelodeon, Cartoon Network, Miramax, Teletoon, Corus Network, Netflix, and the CBC.
Over the last 12 years he has voice-directed over 30 video games in Montreal, Toronto, London, and Los Angeles. They include massive franchise brands such as Assassin’s Creed, Splinter Cell, Far Cry, Prince of Persia, and Avatar.
He has recently had two of his screenplays produced by Lifetime/Incendo Films. He divides his time between Montreal and Toronto.
STÉPHANIE BRETON
In the role of Margaret
Stephanie loves being an actor and has been doing this for over 20 years. Whether it be on screen (highlight includes Hallmark’s: A majestic Christmas) or on stage (nominated for ‘best actress’ for the comedy Trout Stanley and the year later in the dramatic Psychosis 4:48) or even in video games (like Ghost Recon) and multiple voice work of all kinds.
She is a proud and active member of ACTRA, Equity and UDA.
Working on the Butterfly Tales was like a dream come true for Stephanie. Having performed extensively in voice on dubbing projects and multiple ad campaigns in both official languages, she is thrilled to finally be an original voice. On the day of the audition, Stephanie’s own 5 year old son decided to take his new bike for a ride around the block without telling her…! Suffice to say that the character of Margaret hits very close to home and she cannot wait to share this movie with her kids. And the world!
TRISTAN D. LALLA
In the role of Tar
Tristan D. Lalla is a multi-award-winning actor, born and raised in Montreal, Quebec (Canada).
Some recent credits include working alongside Charlize Theron and Seth Rogen in the blockbuster comedy *Long Shot*, sharing the screen with Hip Hop legend The RZA of Wu-Tang in Luc Besson’s *Brick Mansions*, and providing the full performance capture for Adéwalé, the lead role in *Assassin’s Creed Freedom Cry* (Ubisoft), which was nominated for Best New Character at the 2014 Canadian Videogame Awards, & Outstanding Performance in a Videogame at the 2015 ACTRA Awards.
He has been in over 50 plays, musicals, and staged readings across Canada. Some notable productions include: *A Raisin In The Sun* (Black Theatre Workshop), *Othello* (Persephone Productions), *The Tempest*, *The Mahalia Jackson Musical*, *Man of La Mancha*, *Glengarry Glen Ross* (Segal Centre), the Canadian Premiere of David Mamet’s *RACE* (Theatre Yes), *I AM I* (Dancing Monkey), *Urban Tales* (Centaur Theatre), *Andersen’s Inkwell* (Geordie Productions), *The Mid-Life Crisis of Dionysus* (Mainline Theatre), *A Midsummer Night’s Dream*, *Much Ado About Nothing* (Repercussion Theatre), *The Lamentable Tragedy Of Sal Capone* (Black Theatre Workshop/Urban Ink Productions), and *The Mountaintop* (Black Theatre Workshop/Neptune Theatre) for which he was awarded the 2018 META for Outstanding Lead Performance by an Actor. In his formative years Tristan was a featured dancer in both the Montreal Just For Laughs Festival & Montreal International Jazz Festival, and in 2015/16 he was one of ten Ensemble Members of Canada’s National Arts Centre.
Tristan is a recipient of the Gloria Mitchell-Aleong Award from Black Theatre Workshop and is a Dawson College Professional Theatre honours graduate.
DANIEL BROCHU
In the role of Cecil
Daniel Brochu has been working in the voice industry for over 30 years.
He has had the good fortune of voicing characters in many live action and cartoon series, including Buster Baxter in PBS’s long running, Emmy Award winning series ‘ARTHUR’. Other select credits include Daniel Pickett in ‘What’s With Andy?’, Percy in ‘Rotten Ralph’, Tom Sawyer in ‘The Adventures of Tom Sawyer’, and Felix in “Felix And The Treasure of Morgaa”.
His voice can also be heard in video games such as the Far Cry and the Assasin’s Creed franchise. He is honoured to be the voice of Cecil in ‘Butterfly Tale’.
MUSIC
The soundtrack of the movie Butterfly Tale features a mix of pop and acoustic music that reflects the playful, emotional and whimsical spirit of the film. It includes contributions from various and talented artists, including Shawn Mendes, Cœur de Pirate, Johnny Orlando, Josh Alexander, and La Zarra.
Shawn Mendes contributes soulful vocals to an uplifting track that resonates with the movie’s message of growth, transformation, and self-discovery. Meanwhile, Cœur de Pirate’s dreamy and ethereal soundscapes create an otherworldly atmosphere for some of the film’s key moments. Johnny Orlando’s catchy and upbeat track fits perfectly with the playful and adventurous tone of the film, while Josh Alexander’s captures the emotional journey of the protagonist.
Overall, the Butterfly Tale soundtrack is a diverse beautiful bouquet of songs that is sure to delight both kids and adults alike.
NANCY BRAULT
Vice President of Blü Dog Media
Music Supervisor
Nancy Brault is an entrepreneur who simultaneously manages tons of projects in the cultural sector. She has been passionate about music production and supervision, album production, as well as stage show production for a long time. She possesses an undeniable ability to efficiently create innovative and quality products. Nancy started her career at Avanti, producing artists such as Roch Voisine, Isabelle Boulay, and Luce Dufault. The company also produced and directed the theatrical work Broue, where Nancy remained as the production manager for 24 years. Her career continued with the representation of various artists and multiple executive and production management mandates for live and televised shows, both in Quebec and internationally, including the flagship show La Voix.
With Blü Dog Média, Nancy aims to integrate the values acquired through her 25 years of experience in order to bring together the cream of collaborators, authors, composers, directors, and other sound and music professionals to adapt a unique sound to each new creation. One of BDM’s flagship projects, the original soundtrack for the animated film La Course des Tuques/Racetime was awarded the Felix for Album of the Year, as well as the Socan Éditions Award for the song Pour Commencer which reached the top of the radio charts for 11 weeks in 2019.
Her motto is to reinvent things differently by offering a more respectful environment for creation and its collaborators, while marrying the reality of cultural markets in intense mutations.
Josh Alexander, a multilingual songwriter from Quebec City, has been making waves in the music industry with his heartfelt compositions. Fluent in French, English, and Spanish, his music has been a creative outlet for his emotions. At the young age of 22, he has already achieved impressive accomplishments, including his fifth song placement in the film industry.
Josh’s music career took off with his first placement, “Not Alone” which became the selected song for the soundtrack of “Snowtime the sequel, Racetime.” The song was distributed by Universal Music Canada worldwide. He followed this up with his single “Level Up” which was presented as iHeart Radio’s Future Star of the month in February 2020 and charted in the top 100 BDS (ADISQ) for 10 months.
In addition to his music career, Josh has also participated in various TV shows such as La Voix, Double Dribble, and Super Agent Jon Lebon. His most recent composition, “Fly Away” will be featured in the upcoming film “Butterfly Tales” worldwide.
Josh’s hard work and dedication culminated in the release of his first EP, “Forevermore” in the fall of 2022. The EP’s single, “Hurricane” became #36 of the top correspondents of l’ADISQ radio charts in Quebec. One of the biggest accomplishments in Josh’s career so far was when Jeannick Fournier, winner of Canada’s Got Talent, chose three songs he collaborated on for her upcoming album release.
Josh Alexander is a rising star in the music industry, and with his talent and passion for music, he will undoubtedly continue to make his mark worldwide.
SHAWN MENDES
Singing “Something big”
Shawn Mendes is a Canadian singer, songwriter, and musician who rose to fame through social media. He was born on August 8, 1998, in Toronto, Canada, and was raised in a musical family. At the age of 14, he started posting covers of popular songs on Vine, where he quickly gained a large following.
In 2014, Mendes released his debut single, *Life of the Party* which debuted at number 24 on the US Billboard Hot 100 chart, making him the youngest artist to debut in the top 25 on the chart. He continued to release successful singles, including *Stitches*, *Treat You Better* and *There’s Nothing Holdin Me Back* all of which reached the top 10 on the Billboard Hot 100.
Mendes has released several successful albums, including *Handwritten*, *Illuminate*, and *Shawn Mendes: The Album*. He has also been involved in various philanthropic efforts, including the Shawn Mendes Foundation, which aims to support and amplify the voices of young people leading positive change.
Mendes has been recognized with numerous awards and nominations throughout his career, including several Juno Awards, MTV Europe Music Awards, and Billboard Music Awards. He has also been named one of Time Magazine’s 100 most influential people in the world.
With his heartfelt lyrics and soulful voice, Shawn Mendes has become one of the most successful young artists of his generation. His dedication to his fans and passion for music have made him a beloved figure in the industry, and his future looks bright as he continues to evolve and grow as an artist.
Toronto-born singer, songwriter Johnny Orlando is this generation’s rising pop superstar impacting a global music stage. Orlando has amassed a social media following of over 28 million+ engaged fans worldwide, joining the global stan culture with some of the internet’s biggest influencers. First and foremost, Johnny is an artist - at 20 years of age, Orlando’s music has generated over 2 billion global streams and acclaim from the likes of Billboard, Variety, Paper, Teen Vogue, and more.
Along the way, Orlando garnered nominations for Breakthrough Artist of the Year & Pop Album of the Year at JUNO Awards, as well as three consecutive wins for Best Canadian Act at the MTV European Music Awards. In August 2022 Orlando released his highly anticipated debut album all the things that could go wrong, which has since amassed over 100 million streams globally.
The sweeping album – anchored by early singles Someone Will Love You Better (25 million streams), and You’re Just Drunk (12 million Spotify streams) – finds the 20-year-old rising star at his emotional, lyrical, and sonic best, delivering on the promise of over a decade spent climbing the music industry ladder. Orlando has been touring internationally from the age of 14, and plans to tour globally in 2023 to support of his debut album.
More than a decade has passed since Béatrice Martin became part of the landscape under the now customary pseudonym of Cœur de pirate. Armed with a talent worthy of goldsmithing, a poetry that is sometimes refined, sometimes subversive, and an elusive aura, she seduces as she surprises, popping up where she is not expected, with versatility, but coherence, and in front of an audience that is always there. A true pop icon throughout the French-speaking world, she has released five successful albums: *Cœur de pirate* (2008), *Blonde* (2011), *Roses* (2015) and *En cas de tempête, ce jardin sera fermé* (2018) and her instrumental album *Perséides* (2021).
Béatrice Martin is also the recipient of seven Félix awards, including Revelation of the Year (2009), Female Performer of the Year (2012, 2019), Pop Album of the Year (2012, 2019) and English Album of the Year (2016). She has also been awarded the SOCAN Songwriter of the Year Award (2019) and a Victoire de la musique for Original Song of the Year (2010.) She has received numerous Juno Award nominations, radio hits and sold-out shows around the world.
In the fall of 2021, Coeur de pirate released her sixth career album, *Impossible à aimer*. This latest album features the singer-songwriter’s signature sad and heartbreaking love songs set to danceable disco pop tunes inspired by 70s French chanson.
Who is this enigmatic artist who seems to have come straight from another era? Voice, look, hips, energy, La Zarra asserts everything, without concessions. A dazzling freedom, proud, touching. She emerges from a great Hollywood classic with the stubborn independence of great voices with no restraint. The classy and flashy style of Audrey Hepburn, or Marilyn Monroe, with the sense of tragedy of Edith Piaf, the post-modern intoxication of Lady Gaga, the naked frankness of Barbara and the fragility of Dalida...
La Zarra always dares to go further. Sensual? Obviously, while playing on the enigmas of a mysterious heart. Modern? Vintage? All at once, but without copying any model, always eager for strength and elegance.
During childhood in Canda, she obviously dreams of France, fashion and songs, while discovering the oriental voices that one listens to in a family of Moroccan origin.
In her early works, prelude to her songs of today, which speak about her - sharp confessions, categorical feelings, she sings with her warm and distinguished voice, her desires, her hopes, but, also her sufferings and her disillusionments with an unparalleled accuracy...
La Zarra is self-taught and has built everything. In early childhood she spends hours in front of videos of Mylène Farmer and Céline Dion in concert, dreaming of the life of an artist... And, today, it is for France that her heart beats and that her art vibrates, where the free woman and the most imperious of romanticisms were invented. A sublime and unforeseen love story that she has been living since her arrival in the capital, a city of possibilities like a dream too strong not to wake us up.
Jennifer-Lee Dupuy is a Haitian-Canadian singer-songwriter. She has been passionate about dance and singing since childhood, and honed her skills as a member of a dance troupe for over 7 years. She then became a vocal coach for several choirs in Quebec, which took her to the Caribbean and Europe to sing and support choirs throughout the French-speaking world. With a natural inclination for Pop and R&B, Jennifer-Lee is currently working on her musical compositions that we will soon have the pleasure of discovering. We will soon find her all over Quebec, in the musical production of Bodyguard, in which she will play the iconic role of Rachel Marron.
Founded in the spring of 2004, CarpeDiem is a production company operating in the audiovisual entertainment sector, primarily targeting families. Thanks to the experience of its founder, Marie-Claude Beauchamp, CarpeDiem produces 2D, 3D, and stereoscopic animation.
CarpeDiem strives to provide quality productions to its discerning audience aged 3 to 103, whether in the form of feature films, television series, music videos, mobile phone games, or web content. CarpeDiem’s portfolio includes the films “The Legend of Sarila” “Snowtime!” and “Snowsnaps”. CarpeDiem is currently in production of its 5th feature film in 3D animation entitled Elli.
Ulysses Filmproduktion, one of the most active European production companies of high-quality and commercially successful animation films, is based in Germany. The company developed and produced world-wide selling 3D animated films such as Ooops! Noah is gone… (aka Two by Two, All Creatures Big and Small), Luis & The Aliens (which was also picked up by Warner UK) and the sequel Ooops! 2 – The Adventure Continues (aka Two by Two – Overboard).
Just recently completed are the Canadian-German co-production Butterfly Tale, to be released worldwide in late 2023 and The Amazing Maurice, an adaptation of the late Terry Pratchett’s fantasy novel “The Amazing Maurice and His Educated Rodents”. With more to follow, the film is currently released in over 85 countries, such as France, Germany, UK and the US, where the film was released on more than 2000 screens. Currently in production is Niko3 – Beyond the Northern Lights, Maurice 2, Trash Monsters, Out of Frame, and more movies and a TV series with global exploitation potential are in the development pipeline.
Marie-Claude Beauchamp
President & Producer at CarpeDiem
Emely Christians
Producer at Ulysses Filmproduktion
During her 25 years of experience in audiovisual production on Quebec projects and/or international co-productions that have enjoyed great success in Canada and abroad (Bébéatrice, Toupie & Binou, Blaise le Blasé, Elles pêchent, etc.), Julie Mongeau has held numerous positions in the production and post-production chain.
Today, as a Line Producer at CarpeDiem Film & TV, Julie brings her expertise in budget management, schedule management, and a particular focus on the artistic quality of the projects for which she is responsible, from the writing stage to the delivery of broadcast masters.
As Junior Producer and Postproduction Supervisor, Denise Tie has been responsible for supervising Butterfly Tale for Ulysses Films. In 2010 she received a certificate in project and music management at the Deutsche POP Akademie and in 2011 she began her apprenticeship at Ulysses, finishing it in 2014 as a certified “Audio Visual Media Clerk”.
Since the last 12 years, Denise is part of the core production team at Ulysses and has worked on multiple award-winning animated films and worldwide box office hits. The previous project she has supervised was the successful animation feature The Amazing Maurice based on the novel by Terry Pratchett. In addition, Denise is Head of Development for Ulysses’ upcoming animated features Maurice 2 and Trash Monsters.
Singing Frog Studio was founded in the spring of 2013 by Normand Thauvette, who transformed Animation Studio, which he had just acquired, into a full-service animation studio. Normand Thauvette has over 120 hours of production experience in animation and live-action films and series (My Life Me, Grand Star, The Legend of Sarila). Having gained industry experience first as an account manager in the banking sector, Normand also worked at Telefilm before becoming an executive producer. The studio, which now has over 100 employees, animated the successful 3D film Snowtime! as well as Snowsnaps, the television series derived from the film. More recently, Singing Frog Studio animated the feature film Toupie et Binou.
Studio Rakete was established in 2005, is based in Hamburg, Germany and develops and realises animation projects that are charming, humorous and appealing family entertainment. Studio Rakete has been involved in many national and international European co-productions. Our track record includes, amongst many others, titles like Ooops! 2, the sequel of Ooops! Noah is gone..., which won children’s hearts worldwide in 2015, Luis and the Aliens (Ulysses), Rabbit School (Akkord Film) and Tabaluga – the Movie (Tempest Film), Richard the Stork (Ulysses). We also had the pleasure to be part of The Congress (Pandora Film) which won the European Film award - by Golden Globe winning director Ari Folman and more recently, The Amazing Maurice.
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“THE MAGAZINE IS A MOMENT OF CONSCIOUS LOOKING”
An Ethnographic Study on the Practice of Reading Fashion Magazines
Department of Media Studies
30 hp
Fashion Studies
Master’s Thesis
Springsemester 2017
Supervisor: Dr. Philip Warkander
Abstract:
“The magazine is a moment of conscious looking” – An Ethnographic Study on the Practice of Reading Fashion Magazines is an interpretative study in which the author examines, through ethnographic research methods, the reading behaviour of teenagers, young adults and adults from Southern Germany who consume commercial fashion magazines. Claiming that previous research has failed to perceive the reader as a co-creator of meanings, this study aims to understand which social values and functions readers attribute to commercial print fashion magazines today in a digitalized world.
Drawing on Stuart Hall’s Encoding/decoding theory, as well as on Consumer Culture Theory, the author argues that readers actively rework and reinterpret meanings encoded in fashion magazines, which makes reading this magazine genre a meaningful activity. Furthermore, this study shows how the use of digital media in the field of fashion affects the values and functions of the print genre. Finally, drawing on Pierre Bourdieu’s approach of capitals and gender theory, the author illustrates a relation between the socialization background of the readers and their opinions, and argues that meanings of commercial fashion magazines are also constructed beyond the reading experience.
Keywords: Commercial Fashion Magazine, Print versus Digital, Ethnographic Study, Stuart Hall, Pierre Bourdieu, Consumer Culture, Cultural Capital, Gender
# Table of Contents
**INTRODUCTION** .......................................................................................................................... 1
Background ................................................................................................................................... 1
Aims and Research Questions ........................................................................................................ 2
Literature Review .......................................................................................................................... 3
The Non-Approached Conscious Reader .................................................................................... 4
The Use of Fashion Magazines and Other Media ....................................................................... 6
**THEORETICAL FRAMEWORK** ..................................................................................................... 8
More than Just a Reader ............................................................................................................... 8
Decoding Fashion Magazines according to Hall .......................................................................... 9
Bourdieu and the Formation of Social Groups .............................................................................. 11
Commercial Fashion Magazines and Gender .............................................................................. 13
**METHODOLOGICAL CONSIDERATION AND PRESENTATION OF EMPIRICAL DATA** ................. 14
Understanding Fashion Magazines through Ethnographic Methods ........................................ 14
Selection of the Research Subject and Access into the Research Field .................................... 15
Focus Groups and Semi-Structured Individual Interviews .......................................................... 18
Challenges during the Research Process ..................................................................................... 19
Presentation of Participants ........................................................................................................... 21
Outline ........................................................................................................................................... 23
**ANALYSIS PART I: READING COMMERCIAL FASHION MAGAZINES** ........................................ 24
The Moment of Purchase ............................................................................................................. 24
The Planned Spontaneity ........................................................................................................... 24
The Cover ................................................................................................................................... 27
Reading Commercial Fashion Magazines ..................................................................................... 31
Time and Place ........................................................................................................................... 31
The Act of Reading .................................................................................................................... 34
After Reading Commercial Fashion Magazines ........................................................................... 38
How Magazines Are Stored ....................................................................................................... 38
The After-Reading Practice ........................................................................................................ 41
Short Conclusion ........................................................................................................................... 45
**ANALYSIS PART II: PRINT VERSUS DIGITAL MEDIA** ............................................................... 46
Fast Pace versus Consistency ....................................................................................................... 47
The Real versus the Particular ....................................................................................................... 52
Professionality ............................................................................................................................... 55
Short Conclusion ........................................................................................................................... 58
**ANALYSIS PART III: FASHION MAGAZINES BEYOND THE READING EXPERIENCE** ............. 59
Fashion Magazines and the Reader’s Cultural Capital .................................................................. 60
Fashion Magazines and Gender .................................................................................................... 65
Short Conclusion ........................................................................................................................... 68
**FINAL CONCLUSION** .................................................................................................................. 70
**REFERENCES** ............................................................................................................................. 74
Literature ....................................................................................................................................... 74
Journal Articles ............................................................................................................................. 76
Internet Sources ............................................................................................................................ 78
**APPENDIX** ................................................................................................................................. 79
Questions for High School Students ........................................................................................... 79
Questions for University Students and Adults ............................................................................. 81
Introduction
Background
Without the clothes, without the images with which fashion is portrayed, and thus, without the magazines themselves, there would be no ‘fashion system’ as such.
Brian Moeran, Social Anthropologist\(^1\)
According to the sociologist Yuniya Kawamura, fashion “is not visual clothing but the invisible elements included in clothing.”\(^2\) For her, these elements only exist in people’s imagination, and so fashion is nothing physical but rather culturally constructed imagery. Engrossing this thought, fashion magazines probably have been one of the most important agents in the production as well as the maintenance of fashion and the fashion system, since their raison d’être, as claimed by Brian Moeran, is to portray fashion to the public.\(^3\)
On April 25\(^{th}\), 2017, the German economy newspaper *Handelsblatt* in its issue “Numbers of magazines continue to grow”\(^4\) reported about the increasing numbers of magazines on the German market, while, however, the numbers of magazine editions are diminishing. Although 53 magazines were discontinued within the past year, another 87 with a mid-low number of editions were launched. Since 2001 the magazine market has increased by 35%. According to the *Association of German Magazine Publishers*\(^5\), the magazine market in Germany remains stable and will probably continue to grow in 2017.\(^6\)
Among the new publications one can find an increasing number of fashion magazines, especially in recent years. In 2014, the German edition of *Harper’s Bazaar*\(^7\) was re-launched, followed by the fashion and lifestyle magazine *Barbara*\(^8\) in 2015 and, as most recent example, the fashion magazine *Die Dame*\(^9\) in March 2017.
Thus, against the assumption that print has been dying since the establishment of the World Wide Web, these recent developments show that the consumption of magazines as well as the interest in fashion publications is gaining importance in Germany. There would not be increased production if there was
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\(^1\) Moeran, “More than just a fashion magazine,” 730.
\(^2\) Kawamura, *Fashion-ology*, 4.
\(^3\) Morean, “More than just a Fashion Magazine”, 730.
\(^4\) “Zahl der Zeitschriften steigt weiter”
\(^5\) Verband Deutscher Zeitschriftenverleger e.V.
\(^6\) Handelsblatt. “Zahl der Zeitschriften steigt weiter.” Accessed May 09, 2017. http://www.handelsblatt.com/unternehmen/it-medien/verlage-zahl-der-zeitschriften-steigt-weiter/19714610.html.
\(^7\) Horizont. “Redaktionsteam für deutsche ‘Harper’s Bazaar’ ist komplett.” Accessed March 4, 2017. http://www.horizont.net/medien/leute/-/Redaktionsteam-fuer-deutsche-Harpers-Bazaar-ist-komplett-115510.
\(^8\) Spiegel Online. “Barbara kann sogar Brigitte – nur besser.” Accessed March 4, 2017. http://www.spiegel.de/kultur/gesellschaft/barbara-schoenebergers-magazin-barbara-wie-brigitte-nur-besser-a-1057719.html.
\(^9\) Welt. “Wiederauferstehung einer revolutionären Zeitschrift.” Accessed March 4, 2017. https://www.welt.de/wirtschaft/article162435269/Wiederauferstehung-einer-revolutionaeren-Zeitschrift.html.
not increased demand on the part of the consumers. In turn, an increasing demand means that fashion magazines today fill a certain need and therefore have a specific function and value in society. In this thesis, I want to further examine these values and functions of commercial print fashion magazines through the readers’ perspective.
This research is based on an academic as well as private interest. Having a background in European Ethnology, I have conducted my study in an ethnographic context. While in my bachelor thesis, I focused on the authority of fashion magazines exclusively from a producer’s perspective, I take my master thesis as an opportunity to extend my knowledge of fashion magazines by focusing this time on the reader’s opinion. Admittedly, I am a passionate fashion magazine reader myself. However, the main motivation to focus on the consumer has emerged through past internships in fashion publishing at the German publisher *Hubert Burda Media*, in which I became part of the production process and started to get first insights into the interface of the fashion industry and its target audience. Thus, with this study, I do not only intend to satisfy my personal curiosity, but also to contribute to a better understanding of fashion magazines in academia.
**Aims and Research Questions**
In this thesis, I aim to understand the social values and functions of commercial fashion magazines according to a readership of different age groups in Southern Germany. I will investigate on what occasions, as well as for what purposes, readers today consume print fashion magazines during their daily routine in relation to their consumption of comparable content in digital media. In a further step, I will analyse if and how the cultural values of print fashion magazines attributed by the readership differ depending on their age and lifestyle.
As argued by the cultural scientist Anna Gough-Yates, women’s magazines have to be understood as a “cultural realm” rather than in an exclusively economic dimension.\(^{10}\) Editors and advertisers indisputably influence the production of print fashion magazines, and consequently the production of their cultural value. However, as Gough-Yates argues, the maintenance of print fashion magazines on the market is highly dependent on social and cultural processes.\(^{11}\) In this thesis, I intend to analyse relevant social and cultural processes, which determine the value of print fashion magazines, by adopting the view of the end consumer – the readership.
In total, the social values and functions of print fashion magazines will be examined through three aspects: First, I will study the reading behaviour of magazine readers by not exclusively focusing on the reading act itself, but by analysing how consumers interact with magazines from the moment they decide to buy them to the moment they store them. Second, I will identify how the use of digital media affects
\(^{10}\) Gough-Yates, *Understanding Women’s Magazines: Publishing, Markets and Readerships*, 6.
\(^{11}\) Ibid.
the value of print media in the field of fashion and third, I will investigate how the readers’ socialization backgrounds and attitudes towards commercial fashion magazines influence these values. Although the last two aspects do not mainly focus on print fashion magazines, they do, however, give indirect insights into how consumers legitimize their usage. Thus, the research aim is thematically organized in three different question clusters:
1. What values and functions do readers ascribe to commercial print fashion magazines during purchase as well as during the actual reading and storage situation?
2. How do digital media affect the value of print fashion media?
3. How do the reader’s socialization background and attitude affect the value of print fashion magazines?
**Literature Review**
Studies on fashion magazines have been conducted continuously in academia since the 1970s, and most of them are dominated by discourse analysis and semiotic work. Generally, it can be stated that there have been three contrasting approaches of studying fashion magazines. Some scholars like Roland Barthes (1990 [1967]), Paul Jobling (1999), Angela McRobbie (1978), Ellen McCracken (1993) and Agnès Rocamora (2013) have analysed fashion in written words and images in fashion magazines and newspapers. Arguing that the producer’s intentions take a crucial role in the realization of fashion magazines, Anna Gough-Yates (2003), Brian Moeran (2006) and Kate Nelson Best (2017) study fashion magazines through their context of production, while Ros Ballaster et al. (1991), Diana Crane (1999), Elizabeth Frazer (1987), Ellen McCracken (1993) and Joke Hermes (1997 [1995]) have a focus on readers and consumption.\(^{12}\)
Inspired by Stuart Hall and his Encoding/decoding theory, the fashion scholar Ane Lynge-Jorlén claims in her PhD thesis *Between Edge and Elite: Niche Fashion Magazines, Producers and Readers* (2009) that the meanings of fashion magazines have to be analysed from the interrelation between producer, the magazine’s content and consumer.\(^{13}\) To find the right balance between these interrelations is a complex undertaking. Recognizing that fashion magazines need to be studied from multiple angles in order to be fully decoded, I acknowledge that my study, which focuses primarily on the perspective of the reader, has its limitations. Nevertheless, I intend to demonstrate with this literature review how my study obtains its strength through that limitation.
\(^{12}\) Lynge-Jorlén, “Between Edge and Elite: Niche Fashion Magazines, Producers and Readers,” 21.
\(^{13}\) Ibid. 21–22.
One of the earliest studies on fashion magazines was conducted by philosopher Roland Barthes, who is considered as a pioneer in this field, in *Fashion System* (1990 [1967]). Inspired by Saussurean linguistics, Barthes aimed to define fashion by developing a complex linguistic system. In his work\(^{14}\), he distinguishes between three types of clothing: *the real clothing*, by which he means the physical garment, the *image-clothing*, which is clothing pictured in a photograph, and *the written clothing*, which is the description of clothing in text. According to Barthes, the idea of fashion is exclusively produced by written text, since written words are the most evident form of communicating the meaning of clothing, while photography requests multiple readings.\(^{15}\) However, as Paul Jobling shows in his work *Fashion Spreads – Word and Image in Fashion Photography since 1980* (1999), the production of fashion is not reduced to written text but is also found in images and should not be, as Barthes argues, only reserved for the female sex.\(^{16}\)
Barthes makes an assumption of the typical female reader based on his semiotic work. He does not integrate the reader’s perception or opinion on fashion magazines. Although he has been criticized for his divisive work, feminist scholars, as for instance Angela McRobbie (1978), have come to similar conclusions in their studies. In effect, as Lynge-Jorlén (2009) and the scholar of Media Studies Gough-Yates (2003) illustrate in their work, there was a strong feminist research movement in this research field until the mid-1980s. Fashion magazines have been alleged to impose normative femininities and therefore being harmful to female readers.\(^{17}\) Hence, without taking the reader’s perception into consideration, feminist scholars have tended to position fashion magazine readers as naïve and superficial.
The comparison of two studies shows the extent to which scholars can misinterpret the nature of readers through basing their assumptions on semiotic analysis: Angela McRobbie, scholar of Cultural Theory, in *Jackie: An Ideology of Adolescent Femininity* (1978) and Elizabeth Frazer, scholar of Political Theory, in *Teenage Girls Reading Jackie* (1987). McRobbie undertook a critical analysis of the teenage magazine *Jackie*, a successful teenage magazine in Britain at that time. Her research aim was to unpack the system of messages in *Jackie*, “a signifying system and a bearer of a certain ideology; an Ideology which deals with the construction of teenage ‘Femininity’.”\(^{18}\) She argues that through codes the teenage magazine imposes certain interests, values and products on its readers, which define *Jackie’s* and the reader’s femininity. This includes fashion and beauty, among other aspects.\(^{19}\) Although McRobbie re-evaluated her study in 2000 in *Feminism and Youth Culture*, she did not conduct any ethnographic inter-
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\(^{14}\) The French philosopher analysed the magazines *Elle* and *Jardin des Modes*, as well as some editions of *Vogue*, from June 1958 to June 1959 using a semiotic analysis [Barthes, 1967: 260–262].
\(^{15}\) Barthes, *The Fashion System*, 35.
\(^{16}\) Jobling, *Fashion Spreads*. 83–101.
\(^{17}\) Cf. Lynge-Jorlén, *Between Edge and Elite: Niche Fashion Magazines, Producers and Readers*, 22–27 and Gough-Yates, *Understanding Women’s Magazines*, 7–11.
\(^{18}\) McRobbie, “Jackie: An Ideology of Adolescent Femininity”, 1.
\(^{19}\) ibid. 6, 36–44.
views and still related to the reader as a theoretical construct. In both of her studies, she acknowledges in her conclusion that her study is limited in terms of ignoring the readers’ perception of *Jackie*. Frazer (1987), too, conducted a study on the magazine *Jackie*, but analysed how girls read the magazine. She concluded, however, that teenage readers can adapt critical views on *Jackie*, and consequently, are not overwhelmed by it. Hence, Frazer contributed to a more positive image of magazine research, like Janice Winship in *Inside Women’s Magazines* (1987).
The social anthropologist Janice Winship, conducted a content analysis on *Woman’s Own*, *Cosmopolitan* and *Spare Rib* in *Inside Women’s Magazines* (1987). Acknowledging that she herself was a dedicated reader of the magazines, she combined the content analysis with her own reading experience. Thus, since she positioned herself as researcher and research subject at the same time, her objectivity in the study is questionable. Nevertheless, Winship was one of the first scholars who significantly changed the understanding of women’s magazines. In her study, she perceives the magazine as a means of pleasure for women and, consequently, distances herself from previous research, which had categorized women’s magazines as harmful. In effect, Frazer and Winship were two of the first scholars who started to embrace interpretative ethnography as a new and appropriate method for studying fashion magazines.
In *Decoding women’s magazines – From Mademoiselle to Ms.* (1993), the linguist Ellen McCracken studied text in advertising and editorials. Highlighting that magazines are strongly dependent on advertisement, she argues that magazines reinforce advertising and consequently motivate readers to buy certain products. Furthermore, she concludes that advertisements in fashion magazines make readers feel insecure and at the same time awaken their desire. McCracken included some comments of her 34 undergraduate students with whom she discussed *Cosmopolitan*. The students stated clearly positive associations with the magazine such as, for instance, the smell of the printed pages or the sensation of pleasure while reading it. However, in her study, McCracken gave her semiotic analysis more weight than her students’ thoughts. Thus, McCracken’s conclusion is mainly influenced by her content analysis and consequently, even though some positive aspects were provided in the interviews with her students, her understanding towards fashion magazines remains critical.
The scholars Ros Ballaster, Margaret Beetham, Elizabeth Frazer and Sandra Hebron combine, like McCracken, a textual analysis with ethnographic research. In *Women’s Worlds* (1991) the authors aim to
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20 Ibid. 50–51.
21 Frazer, “Teenage girls reading Jackie,” 414–424.
22 Winship, *Inside Women’s Magazines*, 52–66.
23 According to Gough-Yates (2003), from the mid-1980s onwards, feminist scholars have been influenced by postmodern and poststructuralist theory, which had a crucial impact on the research on fashion magazines and their readers. Inspired by the French philosopher Michel Foucault, scholars began to recognize that meanings of any form of culture, which also automatically implies fashion magazines, were not naturally pre-existent but constructed through and reflected within discourse. Thus, the meaning of fashion magazines is not anchored within the physical medium itself but rather is formed by how people think, talk and write about them, or rather: through a discursive formation. Consequently, interpretative ethnography has become increasingly popular for studying fashion magazines [Gough-Yates, 2003: 11–12].
24 McCracken, *Decoding women’s magazines*, 4.
25 Ibid. 5–7.
26 Ibid. 299–301.
understand why women read magazines. Like Frazer in *Teenage Girls Reading Jackie* (1987), Ballaster et al. conclude that women reading magazines are conscious about the variety of discourses of femininity in them. Thus, the reader is pictured as knowledgeable about the hidden codes in the magazines. Unfortunately, Ballaster et al., like McCracken, put greater emphasis on the textual analysis and conclude that magazines maintain their influence on women by being both a guide for living and a means of experiencing pleasure.\(^{27}\) Hence, although ethnographic research on readers has become a more legitimate method to understand the meaning of fashion magazines, scholars like Ballaster et al. (1991) and McCracken (1993) have failed to acknowledge the possible enrichment through ethnographic data and instead mainly focused on textual analysis.
Drawing on Barthes (1990 [1967]), McRobbie (1978) and Frazer (1987), I argue that content analysis, either through text or image, is not the most adequate method to understand which meanings and values readers attribute to fashion magazines. Neither are the researcher’s personal feelings about women’s magazines fruitful for an objective research process, as seen in Winship (1987). It is mainly using interpretative ethnography, which guidelines need to acknowledge, and including the readers’ personal attitudes that give real insights into their understanding.
Furthermore, relating to the work of Ballaster et al. (1991) and McCracken (1993), I argue that analysing fashion magazines through various angles can have negative effects on the data evaluation and consequently on the results. Although I agree with Ane Lynge-Jorlén (2009) that fashion magazines need to be examined through their multiple interrelations in order to be fully decoded, researchers run the risk of valuing one type of analysis more than another. In the case of Ballaster et al. (1991) and McCracken (1993) it was ethnographic research that was overshadowed by content analysis. Thus, I have chosen to exclusively focus on the readers’ perspective in order to elaborate my study in depth without running the risk of being distracted by other data.
**The Use of Fashion Magazines and Other Media**
The sociologist Diana Crane (1999) examined women’s interpretations of fashion photographs in *Vogue*. She interviewed 45 participants\(^{28}\), between college and middle age, and showed them 18 photographs of editorials and advertisement in *Vogue* of the year 1997. Like Ballaster (1991) and Frazer (1987), Crane also pictures a reflecting attitude on the part of the reader.\(^{29}\) In her study, Crane observed that her participants also used other means in order to inform themselves about fashion trends. She pictured three different sources besides fashion magazines: first, the reader’s social milieu\(^{30}\), second, local stores and third,
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\(^{27}\) Ballaster et al., *Women’s Worlds*, 169–176.
\(^{28}\) Three of them were male.
\(^{29}\) Crane, “Gender and Hegemony in Fashion Magazines: Women’s Interpretations of Fashion Photographs,” 548.
\(^{30}\) Participants explained that their surroundings, whether it is a friend, a family member or an unknown person on the street, functioned as a source of fashion inspiration.
television, which also included clothes worn by popular singers.\textsuperscript{31} Thus, besides concluding that readers critically reflect on fashion magazines, she also illustrates that fashion magazines are not the ultimate authority in fashion, and neither the ultimate determiner of fashion according to readers.\textsuperscript{32}
The scholar in Media Communication Jokes Hermes is one of the few scholars who conducted an exclusively interpretative ethnographic study on women’s magazine readers in \textit{Reading Women’s Magazines} (1997 [1995]). Her aim was to understand how consumers read women’s magazines and how they make them meaningful.\textsuperscript{33} In her interviews\textsuperscript{34}, Hermes observed that readers mostly read women’s magazines unconsciously and superficially. Her interviewees did not ascribe a specific meaning to women’s magazines.\textsuperscript{35} Consequently, she claims that, in general, media use is not always meaningful and she perceives women’s magazines as meaningless and having little cultural value.\textsuperscript{36} However, relating to Stuart Hall (1996 [1980]), Lynge-Jorlén argues in her thesis that even if readers experience the reading as meaningless, the process of engaging with a text and decoding its message is still a meaningful act of consumption.\textsuperscript{37} Furthermore, Hermes indicates coherence between the use of other media, especially the use of television, and the use of women’s magazines. However, focused on magazines themselves, Hermes fails to discuss this relation in depth. The question whether the use of television affects the value of reading magazines remains open.
In her article “How new are new media? The case of fashion blogs” in \textit{Fashion Media – Past and Present} (2013) the fashion scholar Agnès Rocamora aims to uncover the origin and features of fashion blogs. Rocamora argues that fashion blogs, which operate in a digital sphere, have “refashioned” old media, by which she refers to print media. She concludes that blogs and print media do not damage but rather complement each other. Thus, Rocamora proves that the meaning of one medium is also dependent on other media with similar content.\textsuperscript{38} Unfortunately, Rocamora only focuses on blogs with written text and compares these to print fashion magazines, which, however, represent fashion as text and pictures. In \textit{The History of Fashion Journalism} (2017), the scholar in Cultural Studies Kate Nelson Best illustrates developments of fashion magazines and shows that fashion journalism nowadays is not exclusively limited to print media, but that all kinds of digital and print media are interrelated.\textsuperscript{39}
\textsuperscript{31} Crane, “Gender and Hegemony in Fashion Magazines,” 547.
\textsuperscript{32} Unfortunately, Crane does not further ask in which context her participants use fashion magazines by contrast with the other three sources she mentioned or the usage of magazines in general. Although her work opens up further questions, which I will partially aim to answer in this study, it can be seen as an additional contribution to a more positive understanding of fashion magazines.
\textsuperscript{33} Hermes, \textit{Reading Women’s Magazines}, 5–6.
\textsuperscript{34} She conducted interviews with 80 readers, among them 16 men, all between the ages of 18 to 60 [Hermes 1997: 144].
\textsuperscript{35} Although they stated they used them as a source of information for everyday issues, they would put the magazines down readily as soon as other things needed to be done. Therefore, Hermes claims that readers attribute very little cultural value to women’s magazines.
\textsuperscript{36} Hermes, \textit{Reading Women’s Magazines}, 143.
\textsuperscript{37} Lynge-Jorlén, \textit{Between Edge and Elite: Niche Fashion Magazines, Producers and Readers}, 37.
\textsuperscript{38} Djurdja, Shaun and Rocamora, \textit{Fashion Media – Past and Present}, 155–163.
\textsuperscript{39} Starting from the 17\textsuperscript{th} century, Nelson Best outlines how fashion journalism has changed until today, drawing on different pieces of research on fashion but also integrating opinions of people from the fashion industry. In her analysis, Nelson Best relates to a broad range of fashion magazines, including magazines from the US and Europe, with a focus on British, French
Thus, inspired by Hermes (1997 [1995]), Crane (1999), Rocamora (2013) and Nelson Best (2017), I argue that the values and functions of commercial fashion magazines cannot be perceived by exclusively analysing the print media themselves, but need to be understood in relation to the use of other (digital) media.
**Theoretical Framework**
In the following, I will draw on different theories within Consumer Culture Theory, Media Theory, Culture Theory and Gender Theory, relating to the approaches of Grant McCracken (1988), Stuart Hall (1996 [1980]), Pierre Bourdieu (2010 [1979]), and Judith Butler (2007 [1990]). These four different theoretical approaches allow to understand the creation of meaning and to determine the reader’s role in this process. They furthermore provide a base to understand how readers influence and control meanings in fashion magazines and how the readers’ socialization background, age and gender impact the interaction. Addressing mostly women, commercial fashion magazines target a specific sex, which is why I will discuss gender as an aspect in the process of meaning making in more depth.
**More than Just a Reader**
In *More than just a fashion magazine* (2006) the sociologist Brian Moeran understands fashion magazines as both cultural products and commodities. While as cultural products they reflect symbols and meanings which circulate within a culture, as commodities they promote the sale of goods especially within fashion, cosmetics and more.\(^{40}\) Promoting cultural values and advertising at the same time, commercial fashion magazines are strongly connected to consumption, since “the essential function of consumption is its capacity to make sense”.\(^{41}\) Thus, I do not limit my definition of a person, who buys and reads fashion magazines, to “reader”, but I also perceive that person as a consumer of cultural commodities.
Consumer Culture Theory (CCT) acknowledges that consumption does not only operate in an economic sphere, but that it is also related to socio-cultural, symbolic and ideological aspects.\(^{42}\) Nevertheless, there has been controversial discussion about the identity of the consumer. Scholars as for instance Max Horkheimer and Theodor W. Adorno (1996 [1944]), Jürgen Habermas (1985), and Jean Baudrillard (1998) argue that consumers are obligated to adapt to a system organized by marketers and consequently position the consumer in a submissive role.\(^{43}\) Other scholars, however, like David Glen Mick and Claus
\(^{40}\) Moeran, “More Than Just a Fashion Magazine,” 727.
\(^{41}\) Douglas and Isherwood, *The World of Goods*, 612.
\(^{42}\) Arnould and Thompson, “Consumer Culture Theory (CCT): Twenty Years of Research,” 868.
\(^{43}\) Holt, “Why do brands cause trouble? A dialectical theory of consumer culture and branding,” 71–72.
Buhl (1992), Linda Scott (1994), Mark Ritson and Richard Elliot (1999) argue that consumers are indeed able to reflect critically on marketers’ codes and rework their meaning.\textsuperscript{44} Hence, with regard to the previous discussion in the literature review, I further base my study on the theory that “consumers [and thus, readers] are conceptualized as interpretive agents rather than as passive dupes.”\textsuperscript{45}
Relating to Douglas and Isherwood’s work \textit{The world of goods} (1978), the cultural anthropologist Grant McCracken acknowledges as well that “[the significance] of consumer goods consists largely in their ability to carry and communicate cultural meaning”\textsuperscript{46}. Arguing that these meanings in consumer goods are dynamic and constantly changing, McCracken develops a theory of how these meanings move within culture through four different kinds of rituals: Exchange, Possession, Grooming and Divestment rituals.\textsuperscript{47}
By exchange rituals, McCracken means celebrations such as Christmas or birthdays, in which the meaning of goods in forms of gifts are transmitted from the gift-giver to the gift-receiver. By the term possession rituals, McCracken understands the actual interaction with and concerning the goods, as among others collecting, cleaning, discussing, comparing and showing off. Here, consumers often claim to not only own the object but also its meaning. Grooming rituals help to maintain the meaning of goods, which are perishable. Divestment rituals are useful to “clean” goods from their previous meaning and enable the individual to inject a new meaning.\textsuperscript{48}
Hence, according to McCracken, meaning making is produced by different rituals, in which the individual actively interacts with the goods. Consumers can thus create, wash out or maintain meanings of goods and transfer them from one individual to another. For this reason, in order to understand which social value and function readers accord to commercial fashion magazines, the overall situation, in which those magazines are purchased, read, discussed and preserved, needs to be integrated in the research process. In sum, not only the readers’ own reflections on magazines are relevant but also the time and space in which the readers interact with them.
\textit{Decoding Fashion Magazines according to Hall}
With her study \textit{Reading Women’s Magazines} (1997 [1995]), Hermes proves that readers actively rework meanings and symbols pictured in magazines, which are not necessarily understood the same way as the editor’s primary intention. Since in this thesis, I intend to understand the social values and functions of magazines from the readers’ perspectives, I automatically start from the hypothesis that readers attribute a specific meaning to magazines. Thus, despite their position as receivers, readers are perceived here as
\textsuperscript{44} Arnould and Thompson, “Consumer Culture Theory (CCT): Twenty Years of Research,” 875.
\textsuperscript{45} Ibid. 875.
\textsuperscript{46} McCracken, \textit{Culture and Consumption}, 72.
\textsuperscript{47} Ibid. 84–88.
\textsuperscript{48} Ibid.
active reproducers of meaning. The scholar in Media Studies Stuart Hall is a defender of this hypothesis. In his chapter *Encoding/decoding* in *Culture, Media, Language* (1996 [1980]), Hall argues that receivers (readers) actively reproduce meanings of messages (the magazine) in mass media, encoded by producers (editors).
Hall criticizes the traditional mass-communication theory – sender/message/receiver – for its linearity and claims that the overall mass-communication is constructed at different moments: production, circulation, distribution/consumption, reproduction.\(^{49}\) Using television as an example of a transmitter of messages, Hall argues that the meaning of messages encoded in media is not limited to the producer’s intentions, but that messages acquire further meaning when decoded by receivers. Since, however, the producer constructs the message in another context, with different knowledge as the receiver decodes it, the meaning of messages on the part of the producer can be different from the one on the part of the receiver.\(^{50}\)
Hall categorizes three different positions receivers can adopt when they decode messages: the dominant-hegemonic position, the negotiated position and the oppositional position. When receivers adopt a dominant-hegemonic position, Hall means that they interpret the message exactly as it was decoded. This is possible when receivers are operating in the dominant code.\(^{51}\) Decoding through a negotiated position means to acknowledge the dominant beliefs encoded in the message, but not to accept them completely. Evaluating the message through the norms and values people hold in order to maintain their position in society, they permit themselves a more open interpretation of the meaning. Thus, people literally negotiate the encoded meaning with their lifestyle and decode the message according to it. The last position Hall defines is the oppositional position. Receivers taking this position understand the intended meaning of a message, do however, not share the same code and reject it.\(^{52}\)
According to Hall, meaning is produced by language. Inspired by semiotic approaches, however, Hall’s understanding of language goes beyond verbal communication. Languages consist of signs that are capable of expressing meaning and can occur in different forms as for instance sound, image, objects and words.\(^{53}\) Meanings formed by producers or readers are, however, not exclusively formed by language, but also through social practices, since meanings can only be effective if they are reflected in our behaviour.\(^{54}\) Hence, the producer cannot transmit arbitrary messages to the receivers, and receivers cannot rework meanings arbitrarily. Mass-communication must be constructed and interpreted in a meaningful discourse.\(^{55}\)
\(^{49}\) Hall, “Encoding/decoding,” 128.
\(^{50}\) Ibid. 130.
\(^{51}\) Hall argues that discourses cannot be understood without the operation of codes, which are provided by language [Hall, 1980: 131–32].
\(^{52}\) Hall, “Encoding/decoding,” 136–38.
\(^{53}\) Hall, Evan and Nixon, *Representation*, 5.
\(^{54}\) Hall “Encoding/decoding,” 128.
\(^{55}\) Ibid. 130.
Drawing on a semiotic approach, Hall argues that discourse is formed by language and practices, which then produce meanings. Thus, meanings encoded in media are created and only circulate in discursive forms.
The ‘object’ of these practices is meanings and messages in the form of sign-vehicles of a specific kind organized, like any form of communication or language, through the operation of codes within the syntagmatic chain of discourse. The apparatuses, relations and practices of production thus issue, at a certain moment (the moment of ‘production/circulation’) in form of symbolic vehicles constituted within the rules of ‘language’. It is in the discursive form that the circulation of the ‘product’ takes place.\(^{56}\)
Hence, drawing on Hall’s approach, I base my analysis on the following assumptions: Magazine readers encode messages through reading written text and looking at pictured images in the medium. Decoding messages in commercial fashion magazines and using them in practice determine their meanings. Meanings, which are formed through how readers talk about magazines and what they do with them, reflect the magazines’ value but also function, for which reason I will focus on the meaning making of magazines in my analysis. Hence, circulating in various discursive forms, readers’ understanding of the encoded message might differ from the producers’ primary intention. Furthermore, readers might as well decode and interpret messages differently from one another. Thus, readers’ practices can differ, since their practices are as well connected to their individual cultural identity, age, gender and lifestyle.
**Bourdieu and the Formation of Social Groups**
I have chosen not to restrict my study to a specific commercial fashion magazine, since it is the aim to analyse the overall phenomenon of reading commercial fashion magazines. Conducting the analysis from the reader’s view, it is necessary to conduct the research with people with similar characteristics, respectively people from similar social groups.
In *Distinction – A social critique of judgement of taste* (2010 [1979]), Pierre Bourdieu’s broadest empirical study, he illustrates detailed observations of middle class consumption behaviour and lifestyle, exploring how social groups are formed. According to Bourdieu, social groups differ with respect to the amount of their social, economic, cultural and symbolic capital. Social capital is the amount of interaction one individual has with other individuals, economic capital is the financial situation of an individual, and cultural capital is the individually acquired knowledge.\(^{57}\)
For my research, I have classified the participants in different categories: high school students, university students, and adults working in the cultural sector. Thus, I targeted my interview partners
\(^{56}\) Ibid.
\(^{57}\) Bourdieu, “Social space and symbolic power,” 17.
through the institutions where they acquire or use their knowledge and consequently ensure that they, within the groups, have similar knowledge or rather, a similar cultural capital.
Furthermore, it is not sufficient that the interviewed readers share a similar cultural capital, but they also need to have a similar lifestyle, which is according to Bourdieu additionally composed by the economic capital. Each social group in society has a specific amount of capitals, which are reflected in people’s tastes and customs – the “habitus”.
First, it is presupposed that taste (or habitus) as a system of schemes of classification, objectively referred, via the social conditionings that produced it, to a social condition: agents classify themselves, expose themselves to classification, by choosing, in conformity with their taste, different attributes (clothes, types of food, drinks, sports, friends) that go well together and that go well with them or, more exactly, suit their position.\(^{58}\)
In order to be accepted as a member of a specific social group, the individual adapts to the group’s habitus, which is, among other things, defined by the consumption of clothing or other goods from the fashion sector. The appropriate habitus and, consequently, the legitimation to be a member of a specific social group, is obtained by the “right” consumption. Bourdieu therefore perceives the consumption realm as a field of power, where people get classified mainly by the amount and composition of their economic and cultural capital.\(^{59}\) Hence, people think, talk and act in the way of the social groups they feel affiliated to, in order to be accepted as a group member and thus, differentiate themselves from other groups. Nevertheless, neither social groups nor taste are naturally given but constructed.\(^{60}\)
Bourdieu further argues that social spaces are comparable to geographical places, since the closer the groups are, the more common properties they possess and vice versa. He observes that people with a similar habitus find each other in specific places. Thus, Bourdieu sees a relation between geographical spaces and the accumulation of social groups.\(^{61}\) Therefore, I have not only aimed to situate my research in a social sphere but I have also positioned it geographically. Thus, the interviews did not only originate from similar social communities but also communities that share the same national identity.
Looking for interview partners through a snowball effect, which I will explain in more detail in the next chapter, all participants within the groups share a similar lifestyle or belong to the same social group. Thus, the meaning making of commercial fashion magazines is likely to be very similar among the participants within the groups since they share a similar habitus.
However, the classification of the groups does not only differentiate the participants in terms of their cultural capital, but also in terms of their age, which in this case also affects their economic capital. Hence, the meaning making of commercial fashion magazines in the reader groups will likely differ from each other, since each group represents other lifestyles.
\(^{58}\) Ibid. 19.
\(^{59}\) Allen and Anderson, “Consumption and Social Stratification: Bourdieu’s *Distinction*,” 70.
\(^{60}\) Ibid. 17–19.
\(^{61}\) Bourdieu, “Social space and symbolic power,” 16.
As a mass medium, commercial fashion magazines target readers across a broad age range, which means that they target a mass with greatly varying lifestyles. In order to fully uncover their social values and functions, it is necessary to take all kinds of meaning makings, which are influenced by the habitus, into consideration.
**Commercial Fashion Magazines and Gender**
In *Fashion: The Key Concept* the scholar in fashion Jennifer Craik states:
Fashion magazines, fashion advertisements, fashion Web sites [sic!], advice columns, music videos, and fashion writings are primarily directly targeted at girls and women, and there is a complex code of femininity inscribed in the symbolic messages and signifiers carried by clothes.\(^{62}\)
In this study, I use the term commercial fashion magazine as synonym for women’s magazine, because all magazines that were named by my interview partners are magazines directed at women, through the use of for instance typical female names or attributions, like “Joy”, “Jolie”, “Barbara”. However, I do not deny the possibility that they are also read by men. In fact, two of my interviewees were male. Thus, commercial fashion magazines, regardless of the sex they target, are concerned with gender issues, for which reason, gender needs to be taken into account, even though it is not the main discussion of this study.
In *Gender Trouble* (2007 [1990]) the feminist theoretician Judith Butler discussed the difference between sex and gender. While the female and male sex are biologically given, gender, being a “woman” or “man”, is culturally constructed.\(^{63}\) Thus, the adjectives “female” and “male” are understood as terms which describe the biological sex, while “feminine” (woman) and “masculine” (man) are determined via discursive formations.\(^{64}\)
Especially in her article *Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory* (1988), Butler illustrates further that gender is an act of performance, which manifests itself through the repetition of these acts.
In this sense, gender is in no way a stable identity or locus of agency from which various acts proceede [sic!]; rather it is an identity tenuously constituted in time – an identity through a stylized repetition of acts.\(^{65}\)
According to Butler, even though gender identities institute themselves through repetition, she perceives them as rather dynamic. Drawing on Merleau-Ponty, who perceives the body as a “historical idea”\(^{66}\), But-
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\(^{62}\) Craik, *Fashion: The Key Concept*, 140.
\(^{63}\) Butler, “Gender Trouble,” 8.
\(^{64}\) Ibid. 9–12.
\(^{65}\) Ibid. 519.
\(^{66}\) Ibid. 520.
ler argues that, through time, established performances of gender will break, be re-established and repeated in different forms. Thus, gender and how gender is performed is constantly changing, but also constrained through social norms and taboos.\textsuperscript{67} Consequently, the body, through which these acts of performances are conducted, is the reflection of gender identity. The human body is not only a factual materiality; “it is a materiality that bears meaning.”\textsuperscript{68}
Since commercial fashion magazines in this study are specifically a representation of femininity and mostly consumed by women, which perform femininity, the act of purchasing, reading and discussing those magazines is influenced by gender identity. Consequently, the social functions and values of commercial fashion magazines, as well as the actual act of reading, are not only determined by lifestyle or age, but also through gender.
**Methodological Consideration and Presentation of Empirical Data**
*Understanding Fashion Magazines through Ethnographic Methods*
The design of this study is qualitative research, using interpretative ethnography as a main method. I relate to the early studies of Ballaster et al. in *Women’s Worlds* (1991) and Hermes in *Reading Women’s Magazines: An Analysis of Everyday Media Use* (1997 [1995]). Both studies acknowledge that the meanings and values of fashion magazines are produced through discursive formations. Thus, interpretative ethnography has been used as a useful tool to understand how the readership produces meanings and values around printed women’s magazines.\textsuperscript{69}
Since the research aim is to understand functions and values of commercial print fashion magazines through their cultural meaning, it is favourable to use phenomenological hermeneutics as an approach. Initially used for textual analysis, hermeneutics furthermore allows for understanding the human practices of an individual, as well as the product of these practices through interpretation. According to the professor of Governance and Leadership Kerry E. Howell, the understanding of human actions through interpretation is only given when there is mutual interaction between the researcher and the researched object. Thus, the researcher needs to experience the context in which their research is positioned in order to understand the cultural phenomenon. Here, as Howell shows, various approaches of hermeneutics impede the possible objectivity of the researcher. For instance, while objectivist hermeneutics claims a clear demarcation between objectivity and subjectivity, phenomenological hermeneutics argues that the researcher and the research object experience the same world and that only through this shared world meanings are perceivable.\textsuperscript{70}
\textsuperscript{67} Ibid.
\textsuperscript{68} Ibid. 521.
\textsuperscript{69} Gough-Yates, *Understanding Women’s Magazines: Publishing, Markets and Readerships*, 12.
\textsuperscript{70} Howell, *An Introduction to the Philosophy of Methodology*, 159.
In addition, phenomenological hermeneutics rejects the idea that human practices or objects have a natural meaning, but rather claims that they are subject to a process of becoming.
Meaning is temporal and involves process; meaning is in a continual state of becoming and therefore illustrates a non-objectivist perspective of meaning: people, action, the text and so on are not external entities requiring an objective interpretivist stance, but a construct with which the interpreter continually negotiates meaning and understanding.\(^{71}\)
Hence, understanding meanings is not only determined by context, which involves space that the researcher and the research object need to share, but also time, since meanings are dynamic and changeable. Interpretative ethnography aims to understand human behaviour through contextualizing human actions. Thus, individual opinions and feelings give deep insights into cultural meaning and values within a society, which would not be possible to acquire through a quantitative or deductive method.\(^{72}\)
Consequently, in order to employ an inductive methodology, I will use theories which facilitate my interpretation process. I base my research method on critical ethnography. This means that my research process is closely related to theories which enable me to interpret the empirical data. Nevertheless, as Howell emphasizes, the researcher becomes the interpreter of someone else’s interpretation, for which reason critical ethnography requires a critical view from the researcher’s perspective. It furthermore takes discourses into consideration in order to perceive power relations between the researcher, their research subject and the environment in which the research takes place.\(^{73}\)
Since my research aim is closely related to the consumption behaviour of the readership, I focus particularly on the readership itself. I conducted focused group interviews as well as individual interviews. I will outline the advantages and challenges of conducting interviews in a following section.
**Selection of the Research Subject and Access into the Research Field**
In the early stages of the research project, I intended to understand how print fashion magazines sustain themselves, while digital media in the field of fashion constantly adapt their features. I therefore needed to enter a society in which print media are favoured.
Germany appeared to be a very suitable society to analyse the cultural value of print fashion magazines. In the last four years, new women’s magazines with a focus on fashion lifestyle have been launched or have increased their number of editions. Since spring 2014, the publisher *Hubert Burda Media* has monthly brought out the German edition of *Harper’s Bazaar*, one of the oldest fashion and lifestyle magazines on the Western market.\(^{74}\) Only one year later, the German actress and television presenter
\(^{71}\) Ibid. 166–167.
\(^{72}\) Holy and Stuchlik as quoted in Skinner, *The Interview: An Ethnographic Approach*, 71.
\(^{73}\) Howell, *An Introduction to the Philosophy of Methodology*, 124–127.
\(^{74}\) Horizont. “Redaktionsteam für deutsche ‘Harper’s Bazaar’ ist komplett.” Accessed March 4, 2017. http://www.horizont.net/medien/leute/-/Redaktionsteam-fuer-deutsche-Harpers-Bazaar-ist-komplett-115510.
Barbara Schöneberger launched her own fashion and lifestyle magazine *Barbara*. In the same year, the publisher *Bauer Media Group* announced to increase the number of editions of the lifestyle magazine *Intouch Style* and, as a recent example, in March 2017, the publisher *Axel Springer* re-launched *Die Dame*, a fashion magazine which was published from 1911 to 1943. According to these recent developments, I concluded that the demand of fashion and lifestyle print magazines on the German market is still high. The research is limited geographically to a semi-rural region in the Southern part of Germany. Having grown up in this area, I experienced a remarkable consumption of commercial fashion magazines in my surroundings in daily life. Here I draw on Bourdieu, who claims in *Social Spaces and Symbolic Power* (1989) that geographical spaces are also social spaces, since the “closer agents live together, within space, the more common properties they have and vice versa.” Thus, Bourdieu makes an interrelation between a geographical space and the habitus of the people, who live in this space. Regarding my personal relations with this region and the intention to understand how the socialization background of the participants affects the meaning making of commercial fashion magazines, I found it suitable to geographically focus on Southern Germany.
I did not search for people reading a specific commercial print fashion magazine. Diana Crane (1999) conducted an analysis of the interpretation of *Vogue* fashion photographs from a consumer perspective. She based her study exclusively on photographs as a representation of fashion in *Vogue*, although 10% of the interviewees were not even *Vogue* readers, and 57% were also dedicated to other magazines. Crane observed that the participants often spoke negatively about the models in the photographs. One reason for this might possibly be the readers’ ability of critical thinking. However, participants might also have reacted negatively to the photographs because they were supposed to reflect on a magazine which they do not personally or at least not fully relate to. For this reason, I do not limit my research to a specific magazine, but rather focus on the whole phenomenon of commercial fashion magazines.
It needs to be ensured that the interviewees are from similar social groups in order to understand how meaning is constructed through a specific group. Therefore, I draw on Bourdieu’s concept of habitus (2010 [1979]) and aimed to find people with similar capitals, who regularly or occasionally consume commercial print fashion magazines, regardless of their personal magazine preference. By doing so, I
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75 Spiegel Online. “Barbara kann sogar Brigitte – nur besser.” Accessed March 4, 2017. http://www.spiegel.de/kultur/gesellschaft/barbara-schoenebergers-magazin-barbara-wie-brigitte-nur-besser-a-1057719.html.
76 Bauer Media Group. “InTouch Style weiter auf Erfolgskurs: Erhöhung der Frequenz auf sieben Ausgaben.” Accessed March 4, 2017. http://www.baueraudvertising.de/presse/newsroom/artikel/intouch-style-weiter-auf-erfolgskurs-erhoehung-der-frequenz-auf-sieben-ausgaben/controller/2015/05/22/.
77 Welt. “Wiederauferstehung einer revolutionären Zeitschrift.” Accessed March 4, 2017. https://www.welt.de/wirtschaft/article162435269/Wiederauferstehung-einer-revolutionaeren-Zeitschrift.html.
78 Bourdieu, “Social space and symbolic power,” 16.
79 Crane, “Gender and Hegemony in Fashion Magazines: Women’s Interpretations of Fashion Photographs,” 548.
80 Ibid. 555.
81 I understand a regular reader as a person who reads a print fashion magazine at least once a month, since most magazines are published monthly.
82 I understand an occasional reader as someone who reads one to two print fashion magazines within three months.
ensure that the participants are from similar social groups, which consequently have a similar lifestyle and a similar habitus. Thus, I do not analyse a specific readership of a specific magazine, but a specific readership within a specific social group.\textsuperscript{83}
With the exception of one interview group, which I found through contacting people in different Facebook groups,\textsuperscript{84} no participants were directly chosen by me. The first contacts were made through my circle of acquaintances in Germany who then, in a second step, contacted people from their circle of acquaintances. Hence, I was able to get more participants through a snowball effect. I used my first contacts as informants, who then became participants as well in the later research process. As the professor of Methodology of Social Research and Evaluation Methods Giampietro Gobo states in his book \textit{Doing Ethnography}, informants have the advantage of accelerating the access to a social group. However, informants might as well impede the research project, since they are – as non-researchers – very close to the research process.\textsuperscript{85} For this reason, all informants were informed about the research questions and the requirements for participating before they started to contact possible participants within their circle of acquaintances. Once new potential participants were found, I got into contact with them and briefly reviewed if they were in fact suitable for the research or not. Nevertheless, it was important for me that especially the focus groups were able to form themselves in order to achieve a positive group dynamic, which in the end contributes to better empirical data.
The first group I accessed were 15 teenagers between the ages of 14 and 16 from my previous high school. Five teachers gave me the permission to conduct interviews with their students during school time, but only two had enough students for forming a focus group. Since I was not in direct contact with the students until the actual interview took place, I asked the teachers to forward their students a quick online survey, in which they needed to state whether they read commercial print fashion magazines or not. Conducting the online survey beforehand helped me not only to sort out the students interested in fashion magazines from the ones that are not, but also to get an overview of the number of participants I could possibly get.
The second group were 12 students between the ages of 20 and 25 from my previous university. One focus group and one single interviewee were accessed through entering different student groups on Facebook, while the other focus group and interview partners were formed by contacting a previous fellow student and friends of mine. For this group, I did not conduct any online survey beforehand. All participants were in contact with me via \textit{Facebook} messenger or \textit{WhatsApp}, where we discussed their suitability for the research project. Except for one person, all participants who had approved to join the focus group or individual interviews beforehand were present at the day when the interviews were conducted.
\textsuperscript{83} Bourdieu, “Social space and symbolic power,” 16.
\textsuperscript{84} Facebook. “MKW Freiburg.” Accessed January 26, 2017. https://www.facebook.com/groups/280071085371449/?multi_permalinks=1394347380610475¬if_t=group_activity¬if_id=1488748312649511.
\textsuperscript{85} Gobo, \textit{Doing Ethnography}, 127.
The third group, six adults between 41 and 54 years, were also contacted through a common friend. The participants in the focus group interview were all friends with each other.
**Focus Groups and Semi-Structured Individual Interviews**
In this study, I conducted five focus group interviews and six individual ones. I decided to combine both interview forms, since they complement each other.
Focus groups are especially popular within consumer research, since it allows for variation of opinions on a specific topic. Thus, the aim of focus groups is not to seek for a solution for the discussed issue, but rather to illustrate different perspectives. In contrast to individual interviews, participants in focus group interviews are likely to forget about the actual interview situation. Hence, the lively and collective interaction with other participants encourages spontaneous expression, which consequently allows for more authentic data collection.\(^{86}\)
Nevertheless, as stated by Richard A. Krueger and Mary Anne Cassey in *Focus Groups – A Practical Guide for Applied Research*, “you can’t depend on the results of focus group research.”\(^{87}\) Although I intended to give the groups as much freedom to form themselves as possible, I was particularly concerned about the high school students group which was formed through the fact that they were taught by the same teacher. Teenagers’ behaviour at school is likely to be influenced by group pressure. I therefore also integrated individual interviews into my study in order to counteract a too dominant opinion.
Nevertheless, it can be stated that generally all group interviews were quite balanced and the conversations very dynamic. I avoided interrupting the participants while they were discussing the issue with each other and tried to lead the conversation by asking further questions during the short breaks. In effect, I (luckily) experienced all participants, whether dominant or not, expressing their opinion and disagreement directly with no fear of provoking conflicts.
All individual interviews I conducted were semi-structured, meaning they were framed loosely. According to the psychologist Steinar Kvale, semi-structured interviews favour an active interaction between interviewee and interviewer, which gives the researcher a deeper insight into the interviewee’s life. Consequently, semi-structured interviews have a more positive effect within qualitative research than structured interviews which are more formal and usually conducted in an unnatural setting.\(^{88}\)
Although I asked most of the questions, I aimed to have a mutual conversation with my interview partners following the understanding of Ann Oakley. In *Doing Feminist Research*, Oakley states that
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\(^{86}\) Brinkmann and Kvale, *InterViews: Learning the Craft of Qualitative Research Interviewing*, 175–176.
\(^{87}\) Krueger and Casey, *Focus Groups: A Practical Guide for Applied Research*, 13.
\(^{88}\) Kvale as quoted in Skinner, *The Interview: An Ethnographic Approach*, 9.
The goal of finding out about people through interviewing is best achieved when the relationship of interviewer and interviewee is non-hierarchal and when the interviewer is prepared to invest his or her own personal identity in the relationship.\(^{89}\)
The most hierarchal situation I experienced was with the high school students who demonstrated their respect towards me with distance, as they do with their teachers. I tried to fight those boundaries by starting a private conversation with them on the way to the room where the interviews were conducted. I furthermore asked them to not address me with the formal German “Sie”, but rather with the informal “Du”. Some students even found my private Instagram and Facebook account which I let them access.
In fact, in each interview situation I became an interviewee myself at a certain point during the conversation. Even though I had presented my study project and myself beforehand, all participants asked me more precise questions about both my personal and academic life. I answered all questions as naturally as possible until the participants’ curiosity was calmed.
The framework\(^{90}\) of the interviews was divided in two different parts. In the first part, I asked the participants exclusively about their usage of print fashion magazines, while in the second part I asked them about their usage of digital fashion media. In order to get a smooth transition between both parts, I showed the participants a promotion video published by *Net-A-Porter*, in which it is shown how the print magazine *Porter* relies on e-commerce.\(^{91}\) The video shows how print and digital media such as e-commerce can complement each other. Through the reactions of the interviewees it was possible to understand how receptive readers are towards a change from print to digital content.
**Challenges during the Research Process**
**Translation**
All interviews, as well as the data transcription, were conducted in German. However, in order to make my research analysis comprehensible, I have translated the quotes of the participants that I used in my analysis into English. Translating empirical data is not an easy process to undertake, since researchers run the risk of distorting the original meaning in the act of translation. Whether the researcher becomes the translator or has the data translated by a professional translator, the empirical data is taken away from its initial natural language context.
Nevertheless, as discussed by the scholars Bogusia Temple and Alys Young in *Qualitative research and translation dilemmas* the difficulty does not lie in finding the right equivalent words and syn-
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\(^{89}\) Oakley, “Interviewing women: a contradiction in terms,” 41.
\(^{90}\) The framework of the questions is included in the appendix. However, it needs to be stressed that this was only a loose guideline through the interviews. During the conversations, I adapted my questions to the topics raised by the interviewees, for which reason the framework of the questions is not a complete representation of the discussion.
\(^{91}\) Youtube. “Shop Direct From The Pages of PORTER Magazine.” Accessed March 5, 2017. https://www.youtube.com/watch?v=eUvx_gHfxvQ
tax, but rather in transmitting and reconstructing the same meaning.\textsuperscript{92} The language and literature scholar Sherry Simons further argues that
\begin{quote}
[t]he solutions to many of the translator’s dilemmas are not to be found in dictionaries, but rather in an understanding of the way language is tied to local realities, to literature forms and to changing identities. [...] In fact, the process of meaning transfer has less to do with finding the cultural inscription of a term than in reconstructing its value.\textsuperscript{93}
\end{quote}
Temple and Young argue that it does not matter whether the researcher carries out the translation or a professional translator. As long as the researcher keeps their objectivity, it will not affect the data evaluation.\textsuperscript{94} Nevertheless, starting from Simons’ argumentation, it can be asserted that it is more valuable for researchers to translate their data on their own, if they are familiar with the local realities in which they are conducting their research.
Speaking German and French as mother tongue, as well as having been socialized with Southern German dialects, I did not experience incomprehensible speech during the interviews. I asked the participants to clarify or explain more in depth when they were making general assumptions. All quotes were translated by myself and I only changed them for the sake of readability. Nevertheless, in order to keep a certain level of transparency during my research analysis, I have put the original wording into footnotes.
**Anonymity**
While I was negotiating the conditions of the interviews with possible participants, it happened that people became curious about my interview questions. Furthermore, I was asked several times, if the thesis was going to be published. Potential participants frequently made statements like “Oh, but I’m not a fashion expert. I cannot guarantee anything”. Reading between the lines, this allows for the interpretation that some felt uncomfortable with the idea of their opinion becoming public – a frequent concern in ethnography.\textsuperscript{95}
As the anthropologist Mary Carol Hopkins emphasizes in \textit{When they read what we write: the politics of ethnography} (1993), researchers conducting ethnographic research are always committed to a moral responsibility towards the study subject. In effect, she argues that preserving the anonymity is so constituent that anthropologists do not even discuss whether to anonymise individuals or not.\textsuperscript{96}
I did not ask my participants whether they wanted to be anonymised or not, but rather decided already at the beginning of the research process to anonymise the data. I partially base my reasoning on the assumption of the anthropologist Barbara Tedlock, who argues
\textsuperscript{92} Temple and Young, “Qualitative research and translations dilemmas,” 163–165.
\textsuperscript{93} Simon as quoted in Temple and Young, “Qualitative research and translations dilemmas,” 165.
\textsuperscript{94} Ibid. 167.
\textsuperscript{95} Hammersley and Atkinson, \textit{Ethnography: principles in practice}, 212.
\textsuperscript{96} Hopkins, “Is Anonymity possible? Writing about Refugees in the United States,” 123–24.
[w]e have entered into the arena of postcolonial social science, with its focus on morally engaged research. This new ethical framework presumes that the public sphere consists of a mosaic of communities with a pluralism of identities and worldviews. Researchers and participants are united by a set of ethical values in which personal autonomy and communal well-being are interlocked.\footnote{Tedlock, “The observation of participation and emergence of public ethnography,” 161.}
Furthermore, the complexity of preserving anonymity also lies in our understanding of the public and private sphere, which can vary depending on the position an individual has in the research project.\footnote{Hammersley and Atkinson, \textit{Ethnography: principles in practice}, 212.} In effect, as illustrated by Will C. Van Den Hoonaard, scholar in Qualitative Social Research in \textit{Is anonymity an artifact in ethnographic research?}, researchers can never fully anonymise their research subject and make their research process transparent at the same time. Side information such as geographical placement of the study or age, sex and ethnic origin of the participants automatically give indications about the participants’ identities.\footnote{Van Den Hoonaard, “Is anonymity an artifact in ethnographic research?”, 145-47.}
\textit{Presentation of Participants}
In this section, I want to briefly outline how many participants were included in the focus groups, their age and which magazines they read. All interviews were recorded with the approval of the participants.
High school (Gymnasium) students:
Age: 14 -16
Participants in total: 15
Sex: One boy, the rest female
Fashion magazines read: \textit{Vogue, Elle, InStyle, Intouch Style, Cosmopolitan, Glamour, Joy, Jolie, Freundin (all German editions)}
I conducted two focus group interviews. One group had four participants, three girls and one boy. The other group included eight participants, all girls. I further had three individual interviews, in each case with girls. All interviews took place during the lessons and lasted between 20 and 35 minutes. The teachers had organized a separate class room, where I was able to conduct the interviews without being disturbed or disturbing the regular school classes.
University students:
Age: 20 - 25
Participants in total: 12
Sex: All female
Fashion magazines read: *Elle, Glamour, InStyle, Intouch Style, Cosmopolitan, Jolie, Joy (all German editions)*
I conducted two focus group interviews. One group included four participants, the other one six. The participants only partially knew each other. Furthermore, I undertook two individual interviews. All participants in this group were women. Except for one participant who was currently studying medicine, all participants were from the same humanities discipline. All interviews were conducted in a café.
Adults:
Age: 41 – 54
Participants in total: 6
Sex: One man, rest female
Fashion magazines read: *Vogue (German edition)), Elle, Myself (German edition), Marie-Claire (French edition), Donna, Barbara, Couch*
I conducted one focus group interview with three participants: two women and one man. All three participants share the same circle of friends. I furthermore conducted three individual interviews with women. The focus group interview, as well as one of the individual interviews, were conducted at one of the participant’s houses, one during tea time and the other one during dinner. Another individual interview was conducted in a café and the third one at the participant’s house.
Outline
In the first part of the analysis, I examine which values and functions readers attribute to commercial fashion magazines before, during and after the reading process. Drawing mainly on Hall (1996 [1980]) and McCracken (1988), I illustrate how values and functions are formed through meaning, which the readers construct during the interaction with the magazine. In the second part, I analyse how the use of digital fashion media affects the functions and values of print fashion magazines. The focus here is to illustrate the interrelation between print and digital media in the field of fashion. In the third part of the analysis, I demonstrate how meanings of this magazine genre are constructed beyond the reading experience. Drawing on Bourdieu’s Distinction (2010 [1979]) and Butler’s Gender theory (2007 [1990]), I examine how the reader’s cultural capital and gender influence their perception of fashion magazines. Each analysis chapter contains a short introduction as well as a short conclusion, followed by a final conclusion at the end of the paper.
\footnote{For the sake of comprehensibility and transparency, I have chosen to change some of the formatting standards stated in the Handbook Guide for writing an academic thesis in Fashion studies at Stockholm University. First, regarding the high number of quotes and the limitation of pages, I have chosen to present quotes from the ethnographic material in a smaller font size as prescribed. Second, I acknowledge that I have exceeded the limitation of pages, which is not due to the analysis itself but again due to the high number of quotes and their translation. However, the exact wording of the ethnographic material and the interviewees’ answers is the essence of ethnography and therefore also of this research project. For these reasons, I did not want to separate the German quotes from the analysis written in English, thus allowing the reader to directly relate the translation to the original wording. With this paper, I have remarkably exceeded the scope of a Master’s thesis, which is however only due to the high number of quotes and translations that are a vital part of an ethnographic approach.}
In *Culture and Consumption* (1988), McCracken asserts that the origin of all meanings in goods lies in a “culturally constituted world”\(^{101}\). He perceives culture as both the “lens” through which we perceive all phenomena but simultaneously also as the “blueprint” of human activity. Thus, culture supplies our world with meanings and there are two cultural concepts, which provide meaning to the world: cultural categories and cultural principles.\(^{102}\)
Cultural categories are, according to McCracken, the “co-ordinates of meaning”\(^{103}\), which he mainly divides into time, space, nature and person. Through these cultural categories, a system of distinction is formed, which then determines how phenomena in the world are perceived.\(^{104}\) Thus, drawing on McCracken’s approach, I intend to start my analysis by illustrating phenomena within space and time, while readers are purchasing, reading and preserving commercial fashion magazines.
**The Moment of Purchase**
**The Planned Spontaneity**
We enter a shop and we find food because we need to eat in order to survive. We also find cleaning and washing products because we need to keep our home and ourselves hygienically clean in order to fend off diseases. Thus, the shop provides us with all products for our basic needs. However, right next to the counter, there is an entire shelf with magazines. What basic need do they cover? And if they do not cover any, why are they there?
In his article *Encoding/decoding* (1996 [1980]), Hall argues that messages need to circulate within discourse, constructed by language, in order to be meaningful. Thus, a meaningful message is only then meaningful when the receiver is able to decode it within the discourse and translate it into a social practice.\(^{105}\) This social practice is then the reflection of an effect, a use of the message, or the satisfaction of one of the receiver’s needs.\(^{106}\) That means that the meaning of messages must have a purpose in order to be meaningfully decoded.\(^{107}\)
For this reason, I specifically asked my participants to explain why they read commercial fashion magazines. It appeared that participants are not aware of it until a few moments before the actual act of purchase.
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\(^{101}\) McCracken, *Culture and Consumption*, 72.
\(^{102}\) Ibid. 72–73.
\(^{103}\) Ibid. 73.
\(^{104}\) Ibid.
\(^{105}\) Hall, “Encoding/decoding”, 128.
\(^{106}\) Ibid. 130.
\(^{107}\) Ibid. 130.
When do you buy fashion magazines?
High school students:
- When you are at the train station or something like that, then you just buy one.\textsuperscript{108}
- When I quickly pass by a kiosk, I read them [Cosmopolitan] once or twice a month, I don’t know when there is a new issue coming out. I just take a look if it is already there.\textsuperscript{109}
- Well, if I’m interested in the cover.\textsuperscript{110}
- I preferably read InStyle. I buy Vogue when we do grocery shopping at Hieber [regional supermarket], they have these magazines and then I look there [magazine shelf] and then I spontaneously decide which appeals the most to me. So actually spontaneously. [...] I look at it, the cover is important, because it’s what’s on the front.\textsuperscript{111}
According to the publisher of InStyle Germany, the main target audience of the magazine is between 20 and 39 years old.\textsuperscript{112} While Vogue\textsuperscript{113} and Cosmopolitan\textsuperscript{114} target an audience between the ages of 20 and 49. Thus, the high school students regularly decode magazines, which editors have encoded for another audience, namely a more mature one.
The teenagers could not state a precise reason why they would buy magazines, rather they are attracted by them, when they see them at the kiosk or while they do the grocery shopping with their parents. The cover of the magazine arouses a certain curiosity in the teenagers, which in turn leads to the final purchase. Led by curiosity, commercial fashion magazines therefore contain information which teenagers are interested in and they will probably in some way make use of.
In Jackie: An ideology of adolescent femininity (1978), McRobbie criticizes the youth magazine Jackie for its limited and very specified illustration of the “natural” feminine adolescent. She uncovers the magazine as a “teaching-tool” for feminine adolescents, which she, in turn, views extremely critically.\textsuperscript{115} However, at this point of the analysis, we see that the magazine is bought because the cover appeals to them, but not because they intend to extract specific information which will have an effect on their gender behaviour. As I will review later during the analysis, the high school students are able to reflect critically on the magazines they read. Although they seem to be quite unsure concerning their reasoning, they are not passive readers.
\textsuperscript{108} Man ist am Bahnhof oder so und kauft sich halt eine.
\textsuperscript{109} Dann wenn ich schnell am Kiosk vorbeigehe. Ich lese eine bis zwei im Monat, weiß auch nicht wann die neue immer rauskommt. Ich schau dann einfach, ob sie schon da ist.
\textsuperscript{110} Ja wenn mich das Cover interessiert.
\textsuperscript{111} Ich lese mehr die Instyle. Eine Vogue kaufe ich mir, wenn wir einkaufen gehen im Hieber, sind ja da diese Zeitschriften und dann schaue ich da mal und dann entscheide ich spontan, welche mich dann mehr vom Cover anspricht. Eigentlich spontan. Meistens wenn ich mit meiner Mutter einkaufen gehe, sonst durchschnittlich einmal im Monat. Ich schaue mir die halt an, das Cover finde ich wichtig, weil das sieht man ja vorne.
\textsuperscript{112} BCN. “Profil InStyle.” Accessed May 21, 2017. http://bcn.burda.de/marken/zeitschriften/instyle-mein-star-mein-stil-meine-instyle-_aid_18.html
\textsuperscript{113} Vogue. “Werbung buchen.” Accessed May 17, 2017. http://www.vogue.de/werbung-buchen
\textsuperscript{114} Bauer Media Group. “Cosmopolitan.” Accessed March 4, 2017. http://www.bauer-media.com.au/brands/cosmopolitan/.
\textsuperscript{115} McRobbie, “Jackie: An ideology of adolescent femininity,” 2–3.
When and where do you buy the magazines?
University students:
- At the train station or at the airport. I work at SWR [radio broadcaster] and therefore have to take the train regularly. I mainly read them on the train or at home in front of the TV, but I never sit down and read a magazine, despite when I read *Flow*.\(^{116}\)
- I sometimes read *Joy*. This is the typical pester power purchase over the counter.\(^{117}\)
- In effect, when I have to take a longer train trip, so quickly at the kiosk.
- Very commonly, I’m at the supermarket and buy two, three things and then I stand in front of it [the magazines shelf] and think: “Ah come on! I still have two hours to lie down on the couch”, this is usually a quick decision.\(^{118}\)
- At the kiosk or train station… Or quickly over the counter. It’s like the chocolate bar you allow yourself.\(^{119}\)
Adults:
- When I think: Today I want to treat myself to some magazines because I have the time for it. And then I drive to the book shop at the train station.\(^{120}\)
- Yes, exactly, you also plan it a little bit. You know you can get it at the kiosk at the train station.\(^{121}\)
- Or when you have a spare hour after you have finished all your chores and you think: So now I will prepare myself a cup of coffee and read a magazine.\(^{122}\)
- I have a subscription for food magazines. Everything else is an impulse purchase. I sit there on the train and wonder: “Ok, what am I going to do for 2 hours? Ok, I buy *Vogue*, I buy *Elle*, maybe *Brigitte* as well, they may be have a good story.”\(^{123}\)
- On weekends during the big grocery shopping on Saturdays and I think: “Oh, today I will make myself comfortable with a cup of coffee.”\(^{124}\)
In contrast to high school students, who are mostly driven by their curiosity, university students and adults plan to use the magazine in a specific context, even though the decision is made spontaneously. In these two groups, the commercial magazines are either going to fill spare time, as for example stated during a trip on the train, or they are going to be used as means of relaxation for a short period of time during daily routines.
In *Reading Women’s Magazines* (1997 [1995]), Hermes describes similar functions of commercial fashion magazines. She also states that magazines are read for relaxation or during a short break of daily obligations. She further argues that women’s magazines are used for their physical properties in day-to-day life rather than appreciated for their content. Consequently, Hermes asserts that this genre of maga-
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\(^{116}\) Am Bahnhof oder am Flughafen. Ich arbeite beim SWR und deswegen muss ich schon öfters mal Zug fahren. Ich lese sie auch hauptsächlich im Zug oder daheim vor dem Fernseher aber ich setze mich jetzt nicht hin und lese Zeitschrift, außer bei der Flow.
\(^{117}\) Ich lese manchmal *Joy*. Das ist so der typische Quengelkauf an der Kasse.
\(^{118}\) Ganz klassisch, ich bin im Supermarkt, habe zwei bis drei Sachen gekauft und stehe dann davor und denke: „Ach komm ich habe ja noch zwei Stunden mich auf’s Sofa zu setzen.“, meistens diese schnelle Entscheidung.
\(^{119}\) Am Kiosk oder Bahnhof. Oder schnell an der Kasse. Das ist so wie der Schokoriegel, den man sich halt noch gönnst.
\(^{120}\) Wenn ich sage: Heute möchte ich mir ein paar Zeitschriften gönnen, weil grad Zeit habe zu lesen. Und dann fahre ich mal in die Bahnhofbuchhandlung.
\(^{121}\) Ja, genau man plant das jetzt auch ein bisschen! Und du weißt du kriegst das am Kiosk beim Bahnhof.
\(^{122}\) Oder wenn man mal ’ne Stunde nach dem Erledigten hat und denkt: So jetzt mache ich mir einen Kaffee und lese eine Zeitschrift.
\(^{123}\) „Ich habe nur so Essenzeitschriften abonniert. Alles andere sind nur Impulskäufe, da sitz ich dann im Zug und frag mich: „Ok was mach ich jetzt zwei Stunden lang? Ok, Ich kaufe mir die Vogue, ich kaufe mir die Elle und vielleicht auch die Brigitte, da ist dann vielleicht eine gute Geschichte drin.“
\(^{124}\) Am Wochenende, der Samstag-Großeinkauf und [ich] denke „ach heute mach ich es mir gemütlich mit einer Tasse Kaffee.“
zine is rather meaningless since the readers do not actively use the knowledge or information, which they gain from the magazine, in their daily life.\textsuperscript{125}
Hall argues that encoded meanings in mass communication need to be encoded meaningfully, by which he means that they must be encoded within discourse. Nevertheless, meanings can exist beyond discourse but are then meaningless since they do not have an effect on the receiver.\textsuperscript{126} Hence, since Hermes’ interviewees did barely apply the knowledge acquired from reading women’s magazines in their daily life, she concludes that there is no use, which in turn means, no effect.
However, as my interview shows, university students and adults are very aware of the magazine’s function and thus the effect, before they buy it, namely relaxation. Whether it is for a train trip of an hour or because they are free from obligations during an afternoon, the participants clearly plan to use the content of the magazine as means of escape from daily routines, which has its effect at least during the act of reading. Thus, when purchasing commercial fashion magazines, women do not intend to use the acquired knowledge in the form of entertainment after the reading process but during the reading process itself.
\textit{The Cover}
In her work \textit{Decoding Women’s Magazines} (1993), McCracken argues:
“together, the visual images and headlines on a magazine cover offer a complex semiotic system, communicating primary and secondary meanings through language, photographs, images, color and placement.”\textsuperscript{127}
As I have discussed in detail before, Hall argues that meanings in mass communication are produced in different spheres. Editors working on the magazine encode messages with meanings and transmit them through the magazine to the readers, who then decode the message according to their interpretation. Thus, the encoded meaning might differ from the decoded one. The act of buying is the first situation in which the transmission of meaning happens. Leaving the producer sphere, the magazine’s encoded meanings are re-evaluated from the moment the reader encounters the cover.
Out of the thirty-three participants I interviewed, there were only two people who are committed to one specific magazine. One person, a university student, has a subscription for \textit{InStyle} and an adult person, who always buys \textit{Myself}. All other participants stated to have preferences of two to three different commercial fashion magazines they would read by turns. Nevertheless, even though the rest of the participants are not consciously committed to a specific commercial fashion magazine, they have still chosen a genre.
\textsuperscript{125} Hermes, \textit{Reading Women’s Magazines}, 34.
\textsuperscript{126} Hall, “Encoding/decoding”, 130.
\textsuperscript{127} McCracken, \textit{Decoding Women’s Magazines}, 13.
Most participants stated to buy commercial fashion magazines either at the kiosk around the corner, the magazine kiosk at the train station or at the supermarket while doing the grocery shopping. They mostly described the buying situation and the choice of magazine as spontaneous and quick decision. This does, however, not mean that the decision is made unconsciously. Especially in my discussions with the high school and university students, I observed that the cover of the magazine has a great influence on the choice.
**High school students:**
*When and where do you buy a magazine?*
- Kiosk.
- Supermarket.
- Yeah, when I’m interested in the cover.\(^{128}\)
- You look at the headline or at the person, who is on the cover. Although, when you have found one [magazine], which was ok, you usually buy it again, because you know it then.\(^{129}\)
- Yes, but you wouldn’t buy a magazine if you don’t like the person on the cover.\(^{130}\)
- Yeah, maybe.\(^{131}\)
- Actually, it’s not such a big deal. It just shouldn’t be a star you don’t like, respectively, when you like someone then you are more likely to buy it.\(^{132}\)
*What does a cover need to have in order to get your attention?*
- Either a cool headline or obviously, a star, then I usually buy it. Like for example Kim Kardashian, she always causes scandal and she has crazy outfits.\(^{133}\)
- I used to read *InStyle*, but now not so often anymore. But there are funny articles in *Cosmopolitan*. When you are at the supermarket and then there is a headline leaping to the eye: “The best of the man.” That’s funny and then you read it.\(^{134}\)
Here we see two different reactions to the cover. Some high school students seem to somehow feel empathetic towards the pictured star on the cover, which then motivates them to buy the magazine. Others do not necessarily relate personally to the star, but connect them with subjects they are interested in. For instance, a magazine with Kim Kardashian appears interesting because her personality is related to gossip. Gossip, in turn, is related to scandals and scandals are happenings which occur outside of the society’s behavioural norms. In *Decoding Women’s Magazines* (1993), McCracken gives a short insight into her university students’ discussion about *Cosmopolitan*. McCracken observes that her students are especially attracted by the magazine’s cover and by its provocative articles. Although the students recognize the magazine’s content as being far from reality, they especially enjoy fantasising about the illustrated life-
\(^{128}\) Ja, wenn mich das Cover interessiert.
\(^{129}\) Man schaut so auf den Titel oder die Person, die auf dem Cover ist. Obwohl, wenn man eine gefunden hat, die dann ok war, dann kauft man die halt wieder, weil die kennt man dann ja.
\(^{130}\) Ja, aber du würdest ja die Zeitschrift nicht kaufen, wenn du die Person auf dem Cover nicht magst.
\(^{131}\) Ja, schon.
\(^{132}\) Eigentlich [spielt das] keine so große Rolle, darf aber doch kein Star sein, den man nicht mag, bzw. wenn man jemanden kennt, dann kauft man sich die schon eher.
\(^{133}\) Also irgendwie einen coolen Spruch drauf oder halt eben ein Star, den man kennt. Wenn z.B. Kim Kardashian irgendwo drauf ist, dann kaufe ich mir die schon auch. Bei der ist ja immer ein Skandal dabei. Und sie hat richtig krasse Outfits.
\(^{134}\) Früher mal die *InStyle*, lese ich jetzt nicht mehr so oft. Aber in der *Cosmopolitan* gibt es schon lustige Artikel. Vor allem wenn im Supermarkt dann ein lustiger Spruch ins Auge sticht „Das Beste vom Mann“, dann ist es halt schon lustig, dann liest man sich das halt durch.
Thus, according to McCracken’s observations, her readers get excited about *Cosmopolitan* because of the articles in which “forbidden subjects” are discussed.\textsuperscript{135} Launched in 1965, *Cosmopolitan* has been targeting working and sexually liberated women. Until today, constructing its profile with celebrities, the magazine has a strong emphasis on sexuality, fashion and beauty.\textsuperscript{136}
McCracken shows similar findings to mine in terms of the decoding process during the purchase situation. However, while McCracken’s interviewees are university students, mine are younger, namely high school students.
*Show me your favourite magazine and tell me what you like about it.*
**University students:**
- That’s quite difficult actually. I don’t really have any favourite fashion magazine, it rather depends on the content. I take a look at the store to see whether the subjects and the design [of the magazine] appeal to me.\textsuperscript{138} [approval from other participants]
- Yeah, I just wanted to buy *Cosmopolitan* because I read it occasionally. But there was a headline like “In shape for the spring”. Ugh! Then I just grasp an edition of *Jolie* or *Glamour* instead.\textsuperscript{139}
- I often decide depending on the person on the cover. They usually have a story about that person und then related to that person, they show some fashion trends. If I, for example, compare those two covers [*Glamour* and *Jolie*], then I would rather buy that one [*Jolie* picturing an actress covered with tattoos]. She plays in *Orange is the new black*, she is lesbian and well, I think she already looks like she has such a strong personality. And if they write something about her as a person then I think it’s interesting.\textsuperscript{140} [Approval from other group members]
- And that’s why I like *Jolie* also a little bit more than the other fashion magazines, not always, but those magazines often show products that are not affordable for me and in *Jolie* there are also things from *Zara*, *H&M*, *Mango*. The stuff where prices start at 150€ is quite cool but I cannot afford it.\textsuperscript{141}
- Same here!\textsuperscript{142}
During the discussion with the university students, one group was discussing two covers with two different celebrities. On one cover, there was the British singer Rita Ora, smiling and in a glamorous position. The other magazine had Ruby Rose, an Australian actor. Her sitting position shows clearly her completely tattooed arms. The participants told me that they would rather buy the magazine picturing Ruby Rose, since her personality appears “more interesting”. However, none of these young women actually belong to the social group – lesbian and tattooed – that Ruby Rose represents. They then further argued to prefer *Jolie* anyway since they present commodities which are affordable for them and therefore closer to their
\textsuperscript{135} McCracken, *Decoding Women’s Magazines*, 6–7.
\textsuperscript{136} McCracken, *Decoding Women’s Magazines*, 5–7.
\textsuperscript{137} Nelson Best, *The History of Fashion Journalism*, 183–186.
\textsuperscript{138} Das ist voll schwierig eigentlich. Ich habe gar keine Lieblingszeitschrift, ich mache das eher nach den Themen aus. Ich schaue dann halt im Laden, blättere dann mal durch, auch vom Design halt immer, ob es mich vom Thema und Design anspricht. Bilder.
\textsuperscript{139} Ja ich wollte mir gerade jetzt die *Cosmopolitan* kaufen, weil ich die ja ab und zu lese. Aber jetzt waren da so Themen wie, mach dich fit für den Frühling boah da hab ich dann eher zur *Jolie* oder *Glamour* gegriffen.
\textsuperscript{140} Ich geh ganz oft nach der Person auf dem Cover. Die haben dann noch eine Story zu der und dann werden ja anhand dieser Person noch irgendwelche Modetrends angezeigt. Wenn man jetzt zum Beispiel die beiden hier vergleichen würde, dann würde ich eher zu ihr greifen. Die spielt bei *Orange is the new black* mit und ist lesbisch und ich weiß nicht, aber die sieht schon so wie ein starke Persönlichkeit aus. Und wenn da was über sie als Person steht, finde ich das interessant.
\textsuperscript{141} Und deswegen mag ich eigentlich die *Jolie* auch ein bisschen lieber als die anderen, nicht immer, aber ist ja auch oft so bei so Modemagazinen, dass die Produkte, die da drin sind, jetzt nicht so unsere Preisklasse ist aber bei Jolie ist auch mal was von *Zara*, *H&M* oder *Mango* dabei. Die Sachen, die ab 150 Euro anfangen, sehen ja mal ganz cool aus, aber das kann ich mir eh nicht leisten.
\textsuperscript{142} Ja ist bei mir auch so!
reality. Thus, the young women look after a cover which relates more to their reality and the world they live in, rather than a glamorous world they are not part of.
Nevertheless, the young women did not limit their argumentation to the image on the cover, but also read the headlines, which in this case, even kept one of them from buying a magazine. Since there are some alternatives on the market, the reader actually has the freedom to reject her preferred magazine if she is not interested in the content.
During a discussion about the most relevant parts in commercial fashion magazines, interviewee shows the cover of *Donna*.
**Adult:**
- For instance, I just recently bought *Donna* because it was so appealing to me due to this mature woman but then at the same time she also dared something. This turquoise and gold [colours of the dress the model wears] and big earrings. I think it’s important that fashion is a part of it [commercial fashion magazines].\(^{143}\)
- The *Barbara* magazine is ingenious! They only address issues like “the courage of leaving gaps”, “Be yourself” [headlines on cover]. It’s different. This appeals to me and makes me feel like I want to buy it. I don’t want to be like this common woman ideal, I’m just not interested in it.\(^{144}\)
The adults were not problematizing the cover as much as the other two groups during our interviews. One part of the participants had a particular magazine they regularly read. Thus, the cover is not evaluated critically and compared to other covers since the purchase originates from a habit. The other part stated to have a particular magazine they feel affiliated to but now actually want to try something “new”. When I then asked them to tell me which magazine they now were recently reading and how they had chosen it, most explanations started with: “oh what was its name again?”. Some participants only remembered parts of the magazine’s name, as for instance “cosmopolite” instead of “cosmopolitan”. There might be different reasons for this reaction and one of them is probably that the reader here does not view the entire cover, but only parts of it.
Looking back at the argumentation of the university students, one participant states “Then I just grasp an edition of *Jolie* or *Glamour* instead [of *Cosmopolitan*]”. Here the participant clearly knows why she did not buy *Cosmopolitan*: because the content of the magazine did not appeal to her. However, she does not mention clearly which magazine she finally took instead, since she only states “*Jolie* or *Glamour*”. Here the reader does not make any differentiation between *Jolie* or *Glamour*, she only differentiates between what she does not want to read – advice on how to lose weight – and the other unknown, and in this case “better”, content.
In *Decoding Women’s Magazines* (1993), McCracken describes the cover as very intriguing, since it operates not only as an advertiser of the magazine but also the commodities pictured in the magazine,
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\(^{143}\) Zum Beispiel hier die Donna, die habe ich mir letztens gekauft, weil ich das so ansprechend fand mit dieser etwas schon reiferen Frau, aber gleichzeitig hat sie sich auch was getraut, dieses Türkis und Gold und große Ohrringe, find ich also schon wichtig das Mode dabei ist.
\(^{144}\) Die *Barbara*-Zeitschrift die ist so genial! Da geht’s nur um so Themen wie „Mut zur Lücke“, „Sei so wie du bist“. Es ist anders, das spricht mich an und es macht mir Lust es zu kaufen. Und diesem klassischen Frauenideal habe ich keine Lust zu entsprechen und es interessiert mich nicht
which in turn will influence the reader’s consumption behaviour.\textsuperscript{145} She further argues that especially the cover invites women to fantasise about their rather “common” life in a more glamorous way, while they view the glossy cover.
While viewing the magazines, the woman herself participates in the construction of the idealized images; she performs a kind of pleasurable work by combining fantasy with elements of her reality. […] Whether a perfect face, dress, meal, or furniture arrangement, these symbols appear all the more attainable because they urge the viewer to link the fantasy to her everyday life.\textsuperscript{146}
However, as my interviews show, readers look at covers in order to detect the one they do not want to purchase due to its content rather than the one which will make them fantasise. Generally, the participants did not seem to fantasise about or glorify either the cover or a magazine itself. In some situations, readers emphasized how they appreciate “practical” advice stated in the magazines as for instance how to combine a shirt in five different styles or how to make a home-made beauty mask. Thus, in contrast to McCracken’s consideration, my interviewees seek for information they could translate into their reality. Consequently, they rationally categorize the magazine judging by its cover in “interesting” and “not interesting” rather than fantasise about it.
\textbf{Reading Commercial Fashion Magazines}
\textit{Time and Place}
So far, I have discussed how magazine readers decode fashion magazines during the act of purchase. Once bought, the readers decide within what time and space the magazine will operate in their daily routines. My interviews have shown that commercial fashion magazines are read in three different spheres. The first sphere refers to places in which the readers are obligated to bridge a time. Two of the most commonly mentioned examples were trips by train or waiting at the doctor’s and hairdresser’s.
\textit{When and where do you read your magazines?}
High school students:
- Actually at home, or while on a long trip by car. Or when I take the train to go to my training. Then I have to go to Offenburg, if I have nothing else to do, I take a magazine with me.\textsuperscript{147}
- I take the train in order to get to school, so often on the train, otherwise also in my leisure time at home. When I’m a bit stressed and want to work it off, then I make myself comfortable.\textsuperscript{148}
- At the doctor’s, at the hairdresser’s, on the train or at home on the couch.\textsuperscript{149}
\textsuperscript{145} McCracken, \textit{Decoding Women’s Magazines}, 14–15.
\textsuperscript{146} Ibid. 13.
\textsuperscript{147} Zuhause eigentlich, oder auf langen Autofahrten. Oder wenn ich mit dem Zug zu meinem Training fahre, da muss ich immer nach Offenburg. Dann nehme ich mir, wenn ich nichts zu tun habe, auch so Heftchen mit.
\textsuperscript{148} Ich fahre ja jetzt viel mit dem Zug zur Schule, also viel im Zug sonst auch in meiner Freizeit, zuhause. Wenn ich ein bisschen Stress habe und abbauen möchte, dann mach ich es mir gemütlich.
\textsuperscript{149} Beim Arzt, beim Friseur, im Zug oder zuhause auf dem Sofa.
University students:
- At the train station or at the airport. I work at SWR [regional radio station] and therefore I have to take the train quite often. I read them mostly on the train or at home while watching TV, but I don’t sit down and read a magazine.\textsuperscript{150}
- Indeed, when I am on a long train trip. Then quickly at the kiosk. Or during vacation. It’s just easier to read than a book.\textsuperscript{151}
Adults:
- During the supervision early in the morning, or when I’m on the road, on the train or in bed as bedtime reading… no difficult read.\textsuperscript{152}
- At the doctor’s! At the hairdresser’s, of course!\textsuperscript{153}
Clearly, when reading fashion magazines in a waiting room or at the hairdresser’s, readers did not actively decide to purchase the magazine, but more or less are forced to engage with it by the situation, since there is time to bridge. I will therefore not discuss further this sphere in which magazines operate. However, I want to give a short insight why my participants mentioned the waiting room at the doctor’s and the hairdresser’s frequently. Having grown up in the German speaking parts of Europe, I can confirm from my own experience that most doctors and hairdressers offer their patients and customers a generally broad range of women’s magazines to read during waiting time or during treatment. Especially hairdressers tend to have various subscriptions for commercial fashion magazines. This is certainly a factor which promotes the reading culture of commercial fashion magazines in Germany, which I will, however, not analyse more in depth since the initial situation differs from the one of my analysis.
In contrast, when traveling for instance by train, participants feel especially motivated to read commercial fashion magazines. Some even stated to “stock up themselves” with them in order to guarantee that they have enough reading material during the trip. I observed this phenomenon in all age groups. Some participants stated further in the discussion that they often also have a book with them during the trips. However, they usually go back to the magazine, since “it is easier to read.” Here, commercial fashion magazines are valued for two things: their ability to entertain their readers for a short period of time when they need to bridge waiting time and secondly, for their simplicity, which facilitates the decoding process.
In fact, when the decoding process appears to be easy, readers feel relaxed, which is their aim when they buy this genre of magazine. The quotes, which I mentioned above, already show that relaxation is one of the main purposes of reading commercial fashion magazines.
\textsuperscript{150} Am Bahnhof oder am Flughafen. Ich arbeite beim \textit{SWR} und deswegen muss ich schon öfters mal Zug fahren. Ich lese sie auch hauptsächlich im Zug oder daheim vor dem Fernseher aber ich setze mich jetzt nicht hin und lese eine Zeitschrift.
\textsuperscript{151} Tatsächlich wenn ich länger Zug fahren muss. So beim Kiosk, noch schnell. Oder im Urlaub. Es liest sich auch viel einfacher als ein Buch.
\textsuperscript{152} Frühaufsicht oder wenn ich mal unterwegs bin, im Zug oder abends im Bett, so als Bettletktüre… keine schwere Kost.
\textsuperscript{153} Beim Arzt! Beim Friseur natürlich!
When and where do you read your magazines?
High school students:
- Well, in bed. I make myself comfortable. When you have time and forget about the stress at school and just read this [magazine].\textsuperscript{154}
- It is somehow relaxing, when you lie on the couch or when you are on vacation. It’s like an additional means of relaxation.\textsuperscript{155}
University students:
- Well, mostly in bed, before I fall asleep or during the afternoon coffee, then I like to read it, or on the couch. Or sometimes I take it to the sauna or to the swimming-pool, on the train. There are a lot of places. Or just lie somewhere with a magazine in summer, that’s also nice, when you don’t have to study.\textsuperscript{156}
Adults:
- During the weekend, in the bathroom, at the hairdresser’s [...] and when I really want to make myself comfortable, as for instance during pre-Christmas period, oh candles, tea, bed and I don’t have to have my laptop on my lap, but really lie down and look at it, maybe I put it down for a while and fall asleep and then I have a look again.\textsuperscript{157}
- My computer is always on when I’m at home. So, I’m at it a lot between times. When I read a magazine I sit outside [on the terrace] and prepare myself a coffee. The magazine is a moment of conscious looking.\textsuperscript{158}
Here we see that the interviewees do not only read commercial fashion magazines in places where people usually rest, as for instance the bed, the couch or sauna, but they construct a whole situation of cosiness. Reading commercial fashion magazines implies for the readers making themselves comfortable, drinking coffee or tea and lighting candles.
Reading commercial fashion magazines is not about the moment of reading itself but about the overall situation of relaxation surrounding it. Thus, on the one hand, this genre of magazine promotes the relaxation factor in the situation, but on the other hand, they become a means of relaxation through the overall situation readers create around them. Reading commercial magazines would probably not be considered as a means of relaxation if the readers would not read them in bed with a cup of coffee.
\textsuperscript{154} Ja zuhause im Bett. Ich mach es mir dann bequem und dann wenn man grad so Zeit hat und den ganzen Schulstress mal ausschaltet und man wirklich nur das liest.
\textsuperscript{155} Es ist ja irgendwie entspannend, wenn man so auf dem Sofa liegt oder im Urlaub. Das ist ja wie ein zusätzlicher Punkt für Entspannung.
\textsuperscript{156} Also meistens im Bett, vor dem Schlafengehen oder nachmittags zum Kaffee, lese ich sie gerne oder auf der Couch. Oder ich nehme sie mit, wenn man in die Sauna geht oder ins Schwimmbad. Im Zug. Ja es gibt viele Orte. Oder einfach im Sommer irgendwo liegen mit einer Zeitschrift, das ist auch schön (lacht), wenn man mal nicht lernen muss.
\textsuperscript{157} Am Wochenende, im Badezimmer, beim Friseur [...] und wenn ich es mir wirklich mal gemütlich machen will, zum Beispiel in der Vorweihnachtszeit, boah! Kerze, Tee, Bett und nicht mein Laptop auf den Schoß zu halten, sondern wirklich hinzulegen und das anzugucken, das bleibt dann da so liegen, dann geh ich schlafen und dann schau ich wieder rein.
\textsuperscript{158} Ich habe halt den Laptop ständig an, wenn ich zuhause bin. Mache ich auch viel zwischendurch. Bei einer Zeitschrift setze ich mich raus [auf die Terrasse], mach mir ein Kaffee. Ja die Zeitschrift ist ein Moment des bewussten Schauens.
In her book *Reading women’s magazines*, Joke Hermes states that
Women’s magazines constitute a genre that does not make demands: they can easily be picked up and put down again. Since, as readers, we know magazines will not capture us totally or carry us off, they are quite safe to read.\(^{159}\)
Being read easily and thus not in depth, Hermes concludes that commercial fashion magazines have little significance to the reader and therefore little cultural value. In one respect, my data collection provides a very similar impression, as my interviewees asserted that women’s magazines are easy to read. Some of the participants even corrected the wording of my question when I was asking them how they read magazines. The common statement was: “I don’t read them, I look at them.” Except for a few exceptions, which I will discuss later, in all generations I have interviewed, browsing through a magazine was the main way to read commercial fashion magazines.
High school students:
- In bed, lying down, while I listen to music. I look through it and when I’m interested in something, then I read it, if not, I continue to look.\(^{160}\)
- When there are long articles, I usually browse through them, but I look at the pictures.\(^{161}\)
- Yes, I think images are important in such magazines. When you like the picture then you also read it. Yeah, I also preferably look at images.\(^{162}\)
University students:
- First, I look at all the pictures! [Group agrees]\(^{163}\)
- Browsing through, then putting down, then browsing through again.\(^{164}\)
- Sometimes I go directly to the cover story. Sometimes it is so stupid that it’s interesting to read it.\(^{165}\)
- I’ve never read a magazine completely.\(^{166}\)
- Actually, I go from the beginning to the end and read what I’m interested in, I just browse through the rest. I don’t look at specific information. In *Glamour*, there is a 60 seconds knowledge thing, that I think is super good! I always read it, because they explain where words are from, that’s interesting. And then I look at the fashion things and sometimes I read interviews when I’m interested in the person, but usually not.\(^{167}\)
Adults:
\(^{159}\) Hermes, *Reading Women’s Magazines*, 34.
\(^{160}\) Auf dem Bett, im Liegen, während ich Musik höre. Ich schaue so durch und wenn mich was interessiert, dann les ich das und wenn nicht, dann schaue ich einfach weiter.
\(^{161}\) Bei fetten Artikeln blättere ich meistens weiter, aber die Bilder schaut man sich schon mal an.
\(^{162}\) Ja, ich glaube Bilder spielen da auch eine große Rolle in so Zeitschriften. Wenn das Bild einem gefällt, dass man das auch liest. Ja ich schau dann eher auf das Bild.
\(^{163}\) Ich schaue zu allererst alle Bilder an!
\(^{164}\) Durchblättern, dann weglegen, dann wieder durchblättern.
\(^{165}\) Manchmal gehe ich auch direkt zu den Coverthemen. Manchmal ist es ja so blöd, dass es schon wieder interessant ist zu lesen.
\(^{166}\) Ich habe auch wirklich nie eine Zeitschrift ganz gelesen.
\(^{167}\) Also eigentlich gehe ich von vorne nach hinten durch und das, was mich interessiert, das lese ich und das andere überblättere ich, ja. Ich schaue nicht nach besonderen Infos. Also in der *Glamour* gibt’s ja einen 60 Sekunden Wissensteil, das finde ich zum Beispiel super gut! Das lese ich immer durch, weil da gibt’s einfach so Wörter woher die herkommen usw. das finde ich ganz spannend. Und sonst halt die Modesachen schaue ich mir schon immer genau an. Und die Werbung überblättere ich schon mal und so Interviews manchmal lese ich sie, wenn mich die Person interessiert, aber meistens nicht.
- From the end to the beginning and stay where I like and continue. I don’t want to anticipate. I want to encounter it as completely new when I look at it the first time.\textsuperscript{168}
- I browse through and read it if I’m immediately interested.\textsuperscript{169}
- I only look at them. I don’t read them.\textsuperscript{170}
- My computer is always on when I’m at home. So, I’m at it a lot between times. When I read a magazine, I sit outside [on the terrace] and prepare myself a coffee. The magazine is a moment of conscious looking.\textsuperscript{171}
Since all age groups made very similar statements, namely that they mainly flip through magazines, it can be stated that the act of reading commercial fashion magazines is only partially influenced by age, gender and lifestyle. It appears almost as a “natural” way to read commercial fashion magazines. However, as Hall states, all cultural objects, including commercial fashion magazines, possess meaning and meaning influences all cultural practices, as for instance reading magazines. In turn, meaning is a cultural construct and therefore not “natural”.\textsuperscript{172} Here we might not see a strong difference between age, lifestyle and gender, but it is still a reading behaviour, which has developed is not naturally given.
Nevertheless, as we also see from the answers given, readers stop at those pages that attract their attention and read particular articles thoroughly. That means, even though readers are not interested in some pages, they still skim-read them in order to recognize whether they are interested in the content or not. Once an interesting page is found, they pay more attention to it. Then the browsing process continues until the next interesting page is found. As discussed previously, likewise with the cover, readers categorize here into “not interesting” and “interesting” during the decoding process.
Drawing on the approach of Hall, we assume that language defines meaning. In turn, he defines language beyond the verbal communication, but rather as signs expressed through sound, image, objects and words.\textsuperscript{173} Reading commercial fashion magazines is then decoding a language which is transmitted two-dimensionally, through the written word and looking at images. During the interview, participants made a clear distinction between looking through /viewing and reading a magazine. In these cases, the act of looking is related to the visual representations, while reading is related to the written word. Thus, stating that they first look through the magazine means that readers first decode the pictures and then the text. The image and what it represents attracts the attention and leads then to a decoding process while reading.
Therefore, according to most of the participants, the commercial fashion magazine is completely looked through, since participants need to sort out the interesting parts, but not completely read it. The only exceptions were found within the group of adult readers. Although their reading habit might be initially intended as described above, two participants specifically stated to actually read the whole magazine:
\textsuperscript{168} Von hinten nach vorne, bleibt da stehen, wo es ihr gefällt und geht dann weiter. Ich will dem nicht vorgreifen. Ich will es ganz frisch haben, wenn ich es dann zum ersten Mal sehe.
\textsuperscript{169} Ich blättere durch und lese dann etwas, wenn es mich sofort interessiert.
\textsuperscript{170} Guck die Hefte alle nur an, ich lese sie nicht.
\textsuperscript{171} Ich habe halt den Laptop ständig an, wenn ich zuhause bin. Mache ich auch viel zwischendurch. Bei einer Zeitschrift setze ich mich raus [auf die Terrasse], mach mir einen Kaffee. Ja, die Zeitschrift ist ein Moment des bewussten Schauens.
\textsuperscript{172} Hall, Evans and Nixon, \textit{Representation}, 20–21.
\textsuperscript{173} Ibid. 5.
How do you read your magazines?
Adults:
- Quite simple in my case. First round, getting an overview. I don’t read, I look through it. Second round, ah there is an interesting article, which I look for now. Third round, ah you look at the fashion things. And then at the end, when I’ve read everything, I read the uninteresting articles, so I still have something. I use everything of it. I wouldn’t buy it just because of the fashion, but if there wasn’t any fashion, it would be a pity. I need images. So a magazine with only articles is not my thing. The balance between image and text must be right.\(^{174}\)
What are the most relevant parts for you in a magazine?
- I cannot really say what the most relevant pages are in a magazine, because I really read the whole magazine. So, fashion has to be a part of it. If *Brigitte* wouldn’t have any fashion, then I would maybe take *Brigitte* and then another fashion magazine.\(^{175}\)
Although both participants state specifically that they view and read the magazine in its whole, they emphasize the necessity of a balance between images and written text. Thus, my interview shows that it’s not exclusively images or exclusively text which readers decode while reading, but the combination of both. Even though most images are decoded, while some written texts are just ignored, it is the balance between both which makes reading commercial fashion magazines enjoyable. Here again, the reader does not expect a useful effect after the reading process, but a visual stimulation during the process.
Nevertheless, as I have already discussed before, compared to the university students and adults, teenagers appeared to be more interested in the actual content of the magazine, especially when it addresses a “forbidden” – usually sexual or scandalous – issue. Here, the function of the magazine is not to create a relaxing situation, but to establish knowledge.
High school students:
How do you read your magazines?
- I directly look at the things which catch my eye, or everyday life stuff. I look for the topics in the list of contents and then I look if there is something I want to turn directly to. Otherwise I go from the beginning to the end.\(^{176}\)
- When I bought one and when I’m at home and if I have time I usually look at it immediately. At the dining table. I don’t have a specific place in the house. Sometimes also in bed in the evening.\(^{177}\)
- Often, I look in the table of contents if there is a topic which appeals to me. Then I go directly there and read it. Some things I just leave out.\(^{178}\)
\(^{174}\) Das ist bei mir ganz einfach: 1. Durchgang: Überblick verschaffen. Da lese ich nicht, ich guck. 2. Durchgang: Ah, da war ein interessanter Artikel, den suche ich mir gleich mal raus. 3. Durchgang: Ah, schau dir nochmal die Modesachen an. Und ganz am Schluss wenn alles durchgelesen ist, dann kommen die weniger interessanten Artikel, damit ich noch was habe, ich nutze die voll aus. Also nur wegen der Mode würde ich mir keine Zeitschrift kaufen. Aber wenn sie nicht drin wäre, dann wäre es schade. Ich brauch Bilder. Also ein Heft nur mit Reportagen ist überhaupt nichts für mich. Das Gleichgewicht zwischen Bild und Text muss passen.
\(^{175}\) Ich kann eigentlich gar nicht sagen, was die relevantesten Zeitschriften sind, weil ich dann schon wirklich die ganze Zeitschrift lese. Also es muss schon Mode dabei sein. Wenn die *Brigitte* keine Mode mehr hätte, dann würde ich mir vielleicht die *Brigitte* holen und dann noch eine andere Modezeitschrift.
\(^{176}\) Also ich schaue mir die Sachen an, die dann so direkt ins Auge stechen oder wo so Alltagssachen sind. Im Inhaltsverzeichnis schaue ich nach den Themen und schaue, ob was dabei ist, wo ich jetzt direkt hinblättern will. Sonst gehe ich von vorne durch.
\(^{177}\) Also wenn ich mir eine gekauft habe, dann wenn ich zuhause bin und Zeit habe, dann gucke ich mir das eigentlich gleich danach an. Und ja am Esstisch. Habe ich eigentlich keinen bestimmten Ort im Haus. Manchmal abends auch im Bett.
Here we see clearly that the high school students target a specific content they are interested in, since they look directly in the table of contents to check on which pages they can find the interesting parts. This does however not mean that they do not simply flip through a magazine as discussed before. During the discussion, it became clear that they still do it, but after having read the parts which appeared interesting to them. Thus, the reading process is here more conscious and active in comparison to skim-reading which only follows the purpose of relaxation. Again, the teenagers stated that if the headline does not attract their attention, it is usually the images in the magazine.
McCracken (1993) and Ballaster et al. (1991) argue that commercial fashion magazines motivate the readers to fantasise about their everyday life. Illustrating idealized representations of people, dresses, lifestyle and more, especially McCracken argues that readers are invited to link these extraordinary representations to their “ordinary” life.\(^{179}\) Thus, both Ballaster et al.\(^{180}\) and McCracken see the magazine as a device for fantasising about one’s own daily life, which both see critically, since the readers aspire to something that will never be their reality. However, as we can see from the quotes stated above, the readers in my interview groups did not seem to fantasise about the illustrations in the magazines. I will explain this more precisely in a following part of the analysis. Nevertheless, it can be stated at this stage that the readers do not use commercial fashion magazines in order to imagine their lives in a more luxurious way and therefore differ from the concept of Ballaster et al. and McCracken.
Whether flipping through a magazine or reading it by targeting specific articles, the overall function of commercial fashion magazines regarding their readers is not to inspire, as they are usually framed, but to entertain and to create a feeling of relaxation. As I will discuss in the next chapter, this does not mean that commercial fashion magazines do not have an inspiring effect at all. They do and, as I will show, they even motivate further consumption. However, the reader does not expect this effect during the reading process. The main purpose is to experience relaxation in the decoding process of a balanced quantity of written text and images. Thus, commercial fashion magazines already accomplish their purpose for the reader when they create a moment of relaxation, in which the reader is not required to undergo any physical or mental efforts.
\(^{178}\) Meistens schaue ich schon im Inhaltsverzeichnis, ob es ein Thema gibt, was mich anspricht. Dann gehe ich da direkt hin und les mir das durch. Manche Sache lass ich dann auch einfach aus.
\(^{179}\) McCracken, *Decoding Women’s Magazines*, 161.
\(^{180}\) Ballaster et al., *Women’s world*, 130.
After Reading Commercial Fashion Magazines
Until now, we have seen how commercial fashion magazines affect the reader before and during the reading process. At this point of the analysis, I want to show how readers give meaning to their magazines after the actual reading process. Inspired by Consumer Culture Theory and drawing on the approach of Grant McCracken (1978), I focus on the question what the readers do with the magazines after the reading process. I do not only explore what meanings readers attribute to magazines after the reading, but also how the reading process has affected them.
How Magazines Are Stored
McCracken argues that the meaning of goods is in general produced by four different rituals, among them exchange and possession rituals. During my interviews, I observed mainly possession rituals in the form of preservation, which I divided into three different types. The first form I identified is to save the magazine in order to keep its content available for future re-reading.
What do you do with the magazine after you have read it?
High school students:
- I mostly keep them. I look at them again.\(^{181}\)
- When it [the magazine] is still current then yes, but after half a year... The styles change so quickly.\(^{182}\)
University students:
- I keep them and they stay in the wardrobe. It’s a waste of space actually, but somehow I cannot throw them away.\(^{183}\)
- I keep them until I have to move. You always have in mind you could need them again.\(^{184}\)
Adults:
- Until now, I have always collected them until there was no space for them anymore. Now I start to throw them away. I’ve always had the feeling, I will have a look again and I have kept them all. But I don’t look at them anymore. And now, when I’m done with reading and I like something, then I tear it out and stick it somewhere or put it on the desk. And now I throw the rest away consequently.\(^{185}\)
- In the past, I used to give them to a friend until she told me she doesn’t need them anymore. Now, I throw them away. I collected them for some time, they piled up. That went on my nerves one day and then I threw them all away.\(^{186}\)
\(^{181}\) Ich behalte sie meistens. Ich schaue sie mir dann doch nochmal an.
\(^{182}\) Wenn sie noch aktuell ist, dann ja, aber nicht nach einem halben Jahr... Die Styles ändern sich ja so schnell.
\(^{183}\) Ich hebe sie auf und sie stehen bei mir im Schrank. Voll die Platzverschwendung, aber irgendwie kann ich sie halt nichtwegschmeißen.
\(^{184}\) Ich hebe sie meistens auf und werfe sie dann weg, wenn ich umziehe. Man hat irgendwie immer im Hinterkopf, vielleicht brauche ich es nochmal.
\(^{185}\) Bis jetzt habe ich sie immer gesammelt, bis es einfach keinen Platz mehr gab. Jetzt bin ich dazu hinübergegangen, die irgendwann wegzuwerfen. Ich hatte immer das Gefühl, ich schaue da nochmal rein und habe die dann alle aufgehoben. Aber ich schaue da nicht mehr rein. Und jetzt wenn ich fertig bin mit Lesen und mir etwas gefällt, dann reiße ich mir das raus und klebe mir das irgendwo hin oder lege es mir auf den Tisch. Und den Rest werfe ich mittlerweile diszipliniert weg.
\(^{186}\) Also früher habe ich sie einer Freundin weitergegeben, bis sie mir gesagt hat, sie braucht sie nicht mehr. Jetzt schmeiße ich weg inzwischen. Eine Zeit lang habe ich sie gesammelt, stapelweise hier. Das ging mir irgendwann mal auf den Keks und habe sie dann alle weggeschmissen.
Ironically, readers claim that commercial fashion magazines are easily read, all the more difficult appears the separation from them afterwards. Some argue they keep them because they think they might “need” them again. After the reading process, it seems as if the readers have the feeling they have found some useful information, they could need in the future. One explanation for this might be the assumed function of this genre. Until today, commercial fashion magazines still position themselves not only as a source of inspiration, but operate as well as an advisor in lifestyle questions.\(^{188}\) Thus, we assume that the reader recognizes the magazine as a source of helpful advice, which would picture the reader as taking the dominant-hegemonic position according to the understanding of Hall. However, as my interviews show, most of the participants do not re-read the magazines and finally dispose them. Thus, it can be assumed that readers recognize the function of commercial fashion magazines as a lifestyle advisor, but do not, according to their preservation behaviour, re-use it as one. Therefore, I would rather argue that magazine readers take a negotiating position in the decoding process according to Hall. They recognize how the magazine itself intends to function, but do not accept this function completely.
The second form of preservation is the particular placement of magazines in order to show them off to visitors, keep them clean or to use them as a form of decoration.
*What do you do with the magazine after you have read it?*
High school students:
- I used to pile them up, every month, because it looked so nice. But some day, there were just too many so I threw them away.\(^{189}\)
- In my room, I have a wardrobe from *IKEA* and there is a drawer and that’s where I keep all of them. After a while, I throw them away, because there are too many. When I like something, I try to remember in which issue I saw it, because I think it looks stupid if you tear something out. That would disturb me.\(^{190}\)
University students:
- I throw away smaller papers, but I have for instance two American editions of *Vogue*, those ones I keep.\(^{191}\)
*What do you appreciate in print, what other fashion media cannot replace?*
- You have it then, on the web it is gone someday. And I also like to keep the magazine, because I like how it looks in the wardrobe and you can always have a look at it again.\(^{192}\)
*What do you do with the magazine after you have read it?*
\(^{187}\) Ich sammle sie und die stapeln sich bei mir und nach einem Jahr werfe ich sie dann weg. Man denkt immer „ach vielleicht schaust du da nochmal rein“ aber mach ich nicht.
\(^{188}\) Mooran, “More than just a fashion magazine,” 737–738.
\(^{189}\) Ich habe sie mal aufeinander gestapelt so jeden Monat, weil das so schön aussah. Aber irgendwann waren es so viele, dass ich sie weggeworfen habe.
\(^{190}\) In meinem Zimmer habe ich einen Schrank von *IKEA* und da habe ich eine Schublade und da hab ich die alle drin. Nach einer Zeit schmeiße ich sie dann schon weg, weil es ja dann zu viele sind. Wenn mir was gut gefällt, versuche ich es mir zu merken, in welcher Ausgabe es war, weil rausreißen finde ich sieht dann blöd aus. Mich würde das stören.
\(^{191}\) Also so kleinere Blätter werfe ich weg, aber ich habe zum Beispiel zwei amerikanische *Vogue*, die hebe ich dann schon auf.
\(^{192}\) Du hast es dann auch, im Internet ist es dann irgendwann weg. Und ich hebe gerne die Zeitschriften auf, weil ich es schön finde, wie das dann im Schrank aussieht und du kannst immer auch reingucken oder so.
Adults:
- I collect them and then after a year I throw them away. You always think “you might have a look at it again”, but I don’t. It has a decoration effect. When it was *Vogue*, then it was on top [of the pile], so everyone could see it is *Vogue*. It happened occasionally. But I don’t do that anymore, these times are over.\(^{193}\)
As opposed to the statements before, here the intention of preservation is not due to a possible re-use in the future, but because “it looks nice”. Here, commercial fashion magazines operate as an object for the personalization of the reader’s home. McCracken argues that through possession rituals, which implies collecting and showing off the objects, owners claim to possess the meaning of the object, which has been given from the outside world through discourse.\(^{194}\)
Possession rituals allow the consumer to lay claim and assume a kind of ownership of the meaning of his or her consumer good. They help complete the second stage of the trajectory of the movement of this meaning. As we have seen, advertising agencies and the fashion world move this meaning from the culturally and historically constituted world into the goods. With their possession rituals, individuals move this meaning out of the goods into their lives.\(^{195}\)
Assuming that commercial fashion magazines often claim to be knowledgeable about the latest fashion trends and to operate as a style advisor, readers claim through those possession rituals to have the same features. Here, obviously the symbolic meaning of the magazine is relevant. Some university students stated to keep *Vogue*, but they would through away “smaller” magazines. It seems that *Vogue* has successfully built up its image as the most valuable fashion magazine on the market. Thus, the meaning of the magazine, which has been given from the outside world through discourse, is transmitted to the individual reader, whose lifestyle appears consequently more fashionable. However, as my interviews also show, this effect lasts only as long as there is enough space to preserve them. Hence, magazines lose their up-to-dateness and therefore their function as lifestyle advisor. The transition of the meaning is only successful for a certain period of time and then slowly fades away until the readers decide to completely remove them from their lives. Studying niche magazines, Lynge-Jorlén (2009) makes similar observations. Her readers kept the magazine, which has high fashion status, in order to elevate their own cultural status within the field of fashion. Thus, Lynge-Jorlén concludes that through the symbolic meaning of the magazine and its physical form, readers do not only intend to elevate their own status but also to convey social distinction.\(^{196}\)
\(^{193}\) Ich sammle sie und die stapeln sich bei mir und nach einem Jahr werfe ich sie dann weg. Man denkt immer „ach vielleicht schaust du da nochmal rein“ aber mach ich nicht. Es hatte auch mal ein Dekorationseffekt. Also wenn es die Vogue war die lag oben drauf damit jeder auch sieht ist ne Vogue. Kam schon vor. Mach ich aber nicht mehr diese Zeiten sind vorbei.
\(^{194}\) McCracken, *Culture and Consumption*, 85.
\(^{195}\) Ibid. 85–86.
\(^{196}\) Lynge-Jorlén, “Between Edge and Elite: Niche Magazines, Producers and Readers,” 176–177.
The third type of preservation I noticed in my material is a mixture between possession and exchange rituals. This type of preservation was only observed during the interviews with university students.
*What do you do with the magazine after you have read it?*
University students:
- It goes into the collage box.\(^{197}\)
- I keep them to do arts and crafts: vouchers, collages, gift paper.\(^{198}\)
- Yes exactly, in order to stick them on boxes.\(^{199}\)
Here, the young women clearly state the purpose of preservation, namely to separate the appealing content from the uninteresting one. Either they use this piece in order to personalize other objects, or to transmit the meanings of the magazine by individualizing vouchers or gift paper. McCracken names offering gifts specifically as an example for transmitting the meanings from objects that the giver feels related to the receiver who shall obtain the symbolic value. However, the students do not give away the whole magazine itself as a gift, but pieces of it. For this reason, this form of preservation cannot be determined completely as a possession ritual, neither as an exchange one, but rather as interface of both.
**The After-Reading Practice**
In *More than Just a Fashion Magazine* (2006), Moeran concludes that fashion magazines function as a promoter of the fashion industry to its readers.
As intermediaries between producer and consuming public, fashion magazines exist to teach the lay public why fashion should be important in their lives, what the latest trends may be, who are the names that drive them and where the clothes themselves may be purchased. In other words, they legitimate fashion and the fashion world in cultural terms.\(^{200}\)
Nevertheless, drawing on Hall, fashion magazines can only obtain this function or rather the “meaning” if the reader puts the decoded information into any kind of practice. Otherwise, the initially encoded meaning stays meaningless, which means that fashion magazines cannot be termed a promoter of fashion consumption, if the reader’s consumption behaviour remains unaffected. For this reason, it is not enough to outline how readers purchase, read and preserve their magazines, as discussed in the previous sections, but one has to ask if there is an effect that goes beyond the sphere in which readers interact with magazines.
\(^{197}\) Kommt in die Collagebox.
\(^{198}\) Ich hebe sie auf, um zu basteln: Gutscheine, Collagen, Geschenkpapier.
\(^{199}\) Ja genau, um Kisten zu bekleben.
\(^{200}\) Moeran, “More than just a fashion magazine”, 737–738.
During the interviews, the majority of the participants stated that they do not buy commercial fashion magazines in order to get inspiration for fashion consumption. However, when they find something appealing to them during the reading process—especially high school students will try to either find the same article or a more affordable copy of it.
High school student:
*Does reading commercial fashion magazines affect your consumption behaviour?*
- Not really. Sometimes, for instance when I see an expensive dress, then I might look if I find something similar to it. I wouldn’t wear the styles as they are pictured in *InStyle*. That’s too extravagant for me. I think it’s beautiful, but I would not dare to wear it. Then I’d rather wear the boring and common things.\(^{201}\)
*Do you look online if you see something you liked in the magazine?*
- So, for example I look, and then there are these *Louboutins* with this spike. I thought they looked really awesome and then I looked and saw that they were really, really expensive. And then I looked for fakes, on *Amazon*, but they had a bad review and monstrous heels, that’s why I didn’t buy them in the end.\(^{202}\)
*When and where do you read fashion magazines?*
- At home when I’m bored and I have nothing better to do. And sometimes, they put the prices on the outfits [pictured in the magazine], which you can choose from. And sometimes there are nice things and if they don’t cost like 100€, you can treat yourself.\(^{203}\)
*What do you do after you have read the magazine?*
- I go on *Zalando* or *Asos* and see if I can buy something similar.\(^{204}\)
Looking at the questions from which I gathered the material, one can clearly see that I did not necessarily have to ask the high school students directly whether they used the magazine as an inspiration for consumption or not. They mentioned it repeatedly like a natural activity throughout the whole conversation. During the reading process, the teenagers seem to compare the world pictured in the magazine to the world they live in. Seeing a pictured item which appeals to them, they will first evaluate if this item is affordable to them, and second, if it represents their lifestyle. This why high school students link the content of the magazine to their reality.
Since commercial fashion magazines tend to illustrate mainly extraordinary content rather than common objects, the desired objects fail to get into the teenagers’ reality. Instead, they will look for similar items, which then represent the interface between the magazine’s world and the reader’s
\(^{201}\) Nicht wirklich. Manchmal wenn ich zum Beispiel ein teures Kleid sehe, dann schaue ich schon, ob es das so ähnlich gibt. Ich würde auch das nicht so wie in der *InStyle* abgebildet tragen. Das ist mir schon zu extravagant und so. Ich finde es schön aber ich würde es mich nicht trauen. Da ziehe ich halt doch lieber das langweiligere Normale an.
\(^{202}\) Also zum Beispiel, ich schau dann halt, da gibt’s ja diese *Louboutins* mit diesem Stachel dran. Also ich fand die sahen richtig geil aus und dann habe ich geschaut und die waren sehr, sehr teuer. Und dann habe ich nach Fakes gesucht, so auch auf *Amazon*, aber die hatten schlechte Bewertungen und so Monsterabsätze, deswegen habe ich sie mir dann nicht geholt.
\(^{203}\) Daheim wenn’s grad langweilig ist, wenn man grad nichts Gutes zu tun hat oder so was. Und manchmal stehen ja bei den Outfits ja auch die Preise da, wo man sich dann aussuchen kann und manchmal sind da ja schon manchmal schöne Sachen dabei und wenn die nicht gleich 100€ kosten oder so dann kann man sich ja auch das schon mal gönnen.
\(^{204}\) Ich schaue auf *Zalando* oder *Asos*, ob man was Besonderes nachkaufen kann.
reality. Operating as an inspiration for consumption, magazines clearly promote the fashion industry and turn into a form of fashion catalogue rather than an incentive to use your imagination.
If we assume, as stated by Moeran, that fashion magazines intend to motivate consumption and teenagers do so after the reading process, then the teenagers have adopted the dominant-hegemonic position during the decoding process. According to Hall, readers take this position when they decode the information as it was initially encoded by the producer.\textsuperscript{205}
However, I have to mention at this point of the analysis, that this effect is not always the rule. Other high school students stated that although they might feel inspired after the reading, they forget about the content, which means that the inspirational effect can also fade away and does not always lead to an act of shopping. Unfortunately, the interviews cannot give insights on what is happening on a subconscious level. The reading might still affect the consumption behaviour of those students who “forget” about their initial inspiration, but they are not aware of it and therefore did not discuss this behaviour in the interviews.
Having shown them the advertisement video\textsuperscript{206} of the \textit{Porter} magazine, the university students and adults admit to a behaviour like that of the high school students: While the high school students from the beginning stated that the magazines inspire them to consume, the other two groups said so only after the video. This video shows the print magazine \textit{Porter} and the hands of a reader who scans the magazine’s editorial with an app, which then in turn enables the reader to instantly purchase what they see in the magazine. The reactions were as follows:
University students:
- It happens sometimes that I see something [in the magazine] and would like to have something similar, but then you can’t find it.\textsuperscript{207}
- Yes, I think it’s nice. Is it already available? I have to try it out. I would use it for \textit{InStyle}, then you could combine it with \textit{Mybestbrands} – where can I get it the cheapest?\textsuperscript{208}
- Practical but a bit scary.\textsuperscript{209}
- It’s certainly comfortable for a lot of people. It’s a good idea but I would never use it, because I would never know if it actually fits me.
- They combined both advantages, but then you lose the fun, because fashion is about searching and rummaging.\textsuperscript{211}
- It’s also seldom that when you see something you like, it’s affordable and it’s in my size and it will suit me.
- I never say “I want that outfit!”, but rather something similar.
- It is always stated in the magazine where you can buy it. But then I think I can just go directly to Zalando.
\textsuperscript{205} Hall “Encoding/decoding”, 136.
\textsuperscript{206} Youtube: “Shop direct from the pages of PORTER Magazine.” Accessed May 2, 2017. https://www.youtube.com/watch?v=eUvx_glHfxvQ&t=1s.
\textsuperscript{207} Geht mir ja manchmal schon so, dass ich was sehe und dann so was Ähnliches schon gerne hätte, aber das geht ja dann nicht.
\textsuperscript{208} Ja find ich gut. Gibt’s das schon? Muss ich mal ausprobieren. Würde das für die \textit{InStyle} schon nutzen und dann könnte man das kombinieren mit \textit{Mybestbrands} – wo krieg ich es am günstigsten?
\textsuperscript{209} Praktisch aber schon gruselig.
\textsuperscript{210} Für viele Leute ist es bestimmt bequem. Also ist schon eine gute Idee, aber ich würde es nie nutzen, weil ich nie wüsste, ob es mir stehen würde.
\textsuperscript{211} Da wurden ja irgendwie beide Vorteile kombiniert aber da geht ja irgendwie der Spaß verloren, weil bei Mode geht es ja um das Suchen und das Stöbern.
\textsuperscript{212} Ist ja selten dass man auch was sieht, das einem gefällt und dann bezahlbar ist und auch in meiner Größe und steht mir.
\textsuperscript{213} Ich sag auch nie, genau das Outfit will ich haben, sondern man sieht ja dann so was Ähnliches.
Adults:
- That’s awesome! By the way, I think the dress that she is wearing is amazing. I like that. Yes, great. I think it’s great, really great. It would motivate me to buy a magazine. Very ingeniously made. I mean they would need to have fashion, which I wear, if they only show things like these ones, that wouldn’t be anything for me. But the dress on the cover. Awesome! Great! I would buy it immediately. And it would fit me, I know that!215
- Hmm, so super easy to buy. You can get it easier. It’s like *Shazam* for fashion. The fashion magazine totally turns into a, I’d say, H&M-catalogue. I would use it. I was often in the situation that I saw something in *Brigitte* – unfashionable again [refers to the magazine] - and think “Wow, great! I want this absolutely!” Then you search the references for a long time. Then you find a mail-order business which can possibly ship it. Then you call and they tell you: “Sorry, it was published in *Brigitte* and we have sold everything, call again in two years!” Something like that and then you just don’t get that thing. I think I only managed it once, a red parka, otherwise I’ve never managed to get something, which I saw in *Brigitte*. It would definitely be a reason to buy it [the magazine] more often. Great idea!216
Here, even though the university students stated throughout the conversation that they do not buy the magazine with the intention to get advice or inspiration in fashion, watching the video, we can see a motivation for shopping. Compared to the teenagers, university students appear to be generally more critical towards the magazine. Although they also link the pictured world to their reality, they however conclude that the illustrations in the magazine are too unreal and can therefore not become real. Which, in turn, does not prevent them from desiring an item, which is similar to the one they saw during the reading process.
In contrast to the university students, the majority of the interviewed adults made very positive statements when watching the video. One reason for this might be that they have a greater amount of economic capital, for which reason the illustrated items in magazines are theoretically affordable for them. Thus, while teenagers and university students with a lower economic capital have to identify the overlap of their financial possibilities and their lifestyle, adults only have to evaluate if the appealing item suits their lifestyle.
However, for both groups, the effect appears to be the same. Coming back to Hall, especially university students and adults do not take the dominant-hegemonic, but rather the negotiating position. They link the magazine’s content to their world and evaluate how both realities can co-exist. Some seem to find an interface, while others finish by rejecting the idea completely.
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214 In den Zeitschriften steht ja dann auch immer, wo es das gibt. Dann kann ich glaub ich auch gleich zu Zalando gehen.
215 Das finde ich sensationell! Finde ich übrigens auch ein Wahnsinnskleid was die da an hat! Das gefällt mir! Ja super! Toll!! Klasse! Finde ich klasse, finde ich wirklich super. Würde mich auch motivieren eine Zeitschrift zu kaufen. Wirklich genial! Ich meine die müssten auch Mode haben, die ich auch trage, wenn die nur solche Sachen zeigen würden, das ist ja nichts mehr für mich. Aber wie das Kleid jetzt auf dem Titelbild. Wahnsinn! Toll! Würde ich sofort nehmen. Das würde mir auch stehen, das weiß ich.
216 Hmm also super leicht einzukaufen. Leichter geht’s nicht. Das ist wie *Shazam* für Mode. Dadurch wird ja ein Modemagazin total zu einem H&M-Katalog, sag ich jetzt mal. Würde ich benutzen, mir ging es schon ganz oft so, *Brigitte* wieder abhacken, ich sehe wieder ein Teil denke „Boah geil, das will ich unbedingt haben“. Dann suchst du erstmal ewig in der *Brigitte* die Seite, wo die Nachweise sind. Dann findest du, dass es wahrscheinlich über diesen Versand [Versandhaus] ggf. verschickt werden kann. Rufs da an und sagt mir „Das tut mir leid, das war jetzt in der *Brigitte* drin, da haben wir jetzt schon alles verkauft, rufen Sie in 2 Jahren nochmal an.“ So ungefähr. Und dann kriegst du das Teil nicht. Ich habe es glaube ich bisher nur einmal geschafft, einen roten Parka, sonst habe ich es nie geschafft aus einer *Brigitte* irgendwas zu sehen und sagen das kaufe ich mir jetzt. Es wäre auf jeden Fall ein Anreiz das öfters zu kaufen. So eine coole Idee.
Short Conclusion
In this chapter, I have shown how readers of different age groups give meaning to commercial fashion magazines from the moment of purchase to the possible actions they take after the reading. Assuming that the raison d'être of commercial fashion magazines is to promote the fashion industry and consumption, I have analysed that readers do not take this meaning, or rather said function, into consideration until they have ended the reading process. The main purpose at the beginning, which leads to the purchase of the magazine, is to create spontaneously a cosy and relaxing situation in between every day’s obligations. I have further shown that readers very seldom take the dominant-hegemonic position but rather the negotiating one, in which they reflect to what extent the illustrated world in the magazine can co-exist with their own reality. Finally, it has been illustrated how readers can use fashion magazines as a style inspiration even if they initially did not intend to do so. Thus, commercial fashion magazines have various meanings and functions depending on the situation in which readers decode them, and this consequently confirms Grant McCracken’s assumption that the meanings of cultural goods are dynamic and changeable.\textsuperscript{217}
\textsuperscript{217} McCracken, \textit{Culture and Consumption}, 71–72.
Analysis Part II: Print versus Digital Media
In the last two chapters of *The History of Fashion Journalism* (2017), the scholar Kate Nelson Best explains how commercial fashion magazines have lost their power since the millennial age. According to her, the technological improvements of smartphones and tablets, as well as the launch of digital platforms such as *Facebook* (2004), *Twitter* (2006) and *Instagram* (2010), have transferred the fashion industry to a public sphere. It allows people from all over the world to participate in a cultural conversation on fashion. Being free of charge, these new technologies have strengthened the consumers’ expectation to be constantly provided with new reports and images of fashion and thus, becoming a more recognized interlocutor in this global interaction.\(^{218}\)
However, Nelson Best also illustrates how traditional print fashion magazines have adopted new digital features in order to hold the competition with new social media channels, which have become the new voice of the fashion industry.\(^{219}\) Print and digital media are consequently interdependent, for which reason one cannot analyse the meaning of print without recognizing the role of digital media in the field of fashion. Thus, the meaning of commercial print fashion magazines is not exclusively determined by their physical dimension anymore, but needs to be redefined in relation to the digital sphere.
Having this interrelation in mind, I asked my participants to discuss their usage of further fashion media during the second part of my interviews. Initially, I did not put a specific emphasis on digital media, since I wanted the interviewees to discuss their personal media use besides commercial magazines. One university student mentioned niche magazines as an alternative to commercial fashion magazines. The other participants, however, instantly started to discuss their digital consumption of magazines. Therefore, I will specifically focus on the usage of digital fashion media in my analysis.
So far, the conducted interviews have shown that there are many similarities in the reading behaviour of the different age groups. However, from the moment I asked the participants to discuss further media types in the field of fashion, the statements began to clearly differ from each other. While the high school and university students stated to inform themselves about events in the fashion industry through different social networks, adults hardly used any of these. The only group that showed a high usage of this digital medium were the high school students. This was, however, not surprising, since this group was difficult to access already at the beginning of the research project. I had to contact a total of five classes of approximately 25 teenagers each. From those around 125 high school students, I only found three who stated to read print magazines more than once a month, and 12 who read them occasionally. Visiting the classes during the lessons, other students told me they did not read commercial fashion magazines simply because they instead use digital media such as *Facebook*, *Instagram* and *Snapchat* in order to inform themselves about events in the industry and the latest fashion trends. Thus, I can agree with Nelson
\(^{218}\) Nelson Best, *The History of Fashion Journalism*, 250.
\(^{219}\) Ibid. 217–221.
Best that digital media have meanwhile successfully adapted features that once belonged to print fashion magazines.
**Fast Pace versus Consistency**
In her article *The Circus of Fashion*, published in 2013 in the *New York Times*, the fashion journalist Suzy Menkes problematizes the effects of digital communication about fashion and claims that “a time gap between when a small segment of fashion-conscious people pick up a trend and when it is all over the sidewalks”\(^{220}\) does no longer exist. Among other aspects, which I will come back to later in the analysis, the establishment of social platforms such as *Facebook*, *Instagram* and *Snapchat* has influenced the understanding of fashion within the mass media and the fashion industry. As Suzy Menkes states, the process of communicating new fashion trends has increasingly speeded up, with the consequence that fashion trends can easily spread and quickly be adapted by the mass. Furthermore, the World Wide Web enables not only fashion editors as experts of their field to contribute to the fashion image, but also laypeople, for instance in the form of bloggers or e-tailors, to participate in the creation of the fashion image.\(^{221}\) Thus, print fashion magazines that have a time-consuming production and are exclusively made by fashion editors and advertisers have a more static image of fashion. Digital media, in contrast, represent a variety of fashion images that are extremely dynamic and fast-paced.
My interviews have shown that the constant availability of fashion images can be a blessing and curse at once. While it has the capacity to fill the consumers’ “quick need”, it can also overwhelm them during the decoding process due to its endless content.
**High school students:**
*What digital media do you use?*
- On the web or on *Instagram*, I like to look at bloggers. I think it looks cool when they put down a t-shirt together with a bag. This is also a form of inspiration.\(^{222}\)
*Which medium, print or digital, do you think is best for styling guidelines?*
- I think preferably *Instagram*, because in *InStyle* it’s about the extraordinary and celebrities again. And when I look in the morning, then I don’t want to take out a magazine, look for something and then look [at the pictures]. Then, I just use *Instagram*, because it’s available more quickly.\(^{223}\)
*What is the difference between digital and print media in the field of fashion for you?*
- The web is faster and always there.\(^{224}\)
---
\(^{220}\) New York Times: “The Circus of Fashion.” Accessed May 10, 2017. http://www.nytimes.com/2013/02/10/t-magazine/the-circus-of-fashion.html.
\(^{221}\) Nelson Best, *The History of Fashion Journalism*, 217–234.
\(^{222}\) Im Internet oder auf *Instagram* schau ich mir gerne Blogger an. Ich find das sieht immer so cool aus, wenn die da ein T-Shirt hinlegen und dann noch eine Tasche. Das ist auch immer ein bisschen Inspiration.
\(^{223}\) Also ich glaube dann doch eher *Instagram*, weil bei der *InStyle* eher so wieder das Extravagante und Stars und so ist. Und wenn man morgens irgendwie so schaut, dann will ich nicht unbedingt eine Zeitschrift rausholen, suchen und dann schauen. Dann doch lieber *Instagram*, weil das schneller greifbar ist.
- There are videos on Instagram with explanations. In a magazine, you may not always understand them.\textsuperscript{225}
- You can view Instagram more quickly. Everything is more quickly there. A fashion magazine, you need to buy first.\textsuperscript{226}
Here we see three different reasons for using digital fashion media according to the high school students. First, images in digital media, as for instance on Instagram, are recognized as appealing and have therefore an inspirational effect on the consumer. Second, digital media enable the consumer to obtain the required information faster. For a quick styling idea, students would rather look it up on the web than in a print magazine whose decoding process requires more time and whose content is more fixed. In order to look something up on the Internet, however, the consumer must know what he or she is looking for beforehand. Hence, getting precise information from the Internet only functions when you know what you are looking for. Third, audio-visual representation appears to be more comprehensible for the students than reading a text in a magazine. In fact, the teenagers occasionally mentioned that they read a print fashion magazine with more concentration in comparison to digital platforms. Furthermore, during the interviews with the high school students, it was extremely challenging to understand in which context they use platforms such as Instagram and Snapchat. When I asked them when and which websites or applications they usually use, their responses remained quite vague. Often they answered “Always” followed by an uncertain “I don’t know”. Hence, I conclude that the decoding process of digital media does not happen as conscious as reading print magazines. This does not mean that the readers do not make meaning of it. Nevertheless, with a strong focus on the use of print fashion magazines, my material only provides an incomplete picture of the meaning of digital fashion media.
University students:
*Which media influence your consumption the most?*
- Online.
- It’s always there, on the web. It also fades in.\textsuperscript{227}
- I don’t have the time to always say: “So now I sit down and read a magazine.” Online is just easier and quicker.\textsuperscript{228}
*When, where and why do you use digital media?*
- I use InStyle to come down and to relax, and the other things [Instagram and Blogs] more like here and there, when I don’t feel like studying. It’s a distraction for two minutes. In the morning when I don’t want to get up, then I look there [on Instagram]. When I really sit down, then I read the magazine. Instagram is a pastime.\textsuperscript{229}
\textsuperscript{224} Internet ist schneller und immer da.
\textsuperscript{225} Bei Instagram gibt’s ja auch mehr Videos mit Erklärungen, in einer Zeitschrift versteht man die vielleicht nicht immer.
\textsuperscript{226} Instagram kann man schneller aufrufen und ist auch kostenlos. Ist alles viel schneller da. Eine Modezeitschrift muss man sich zuerst kaufen.
\textsuperscript{227} Im Internet ist es ja immer da. Es wird immer eingeblendet.
\textsuperscript{228} Ich habe auch nicht immer die Zeit zu sagen, so jetzt setze ich mich hin und lese Zeitschriften. Online geht es da halt viel leichter und schneller.
- I often look on Instagram and Pinterest, then I quickly scroll down and when I’m annoyed I just log off. In the case of a magazine, I have to think: „ok, do I want to spend 5€ on something which doesn’t only have pictures, but also this whole other stuff, do I really read this?“\textsuperscript{230}
What is the difference between Instagram and InStyle for you?
- You have personalised topics for yourself, which only you like. In InStyle you have everything. With Instagram or Flipboard, you can filter stuff out. That’s the difference, you can personalise it.\textsuperscript{231}
Adults:
What’s the difference between digital and print media in the field of fashion for you?
- When it needs to be quick or I need an idea, then I have a look in the New York Times.\textsuperscript{232}
- [On] the web, specific companies. I often go on the Gastra site for example, because I can’t find it in the shops.\textsuperscript{233}
- If I look for something specific. For instance, I want to make a chocolate cake for work. I type it in and I have immediately 200 cakes on one page. To look in a magazine for it would be too annoying. And there I can just pick one. I use Pinterest for specific reasons. Or on Zalando I have a page, on which they show me what my style is. I target something and use it for specific reasons.\textsuperscript{234}
The sociologist Agnès Rocamora, claims in her article Hypertextuality and Remediation in the Fashion Media (2012) that the reading experience of fashion magazines is limited to the pages of the magazine itself, while in the blog sphere, the reading experience is never-ending. With the World Wide Web, readers get offered a variety of texts, while with print magazines the reader can only access what is printed in the magazine.\textsuperscript{235} Similar to the high school students, university students and adults appreciate the digital media use because within a short time, it provides them with the information they have been looking for. In addition, the participants have the perception that they have more control over their digital media consumption. According to them, digital media enable them to log off anytime they want and, furthermore, to select content, which is impossible while reading a print fashion magazine. However, in my interviews it was difficult to discuss their digital media consumption in as much depth as their consumption of print. Some students occasionally stated they did not remember who they follow on Instagram or what kinds of information they extract from which digital platform. The adults always named a clear reason for using digital media, as for instance e-shopping, but both student groups were vague in their reasoning. Although both groups claimed to use digital
\textsuperscript{229} Also Instyle mach ich so zum runterkommen oder chillen und das andere halt mal zwischendurch, wenn ich keine Lust habe zu lernen, so als Ablenkung mal zwei Minuten. Morgens wenn ich aufstehen muss, aber keine Lust habe aufzustehen, dann ja guck ich da. Wenn ich mich richtig hinsetze, dann lese ich die Zeitschrift. Instagram ist ein Zeitvertreib.
\textsuperscript{230} Ich schaue halt auch ganz viel auf Instagram oder Pinterest, dann scroll ich schnell und wenn’s mich nervt, gehe ich wieder raus. Bei einer Zeitschrift muss ich überlegen „ok, will ich jetzt dafür 5 Euro ausgeben und dann gibt’s ja nicht nur die Bilder, sondern diesen ganzen Schnick-Schnack drum herum und lese ich die dann wirklich?“
\textsuperscript{231} Du hast für dich personalisierte Themen, Sachen die nur dir gefallen. In der InStyle hast du halt alles und bei Instagram oder Flipboard kannst du das halt filtern. Das ist einfach der Unterschied, es ist personalisierbar.
\textsuperscript{232} Also wenn es schnell gehen muss und ich brauche eine Anregung oder eine Idee, dann guck ich in der New York Times.
\textsuperscript{233} Internet, also bestimmte Firmen. Da gehe ich ganz oft auf die Gastra-Seite zum Beispiel, das finde ich im Laden nicht mehr.
\textsuperscript{234} Also wenn ich etwas spezifisch suche. Zum Beispiel möchte ich einen Schokokuchen backen für die Arbeit. Da gebe ich das ein und habe sofort auf einer Seite 200 Kuchen. Das alles bei einer Zeitschrift durchzusuchen, wäre viel zu aufwendig. Und da kann ich mir dann einen raussuchen. Also ganz gezielt nutze ich dann Pinterest. Oder bei Zalando habe ich mir so eine Seite erstellt, in der gezeigt wird, wie mein Stil ist. Also das setze ich schon sehr gezielt ein, wenn ich was gezielt suche.
\textsuperscript{235} Rocamora, “Hypertextuality and Remediation in the fashion media,” 95.
media only for a very short period of time during the day, this activity is repeated quite often. Thus, the question, whether the participants are as much in control of their digital consumption as they think they are, remains open.
Generally, it can be stated here that the participants did not question the content of print magazines in comparison to digital fashion media, but rather the practicality of print media. Through their digital corpus, social platforms, like *Instagram* or *Facebook*, make it easier for consumers to get the information when they want to get it. Hence, in contrast to print magazines, which are used to construct a specific atmosphere, the use of digital media is directed to specific information the consumer wants to acquire. I further noticed during my interviews that no participant mentioned the use of digital media as a means of “fashioning” themselves as discussed by Rocamora in her article *Mediatisation and Digital Media in the Field of Fashion* (2016).\(^{236}\) Hence, it appears that digital media are not necessarily only used because of their more democratic approach to fashion, but also for their practicality and constant availability during everyday situations.
As I have already stated, consumers have to know what they are looking for in advance to use digital platforms efficiently. However, this is not always the case and so the advantages of digital media use reach their limits. As Lynge-Jorlén argues in her study *Between Edge and Elite: Niche Fashion Magazines, Producers and Readers* (2009), print is especially valued for its clear layout:
**High school students:**
*What is special about print fashion magazines?*
- Well, on the web everything is so much, there is everything. And in a magazine, you have things you are really interested in and nothing else. You cannot read everything on the web.\(^{237}\)
- I think that on *Facebook* to find things again [is difficult] and with a magazine you have everything in one spot. When you have it in your hand, then you really have it and you can always look for it. On the web, things can be deleted so quickly.\(^{238}\)
- I think, it’s more comfortable. You can always leaf through it again quickly, and the other thing [technology] sometimes doesn’t work.\(^{239}\)
- It’s easier to get an overview.\(^{240}\)
- On *Instagram*, you only see what it looks like and maybe a small text and then nothing else, for more you need to go on the homepage and blablabla and in magazines, everything is more clearly arranged.\(^{241}\)
*During a discussion whether digital media can replace print:*
- I could go without magazines.\(^{242}\)
- I couldn’t. I always buy one for when there is a new season, to look what is coming. But I don’t need any in the middle of the year.\(^{243}\)
\(^{236}\) Rocamora, “Mediatisation and Digital Media in the Field of Fashion,” 12–14.
\(^{237}\) Ja ich finde im Internet ist es halt so viel, da kommt halt wirklich alles. Und bei den Zeitschriften, da sind es wirklich nur die Themen, die einen ansprechen und man hat nicht alles Mögliche. Im Internet kann man dann gar nicht alles lesen.
\(^{238}\) Ich finde es halt [schwierig], gerade so *bei Facebook* es wiederzufinden und bei Zeitschriften hat man das alles auf einem Fleck und wenn man es in der Hand hat, dann hat man es auch wirklich und kann später immer noch suchen. Im Internet kann das ja schnell wieder weg sein.
\(^{239}\) Ich finde es komfortabler. Man kann ja schnell zurückblättern, und das andere spackt [digitale Medien] ja manchmal.
\(^{240}\) Es ist übersichtlicher.
\(^{241}\) Also *bei Instagram*, da sieht man ja nur wie es aussieht und vielleicht noch einen kleinen Text, sonst fast gar nichts, für mehr muss man dann auf die Homepage und blablabla und ich finde in Modezeitschriften ist das alles übersichtlicher.
\(^{242}\) Ich könnte auf Zeitschriften verzichten.
University students:
*What is special about print fashion magazines?*
- It’s a different overview. Not only with fashion stuff, but generally when something is properly listed. You have it on one page. Of course, someone did a pre-selection, but scrolling and this back and forth… [Print] is just more structured.\(^{244}\)
Adults:
*Which digital fashion media do you use?*
- Television or a blog, or a company, which I specifically look at. I know a brand usually from print media, or my daughter told me about it. I know the blog as well from the magazine.\(^{245}\)
Here, university students and adults made very similar statements. According to all three groups, print fashion magazines appear to give a more precise idea of new fashion cycles. The participants stated to “find everything and nothing”, which makes it difficult for them to recognize new trends. A print fashion magazine, however, is limited in its pages and therefore also limited in its content. Messages in print are more to the point and well-matched. According to the participants, print media might require a stronger focus to be decoded, but it guides the reader through one topic and does not overload them with information. Once, however, the new trend or image has been recognized, especially high school students stated they would go back to digital media, since, as I have discussed before, they are more practical. Thus, print magazines do not only function as an orientation for new fashion trends, but also guide readers in their digital media use. Reading print magazines, therefore, facilitates to surf the digital fashion landscape.
At this point of the analysis, I want to clarify that the use of digital and print media is not exclusively dependent on their cultural and symbolic value or on their content, but also their corpus which affects the reading process. As Rocamora illustrates and claims in *How new are new media? The case of fashion blogs* (2013), new (digital) and old (print) media do not always “exclude each other, but feed into each other.”\(^{246}\) Both types of media have advantages and disadvantages, and thus complement each other.
---
\(^{243}\) Ich nicht so. Ich kaufe mir immer zum Saisonwechsel eine, um zu sehen, was jetzt kommt. Aber so mitten im Jahr brauch ich das nicht.
\(^{244}\) Es ist halt ein anderer Überblick. Es geht mir jetzt nicht nur bei Modesachen so, sondern überhaupt, wenn irgendwas halt schön aufgelistet ist. Das hat man halt auf einer Seite, natürlich hat da jemand schon eine Auswahl gemacht, aber dieses Scrollen oder hin und her klicken… Das ist einfach für mich übersichtlicher.
\(^{245}\) Fernsehen oder auch mal ein Blog, oder Firmen, die ich mir dann gezielt anschaue. Die Marke kenn ich dann meistens aus den Printmedien, oder meine Tochter erzählt es mir. Den Blog kenn ich dann auch durch den Hinweis der Zeitschrift.
\(^{246}\) Rocamora, “How new are new media? The case of fashion blogs,” 162.
The Real versus the Particular
In my interviews with high school and university students, all participants claimed to use more digital fashion media than print fashion media. As I discussed in the last sub-chapter, one reason for this is the advantages of digital media – their constant and cost-free availability – which is not given in print. Nevertheless, the digital practicality is not the only reason. My interviews have shown that participants who are quite active on social media experience the represented world as more “real” than the images illustrated in print magazines.
*Which medium has more validity?*
High school students:
- What you see on the web is more real in a way. In a magazine, everything is more staged.\(^{247}\)
- And bloggers on *Snapchat*, they do not only film when they are at the *Fashion Week*, but also everyday things and this just seems to be more real than a magazine, and she [the model] gets her make-up prepared for six hours and 100 of people staying behind the camera and then this perfect light.\(^{248}\)
University students:
- For me, *Instagram* has more validity, because there I can see that people actually wear those things. In a magazine, things are often far-fetched.\(^{249}\)
Here we can see that the students can personally relate to the presentations on the Internet, while illustrations in magazines appear unrealistic. By stating “but [the bloggers film] also everyday things” or “I can see that people actually wear those things”, the students show that they link the visual and audio-visual representations, here especially seen on *Instagram*, to their own experienced world. As a consequence, presentations seen in digital media seem to be more realistic, while meanings of printed illustrations are not as easily transferable to the real world.
In contrast to print media, digital media allow producers and consumers to share a presence in the same sphere. In *Mediatization and Digital Media in the Field of Fashion* (2016), Rocamora argues that fashion practice is also digital practice. Social media like *Instagram* have not only enabled producers to connect directly with the consumer and enhance the shopping experience, but they also enable the consumer to expose his or her “fashionable” self.\(^{250}\) As Rocamora states:
“Camera phones have become part of the “texture” of everyday life and point to the normalizing of “certain expectations of positionality and regularity with regards to media practices” (Jansson 2015, 21), and, one can add, to attendant practices of the self, such as beauty rituals.”\(^{251}\)
---
\(^{247}\) Schon das, was man so im Netz sieht, das ist irgendwie realer. Und bei einer Zeitschrift ist ja eher mehr alles inszeniert.
\(^{248}\) Auch Blogger auf *Snapchat*, die filmen ja nicht nur wenn sie auf der Fashion Week sind, sondern auch so alltägliche Sachen und es ist irgendwie realer, als wenn man die Zeitschrift liest und die davor sechs Stunden in der Maske saßen oder 100 Leute hinter der Kamera stehen und dann dieses perfekte Licht.
\(^{249}\) Also für mich hat *Instagram* zum Beispiel mehr Gültigkeit, weil ich ja sehe, das haben die Leute tatsächlich an. In einer Zeitschrift ist da so weit hergeholt.
\(^{250}\) Rocamora, “Mediatization and digital media in the field of fashion,” 12–14.
\(^{251}\) Ibid. 14.
Thus, in social media, where images of everyday life and the unreachable fashion industry share the same “space”, fashion and lifestyle in digital media become deceptively real. Nevertheless, “more real” is not the adequate term, but rather “more authentic”. Authenticity is a complex term, which has no universal definition. In order to provide a general understanding, however, it can be stated that “authenticity broadly refers to what is genuine, real and true.”\textsuperscript{252} Authenticity is, as the scholars in Marketing and Public Relations, Christine M. Kowalczyk and Kathrynn R. Pounders illustrate in \textit{Transforming celebrities through social media: the role of authenticity and emotional attachment} (2016), not factual but also socially constructed by those who produce and experience authenticity. As furthermore both authors argue consumers are co-creators of what is perceived as authentic.\textsuperscript{253} Representations in both digital and print media cannot be real, since they are not a lived experience but a representation of a lived experience in the form of videos or images transmitted through media.
As Nelson Best explains in \textit{The History of Fashion Journalism} (2017), however, in contrast to print fashion magazines, which approach fashion and lifestyle in a more decent manner, bloggers have been perceived as “warriors” fighting against authoritarian traditional media in the field of fashion. Their idea of fashion and lifestyle is closer to the consumer’s everyday life and less sophisticated, which in turn also strengthens the sympathy of their followers.\textsuperscript{254} The key word here is authenticity and how it is socially constructed by readers. Authentic representations of fashion and lifestyle are not more or less authentic, but they are perceived as such.
In contrast to the interviews with both student groups, adults were not able to relate to digital media the same way. Most of them only use digital media in the form of e-commerce. Others also stated to use \textit{Pinterest} when they need, for instance, for a quick idea of how to combine the colour of the new winter sweater. Thus, in contrast to both student groups, adults enter the digital sphere with a specific purpose.
\textbf{Adults:}
\textit{What’s the difference between digital and print media for you?}
- I can’t find fashion on an iPad or computer.\textsuperscript{255}
- Yes, it’s too short-lived. I look at it and then it’s gone.\textsuperscript{256}
- It has a different value.\textsuperscript{257}
- My son, 12 years old, he takes his mobile phone and takes a picture here, takes a picture there. I use my phone to call someone, that’s it!\textsuperscript{258}
\textsuperscript{252} Kowalczyk and Pounders, “Transforming celebrities through social media: the role of authenticity and emotional attachment,” 349.
\textsuperscript{253} Ibid.
\textsuperscript{254} Nelson Best, \textit{The History of Fashion Journalism}, 230.
\textsuperscript{255} Also ich finde Mode nicht in einem iPad oder vor dem Rechner!
\textsuperscript{256} Ja, das ist doch viel zu kurzlebig. Ich schaue es mir an und dann ist es wieder weg.
\textsuperscript{257} Das hat einen anderen Stellenwert.
\textsuperscript{258} Mein Sohn, 12 Jahre, der zückt immer das Handy und zack ein Foto hier, ein Foto da. Ich nehme das Handy zum Telefonieren. Das war’s!
- If I want to know what currently is in fashion, I look in the *NY-Times* at *Style*. They have good things, designers and styling advice. Online websites are badly made, [though]. So when it needs to be quick and I need an idea, then *NY-Times*.\(^{259}\)
- Sometimes I can’t handle those things. That gets on my nerves.\(^{260}\)
- Yes, you cannot judge on the mobile phone if it’s a good picture, good colours etc. For the judgment of fashion, aesthetics and colour, you need print. […] On each electronic device, colours look different.\(^{261}\)
- You can always look things up on paper. On electronic devices, things are distorted, it appears differently. The layout, how I get animated, is not thought through. When I have to do research on my own, where I have to navigate, then it’s too late, because there is no “Ah-“effect.”\(^{262}\)
Unfortunately, my interviews do not specifically show why adults argue the way they did during our conversation. It can be assumed, however, that while high school students have never experienced a non-digital world and university students have grown up with the “new” media in early times of their socialization, adults have been obligated to leave their “old” habits and adapt drastically to the new technological developments.
Nevertheless, as my interviews show, the value of digital media has an indirect impact on the meaning of print media. While digital media are perceived as more authentic, given their constant availability and their representation of everyday life situations, print fashion magazines have been designated as more “special” in terms of “more exclusive” than digital media.
**High school students:**
*What is the difference between InStyle and Instagram for you?*
- *InStyle* is something special. On *Instagram*, things are soon gone again and you don’t find them so easily and with *InStyle*, you can easily open the magazine again and there you have it.\(^{263}\)
*What is so special about print magazines?*
- I think it’s more comfortable when you have a magazine in your hands. That’s right. Your mobile phone is always in your hand.\(^{264}\)
- Yes, you can always look on your phone. A magazine has to be bought first and then you look at it, and that is something special because you don’t have it all the time. And you also need more time to read it than something on *Snapchat*.\(^{265}\)
- You don’t have it with you all the time, but when you have it, you have it. You can always read through it again. It’s nothing you could wear on the street, but it’s still a kind of inspiration and it looks more aesthetic.\(^{266}\)
---
\(^{259}\) Wenn ich wirklich wissen will, was gerade Mode ist, dann schaue ich auf die *NY-Times* auf Style. Da gibt’s wirklich tolle Sachen da drauf, Designers und Styling-Tipps. Die Onlineseite ist für mich sehr schlecht gemacht. Also wenn es schnell gehen muss und ich brauche eine Anregung oder eine Idee, dann guck ich dafür auf *NY-Times*.
\(^{260}\) Manchmal kann ich die Sachen gar nicht bedienen. Das regt mich so auf.
\(^{261}\) Ja, auf dem Handy kann ich doch gar nicht beurteilen, ist es ein gutes Foto, ist es eine gute Farbe usw. Also für die Beurteilung von Mode, Ästhetik, Farbe, was weiß ich, brauchst du das gedruckte Ergebnis, weil das ist formiert und normiert. Und auf jedem elektronischen Gerät sehen doch die Farben anders aus.
\(^{262}\) Papier kann ich immer nachschlagen. Elektronisch hast du irgendwie eine Verfälschung, dass es anders rauskommt. Die Aufmachung, wie ich animiert werde, ist nicht bedacht. Wenn ich selber recherchieren muss auf einer Seite, wo ich dann navigiere, dann ist es zu spät, weil ich den Ah-Effekt gar nicht drin habe.
\(^{263}\) Also die *InStyle* ist aber auch was Besonderes. Auf *Instagram* ist ja bald wieder alles weg und man findet es nicht mehr so schnell und bei *InStyle*, da kann man die Zeitschrift einfach wieder aufschlagen und da hat man es wieder.
\(^{264}\) Also ich finde es schon angenehmer, wenn man eine Zeitung in der Hand hat. Das stimmt schon. Das Handy hat man ja immer in der Hand.
\(^{265}\) Ja, auf dem Handy kann man immer schauen. Eine Zeitschrift muss man sich erst kaufen und dann schaut man da rein, weil ist ja schon was Besonderes, weil man die dann eben nicht immer hat. Und dann braucht man ja auch mal mehr Zeit was zu lesen als jetzt bei *Snapchat*.
University students:
*What is so special about print magazines?*
- On the web, I have everything and simultaneously nothing. I have the feeling that I actually do something [when reading magazines]. It’s not like this with the mobile phone.\(^{268}\)
- Indeed, reading magazines is a more legitimized activity than looking at your phone.\(^{269}\)
Here we observe a kind of enhanced appreciation of print magazines. In comparison to digital media, print media are usually only accessible through stores that sell them. In addition, as I have discussed in the previous chapters, print fashion magazines are placed in a specific context in daily life, which enforces the meaning and value of each magazine. Digital media, in contrast, are as the participants stated “always available” and consequently not necessarily attached to a specific daily situation or context, which would make their use more meaningful. Nevertheless, since this analysis is based on Hall’s concept that argues that every kind of decoding process is meaningful, I do not want to conclude that digital media are in general meaningless. It appears that print media obtain their value through an occasional use, while digital media do through their daily use and, consequently, common use. Thus, coming back to Rocamora’s article *How new are new media? The case of fashion blogs* (2013), in which she argues that blogs and print magazines complement rather than exclude each other\(^{270}\), it can be stated that the meaning of digital use enhances the value of print fashion magazines and vice versa.
In the case of adults, the meaning of digital and print media does not collide with each other. Each medium has its specific purpose. Digital media are used either to shop or to get precise information, while a magazine is perceived as the kind of medium that guides and inspires the reader in fashion and lifestyle questions. For them, both meanings operate in two different spheres and are not interleaved with each other as it is the case with both student groups.
**Professionality**
Up to this point, it has been shown that digital media are used because they are more practical, they provide precise information, when you know what you are looking for, and represent the consumers’ reality in a more authentic way than print media do. Magazines, in contrast, are used as an orientation through the digital landscape and are perceived as more extraordinary than the “common” digital platforms. Hence, when I asked the participants which medium has more validity, especially high school and univer-
---
\(^{266}\) Man hat sie halt nicht immer dabei, aber wenn man sie hat, dann ist sie halt da. Man kann ja immer mal wieder drin blättern. Ist jetzt nichts, was man auf der Straße anziehen kann, aber ist ja schon irgendwie eine Inspiration und sieht halt ästhetischer aus.
\(^{267}\) Ist ja wie ein kleines Buch, ist ja dann einfach was Besonderes.
\(^{268}\) Im Internet hab ich alles und dann gleichzeitig wieder nichts. Ich habe auch mehr das Gefühl, man macht tatsächlich was. Das ist ja beim Handy nicht so.
\(^{269}\) Ja, Zeitschriften zu lesen ist tatsächlich eine legitimere Beschäftigung als am Handy zu sein.
\(^{270}\) Rocamora, “How new are new media? The case of fashion blogs”, 162.
sity students related to digital media due to their more realistic presentation of fashion. However, when I asked which type of medium has more authority or respectively value, all three groups related to print.
High school students:
*What has more authority for you, InStyle or Instagram?*
- *Instyle* has more authority, because there are only selected items in it.\(^{271}\)
*Do you think that digital media can replace print?*
- No! I feel bored by *Instagram*, a magazine entertains me more. I think everything looks the same on *Instagram*, and in *Cosmo*, I have more diversity. You really get the feeling that people [editors] think about what they are doing and on the web, they just copy something.\(^{272}\)
*What has more authority according to you?*
- The magazine has more authority for me. In a magazine, you have editors who proofread everything and on *Snapchat* it’s only a person who shows his or her thoughts.\(^{273}\)
- There is more effort behind a print fashion magazine, I respect that more, and it’s like the newspapers. *Instagram* is very, very easy to use, that’s why a magazine is more professional. A blogger is just a person, and a magazine a whole team.\(^{274}\)
In this interview group, print magazines appear more impressive because they are produced in a context, to which the reader cannot relate. The production of a magazine happens in a sphere unknown to the consumer. Bloggers and followers, however, share the same sphere in order to connect with each other. Consequently, the individual follower can, as an example, imagine how a blogger took a picture and posted it. The production of an editorial and of the complete magazine, in contrast, remains a mystery to the reader. What they see is only the end product and they believe that there is more effort and more expert knowledge needed for creating a print magazine than a digital blog. Thus, a selected team of people, presenting selected fashion items, reinforces the idea that print is more expressive and more authoritarian.
University students:
*Which kind of medium has more authority?*
- Still print media. I just can take it more seriously, because I have it in my hands. When it’s printed, then you cannot simply delete it. You see the process. They [the editors] have to be sure what they are talking about.\(^{275}\)
- A magazine has more authority for me. It always depends, of course. As far as fashion is concerned, absolutely, because bloggers only wear what they get as presents, or because they have to wear it. That’s why I think *InStyle* has more, I don’t know, charm? Right, more professionalism than a blogger.\(^{276}\)
\(^{271}\) Also *InStyle* hat mehr Autorität, da sind ja nur ausgewählte Sachen drin.
\(^{272}\) Nein! *Instagram* da fühle ich mich eher gelangweilt, eine Zeitschrift unterhält mich viel eher. Ich finde bei *Instagram* sieht immer alles gleich aus und bei *Cosmo* hab ich mal eine Abwechslung. Man hat auch das Gefühl, die Leute machen sich noch wirklich Gedanken bei dem, was sie machen, und im Internet, ja sie machen halt irgendwas nach.
\(^{273}\) Die Zeitschrift hat mehr Autorität. Bei einer Zeitschrift lesen sich das ja ein paar Redakteure noch durch und bei *Snapchat* ist es dann halt nur eine Person, die da ihre Gedanken festhält.
\(^{274}\) Bei einer Modezeitschrift steckt ja mehr Arbeit dahinter, da hab ich schon ein bisschen mehr Respekt davor, genau wie bei einer Zeitung. *Instagram* ist halt ganz, ganz einfach zu bedienen und alles, deswegen ist eine Zeitschrift schon mehr professionell. Ein Blogger ist nur eine Person und bei einer Zeitschrift halt ein ganzes Team.
\(^{275}\) Immer noch Printmedien. Ich kann es einfach ernster nehmen, weil man es in der Hand hat. Wenn was gedruckt ist, dann kann es nicht direkt gelöscht werden. Man sieht den Prozess. Die müssen sich schon sicher sein, was sie da sagen.
I prefer magazines. I think print has more value. You pay for it, you have it in your hands. You see the work, that’s why it has more value for me. In terms of validity, it depends who it is coming from. I think a blogger is also just a person. But when it’s a person, who has worked in the industry for years… That’s how I think. I adopt Zalando more superficially as a fashion magazine. Scrolling is for me the most superficial activity. Vogue is more expressive than Jolie. I read Vogue with more respect. I look at it with distance.
University students have the tendency to reason their opinion referring to the materiality of a magazine. Rather than speaking of “authority”, the students used the term “value”. Hence, the materiality gives the magazine a certain meaning in terms of value, which in turn, strengthens its “presence” or rather its “existence”. In the first chapter, I have shown how meanings and values of objects are constructed through rituals, drawing on McCracken’s theory (1988). This theory is not easily applicable to digital media, however, because they are simply not materialistic. It seems that the value of print media is not constructed in the same way as that of digital media, even though they are used for the same reason – the interest in fashion and lifestyle. Furthermore, in comparison to digital media, the construction of materialistic value appears to consolidate itself stronger.
Adults:
Which medium has more authority or value according to you?
- The magazine. They distinguish themselves because they are completed, they have a name, they have existed for a certain time and have a style. That’s how you get an impression. And on the web, I have the impression you have a thing here, you have a thing there.
- Difficult. Sometimes, when I looked for something on the web, it wasn’t as good as it had been presented. Sometimes, it’s also the other way around.
- It [the magazine] has literally a different value.
- A magazine is still more professional and relevant. Those are people who learned journalism and journalism has its rules, as tailoring has its rules.
Here, print is perceived as more valuable for different reasons. First, because adults recognize the magazine as an established brand, which “has a name and a style”; second, because they perceive journalism in print as a serious profession. The term “brand” is usually understood in relation to retailers. As the Business and Cultural Branding scholar Douglas B. Holt illustrates in his book How Brands Become Icons:
The Principles of Cultural Branding (2004), a brand is usually understood as a company with a certain identity, which implements symbols of its identity in the products it fabricates.\textsuperscript{282} A magazine is a product made by the publisher – the company. In the consumer’s mind, however, the magazine is a product and company at the same time, which consequently strengthens the identity of the magazine.
**Short Conclusion**
In this chapter, I have mostly referred to the findings of Rocamora in *How new are new media? The case of fashion blogs* (2013), in which she claims that digital and print media complement, rather than exclude each other.\textsuperscript{283} My aim has been to show that print and digital media do not only complement each other, but that they also influence each other’s meaning. While digital media are free of charge, a more authentic representation of reality and overused, print magazines appear to be more extraordinary, special and the representation of thorough journalistic work. In addition, the materiality of the magazine appears to strengthen and maintain the value of the medium. Hereby, I have shown that fashion magazines do not obtain their value exclusively through their use, but also through the use of other (digital) media with similar content.
\textsuperscript{282} Holt, *How Brands Become Icons: The Principles of Cultural Branding*, 2–3.
\textsuperscript{283} Rocamora, “*How new are new media? The case of fashion blogs*”, 155–162.
Since I did not target a specific magazine readership for this study, I aimed to find people with similar lifestyles from different age groups. According to Bourdieu, lifestyles are composed through the amount and composition of different types of capital\textsuperscript{284} an individual has. The most relevant determiners of lifestyle are cultural and economic capital.\textsuperscript{285}
Individuals obtain their cultural capital via their socialization, which means through family, friends and all the members of the social class they share. Educational institutions, such as schools and universities, then fortify the socialization process.\textsuperscript{286} Thus, lifestyles are a reflection of taste, and taste becomes visible through the individual’s consumption of goods, which represent a certain status\textsuperscript{287} in society.\textsuperscript{288}
As Bourdieu illustrates in \textit{The Forms of Capitals} (1986), although cultural and economic capital refer to two different life “sectors”, they are (but not always have to be) interrelated. For instance, a high amount of cultural capital can permit an individual to enter the labour market and increase their economic capital. A high economic capital can provide a higher cultural capital by allowing to be able to afford good education, or it enables the individual to use the time for socializing with other individuals, which can also be a form of acquiring cultural capital.\textsuperscript{289}
For my study, I selected my participants based on their age, which is also related to their economic capital, and based on their cultural capital, by accessing them through their educational institution – the high school (Gymnasium) and university – and by asking the participants themselves to contact people from their network. Moreover, except for one person, all adults had an academic background. Thus, all participants in my research were either on their way to obtain or had already obtained a type of knowledge which according to Bourdieu is related to legitimate culture and consequently, the dominant one. Thus, I claim to have chosen participants from a similar social group, rather than from the same class, since due to their differences in age, they have different economic resources and the economic capital together with the cultural capital are the most important means to practice “high” culture.
Since the participants come from similar social groups, they also share a similar habitus, which is according to Bourdieu a reflection of the individual’s habits, attitudes, opinions and perceptions, which
\begin{footnotesize}
\begin{itemize}
\item \textsuperscript{284} There are four different types of capital: The cultural capital, which represents education; the social capital, which represents the interaction an individual has with others; the economic capital, which represents the financial status; and the symbolic capital, which represents the reputation awarded by others [Bourdieu 1987: 17].
\item \textsuperscript{285} Trigg, “Veblen, Bourdieu and Conspicuous Consumption,” 110.
\item \textsuperscript{286} Allen and Anderson, “Consumption and Social Stratification: Bourdieu’s Distinction,” 70.
\item \textsuperscript{287} Bourdieu differentiates here between legitimate, middlebrow and popular culture. The legitimate culture, as for instance theatre, academic books, art etc., is the dominant culture. Therefore, he perceives the realm of consumption as a field of struggle. People who have a large amount of cultural capital and economic capital are dominant and guarantee that the hierarchy of cultures, from the “legitimate” to the “illegitimate”, is maintained [Allen and Anderson, 1994: 70–71].
\item \textsuperscript{288} Allen and Anderson, “Consumption and Social Stratification: Bourdieu’s Distinction,” 70.
\item \textsuperscript{289} Bourdieu, “The Forms of Capitals,” 89–90.
\end{itemize}
\end{footnotesize}
are acquired through experience. The habitus is, however, conditioned by the norms of the social group the individual feels affiliated to.\textsuperscript{290}
In this chapter, I intend to demonstrate what meanings readers attribute to commercial fashion magazines through their habitus. By doing so, I do not intend to analyse how readers create meaning during the decoding, or rather, reading process, as I did in the first chapter, but to consider, how readers evaluate this media genre beyond the sphere of interaction.
The very controversial and contrary statements in the interviews constitute the challenge in understanding my material. While at one moment, the interviewees described how they can appreciate commercial fashion magazines, at another moment they would be extremely critical towards them. Thus, I conclude following this observation that the meaning of commercial fashion magazines is not only created in a sphere in which the reader interacts with it, but also beyond the reading experience.
\textbf{Fashion Magazines and the Reader’s Cultural Capital}
In her text \textit{Teenage girls reading ‘Jackie’} (1987), Frazer intended to break the prejudice in academia that magazine readers are passive and naïve. Interviewing teenage girls on the magazine \textit{Jackie}, Frazer illustrates how readers are able to reflect critically on the content of a magazine. However, Frazer used an approach in her methodological procedure that has to be critically judged. Before conducting the interviews, she had a dozen of sessions in which the girls were motivated to discuss concepts such as gender, femininity and stereotypes. In doing so, Frazer strongly influenced the girls’ reflection on \textit{Jackie} and consequently her empirical findings.\textsuperscript{291}
In my study, I did not brief the participants as Frazer did in her study. Before the interviews, my participants only knew that I was interested in their reading behaviour. Although I tried to ask mainly “positive” questions, such as what they like about magazines, especially university students had the tendency to critically discuss fashion magazines. At some points, the discussions became so critical and negative that I feared the participants’ critical thinking would overshadow the reasons why they nevertheless read fashion magazines. Consequently, in some situations, I was forced to remind them to also tell me why they appreciate magazines, rather than why they find certain aspects negative.
\textsuperscript{290} Ibid. 71.
\textsuperscript{291} Frazer, “Teenage girls reading Jackie,” 411–414.
University students:
Some aspects from the discussion on why they like commercial fashion magazines and how they read them:
- I really like *InStyle* and *Intouch Style*, but some of the texts are terrible, really dumbly written. But for the most part I don’t read them for the texts, but for the pictures and then I have a look at how other people combine items of clothing.\(^{292}\)
- Yes, I sometimes read *InStyle* and *Joy*. And yes, what I find most appealing is just flicking through and the pictures and what the layout looks like. But I read only very few interviews or very few other things, because they are really relatively… well, they are not profoundly touching.\(^{293}\)
- Magazines like *Joy* and *Elle* are stigmatized. Yeah, a typical superficial women’s magazine. I would not be embarrassed to read it somewhere, but there is a stigma attached to it.\(^{294}\)
- I think it’s a bit like watching trash TV. Because you watch it with ironic distance. “Haha, I’m not like that” but you watch it and afterwards you talk about it\(^{295}\)
- What I find annoying is when they present a star’s look and I remember that’s what she wore two years ago, but they sell it to me as in fashion. Then you realize what nonsense they spread.\(^{296}\)
- I find it annoying when I read something and I think it’s the text of the magazine and then it turns out to be an ad. I actually realize that and this makes the experience of reading more negative.\(^{297}\)
- So, if I don’t want anything lowbrow, then I grab a book rather than a magazine.\(^{298}\)
Would you miss a commercial fashion magazine if there was only ‘Flow’ on the market?
- No, [errr] or rather, this is that trash thinking. Because when I buy these magazines for 2€, actually there is nothing in them, for me they have no content. And afterwards I just throw them away.\(^{299}\)
Here, we see two different types of reasoning why reading commercial fashion magazines can also be a “negative” experience. Some participants report a negative experience which occurs during the reading process. For instance, they do not read texts in magazines because they seem very badly written. In order to make this judgment, the reader must first decode the message. Here, once again, it becomes clear that the reader takes a negotiating position according to Hall’s approach of Encoding/decoding (1996 [1980]). They look through the encoded messages and evaluate them critically. However, this does not stop them from continuing to read them.
The other form of reasoning is not related to the reading experience itself, but a thought or rather, as the participants call it, the “trash-thinking”. Here participants differentiate between legitimate, “non-trashy” culture and illegitimate, “trashy” culture to which commercial fashion magazines belong. According to Bourdieu,
---
\(^{292}\) Ich mag die *InStyle* und *Intouch Style* sehr gerne, aber die Texte sind ja zum Teil echt furchtbar, also richtig dumm geschrieben. Aber ich lese die hauptsächlich nicht wegen den Texten, sondern wegen den Bildern und dann schaue ich halt, wie andere was kombinieren.
\(^{293}\) Ja, ich lese auch schon mal *InStyle* und *Joy*. Und ja, was mich an denen am meisten anspricht, ist das Durchblättern und die Bilder und wie das Layout so ist. Aber lese mir jetzt wenig Interviews oder die wenigsten Sachen durch, weil das ist wirklich schon relativ… naja, weil sie einen nicht tiefer bewegen.
\(^{294}\) So Zeitschriften wie *Joy* und *Elle* sind halt auch schon vorbelastest. Ja, typische oberflächliche Frauenzeitschrift. Es wäre mir jetzt nicht peinlich sie irgendwo zu lesen, aber es hat schon ein Stigma.
\(^{295}\) Ich glaube, es ist so ein bisschen wie Trash-TV schauen. Weil man schaut sich das ja so mit ironischer Distanz an. „Haha, so bin ich ja nicht“ aber man schaut es sich an und dann redet man ja darüber.
\(^{296}\) Was mich nervt ist, wenn sie einen Star-Look präsentieren, ich mich erinnere, das hatte sie vor 2 Jahren an, die verkaufen mir das aber als total in. Dann merkt man, was die für einen Schwachsinn verbreiten.
\(^{297}\) Mich nervt es, wenn ich etwas lese und ich denke, es ist Text der Zeitschrift, und dann ist es ein Werbetext. Ich merk das ja dann schon und das macht das Leseerlebnis negativer.
\(^{298}\) Also wenn ich nichts Flaches will, dann greife ich eher zum Buch und nicht zur Zeitschrift.
\(^{299}\) Nein, [ehm] beziehungsweise, das ist ja dieser Trash-Gedanke. Weil wenn ich mir diese 2€-Zeitschriften kaufe, eigentlich ist da nichts drin, es hat keinen Inhalt für mich. Und ich schmeiße die danach auch weg.
Cultural capital can exist in three forms: in the *embodied* state, i.e., in the form of long-lasting dispositions of the mind and body; in the *objectified* state, in the form of cultural goods (pictures, books, dictionaries, instruments, machines, etc.), which are the trace or realization of theories or critiques of these theories, problematics, etc.; and in the *institutionalized* state, a form of objectification which [...] confers entirely original properties on the cultural capital which it is presumed to guarantee.\(^{300}\)
Thus, cultural capital is not acquired through a specific amount of properties. *Embodied*, *objectified* and *institutionalized* states contain cultural capital. The question is how high or low this cultural capital is.\(^{301}\) I previously argued that my participants were either in the process of gaining or had already gained a high amount of cultural capital. Relating to their statements, from their perspective commercial fashion magazines, as in an objectified state, have a low cultural capital. Furthermore, objects or works which are popularized, as for instance commercial fashion magazines, are, according to Bourdieu, a representation of popular taste.\(^{302}\) Hence, this genre of magazine is categorized under popular culture and is therefore not representative of high culture. Consequently, my participants also adopted a degrading manner of discussing commercial fashion magazines, because they do not represent the amount of cultural capital they are aspiring to.
Here the data becomes extremely contradictory. In the first chapter, I argued that readers appreciate commercial fashion magazines because of the simplicity, or rather, because they belong to popular culture and require low cultural capital to be decoded. However, as also argued by Bourdieu, consumed goods and their value also represent the owner’s lifestyle and status in society. Then, however, readers distance themselves from commercial fashion magazines. While reading commercial fashion magazines appears to be a legitimate practice at the beginning, it turns into an illegitimate one.
A situation while interviewing a group of adults showed the extent to which reading magazines can appear as a “wrong” activity. One participant\(^{303}\) in the adult group claimed at the beginning of the interview to not read commercial fashion magazines. However, during the discussion, she appeared to be quite familiar with the reading experience and even stated at a later point of the conversation that she bought commercial fashion magazines, especially when she was on a train journey, which due to her job happened occasionally. She was knowledgeable about designer names in the industry and developed strong opinions during the discussion.
\(^{300}\) Bourdieu, “The Forms of Capitals,” 82.
\(^{301}\) Parker “Towards a definition of popular culture,” 161.
\(^{302}\) Bourdieu, *Distinction*, 16.
\(^{303}\) This person was not invited to the interview by myself personally but by a friend, who perceived her as a magazine reader.
Adults:
A discussion on what they appreciate about commercial fashion magazines, which then turned into a specific discussion of Vogue:
- That editor-in-chief of Vogue dictates what fashion is and I’m not going to take that from that lady! She herself does not have a clue about fashion, she doesn’t know how to sew. She has had the same look for decades and always wears the same bowl cut. There is nothing fashionable about that lady except for the expensive clothes she wears because she got them as a present and the fact that she looks like a stick. She is almost the same age as me and she looks as if she was about to drop.\(^{304}\)
- And she has to be everywhere, otherwise your fashion sucks.\(^{305}\)
- Exactly! If she is not sitting there. For me that’s too much of a dictate, too much personality. The others, like Elle und Harper’s Bazaar, do a better job at that. They don’t have these strong figures they put out there to tell other people what fashion is and what it is not. And neither should you let that person tell you what fashion is and what it is not. Could be that she is on top of things and her September Issue is important and whatnot, but there’s nothing she contributes to fashion. Actually, she recites mechanically exactly what the designers give to her and these designers are also controlled by the urge to keep themselves above water financially. The only one who doesn’t put up with that is Lagerfeld. The only one who doesn’t explicitly invite that lady [to the Fashion Week]. Like all the others, she has to pay for the ticket and queue.\(^{306}\)
In all groups, many participants asserted and repeated continuously that they did not use fashion editorials in magazines as a “serious” dressing guideline. However, later in the discussion, it happened that participants claimed they would like to be able to purchase the things pictured in the magazine. Here again the material appears contradictory.
According to Bourdieu, there is no trickle-down effect in fashion, as claimed by Georg Simmel (1904), in which the lower class seeks to adapt the lifestyle of the upper class. Bourdieu asserts instead that the working class is not aspiring to the lifestyle of the upper class because their consumption is focused on the practicality of goods, rather than on their cultural capital. In effect, rejecting high culture is the base for popular culture. Between the upper (the dominant) and the working (the dominated) class, Bourdieu defines another class: the middle class. With a lower amount of cultural capital, its standing is in a less legitimatized cultural sphere. Unlike the working class, the middle class aspires to the upper class. Consequently, in order to maintain its dominant power and a distinction to the middle class, the upper class returns to popular/working culture.\(^{307}\) For this reason, Bourdieu understands “the consumption realm […] as a field (champ) of power relations.”\(^{308}\) Starting from the assumption that the interview
\(^{304}\) Diese Vogue-Chefin diktiert was Mode ist und das lass ich mir von so einer Dame nicht sagen! Die kann selber gar nichts in der Mode, die kann nicht nähen. Sieht auch seit Jahrzehnten gleich aus und immer die gleiche Topffrisur. An dieser Dame ist gar nichts modisch, außer dass sie teure Kleider trägt, die sie geschenkt bekommt, und wie ein Hungerhaken daherkommt. Sie ist ja fast genauso alt wie ich, und sieht aus, als ob sie gleich vom Hocker fällt.
\(^{305}\) Und sie muss aber überall sein, sonst ist deine Mode scheiße.
\(^{306}\) Ja genau! Wenn die da nicht sitzt. Das ist mir zu viel Diktat, zu viel Persönlichkeit. Das machen die anderen wie Elle und Harper’s Bazaar besser. Die haben keine so starken Figuren, die sie da hinstellen, die dann anderen sagen, was Mode ist und was nicht. Und auch von dieser Person sollte man sich nicht sagen lassen, was Mode ist oder nicht. Das mag ja sein, dass sie ihren Laden im Griff hat und ihre September Issue was weiß ich wie wichtig ist, aber für die Mode tut die gar nichts. Sondern die betet genau das runter, was ihr von den Designern runtergeben wird und diese Designer sind auch insofern gesteuert, als dass sie sich finanziell über Wasser halten müssen. Der einzige, der sich das nicht bieten lässt, ist der Lagerfeld. Der einzige, der diese Dame nicht explizit einlädt [auf die Fashion Week]. Sie muss sich wie alle anderen auch für die Karte zahlen und sich in die Schlange stellen.
\(^{307}\) Trigg, “Veblen, Bourdieu and Conspicuous consumption,” 105–106.
\(^{308}\) Allen and Anderson, “Consumption and Social Stratification: Bourdieu’s Distinction,” 70.
partners had a high cultural capital. Bourdieu’s “bottom-up” theory would explain why my interviewees read and use commercial fashion magazines but have an ambivalent relationship with them.
In his lecture *Social pace and symbolic value* at the University of California in 1986, which was also published, Bourdieu further claims that geographical spaces are also social spaces, since the closer the agents, social groups and institutions are to each other, “the more common properties they have; and the more distant, the fewer.”\(^{309}\) Thus, Bourdieu links people’s perception of reality to geographical spaces, and these can, in turn, be related to political spaces. In fact, there were only few situations in which participants started to think of their personal reflection as “a typically German way of thinking.” For instance, when I asked the participants why they preferred print over digital media, some answered that they thought it was “a typically German thing to like concrete, tangible things”.
**University students:**
*Discussion on how much they would spend on fashion items*
- The most important thing is that I feel beautiful. But I’m Swabian\(^{310}\) to the core, I try not to spend too much and instead combine as much as possible. I cannot actually do it, just with things that are worth it, like shoes and coats. I try to buy basics and mix them with second-hand clothes or clothes I bought at a flea market. But I just don’t buy expensive clothes.\(^{311}\)
*Do you think that digital media can replace print?*
- I think that Germany overall, as far as digital and analogous is concerned, that the Germans on the one hand are conventional, on the other hand they are more “backwoods” [than other countries], just as with cash. The Germans, they love their cash. I think in no other [Western] country, people pay with cash so often. I think that is simply typically German, this “tangible thing”.\(^{312}\)
Here, the participants consciously relate to their socialization background, Germany, and by doing so, explain their opinions. Thus, since I limited my research to Southern Germany, and as the statement above shows, the material is certainly impacted by cultural perceptions and opinions, which are understood as “typically German”. Here, decent consumption behaviour and the use of traditional (print) but well-functioning goods are related to the “typically German lifestyle” or using Bourdieu’s approach, a “typically German habitus”. However, this form of identity was not formed politically through propaganda etc., instead this shows how the participants identify themselves as part of a broader community with similar properties in contrast to foreign communities. The idea of a “typically German way of thinking” is constructed through the distinction of other national identities. Consequently, the values of commercial fashion magazines, which have been illustrated so far, are influenced by a mentality which is related to
---
\(^{309}\) Bourdieu, “Social Space and Symbolic Power,” 16.
\(^{310}\) The region of Swabia is connected with a stereotype of parsimony.
\(^{311}\) Das wichtigste ist, dass ich mich schön fühle. Ich bin aber durch und durch schwäbisch, ich versuche nicht zu viel auszugeben und so oft zu kombinieren wie nur möglich. Ich kann es auch nicht so, nur bei Sachen bei denen es sich auch lohnt wie Schuhe oder Mantel. Und sonst versuche ich Basics zu holen und dann durch Second Hand oder Flohmärkte zu mixen. Aber so teure Sachen kaufe ich einfach nicht.
\(^{312}\) Ich glaube, Deutschland ist überhaupt, was Digitales und Analoges angeht, sind die Deutschen einerseits konventionell, andererseits auch „hinterwäldlerischer“ [als andere Länder], also wie beim Bargeld. Die Deutschen, die lieben ihr Bargeld. Ich glaube, in keinem anderen [westlichen] Land, wird noch so viel mit Bargeld gezahlt. Ich glaube, das ist einfach was sehr Deutsches, dieses „Handfeste“.
national identity. Hence, my findings might differ from other studies conducted in other Western countries.
**Fashion Magazines and Gender**
Although I initially did not intend to analyse gender representation in commercial fashion magazines, nor to understand how readers respond to these representations, gender issues still appeared in my collected data. All magazines that were discussed during the interviews are addressed to female readers, discuss “female” issues and even carry female names as, for example, *Brigitte*, *Barbara*, *Marie Claire*, *Joy* and *Jolie*. Thus, commercial fashion magazines are not free from gender representation.
In her article *Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory* (1988) the feminist theoretician Judith Butler illustrates the difference between sex and gender. While the human sex is naturally given at birth, gender is a behavioural form of expressing the sex, which is determined by culture. In other words: humans *are not* born women or men, but they *become* it. Drawing on Simone de Beauvoir, Butler defines gender identity as continuously dynamic and determined by the period of time, in which it appears as “correct”. Thus, drawing on scholars such as Maurice Merleau-Ponty, Butler identifies the body as “historical idea”, which performs legitimated gender identities in a certain place at a certain time and claims therefore:
\[ \ldots \text{because gender is not a fact, the various acts of gender create the idea of gender, and without those acts, there would be no gender at all.} \]
Consequently, as Butler emphasizes, gender is not a fact of being but a performance of femininity and masculinity through the human body. The images of femininity and masculinity are therefore not given but culturally constructed.
Following these assumptions, commercial fashion magazines do not only innocently present new fashion trends, but, by doing so, they simultaneously construct and co-create a picture of femininity, since they picture fashion through the female body and the female body, in turn, performs the image of femininity. In other words: commercial fashion magazines contribute to a picture of how to become a woman.
Although I did not initiate the discussion, the participants showed that they were aware that commercial magazines show a specific picture of femininity in order to emphasize then that they would neither adapt to nor accept the representation.
\(^{313}\) Butler, “Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory,” 519-20.
\(^{314}\) Ibid. 522.
\(^{315}\) Ibid. 521.
Adults:
Comments after the participants clarified positive aspects of reading commercial fashion magazines:
- Yes and I really have to say, these purely towards fashion oriented magazines, like *Elle* or *Vogue*, make me feel [facial expression shows disgust], by now I have learnt through the media how much drama is involved. How much models suffer, if you have ever gone on a diet yourself and have tried to starve yourself down to 58kg, you know what it feels like if you do it just so can become a size zero. I notice, for me, this is also in these magazines. That to me and especially other women, young girls [it is suggested] “Look! This is what your perfect body looks like, this is your perfect face and now it’s your turn to act!” and the people in the magazines also look like that and if they don’t, they get photoshopped and taped. And I realize, this actually is a lie. I think this is dishonest and somehow also mean. As a social worker, I know many girls who are bulimic or anorexic and could die.\(^{316}\)
Here it becomes specifically clear that, to the reader, commercial fashion magazines are related to a false, unrealistic and harmful picture of womanhood. Nevertheless, since the reader is conscious about these meanings and clearly rejects them, fashion magazines are not harmful to them. According to the reader, this genre of magazine is not a relevant reference for learning how to perform femininity.
Furthermore, this discussion shows again that, in contrast to the finding of McRobbie (1978) and McCracken (1993), readers are not victimized by fashion magazines, neither are they passive or naïve readers. Nevertheless, this study also shows that the gender issue cannot be ignored while studying commercial fashion magazines and remains therefore a critical topic to acknowledge.
During the discussion of female representations, it became clear that gender identity is something adopted rather than immanent. In my interviews with the teenage girls, they often referred to their mothers or older sisters (not fathers or brothers) when I asked them how they chose and when they purchased the fashion magazines. While some explained they read them “because the older sister does”, others stated that their mothers bought them during grocery shopping even though the girls were not present at the moment of purchase. This does not mean that sisters and mothers use commercial fashion magazines as an introduction to womanhood for their younger sisters and daughters. However, it shows that commercial fashion magazines operate in the sphere of womanhood until today.
Although all magazines which were discussed in the interviews address women, not all of my participants were women: Therefore, I have paid attention to using gender-neutral language, such as “they” and “the reader”. In her study *Reading Women’s Magazines* (1997 [1995]), Hermes also interviewed men reading this genre and explored how these men make meaning of women’s magazines. However, mainly
\(^{316}\) Ja und ich muss echt sagen, es geht mir bei so reinen Modezeitschriften, wie *Elle* oder *Vogue*, [angewiderter Gesichtsausdruck]. Ich weiß mittlerweile durch die Medien, dass so viel Drama dahintersteht. Ja also wie Models leiden, wenn man schon selber Diäten gemacht hat und versucht hat, sich an die 58 Kg zu hungern, weiß wie man sich fühlt, wenn man das macht nur damit man auch so ein Hungermädchen werden kann. Ich merke, das haftet für mich auch mit in diesen Zeitungen. Dass mir und vor allem anderen Frauen, jungen Mädchen [vorgeschrieben wird] „Guck mal! So ist dein optimaler Körper, so ist dein optimales Gesicht und jetzt mach mal!“ und die da drin sind auch so aussehen und wenn sie nicht so aussehen, dann werden sie gephotoshopt und getapet. Und ich merke doch, das ist doch eine Lüge. Ich finde das so verlogen und irgendwie auch gemein. Ich kenne ja genügend Mädchen durch meine Sozialarbeit, die bulimisch sind oder Anorexie haben und sterben könnten.
focused on women, Hermes does not discuss her material in depth, but rather points out to which extent the meaning making of male readers differs from the meaning making of female readers.\textsuperscript{317}
I had two male participants, who either admitted freely to reading women’s magazines or in some way felt motivated to participate in my research project. Thus, I did not exclude them from my research project, but rather saw them as further contribution to the analysis of commercial fashion magazines and their meanings for the readership.
One man was present in a group discussion in the adult group. He reads \textit{Vogue} and as he stated he has used the magazine for many years as an “index”. Although he did not mention what kind of index, I suppose that he used it as an index for performing femininity, since, while talking, his motility had feminine traits.
\textit{Extracts from the discussion:}
Adult man
- These magazines [\textit{Vogue}] were inspiring „Ah yes, you can also do that” and we were actively incited to do something with our fashion.\textsuperscript{318}
- I contemplate the artistic side, the picture [in the magazine] has to tell me something. Not because it has been edited, but because it still contains the natural. The beautiful!\textsuperscript{319}
In her article \textit{Throwing like a girl} (1980), the feminist scholar Iris Marion Young illustrates how specific body comportments and motilities connote a specific sex. In contrast to Erwin Strauss (1966) who argues that feminine and masculine body comportments are naturally given, Young claims that these comportments are culturally constructed and normed by society. Thus, a girl does not behave like a girl, she learns to behave like a girl through bodily expressions.\textsuperscript{320} Again, as also discussed by Butler (1988), gender, and consequently femininity, are an act of performance.
While the male participant’s husband\textsuperscript{321} was sitting quietly next to him during the interview, he (the reader), as I already mentioned, showed obvious body movements and expressions which connote the female sex. Drawing on Young, these body movements are not naturally given by his homosexuality, but adapted by the image of femininity constructed by society or more specifically constructed by the magazine he reads, \textit{Vogue}. Here, fashion magazines are not only used as a guideline for fashionable dressing behaviour, but as a guideline for gender performance for people who display cross-behaviour.
The second male participant was present during a group discussion in the high school. He stated to not read this genre of magazine, but he still wanted to participate in the discussion. During the interviews, he was relatively reserved and did not speak of his own experiences, but rather generalized them.
\textsuperscript{317} Hermes, \textit{Reading Women’s Magazines}, 51–57.
\textsuperscript{318} Anregungen gab’s durch diese Magazine [\textit{Vogue}] „Ah ja, das kann man auch machen“ und wir wurden aktiv animiert mit unserer Mode etwas zu machen.
\textsuperscript{319} Ich betrachte die künstlerische Seite, das Bild [im Magazine] muss mir etwas sagen. Nicht, weil es bearbeitet ist, sondern weil es noch etwas Natürliches hat. Das Schöne!
\textsuperscript{320} Young, “Throwing like a girl: A phenomenology of feminine body comportment, motility and spatiality”
\textsuperscript{321} He, in contrast, stated to not read any commercial fashion magazines, neither for women nor men, for which reason he did not participate in the discussion.
theless, he clearly stated that he was interested in “male” fashion and usually looked for styling guidelines on digital platforms.
*Extracts from the discussion:*
**Teenage-boy:**
- For me too, it depends. If I have the time, I care [about what I wear]. But I don’t buy some magazine for that specifically, but you can also find many things on the Internet.\(^{322}\)
- Yes, I think pictures also play a big role in magazines like that. If you like the picture, then you read it. Yeah, I pay more attention to the picture.\(^{323}\)
- 7€ [as with *Vogue*] would be too much, if it were 3€ instead of 2€, then it doesn’t make that big of a difference to me, if I want to read it. Then I buy it even if it costs 3€.\(^{324}\)
*Would you read InStyle Men?*
- [Present girls react with giggling to the question] I don’t think so. Obviously you could… but I don’t know, I think I just wouldn’t.\(^{325}\)
As discussed before, commercial fashion magazines, which target exclusively female readers, promote a strong picture of femininity and feminine behaviour to the reader. Consequently, the reading act itself becomes a female practice. According to his behaviour, the boy did clearly not want to be related to this feminine attribute, since this would have questioned his performance of masculinity. Moreover, girls reacted to his opinion and statements, which probably put further pressure on him not to go too deep into the “sphere of womanhood”. Whether the boy actually reads commercial fashion magazines for men or even for women remained, however, unclear during the group discussion. Thus, as my interviews with the two men have shown, commercial fashion magazines act as an “index” for feminine body behaviour and not a legitimized practice for boys who become “manly” man.
**Short Conclusion**
In this chapter I have shown how the meaning of commercial fashion magazines is influenced by the reader’s cultural capital and gender issues. Reading commercial fashion magazines is an activity of power struggle. Although the readers appreciate the print media for their simplicity and superficiality, the readers’ high cultural capital collides with the low capital of commercial fashion magazines. The reader is not free from perception and norms and has already built an opinion on the magazine before the actual reading process. It is not possible for readers to be free from pre-established meanings, and thus, they are tied to the influence of “trash-thinking”.
\(^{322}\) Also bei mir kommt es auch drauf an. Wenn ich Zeit habe, dann schaue ich schon [wie ich angezogen bin]. Aber irgendwelche Zeitschriften kaufe ich jetzt nicht extra, aber aus dem Internet kann man ja auch viel schauen.
\(^{323}\) Ja, ich glaube Bilder spielen da auch eine große Rolle in so Zeitschriften. Wenn das Bild einem gefällt, dass man das dann auch liest. Ja ich schau dann eher auf das Bild.
\(^{324}\) So 7€ [wie bei der *Vogue*] wäre schon zu viel, wenn es jetzt aber 3€ anstatt 2€ wären, dann ist das ja kein so großer Unterschied, jetzt für mich wenn ich es lesen will. Dann kaufe ich mir auch was für 3€.
\(^{325}\) Ich glaube jetzt eher nicht. Lesen könnte man es schon, aber ich weiß nicht ich glaube, ich würde es nicht machen.
In addition, I have also emphasized that reading commercial fashion magazines until today is considered and perceived as a typically “feminine” practice. Targeting women and exclusively representing women, commercial fashion magazines are not an objective or innocent form of presenting the latest fashion trends, but also a one-sided representation of performing gender. This, however, is not harmful to the reader as previous studies argue, since my participants clearly showed awareness of and reluctance to this fact.
Final Conclusion
In this study, I aimed to understand the social functions and values of commercial fashion magazines by analysing their meaning and conclude that these meanings are neither linear nor clearly classifiable. In the first chapter, I outlined how the functions of commercial fashion magazines shift according to the interaction stage readers with their magazine are in and according to their age. At the beginning, the purchase of commercial fashion magazines is a quite spontaneous decision. However, while especially adults and university students mostly plan to use the purchase to create a moment of relaxation during daily obligations in the near future, teenagers are driven by their curiosity and attracted by the magazines’ contents. In other situations, participants also read them during trips on the train and use the magazine as a pastime. Readers rarely are dedicated to one magazine only, and if they are, then it is because of a habit. Instead, they evaluate the covers and choose the magazine which they find the most appealing. The symbolic value therefore has hardly any relevance to the reader in the situation of purchase.
Furthermore, planning on creating a moment of cosiness and relaxation, participants expect commercial fashion magazines to be easy to decode. Fashion magazines are appreciated for their simplicity, since an easy decoding process has a relaxing effect on the reader. For this reason, fashion magazines are rarely read in their entirety. While the teenagers, who usually buy the magazines in order to get specific information, have quite a targeting reading behaviour, adults and university students flip through until they find something interesting. Having evaluated the meanings encoded by the producers, readers reject rather than accept them. Consequently, by taking a negotiating reading position, readers disempower the magazine and take control of their reading behaviour. Thus, until the end of the reading process, commercial fashion magazines do not function as a motivation for consumption. Readers use them as a form of relaxation and activity which has an inspirational and entertaining effect on the readers. This does, however, not mean that commercial fashion magazines are an object of relaxation in themselves, but they obtain this meaning through the overall situation in which the reader consumes them.
After the reading process, commercial fashion magazines might function as a motivation for consumption; especially teenagers showed high motivation for shopping after the reading process. However, the magazines’ images need to fit the reality of the reader. If an item pictured in the magazine is too expensive or too sophisticated, readers distance themselves from the magazine. Hence, if the magazine does not reflect the lifestyle of the reader, it loses its function as shopping inspiration and it remains a paper “which is nice to look at”. If readers do not throw them away, commercial fashion magazines sometimes are stored in a way to show them off. Here the readers’ intention is to transfer the symbolic value of the magazines, a reference for fashion and fashionable lifestyle, to the readers’ self-image. University students also use them for personalizing other objects, such as creating a collage or using them as gift paper. The function remains however the same. Commercial fashion magazines are perceived as a handbook for
fashion and readers intend to place themselves in this fashionable sphere.
Consequently, it can be concluded that readers of commercial fashion magazines, regardless of their age, are not passive readers as claimed in previous studies by McRobbie (1978) and McCracken (1993). They actively evaluate and change meanings in magazines encoded by the producer and are not naively seduced. Commercial magazines can change from a means of relaxation to a means of shopping inspiration to a means of fashioning the self. Thus, I have proved, against the claims of Hermes (1997 [1995]) that commercial fashion magazines are meaningless, that this genre has in effect a purpose, function and therefore meaning.
In the second chapter, I even went a step further illustrating how the meaning of commercial fashion magazines is also dependent on the use of other types of media with similar content. Here participants referred especially to digital media. Compared to the reading practice of fashion magazines, in which there were only slight differences between the three generations, this part of the analysis clearly showed contrasts. While teenagers and university students showed a high use of digital media, adults only enter digital platforms for a specific reason, such as shopping or getting specific information. The two younger age groups have been socialized with digital media, and therefore construct meanings differently to adults, who rather have been forced to adapt to the new technological developments.
In comparison to digital media, print fashion magazines appeared more valuable and extraordinary. In contrast to online platforms dealing with fashion, which are constantly available and free of charge, print fashion magazines acquire value due to their tangibleness. Furthermore, since digital media are open to everyone, print fashion magazines which are produced by a team of editors, appear to be more professional and reflect the editors’ “expert” knowledge. Commercial fashion magazines also appear more sophisticated since digital platforms construct a more authentic reality for the reader. Hence, for practical usage, digital media are favoured over magazines. However, using the web requires users to know beforehand what they are looking for. This is not always comprehensible for the consumer, especially when the fashion cycle changes and new trends are coming. Commercial fashion magazines are, in contrast, more neatly arranged. Thus, fashion magazines are also used as a guiding help through the web when users need orientation in a new fashion landscape. Therefore, I argue (like Rocamora [2013]) that print and digital media complement each other, but also that they co-determine each other’s value and consequently, meaning.
In the third chapter of my analysis, I problematized the fact that the collected material was extremely controversial in various parts of the interviews. Influenced by “trash-thinking”, the participants had negative associations with commercial fashion magazines. The reason behind this reaction is the disparate cultural capital the participants are aspiring to or have obtained in comparison to the cultural capital this magazine genre reflects. The cultural capital of the readers is higher than what the magazine provides, with the consequence that readers cannot fully identify themselves with their magazine consumption. However, drawing on Bourdieu, people with a high cultural capital have the tendency to go back to popular taste in order to bypass the middle class, which has a lower cultural capital. While, in the first analysis chapter, readers assert that they appreciate commercial fashion magazines for their simplicity, in the third chapter, I outline why they dislike them for the same reason. This contradiction emerges, since the reader does not only construct meaning during the reading experience, but they also create meaning according to their habitus, which occurs beyond the reading experience. Furthermore, I have also outlined how the participants consciously relate to their socialization background, Germany, in order to explain their perceptions of and opinions on print fashion magazines. Thus, I conclude that the meaning of reading a magazine has also to be understood beyond the reading experience.
In the last part of the discussion, I show that this genre still carries gender issues, which cannot be ignored. Presenting exclusively the female body and accordingly “female” issues only, commercial fashion magazines still construct a specific and one-sided image of gender, which in turn is then relayed to the reader. This elicited different reactions from the participants according to their gender. Female participants (sex) who perceive themselves as women (gender), reacted to these images with rejection, while one male participant used it as an index for femininity. Another male participant feared the loss of his “manliness” while discussing fashion magazines and was very reserved during the conversation. Thus, I conclude that reading commercial fashion magazines is still regarded to be a “typically feminine” practice, which, however, does not mean that they are solely read by women. The meanings of commercial fashion magazines are consequently strongly related to the reader’s gender.
With this research project, I conclude that reading commercial fashion magazines is a meaningful activity, practiced by active and reflected readers. The meanings of commercial fashion magazines are not exclusively determined by the reading process itself but need to be explored in relation with other media use and the readers themselves. The meanings are very ambivalent and contradictory, which makes it challenging to define them in a proper way. However, this does not mean that they are mutually exclusive but rather that they complement each other.
Although this research has provided answers to questions surrounding the meaning making of commercial fashion magazines, it has also opened up new ones. In this study, I did not discuss how the democratization of fashion has affected the reading of fashion magazines. One could also investigate how readers change their reading behaviour throughout the years, by asking how they have read fashion magazines in the past and how they do it now. Furthermore, since this study especially focuses on reading print fashion magazines, it has not been discussed in depth which meanings are attributed to digital media concerned with fashion. The study of fashion magazines for men remains one of the biggest gaps in this field of academia. As my study has indicated, fashion as well as fashion magazines are in the interest of men, which, however, needs to be – and hopefully soon will be – explored in more depth. This study has only provided a partial – but in depth – understanding of the consumption of commercial
fashion magazines. Finally, it remains to be said that scholars should not be deceived by the apparent simplicity of fashion magazines, but rather acknowledge their meaning and further explore the meaning making processes at work.
References
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Appendix
Questions for High School Students
Part I: The participants’ individual relation to fashion
1. What is fashion to you?
2. How important is fashion to you in your daily life? Do you care about how you look/your appearance/your styling?
3. To what extent are you interested in fashion, trends and developments/events in the fashion industry?
Part II: Use and value of print fashion magazines
1. Show me your favourite fashion magazine. Tell me why you chose specifically that one and why you like to read it.
2. When and where do you usually buy print magazines? How do you choose them?
3. Does the magazine price influence your choice?
4. When and where do you read print magazines?
5. Describe the way you look through a magazine / the way you read it.
→ Are you reading specific articles?
→ Are you mainly looking at the pictures?
6. Can you explain why you read fashion magazines?
→ Is it for entertainment?
→ Is it an inspiration?
→ Do you learn something? If yes, what?
7. What do you do with the magazines after you have read them?
8. What do you feel when you buy your favourite magazine? Do you have any personal relation to it?
9. Which parts of the magazines are the most interesting/boring ones? Please show me some examples. (see if participants agree or disagree with each other)
10. Is reading fashion magazines a central practice for you in order to be informed about the latest trends, stylings and the overall fashion world?
11. Does reading fashion magazines affect your consumption behaviour related to fashion? Would you like to wear what is pictured?
12. Compared to other kinds of media concerned with fashion, what makes the print magazines more valuable to you? Is that even the case?
13. Please watch this video: https://www.youtube.com/watch?v=eUvx_gHfxvQ
What do you think? Is it a service you would like to have for your magazine as well?
Part III: Use of other media in the field of fashion
1. Which media in the field of fashion do you use besides print fashion magazines? Can you show me?
2. Please tell me when and where you usually use them.
4. What is the purpose?
5. What is the difference between a print fashion magazine and other media concerned with fashion for you?
→ Is there a difference in the feeling elicited through the “consumption”?
→ Do they have a different authority/validity?
→ Do they have a different purpose?
6. Here is a styling guide from *InStyle* (will be shown in the physical magazine) and here is one from *Zalando*. Which one do you like better and why?
7. Do you think that other media concerned with fashion, especially digital media, can easily replace print fashion magazines?
Questions for University Students and Adults
Part I: The participants’ individual relation to fashion
1. What is your personal understanding of fashion?
2. How important is fashion to you in your daily life? Do you care about how you look?
3. To what extent are you interested in fashion, trends and happenings in the fashion industry?
Part II: Use and value of print fashion magazines
1. Show me your favourite fashion magazine. Tell me why you chose specifically that one and why you like to read it.
2. When and where do you usually buy print magazines? How do you choose them?
3. Does the magazine price influence your choice?
4. When and where do you read print magazines?
5. How do you “read” your magazine? Are you looking for specific information?
6. Can you explain why you read fashion magazines?
→ Is it for entertainment?
→ Is it an inspiration?
→ Do you learn something? If yes, what?
→ Do you take them seriously?
7. What do you do with them after you have read them?
8. Which are the most relevant pages for you in a magazine? Please show me some examples. (see if participants agree or disagree with each other)
9. What do you value in print magazines that other media concerned with fashion cannot replace?
10. What is the difference for you between a physical magazine and a digital medium concerned with fashion?
11. Is there something about print magazines you critically reflect on?
12. Please watch this video: https://www.youtube.com/watch?v=eUvx_gHfxvQ
What do you think? Would you use this service?
Part III: Use of other media concerned with fashion
1. Please tell me again, what media besides print magazines you use.
2. When, where and why do you use them? Which value/purpose do they have for you?
3. Would you say that the digital possibilities today affect your consumption of printed materials?
4. Which medium affects your general consumption behaviour the most/the least?
5. Which medium has the most value/authority/validity and why?
6. Do you think that other media concerned with fashion, especially digital media, can easily replace print fashion magazines?
Stockholms universitet/Stockholm University
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Telefon/Phone: 08 – 16 20 00
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EASTERN GOLDFIELDS COLLEGE
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| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Project | **Task 1: E-Portfolio**<br>Students create an E-Portfolio that will showcase their skills and knowledge in developing graphics, audio & spreadsheets. | 10% | Term 1 Week 7 |
| | **Task 2: Hardware Poster(s)**<br>Students plan and produce a poster of series of posters for an educational institution on Computer Hardware. | 10% | Term 1 Week 9 |
| | **Task 7: Skills Portfolio**<br>Students create a website which will showcase their skills and knowledge in animation, audio, compression & website elements and managing data. | 10% | Term 3 Week 5 |
| | **Task 8: Networking Website**<br>Students create a website explaining networking for a small business. | 10% | Term 3 Week 9 |
| Short Answer | **Task 3: Design Process Test**<br>A test where students are required to interpret and critically analyse a scenario related to the creation and management of an information system. | 2.5% | Term 2 Week 1 |
| | **Task 5: In-class test**<br>An in-class test consisting of multiple choice and short answer questions on Hardware, Software, Legal and Design. | 5% | Term 2 Week 5 |
| | **Task 9: Design Process Test**<br>A test where students are required to interpret and critically analyse a scenario related to the creation and management of an information system. | 2.5% | Term 3 Week 10 |
| | **Task 11: In-class test**<br>An in-class test consisting of multiple choice and short answer questions on Data Management, Networks, and legal, ethical & social impacts of technology. | 5% | Term 4 Week 4 |
| Extended Answer | **Task 4: Report – Social Impact of Technology**<br>Students research, analyse and respond to a series of question related to social networks, virtual communities and their impact on the digital citizenship of users. | 7.5% | Term 2 Week 5 |
| | **Task 10: Technology Impact Report**<br>Students research, analyse and respond to a series of questions related to legal, ethical and social issues related to e-commerce and e-communication in business. | 7.5% | Term 4 Week 3 |
| Exam | **Task 6: Semester One Exam**<br> | 10% | Term 2 Week 7 |
| | **Task 12: Semester Two Exam**<br> | 20% | Term 4 Week 6 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|-----------------|
| 1 - 7| **Design Concepts**
• The elements of design, the principles of design, relationship between the elements of design and the principles of design, typography, compositional rules, identify and explain the elements of design and the principles of design in an existing digital product and/or digital solution, apply the elements of design and the principles of design developing a digital product and/or digital solution, create accurate visuals/layouts, apply principles of layout and composition and develop and apply detailed annotations for digital designs relevant to a design brief demonstrating the following considerations.
**Impacts of technology**
• Intent and purpose of the *Copyright Act 1968* (Australia), appropriate referencing techniques for digital publications and acknowledgement of the intellectual property (IP) owner.
**Application skills**
• Purpose of data organisation, common file formats for graphics and audio, management of software, types of software licences, considerations for the construction and design of lookup tables in spreadsheets, organisation and management of data, using sort filters in spreadsheets, apply data organisation techniques for user and/or client needs, apply appropriate graphic and audio file types, use lookup tables in spreadsheets, composition, layout and design considerations for the construction of spreadsheets and apply sort filters in spreadsheets.
**Project Management**
• Components of a project design process, components of a design plan, criteria required to evaluate a digital product and/or digital solution, apply the elements of design and the principles of design relevant to a particular design brief, apply a design process to create a digital product and/or digital solution and apply techniques for representing the design of a digital product and/or digital solution.
**Hardware**
• identification of software compatibility issues. | Task 1:
E-Portfolio
Week 7
Period 4 | Class Activities |
| 8 - 9| **Hardware**
• Hardware components of a computer system, purpose of the central processing unit (CPU), purpose of memory/storage, types of memory/storage, types of peripheral devices, types of computer systems, purpose of an operating system types of operating systems and functions of an operating system (OS)
**Skills**
• describe criteria when selecting hardware and software for a specified purpose, including the minimum hardware requirements to run software | Task 2:
Hardware Poster(s)
Week 9 Period 4 | Class Activities |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------------|
| 1 | **Design Concepts**<br>• Modify a digital product and/or digital solution to meet a design need/consideration and apply the elements of design and the principles of design relevant to a particular design brief<br><br>**Test Revision:**<br>Revision of syllabus and test preparation | Task 3:<br>Design Process Test<br>Week 1 Period 3 | |
| 2 - 5| **Impacts of technology**<br>• Concept of digital citizenship, the impact of digital technologies on work-life balance, concept of social networking, types of social networking and their features and types of virtual communities. | Task 4:<br>Report – Social Impact of Technology<br>Week 5 Period 4 | Class Activities |
| 6 | **Test Revision:**<br>• Revision of syllabus and test preparation | Task 5:<br>In-class test<br>Week 5 Period 3 | Class Activities |
| 7 | **Exam Revision:**<br>• Revision of syllabus and exam preparation | | Class Activities |
| 8 | **Exams** | Task 6:<br>Semester One Exam | Class Activities |
| | **END OF SEMESTER 1** | | |
| 9 - 11| **Application Skills**<br>• Features of animation software and use animation software.<br><br>**Project management**<br>• Project management techniques, apply project management techniques to meet client requirements or a design brief, apply a design process to create a digital product and/or digital solution and ensure the digital product and/or digital solution meets identified user requirements<br><br>**Managing data**<br>• Consideration for the compression of files for the transfer and display of data, techniques for file size minimisation, optimisation of files, strategies for efficient online data management, strategies for efficient document version control, concept of cloud computing and apply document version control. | | Class Activities |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------------|
| 1 - 5| **Application Skills**
• Features of audio software, features of web authoring, types of online collaboration, concept of responsive design, edit audio files, create a navigation map, use web-authoring software and use multimedia applications to edit and create a digital product and/or digital solution
**Managing data**
• Use compression to optimise transfer and display of data | **Task 7:**
Skills Portfolio
Week 5 Period 4 | Class Activities |
| 6 - 9| **Managing data**
• System utility tools and accessories for the efficient operation and maintenance of data and use system utility tools and accessories to ensure efficient operation and maintenance of data
**Networks**
• Concept of computer networking, types of transmission media, the concept transmission rates, network topologies for local area network (LAN), network components for internet connection for a small business and design a suitable LAN topology. | **Task 8:**
Networking Website
Week 9 Period 4 | Class Activities |
| 10 | **Test Revision:**
• Revision of syllabus and test preparation | **Task 9:**
Design Process Test
Week 10 Period 3 | Class Activities |
| 1 - 3| **Impacts of Technology**
• Privacy Act 1988, digital divide issues, electronic commerce and issues related to the dependency of society upon electronic and visual communication in business. | **Task 10:**
Technology Impact Report
Week 3 Period 4 | Class Activities |
| 4 | **Test Revision:**
• Revision of syllabus and test preparation | **Task 11:**
In-class test
Week 4 Period 4 | Class Activities |
| 5 | **Exam Revision:**
• Revision of syllabus and exam preparation | | Class Activities |
| 6 | **Exams** | **Task 12:**
Semester Two Exam | Class Activities |
**END OF SEMESTER 2**
## Semester 1 – UNIT 1: Ecosystems and Biodiversity
| Assessment Type | SCASA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | 15% | Task 3: Habitat investigation
Student designed experiment and in-class validation. | 15% | Term 2 Week 2 |
| Extended Response | 5% | Task 2: Ecosystem Interactions and Cycling of Matter research
Research questions and an in-class validation. | 5% | Term 1 Week 8/9 |
| Test | 10% | Task 1: Biodiversity and classification
Classification, biodiversity, abiotic/biotic factors and ecosystems test. | 5% | Term 1 Week 6 |
| | | Task 4: Ecosystem and conservation
Ecosystem dynamics, population dynamics and change in ecosystems test | 5% | Term 2 Week 6 |
| Exam | 15% | Task 5: Semester One Exam
Unit 1 exam | 15% | Term 2 Week 8 |
## Semester 2 – UNIT 2: From Single Cells to Multicellular Organisms
| Assessment Type | SCASA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | 15% | Task 6: Cell membrane practical
In-class practical and validation. | 15% | Term 3 Week 4 |
| Extended Response | 5% | Task 8: Transport systems
Research questions and an in-class validation. | 5% | Term 4 Week 3 |
| Test | 10% | Task 7: Cells, enzymes, photosynthesis & respiration test
Cell organelles, cell membrane, respiration, photosynthesis and enzyme test. | 5% | Term 3 Week 8 |
| | | Task 9: Multicellular organisms test.
Multicellular organisms, gas exchange, nutrient acquisition and plant adaptations test. | 5% | Term 4 Week 4 |
| Exam | 25% | Task 10: Semester Two Exam
Unit 1 and 2 exam | 25% | Term 4 Week 6 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-------------------------------------------------|--------------------|
| 1 - 2| **Describing biodiversity & Science Inquiry Skills** | | |
| | - Australia’s Biodiversity Conservation Strategy 2010 – 2030 | | |
| | - A 100-year Biodiversity Strategy for WA | | |
| | - Biodiversity includes the diversity of genes, species and ecosystems | | |
| | - Measures of biodiversity rely on classification and are used to make | | |
| | comparisons across spatial and temporal scales | | |
| 3 - 4| **Classification** | | |
| | - Biological classification is hierarchical and reflect evolutionary relatedness| | |
| | between groups of organisms | | |
| | - Most common definition of species relies on morphological or genetic | | |
| | similarity or the ability to interbreed to produce fertile offspring | | |
| | - Purpose – why classify organisms | | |
| | - Taxonomy – naming organisms | | |
| | - Major groups – five kingdoms | | |
| | - Using dichotomous keys | | |
| | - Classification systems are based on international conventions and are subject| | |
| | to change | | |
| 5 - 6| **Ecosystems** | **Task 1:** Biodiversity and classification test (week 6) | Page 20-29 |
| | - Ecosystems are diverse, composed of varied habitats and consist of a range | | |
| | of biotic and abiotic factors | | |
| | - Ecosystems can be described in terms of their component species, species | | |
| | interactions and the abiotic factors that make up the environment | | |
| | - Components of ecosystems | | |
| | - Naming ecosystems | | |
| | - Types of ecosystems | | |
| 7 - 8| **Interactions in ecosystems** | **Task 2:** Ecosystem Interactions and Cycling of Matter (research wk 8 Validation wk 9) | Page 43-52, 101-114, 56-61, 77-83 |
| | - Relationships and interactions | | |
| | - Keystone species – role & conservation strategies | | |
| | - Abiotic factors can be used to describe and classify environments | | |
| | - Food chains and food webs | | |
| 9 | **Ecosystem dynamics** | | |
| | - Flow of Energy | | |
| | - Cycling of matter – carbon and nitrogen | | |
| | - Interactions can be shown using biomass pyramids and food webs | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 1 | **Population dynamics**
- Species or populations fill specific ecological niches
- Competitive exclusion principle
- Populations – definition, ecological niches
- Size, density, composition and distribution
- Carrying capacities
The impact of changes to abiotic and biotic factors, including climatic events on carrying capacity. | | |
| 2 | **Monitoring populations** – surveying techniques | Task 3: Habitat Investigation (week 2) | |
| 3 - 4| **Change in ecosystems**
- Dynamic nature of populations
- Natural changes – daily, seasonal (migration routes) succession
- Fire is a dynamic factor in Australian ecosystems
- Ecological succession
- Impact of human activity – human activities can affect biodiversity include examples of:
o Habitat destruction, fragmentation or degradation
o Introduction of invasive species
o Unsustainable use of natural resources
o Impact of pollutants, including biomagnification
o Climate change
Modelling the impact of change & reliability | | Page 53-56, 61-68, 125-134, 137-149 |
| 5 - 6| **Conservation**
- Conservation strategies used to maintain biodiversity are: genetic strategies, environmental strategies, management strategies
- Sustainability (conservation strategies)
- Identification and classification of an ecological area as a conservation reserve also requires consideration of the commercial and recreational uses of the area, as well as Indigenous peoples’ usage rights
- Strategies used to maintain biodiversity
- Monitoring and managing ecosystems
o Contemporary technologies
International agreements about biodiversity encourage cooperation in the protection of unique locations, including: World Heritage sites, biodiversity hotspots and international migration routes & areas used for breeding | Task 4: Ecosystem & conservation test (week 6) | Page 134-137, 93-100 |
| 7 | Revision: Preparation for exam | | |
| 8 - 9| Exam: Unit 1 Exam | Task 5: Exam | |
**END OF SEMESTER 1**
**UNIT 2: From Single Cells to Multicellular Organisms**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 10 | **Cells as the basis of life**
- Cell requirements
- Composition of organisms
- Metabolism | | |
| 11 | **Cell structure and function**
- Cell theory
- Prokaryotic and eukaryotes – features shared and how they are reflected in their common evolutionary past.
- Specialised structures and organelles in eukaryotic cells | | Chp 9: p226-230 – Set 9.3 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 1 | **Microscopy techniques:**
- Development of microscopes & Use of microscopes
- Preparation of slides
- Interpreting images
**Developments in microscopy & cell understanding** | | Chp 9: p231-236 – Set 9.4 |
| 2 | **Cell membrane:**
- Fluid mosaic model/ function of the membrane
- Movement across membranes
- Factors affecting the exchange of materials
- Cell membrane model has been continually revised over time to the currently accepted model | | Chp 10: p242-261 – Set 10.1-10.3
Chp 11: p275-278 – Set 11.3 |
| 3 - 4| **Enzymes:**
- Biological molecules of carbohydrates, proteins and lipids
- Biochemical processes in the cell are controlled by factors including: nature and arrangement of internal membranes and the presence of specific enzymes.
- Models of enzyme activity – lock and key and induced fit
- Factors affecting enzyme activity.
- Using probe technology and computer analysis has further advanced the understandings of vital chemical processes in cells | Task 6: Cell membrane practical (week 4) | Chp 11: p278-291 – Set 11.4-11.5 |
| 5 - 6| **Photosynthesis:**
- Light – dependent & light – independent reactions
- Factors affecting rate of photosynthesis including: | | Chp 12: p298-317 – Set 12.1-12.4 |
| 7 - 8| **Cellular respiration:**
- Aerobic respiration
- Anaerobic respiration – products varies between organisms (plants, yeast, bacteria and animals)
- Factors affecting rate of respiration including:
- Current research involving the control of cellular respiration and photosynthesis | Task 7: Cells, enzymes, photosynthesis & respiration test (week 8) | |
| 9 - 10| **Multicellular organisms:**
- Hierarchical structural organisation
- Ethical treatment of animals
**Gas exchange:**
- Exchanging gases with the environment
- Gas exchange in animals
o spiracles, gills, alveoli and skin | | Chp 13: p322-337 |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 1 | **Nutrient acquisition:**
- Nutritional requirements of animals & Digestion
- Features of digestive systems in herbivores and carnivores
- Specialisation related to diet | | Chp 7: p152-177 – Set 7.1-7.5 |
| 2 - 3| **Transport systems:**
- Features of transport systems & Types of transport systems in animals
o open and closed circulatory systems
- **Transport systems in plants**
o In plants, gases are exchanged via stomata
o Transport of water (via capillary action, root pressure and transpiration) and minerals (via translocation)
o Transport of products of photosynthesis and some nutrients | Task 8: Transport systems Extended response (week 3) | Chp 8: p184-207 – Set 8.1-8.4
9: p212-225 – Set 9.1-9.2 |
| 4 | **Plant adaptations to minimise water loss:**
- Adaptations of terrestrial Australian plants to minimise water loss in an arid environment | Task 9: Multicellular organism test. (Week 4) | |
| 5 - 6| Revision week & Exam week: | Task 10: Exam | |
**END OF SEMESTER 2**
## Semester 1 – UNIT 1 Chemical Fundamentals
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | 12.5% | Task 4- Lab Book
Collection of experimental write-ups from Semester One | 12.5% | Term 2 Week 6 |
| Extended Response | 5% | Task 2- Extended Response 1
Nanomaterials and Nanotechnology | 5% | Term 1 Week 7 |
| Test | 6% | Task 1- Test 1: Atoms and Elements
Traditional test on properties and structure of atoms & elements including science inquiry knowledge. | 1% | Term 1 Week 2 |
| | | Task 3- Test 2: Intramolecular Bonding
Traditional test with 80% properties and structure of material including science inquiry knowledge and 20% prior knowledge. | 5% | Term 1 Week 9 |
| Exam | 20% | Task 5- Semester One Examination | 20% | Term 2 Week 8/9 |
## Semester 2 – Molecular Interactions & Reactions
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | 12.5% | Task 9- Investigation
Design, conduct and analyse an investigation on factors impacting rate of reaction. | 12.5% | Term 4 Week 4 |
| Extended Response | 5% | Task 7- Extended Response 2
Research and validation on different chromatographic techniques including uses, advantages and disadvantages. | 5% | Term 3 Week 6 |
| Test | 9% | Task 6- Test 3: Intermolecular Forces & Organic Chemistry
Traditional test with 80% intermolecular forces & organic Chemistry including science inquiry knowledge and 20% prior knowledge. | 5% | Term 3 Week 4 |
| | | Task 8-Test 4: Aqueous Solutions & Acidity
Traditional test with 80% aqueous solutions and acidity including science inquiry knowledge and 20% prior knowledge. | 4% | Term 3 Week 10 |
| Exam | 30% | Task 10- Semester Two Examination | 30% | Term 4 Week 6/7 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
# COURSE OUTLINE 2021
## ATAR CHEMISTRY
### YEAR 11
Semesters 1 & 2 – UNITS 1 & 2
| Week | Topics/Syllabus | Assessments | Resources |
|------|---------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| | **Term 1** | | |
| | **Topic 1: Properties and Structure of atoms** | | |
| 1 | SHE: History of the atom | | Pearson Chapter 2.1 & 2.2 |
| | Atoms | | Course Reader (CR) page 2-4 & 16 |
| | • Subatomic particles | | |
| | Elements | | |
| | • Structure of periodic table | | |
| | • Electron configuration | | |
| | • Valence electron shells and bonding capacity | | |
| 2 | • Trends of the Periodic table | Task 1: Test 1: Atoms & Elements | Pearson Chapter 3 |
| | Analytic techniques | | CR page 5-10 |
| | • Flame Tests | | |
| | • Atomic Absorption Spectroscopy (AAS) | | |
| 3 | Isotopes | | Pearson chapter 2.3 & 2.4 |
| | • Relative atomic mass | | CR page 11-15 & 17 |
| | Mass Spectrometry (MS) | | |
| | Pure substances | | |
| | • Elements & compounds | | |
| | • Molecular Formulae | | |
| | **Topic 2: Properties and Structure of Materials** | | |
| 4 | Separation of mixtures based on: particle size, solubility, density & Boiling Point | | Pearson chapter 1 |
| | | | CR 18 |
| 5 | Metallic Bonding | | Pearson Chapter 4 |
| | • Model of metallic bonding | | CS 19 & 34 |
| | • Properties of metals | | |
| | o Malleability, conductivity, MP | | |
| | SHE: Nanomaterials | | |
| 6 | Ionic Bonding | | Pearson Ch 5 |
| | • Model of ionic bonding and ions | | CS 20-25 |
| | • Properties of ionic compounds | | |
| | o MP, brittle, conductivity | | |
| | • Ionic Formulae | | |
| 7 | Covalent Network Substances | Task 2: Extended Response 1: Nanomaterials and nanotechnology | Pearson Ch 6 |
| | • Model of CNS | | CS 25-26 |
| | • Properties | | |
| | o MP, hardness, conductivity | | |
| | • Allotropes | | |
| | o Diamond, graphite & Fullerenes | | |
| 8 | Covalent Molecular Substances | | CS 27-32 |
| | • Model of CMS | | |
| | • Properties | | |
| | o MP & conductivity | | |
| | • Molecular Formulae | | |
| 9 | Topic 2 revision | Task 3: Test 2: Intramolecular Bonding | CS page 33 |
| Week | Topics/Syllabus | Assessments | Resources |
|------|--------------------------------------------------------------------------------|-------------|--------------------|
| | **Term 2** | | |
| | **Topic 3: Chemical Reactions** | | |
| 1 | Chemical Reactions | | CS 35-42 |
| | • Balanced molecular and ionic equations | | |
| | • Types of reactions | | |
| | o Precipitation and acid-base reactions | | |
| 2-3 | Percentage composition calculations | | Pearson Ch 9 |
| | Mole | | CS 42 & 43-45 |
| | • Avogadro’s number of particles | | |
| | • Relationship between mass, moles and molar mass | | |
| | • Law of conservation of mass | | |
| 4 | Enthalpy | | Pearson Ch 10 |
| | • Phase changes, Kinetic & potential energy | | |
| | • Law of conservation of energy | | |
| 5 | Endothermic and Exothermic | | CS 46-47 |
| | • Breaking of existing bonds & forming new bonds | | |
| | • System and surroundings | | |
| | • Thermochemical equations and energy profile diagrams | | |
| 6 | SHE: Fossil Fuels and Biofuels | Task 4: Lab Book | Pearson Ch 11 |
| | • Coal, oil, petroleum & natural gas | | CS 47-48 |
| | • Biogas, biodiesel and bioethanol | | |
| | • Energy output, suitability for purpose and products of combustion | | |
| 7 | Exam Revision | | Practice exams |
| 8-9 | Exams | Task 5: Semester One Exam | |
| | | | |
| | **END OF SEMESTER 1** | | |
| | **Semester 2 – Unit 2 – Molecular Interactions & Reactions** | | |
| | **Topic 4: Intermolecular Forces** | | |
| 10 | Polarity and Electronegativity | | Pearson Ch 12 |
| | • Dispersion forces | | |
| | o Surface Area, Molecular Mass and number of electrons | | |
| | • Dipole-Dipole forces | | |
| | • Hydrogen Bonding | | |
| | Atomic Radii | | |
| 11 | VSEPR theory | | CS 49-55 |
| | • Explain, predict and draw molecules | | |
| | • Symmetry & electronegativity | | |
| | Solubility of ionic, polar and non-polar substances | | |
| | Intermolecular forces and ion-dipole interactions | | |
| | **Term 3** | | |
| | **Topic 5: Organic Chemistry** | | |
| 1 | Hydrocarbons- Alkanes | | Pearson Ch 8 |
| | • Chemical and physical properties | | Cs 56-69 |
| | • Molecular structural formulae | | |
| | • IUPAC nomenclature | | |
| | • Reactions | | |
| 2 | Alkenes | | |
| | • Chemical and physical properties | | |
| | • Molecular structural formulae | | |
| | • IUPAC nomenclature | | |
| | • Reactions | | |
| 3 | Benzene and introduction to Functional Groups | | |
| | • Chemical and physical properties | | |
| | • Molecular structural formulae | | |
| | • IUPAC nomenclature | | |
| | • Reactions | | |
| Week | Topics/Syllabus | Assessments | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 4 | SHE: Chromatography
• Thin layer, Gas and High performance liquid chromatography | **Test 3:** Intermolecular forces & Organic Chemistry | Pearson Ch 13
CS 70-71 |
| | **Topic 6: Gas laws** | | |
| 5 | Kinetic Theory
• Ideal gas
• Qualitative relationships
o Pressure, temperature and volume | | Pearson Ch 14
CS 72-73 |
| 6 | Mass and Volume
• Gas calculations at STP
• Introduction of ideal gas equation | **Extended Response 2:** Chromatographic Techniques | Pearson Ch 15
CS 74 |
| | **Topic 7: Aqueous solutions and Acidity** | | |
| 7 | Water
• Physical properties
o MP, BP, density and surface tension
SHE: Potable water | | Pearson Ch 16
CS 75 |
| 8 | Solutions
• Types of Solutions; saturated, unsaturated and supersaturated
• Concentration: Mol L\(^{-1}\), g L\(^{-1}\) and ppm
• Effect of temperature | | Pearson Ch 17
CS 76-80 |
| 9 | Arrenhius model
• Strong and weak acids & Bases
pH
• Measure of acidity
• Calculating pH | | Pearson Ch 18 & 19
CS 81-84 |
| 10 | Indicators and pH
Mole
• Calculating mass of solute
• Concentration and volume | **Test 4:** Aqueous solutions and acidity | Pearson Ch 18 & 19
CS 81-84 |
**Term 4**
**Topic 8: Collision Theory and Rates of Reaction**
| Week | Topics/Syllabus | Assessments | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 1-2 | • Collision Theory
o Activation energy
o Energy profile diagrams
• Measuring Rate of reaction | | Pearson Ch 18 & 19
CS 81-84 |
| 3-4 | Rates of Reaction
• Explaining and predicting effects of changing
o Concentration, Temperature, Pressure, Surface area and use of catalysts
▪ Catalysts: enzymes and metal nanoparticles
SHE: Catalysts in Industry | **Investigation 1:** Rate of Reaction | Pearson Ch 18 & 19
CS 81-84 |
| 5 | Exam Revision | | CS 85-91 |
| 6-7 | Exams | **Semester Two Exam** | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Project | Task 1: Project 1 – DFD
Review the system development methodologies and create system development documentation based upon a given scenario. | 5% | Term 1 Week 4 |
| | Task 4: Project 2 – Database
Follow the System Development Life Cycle to design, develop and implement a database based upon a scenario. | 15% | Term 2 Week 5 |
| | Task 8: Project 3 – Python Programming
Develop programming solutions based upon a given scenario by the University of Sydney | 3% | Term 3 Week 6 |
| | Task 9: Project 4 – Programming
Follow SDC to design, develop and implement software solution based upon a given scenario. | 17% | Term 3 Week 9 |
| Theory Test | Task 2: Theory-Test 1
System Analysis and Development | 5% | Term 1 Week 6 |
| | Task 5: Theory-Test 2
Managing Data | 5% | Term 2 Week 6 |
| | Task 7: Theory-Test 3
Developing Software | 3% | Term 2 Week 10 |
| | Task 11: Theory-Test 4
Networks and Communications | 7% | Term 4 Week 4 |
| Practical Test | Task 3: Practical-Test 1
Spreadsheets | 5% | Term 1 Week 9 |
| | Task 10: Practical-Test 2
Programming | 5% | Term 3 Week 10 |
| Exam | Task 6: Exam 1
Semester 1 Exam | 10% | Term 2 Week 6/7 |
| | Task 12: Exam 2
Semester 2 Exam | 20% | Term 4 Week 6 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------------|-----------|
| 1 | **Course Introduction**
**System Analysis and Development (knowledge)**
- concept of project management, including: planning; scheduling; budgeting; and tracking
- types of system development methodologies: prototyping; and system development life cycle (SDLC)
- stages of the SDLC: preliminary analysis; analysis; design; development; implementation; evaluation and maintenance | | |
| 2 | **System Analysis and Development (skills)**
- systems development documentation as a part of the SDLC: context diagrams using Yourdon/DeMarco notation; data flow diagrams (DFD) using Yourdon/DeMarco notation
- analyse context diagrams and data flow diagrams
- apply context and data flow diagrams using Yourdon/DeMarco notation, as a part of the SDLC | | |
| 3 – 4| **Project 1 - DFD**
Develop a Context and L0 Data Flow diagrams for a business based on a given scenario | Project 1
Week 4 | |
| 5 – 6| **System Analysis and Development (knowledge)**
- types of primary and secondary storage
- concept of boot process (power up to OS booting, including POST)
- storage capacities, including: bit; byte; kilobyte; megabyte; gigabyte; and terabyte
- hardware and software components for a computer system designed for a specific purpose
- role of standard operating environment (SOE)
- role of components in the central processing unit
- concept of the fetch-execute cycle
- troubleshooting strategies
- appropriate physical preventative maintenance measures
- purpose of an ICT code of conduct
- ethics in the development and use of ICT systems
- piracy considerations in the development and use of ICT systems
- digital communications etiquette when using ICT systems | Theory Test 1
Week 6 | |
| 7 – 8| **Managing Data**
Knowledge:
- spreadsheet terms, including: cell; formula; label; functions (sum, average, max, min, count, countif); worksheet; lookup tables (hlookup, vlookup)
Skills:
- create solutions using a spreadsheet application using: functions; charts; lookup table; sorting | | |
| 9 + T2W1| **Managing Data**
Knowledge:
- hierarchical structure of data
- data protection methods
- data types
- database terms | Practical Test 1
Week 9 | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------------|-----------|
| 1 | **Managing Data** | | |
| | - design considerations for visual interfaces and navigation systems within database systems | | |
| | - purpose of database documentation for the user | | |
| | - ethical and legal issues related to the personal use and storage of data | | |
| | - legal requirements and implication of information kept by various organisations about individuals | | |
| 2 - 3| **Managing Data** | | |
| | **Knowledge:** | | |
| | - data modelling using Chen’s notation entity relationships diagrams | | |
| | **Skills:** | | |
| | - resolve simple many to many (M:N) relationship in a multi-table relational database system | | |
| | - create using Chen’s notation entity relationship (ER) diagrams for a simple database solution | | |
| | - create a working relational multi-table database | | |
| | - create a visual interface for users of a database | | |
| | - create database documentation | | |
| 4 – 5| **Project 2 – Database** | Project 2 | |
| | Follow the System Development Life Cycle to develop and implement a relational database based upon a given scenario | Week 5 | |
| 6 | Test Revision | Theory Test 2 | |
| | Week 6 | | |
| 7 | Exam Revision | | |
| 8 - 9| Exams | Exam 1 | |
**END OF SEMESTER 1**
| Term 2 | | Assessment | Resources |
|--------|-----------------------------------------------------------------|------------------|-----------|
| 9 – 11 | **Developing Software** | Theory Test 3 | |
| | **Knowledge** | | |
| | - evolution of programming languages | | |
| | - purpose and function of software to operate a computer system | | |
| | - requirements for software licensing | | |
| | - stages of the software development cycle (SDC): state the problem; plan and design; develop the solution; test the solution; evaluate the solution | | |
| | - factors affecting the development of software | | |
| | **Skills** | | |
| | - apply software development requirements | | |
| | - create a system solution using the SDC | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|-----------|
| 1 – 2| **Programming**
Knowledge
- characteristics of data type
- appropriate naming conventions for variables
- types of code, including: source and executable
- types of control structures
- the concept of data validation
- modelling of an algorithm to test for logic using flow charts
- modelling of an algorithm using flow charts skills
- constants & variables
- use pseudocode to represent a programming solution
- create flow charts to represent a programming solution
- Programming solutions
- apply, using pseudocode and a programming language | | |
| 3 – 6| **Programming**
- types of program or code errors, including: syntax errors; run-time errors and logical errors
- types of control structures, including: selection two-way (if then else) multi-way (nested if); iteration test first (while) test last repeat until fixed (for)
- purpose of internal and external documentation
- apply, using pseudocode and a programming language, the following control structures: sequence, selection and iteration | Project 3
Weeks 3 – 6 | |
| 7 | **Programming**
Use of the following number systems within a computer: binary decimal, hexadecimal | | |
| 8 – 9| **Project 4 – Programming**
Follow SDC to develop and implement software solution based upon a given scenario.
- develop internal and external documentation
- select and apply suitable test data for checking the solution
- use trace tables to test for and debug logic errors | Project 4
Week 9 | |
| 10 | **Programming**
Practical Test 2
Week 10 | | |
### Term 4
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|-----------|
| 1 – 4| **Networks and Communications**
- functions of the following computer hardware components required for networks
- types of communication networks
- technologies appropriate for the implementation of a client/server and peer-to-peer network
- star network topology
- diagrammatic representation of network topologies for LAN and WAN
- characteristics of transmission media
- communication terms
- types of communication protocols
- Methods used to ensure security of information over the internet
- Types of malware
**Skills**
- create network diagrams using CISCO network diagram conventions to represent network topologies for LAN and WAN | Theory Test 4
Week 4 | |
| 5 | **Exam Revision** | | |
| 6 | **Exam Week** | Exam 2
Week 6 | |
**END OF SEMESTER 2**
## ASSESSMENT OUTLINE 2021
### ATAR ENGLISH
#### YEAR 11
**Semester 1 - Unit 1**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Responding | **Task 1: “The Test” Short Story Analysis** | 2.5% | Term 1 Week 2 |
| | Series of comprehension responses completed under timed conditions; studied short story and sighted questions. | | |
| | **Task 2: The Dressmaker In-Class Essay** | 5% | Term 1 Week 6 |
| | Essay response of unseen question, in regard to studied visual text. One page of notes allowed. | | |
| | **Task 4: The Hate U Give Long Essay** | 7.5% | Term 2 Week 2 |
| | Extended response to the studied novel; editing, drafting and planning processes to be utilised. | | |
| | **Task 6: Comprehending Timed Response** | 5% | Term 2 Week 5 |
| | Timed paragraph responses to three unsighted questions, no notes permitted (Comprehending Section). | | |
| Creating | **Task 3: The Dressmaker Oral Presentation** | 10% | Term 1 Week 8 |
| | Oral presentation in groups, focusing on aspects of the film. | | |
| | **Task 5: The Hate U Give Composition Task** | 7.5% | Term 2 Week 4 |
| | Timed persuasive writing in response to a choice of three sighted questions, no notes permitted. | | |
| Exam | **Task 7: Semester One Exam** | 12.5% | Term 2 Week 7/8 |
| | Examination on all topics and concepts covered in Semester One. | | |
**Semester 2 - Unit 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Responding | **Task 8: The Kite Runner In-Class Essay** | 5% | Term 3 Week 1/2|
| | Timed essay response of sighted question; no notes permitted. | | |
| | **Task 10: Miss Representation Long Essay** | 5% | Term 3 Week 8 |
| | Extended response completed over a series of lessons (2-3). Response to be kept with teacher in between lessons. | | |
| | **Task 12: Composition Task** | 5% | Term 4 Week 2 |
| | Choice of exam-style questions, emulating the exam. | | |
| | **Task 13: Comprehending Timed Response** | 5% | Term 4 Week 4 |
| | Timed paragraph responses to three unsighted questions, no notes permitted (Comprehending Section). | | |
| Creating | **Task 9: The Kite Runner Oral Presentation** | 7.5% | Term 3 Week 4 |
| | In groups, students are to prepare a persuasive oral presentation, based on their knowledge and understandings of the studied novel. | | |
| | **Task 11: Miss Representation Feature Article Task** | 10% | Term 3 Week 10 |
| | Under timed conditions, compose a feature article which creatively interprets the documentary film. | | |
| Exam | **Task 14: Semester Two Exam** | 12.5% | Term 4 Week 6 |
| | Examination on all topics and concepts covered in Semester Two. | | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Syllabus Content | Teaching Points | Assessment |
|------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------|
| 1 - 2| **Students will be introduced to a sampling of ATAR concepts and syllabus criteria, and will be required to write responses which adequately address such.** | The syllabus content will be addressed through introduction to and revision of comprehending style writing, narrative conventions and language features. Students will be required to analyse the short story "The Test" by Angelica Gibbs and discuss responses to certain concepts it contains. As part of the assessment, students will answer three sighted and prepared for questions in TEEEL paragraphs. | **RESPONDING:**
Comprehending Response
Week 2 |
| 3 - 8| • Investigate the relationships between language, context and meaning by explaining how texts are created in and for different contexts; analysing how language choices are made for different purposes and in different contexts using appropriate metalanguage.
• Examine the language, structure and features of imaginative, interpretive and persuasive texts, including explaining the ways language features, text structures and conventions communicate ideas and perspectives; analysing how vocabulary, idiom and rhetoric are used for different purposes and contexts.
• Create a range of texts using evidence-based argument; using appropriate quotation and referencing protocols; using strategies for planning, drafting, editing and proofreading; using accurate spelling, punctuation, syntax and metalanguage.
• Analyse and evaluate how responses to texts, including students' own responses, are influenced by personal, social and cultural context.
• Create a range of texts using appropriate form, content, style and tone for different purposes and audiences in real and imagined contexts; drawing on a range of technologies; combining visual, spoken and written elements where appropriate. | This syllabus content will be addressed through revision of film and narrative conventions, focusing on the underlying meanings portrayed within visual texts. Analysis and comprehension activities will be completed to assess student understandings. Students will also be required to understand and utilise an effective essay structure (inclusive of an introduction, TEEEL body paragraphs and conclusion) and should use editing and proofreading skills to improve the quality of their analysis. An introduction to ATAR concepts will allow students to properly and accurately unpack the visual text and discuss such in detail. The essay response will be completed under timed conditions. Following this, students will be required to plan and rehearse an oral presentation which addresses concepts contained within the studied film and uses an appropriate format to articulate such. | **RESPONDING:**
Timed Essay Response
Week 5
**CREATING:**
Oral Presentation
Week 8 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------|
| 9 - 10 | • Compare texts in a variety of contexts, media and modes by explaining the relationship between purpose and context
• Investigate the representation of ideas, attitudes and voices in texts, including analysing the ways language features, text structures and stylistic choices shape perspectives and interpretations.
• Analyse and evaluate how and why responses to texts vary through the impact of language and structural choices on shaping own and others’ interpretations; the ways ideas, attitudes and voices are represented. | This syllabus content will be assessed through the revision of narrative conventions, stylistic features and language choices. Students will investigate and research appropriate contextual information, focusing on the experiences of the past and how these have shaped the future, particularly for African-Americans. Comprehension questions and lead-up class discussions will be completed to consolidate students’ understandings. After analysis and comprehension of the novel, students will be required to complete two assessment tasks which demonstrate their understandings of such. | |
| Term 2 | | | |
| 1 - 4 | As well as the above content, students will be required to address the following syllabus points for this unit –
• Create a range of texts selecting and applying appropriate textual evidence to support arguments; using strategies for planning, drafting, editing and proofreading; using accurate spelling, punctuation, syntax and metalanguage; using appropriate quotation and referencing protocols.
• Create a range of texts using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences; experimenting with text structures, language features and multimodal devices; developing and sustaining voice, tone and style. | Students’ knowledge of this text will be extended and elaborated on, and they will continue to develop their extended responses. Responses will need to demonstrate clear understandings of both the text and appropriate essay writing techniques. Following this, students will be introduced to composition writing, which requires them to choose from a range of questions and write an appropriate response to such. Students will focus on imaginative and persuasive text types and should use these understandings to appropriately and effectively choose a question and form for their own composition. Compositions will be completed under timed conditions. | RESPONDING: Extended Response
Week 2
CREATING: Composition Response
Week 4 |
| 5 | **Students will revise a range of ATAR concepts and syllabus criteria, and will be required to write responses which adequately address such.** | As preparation for the Comprehending Task, students will revise key ATAR concepts for Unit 1 as well as appropriate TEEEL paragraph structure. Students will be given practice questions and texts and analyse and discuss and will complete questions under timed conditions to emulate the style of assessment. The Comprehending Task will be completed under timed conditions – ten minutes reading time, one hour writing time; no notes permitted. | RESPONDING: Comprehending Task
Week 5 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|-----------------|----------------|------------|
| **EXAM REVISION** | | | |
| 6-7 | Covers all syllabus content for Unit 1 | The Exam will cover all content for Unit 1 of the ATAR English Course. As preparation for such, students will review exam structure; review course concepts; review texts studied; review conventions of narrative, expository and film texts; review essay writing process; review planning techniques for unsighted essay questions; complete practice responses and receive teacher feedback on these. | SEMESTER ONE EXAM: Week 7/8 |
| **END OF SEMESTER ONE** | | | |
| **GRAPHIC NOVEL STUDY – THE KITE RUNNER (KALED HOSSEINI)** | | | |
| 8-10 | • Investigate the relationships between language, context and meaning by evaluating the choice of mode and medium in shaping the response of audiences, including digital texts.
• Examine the language, structure and features of imaginative, interpretive and persuasive texts, including explaining the ways text structures, language features and stylistic choices are used in different types of texts; evaluating the impact of description and imagery.
• Analyse and evaluate how responses to texts, including students’ own responses, are influenced by purpose, taking into account that a text’s purpose is often open to debate; the use of techniques associated with imaginative, interpretive and persuasive texts. | Students will be introduced to graphic novel conventions, focusing on how such are used to encourage an audience/reader response and to portray issues; context in regard to the text will be studied (i.e.: authorial context, Afghanistan, religious persecution, etc.) and students will need to connect this understanding with what is viewed in the graphic novel; begin looking at the assessment task, focusing on essay writing structure and ATAR concepts to be addressed. | |
| **Term 3** | | | |
| **GRAPHIC NOVEL STUDY – THE KITE RUNNER (HOSSEINI)** | | | |
| 1 - 4 | As well as the above content, students will be required to address the following syllabus points for this unit –
• Create a range of texts using evidence-based argument; using appropriate quotation and referencing protocols; using strategies for planning, drafting, editing and proofreading; using accurate spelling, punctuation, syntax and metalanguage.
• Reflect on their own and others’ texts by analysing textual evidence to assess the purpose and context of texts; questioning responses to texts. | As part of their assessment tasks, students will be required to revise essay writing protocols. TEEEL paragraph structure and practising writing under timed conditions. Students will also need to identify and adequately discuss textual evidence in their timed essay response. Following this, students will complete an oral presentation task which should focus on their knowledge and understandings of the novel. The presentation will look at key ATAR concepts, particularly issues and context, and students are encouraged to complete additional research in order to accurately address the marking criteria. Presentations will be completed in class for peers and teacher. | RESPONDING: Timed Essay Response Week 1
CREATING: Oral Presentation Week 4 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|----------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|
| | **Term 4** | | |
| | **COMPOSITION TASK** | | |
| 1-2 | • Investigate the representation of ideas, attitudes and voices in texts, including evaluating the effects of rhetorical devices; analysing how attitude and mood are shaped.
• Analyse and evaluate how and why responses to texts vary through the interplay between imaginative, interpretive and persuasive techniques. | Students will be required to look at the Composing Section of the ATAR Exam, focusing on text types and appropriate conventions used within such. Students will practice addressing composition questions and should be able to identify and utilise relevant language features to do such. Students will choose from a range of questions and will plan, draft and prepare to write such under timed conditions. | RESPONDING:
Composition Task
Week 2 |
| | **COMPREHENDING TASK** | | |
| 3-4 | **Students will revise a range of ATAR concepts and syllabus criteria, and will be required to write responses which adequately address such.** | As preparation for the Comprehending Task, students will revise key ATAR concepts for Units 1 and 2, as well as appropriate TEEEL paragraph structure. Students will be given practice questions and texts and analyse and discuss, and will complete questions under timed conditions to emulate the style of assessment. The Comprehending Task will be completed under timed conditions – ten minutes reading time, one hour writing time; no notes permitted. | RESPONDING:
Comprehending Task
Week 4 |
| | **EXAM REVISION** | | |
| 5-6 | **Covers all syllabus content for Units 1 and 2.** | The exam will cover all content for Units 1 and 2 of the ATAR English Course. Review exam structure; review course concepts; review texts studied; review conventions of poetry, prose and drama; review close reading process; review planning techniques for unsighted essay questions; complete practice responses and receive teacher feedback on these. | EXAM:
Week 5/6
Term 4 |
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|------------------|---------------|----------------|
| Geographical Inquiry 20% | Task 3: Geographical inquiry
Atmospheric Hazards Report
Validation Test | 2% 3% | Term 1 Week 9 |
| | Task 5B: Geographic Inquiry
Ecological Hazards
Validation Test | 2% 3% | Term 2 Week 6 |
| Fieldwork/Practical skills 20% | Task 1: Mapping skills test one | 5% | Term 1 Week 3 |
| | Task 5A: Fieldwork report – COVID 19
Data collection from primary and secondary sources | 5% | Term 2 Week 6 |
| Response 30% | Task 2: Short and Extended Response
Overview Hazard Geography and Atmospheric Hazards | 7.5% | Term 1 Week 8 |
| | Task 4: Short and Extended Response
Ecological Hazards | 7.5% | Term 2 Week 5 |
| Exam 30% | Task 6: Exam | 15% | Term 2 Week 8 |
| Geographical Inquiry 20% | Task 5: Geographical inquiry
A) Depth Study 2 Investigate an aspect of culture
B) In-class validation test | 4% 6% | Term 4 Week 2 |
| Fieldwork/Practical skills 20% | Task 2: Mapping skills test | 5% | Term 3 Week 3 |
| | Task 3: Fieldwork Report - McDonald’s
A) Data collection from primary and secondary sources
B) In-class validation test | 2% 3% | Term 3 Week 5 |
| Response 30% | Task 1: Short and Extended Response
Overview Global Networks and Interconnections | 5% | Term 3 Week 2 |
| | Task 4: Short and Extended Response
Investigation of a complex manufactured good | 5% | Term 3 Week 8 |
| | Task 6: Short and Extended Response
Investigate an aspect of culture | 5% | Term 4 Week 4 |
| Exam 30% | Task 7: Semester Two Exam
Unit 1 and 2 | 15% | Term 4 Week 6 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| | **Term 1** | | |
| 1 - 2| **Hazards Overview** | Task 1: Mapping Skills Test 1 | Hazards Networks and Interconnections (p 2-6) |
| | ➢ What is hazard geography? Hazard Classification. | | Mapping Resources supplied |
| | ➢ Classification of natural hazards | | |
| | ➢ Examples of natural hazards | | |
| | **Mapping Skills** | | |
| | • Identify and interpret topographic maps at different scales | | |
| | • Interpret marginal information on maps | | |
| | • Grid coordinates | | |
| | • Compass directions and bearings | | |
| | • Scale: convert scale from one format to another | | |
| 3 - 4| **Distribution and Nature of Hazards** | | Hazards Networks and Interconnections (p 6-11, 17-18) |
| | ➢ Role of spatial technologies in the study of natural and ecological hazards | | Mapping Resources supplied |
| | **Mapping Skills** | | |
| | • Calculate time, speed, distance and area | | |
| | • Interpret relief on a map using contours and height information (spot heights)| | |
| | • Calculate gradient | | |
| | • Interpret, construct and annotate cross sections | | |
| | • Identify and interpret natural and cultural features | | |
| 5 | **Concepts of risk and hazard management as applied to natural and ecological hazards** | | Hazards Networks and Interconnections (p 12-16, 21-39) |
| | ➢ Overview of Natural and Ecological Hazards | | (p 25-30, 59-65) |
| | **Mapping skills** | | Mapping Resources supplied |
| | • Describe site and situation | | |
| | • Identify different relief features, vegetation cover and hydrological features| | |
| | • Construct simple annotated sketch maps | | |
| | • Identify, describe and interpret spatial patterns and relationships | | |
| 6 | **Introduction to Depth Study 1 – Atmospheric Hazards (Cyclones)** | | |
| | ➢ Nature and causes of atmospheric hazards (Cyclones) | | |
| | ➢ Nature of the risks to be managed | | |
| 7 - 8| **Depth Study 1- Atmospheric Hazard (Cyclones)** | Task 2: Short and Extended Response | Hazards Networks and Interconnections (p 65-73) |
| | ➢ Spatial and temporal distribution of Cyclones | | |
| | ➢ Magnitude, duration, frequency, probability and scale of spatial impact of Cyclones | | |
| | ➢ Physical and human factors that explain why some places and people are more vulnerable than others | | |
| | **Mapping Practice - ongoing** | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 9 | **Depth Study 1 – Atmospheric Hazards (Cyclones)** | Task 3: Geographical Inquiry – Depth Study 1 | Hazards Networks and Interconnections (p 73-80) |
| | ➢ Means by which the activities of people can intensify the impacts of atmospheric hazards | | |
| | ➢ Environmental, economic and social impacts of atmospheric hazards in a developed country such as the USA, compared with Asia | | |
| | ➢ Stakeholders affected by atmospheric hazards and their values and viewpoints on recovery and adaptation to future hazards | | |
| | ➢ Sustainability of risk management policies, procedures and practices designed to reduce the impacts of atmospheric hazards | | |
| | **Mapping Practice - ongoing** | | |
| Term 2 | | | |
| 1 - 2| **Introduction to Depth Study 2 - Ecological Hazards (COVID-19)** | | Hazards Networks and Interconnections |
| | ➢ Nature and causes of an Ecological hazard (COVID-19) | | |
| | ➢ Nature of the risks to be managed | | |
| | ➢ Spatial and temporal distribution of COVID-19 | | |
| | ➢ how an understanding of biophysical and human processes can be used to explain the patterns that are identified | | |
| | ➢ Magnitude, duration, frequency, probability and scale of spatial impact of Ecological hazard | | |
| | **Mapping Practice - ongoing** | | |
| 3-4 | **Depth Study 2: Ecological hazards (COVID-19)** | | Hazards Networks and Interconnections |
| | ➢ Physical and human factors that explain why some places and people are more vulnerable than others to COVID-19/Malaria | | |
| | ➢ Means by which the activities of people can intensify the impacts of an Ecological hazard | | |
| | ➢ Environmental, economic and social impacts of Ecological hazards in a developed country such as Australia, compared with Africa | Guest Speaker from Kalgoorlie Regional Hospital | |
| 5 | **Depth Study 2: Ecological hazards (COVID-19)** | Task 4: Topic Test 2 Ecological Hazards | Hazards Networks and Interconnections |
| | ➢ Stakeholders affected by an Ecological hazard, and their values and viewpoints on recovery and adaptation to future hazards in terms of modifying human vulnerability and loss burden | | |
| | ➢ Sustainability of risk management policies, procedures and practices designed to reduce the impacts of an Ecological hazard, in the short and long term, through prevention, mitigation and preparedness | | |
| 6 | **Depth Study 2: Ecological hazards (COVID-19)** | Task 5A Fieldwork Report Task 5B Geographic Inquiry and Validation Test | |
| | ➢ Students to work on completing Task 4A & B | | |
| 7 | Revision Week | | |
| 8-9 | Exams | Task 6 Exam | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 9-10 | **Overview of international integration**
➢ Process of international integration
➢ Advances in transport and telecommunications technologies as a facilitator of international integration
**Mapping Practice - ongoing** | | Hazards Networks and Interconnections (p 156-169) |
| Term 3 | | | |
| 1-2 | **Economic and cultural importance of world cities**
➢ Concept of global shifts of economic and cultural power
**Mapping Practice - ongoing** | Task 1: Short and Extended Response | Hazards Networks and Interconnections (p 170-182) |
| 3-4 | **Depth Study 1: a commodity, good or service (Fast Food Production)**
➢ Nature of fast food production and its process of diffusion
Role played by technological advances in transport and/or telecommunications in facilitating these changes
**Mapping Practice – ongoing**
**Excursion – McDonald’s** | Task 2: Mapping Skills | Hazards Networks and Interconnections (p 201-206) |
| 5-6 | **Depth Study 1: a commodity, good or service (Fast Food Production)**
➢ Role played by governments and enterprises in the internationalization of the production of fast food
➢ Implications of the changes in the nature and spatial distribution of the commodity, good or service for people, places and the biophysical environment
**Mapping Practice - ongoing** | Task 3: Fieldwork Report | Hazards Networks and Interconnections (p 207-214) |
| 7-8 | **Depth Study 1: a commodity, good or service (Fast Food Production)**
➢ Likely future changes in the nature and spatial distribution of the commodity, good or service
➢ The impact of these changes on less developed countries (LDC) in terms of sustainability
**Mapping Practice - ongoing** | Task 4: Short and Extended Response – Depth Study 1 | Hazards Networks and Interconnections (p 214-217) |
| 9-10 | **Depth Study 2: element of culture (Fashion)**
➢ the process of diffusion of the element of culture and its spatial outcomes
➢ Role played by technological advances in transport and/or telecommunications in the diffusion of the element of culture
➢ Role played by transnational institutions and/or corporations in the dispersion of the element of culture
**Mapping Practice - ongoing** | | Hazards Networks and Interconnections (p 265-272) |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 1-2 | **Depth Study 2: element of culture** | Task 5: Geographical Inquiry – Depth Study 2 | Hazards Networks and Interconnections (p 273-4, 274-6) |
| | ➢ Role played by media and emerging technologies in the generation and dispersion of the element of culture | | |
| | ➢ Implications of the changes in the nature and spatial distribution of the element of culture | | |
| | ➢ Likely future changes in the nature and spatial distribution of the element of culture | | |
| | **Mapping Practice - ongoing** | | |
| 3 | **Depth Study 2: element of culture** | | Hazards Networks and Interconnections (p 276-277) |
| | ➢ The ways people embrace, adapt to, or resist the forces of international integration | | |
| | ➢ Role of the media and new technologies in shaping people’s perceptions of place and events through the images and information presented | | |
| | **Mapping Practice - ongoing** | | |
| 4 | **Depth Study 2: element of culture** | Task 6: Short and Extended Response – Depth Study 2 | Hazards Networks and Interconnections (278) |
| | ➢ Likely future changes to the sustainability of indigenous cultures in an increasingly integrated world | | |
| | **Mapping Practice - ongoing** | | |
| 5 | Revision week | | |
| 6-7 | Exams | Task 7: Exam | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|------------------------------------------------------|---------------|----------------|
| Inquiry 20% | Task 1: Inquiry – Determinants of Health | 10% | Term 1 Week 7 |
| | Task 2: Inquiry – OTTAWA Charter | 10% | Term 2 Week 6 |
| Project 30% | Task 4: Project - Community Development | 15% | Term 2 Week 11 |
| | Task 6: Project - NHPA | 15% | Term 3 Week 10 |
| Response 20% | Task 5: Topic Test - SMS & IPS | 10% | Term 3 Week 4 |
| | Task 7: Topic test – Actions and Strategies | 10% | Term 4 Week 4 |
| Examination 30% | Task 3: Semester 1 examination | 15% | Term 2 Week 8 |
| | Task 8: Semester 2 examination | 15% | Term 4 Week 7 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| 1-10 | **Health Inquiry:**
Planning a health inquiry
• Identification & description of health issue.
• Development of focus questions to research a health issue
Use a range of information to explore a health issue
• identification and use of reliable information sources
• identify and application of criteria for selecting information sources
Interpretation of information
• summary of information
• identification of trends and patterns in data
• development of general conclusions
Presentation of findings in appropriate format to suit audience | | |
| 1-4 | **Holistic Health - Determinants of Health**
• social
o the social gradient
o stress
o early life
o social exclusion
o work
o unemployment
o social support
o addiction
o food
o transport
o culture
• environmental
o features of the natural and built environment
o geographic location
• socioeconomic
o education
o employment
o income
o family
o housing/neighbourhood
o access to services
o migration/refugee status
o food security
• biomedical
o birth weight
o body weight
• Identify and compare health determinants between different cultures such as aboriginal culture.
• impact on personal and community health status of social, environmental, socioeconomic and biomedical determinants of health | Chapter 1 | EST 2019 – Q1, 2
EST 2016 – Q3
• Erin Brockovich
• Growing up Poor in Claymore
• Struggle Street
• Close the Gap
• Guest presenter from Kalgoorlie Health Campus |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|--------------------|
| 5 | **Health Inquiry:** | Chapter 9 | EST – 2018 - Q1 |
| | Planning a health inquiry | | EST 2017 – Q5 |
| | • Identification & description of health issue, | | |
| | • Development of focus questions to research a health issue | | |
| | Use a range of information to explore a health issue | | |
| | • identification and use a range of reliable information sources | | |
| | • identify and application of criteria for selecting information sources | | |
| | Interpretation of information | | |
| | • summary of information | | |
| | • identification of trends and patterns in data | | |
| | • development of general conclusions | | |
| | Presentation of findings in appropriate format to suit audience | | |
| 6-7 | Assessment Work | Task 1: Inquiry Determinants of Health | |
| 8 | **Values, Attitudes, & Beliefs** | Chapter 5 | EST 2016 – Q4 |
| | relationship between beliefs, attitudes, values and health behaviour | | |
| | influence of media, social networking, advertising and marketing on beliefs, | | |
| | attitudes and values | | |
| | identify and link aboriginal values, beliefs such as reciprocity | | |
| 9 | **Values, Attitudes, & Beliefs** | Chapter 4 Section 4 | |
| | use of social marketing | | |
| | • definition and purpose | | |
| | • product, price, place, promotion | | |
| | • examples of health-related social marketing | | |
### Term 2
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|--------------------|
| 1 | **Social and cultural norms** | Chapter 6 | EST 2018 – Q4 |
| | • definitions of social and cultural norms | | |
| | • influence of the media on social norms and health behaviour | | |
| 2 | **Principles, frameworks, models and theories – Health Promotion** | Chapter 3 Section 1-2 | |
| | definition of health promotion | | |
| | framework for health promotion, including: | | |
| | • focus (individuals, groups, populations) | | |
| | • strategies (educational, motivational, operational, economic, regulatory, | | |
| | technological) | | |
| | • impact (behavioural and environmental adaptations) | | |
| | • outcomes (better health) | | |
| | • purpose and elements of the Ottawa Charter for health promotion | | |
| 3 | **Actions and strategies – Ottawa charter** | Chapter 2 | EST 2018 – Q3 |
| | action areas of the Ottawa Charter | | |
| | • building healthy public policy | | |
| | • developing personal skills | | |
| | • creating supportive environments | | |
| | • strengthening community action | | |
| | • reorienting health services | | |
| 4 | • Purpose and elements of the Jakarta Declaration on Health Promotion | Chapter 2 | |
| | • National strategic Framework for Chronic Conditions | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|---------------------------------------------------------------------------|
| 5-6 | Assessment Work | Task 2: Inquiry OTTAWA Charter | |
| 7 | Semester 1 Exam Preparation | | |
| 8 | Examination Week | Task 3 Semester 1 examination | |
| | **END OF SEMESTER 1** | | |
| 9 | Principles, frameworks, models and theories – Community Development
definition and purpose of community development
community development principles
- sustainability
- diversity
- social justice
- human rights
- addressing disadvantage
- valuing local culture, knowledge, skills and resources
relationship between participation and empowerment in community development
levels of participation in community development
- information
- consultation
- joint decision making
- acting together
- supporting community interests | Chapter 10 | • Guest presenter from town council
presentation and information of previous and current community projects |
| 10-11| Assessment Work
Community development projects within aboriginal communities | Task 4: Project Community Development | |
### Term 3
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|---------------------------------------------------------------------------|
| 1 | Self-management skills
- coping strategies and skills
- stress management
- time management
- accessing support | Chapter 7 | 2019 – EST Q6
2016 EST – Q2
• Guest presenter – Yoga seminar |
| 2 | Self-management skills
definition of, and competencies for, Emotional Intelligence
- self-awareness
- self-regulation
- self-motivation
- social awareness
- social skills | Chapter 7 | 2019 – EST Q6
2016 – Q2 |
| 3 | Interpersonal skills
skills required for working effectively with individuals and groups
- negotiation
- conflict resolution
- mediation
- leadership
- influence of introvert and extrovert personality styles on communication
- Putting interpersonal skills into application to community effectively with other cultures.
Interpersonal skills
- characteristics and appropriate use of autocratic, democratic and laissez-faire leadership styles | Chapter 8 | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 4 | End of Unit Test Revision | **Task 5: Topic Test**<br>**SMS & IPS** | |
| 5 | **Consumer health – Health Literacy**<br>• definition of, and skills required for, health literacy<br>• accessing, reading and comprehending health information<br>• engaging in self-care and disease management<br>• factors influencing the use of health products and services<br>• media<br>• transport<br>• cost<br>• consumer confidence | Chapter 4<br>Section 1 -3 | EST 2019 – Q3, 4, 5<br>EST 2017 – Q1, 4 |
| 6 | **Actions and strategies - Epidemiology**<br>• Role and measures of Epidemiology<br>• mortality<br>• morbidity<br>• life expectancy<br>• incidence and prevalence of disease<br>• burden of disease | Chapter 11 | |
| 7 | **Actions and strategies - preventive strategies to maintain, avoid and manage risk for personal and community health**<br>purpose and elements of the Health Belief Model<br>• perceived susceptibility<br>• perceived severity<br>• perceived barriers<br>• perceived benefits<br>• cues to action<br>• self-efficacy<br>screening<br>immunisation<br>health education<br>Primary, secondary and tertiary | Chapter 3<br>Section 3-5 | |
| 8 | **Principles, frameworks, models and theories – NHPA’s**<br>• purpose of the Australian National Health Priority Areas (NHPAs) initiative | | |
| 9-10 | Assessment Work | **Task 6: Project NHPA** | |
| | **Term 4** | | |
| 1-3 | **Consumer health**<br>ethical issues arising from contemporary health practices<br>• organ and tissue donation<br>• in-vitro fertilisation<br>• stem cells<br>• genetically modified foods | Chapter 12 | EST 2017 – Q2, 3 |
| 4 | Test Revision | **Task 7: Topic test**<br>**Actions & Strategies** | |
| 5 | Semester 2 Exam Preparation | | |
| 6 | Examination Week | **Task 8**<br>**Semester 2 Examination** | |
| 7 | Examination Week | | |
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | Task 1: Practical Diffusion - movement across a membrane | 3% | Term 1 Week 2/3|
| | Task 4: Enzyme Action Investigation | 7% | Term 2 Week 3/4|
| Extended Response | Task 3: Effect of Lifestyle Factors | 7.5% | Term 1 Week 9 |
| Test | Task 2: Test – cells, metabolism, circulatory system | 5% | Term 1 Week 7 |
| | Task 5: Test 2 - Traditional test format about respiratory, digestive & musculoskeletal systems | 7% | Term 2 Week 6 |
| Exam | Task 6: Semester One Exam Unit 1 | 15% | Term 2 Week 8/9|
| Science Inquiry | Task 8: Inheritance Practical Science Inquiry about Inheritance | 10% | Term 3 Week 7 |
| Extended Response | Task 9: Effect of Maternal Lifestyle Choices | 7.5% | Term 3 Week 9/10|
| Test | Task 7: Topic Test 2 Traditional test format about excretion, DNA, epigenetics | 6% | Term 3 Week 3 |
| | Task 10: Topic Test 3 Traditional test format inheritance, cell division, human reproduction | 7% | Term 4 Week 3 |
| Exam | Task 11: Semester Two Exam Unit 1 and 2 Exam | 25% | Term 4 Week 6 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: ______________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------|
| 1 | **Science Inquiry Skills:**
- Designing, conducting and analysing scientific investigations | | Chapter 1 & 2 |
| 2-3 | **Cells and Tissues:**
- Cell organelles structure and function
- Cell membrane structure and function
- Exchange of materials & factors affecting exchange
- Structure and function of various tissues in the body
- Use of microscopes | Task 1: Diffusion practical (week 2/3) | Chapter 3, 4 & 5 |
| 4-5 | **Metabolism:**
- Anabolic and catabolic reactions
- Aerobic and anaerobic cellular respiration
- Requirements for efficient metabolism – essential nutrients
- Enzymes, factors affecting enzyme functioning
- How drugs can compromise body function
- Propose hypothesis, collect and process data, evaluate results and communicate conclusions. | | Chapter 6 |
| 6-7 | **Circulatory System:**
- Structure and function – cell/tissue/organ level
- Transport of materials in internal environment
- Components of blood and their roles in transportation, clotting and protection.
- Structure and function of lymphatic system
- Blood groups & transfusions
- Effects of lifestyle choices on function of system
- Effects of lifestyle choices on circulatory system and treatments | Task 2: test on Cells, metabolism, circulatory week 7 | Chapter 7 |
| 8-9 | **Respiratory System:**
- Structure and function and interaction with circulatory system
- Efficient exchange of gases
- Process of breathing
- Effects of lifestyle choices on respiratory system and treatments
- Interpret a range of scientific texts, consider quality and use evidence to construct arguments. | Task 3: Lifestyle Choices Extended Response (wk 9) | Chapter 8 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------|
| 1 - 3| **Digestive System:**
- How structure and function facilitates the supply of nutrients to cells
- Mechanical and chemical digestion, and elimination
- Absorption through circulatory and lymphatic systems
- How diet/lifestyle choices affects body functioning (long & short term) and treatments | Validation Task 3: Week 1
Task 4 : Enzyme Practical (wk 3/4) | Chapter 9 |
| 4 - 5| **Musculoskeletal System – skeleton:**
- Structure and function of bones (support, protection, movement, posture) at cell and tissue level
- Role of cartilage in providing support, protection, movement
- Types of joints and range of movement
- Structure of a synovial joint
- Osteoporosis & osteoarthritis – cause, symptoms and treatments
- Designing, conducting and analysing investigation | | Chapter 12 |
| 6 | **Musculoskeletal System - muscles:**
- Structure and function of muscles
- Sliding filament theory and contraction
- Movement through paired muscles and stabilisers
- Types of muscle
- Posture and muscle tone | Task 5 : test on Respiratory, digestive & Musculoskeletal system week 6 | Chapter 11 |
| 7 | **Revision:**
- In-class revision | | |
| 8-9 | **Semester Examination** | Task 6: Semester Examination | |
| | **END OF SEMESTER 1** | | |
| 9 - 11| **Excretory System:**
- Role of liver, lungs, skin and kidney in the regulation of body fluids, removing waste and balancing nutrients
- Deamination of amino acids
- Structure of urinary system and kidney
- Process of urine formation in the nephron
- Effects of lifestyle choices and treatments (kidney failure) | | Chapter 10 |
| 1 - 2| **DNA:**
- Structure of DNA in nucleus & mitochondria
- Properties of the DNA molecule and function
- Process of DNA replication
- Protein synthesis – transcription and translation (gene expression).
- How modern biotechnological techniques have increased understanding of DNA and gene expression. | | Chapter 13 |
| 3 | **Epigenetics:**
- Epigenetics- methylation, acetylation and histone modification
- Gene expression depends on factors controlling protein synthesis, the products of other genes and the environment | Task 7: Test Excretory, DNA & Epigenetics | Chapter 13 |
| 4 | **Cell Division – Mitosis:**
- The cell cycle
- Process of mitosis – where, when, how & why
- Types of stem cells and their ability to divide rapidly and differentiate
- How uncontrolled division can lead to tumours/cancers
New technologies have made early detection of cancers possible, including Pap smear, breast screening and blood tests for prostate cancer, | | Chapter 14 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 5 | **Cell Division – meiosis:**
- Process of meiosis – where, when, how & why
- How meiosis and fertilisation can cause variation
- Mutations – chromosomal vs gene
- Comparison of mitosis to meiosis | | Chapter 15 & 24 |
| 6 - 7| **Inheritance:**
- Genotype and phenotype
- Relationship between allele, gene and chromosome
- Punnett squares – predicting phenotype/genotype frequency
- Inheritance patterns: dominance, co-dominance, autosomal and sex-linked mode of inheritance
- Multiple alleles and blood groups
- Huntington’s, PKU, colour-blindness, haemophilia
- Pedigree chart for families with genetic disorders - patterns
- Karyotypes
- DNA profiling to determine parentage
- Genetic screening in adults has implicit ethical considerations | Task 8: Inheritance Practical (wk 7) | Chapter 22 & 23 |
| 8 - 9| **Human Reproductive Systems:**
- How the structure and function of the reproductive systems facilitate the production and delivery of gametes and production of offspring
- Production of gametes by oogenesis and spermatogenesis
- Regulation of male and female reproductive systems by hormones
- Menstrual cycle (ovarian & uterine) | | Chapter 15 & 16 |
| 10 - 1| **Human Reproduction:**
- Timing of intercourse for conception
- Fertilisation and implantation processes
- Development of embryo after implantation including development of germ layers – systems of the body
- Placenta development, structure and function
- Stages of labour and changes to circulation at birth | Task 9: Maternal Lifestyle Choices Extended Response
Week 9/10 | Chapter 17, 18 & 19 |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 2 | Lifestyle choices, including diet, illicit drugs, alcohol and nicotine and how they could affect foetal development | | |
| 3 | **Human Reproductive Technologies:**
- Assisted reproductive technologies – ethics/modern advancements, limitations, risks, benefits
- Genetic profiling and screening in adults and embryos, ethical considerations include blood tests, amniocentesis and chorionic villi sampling
- Contraceptive methods limitations, risks, benefits and ethical considerations (steroid hormones, physical barriers, chemical spermicides, sterilisation, and functions after coitus)
- STI’s – transmission, prevention, detection, treatment and health consequences | Task 10: Topic Test 3 wk 3 | Chapter 20 & 21 |
| 4 - 5| **Revision:**
- In-class revision | | |
| 6 | Semester Two Examination | Task 11: Semester Two Exam (wk 6) | |
**END OF SEMESTER 2**
## Semester 1 – UNIT 1: Driver Safety and Hearing
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | **Task 2 Practical:** Newton’s laws of motion. In-class practical and validation test | 10% | Term 1 Week 7 |
| | **Task 3 Investigation:** Vehicle Safety Design and analysis of road statistics | 10% | Term 1 Week 8/9 |
| | Design experiment, collect, process & analyse data | | |
| Extended Response| **Task 5 Extended response:** Hearing aids and cochlear implants Research questions and in class validation. | 5% | Term 2 Week 5/6 |
| Test | **Task 1 Test:** Nervous system, Driver reaction times, factors that affect the driver. | 5% | Term 1 Week 5 |
| | **Task 4 Test:** Sound production and transfer and hearing | 5% | Term 2 Week 3 |
| Exam | **Task 6: Semester 1 Examination** Covering all content from unit 1 | 15% | Term 2 Week 8/9 |
## Semester 2 – UNIT 2: Biodiversity and Conservation
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | **Task 9 Practical:** Testing and analysing a local soil and water sample | 15% | Term 4 Week 1/2 |
| Extended Response| **Task 7 Extended Response:** Human impact on biodiversity. Research questions and an in class validation | 5% | Term 3 Week 4/5 |
| Test | **Task 8: Biodiversity and threats to biodiversity test.** | 5% | Term 3 Week 7 |
| | **Task 10: Ecosystem interactions and ecosystem monitoring test.** | 5% | Term 4 Week 4 |
| Exam | **Task 11: Semester 2 Examination** Covering content from Unit 1 and Unit 2 | 20% | Term 4 Week 6 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------|
| 1 | **Science inquiry skills**
- Aim, Hypothesis, Variables
- Materials,
- Method, including risk assessment and ethics
- Tabulating Data, Select, use & interpret data – Graphing, algebraic relationships for elements of motion
- Drawing conclusions from data, report on findings
- Analysing the validity, accuracy and reliability of data obtained | | Course reader: page 2- 15 |
| 2 | **The driver**
- The nervous system
- Pathways of nerve impulses
- Reflexes and reflex pathways | | Course reader: Page 16- 27 |
| 3 | **Driver reaction time**
Factors that affect driver reaction time including:
- Anticipation, Fatigue, Age, Eyesight, Hearing, Environmental distractions, Drugs. | | Course reader: Page 27- 34 |
| 4 - 5| **Factors that affect**
- Blood alcohol concentration including amount consumed, rate of consumption, body size and fat, liver function.
- Stopping distance including reaction and braking distance
- Reaction distance including speed of vehicle and reaction time.
- Braking distance including road and weather conditions, condition of brakes/ABS, condition of tyres, speed and mass, calculation using mass, speed, force, acceleration.
- Detecting drivers under the influence of alcohol and drugs, methods used
**Calculating breaking distance** | Task 1 Test: Nervous system, Driver reaction times, factors that affect the driver. (Week 5) | Course reader: Page 34- 52 |
| 6 | **Newtons laws of motion**
- Newton's Laws of Motion assist in the explanation of the resultant motion of occupants during collisions
- Calculating change in momentum and the implications of unrestrained people and objects in vehicles involved in collisions
- Vehicle safety devices and features – airbags, seatbelts, crumple zones, anti-lock braking systems and electronic stability control – use the application of Newton’s laws and conservation of momentum in their design. | | Course reader: Page 52- 60 |
| 7-8 | - How advancements in scientific knowledge, application of Newtons laws and improved technology have enhanced the safety features in vehicles protecting both occupants and pedestrians.
- Analysis and interpretation of accident statistics can be used to identify major trends to support the development of legislation regarding speed zones, blood alcohol limits and vehicle safety
- Scientific knowledge is used to develop educational campaigns to reduce the over-representation of young drivers involved in road accidents. | Task 2: Investigation: Newtons laws of motion (week 7)
Task 3 Investigation: Vehicle safety Design. (Design week 8, conduct wk 9) | Course reader: Page 52- 60 |
| 9 | **Sound production and transfer**
- Sound waves (type of wave, how produce sound)
- Properties of the wave – wave model
- Calculating velocity, frequency and wavelength. | | Course reader: Page 61- 65 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 1-2 | • Behaviour of sound waves.
- Reflection, refraction, diffraction and interference.
• Understanding echoes and application to design spaces.
- Acoustic properties of materials that can be used to produce specific audio effects. | | Course reader: Page 65-72 |
| 3 | • Detecting frequency and pitch and effect of age | Task 4 Test: Sound production and transfer (Week 3) | Course reader: Page 78 |
| 4-6 | • Causes of hearing loss
- Conductive
- Nerve
• Preventing hearing loss caused by excessive loud noise
• Workings of hearing aids and cochlear implants.
- Hearing aids and cochlear implants are devices developed from an improved understanding of the mechanisms of hearing; these devices have improved lifestyles of people suffering from hearing impairment
- Developments in technology and physiological testing of hearing have enabled early diagnosis of loss, and the implementation of strategies for protection
- Use of personal music devices has resulted in increased incidence of noise-induced hearing loss. | Task 5 Extended response: Hearing aids and cochlear implants. (research week 5 in class validation week 6) | Course reader: Page 79-91 |
| 7 | Revision for exam | | |
| 8-9 | Semester Examination | Task 6 Exam | |
| 10 | • Biodiversity
- genetic, species and ecosystem
• Factors that affect Biodiversity
• Natural Changes to biodiversity over time. | | Course reader: Page 92-98 |
| 11 | • Human population growth is the main driver of the pressures on biodiversity, with increased demand on resources to meet requirements for survival | | Page 99 |
| 1-3 | • Biodiversity is threatened through deterioration of habitat quality by:
- clearing of land for agriculture, industry and urbanisation
- fragmentation of native ecosystems
- extraction of natural resources
- altered fire regimes
• The decline in reproduction and survival of plant and animal species is affected by:
- invasive species and pathogens
- pressures from stock animals
- pollution by chemical and/or solid waste
- changed hydrology caused by over-extraction, nutrient loading and changes to local climate | | Course reader: Page 99-115 |
| 4-5 | • Environmental impact statements
• Importance of biodiversity
• The interrelationship between the ecosystem services and human needs, including food, shelter, security, health and social activities | Task 7 Extended response: Human impact on biodiversity. (Research week 4, in class validation week 5) | Course reader: Page 115-120 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------|
| 6-7 | • **Models of ecosystem interactions**<br> - Food chains and webs<br> - Successional models<br>• **Using the models to predict the impact of change** | Task 8 Test: Biodiversity and threats to biodiversity test. Week 7 | Course reader: Page 121- 127 |
| 8-10 | • **Ecological monitoring**, including satellite imagery and photography, needs to occur in areas undisturbed and disturbed by human activity so that the effects on communities can be compared<br>• **Distribution and abundance**<br>• **Ecological monitoring**<br> - Satellite imagery and photography<br> - Capture- mark- recapture, Quadrat surveys, Line transects, Radio and video tracking, Scats and tracks | | Course reader: Page 128- 133 |
| Term 4 | | | |
| 1 | • **Analysis of ecological monitoring methods** recognising patterns and trends in ecosystem changes relies on interpretation of data and the reliability of the surveying techniques used<br>• **Scientists use data from a variety of sources** to offer valid explanations, make predictions, and evaluate actions and impacts of human activity on biodiversity and the implementation of conservation strategies<br>• **Sustainable management of overexploited** terrestrial and marine resources is attempting to stop decline of biodiversity | Task 9 Investigation: Testing and analysing a local soil and water sample (Week 1/2) | |
| 2-4 | • **Monitoring soil and water quality**<br> - pH, salt, nitrate, solid wastes | Task 10 Test: Ecosystem interactions and ecosystem monitoring.(wk 4) | Course reader: Page 133- 139 |
| 5 | Revision for exam | | |
| 6 | Semester Examination – Unit 1 & 2 | Task 11 Examination | |
**END OF SEMESTER 2**
# ASSESSMENT OUTLINE 2021
## ATAR LITERATURE
### YEAR 11
#### Semesters 1 & 2 – UNITS 1 & 2
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Short written response 35% | **Task 1: Gwen Harwood – In-Class Essay**
Timed essay response of sighted question; page of notes allowed. Essay will focus on concepts. | 3% | Term 1 Week 3 |
| | **Task 4: Cosi – In-Class Essay**
Timed essay response to *Cosi* focusing on reader expectations and other stipulated concepts. | 7% | Term 2 Week 1 |
| | **Task 5: Jasper Jones – In-Class Essay**
Timed essay response; question given on day of assessment. Responses are expected to demonstrate clear understandings of literary devices/language as well as context. | 5% | Term 2 Week 4 |
| | **Task 7: Readings Journal**
Complete readings that accompany each unit of work, focusing on proper skills and practising analysis of unseen prose, poem and drama extracts. | 2.5% | Ongoing |
| Extended written response 15% | **Task 3: Cosi – Extended Written Response**
Extended response on the studied play; drafting and editing processes to be utilised. Focus on culture, context and the power of language to represent such. | 7.5% | Term 1 Week 8 |
| Creative production of literary texts 10% | **Task 2: Gwen Harwood – Creative Writing**
Creative production of a poem, prose or drama text, reflecting on understandings and analysis of a Gwen Harwood poem. | 5% | Term 1 Week 5 |
| Oral 10% | **Task 6: Jasper Jones - Tutorial**
In pairs, construct a tutorial reviewing a particular issue/idea and a chapter from the novel. Focus on representations of the past, language use within the text and different groups/contexts that are presented. | 5% | Term 2 Week 6 |
| Exam 30% | **Task 8: Semester One Exam**
Examination on all Unit 1 topics and concepts covered in Semester One. | 15% | Term 2 Week 8/9 |
| Short written response 35% | **Task 10: Seamus Heaney – In-Class Essay**
Timed essay response from one of two choices; reading or essay response to a question. Responses will critically evaluate text/poet and justify such through own readings/interpretations. | 5% | Term 3 Week 3 |
| | **Task 12: The Great Gatsby – In-Class Essay**
Timed essay response on unseen question. Essay will focus on Syllabus concepts such as context, perspective and reader interpretation. | 5% | Term 3 Week 8 |
| | **Task 13: The Crucible – In-Class Essay**
Timed essay response on the play, drafting and editing processes to be utilised. Response will discuss how text structures, language features and stylistic choices provide a framework for audiences’ expectations, responses and interpretations. | 5% | Term 3 Week 10 |
| | **Task 15: Readings Journal**
Complete readings that accompany each unit of work, focusing on proper skills and practicing analysis of unseen prose, poem and drama extracts. | 2.5% | Ongoing |
| Extended written response 15% | **Task 11: The Great Gatsby – Extended Written Response**
Close reading of the novel, focusing on ideologies, reader response and how textual and language features are used to form such. | 7.5% | Term 3 Week 6 |
| Oral 10% | **Task 9: Seamus Heaney – Reading and Explanation**
Compose a reading of two Seamus Heaney poems (not studied in class) and present this to your peers with a written explanation of such. This assessment should be used to inform and teach the class about the poet and selected poems. | 5% | Term 3 Week 2 |
| Creative production of literary texts 10% | **Task 14: The Crucible – Creative Task**
Rewrite part of the play, transferring the characters and events to a modern context. The rewrite can be either as a script or narrative, and should demonstrate clear knowledge of literary devices and context. | 5% | Term 4 Week 3 |
| Exam 30% | **Task 16: Semester Two Exam**
Examination on Unit 2 topics and concepts covered in the year. | 15% | Term 4 Week 6/7 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Syllabus Content | Teaching Points | Assessment |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------|
| 1 - 5| • How the production and reception of texts is informed by an understanding of the conventions usually associated with a genre.
• The use of figurative language, including simile, metaphor, symbolism, metonymy and synecdoche to represent concepts; and rhetorical devices to shape texts, including irony, hyperbole and exclamation.
• Developing connections between real and imagined experiences.
• Drawing on knowledge and understanding of storytelling, style and the structure of texts.
• Experimenting with aspects of style and form to achieve particular effects.
• Reflecting on familiar and emerging literary forms for particular audiences and purposes. | This syllabus content will be addressed through revision of poetic conventions: annotating, completing a SPECS and SLIMS analysis and comprehension/analysis activities of selected poems; examining themes and issues in selected poems; examining the context of poet and poems; completing planning, drafting and editing processes for extended written response. Students will also experiment with different modes, media and forms, and will adapt literary conventions for specific audiences by planning, drafting and editing their own creative production, with their choices justified by a written rationale. Their rationale should outline the impact of literary conventions and stylistic techniques, and their final product should experiment with content, form, style, language and medium to manipulate grammatical and stylistic elements for ideological and/or aesthetic purposes. | SHORT WRITTEN RESPONSE: In-Class Essay Week 3
CREATIVE PRODUCTION OF LITERARY TEXTS: Creative Task Week 5 |
| 6 - 9| • The use of sound and visual devices in literary texts to create particular effects, including alliteration, assonance, prosody, rhyme, imagery, typography, music, set design, properties and lighting.
• Approaches to characterisation, including the use of archetypal figures, authorial intrusion, the dramatisation of a character’s inner life and the use of interior monologue.
• How there are different reading practices or strategies, such as reading with an emphasis on various representations; or reading with a focus on different contexts; or reading intertextually, that is, reading that focuses on connections between texts. Different reading strategies produce different readings. | The syllabus content will be addressed through revision of dramatic conventions and language devices; reading and completing comprehension/analysis activities on *Cosi* examining themes, issues, values and attitudes presented in the play; examining the context of author and play; exploring the use of literary techniques and completing an in-class essay response under timed conditions. | EXTENDED WRITTEN RESPONSE: Extended Analytical Essay Response Week 8 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|----------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|
| 1 | Structuring arguments using relevant textual evidence.
Using appropriate linguistic, stylistic and critical terminology to respond to texts. | When studying *Cosi*, students should be able to make contextual connections between the play and the previously studied poetry (Gwen Harwood) and can comment on how reading intertextually helps them to understand and critique particular representations. Students should also be prompted to evaluate their own and others' ideas and readings using logic and evidence; under timed conditions, produce a reading of a studied and unstudied poem. | SHORT WRITTEN RESPONSE: In-Class Essay Week 1 |
| 1 - 4| Different narrative approaches, including multiple narrators, the unreliable narrator, the omniscient narrator and the use of specific characters' points of view.
The differences between initial personal responses and more studied and complex responses.
How text structures, language features and stylistic elements shape meaning and create particular effects and nuances, including through allusions, paradoxes and ambiguities.
Using stylistic features to craft and articulate readings/interpretations. | The syllabus content will be addressed through students’ evaluating their own and others’ ideas and readings, using logic and evidence, and assessed through the revision of narrative conventions; reading and completion of comprehension/analysis activities on *Jasper Jones*; examination of ideas, themes and issues in the novel; examination of the context of author and novel and completion of planning, drafting and editing processes for an in-class essay. The essay response should demonstrate an understanding of narrators can impact the responses of readers, and how this understanding is formed through text structures, language features and/or stylistic features. Students should also consider the influence of their own context, cultural assumptions, social position and gender when evaluating the novel. | SHORT WRITTEN RESPONSE: In-Class Essay Week 4 |
| 5 - 6| The degree to which individual viewpoints, experiences and contexts shape readings of texts. A reading of a text refers to a meaning that can be made of a text. In responding to a literary text, readers might consider the context of the writer, the society and culture in which the text was produced, their own experience of reading and their own way of thinking about the world.
Using appropriate linguistic, stylistic and critical terminology to analyse and evaluate texts.
Experimenting with different modes, media and forms. | Students’ knowledge of this text will be extended and elaborated on, through reflecting on ways in which language, structural and stylistic choices communicate values and attitudes and shed new light on familiar ideas, and by experimenting with different modes, media and forms. Students will complete planning, drafting and editing processes for tutorial; present oral tutorials. Students should draw on knowledge and experience of genre, literary devices and the interplay of visual and verbal techniques in creating their oral tutorial, and should use appropriate linguistic, stylistic and critical terminology to analyse and evaluate the studied text. In responding to the novel, students should consider the context of the author, the society in which the text was produced, their own contexts and reading strategies and practices, their own experiences of reading and their own ways of thinking about the world. | ORAL: Oral Tutorial Week 6 |
| 7-8 | Covers all syllabus content for Unit 1 | Exam covers all content for Unit 1 of the ATAR Literature Course. Students will review exam structure; review course concepts; review texts studied; review conventions of poetry, prose and drama; review close reading process; review planning techniques for unsighted essay questions; complete practice responses and receive teacher feedback on these. | SEMESTER ONE EXAM: Week 8/9 |
END OF SEMESTER ONE
| Week | Syllabus Content | Teaching Points | Assessment |
|------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|
| 9 - 11 | • The ways in which informed reading influences interpretation of texts.
• The use of a combination of sound and visual devices in literary texts. | Students will address this syllabus content through a revision of poetic discourse and techniques. They will discuss and analyse the poet's context, addressing how this has an impact on their own readings and interpretations of Heaney. Students will complete activities that relate to these understandings prior to starting work on an oral presentation and in-class essay task. Both the presentation and essay response will be completed after school holidays. | |
| Term 3 | | | |
| 1-2 | • Transforming texts studied in one medium or genre to another for different audiences and purposes.
• Reflecting on the significance and effects of variations to texts.
• How readings are constructed as a result of the reading practices or strategies that readers apply and as a result of readers relating the text to their understandings of the world. In this way, multiple readings of a text are possible.
• The use of literary techniques, including poetic, dramatic and narrative structure and devices.
• Organising viewpoints and arguments in different ways, for example, in essays, reviews and visual presentations.
• Selecting appropriate argument and evidence to support readings/interpretations. | Students will experiment with different modes, media and forms to create their own oral presentation which articulates a reading of two Heaney poems. The readings that are constructed should focus on wider understandings of the world, and how literary techniques to develop these understandings. Oral presentations should be structured appropriately and must use sufficient evidence from poems to sustain an argument. | ORAL: Reading Analysis Week 1
SHORT WRITTEN RESPONSE: In-Class Essay Week 2 |
| 3-7 | • The ways in which texts resemble and/or refer to other texts, including through parody, imitation, appropriation and transformation; and the ways in which adaptations of earlier texts allow new insights into original texts.
• How aspects of literary texts have been appropriated into popular culture.
• The ways in which different literary forms may evolve by blending and borrowing conventions from other texts and/or genres.
• The relationship between conventions of genre, audience expectations and interpretations of texts. | This syllabus content will be addressed through the revision of textual and language features; reading and completion of comprehension/analysis activities on *The Great Gatsby*; examining the context of author and novel; reviewing the conventions of essay writing; completing an extended written response that addresses appropriate structure and format. Students should also be encouraged to discuss how aspects of literary texts have been appropriated into popular culture; a comparative essay may be expected. Additionally, students will be required to evaluate the relationship between conventions of genre and audience expectations in their interpretation of the text. Students will demonstrate this knowledge by writing an in class essay response under timed conditions. | EXTENDED WRITTEN RESPONSE: Extended Analytical Essay Response Week 6
SHORT WRITTEN RESPONSE: In-Class Essay Week 8 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|
| 9-10 | • The ways in which texts are influenced by other texts and by contexts
• How the choice and combinations of mode and form transform texts.
• The ways in which text structures, language features and stylistic choices provide a framework for audiences' expectations, responses and interpretations.
• Using appropriate linguistic, stylistic and critical terminology to compare and contrast texts. | This syllabus content will be assessed through the revision of dramatic conventions; reading and completing comprehension/analysis activities on *The Crucible*; examining genre, ideas, values and assumptions presented in the play; examining the context of playwright, play and audience and completing an in-class essay under timed conditions. | SHORT WRITTEN RESPONSE: In-Class Essay
Week 10 |
| Term 4 | | | |
| 1-3 | • Experimenting with different modes, media and forms.
• Integrating real and imagined experiences by selecting and adapting particular aspects of texts to create new texts.
• Using analysis of literary texts to inform imaginative/creative responses.
• Transforming texts studied in one medium or genre to another for different audiences and purposes.
• Reflecting on the significance and effects of variations to texts. | To elaborate on student understandings of *The Crucible*, they will complete a creative production which experiments with different modes, media and/or forms. The creative production should demonstrate a strong analysis of the studied play, and students will be expected to reflect on their work and justify their written response. | CREATIVE PRODUCTION OF LITERARY TEXTS:
Creative Task
Week 3 |
| 4-6 | Covers all syllabus content for Unit 2 | The exam will cover all content for Unit 2 of the ATAR Literature Course. Review exam structure; review course concepts; review texts studied; review conventions of poetry, prose and drama; review close reading process; review planning techniques for unsighted essay questions; complete practice responses and receive teacher feedback on these. | SEMESTER TWO EXAM: Week 6/7 |
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Response 40% | **Task 1: Test 1** | 2.5% | Term 1 Week 4 |
| | Algebra and Applications of Rates and Percentages Use of Spreadsheets | | |
| | **Task 3: Test 2** | 2.5% | Term 1 Week 8 |
| | Pythagoras’ Theorem and Mensuration | | |
| | **Task 4: Revision Assignment 1** | 5% | Term 2 Week 5 |
| | Based on content from Unit 1 | | |
| | **Task 5: Test 3** | 3% | Term 2 Week 6 |
| | Matrices and Matrix Arithmetic, Currency and Shares Similar Figures and Scale Factors | | |
| | **Task 7: Test 4** | 8% | Term 3 Week 2 |
| | Univariate data and Linear equations | | |
| | **Task 9: Test 5** | 7% | Term 3 Week 9 |
| | Trigonometry Ratios, Bearings and Linear Functions | | |
| | **Task 10: Revision Assignment 2** | 5% | Term 4 Week 3 |
| | Based on content from Units 1 and 2 | | |
| | **Task 11: Test 6** | 7% | Term 4 Week 4 |
| | Trigonometry, Simultaneous Equations and Normal Distribution | | |
| Investigation 20%| **Task 2: Investigation 1** | 10% | Term 1 Week 5 |
| | Consumer Arithmetic | | |
| | **Task 8: Investigation 2** | 10% | Term 3 Week 4 |
| | Univariate Data | | |
| Examination 40% | **Task 6: Semester 1 Examination** | 15% | Term 2 Week 8/9 |
| | Based on content from Unit 1 | | |
| | **Task 12: Semester 2 Examination** | 25% | Term 4 Week 6 |
| | Based on content from Units 1 and 2 | | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: ______________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 1 - 2| **Linear and non-linear expressions**
Substitution into algebraic expressions, solving equations and using spreadsheets or equivalent technology to construct a table of values from a formula. (1.2.1 – 1.2.3)
**The Mathematical Thinking Process** | | Sadler 1 Chapter 1 |
| 3 – 5| **Applications of rates and percentages 1: Wages and Budgets**
Calculating payments and wages, preparing personal budgets
Compare prices and apply percentage increases and decreases. Calculating profit and loss in absolute percentage, calculating simple and compound interest (1.1.1 – 1.1.5; 1.1.8) | Task 1: Test 1
Week 4
Task 2: Investigation
1 Week 5 | Sadler 1 Chapters 2, 3 & 4 |
| 6 | **Pythagoras' Theorem**
Solve practical problems in 2 dimensions and simple applications in 3 dimensions.(1.3.1) | | Sadler 1 Chapter 7 |
| 7 – 8| **Mensuration**
Perimeter and area of circles, sectors, triangles, rectangles, parallelograms and composites. volume and surface area of spheres, prisms, cones and pyramids (1.3.2 – 1.3.4) | Task 3: Test 2
Week 8 | Sadler 1 Chapters 8 & 9 |
| 9 | **Matrices and matrix arithmetic**
Store and display information, perform matrix calculations and use matrices to model and solve problems (1.2.4 – 1.2.7) | | Sadler 1 Chapter 6 |
| Term 2 |
|--------|
| 1 | **Matrices and matrix arithmetic**
Store and display information, perform matrix calculations and use matrices to model and solve problems (1.2.4 – 1.2.7) | | Sadler 1 Chapter 6 |
| 2 – 4 | **Similar figures and scale factors**
Two-dimensional similarity, obtaining and using scale factor, obtain measurements from scale drawings. Use scale factors to solve scaling problems. (1.3.5 – 1.3.8) | | Sadler 1 Chapter 10 |
| 5 – 6 | **Applications of rates and percentages 2: Currency and shares**
Use currency exchange rates, calculating dividends paid on a portfolio of shares, compare share values by calculating a price to earnings ratio. (1.1.6 – 1.1.8) | Task 4: Revision Assignment
Week 5
Task 5: Test 3 Week 6 | Sadler 1 Chapter 5 |
| 7 | **Revision**
Unit 1 consolidation and exam preparation | | |
| 8 | **Examination Week (Begins Tues June 8)** | Task 6: Semester 1 Exam | |
| 9 | **Examination Week (Ends Wed June 16)** | | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------------|--------------------|
| 10 - 11 Country Week 11 | **Examination Review (Semester 2 Begins Thurs June 17)**
**Univariate Data:** classify data, use tables and charts to organise and display, and describe distributions using appropriate graphical displays. Location/Spread/Shape Mean, Median, Mode, Range. (2.1.2 – 2.1.4) | | Sadler 2 Chapters 1 & 2 |
| Term 3 | | | |
| 1 – 2 | **Linear Equations**
Identify & solve linear equations, and develop linear formulas from words and solve. (2.3.1 – 2.3.2) | Task 7: Test 4 Week 2 | Sadler 2 Chapter 6 & 7 |
| 3 | **Statistical Investigation Process**
Investigation process and implementation. (2.1.1, 2.1.12) | | Sadler 2 Chapter 5 |
| 4 – 5 | **Comparing Data**
Comparing data for a numerical variable across two or more groups. 5 Number Summary, Box Plots, Standardising scores and standard deviation. (2.1.5 – 2.1.7, 2.1.10, 2.1.12) | Task 8: Investigation 2 Week 4 | Sadler 2 Chapter 3 & 4 |
| 6 – 7 OLNA starts Wk 7 | **Straight Line Graphs**
Construction, equation of a line, interpreting, comparing and piecewise and step applications. (2.3.3 – 2.3.6; 2.3.9 – 2.3.10) | | Sadler 2 Chapter 8 & 9 |
| 8 | **Applications of Trigonometry**
Trigonometry ratios to find sides and angles, angles of elevation/depression and bearings. (2.2.1, 2.2.4) | | Sadler 2 Chapter 10 |
| 9 -10 Vet Block Mon-Thurs Wk 10 | **Non-Right Triangle Trigonometry & Applications**
Area, Herron’s rule, Sine and Cosine rule, bearings. (2.2.2 – 2.2.4) | Task 9: Test 5 Week 9 | Sadler 2 Chapter 11 |
| Term 4 | | | |
| 1 – 2 Vet Block Mon-Thurs Wk 1 | **Simultaneous Linear Equations and Application**
Solving a pair linear equations and intersection of two lines. Linear formula from word description (2.3.7 – 2.3.8) | | Sadler 2 Chapter 12 |
| 2 – 4 | **Normal Distribution**
Standardising scores, quantiles, use of 68%, 95% and 99.7% rule and calculate probabilities for normal distributions. (2.1.6 – 2.1.9) | Task 10: Revision Assignment Week 3
Task 11: Test 6 Week 4 | Sadler 2 Chapter 13 |
| 5 | **Revision**
Unit 1 and 2 consolidation and exam preparation | | |
| 6 | **Examination Week** | Task 12: Sem 2 Exam | |
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Response 40% | **Task 1: Test 1** | | Term 1 Week 5 |
| | Linear, Quadratic Relationships and Trigonometry | 4% | |
| | **Task 3: Test 2** | | Term 1 Week 9 |
| | Powers and Polynomials, Inverse Proportion and Functions and Relations | 4% | |
| | **Task 4: Revision Assignment** | | Term 2 Week 5 |
| | Based on content from Unit 1 | 5% | |
| | **Task 5: Test 3** | | Term 3 Week 6 |
| | Circular Measure, Radian Measure and Trigonometric Functions | 4% | |
| | **Task 7: Test 4** | | Term 3 Week 4 |
| | Probability and Combinations | 6% | |
| | **Task 9: Test 5** | | Term 3 Week 9 |
| | Sequences and Series, Indices and Exponential Functions | 6% | |
| | **Task 10: Revision Assignment** | | Term 4 Week 3 |
| | Based on content from Units 1 and 2 | 5% | |
| | **Task 11: Test 6** | | Term 4 Week 4 |
| | Differentiation and its Applications, anti-differentiation | 6% | |
| Investigation 20%| **Task 2: Investigation 1** | | Term 1 Week 8 |
| | Functions and Graphs | 10% | |
| | **Task 8: Investigation 2** | | Term 3 Week 8 |
| | Sequences | 10% | |
| Examination 40% | **Task 6: Semester 1 Examination** | | Term 2 Week 7 |
| | Based on content from Unit 1 - Functions and Graphs and Trigonometric Functions Only | 15% | |
| | **Task 12: Semester Two Examination** | | Term 4 Week 6 |
| | Based on content from Units 1 and 2 | 25% | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------|--------------------|
| 1 - 2| **Lines and linear relationships:** Midpoint, direct proportion and linearly related variables. Features of $y=mx+c$ intercepts, gradient. Finding the equation of lines given sufficient information including parallel and perpendicular lines. Solving linear equations. (1.1.1 – 1.1.6) | | Sadler 1 Chapter 4 |
| 3 | **Cosine and sine rules:** Review sin, cos and tan ratios. Unit circle definition of sine, cosine and tangent. Relationship between the angle of inclination and gradient of that line. Establish and use sine rule, cosine rule, including ambiguous case. Area of a triangle $A=0.5ab\sin C$ (1.2.1 – 1.2.4) | | Sadler 1 Chapter 1 |
| 4 - 5| **Review of quadratic relationships:** Recognise features of $y=x^2$, $y=(x-b)^2+c$, $y=a(x-b)(x-c)$ and $y=ax^2+bx+c$, including their parabolic nature, turning points, axes of symmetry and intercepts. Solve quadratic equations, including use of the quadratic formula and completing the square. Determine turning points and zeros of quadratics and understand the role of the discriminant. (1.1.7 – 1.1.12) | | Sadler 1 Chapter 5 |
| 6-7 | **Powers and polynomials:** Recognise features of the graphs of $y=x^n$ for $n \in \mathbb{N}, n=-1$ and $n=\frac{1}{2}$, including shape, and behaviour as $x \to \infty$ and $x \to -\infty$. Identify the coefficients and the degree of a polynomial. Expand quadratic and cubic polynomials from factors. Recognise features and determine equations of the graphs of $y=x^3$, $y=(x-b)^3+c$ and $y=k(x-a)(x-b)(x-c)$, including shape, intercepts and behaviour as $x \to \infty$ and $x \to -\infty$. Factorise cubic polynomials in cases where a linear factor is easily obtained. Solve cubic equations using technology, and algebraically in cases where a linear factor is easily obtained. **Inverse Proportion:** Examine examples of inverse proportion. Recognise features and determine equations of the graphs of $y=\frac{1}{x}$ and $y = \frac{a}{x-b}$, including their hyperbolic shapes, and their asymptotes. (1.1.13 – 1.1.20) | Task 1: Test 1 (Week 5) | Sadler 1 Chapter 7 |
| 8 | **Functions:** Understand the concept of a function as a mapping between sets, and as a rule or a formula that defines one variable quantity in terms of another. Use function notation, determine domain and range, recognise independent and dependent variables. Understand the concept of the graph of a function. Examine translations and the graphs of $y=(x)+a$ and $y=f(x-b)$. Examine dilations and the graphs of $y=(x)$ and $y=f(dx)$. Recognise the distinction between functions and relations, and apply the vertical line test. (1.1.23 – 1.1.28) | Task 2: Investigation 1 | Sadler 1 Chapter 3
Sadler 1 Chapter 7 |
| 9 | **Graphs of relations:** Recognise features of the graphs of $x^2+y^2=r^2$ and $(x-a)^2+(y-b)^2=r^2$, including their circular shapes, their centres and their radii. Recognise features of the graph of $y^2=x$ including its parabolic shape and its axis of symmetry. (1.1.21 – 1.1.22) | Task 3: Test 2 | Sadler 1 Chapter 7 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------|
| 1 - 2| **Circular measure and radian measure:** Define and use radian measure and understand its relationship with degree measure. Calculate lengths of arcs and areas of sectors and segments in circles. (1.2.5 – 1.2.6) | | Sadler 1 Chapter 2 |
| 3 - 4| **Trigonometric functions:** Understand the unit circle definition of cosθ, sinθ and tanθ and periodicity using radians. Recognise the exact values of sinθ, cosθ and tanθ at integer multiples of $\frac{\pi}{6}$ and $\frac{\pi}{4}$. Recognise the graphs of $y = \sin x$, $y = \cos x$, and $y = \tan x$ on extended domains (1.2.7 – 1.2.9) | Task 4: Revision Assignment (Week 4) | Sadler 1 Chapter 8 |
| 5 - 7| **Trigonometric functions:** Examine amplitude changes and the graphs of $y = a \sin x$ and $y = a \cos x$. Examine period changes and the graphs of $y = \sin bx$, $y = \cos bx$, and $y = \tan bx$. Examine phase changes and the graphs of $y = \sin(x-c)$, $y = \cos(x-c)$ and $y = \tan(x-c)$. Examine the relationships $\sin(x + \frac{\pi}{2}) = \cos x$ and $\cos(x - \frac{\pi}{2}) = \sin x$. Prove and apply the angle sum and difference identities. Identify contexts suitable for modelling by trigonometric functions and use them to solve practical problems. Solve equations involving trigonometric functions using technology, and algebraically in simple cases. (1.2.9 – 1.2.13) | Task 5: Test 3 (Week 6) | Sadler 1 Chapter 8 |
| | **Revision** | | |
| 8 - 9| Examinations | Task 6: Examination | |
**END OF SEMESTER ONE**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------|
| 10 - 11| **Language of events and sets:** Review the concepts and language of outcomes, sample spaces and events as sets of outcomes. Use set language and notation for events. Use everyday occurrences to illustrate set descriptions and representations of events, and set operations. (1.3.6 – 1.3.8)
**Review of the fundamentals of probability:** Review probability as a measure of ‘the likelihood of occurrence’ of an event. Review the probability scale: $0 \leq P(A) \leq 1$ for each event $A$, with $P(A) = 0$ if $A$ is an impossibility and $P(A) = 1$ if $A$ is a certainty. Review the rules: $P(\bar{A}) = 1 - P(A)$ and $P(A \cup B) = P(A) + P(B) - P(A \cap B)$. Use relative frequencies obtained from data as point estimates of probabilities. (1.3.9 – 1.3.12) | | Sadler 1 Chapter 9 |
**Term 3**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------|
| 1 - 2| **Conditional probability and independence:** Understand the notion of a conditional probability and recognise and use language that indicates conditionality. Use the notation $(A|B)$ and the formula $P(A \cap B) = P(A|B)P(B)$. Understand the notion of independence of an event $A$ from an event $B$, as defined by $P(A|B) = P(A)$. Establish and use the formula $P(A \cap B) = P(A)P(B)$ for independent events $A$ and $B$, and recognise the symmetry of independence. Use relative frequencies obtained from data as point estimates of conditional probabilities and as indications of possible independence of events. (1.3.13 – 1.3.17) | | Sadler 1 Chapter 9 |
| 3 | **Combinations:** Understand the notion of a combination as an ordered set of $r$ objects taken from a set of $n$ distinct objects. Use the notation $\binom{n}{r}$ and the formula $\binom{n}{r} = \frac{n!}{r!(n-r)!}$ for the number of combinations of $r$ objects taken from a set of $n$ distinct objects. Expand $(x+y)^n$ for small positive integers $n$. Recognise the numbers $\binom{n}{r}$ as binomial coefficients, (as coefficients in the expansion of $(x+y)$). Use Pascal’s triangle and its properties. (1.3.1 – 1.3.5) | | Sadler 1 Chapter 10 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|--------------------|
| 4 - 5| **Indices and the Index Laws**
Review indicies. Use radicals and convert to and from fractional indices. Scientific notation and significant figures. *(2.1.1 – 2.1.3)*
**Exponential functions**
Properties of exponential functions, their graphs. Model situations with exponentials and use them to solve practical situations. Solve equations involving exponentials using technology and algebraically in simple cases. *(2.1.4 – 2.1.7)* | Task 7: Test 4 (Week 4) | Sadler 2 Chapter 1
Sadler 2 Chapter 1
Sadler 2 Chapter 2 |
| 6 - 8| **Arithmetic and Geometric Sequences and Series**
**Arithmetic Sequences**
Recursive and general formulae – recognize linear nature. Use arithmetic sequences in context. Establish and use the sum of n terms of an arithmetic sequence. *(2.2.1 – 2.2.4)*
**Geometric Sequences**
Recursive and general formulae – recognize exponential nature. Formula for the sum of a geometric sequence. Use geometric sequences in context. *(2.2.5 – 2.2.9)* | Task 8: Investigation 2 (Week 8) | Sadler 2 Chapter 3
Sadler 2 Chapter 4
Sadler 2 Chapter 3
Sadler 2 Chapter 4 |
| 9-10| **Introduction to Differential Calculus**
**Rates of Change**
Interpret the average rate of change
Use different notations for rates of change.
**Concept of a derivative**
Limiting chord definition of a derivative. Interpret derivatives as instantaneous rates of change
**Computation of Derivatives**
Estimate numerically the derivative for simple power functions. Examine examples of variable rates of change. Establish formula for differentiating.
**Properties of Derivatives**
Calculate the derivatives of polynomials *(2.3.1 – 2.3.15)* | Task 9: Test 5 (Week 9) | Sadler 2 Chapter 5 |
| Term 4 | **Applications of Derivatives**
Determine instantaneous rates of change, slope of a tangent and its equation. Construct and interpret position-time graphs. Recognise velocity as the derivative of displacement. Sketch curves – determine stationary points, local and global extrema and behaviour as x approaches infinity. Solve optimisation problems. *(2.3.16 – 2.3.21)* | Task 10: Revision Assignment (Week 3) | Sadler 2 Chapter 6
Sadler 2 Chapter 8 |
| 1-3 | **Anti-derivatives**
Calculate anti-derivatives of polynomial functions *(2.3.22)* | Task 11: Test 4 | Sadler 2 Chapter 7 |
| 4 | Revision | | |
| 5 | Semester Two Examinations | Task 12: Examination | |
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|------------------------------------------------------|---------------|----------------|
| Response | Task 1: Test 1 | 3% | Term 1 Week 5 |
| | Counting, Vectors | | |
| | Task 3: Test 2 | 4% | Term 2 Week 1 |
| | Proof and Reasoning and Vectors in Component Form | | |
| | Task 4: Revision Assignment | 2% | Term 2 Week 5 |
| | Based on content from Unit 1 | | |
| | Task 5: Test 3 | 4% | Term 2 Week 6 |
| | Scalar Product, Circle Properties | | |
| | Task 8: Test 4 | 7% | Term 3 Week 3 |
| | Matrices and Application of Scalar product | | |
| | Task 9: Test 5 | 8% | Term 3 Week 7 |
| | Trigonometric Identities and Proof | | |
| | Task 11: Revision Assignment | 3% | Term 4 Week 3 |
| | Based on content from Units 1 and 2 | | |
| | Task 12: Test 6 | 9% | Term 4 Week 4 |
| | Complex Numbers and Transformations | | |
| Investigation | Task 2: Investigation 1 | 4% | Term 1 Week 7 |
| | Combinatorics | | |
| | Task 7: Investigation 2 | 6% | Term 3 Week 2 |
| | Matrices | | |
| | Task 10: Investigation 3 | 10% | Term 3 Week 9 |
| | Real and Complex Numbers | | |
| Examination | Task 6: Semester 1 Examination | 13% | Term 2 Week 8 |
| | Based on content from Unit 1 | | |
| | Task 13: Semester Two Examination | 27% | Term 4 Week 6 |
| | Based on content from Units 1 and 2 | | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------------|---------------|
| 1-3 | **Counting and Sets**
*Permutations (ordered arrangements)*:
Solve problems involving permutations. Use the multiplication and addition principle. Use factorial notation and $^nP_r$. Solve problems involving permutations and restrictions with or without repeated objects.
*The inclusion-exclusion principle for the union of two sets and three sets*: Determine and use the formulas for finding the number of elements in the union of two and the union of three sets.
*The pigeon-hole principle*: Solve problems and prove results using the pigeon-hole principle.
*Combinations (unordered selections)*:
Solve problems involving combinations. Use the notation $\binom{n}{r}$ or $^nC_r$. Derive and use simple identities associated with Pascal’s triangle. *(1.1.1 – 1.1.9)* | | Sadler Chapter 2 |
| 4 - 5| **Introduction to Vectors**:
Examine examples of vectors including displacement and velocity. Define and use the magnitude and direction of a vector. Represent a scalar multiple of a vector. Use the triangle and parallelogram rule to find the sum and difference of two vectors. *(1.2.1 – 1.2.4)* | Task 1: Test 1 Week 5 | Sadler Chapter 3 |
| 6 - 8| **Vectors in Component Form**:
Use ordered pair notation and column vector notation to represent a vector. Define and use unit vectors and the perpendicular unit vectors i and j. Express a vector in component form using the unit vectors i and j. Examine and use addition and subtraction of vectors in component form. Define and use multiplication by a scalar of a vector in component form. Examine properties of parallel vectors and determine if two vectors are parallel. Solve problems involving displacement, force and velocity involving the above concepts. *(1.2.5 – 1.2.9)* | Task 2: Investigation 1 Week 7 | Sadler Chapter 4 |
| 9 | **Proof and Reasoning**
*The nature of proof*: Use implication, converse, equivalence, negation, inverse, contrapositive. Use proof by contradiction. Use the symbols for implication ($\Rightarrow$), equivalence ($\iff$). Use the quantifiers ‘for all’ and ‘there exists’. Use examples and counter-examples. *(1.3.1 – 1.3.5)* | | Sadler Chapter 1 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|-----------------|
| 1 | Finish off Proof and Reasoning Term 1 Week 9 | Task 3: Test 2 Week 1 | |
| 2 - 3| The opposite angles of a cyclic quadrilateral are supplementary. Chords of equal length subtend equal angles at the centre and conversely chords subtending equal angles at the centre of a circle have the same length. The angle in the alternate segment theorem. When two chords of a circle intersect, the product of the lengths of the intervals on one chord equals the product of the lengths of the intervals on the other chord. When a secant (meeting the circle at $A$ and $B$) and a tangent (meeting the circle at $T$) are drawn to a circle from an external point $M$, the square of the length of the tangent equals the product of the lengths to the circle on the secant. ($AM \times BM = TM^2$). Suitable converses of some of the above results. Solve problems finding unknown angles and lengths and prove further results using the results listed above. (1.3.6 – 1.3.15) | | Sadler Chapter 5 |
| 4 - 5| **Scalar Product:** Define and use scalar (dot) product. Apply the scalar product to vectors expressed in component form. Examine properties of perpendicular vectors and determine if two vectors are perpendicular. (1.2.10 – 1.2.12) | Task 4: Revision Assignment Week 5 | Sadler Chapter 8 |
| 6 | **Geometric proofs using vectors in the plane including:** The diagonals of a parallelogram meet at right angles if and only if it is a rhombus. Midpoints of the sides of a quadrilateral join to form a parallelogram. The sum of the squares of the lengths of the diagonals of a parallelogram is equal to the sum of the squares of the lengths of the sides. (1.3.16 – 1.3.18) | Task 5: Test 3 Week 6 | Sadler Chapter 7 |
| 7 | Revision | | |
| 8 - 9| Examination | Task 6: Examination | |
| | **END OF SEMESTER 1** | | |
| 10 | **Scalar Product:** Define and use projections of vectors Solve problems involving displacement, force and velocity involving the above concepts. (1.2.13 – 1.2.14) | | Sadler Chapter 8 |
| 11 Country Week | **Matrix arithmetic:** Apply the matrix definition and notation Define and use addition and subtraction of matrices, scalar multiplication, matrix multiplication, multiplicative identity and inverse (2.2.1 – 2.2.3) | | |
| 1 - 2| **Systems of linear equations:** Interpret the matrix form of a system of linear equations in two variables, and use matrix algebra to solve a system of linear equations (2.2.11) | Task 7: Investigation 2 Week 2 | Sadler Chapter 10 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|-----------------------------|-----------------|
| 3 - 7| **The basic trigonometric functions**: Determine all solutions of \( f[a(x-b)]=c \) where \( f \) is one of sine, cosine or tangent. Graph functions with rules of the form \( y=f(a(x-b))+c \) where \( f \) is one of sine, cosine or tangent. Reciprocal trigonometric functions, sketch their graphs, and graph simple transformations of them.
**Applications of trigonometric functions to model periodic phenomena**: Model periodic motion using sine and cosine functions and understand the relevance of the period and amplitude of these functions in the model.
**Trigonometric identities**: Prove and apply the Pythagorean identities. Prove and apply the angle sum, difference and double angle identities. Prove and apply the identities for products of sine and cosine (2.1.1 – 2.1.9) | Task 8: Test 4 Week 3
Task 9: Test 5 Week 7 | Sadler Chapter 9 |
| 8 - 9| **Proofs involving numbers**: Prove simple results involving numbers.
**Rational and irrational numbers**: Express rational numbers as terminating or eventually recurring decimals and vice versa. Prove irrationality by contradiction for numbers such as \( \sqrt{2} \) and \( \log_2 5 \).
**An introduction to proof by mathematical induction**: Develop the nature of inductive proof including the ‘initial statement’ and inductive step. Prove results for sums, such as \( 1+4+9+\ldots+n^2=\frac{n(n+1)(2n+1)}{6} \) for any positive integer \( n \). Prove divisibility results, such as \( 3^{2n+4}-2^{2n} \) is divisible by 5 for any positive integer \( n \). (2.3.1 – 2.3.6) | Task 10: Investigation 3 Week 9 | Sadler Chapter 12 |
| 10 | **Complex numbers**: Define the imaginary number \( i \) as a root of the equation \( x^2=-1 \). Represent complex numbers in the form \( a+bi \) where \( a \) and \( b \) are the real and imaginary parts. Determine and use complex conjugates perform complex-number arithmetic: addition, subtraction, multiplication and division. (2.3.7 – 2.3.10) | | Sadler Chapter 13 |
### Term 4
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|-----------------------------|-----------------|
| 1 - 2| **The complex plane**: Consider complex numbers as points in a plane, with real and imaginary parts, as Cartesian coordinates. Examine addition of complex numbers as vector addition in the complex plane. Develop and use the concept of complex conjugates and their location in the complex plane.
**Roots of equations**: Use the general solution of real quadratic equations. Determine complex conjugate solutions of real quadratic equations. Determine linear factors of real quadratic polynomials, expressed as sums and differences. (2.3.11 – 2.3.16) | | Sadler Chapter 13 |
| 3 - 4| **Transformations in the plane**: Examine translations and their representation as column vectors. Define and use basic linear transformations: dilations of the form \( (x,y) \rightarrow (\lambda_1 x, \lambda_2 y) \), rotations about the origin and reflection in a line which passes through the origin, and the representations of these transformations by \( 2 \times 2 \) matrices. Apply these transformations to points in the plane and geometric objects. Define and use composition of linear transformations and the corresponding matrix products. Define and use inverses of linear transformations and the relationship with the matrix inverse. Examine the relationship between the determinant and the effect of a linear transformation on area. (2.2.4 – 2.2.10) | Task 11: Revision Assignment Week 3
Task 12: Test 6 Week 4 | Sadler Chapter 11 |
| 5 | Revision | | |
| 6 | Semester Two Examinations | Task 13: Examination | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|------------------------|
| Practical | **Task 1: Skill Performance**
Skills assessment based on the SCSA Volleyball Examination Materials | 7.5% | Ongoing during Semester 1 |
| Performance | **Task 2: Competitive Game Performance**
Game Performance based on the SCSA Volleyball Examination Materials | 7.5% | Ongoing during Semester 1 |
| | **Task 7: Skill Performance**
Skills assessment based on the SCSA Netball Examination Materials | 7.5% | Ongoing during Semester 2 |
| | **Task 8: Competitive Game Performance**
Game Performance based on the SCSA Netball Examination Materials | 7.5% | Ongoing during Semester 2 |
| Investigation | **Task 4: Biomechanics Investigation**
In-class investigation | 7.5% | Term 3 Week 4 |
| | **Task 6: Exercise Physiology Investigation**
Research and in-class investigation | 7.5% | Term 2 Week 6 |
| Response | **Task 3: Functional Anatomy Test**
Test conditions – timed response | 7.5% | Term 1 Week 6 |
| | **Task 9: Motor Leaning and Coaching Test**
Test conditions – timed response | 4.5% | Term 3 Week 9 |
| | **Task 10: Sports Psychology Test**
In class – timed conditions | 3% | Term 4 Week 4 |
| Exam | **Task 5: End of Semester Exam**
Semester One content | 15% | Term 2 Week 8 |
| | **Task 11: End of year exam**
Semester One and Two content | 25% | Term 4 Week 6 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1-15 | **Developing Physical Skills and Tactics in Volleyball** | Ongoing Task 1: Volleyball skills | |
| | - definitions of strategy and tactic | Ongoing Task 2: conditioned performance | |
| | - basic classifications of physical activity – invasion, target, net/wall, | | |
| | athletics, striking, fielding, aquatics | | |
| | - identify and develop basic tactical concepts | | |
| | - identify and apply solutions to selected tactical problems – prevent scoring,| | |
| | restart play, score | | |
| | **Note:** The above content areas are ongoing and will be addressed throughout | | |
| | the practical skill development teaching and learning activities focusing on| | |
| | Volleyball | | |
| 1-3 | **Functional Anatomy** | | |
| | - Use of musculoskeletal structures in the production of movement: | | |
| | Bones: humerus, radius, ulna, femur, patella, tibia, fibula, pelvis, | | |
| | sternum, ribs, carpals, metacarpals, phalanges, tarsals, metatarsals. | | |
| | Muscles: biceps, triceps, gastrocnemius, trapezius, deltoid, | | |
| | quadriceps, hamstrings, tibialis anterior, adductor group, latissimus dorsi,| | |
| | soleus, abdominal, gluteus maximus, pectorals. | | |
| | - Characteristics of skeletal muscle tissue and their relationship to the | | |
| | production of movement for physical activity: fibre types, excitability, | | |
| | contractibility, extendibility, elasticity | | |
| | - Movement types created by muscle action and joint movement: flexion, | | |
| | extension, circumduction, supination, rotation, dorsiflexion, pronation, | | |
| | abduction, plantar flexion, adduction | | |
| | - Relationship between the musculoskeletal system and joint movement in the | | |
| | creation of movement: antagonist pairs, origin and insertion points of | | |
| | muscles. | | |
| 4-5 | - Structure and function of the circulatory system: heart, arteries, veins, | Task 3 – Functional Anatomy test Week 6 | Gaujers Chapter 3 Pages 99-114 |
| | capillaries, blood. | | |
| | - Structure and function of the respiratory system: lungs, diaphragm, alveoli,| | |
| | mechanics of breathing | | |
| 6-8 | **Exercise Physiology** | | |
| | - Immediate response to physical activity: HR, stroke volume, BP, cardiac | | |
| | output, tidal volume, respiratory rate, VO2 Max, gas exchange, arteriovenous| | |
| | oxygen difference, blood redistribution. | | |
| | - Long term adaptations to training: cardiac output, HR, BP, blood volume/ | | |
| | haemoglobin, stroke volume, capillarisation, ventilation, oxygen exchange, | | |
| | muscle hypertrophy, increased flexibility, increased aerobic and anaerobic | | |
| | capacity. | | |
| | - Components of fitness: cardiorespiratory endurance, muscular strength, | | |
| | muscular endurance, flexibility, body composition, agility, balance, | | |
| | coordination, reaction time, speed, power | | |
| 8-9 | **Exercise Physiology:** | | |
| | - Principles of training: specificity in relation to the nature of the | | |
| | activity/positions/roles, intensity, duration, frequency, progressive | | |
| | overload, reversibility | | |
| | - Definition of training types: resistance training (isometric/isotonic/isokinetic), interval, continuous, circuit, fartlek, flexibility, Plyometrics | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| | **Term 2** | | |
| 1-2 | **Exercise Physiology** | | Gaujers Chapter 5 Pages 199-216 |
| | • Interrelationship between training types, principles of training and fitness components. | | |
| 3-5 | • Response of energy systems to physical activity: ATP-CP, lactic acid, aerobic
• Utilisation of carbohydrates, fats and proteins as energy sources for physical activity and their role in the onset of fatigue | | Gaujers Chapter 5 Pages 155-166 |
| 5-6 | • Relationship between energy systems and types of physical activity: the energy system continuum | Task 6: Exercise Physiology investigation | Gaujers Chapter 5 Pages 155-166 |
| 6-7 | **Exam Revision** – Semester one content | | |
| 8 | **End of Semester Examination** | TBA | |
| | **END OF SEMESTER 1** | | |
| 9-11 | **Biomechanics** | | Gaujers Chapter 4 Pages 134-140 |
| | • Definition of Newton’s First, Second and Third Laws of Motion and how they apply to sporting contexts
• Definition of linear motion and how it applies to a selected sport in relation to speed, velocity, acceleration, instantaneous measure/mean measure. | | |
| | **Term 3** | | |
| 1-15 | **Developing Physical Skills and Tactics in Basketball** | Ongoing Task 1: Netball skills
Ongoing Task 2: conditioned performance | Possible speaker – Exercise physiologist AIS |
| | • definitions of strategy and tactic
• basic classifications of physical activity – invasion, target, net/wall, athletics, striking, fielding, aquatics
• identify and develop basic tactical concepts
• identify and apply solutions to selected tactical problems – prevent scoring, restart play, score
**Note:** The above content areas are ongoing and will be addressed throughout the practical skill development teaching and learning activities focusing on Basketball | | |
| 1-2 | • Definition of angular motion and how it applies to a selected sport in relation to angular velocity.
• Definition of general motion and how it applies to a selected sport.
• The coordination of linear motion; sequential vs. simultaneous (accuracy/power), summation of velocity.
Definition of the principle of balance and how it applies to a selected sport in relation to; the centre/line of gravity, width of base of support, height of centre of gravity, static and dynamic balance. | | Gaujers Chapter 4 Pages 131-140
Gaujers Chapter 4 Pages 145-147 |
| 3-4 | Definition of projectile motion and how it applies to a selected sport in relation to the principle of optimal projection, parabolic trajectory, release of projectiles (angle/velocity/height) | Task 4: Biomechanics Investigation
Investigation into Liam Ryan (WCE)
Sequential movement | Gaujers Chapter 4 Pages 123-128 |
| 5-6 | **Motor Learning and Coaching** | | Gaujers Chapter 2 Pages 56-58
Gaujers Chapter 2 Pages 49-53 |
| | • Fitts and Posner phases of motor learning and how they can be used to develop/improve specific physical skills.
• Classification of motor skills: gross, fine, open, closed, discrete, serial, continuous. | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 7-8 | Types of cues used to improve performance: visual, verbal, proprioceptive. | | Gaujers Chapter 2 Pages 60-62 |
| | Types of feedback: intrinsic, extrinsic (terminal/concurrent/verbal/non-verbal) and purpose | | Gaujers Chapter 2 Pages 72-78 |
| | | Speaker – Goldfields soccer development officer | |
| 9 | Phases of information processing during skill performance: identification/decision making/response/feedback. | Task 9: Motor Learning and Coaching Test Week 9 | Gaujers Chapter 2 Pages 54-55 |
| | Relationship between skill learning processes and individual differences related to age, skill and fitness level, injury, level of competition, and type of activity. | | Gaujers Chapter 2 Pages 62-72 |
| 10 | Sports Psychology: | | Gaujers Chapter 6 Pages 238-260 |
| | Evaluation and reassessment of personal goals according to changing situations: age, skill level, type of activity. | | |
| Term 4 | | | |
| 1-2 | Influence of age, skill level, and type of activity on mental skills in relation to motivation, arousal regulation (inverted U hypothesis), concentration. | | Gaujers Chapter 6 Pages 238-260 |
| | Mental skills required for improving performance and achieving the ideal performance state (the zone): intrinsic motivation, self-confidence, stress management, concentration or attention control (Nideffer’s Model), arousal regulation related to individual performance, | Possible speaker – Sports Psychologist | |
| 3-4 | Mental skills and strategies used to manage stress, motivation, concentration, and arousal levels: self-talk, self-imagery, relaxation. | Task 10: Sports Psychology Test Week 4 | Gaujers Chapter 6 Pages 261-272 |
| Week 5 | Exam Revision – units 1 and 2 content | | |
| Week 6 | Examination | TBC | |
END OF SEMESTER 2
## ASSESSMENT OUTLINE 2021
### ATAR PHYSICS
### YEAR 11
**Semester 1 – Unit 1- Thermal, Nuclear Physics and Electrical Physics**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|------------------|---------------|----------------|
| Science Inquiry | **Task 1: Specific Heat Capacity**
Determination of Specific Heat Capacity of water | 5% | Term 1 Week 3 |
| | **Task 4: Resistivity of Wire**
Investigating-Identify a wire using resistivity | 7% | Term 2 Weeks 3-4|
| Tests | **Task 2: Thermal Physics Test**
End of unit test on Thermal Physics | 5% | Term 1 Week 4 |
| | **Task 3: Nuclear Physics Test**
End of unit test on Nuclear | 5% | Term 1 Week 9 |
| | **Task 5: Electricity Test**
End of unit test on electrical fundamentals | 5% | Term 2 Week 6 |
| Exam | **Task 6: Semester One Examination**
Comprehensive examination for the semester) | 15% | Term 2 Week 8 |
**Semester 2 – Unit 2- Linear Motion and Waves**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|------------------|---------------|----------------|
| Science Inquiry | **Task 7: Simple Pendulum**
Investigation gravitational acceleration at EGC | 9% | Term 3 Week 5 |
| | **Task 10: Speed of sound**
Experiments related to sound waves | 9% | Term 4 Week 3 |
| Tests | **Task 8: Motion Test 1**
Motion, Graphs, forces | 5% | Graphs and forces|
| | **Task 9: Motion Test 2**
Momentum, Impulse, Energy | 5% | Term 3 Week 9 |
| | **Task 11: Waves test**
Comprehensive test based on waves | 5% | Term 4 Week 4 |
| Examination | **Task 12: Semester Two Exam**
Examination based on 30% units 1 and 70% unit 2 | 25% | Term 4 Week 6 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 3-4 | **Electrical circuits:**
Series and parallel circuits, circuit analysis and design
Series: I = constant, $V_1 = V_1 + V_2 + V_3 + \ldots$, $R_t = R_1 + R_2 + R_3 + \ldots$
Parallel: V = constant, $I_1 = I_1 + I_2 + I_3 + \ldots$
$\frac{1}{R_t} = \frac{1}{R_1} + \frac{1}{R_2} + \frac{1}{R_3}$ | Task 5:
Resistivity
Resistivity Part A
Week 3
Part B Week 4 | P124
P132-141
142-151 |
| 5 | Energy transformation (Electrical, thermal, light, kinetic) and conservation in a circuit. | | P119-121
P128 |
| 6 | Electric potential difference - change in potential energy per unit charge between two defined points in the circuits
$V = \frac{W}{Q}$, Power is the rate at which energy is transformed $P = IV = W/t$.
Dangers of electricity, safety devices including fuses, residual current devices (RCD), circuit breakers, earth wires and double insulation | Task 6:
Electricity Test
Week 6 | P129
P157
P159-162 |
| 7 | **Electrical circuits:**
Revision and exam preparation | No assessments | |
| 8-9 | Examinations | Task 7:
Semester 1 Examination | P164-165
P167-169 |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 10 | Linear motion and force
Distinguish between vector and scalar quantities, and add and subtract vectors in two dimensions | | P174-196 |
| 11 | Uniformly accelerated motion is described in terms of displacement, speed, velocity and acceleration
$v_{av} = \frac{S}{t}$, $a = \frac{v - u}{t}$ | | |
**Term 3**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 1-2 | Uniformly accelerated motion is described in terms of displacement, speed, velocity and acceleration
$v = u + at$, $s = ut + \frac{1}{2}at^2$, $v^2 = u^2 + 2as$ | | P198-212 |
| 3 | **Motion under gravity** | | |
| 4 | Graphs, vectors, and equations of motion, can be used qualitatively and quantitatively to describe and predict linear motion. Vertical motion | | P213-229
p232 |
| 5 | Newton’s three Laws of Motion. Including F = ma, W=mg | Task 8: Simple Pendulum Wk 5 | P254-275
P287-291 |
| 6-7 | Momentum conservation, transfer, impulse.
$p = m v$, $\sum mv_{before} = \sum mv_{after}$, $m v - m u = \Delta p = F \Delta t$
Safety for motorists and other road users. Safety devices, including:
• helmets, seatbelts, crumple zones, airbags, safety barriers | Task 9: Motion Test 1
Week 7 | P244-245
P247-253
P277-286 |
| 8-9 | Energy transfer, conservation
$E_k = \frac{1}{2}m v^2$, $E_p = m g \Delta h$, $W = F s$, $W = \Delta E$
Elastic and inelastic collisions; kinetic energy is conserved in elastic collisions
$\sum \frac{1}{2}m v^2_{before} = \sum \frac{1}{2}m v^2_{after}$
Power is the rate of doing work or transferring energy
$P = \frac{W}{t} = \frac{\Delta E}{t} = F v_{av}$
Use of newton’s laws to increase the safety for motorists and other road users. | Task 10: Motion Test 2
Week 9 | P246
Chapter 9 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------|-----------|
| 10-11| **Waves:**
Waves and energy: Longitudinal, transverse, mechanical, period, amplitude, frequency, velocity
\[ v = f\lambda, \quad T = \frac{1}{f} \] | | Chapter 10 |
| Term 4 | | | |
| 1 | **Waves:**
Reflection, refraction, interference, echoes, seismic waves | | P355-365 |
| 2 | Free, damped and forced oscillations. Resonance. Progressive and stationary waves in strings. | | |
| 3 | Stationary waves, interference in open and closed pipes
Strings attached at both ends and pipes open at both ends
\[ \lambda = \frac{2l}{n}, \quad \text{Pipes closed at one end: } \lambda = \frac{4l}{(2n-1)} \] | Task 12: Speed Of Sound
Week 3 | P367-379 |
| 4 | Intensity decreases in an inverse square law with distance from a point | Task 13: Waves Test
Week 4 | P380-386 |
| 5-6 | **Revision & Semester Two Examination**
Comprehensive Unit 1 & 2 examination | Task 14: Semester Exam | |
**END OF SEMESTER 2**
## Semester 1 – Unit 1 Democracy and the Rule of Law
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Short Answer | 20% | **Task 1: Topic Test**
Structure of Australian Political and Legal system | 5% | Term 1 Week 4 |
| | | **Task 5: Topic Test**
The Australian Legal system | 5% | Term 2 Week 4 |
| Essay | 20% | **Task 3: In-class essay**
Essay on democratic principles no notes but question given out in advance. | 5% | Term 1 Week 9 |
| | | **Task 6: In-class essay**
Essay on lawmaking – common and statute law unseen question no notes. | 5% | Term 2 Week 5 |
| Investigation | 10% | **Task 4: Research and report**
Non Democratic state | 5% | Term 2 Week 2 |
| Source Analysis | 20% | **Task 2: Source Analysis**
Federalism and influences on the Australian system of Government | 10% | Term 1 Week 6 |
| Exam | 30% | **Task 7: Semester One Exam**
Unseen questions – short response and essay questions | 10% | Term 2 Week 8 |
## Semester 2 – Unit 2 Representation and Justice
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Short Answer | 20% | **Task 12: Topic Test**
Assessing civil and criminal procedure | 10% | Term 4 Week 4 |
| Essay | 20% | **Task 9: In class essay**
Unseen essay question on political representation & pressure groups, no notes. | 5% | Term 3 Week 6 |
| | | **Task 10: In class essay**
Unseen essay question on strengths and weaknesses of the Australian legal system, no notes | 5% | Term 3 Week 9 |
| Investigation | 10% | **Task 11: Research and oral presentation**
Issues with the criminal justice system | 5% | Term 4 Week 2 |
| Source Analysis | 20% | **Task 8: Source Analysis**
Voting systems in Australia | 10% | Term 3 Week 3 |
| Exam | 30% | **Task 13: Semester Two Exam**
Unseen questions – short response and essay questions | 20% | Term 4 Week 6 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------------|
| 1-3 | **Structure of Australia's Political System**: Roles of the Legislative, Executive and Judicial arms of Government; structure of the Federal system of Government; purpose and origins of the Australian Constitution; Federation, Federalism, constitution, constitutionalism; representative and responsible government; division of power within the Federal system. | | Democracy and Justice pp 18-38 |
| 4 | **The key external influences on the structure of Australia's Political and Legal system**: Influences on the Federal system (Canada, Switzerland and America); Westminster, English Common Law; section 53 of the Constitution, financial division, election of the Senate; constitutional change in Australia. | Task 1: Topic Test Structure of Australian Political and Legal system | Democracy and Justice pp 41-59 |
| 5-7 | **Principles of Democracy**: Accountability of political institutions; ministerial accountability; rule of law; separation of powers (Montesquieu); sovereignty of Parliament; types of Democracy; operating principles of a Liberal Democracy; equality of political rights, majority rule, political participation, political freedom; assessment of Australia as a democratic institution; the extent to which operating principles of a Liberal Democracy exist in Australia. Contemporary issues regarding the legislative process. | Task 2: Source Analysis Federalism and influences on the Australian system of Government | Democracy and Justice pp 1-11 |
| 8-9 | **What makes a nation undemocratic? Analysis of the Political and Legal system of an Undemocratic Country**: Comparison of responsible parliamentary and presidential democracies; key institutions of non-democratic political systems; North Korea as an example of a non-democratic political and legal system; structure of North Korean system in terms of executive, legislative and judicial branches; the extent to which 'constitutionalism' and the rule of law are upheld in Australia and North Korea; similarities between a democratic and non-democratic political and legal system. | Task 3: In-class essay Essay on democratic principles no notes but question given out in advance. | Democracy and Justice pp 62-79 |
| 1-2 | **The Australian Legal system**: Types of law made by Parliament and the courts; legislative process, contemporary issues involving the legislative process; contemporary bills that have gone through the legislative process and the impact of executive dominance and/or minor party influence. | Task 4: Research and report Non-Democratic state | Democracy and Justice pp 82-117 |
| 3-4 | **Lawmaking in Australia—courts**: Australian court hierarchy; common law and statutory interpretation; rules of statutory interpretation and doctrine of precedent; relationship between law making bodies and the sovereignty of Parliament; Mabo case study; key processes of civil and criminal trials in WA pre-trial, trial and post-trial stages; strengths and weaknesses of the Adversarial system; Subordinate authorities and delegated legislation. | Task 5: Topic Test The Australian Legal system | Democracy and Justice pp 123-147, 14-183 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 5 | **Issues regarding the Judicial process.** Contemporary issues regarding the judicial process (jury system) key processes of non-common law system; alternatives to the Adversarial system (Inquisitorial system) comparison between Australia system and that of Indonesia, France and Germany. | Task 6: In-class essay
Essay on lawmaking – common and statute law unseen question no notes. | Democracy and Justice pp 153-163, 289-296, 282-287 |
| 6 | **Issues regarding the Judicial process.** Contemporary issues regarding the judicial process (jury system) key processes of non-common law system; alternatives to the Adversarial system (Inquisitorial system) comparison between Australia system and that of Indonesia, France and Germany. | | Democracy and Justice pp 153-163, 289-296, 282-287 |
| 7 | **Course revision.** Preparation for exam, revise course content and complete practice exam. | | |
| 8 | Examination Week | Task 7: Exam | |
| | **END OF SEMESTER 1** | | |
| 9&10 | **Electoral Systems:** The role of elections in Democracy and the principles of fair and democratic elections; the voting system used in WA and Commonwealth elections since Federation; Simple majority, preferential and proportional voting; Democratic criteria; advantages and disadvantages of the electoral systems used in Australia over time referring to a recent election | | Democracy and Justice pp 202-224 |
| 11 | **Representation.** Political parties in Australia, the role of major, minor and micro parties; pressure groups and their role in the Australian political and legal system; theory and practice of political representation applied to State and Federal Parliament; mandates; mirror representation; arguments for and against reform proposals; study on contemporary issue centering on representation – influence of micro parties/female representatives in Australian Parliament. | | Democracy and Justice pp 247-273 |
| | **Term 3** | | |
| 1-2 | **Representation.** Political parties in Australia, the role of major, minor and micro parties; pressure groups and their role in the Australian political and legal system; theory and practice of political representation applied to State and Federal Parliament; mandates; mirror representation; arguments for and against reform proposals; study on contemporary issue centering on representation – influence of micro parties/female representatives in Australian Parliament. | | Democracy and Justice pp 247-263 |
| 3-5 | **Electoral Representation;** The impact of recent and proposed electoral reform; Optional preferential voting; extension of the franchise; compulsory voting; group ticket voting; comparison of Australian and alternative electoral system (mixed member proportional in New Zealand) | Task 8: Source Analysis
Voting systems in Australia | Democracy and Justice pp 247-263 |
| 6-8 | **Assessing civil and criminal legal procedure.** The principles of natural justice underlying legal process in Australia; key features of the adversarial system compared to inquisitorial system; extent to which the processes of criminal and civil trial are efficient and meet the Australian justice principles (strengths and weaknesses); implications and cost of legal representation (contemporary issue) strengths and weaknesses of a non-common law system (Indonesia) | Task 9: In class essay
Unseen essay question on political representation & pressure groups, no notes. | Democracy and Justice pp 289-296 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------|
| 9-10 | **Assessing civil and criminal legal procedure.** The principles of natural justice underlying legal process in Australia; key features of the adversarial system compared to inquisitorial system; extent to which the processes of criminal and civil trial are efficient and meet the Australian justice principles (strengths and weaknesses); implications and cost of legal representation (contemporary issue) strengths and weaknesses of a non-common law system (Indonesia) | Task 10: In class essay
Unseen essay question on strengths and weaknesses of the Australian legal system, no notes | |
| | **Term 4** | | |
| 1 -3 | **Assessing civil and criminal legal procedure – case study:** The pros and cons of recent (last 10 years) and proposed reform of civil and criminal law; case study research exercise about significant justice issue in Australia; jury system and its strengths and weaknesses; Lindy Chamberlain trial; wrongful conviction cases and issues with criminal sanctions | Task 11: Research and oral presentation
Issues with the criminal justice system | Democracy and Justice pp 281-298 |
| 4-5 | **Exam revision.** Students complete a mock in class exam; work on essay writing skills. | Task 12: Topic Test
Assessing civil and criminal procedure | |
| 6 | Examination Week | Task 13: Exam | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | Task 2: Investigation | 10% | Term 1 Week 8 |
| | Create a formal psychological report to investigate the relationship between | | |
| | exercise and stress | | |
| Response | Task 1: Topic Test | 5% | Term 1 Week 4 |
| | Apply understandings of biological influences | | |
| | Task 3: Topic test | 5% | Term 1 Week 9 |
| | Apply understandings of biological influences and research methods | | |
| | Task 4: Extended answer | 5% | Term 2 Week 3 |
| | Apply understanding of cognition to explain human behaviour | | |
| Project | Task 5: Production | 10% | Term 2 Week 6 |
| | Apply knowledge and skills to explain relational influences to an alien species | | |
| Exam | Task 6: Semester One Exam | 15% | Term 2 Week 8 |
| | Semester one content | | |
| Investigation | Task 9: Investigation | 10% | Term 3 Week 9 |
| | Create a formal psychological report to investigate the effect of group size on | | |
| | social loafing | | |
| Response | Task 8: Extended answer | 7.5% | Term 3 Week 4 |
| | Apply understandings of personality theories to explain behaviour | | |
| | Task 10: Major Test | 7.5% | Term 4 Week 3 |
| | Apply understandings of research methods and course content in short and extended | | |
| | answer questions | | |
| Project | Task 7: Poster | 10% | Term 3 Week 2 |
| | Apply knowledge of nature and nurture to explain a chosen aspect of human | | |
| | behaviour | | |
| Exam | Task 11: Semester Two Exam | 15% | Term 4 Week 6 |
| | Unit one and two content | | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: ______________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------------|------------------------------------------------|
| 1-2 | **Biological influences**
Brain anatomy function and location:
- Hindbrain, midbrain, forebrain
- Left and right hemispheres
- Corpus callosum
- Frontal, parietal, temporal, occipital lobes
Neuron structure and function: cell body, axon, dendrites, myelin sheath | | Documents in Connect
Fletcher and Garton |
| 3 | **Biological influences**
Methods of investigating brain function: electroencephograph, computed axial tomography, magnetic resonance imaging, functional magnetic resonance imaging, positron emission tomography, case studies (Phineas Gage)
Factors that affect behaviour, emotion and thought
- Psychological and physical responses to drugs: cannabis, alcohol, amphetamines
- Physical activity | | Documents in Connect
Fletcher and Garton |
| 4-6 | **Research methods**
Research terminology - experimental, non-experimental, scientific, non-scientific, sample, population
Steps in the scientific method
Ethics in psychology research
- Informed consent
- Confidentiality
- Voluntary participation and withdrawal rights
- Deception
Experimental research methods
- Independent, dependent variables
- Controlled, uncontrolled variables
- Experimental, control groups
- Reliability and validity
- Operational hypotheses | Task 1: Topic test | Documents in Connect
Fletcher and Garton
Research Methods Workbook |
| 7-8 | **Qualitative methods of data collection**
Quantitative methods of data collection – fixed response, rating scales
Sources of error in data and ways of reducing them
Interpreting data: mean, median, mode, range
Methods of displaying quantitative data: tables, graphs, diagrams
Evidence-based conclusions related to hypotheses | Task 2: Investigation | |
| 9 | **Cognition**
Physiological responses indicating different states of consciousness: brain’s electrical activity, heart rate, body temperature, galvanic skin response | Task 3: Topic test | Documents in Connect
Fletcher and Garton |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------------|------------------------------------------------|
| 1 | **Cognition** | | Documents in Connect |
| | Role of sensation and perception in cognition | | Fletcher and Garton |
| | - Sensory organs and stimuli | | Nelson 1+2 |
| | - Perception (visual illusions and distortions) | | |
| 2 | **Cognition** | | Documents in Connect |
| | Role of sensation and perception in cognition | | Fletcher and Garton |
| | - Attention (selected, divided, habituation, dishabituation) | | Nelson 1+2 |
| 3-4 | **Cognition** | Task 4: Extended Answer | Fletcher and Garton |
| | Theories of intelligence | | Documents in Connect |
| | - General intelligence – Galton, Spearman | | |
| | - Measuring mental age and intelligence quotient: Binet and Simon, Terman | | |
| | - Multiple intelligences – Gardner | | |
| | - Emotional intelligence – Goleman | | |
| | **Development** | | |
| | Nature/nurture debate – intelligence as measured by intelligence quotient (IQ) | | |
| 5 | **Relational influences** | | Fletcher and Garton |
| | Types of relationships – pro-social and anti-social | | Documents in Connect |
| | | | Nelson 1+2 |
| 6 | **Relational influences** | Task 5: Production | Fletcher and Garton |
| | Determinants of liking | | Documents in Connect |
| | - Proximity | | |
| | - Similarity | | |
| | - Reciprocity | | |
| | Relationship development in adolescence – Dunphy’s changing structure of | | |
| | adolescent groups | | |
| 7 | Exam revision | | |
| 8-9 | Exams | Task 6: Semester One Exam | |
| 10 | **Communication** | | Fletcher and Garton |
| | Non-verbal communication – body language, gestures, physical distance, facial | | Documents in Connect |
| | expressions, touch and smell | | |
| | Effective communication | | |
| | - Listener/receiver attributes | | |
| | - Active listening | | |
| | - Working collaboratively | | |
| | - Assertive communication | | |
| | - The impact of hearing impairment and language delay | | |
| | - The role of language in initiating, maintaining and regulating interpersonal | | |
| | relationships – Robinson’s social skills | | |
| 11 | **Developmental Psychology** | | Fletcher and Garton |
| | Nature/nurture debate - twin studies, adoption studies | | Documents in Connect |
| | Aspects of human development across the life span: cognitive, physical, social,| | |
| | emotional | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------------|-------------------------------------------------|
| 1 | **Developmental Psychology** | | Fletcher and Garton Documents in Connect |
| | Role of play in physical, cognitive, emotional and social readiness and skill development | | |
| 2 | **Personality** | Task 7: Project | Fletcher and Garton Documents in Connect |
| | Definition of personality | | |
| | Historical perspectives | | |
| | - Psychodynamic – Freud | | |
| | Approaches to measuring personality | | |
| | - Projective – Rorschach, thematic apperception test | | |
| 3-4 | **Personality** | Task 8: Extended answer | Fletcher and Garton Documents in Connect |
| | Historical perspectives | | |
| | - Trait – Eysenck, Allport | | |
| | - Humanistic – Maslow’s Hierarchy of Needs | | |
| | Approaches to measuring personality | | |
| | - Non-projective – self-reports | | |
| 5 | **Social Psychology** | | Fletcher and Garton Documents in Connect |
| | Definition of a group and its purposes | | |
| | Behaviour within groups | | |
| | - Cooperation | | |
| | - Competition | | |
| 6-7 | **Social Psychology** | | Fletcher and Garton Documents in Connect |
| | Behaviour within groups | | |
| | - Social loafing | | |
| | - Impact of group size | | |
| | - Deindividuation | | |
| | - Brainstorming | | |
| 8-9 | **Social Psychology** | Task 9: Investigation | Fletcher and Garton Documents in Connect |
| | Individuals and groups | | |
| | - Self-concept and group membership | | |
| | - Social identity | | |
| 10 | **Social Psychology** | | Fletcher and Garton Documents in Connect |
| | Social categorization | | |
| | - Stereotypes | | |
| | - Social values and behaviour | | |
| 1-2 | **Culture and values** | | Fletcher and Garton Documents in Connect |
| | Attitude formation – tripartite model | | |
| | Racism | | |
| | - Causes of prejudice | | |
| | - Reducing prejudice | | |
| | Cultural influence on attitudes | | |
| | - Individualistic cultures | | |
| | - Collectivist cultures | | |
| 3 | **Culture and values** | Task 10: Major Test | Fletcher and Garton Documents in Connect |
| | Tools for measuring attitudes | | |
| | - Observational methods | | |
| | - Qualitative self-report research methods – interviews and focus groups | | |
| | - Quantitative self-report measures – rating scales | | |
| | **Research methods** | | |
| | Non-experimental descriptive research methods | | |
| | - Case studies, surveys, correlational studies and archival research | | |
| | - Behavioural variables in correlational studies | | |
| 4-5 | **Exam revision** | | |
| 6-7 | **Exams** | Task 11: Semester Two Exam | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Project | Task 1: Research project on personal finance. | 10% | Term 1 Week 3 |
| | Task 3: Research project on debt and borrowing money. | 10% | Term 2 Week 2 |
| | Task 5: Research project on investment options for individuals | 10% | Term 2 Week 7 |
| | Task 6: Project on setting up a small business. | 10% | Term 3 Week 1 |
| Test – theory (20-25%) and practical (35 – 40%) | Task 2: Test on personal finance documents. | 10% | Term 1 Week 6 |
| | Task 4: Test on income tax for individuals. | 10% | Term 2 Week 5 |
| | Task 7: Test on financial accounting. | 15% | Term 3 Week 4 |
| | Task 8: Test on cash accounting. Part A: recording cash for small business and cash budgets | 10% | Term 3 Week 7 |
| | Task 8: Test on cash accounting. Part B: petty cash and bank reconciliations for small business | 10% | Term 3 Week 10 |
| | Task 9: Test on not-for-profit organisations. | 5% | Term 4 Week 4 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| | **Term 1** | | |
| 1-2 | **General Introduction to the course** | | |
| | **Personal Finance:** | | |
| | - importance of personal financial planning | | |
| | - factors affecting personal financial decision making, including; influence | | |
| | of media, peer group pressure, beliefs and values | | |
| | - short-term and long-term financial goal setting | | |
| | - preparation of personal budgets | | |
| 3 | - the role of financial institutions that meet the personal needs of individuals, for example, banks (including internet and phone banking), credit unions, retail stores and telecommunications companies | Task 1 Week 3 Project personal finance. | Power Point presentations |
| | - types of bank accounts | | Textbook |
| | - preparation of personal financial documents, including: cheques and cheque butts, application for a bank account, a credit card, and/or a mobile phone plan | | |
| | - sources of financial advice and reliability of sources including; banks, media, financial advisors | | |
| 4 | **Personal Financial Documents:** | | |
| | - nature and purpose of documents used to record and communicate personal | | |
| | financial information, including: cheques, bank and credit card statements, automatic teller machine (ATM) slips, EFTPOS slips, internet receipts | | |
| 5-6 | - preparation of personal bank reconciliation statements | Task 2 Week 6 Test on personal finance documents.| Power Point presentations |
| | - interpretation of information relevant to personal financial management, | | Textbook |
| | including; pay slips, bank statements, EFTPOS slips | | |
| 7-9 | **Debt and Borrowing Money:** | | |
| | - sources of youth debt including; credit cards, mobile telephone contracts, rent, student fee loans (HECS/HELP) | | |
| | - implications of personal credit ratings | | |
| | - sources of borrowing for personal financial management, including: | | |
| | - credit cards | | |
| | - interest free offers | | |
| | - personal loans – 3 ‘C’s –character, capacity, collateral | | |
| | **Term 2** | | |
| 1-2 | - the importance of reading fine print on contracts | Task 3 Week 2 Research project on personal finance. | Power Point presentations |
| | - the importance of providing accurate financial information | | Textbook |
| | - identity and function of government agencies, such as, Department of Commerce, in relation to personal finance role and benefits of insurance, including car insurance and travel insurance | | |
| 3-5 | **Income Tax for Individuals:** | Task 4 Week 5 Test on income tax for individuals.| Power Point presentations |
| | - types of taxation affecting individuals, including: personal income tax, GST, capital gains tax, fringe benefits such as cars, mobile phones | | Textbook |
| | - maintenance of personal financial records for personal income tax | | |
| | - calculation of tax payable, including only: | | |
| | - assessable income (limited to salaries and wages and interest) | | |
| | - allowable deductions (limited to union fees, professional associations, donations and uniform and motor vehicle expenses) | | |
| | - tax offset (limited to health insurance) | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 6-8 | **Investment Options for Individuals:** | Task 5 Week 8 Research project on investment options for individuals | Power Point presentations Textbook |
| | - the concept of security of investment | | |
| | - risk of return | | |
| | - security on borrowings | | |
| | - the relationship between risk and rate of return | | |
| | - financial factors affecting financial decision making, including the | | |
| | importance of compounding interest versus simple interest | | |
| | - investment options available to individuals, including: superannuation, | | |
| | shares market, property, cash deposits, long-term investments | | |
| | - measures to avoid being caught up in scams | | |
| | **END OF SEMESTER 1** | | |
| 9 | **Setting Up a Small Business:** | | Power Point presentations Textbook |
| | - impact of the costs associated with setting up small cash entities | | |
| | - identify the functions of the various institutions that service the | | |
| | financial needs of small entities, including; banks & insurance companies | | |
| | - nature of the systems that businesses use to carry out banking, | | |
| | investment, purchases, borrowing and other financial transactions | | |
| | - how social, environmental and ethical factors influence the establishment | | |
| | and operations of small cash entities | | |
| 10-11| • impact on small business entities by other bodies, including; consumer | | Power Point presentations Textbook |
| | groups, trade unions, professional associations and industry groups, | | |
| | accountants | | |
| | - impact of governments (local, state and federal) on the operations of | | |
| | small businesses, including taxation and financial assistance regulations. | | |
**Term 3**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 1-2 | **Financial Accounting for a Small Business:** | Task 6 Week 1 Project on setting up a small | Power Point presentations Textbook |
| | - definition of the accounting equation | business | |
| | - accepted accounting principles, including; accounting entity, monetary, | | |
| | accounting period, going concern | | |
| | - simple definitions of the following accounting terms including; assets, | | |
| | liabilities, expense, income, equity | | |
| 3-4 | • presentation of financial information in the form of simple unclassified | Task 7 Week 4 Test on financial accounting. | Power Point presentations Textbook |
| | reports applying the accounting equation for small cash based entities, | | |
| | including; income statement & balance sheet | | |
| | • importance of liquidity to the entity | | |
| | • interpretation of information presented in simple financial statements and | | |
| | the analysis of this information to assess profitability and liquidity | | |
| 5-7 | **Cash Budgeting:** | Task 8 Part A Week 7 Test on cash accounting: | Power Point presentations Textbook |
| | - preparation of simple cash budgets | recording cash for small business and cash | |
| | - interpretation of simple cash budgets | budgets | |
| | **Recording Cash for a Small Business:** | | |
| | - methods of recording and maintaining single-entry accounting systems using | | |
| | manual or electronic tools | | |
| | - purpose and advantages of multi-columnar cash books/journals | | |
| | - presentation of financial information in the form of simple unclassified | | |
| | reports applying the accounting equation for small cash based entities, | | |
| | including; statement of receipts and payments | | |
| | - preparation of cash receipts and payment journals, or a cash book with | | |
| | separate columns for; GST, cash sales/purchases, commonly recurring | | |
| | receipts/payments | | |
| | - principles of internal control over cash | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------|
| 8-10 | **Petty Cash & Bank Reconciliations for a Small Business:** | Task 8 Part B Week 10 Test on cash accounting: petty cash and bank reconciliations for small | Power Point presentations Textbook |
| | - nature and purpose of source documents in a cash accounting system, including: tax invoices/receipts, bank deposit slips, cheque butts, EFTPOS receipts, business activity statement (BAS)
| | - preparation of documents, manually or electronically, to record business financial information, including: order forms, tax invoices/receipts, delivery notes, cheques, bank deposit slips
| | - principles of single-entry cash accounting practices and entries when using cash book, petty cash and bank reconciliation systems
| | - preparation of a petty cash book
| | - preparation of bank reconciliation statements
| | - preparation of payroll records for a small cash-based business, including:
| | - pay advice slip
| | - wages book | | |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------|
| 1-3 | **Not-for-profit Organisations:** | | Power Point presentations Textbook |
| | - characteristics, administration and types of records for incorporated not-for-profit organisations | | |
| 4 - 5| Introduction to year 12 course | Task 9 Week 4 Test on not-for-profit organisations. | Power Point presentations Textbook |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Project 70% | **Task 2: Hardware Posters**
Students plan and produce a series of posters for an educational institution on Computer Hardware components using a Project management process & demonstrate use of design Elements & Principles, Typography & Page Layout editing techniques. | 20% | Term 1 Week 8 |
| | **Task 4: Leaving Home**
Students plan and produce a personal budget exemplifying the cost of leaving home and surviving on a minimum wage. Students must use appropriate layout, formulas, and formatting. | 15% | Term 2 Week 6 |
| | **Task 6: Cyber Crimes Interactive Presentation**
Students are to plan and produce a fully animated presentation about the different types of Cyber Crimes. Students will use their Audio and Presentation skills to plan and create a narrated audio track that is supported by an animated series of relevant graphics. | 20% | Term 3 Week 2 |
| | **Task 8: Dream Home Wireless Network**
Students plan and produce a graphic that represents floor plan of their dream home that identifies all the hardware components of their wireless network. | 15% | Term 3 Week 8 |
| Short Answer 20%| **Task 1: ICT Health and Safety**
A workbook consisting of questions and scenarios related to both physical and online health and safety considerations for a personal work area & information. | 5% | Term 1 Week 3 |
| | **Task 5: Unit 1 Test**
Students are required to refer to use interpretative, critical thinking and analysis skills to answer a series of questions related to unit 1 content. | 5% | Term 2 Week 7 |
| | **Task 7: Data Management**
A workbook consisting of questions, activities and scenarios related to assess students’ knowledge and skills of data management. | 5% | Term 3 Week 5 |
| | **Task 10: Unit 2 Test**
Students are required to use interpretative, critical thinking and analysis skills to answer a series of questions related unit 2 content. | 5% | Term 4 Week 4 |
| Extended Answer 10%| **Task 3: Impact of Technology Investigation**
Students research, analyse and respond to a series of questions related to the positive & negative impacts of technology on society & the environment. | 5% | Term 2 Week 2 |
| | **Task 9: Responsible Use of Technology Investigation**
Students research, analyse and respond to a series of questions relating to the responsible use of technology, including laws & impact of technology. | 5% | Term 4 Week 2 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| 1 - 2| **ICT HEALTH & SAFETY**
- work health and safety (WHS) considerations for a personal work area – *Lighting, ventilation, ergonomics*
- Troubleshooting techniques to resolve common computer system faults & apply trouble shooting techniques – *faulty monitor, no power to computer, printer not working*
- the concept of *digital citizenship*
- responsible digital citizenship related to *cyber bullying*
- Implications of placing information and images online – *identity theft, cyberstalking*
- responsibilities of users when storing and maintaining private/personal information | | Class Activities
OHS Workbook
Tagged – Cyberbullying video
Smart move Certificate
Case Studies – Identity Theft & Cyber Stalking |
| 3 - 4| **COMPUTER HARDWARE**
- Types of computer systems – *desktop systems, mobile devices, servers.*
- Purpose of the central processing unit
- Purpose of *Memory* – primary & secondary
- Purpose of *input* devices & Purpose of *output* devices
- Types of peripheral devices – *printer/scanner/copier multi-function, microphone, speakers, webcam, cameras – video & still* | TASK 1: ICT Health &Safety
Week 3 | Class Activities |
| 5 - 6| **DESIGN CONCEPTS & PROJECT MANAGEMENT**
- the elements of design – line, shape, space, texture, colour
- the principles of design – balance, emphasis, dominance
- Typography – typeface, size, alignment, format, spacing
- Compositional Rules – rule of thirds, grid & alignment
- considerations for the development of a digital product and/or digital solution – purpose, target audience, content, presentation medium, design concepts
- Identify the purpose and intended audience for a digital product and/or digital solution
- Identify the elements of design and the principles of design in an existing digital product and/or solution
- apply the elements of design and the principles of design to page layouts | | Class Activities |
| 7 - 9| **DESIGN CONCEPTS & PROJECT MANAGEMENT**
- Criteria and methods for evaluating a digital product and/or digital solution – peer, self, target audience
- evaluate the completed product and/or solution
- Features of word processing applications for personal use, including – formatting text, tables, headers & footers, drawing objects
- considerations for document design and development, including – purpose & target audience
- considerations for the layout and design of documents, including – typography, alignment, white space, insertion & placement of images, compositional rules, bulleted lists, readability & usability. | TASK 2: Hardware Posters
Week 8 | Class Activities |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------------|
| 1 - 2| **IMPACTS OF TECHNOLOGY**
- consequences of different methods of disposal of out-dated technologies
- recycling of technology products
- consequences of using digital media compared to traditional methods of communication
- Impact of changes in digital technology on - personal values, productivity in the workplace, lifestyle
- apply a design strategy to ensure – usability visual design & accessibility
- use application software of word processing for personal use | TASK 3
Impact of Technology Investigation
Week 2 | Class Activities |
| 3 - 4| **APPLICATION SKILLS – EXCEL**
- features of spreadsheet applications for personal use, including: simple formulas (addition, subtraction, multiplication and division) functions (sum, average, max, min) formatting and graphs
- features of email and webmail for personal use, including: attachments, storage, sorting, address book
- types of collaborative management tools – groupware & conferencing | | Class Activities |
| 5 – 6| **APPLICATION SKILLS – EXCEL**
- use spreadsheet software for personal budgets
- use email software for personal use
- use appropriate collaborative software tools for personal communication
- considerations for the development of a digital product and/or digital solution | TASK 4
Leaving Home Project
Week 6 | Class Activities |
| 7 - 8| **UNIT 1 REVISION**
- Revision of syllabus and test preparation – Multiple choice & short Answer
- Design Concepts – identify & explain in a design
- Hardware – Peripheral, input & out devices
- Application skills – functions of a spreadsheet
- Respond to a design scenario | TASK 5
Unit 1 Test
Week 7 | |
| 9 - 11| **CYBER CRIMES & ICT REGULATIONS**
- components of a design process to develop a digital product and/or digital solution
- time management skills - scheduling of events, prioritisation of tasks, development of timelines, following up of tasks, backup of data
- plan, design and present an interactive project
- techniques for representing the design of a digital product and/or digital solution – annotated diagrams/sketches, storyboards, wireframe and grid
- types of computer crime – computer viruses, hacking, identity theft, cyber stalking
- introduction to the relevant regulations that apply to personal ICT use – copyright, slander, cyberbullying, piracy
- features of presentation software – design layout, transitions, animation, hyperlinks
- features of audio software – editing & effects
- features of image manipulation software – select, copy, paste, crop, rotate/flip, resize, filters | | Class Activities |
| 1 - 2| **CYBER CRIMES & ICT REGULATIONS**
- apply a design process to create a digital product and/or digital solution
- apply time management skills
- apply the elements of design and the principles of design to create a digital solution to meet user requirements
- present a completed project for user evaluation
- use presentation software
- use audio software
- use image manipulation software | TASK 6
Cyber Crimes Interactive Project
Week 2 | Class Activities |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 3 - 4| **DATA MANAGEMENT & COMMUNICATION**
- characteristics of the *accuracy and reliability of sources* of data - currency, author, purpose
- difference between *data* and *information*
- types of *internet search tools* - subject directory, search engine, meta-search
- internet *search strategies*, including the use of *Boolean* search operators (AND, OR, NOT)
- awareness of *common file formats* — documents, graphics, audio, video
- personal *data organisation* methods – files & folders, appropriate file & folder naming, version control | | Class Activities |
| 5 - 6| **DATA MANAGEMENT & COMMUNICATION**
- features of *online database tools* - data input, data submission, data searching
- strategies for troubleshooting software issues and undertaking online training – manuals, online help, peer assistance, online tutorials
- use online databases
- apply *software troubleshooting* and training options
- use a variety of *search engines* to locate similar data
- use *Boolean search operators* for detailed searches
- create and *save data* using different file types
- apply *personal data organisation* methods | TASK 7 Data Management & Communication Week 5 | Class Activities |
| 7 - 8| **NETWORKING**
- components of a *personal wireless network* - networking adapter, router, access point
- considerations for selecting *hardware* for a personal wireless network - hardware compatibility, usability, internet service providers (ISP)
- considerations for *network security* - use of a firewall, virus protection
- connect to a wireless network
- check *connectivity* of a wireless network | TASK 8 Dream Home Network Week 8 | |
| 9 - 10| **RESPONSIBLE USE OF TECHNOLOGY**
- use word processing software
- purpose of the fair dealing amendment of the Copyright Act 1968 (Australia) for educational purposes
- purpose of the SPAM Act 2003, (Australia) including appropriate use of – email, instant messaging (IM), short message service (SMS), multimedia messaging service (MMS)
- responsible digital citizenship related to cyber bullying
- impact of digital technology on: the health of individuals & communication methods | | |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 1 – 2| **RESPONSIBLE USE OF TECHNOLOGY**
- use word processing software
- responsible digital citizenship related to cyber bullying
- impact of digital technology on: the health of individuals & communication methods | TASK 9 Responsible Use of Technology Investigation Week 2 | Class Activities |
| 3 - 5| **Test Revision:**
- Revision of syllabus and test preparation
- Catch up on overdue work.
- Revision | TASK 10 Unit 2 Test Week 4 | Class Activities |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation & Diagnostics 20% | Task 1: Safety in the Workshop – Safety Booklet, Safety section in student textbook, Drive Safe Qns | 5% | Term 1 Week 3 |
| | Task 2A: Scientific Principles – Otto cycle, reciprocating & rotary motion, hydraulics, forces | 5% | Term 1 Week 5 |
| | Task 2B: Relevant Technologies Students research various technologies | 5% | Term 1 Week 7 |
| | Task 4: Garage Creeper – Design Brief - Students use design process for their Garage Creeper | 5% | Term 2 Week 1 |
| | Task 13: Workshop Tool Design Brief – Students design a tool suitable for an automotive workshop | 5% | Term 4 Week 4 |
| Production & Assembly 60% | Task 3: Engine Rebuild - Students learn how to rebuild an engine | 20% | Term 1 Week 9 |
| | Task 5: Garage Creeper – Construction Students fabricate their own Garage Creeper | 10% | Term 2 Week 4 |
| | Task 9: Basic Car Troubleshooting Techniques - Students perform a compression test, tune up on an engine, jump start a vehicle, fault finding & diagnosis | 10% | Term 3 Week 5 |
| | Task 10: Car Maintenance Techniques - Students perform oil & filter change, fuel system inspection, cooling system inspection on an engine | 10% | Term 3 Week 10 |
| | Task 11: Vehicle Inspection - Students learn how to inspect a motor vehicle & report on condition | 10% | Term 3 Week 9 |
| Response 20% | Task 6: 2 & 4 Stroke Engine Cycles Students research 2 & 4 stroke engine cycles | 5% | Term 2 Week 5 |
| | Task 7: Employment in Auto Industry Students research career in auto industry | 5% | Term 2 Week 8 |
| | Task 8: Report on Fuels & Lubricants Students research fuels & lubricants | 5% | Term 2 Week 10 |
| | Task 12: Report on Costs Associated with Operating a Passenger Vehicle Students research costs, insurance, fuel, servicing etc. | 5% | Term 4 Week 2 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1-3 | **Rules and regulations**
- storage, use and care of tools and machinery
- occupational safety and health (OSH) procedures, working safely in the workshop and safe use of prescribed machinery and technologies
- apply the rules associated with the use of vehicles when servicing/maintenance
- traffic rules associated with the safe use of vehicles
- road traffic control and different types of vehicles
- rules and regulations, legal implications, road use
**Task 1: Safety in the Workshop**
Due Week 3 | Task 1: Safety in the Workshop
Due Week 3 | Student Textbook
Workshop Safety Booklet
Drive Safe Handbook WA pdf
Drive Safe Handbook
Question Booklet
PC
EGconnect |
| 3-9 | **Principles**
- the scientific principles in relation to automotive functioning
- Otto cycle
- reciprocating and rotary motion
- hydraulics
- forces
- mechanical advantage
- alignment
**Maintenance and repair**
- identify and use tools, equipment, parts and materials used in repair and correction of mechanical faults
- apply testing techniques involved with daily/weekly checks and monitoring of the operation of multi-cylinder engines
- identify and use tools, equipment, parts and materials used in automotive industry
**Managing production**
- prepare and execute simple production plans, time planning, identification of resource needs, an evaluation of the manufacturing process
**Task 2A: Scientific Principles**
Investigations to understand processes
**Task 3: Engine Rebuild** | Task 2A: Scientific Principles
Due Week 5
Task 3: Engine Rebuild
Due Week 9 | Student Textbook
Workshop Tools Precision Measuring Tools – Micrometers, Telescoping Gauges
PC
EGconnect |
| 5-7 | **Social, economic and environmental implications**
- the impact of materials processing and the effects on the environment and society
- environmental issues and considerations of materials used and automotive emissions
**Design**
- consider Australian Design Rules in relation to vehicle design
**Task 2B: Relevant technologies** | Task 2B: Relevant Technologies
Due Week 7 | Student Textbook
PC
EGconnect |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 6-9 | **Systems**
• the various systems that make up an automotive power plant or vehicle
- driveline
- wheels and tyres
- steering and suspension
- body and frame construction
- electrical systems
- cooling systems
- hydraulic braking systems
**Maintenance and repair**
• apply testing techniques involved with daily/weekly checks and monitoring of the operation of multi-cylinder engines
• identify and use tools, equipment, parts and materials used in automotive industry | Task 3: Engine Rebuild Due Week 9 | Student Textbook
Workshop Tools
PC
EGconnect |
| 8-9 | **Design**
• applying design skills, including:
- brainstorming
- investigating and generating ideas
- fundamentals of communicating design by graphics
- graphical representation
- consider Australian Design Rules in relation to vehicle design
**Task 4: Design Brief – Garage Creeper**- design a tool or device to be used during automotive workshop activities | Task 4: Design Brief - Garage Creeper Due Week 9 (Draft only) | PC
EGconnect |
| Term 2 | | | |
| 1-4 | **Materials**
• physical and mechanical properties of materials used in automotive technologies
• identification and use of methods of welding materials
• consider workshop-based, computer-assisted fabrication techniques
**Managing production**
• prepare and use planning for, and management of manufacturing processes
• compare strategies for automotive design and component design
**Task 5: Garage Creeper Construction** | Task 4: Final Design Brief Due Week 1
Task 5: Garage Creeper Construction Weeks 1-4 Due week 4 | Workshop Tools
MIG Welder
Oxy/Acetylene
PC
EGconnect |
| 4-7 | **Principles**
• the scientific principles in their relation to automotive functioning
- Otto cycle
- reciprocating and rotary motion
- hydraulics
- forces
- mechanical advantage
- alignment
- transmission of electrical and mechanical power
- conversion of heat energy into mechanical energy
**Task 6: Scientific Principles of 2 & 4 Stroke Engines** | Task 6: 2 & 4 Stroke Engines Due Week 5 | Student Textbook
Workshop Tools
PC
EGconnect |
| END OF SEMESTER 1 | | | |
| 7-9 | **Social, economic and environmental implications**
• categories of occupations and careers associated with the automotive and affiliated industries
**Task 7: Career in Automotive - Research** | Task 7: Career in Automotive Due Week 8 | PC
EGconnect |
| 9-11 | **Social, economic and environmental implications**
• the impact of materials processing and the effects on the environment and society
• environmental issues and considerations of materials used and automotive emissions
**Task 8: Fuels and Lubricants - Research** | Task 8: Fuels and Lubricants Due Week 10 | Student Textbook
PC
EGconnect |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 1-5 | Systems, Maintenance and repair, Rules and regulations
Task 9: Basic car trouble shooting techniques
Complete trouble shooting tasks – compression test, tune-up, jump start a vehicle, fault finding and diagnosis | Task 9: Basic Trouble Shooting Due Week 5 | Student Textbook Workshop Tools |
| 6-10 | Systems
• operating functions of the various systems that make up an automotive power plant or vehicle
- driveline
- wheels and tyres
- steering and suspension
- body and frame construction
- electrical systems
- cooling systems
- hydraulic braking systems
Maintenance and repair
• carry out tune-ups, oil changes and service schedules to maintain optimal performance
• identify and use tools, equipment, parts and materials used in repair and correction of mechanical faults
• maintain Occupational Safety and Health (OSH) procedures, working safely in the workshop and safe use of prescribed machinery and technologies
• apply rules associated with the use of vehicles when servicing/maintenance
Task 11: Car maintenance techniques
Complete maintenance tasks- oil change, fuel system inspection, cooling system inspection
Task 10: Motor Vehicle Safety Inspection | Task 10: Car Maintenance Techniques Due Week 10
Task 11: Motor Vehicle Safety Inspection Due Week 9 | Student Textbook Workshop Tools |
| 1-3 | Social, economic and environmental implications
• categories of occupations and careers associated with the automotive and affiliated industries
• automotive design, size and capacity
• cost of operating different forms of vehicles
• environmental issues and considerations of materials used and automotive emissions
Task 12: Report on costs associated with operating standard passenger vehicles | Task 12: Costs associated with operating a passenger vehicle Due Week 2 | Student Textbook PC EGconnect |
| 3-4 | Design
• applying design skills, including:
- brainstorming
- investigating and generating ideas
- fundamentals of communicating design by graphics
- graphical representation
Task 13: Design Brief – Workshop tool- design a tool or device to be used during automotive workshop activities | Task 13: Design Brief – Workshop Tool Due Week 4 | Student Textbook PC EGconnect |
| 5 | No scheduled assessments – students to complete set practical work. – Workshop maintenance & repairs! | No scheduled assessments | |
END OF SEMESTER 2
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Business Research | Task 2: Business environments and requirements to set up a business. | 10% | Term 1 Week 6 |
| | Task 4: Research task on human resources. | 10% | Term 2 Week 3 |
| | Task 5: Research on business idea. | 10% | Term 2 Week 7 |
| | Task 7: Market research and simple business plan task. | 10% | Term 3 Week 6 |
| Response | Task 1: Test based on classification of businesses and reasons for starting a business | 10% | Term 1 Week 3 |
| | Task 3: Test on source documents, risk management and cash records. | 14% | Term 1 Week 9 |
| | Task 6: Test on marketing | 12% | Term 2 Week 10 |
| | Task 8: Test on Equal opportunity and Occupational Health and Safety. | 14% | Term 3 Week 10 |
| | Task 9: Test on the role of a manager and business networks | 10% | Term 4 Week 4 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------|-------------------------|
| 1 - 2| Introduction to the course; distribution of syllabus, course outline and assessment outline
**Environments:** Political and legal, economic, socio-cultural and technological (PEST)
- reasons for starting a business, including: wealth creation, development of an innovative idea, financial security, employment opportunities/choices
- classification of businesses including; sole traders, partnerships, private companies, not-for-profit organisations, franchises
**People**
- characteristics of entrepreneurs, including: responsible risk taker, resilience, self-confidence, specialized knowledge and/or experience
- enterprising traits, including; risk taking, optimism, creativity, perseverance | Week 3 Task 1: Test | Power point presentations Textbook |
| 3 - 5| **Environments:** Political and legal, economic, socio-cultural and technological (PEST)
- the environments of business
- macro environment, operating environment, internal environment
- legal requirements in setting up sole traders and partnerships, including:
- Australian business number (ABN), business name, business registration, Partnership Act 1895 (WA), Partnership agreement, registration of tax file number
**Environments:** Political and legal, economic, socio-cultural and technological (PEST)
- legal requirements for operating small to medium enterprises (SMEs), including sole traders and partnerships: Goods and Services Tax (GST), Business activity statement (BAS) reporting
- sources of funding from financial institutions
- short-term, long-term | Week 6 Task 2: Business research | Power point presentations Textbook |
| 6 - 7| **Management:** Operations
- risk management strategies when operating a SME business
- insurance, employee training
- methods of monitoring business activities, including: customer database, sales data, debt and cash | | Power point presentations Textbook |
| 8-9 | **Management:** Operations
- the nature and purpose of the following simple cash records:
- receipts, bank deposit slip, simple business bank reconciliation
- nature and purpose of the following source documents:
- order forms, tax invoice, simple calculation of profit using income and expenses only | Week 9 Task 3: Test | Power point presentations Textbook |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------------|-------------------------|
| 1 - 2| **People**
- role of human resources in business
- employer obligations, including:
- payroll, superannuation, leave entitlements
- key features of a job description, including:
- skills, qualifications, experience
- undertake appropriate training to perform duties | | Power point presentations
Textbook |
| 3-4 | **Environments:** Political and legal, economic, socio-cultural and technological (PEST)
- identification of a business opportunity
- concept of entrepreneurship
- types of innovation
- the relationship between business growth and innovation
- introduction to the concept of ethical practice for business, particularly in relation to the external environment.
**Management:** Operations
- factors influencing business success, including:
- positive cash flow, appropriate market research, experience in business planning
- factors influencing business failure, including:
- lack of cash flow, lack of market research, lack of experience in business planning | **Week 3 Task 4:** Business research | Power point presentations
Textbook |
| 5-6 | **People**
- ways to work collaboratively in teams, including:
- accept responsibility, support and contribute to team effort, acknowledge other points of view
- key traits of teamwork that facilitate creativity and innovation, including:
- openness and honesty, valuing ideas and contributions, learning from unsuccessful ideas | | Power point presentations
Textbook |
| 7-8 | **People**
- key features of the following creative and critical thinking tools:
- Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse (SCAMPER)
- De Bono’s Six Thinking Hats
- decision-making tools, including:
- Plus, Minus, Interesting (PMI), Y-charts | **Week 7 Task 5:** Business research | Power point presentations
Textbook |
| | **END OF SEMESTER 1** | | |
| 9-11 | **Management:** Marketing
- factors that influence consumer purchasing decisions
- peer groups
- aspirational, associative, dissociative
- psychological factors
- loyalty, memory, motivation, perception of business image
- economic factors
- supply, demand and price, interest rates, petrol prices | **Week 10 Task 6:** Test | Power point presentations
Textbook |
| 1 - 2| **Management:** Operations
- purpose of a simple business plan
- key features of a simple business plan, including:
- a mission statement and business profile | | Power point presentations
Textbook |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------------|-------------------------|
| 3-5 | **Management: Marketing**
- the importance of identifying potential customers and competitors
- the following elements of the marketing mix:
- product, price, place, promotion
- the concept of competitive advantage
- the following elements of the marketing mix:
- people, processes, physical presence of the business | | Power point presentations, Textbook |
| 6 | **Market week** | **Week 6 Task 7:** Business research | |
| 7-8 | **Environments: Political and legal, economic, socio-cultural and technological (PEST)**
Equal Opportunity Act 1984 (WA),
- intent and purpose of the following Western Australian workplace laws:
- rights and responsibilities of employers (implement Equal Opportunity Act 1984 (WA))
- Occupational Safety and Health Act 1984 (WA)
- rights and responsibilities of employers, including:
- implement Occupational Safety and Health Act 1984 (WA) and Worksafe practices | | Power point presentations, Textbook |
| 9-10 | **People**
- follow Occupational Safety and Health Act 1984 (WA) and Worksafe practices
- report workplace hazards
- work in an ethical manner
- The rights of consumers in Australian consumer law (make a complaint, return faulty products, engage in lay-by agreements). | **Week 10 Task 8:** Test | Power point presentations, Textbook |
| | **Term 4** | | |
| 1 - 2| **Environments: Political and legal, economic, socio-cultural and technological (PEST)**
- the role of the manager in operating a business (planning, organising, leading, controlling) | | Power point presentations, Textbook |
| 3 - 4| **Business networks**
- the concept of business networks
- purpose of business networks
- the concept of ethical business practice
- code of ethics for employer/employee, employer/employee behavior, business/client relationship
- business protocols, including the use of appropriate language and business etiquette. | **Week 4 Task 9:** Test | Power point presentations, Textbook |
| 5 | **Introduction to the Year 12 course** | | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | **Task 1: Prenatal, pregnancy and post-natal care**
Investigate an aspect of prenatal, pregnancy and post-natal care that effects on the growth and development of a baby | 15% | Term 1 Week 7 |
| | **Task 5: Services supporting individual growth and development**
Investigate local resources, support services and networks available to meet the needs of a growing family | 15% | Term 3 Week 10 |
| Production | **Task 3: Child’s book and toy set**
Identify and produce a linked child’s toy and book to meet the growth and development needs and experiences of a small child. | 25% | Term 2 Week 8 |
| | **Task 4: Work in a small group to plan, prepare and supervise a play group session**
Work in a small group to plan, prepare for and supervise a session at Pegasus Play Group including the production of all resources required. | 30% | Term 3 Week 4 |
| Response | **Task 2: Self-evaluation of skills**
Determine the career paths where knowledge of child growth and development is needed and determine the skills required; evaluate personal skills in relation to those needed | 10% | Term 2 Week 3 |
| | **Task 6: Decision Making**
Student records and evaluates their use of the decision-making process during the construction of a simple child related resource | 5% | Term 4 Week 5 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| 1 – 6| **Overview of unit. Expectations. Assessment requirements** | Task 1 | Assessment and course outline |
| | **Nature of growth and development** | Investigation | Class notes and handouts |
| | • the importance of meeting the developmental needs of an individual | Due: | Computer access |
| | • biological and environmental influences on the growth and development of individuals | Term 1 Week 7 | Pegasus Play |
| | **Factors affecting development** | | Group |
| | • family types and structures | | Assessment task sheets |
| | • adoptive | | |
| | • blended | | |
| | • childless | | |
| | • communal | | |
| | • de facto | | |
| | • extended | | |
| | • foster | | |
| | • nuclear | | |
| | • same sex couples | | |
| | • sole parent | | |
| | • roles and responsibilities of family in the community | | |
| | • influence of beliefs and values of family members on the growth and | | |
| | development of individuals | | |
| | • community services available to individuals and families in Western | | |
| | Australia | | |
| | **Communicating and advocating** | | |
| | • use research skills to gather information from primary and secondary | | |
| | sources | | |
| | • communicate ideas using appropriate formats considering purpose and | | |
| | audience | | |
| | • investigate an individual or family issue or idea | | |
| 7 – 9| **Nature of growth and development** | | Class notes and handouts |
| | • the domains of development | | Computer access |
| | • physical | | Pegasus Play |
| | • social | | Group |
| | • emotional | | Assessment task sheets |
| | • cognitive | | |
| | • spiritual/moral | | |
| | • differences in growth and development of individuals | | |
| | • the importance of meeting the developmental needs of an individual | | |
| | • biological and environmental influences on the growth and development of | | |
| | individuals | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 1 - 4| **Managing and collaborating**
- strategies and tools for effective decision making, such as PMI (plus, minus, interesting) and SWOT (strengths, weaknesses, opportunities and threats)
- resolution strategies using a decision-making process, such as PMI (plus, minus, interesting), APC (alternatives, possibilities and choices) and OPV (other people’s views)
- use the technology process when working individually or collaboratively to develop appropriate solutions to meet human needs
- strategies and tools for self-management skills
- goal setting
- resource management
- time management
- budgeting
- reflection
- human and non-human resources for working collaboratively
**Processes for meeting needs**
- characteristics of existing products or community services available for individuals and families
- attitudes, beliefs and values of developers and their influence on products or services for a target market
- consider social, environmental and economic factors, and the concept of the Triple Bottom Line when producing and evaluating products or services
**Social structures and systems**
- the function of the family for safety and security of individuals in the stages of the family life cycle
- resources and support services available for families to meet their needs and wants
**Social issues and trends**
- social issues and their influence on families and communities
- stereotypes and their influence on individuals, family and community life
**Ethical and legal awareness**
- rights and responsibilities of individuals related to family challenges and daily life
- values and ethical decision making for individuals, families and the community
- features and relationship between rules, regulations and laws | Task 2
Self-evaluation of skills
Due: Term 2 Week 3 | Class notes and handouts
Computer access
Pegasus Play Group |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| 5 - 8| **Managing and collaborating**
- strategies and tools for effective decision making, such as PMI (plus, minus, interesting) and SWOT (strengths, weaknesses, opportunities and threats)
- resolution strategies using a decision-making process, such as PMI (plus, minus, interesting), APC (alternatives, possibilities and choices) and OPV (other people’s views)
- use the technology process when working individually or collaboratively to develop appropriate solutions to meet human needs
- strategies and tools for self-management skills
- goal setting
- resource management
- time management
- budgeting
- reflection
- human and non-human resources for working collaboratively
**Nature of growth and development**
- the domains of development
- physical
- social
- emotional
- cognitive
- spiritual/moral
- differences in growth and development of individuals
- the importance of meeting the developmental needs of an individual
- biological and environmental influences on the growth and development of individuals | Task 3
Child’s book and toy set
Due: Term 2 Week 8 | Class notes and handouts
Computer access
Craft materials
Other materials requested by students
Assessment task sheets |
| 8 - 11| **Nature of growth and development**
- the relationship between individuals and their needs in Maslow’s Hierarchy of Needs – the five stage model
- relationship between growth and development for individuals, such as toddlers, teenagers and adults
- the impact of biological and environmental influences on the growth and development of individuals
- genetics
- nutrition
**Factors affecting development**
- lifestyle behaviours that promote optimal growth, development and wellbeing
- influence and impact of lifestyle behaviours on the growth and development of individuals
- lifestyle risk factors, such as smoking, alcohol consumption and illicit drugs and their impact on individuals, groups and the community
- influence of protective and preventative strategies on the growth and development of individuals | | Class notes and handouts
Computer access
Pegasus Play Group
Assessment task sheets
Planning materials |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| 1 - 4| **Communicating and advocating**
- use research skills to locate, select, organise and evaluate information from primary and secondary sources
- collate and present information using appropriate formats and consider purpose and audience
- examine a community issue that relates to families
**Processes for meeting needs**
- features of existing products or services for individuals and families
- aesthetic
- functional
- social
- financial
- environmental
- beliefs and values that influence development and use of products or services
- developer
- individual
**Managing and collaborating**
- influences on decision making and goal setting
- attitudes
- beliefs
- values
- conflict resolution strategies, such as ‘win, win’, compromise and negotiation
- effective communication strategies, such as verbal, non-verbal and visual | Task 4
Play group planning and preparation
Due: Term 3 Week 4
Play group operation
Term 3 Week 5 - Term 4 Week 4 | Class notes and handouts
Computer access
Pegasus Play Group |
| 4 - 10| **Social structures and systems**
- roles and responsibilities of networks or services to promote and support the wellbeing of individuals and groups
- influence of community attitudes, beliefs and values on the development of resources and support services
**Social issues and trends**
- individual wellbeing and community health issues and their implications on the community
- influence of community attitudes, beliefs and values on the selection and allocation of resources to meet a specific need
- the concept of sustainable living
- relationships between individuals and families to create sustainable patterns of living
**Ethical and legal awareness**
- rights and responsibilities of individuals and groups and the consequences and sanctions if rules and laws are not followed
- ethical behaviours, values, rules, regulations and responsibilities of specific community groups and institutions
**Communicating and advocating**
- use research skills to locate, select, organise and evaluate information from primary and secondary sources
- collate and present information using appropriate formats and consider purpose and audience
- examine a community issue that relates to families | Task 5
Services supporting individual growth and development
Due: Term 3 Week 10 | Class notes and handouts
Computer access
Pegasus Play Group
Assessment task sheets |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1 - 5| **Communicating and advocating**
• collate and present information using appropriate formats and consider purpose and audience
•
**Processes for meeting needs**
• beliefs and values that influence development and use of products or services
• developer
• individual
**Managing and collaborating**
• influences on decision making and goal setting
• attitudes
• beliefs
• values
• conflict resolution strategies, such as ‘win, win’, compromise and negotiation
• effective communication strategies, such as verbal, non-verbal and visual | Task 6
Decision making skills
Due:
Term 4 Week 5 | Class notes and handouts
Computer access
Pegasus
Play Group Assessment task sheets
Journal |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Project 60% | **Task 2: Spreadsheet Project**
Students are required to follow the system development cycle to design and develop a spreadsheet for Hillside College. | 15% | Term 1 Week 7 |
| | **Task 4: Database Project**
Students are required to follow the system development cycle to design and develop a database for Bulldog Apparel. | 15% | Term 2 Week 3 |
| | **Task 7: Scenario Investigation Project**
Students are required to investigate the issue of piracy and online theft incorporating. | 15% | Term 2 Week 10 |
| | **Task 9: Programming Project**
Students are to design a simple vending machine stocking service utilising 'IF' statements. (i.e. keeping check of inventory control levels) | 15% | Term 3 Week 9 |
| Theory Test 20% | **Task 1: Theory Test**
Systems, Components & Maintenance Test | 5% | Term 1 Week 3 |
| | **Task 6: Managing Data Test**
A theory test consisting of a series of short answer questions based upon Managing Data content. | 5% | Term 2 Week 5 |
| | **Task 11: Network and Communications Test**
Students are required to answer questions based on network and communications | 5% | Term 4 Week 2 |
| | **Task 12: PAN Test**
A theory test for a personal area network in a house. | 5% | Term 4 Week 5 |
| Practical Test 20% | **Task 3: Spreadsheet Test**
A practical test consisting of a series of short answer questions based upon Spreadsheet content. | 5% | Term 1 Week 8 |
| | **Task 5: Database Practical Test**
Students are required to answer a series of questions related to the use of a database management system and create a database on the given scenario. | 5% | Term 2 Week 4 |
| | **Task 8: Grok Programming Competition**
Students compete in various categories at ability levels. | 5% | Term 3 Week 6 |
| | **Task 10: Visual Basic Programming Test**
Students are required to answer questions based on programming. | 5% | Term 4 Week 1 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|----------------------------------|
| 1 - 3| **Systems analysis and development**
**Knowledge**
- functions of computer hardware components, including:
- input: keyboard; mouse; microphone; digital camera/web cam; scanner
- processing: CPU; CU; ALU; registers
- primary storage: RAM; ROM
- secondary storage: mechanical drive; solid state drive; online
- output: monitor; printer; speaker/headphones
- types of computer systems, including: mobile; desktop; server
- the role of an operating system
- types of hardware booting processes: cold; warm; hot
- how user wants influence the choice, use and creation of personal computer systems
- types of basic maintenance strategies and computer protection software, including: defragmentation; error check; disk clean; back up; anti-malware
- basic maintenance strategies and techniques to rectify simple computer difficulties, including: diagnosis of fault; implementation of a solution; description of process
**Skills**
- apply the following hardware booting processes
- cold; warm; hot
- connect peripheral devices to a computer system using: ports universal serial bus (USB); Firewire; PS2; Ethernet; serial
- install simple software
- apply basic care and handling of hardware equipment measures to ensure personal safety and appropriate use of components
- apply basic maintenance strategies and computer protection software
- apply basic maintenance strategies and techniques to rectify simple computer difficulties | Task 1: Theory Test
Week 3 | Hardware activities |
| 4 – 7| **Systems analysis and development**
**Knowledge**
- purpose of the systems development life cycle (SDLC)
- stages of the SDLC: preliminary analysis; analysis; design; development; implementation; evaluation and maintenance
- flow of data through an information system: input; processing; storage; output
**Managing Data**
**Knowledge**
- features of word processing software, including common formatting functions
- features of spreadsheet software, including:
- simple functions (sum, average, min and max)
- simple formulae (addition, subtraction, multiplication and division)
**Skills**
- use spreadsheet software | Task 2: Spreadsheet Project
Week 7 | Systems analysis activities
Hardware activities
Spreadsheet skill development tutorials |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 8 | **Test Revision:**<br>Revision of syllabus and test preparation | Task 3: Spreadsheet Test<br>Week 8 | |
| 9 | **Managing Data Knowledge**<br>• features of database software, including:<br>components of a single table database (field, record, file); data entry forms; simple search techniques; create a simple query; simple data types (number, text, Boolean, date, currency)<br>Skills<br>• use database software | | Database skill development tutorials |
| | **Term 2** | | |
| 1 - 3| Completing Task 4 | Task 4: Database Project<br>Week 3 | |
| 4 | **Test Revision:**<br>Revision of syllabus and test preparation | Task 5: Database Practical Test<br>Week 4 | |
| 5 - 7| **Managing Data Knowledge**<br>• data management techniques for personal computer use,<br>including hierarchical storage of data using files and folders<br>• issues related to ethics in the storage of personal data<br>Skills<br>• apply hierarchical file management techniques for personal computer use | Task 6: Managing Data Test<br>Week 5 | |
| | **END OF SEMESTER 1** | | |
| 8 - 11| **Developing software**<br>Knowledge<br>• requirements for software licensing, including: single user; site licence<br>• ethical and legal issues associated with software, including:<br>copyright; piracy<br>• Use word processing software<br>• Issues related to ethics in the storage of personal data | Task 7: Scenario investigation<br>Week 10 | Developing software activities |
| | **Term 3** | | |
| 1 | **Developing software**<br>Knowledge<br>• hardware and software systems used in personal computing<br>(applications, operating systems)<br>• the roles of hardware, software and the user in a computer system<br>• interrelationship between users, hardware and software in a personal computer system<br>• the purpose of the software development cycle (SDC)<br>• stages of the SDC<br>o state the problem; plan and design; develop the solution; test the solution; evaluate the solution<br>• modify an existing simple software solution<br>• develop simple software solutions using the SDC | | |
| 2 | **Programming**<br>Knowledge<br>• the components of a computer program: inputs; processing; outputs<br>• control structures: sequence; selection; iteration<br>• the concepts of variables and data types, including: integer; real; character; string. | | Algorithm activities |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 3 - 6| Skills – Using Grok Learning
- Use variables, data types, control structures and a simple programming language to develop a software solution
- pseudocode and flowcharts
- connect common peripheral devices | Task 8: Grok Programming competition
Week 6 | NCSS Grok website |
| 7 - 10| Working on programming task
Using the SDC | Task 9 Programming Project
Week 9 | Pseudocode activities |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 1 | **Test Revision:**
Revision of syllabus and test preparation | Task 10: Visual Basic Programming Test
Week 1 | Visual Basic activities |
| 2 – 3| Networks and communications
Knowledge
- hardware components required for a personal area network (PAN) or home network, including: modem; router; wireless access point; firewall
- create and administer a simple peer-to-peer network to: share files; share peripheral devices (printer, scanner); share internet connection
- features of a network, including the ability to share: files; peripheral devices; an internet connection
o storage devices | Task 11: Network and Communications Test
Week 2 | Networking activities (CISCO Icons) |
| 4 - 5| Developing software
Knowledge
- comparison of website construction tools
Networks and communications
Knowledge
- key concepts, terminology and functions of common network components
o data transmission rates: Mbps; Gbps
o wired data transmission media: twisted pair; fibre optic
o wireless transmission
- types of communication software, including: browser; email; web authoring; scripting
- software requirements for a PAN or home network, including: browser; plugin; internet connectivity software
- effect of bandwidth availability on network functionality
- the role of an internet service provider in a PAN or home network
- concept of internet protocols, including: HTTP; HTTPS; FTP
- methods to ensure reliability of internet data for personal use
- measures an individual can take to help maintain data privacy and security
- the role of users in maintaining the security of information transmitted through communication systems
Skills
- use Bluetooth to create a simple personal network
- use communication software to upload files to a web server
- analyse the suitability of a PAN or a home network solution
- use web tools to create linked web pages | Task 12: PAN Test
Week 5 | Software and Research activities |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Production | **TASK 1: ALPHABET DESIGN (ELEMENTS & PRINCIPLES)**<br>Students will develop work demonstrating skills & Knowledge related to hand & digital drawing techniques, design fundamentals and presentation techniques using Adobe Illustrator. This will be conducted through a range of class activities and workshop tutorials. | 15% | Term 1 Week 8 |
| | **TASK 4A: STORYBOOK DESIGN (EXPERIMENTATION & SKILL DEVELOPMENT)**<br>Students are to explore the skills and techniques used book illustrations. They will take inspiration from children’s short stories & Fairy-tales, experimenting with different techniques in the development of their own designs. | 10% | Term 1 Week 10 |
| | **TASK 4B: STORYBOOK DESIGN (FINAL DESIGN & REFLECTION)**<br>Students will refine their concepts using the Design Process, they are to present a portfolio of work that demonstrate a range of techniques associated with their final design, including a self-reflection. | 10% | Term 2 Week 5 |
| | **TASK 5: DIGITAL PORTRAIT DESIGN**<br>Explore how mixed media is used as a communication and design tool. Students learn a range of mixed media techniques and apply them to different situations to add meaning and function. This will be conducted through a range of class activities and workshop tutorials. | 15% | Term 3 Week 1 |
| | **TASK 7A: DIGITAL LANDSCAPE / NATURE DESIGN (AMOK ISLAND – EXPERIMENTATION & SKILL DEVELOPMENT)**<br>Students are to explore the skills and techniques used by Amok Island. They will take inspiration from Amok Island’s work, experimenting with different techniques in the development of their own designs. | 10% | Term 3 Week 9 |
| | **TASK 7B: DIGITAL LANDSCAPE / NATURE DESIGN (AMOK ISLAND – FINAL DESIGN & REFLECTION)**<br>Students will refine their concepts using the Design Process, they are to present a portfolio of work that demonstrate a range of techniques associated with their final design, including a self-reflection. | 10% | Term 4 Week 2 |
| Response | **TASK 2: ART ON THE MOVE – INVESTIGATION & REFLECTION**<br>Students will investigate & evaluate the work of “Art on the Move” Exhibition. This will include exploring the topics and techniques used in a range of work. Students will use a range of evaluation techniques to reflect & respond to a series of activities and design questions. | 5% | Term 1 Week 7 |
| | **TASK 3: IN-CLASS TEST**<br>Students will demonstrate their knowledge of Design Fundamental concepts from Semester One through a series of multiple-choice and short answer responses completed in-class under test conditions. | 10% | Term 1 Week 9 |
| | **TASK 6: AMOK ISLAND INVESTIGATION & PROPOSAL**<br>Students will investigate & evaluate the topics and techniques used in digital design and the work of Amok Island. Students will use a range of idea generation techniques to develop ideas for their own design proposal. | 5% | Term 3 Week 5 |
| | **TASK 8: IN-CLASS RESPONSE**<br>Students will demonstrate their knowledge of Design Fundamental concepts from Semester One & Two through a series of multiple-choice and short answer responses completed in-class under test conditions. | 10% | Term 4 Week 4 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 1 - 2| COURSE INTRODUCTION: | | Student files |
| | • Overview of the course | | Class Connect |
| | • Students will be introduced to class expectations, copyright, intellectual property, personal responsibilities, sustainability and OHS. | | Drawing equipment |
| | • Introduction to Portfolio requirements – set up class records & files. | | |
| | • Introduction to basic drawing techniques | | |
| | • Intro to Design Process skills & techniques | | |
| | • Intro to Elements & Principle of Design & Colour theory. | | |
| 3 - 4| DESIGN FUNDAMENTALS: | Portfolio Activities | Student files |
| | • Intro to Elements & Principle of Design & Colour theory. | | Class Connect |
| | • Introduction to digital drawing techniques – identify, describe, evaluate, annotate. | | Drawing equipment |
| | • Introduction to digital design & file types using Adobe tutorials. | | Adobe Suite Software |
| | • Experiment and develop drawing & editing techniques to produce examples of digital graphic illustrations, composition and design elements – Portfolio Work | | |
| 5 - 6| DESIGN FUNDAMENTALS: | Portfolio Activities | Student files |
| | • Development of basic editing techniques – using Adobe Illustrator tutorials.| TASK 1: ALPHABET DESIGN | Class Connect |
| | • Digital drawing skills – file types, image resolution, basic image manipulation tools and techniques Development of basic editing techniques – using Adobe Illustrator tutorials. Tools, shapes, layers, warping, colour blending, composition. | WEEK 5 | Drawing equipment |
| | • Applying Elements & Principles of Design & Colour Theory to designs with purpose. | | Adobe Suite Software |
| 7 - 8| DESIGN FUNDAMENTALS: | TASK 2: ART ON THE MOVE (SHAUN TAN) | Student files |
| | • Case Study – Shaun Tan – topics & techniques | WEEK 7 | Class Connect |
| | • Digital Design – vector vs raster, file types and uses. | | Drawing equipment |
| | • Introduction to Copyright, Design codes & Conventions. | | Adobe Suite Software |
| | • Identifying Target Audience characteristics & impacts on design choices. | | |
| | • Review of Design skills and terminology | | |
| | • Art on the Move Exhibition – Shaun Tan Illustration | | |
| 9 | DIGITAL ILLUSTRATIONS - STORYBOOKS | TASK 3: IN-CLASS RESPONSE | Student files |
| | • Unpacking the design process – research, idea development, production & evaluation | WEEK 9 | Class Connect |
| | • Development of idea generation techniques design planning, annotations & design problem solving skills. | | Drawing equipment |
| | • Communication theories- Semiotics & Shannon & Weaver. | | Adobe Suite Software |
| | • Investigate Illustration & publishing industry | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1-2 | **DIGITAL ILLUSTRATIONS - STORYBOOKS:** | | Student files |
| | • Developing design concept skills – *identify, describe, evaluate, annotate.* | | Class Connect |
| | • Explore representation in relation to design – stakeholders & target audience | | Drawing equipment |
| | • Review of elements and principles of design | | Adobe Suite Software |
| | • Introduction to copyright & referencing for production | | |
| | • Develop research and information processing skills | | |
| | • Explore digital drawing & editing techniques associated with communicating a variety of design concepts. | | |
| 3-4 | **DIGITAL ILLUSTRATIONS - STORYBOOKS:** | **TASK 4A: STORYBOOK EXPERIMENT & SKILL DEVELOPMENT DUE WEEK 4** | Student files |
| | • Digital Drawing Skills – tools, shapes, layers, blending, colouring, brushes, testing techniques. | | Class Connect portfolio |
| | • Development of design process –, production planning & processes, annotating & evaluating design process. | | Drawing equipment |
| | • Recording the Production Process – Screen shots, annotations & reflection – justifying design choices | | Adobe Suite Software |
| | • Final Design production – sketches to Digital Product | | |
| | • Photoshop & tutorials – editing & print layout | | |
| 5-6 | **DIGITAL ILLUSTRATIONS - STORYBOOKS:** | | Student files |
| | • Digital Drawing Skills – tools, shapes, layers, blending, colouring, brushes, testing techniques. | | Class Connect portfolio |
| | • Development of design process –, production planning & processes, annotating & evaluating design process. | | Drawing equipment |
| | • Recording the Production Process – Screen shots, annotations & reflection – justifying design choices | | Adobe Suite Software |
| | • Final Design production – sketches to Digital Product | | |
| | • Explore the print process – from digital to printing press | | |
| | • Photoshop & tutorials – editing & print layout | | |
| 7-8 | **DIGITAL ILLUSTRATIONS - STORYBOOKS:** | **TASK 4B: STORYBOOK FINAL DESIGN & REFLECTION WEEK 7** | Student files |
| | • Exploring professional portfolio presentations & Design blogs/websites | | Class Connect |
| | • Review of photographic skills and terminology | | Drawing equipment |
| | • Developing *critical reflection and analysis skills*. | | Adobe Suite Software |
| | • Review Semester one concepts & practice responses | | |
| 9-11 | **DIGITAL PORTRAIT** | | Student files |
| | • Introduction to unit 2 – personal design | | Class Connect |
| | • Explore personal beliefs, values, connections & styles | | Drawing equipment |
| | • Explore representation & communication methods | | Adobe Suite Software |
| | • Introduction to Semiotics & Shannon & Weaver | | |
| | • CASE STUDY – typography in society | | |
| | • Intro to typography – fonts, styles, structure | | |
| | • Developing *critical reflection and analysis skills*. | | |
| | • Mixed media design techniques - tutorials | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| | **Term 3** | | |
| 1 - 2| DIGITAL PORTRAIT | TASK 5A: DIGITAL PORTRAIT DUE WEEK 2 | Student files Class Connect Drawing equipment Adobe Suite Software |
| | • Develop digital drawing and editing skills – *manipulating text* | | |
| | • Illustrator & Photoshop tutorials – *advanced editing & effects* | | |
| | • Explore audience effect on design planning and production | | |
| 3 - 4| AMOK ISLAND – CONCEPT DEVELOPMENT: | | Student files Class Connect Drawing equipment Adobe Suite Software |
| | • Communication theories- *Semiotics & Shannon & Weaver.* | | |
| | • Investigate Illustration & publishing industry | | |
| | • Investigate global & commercial applications of design | | |
| | • Explore developing personal messages & representation in design | | |
| 5 - 6| AMOK ISLAND - DIGITAL DRAWING: | TASK 6: AMOK ISLAND INVESTIGATION DUE WEEK 5 | Student files Class Connect Drawing equipment Adobe Suite Software |
| | • Development of design process – *inspiration board, production planning & processes, annotating & evaluating design process.* | | |
| | • Design production – *prepare for print & display* | | |
| 7 - 8| AMOK ISLAND - DIGITAL DRAWING: | | Student files Class Connect Drawing equipment Adobe Suite Software |
| | • Evaluating the design process - Self-reflection and peer feedback | | |
| | • Digital Drawing Tutorials –design, advanced editing | | |
| | • Design Development – *ideation, planning, production* | | |
| | • Explore the print process – *from digital to printing press* | | |
| | • Storyboard – sketching to communicate ideas. | | |
| 9 - 10| AMOK ISLAND - DIGITAL DRAWING: | TASK 7A: DIGITAL LANDSCAPE / NATURE DESIGN EXPERIMENT & SKILL DEVELOPMENT WEEK 9 | Student files Class Connect Drawing equipment Adobe Suite Software |
| | • Storyboard – sketching to communicate ideas | | |
| | • Exploring design tools & programs & tutorials – *editing & publishing tools for design* | | |
| | • Design Development – production, editing, refinement, reflection, presentation | | |
| | • Prepare for ‘SHOW OFF’ Exhibition – week 9 | | |
| | **Term 4** | | |
| 1 - 2| AMOK ISLAND - DIGITAL DRAWING: | TASK 7B: DIGITAL LANDSCAPE / NATURE DESIGN FINAL DESIGN & REFLECTION WEEK 2 | Student files Class Connect Drawing equipment Adobe Suite Software |
| | • Design Development – production, editing, refinement, reflection, presentation | | |
| | • Review semester concepts | | |
| | • Develop analytical writing skills | | |
| | • Development of Portfolio presentation | | |
| | • Developing *critical reflection and analysis skills.* | | |
| 3 - 4| DESIGN IN SOCIETY | TASK 8: IN-CLASS RESPONSE WEEK 4 | Student files Class Connect |
| | • Exploring professional portfolio presentations & design blogs/websites/videos | | |
| | • Editing and presenting work for multi-media | | |
| | • Review semester concepts | | |
| | • Evaluating design process - *reflection & peer feedback* | | |
| 5 | EXTENTION – PERSONAL EXPLORATION WEEK | | Student files Class Connect |
| | • Student catch-up week | | |
| | • Explore personal interest project | | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Production | **TASK 1: DESIGN FUNDAMENTALS PORTFOLIO**<br>Students will present a portfolio of work demonstrating skills & Knowledge related to photography controls, design fundamentals and digital editing and presentation techniques. This will be conducted through a range of class activities and workshop tutorials. | 15% | Term 1 Week 7 |
| | **TASK 3B: PORTRAITURE - PRODUCTION**<br>Students put into practice the research & practice they conducted in their investigation. Design, plan and produce a series of studio portraits based on a chosen theme. Must demonstrate the use of elements and principles of Design as well as Photographic composition and editing processes. | 15% | Term 2 Week 6 |
| | **TASK 4: CREATIVE PHOTOGRAPHY PORTFOLIO**<br>Students will present a portfolio of work demonstrating skills & Knowledge related to photography controls, design fundamentals and digital editing and presentation techniques. This will be conducted through a range of class activities and workshop tutorials. | 15% | Term 3 Week 2 |
| | **TASK 6A: CALENDAR DESIGN – INVESTIGATION & PROPOSAL**<br>Students are to explore target audience characteristics, page layout, typography and technical skills required to produce an effective design. Students are to develop a design proposal based on their research and idea generation techniques. | 10% | Term 3 Week 8 |
| | **TASK 6B: CALENDAR DESIGN - PRODUCTION**<br>Students put into practice the research & practice they conducted in their investigation. Design, plan and produce a calendar for 2021 based on a chosen theme. Must demonstrate the use of elements and principles of Design as well as Photographic composition and editing processes. | 15% | Term 4 Week 2 |
| Response | **TASK 2: IN-CLASS TEST (CAMERA SKILLS & DESIGN PRINCIPLES)**<br>Students will demonstrate their knowledge of Photography & Design Fundamental concepts from through a series of multiple-choice, short answer and analysis responses completed in-class under test conditions. | 10% | Term 1 Week 9 |
| | **TASK 3A: PORTRAITURE – INVESTIGATION & PROPOSAL**<br>Students are to explore studio lighting techniques & portraiture styles. They will technical skills required to produce an effective design. Students are to develop a design proposal based on their research and idea generation techniques. | 10% | Term 2 Week 3 |
| | **TASK 5: IN CLASS TEST (COMMUNICATION THEORIES & COPYRIGHT)**<br>Students will demonstrate their knowledge of communication theory, legal & ethical design concepts from through a series of multiple-choice, short answer and analysis responses completed in-class under test conditions. | 5% | Term 3 Week 4 |
| | **TASK 7: INTERNALLY SET TASK**<br>Students will demonstrate their knowledge of Design concepts from through a series of multiple-choice, short answer and analysis responses completed in-class under test conditions. | 5% | Term 4 Week 4 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: ______________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-------------------------------------------------|-----------------------------------------------|
| 1 - 2| **COURSE INTRODUCTION:**
• Overview of the course
• Students will be introduced to class expectations, copyright, intellectual property, personal responsibilities, sustainability and OHS.
• Investigate careers within the Design Industry
• Identify skills and knowledge needed to succeed in the Design industry. – *Critical & Creative Thinking*
• Introduction to Portfolio requirements – set up class records & files. | | Student files
PowerPoint
Class Connect
Photography equipment
Textbook |
| 3 - 4| **PHOTOGRAPHY FUNDAMENTALS:**
• Develop Knowledge of Design Industry
• Introduction to basic camera controls
• Intro to exposure basics – *Aperture, Shutter Speed & ISO*.
• Intro to Elements & Principle of Design & Colour theory.
• Developing image analysis skills – *identify, describe, evaluate, annotate.* | Portfolio Activities | Student files
PowerPoint
Class Connect
Textbook
Photography equipment |
| 5 - 6| **PHOTOGRAPHY FUNDAMENTALS:**
• Unpacking the design process – *research, idea development, production & evaluation*
• Introduction to types of lighting – *studio, natural (WB)*
• Experiment and develop camera controls to produce examples of photographic technical codes, composition and design elements – *Portfolio Work*
• Introduction to creation of diagrams, layouts, plans & drawings. | Portfolio Activities | Student files
Class Connect
Photography equipment and Adobe Suite Software |
| 7 - 8| **PHOTOGRAPHY FUNDAMENTALS:**
• Development of Portfolio & Learning Journals.
• Digital photographic skills – file types, image resolution, basic image manipulation tools and techniques (*contrast, hue & saturation, histograms*)
• Development of basic editing techniques – using Photoshop tutorials.
• Students will investigate composition & photographic styles: *Rule of thirds, leading lines, point of interest; Nature, Portrait, Macro, Black & White, time lapse/motion etc.* | Portfolio Activities
**TASK 1:**
*DESIGN FUNDAMENTALS PORTFOLIO*
WEEK 7 | Student files
Class Connect
Photography equipment
Adobe Suite Software |
| 9 | **PHOTOGRAPHY FUNDAMENTALS:**
• Development of basic editing techniques – using Photoshop tutorials.
• Review of photographic skills and terminology
• Development of Portfolio & Learning Journals.
• Review of elements and principles of design
• Developing image analysis skills – *identify, describe, evaluate, annotate.* | Portfolio Activities
**TASK 2:**
*IN-CLASS TEST [DESIGN FUNDAMENTALS]*
WEEK 9 | Student files
Class Connect
Photography equipment
Adobe Suite Software |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1-2 | **PORTRAIT PHOTOGRAPHY:**
- Developing image analysis skills – *identify, describe, evaluate, annotate.*
- Identifying codes and conventions in print media – *focus on Photography Styles in society*
- Explore representation and stereotypes in relation to design – stakeholders & target audience
- **CASE STUDY** – Annie Leibovitz
- Introduction to copyright & referencing for production
- Develop research and information processing skills
- Students will investigate composition & photographic styles: *Rule of thirds, leading lines, point of interest; Nature, Portrait, Macro, Black & White, time lapse/motion etc.* | | Student files
PowerPoint
Class Connect
Photography equipment
Adobe Suite Software |
| 3-4 | **PORTRAIT PHOTOGRAPHY:**
- Portrait Photographic styles
- Development of design process – *Statement of intent & research, inspiration board, production planning & processes, annotating & evaluating design process.*
- Photo production – *studio & location*
- Explore the print process – from digital to printing press
- Photoshop & tutorials – *editing & print layout*
- Location shoot – excursion TBA | TASK 3A:
PORTRAITURE INVESTIGATION & PROPOSAL
WEEK 3 | Student files
PowerPoint
Class Connect
Photography equipment
Adobe Suite Software |
| 5-6 | **PORTRAIT PHOTOGRAPHY:**
- Development of design process – *Statement of intent & research, inspiration board, production planning & processes, annotating & evaluating design process.*
- Development of photographic planning, annotations & design problem solving skills.
- Studio lighting setup & experimentation
- Photo production – *studio & location*
- Portfolio development | | Student files
Class Connect
Photography equipment
Adobe Suite Software |
| 7-8 | **PORTRAIT PHOTOGRAPHY:**
- Exploring professional portfolio presentations & Photography blogs/websites
- Development of Portfolio presentation
- Explore other photographic styles through experimentation & tutorials. | TASK 3A:
PORTRAITURE DESIGN PRODUCTION
DUE WEEK 7 | Student files
Class Connect
Photography equipment
Adobe Suite Software |
| | **END OF SEMESTER 1** | | |
| | **UNIT 2: Personal Design** | | |
| 9-11 | **CREATIVE PHOTOGRAPHY PORTFOLIO**
- Introduction to unit 2 – personal design
- Explore personal beliefs, values, connections & styles
- Explore representation & communication methods
- Introduction to Semiotics & Shannon & weaver
- Develop research and information processing skills
- Developing *critical reflection and analysis skills.*
- Develop ideas for Creative photo task
- Develop creative photography skills
- Photoshop tutorials – advanced editing & effects | Portfolio Activities | Student Data Drive
PowerPoint Slides
Class Connect Portfolio
Photography equipment
Adobe Suite Software |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| | **Term 3** | | |
| 1 - 2| CREATIVE PHOTOGRAPHY PORTFOLIO | Portfolio Activities | Student files, Class Connect portfolio, Photo equipment, Photoshop |
| | • Develop creative photography skills | TASK 4: CREATIVE PHOTOGRAPHY PORTFOLIO DUE WEEK 2 | |
| | • Photoshop tutorials – advanced editing & effects | | |
| | • Explore audience effect on design planning & production | | |
| | • Explore purpose of communication – *personal* vs. *social* | | |
| | • Photoshop tutorials – advanced editing and effects | | |
| 3 - 4| COMMUNICATING DESIGN CONCEPTS | TASK 5: IN-CLASS RESPONSE WEEK 4 | Student files, Class Connect portfolio, Photo equipment, Photoshop |
| | • Communication theories- Semiotics & Shannon & Weaver | | |
| | • Developing critical reflection and analysis skills. | | |
| | • Develop creative photography skills | | |
| | • Photoshop tutorials – advanced editing & effects | | |
| | • Explore audience effect on design planning & production | | |
| 5 - 6| CALENDAR DESIGN | | Student files, Class Connect portfolio, Photo equipment, Photoshop |
| | • Develop analytical writing skills | | |
| | • Calendar Design – *Statement of intent & research calendar designs codes & conventions* | | |
| | • Explore representation and stereotypes in relation to design – stakeholders & target audience | | |
| | • Review of elements and principles of design, copyright & referencing for production | | |
| 7 - 8| CALENDAR DESIGN | TASK 6A: CALENDAR DESIGN INVESTIGATION & PROPOSAL DUE WEEK 8 | Student files, Class Connect portfolio, Photo equipment, Photoshop |
| | • Developing Genre based designs | | |
| | • Typography in Design | | |
| | • Development of design process – *inspiration board, production planning & processes, annotating & evaluating design process.* | | |
| | • Explore the print process – *from digital to printing press* | | |
| 9 - 10| CALENDAR DESIGN | | Student files, Class Connect portfolio, Photo equipment, Photoshop |
| | • Prepare for ‘SHOW OFF’ Exhibition – week 9 | | |
| | • Photo production – studio & location | | |
| | • Photoshop & InDesign tutorials – *editing & print layout* | | |
| | • Design Development – production, editing, refinement, reflection, presentation | | |
| | **Term 4** | | |
| 1 - 2| CALENDAR DESIGN | TASK 6B: CALENDAR DESIGN DUE WEEK 2 | Student files, PowerPoint, Class Connect portfolio |
| | • Design Development – production, editing, refinement, reflection, presentation | | |
| | • Evaluating design process - Self-reflection & peer feedback | | |
| | • Printing & presenting the product | | |
| 3 - 4| PORTFOLIO | TASK 7: INTERNALLY SET TASK WEEK 4 | Student files, Class Connect portfolio, Photo equipment, Photoshop |
| | • Exploring professional portfolio presentations & Photography blogs/websites/videos | | |
| | • Review design & photography fundamental concepts | | |
| | • Evaluating design process - *reflection & peer feedback* | | |
| | EXTENTION – PERSONAL EXPLORATION WEEK | | Student files, Class Connect Photoshop |
| | • Student catch-up week | | |
| | • Explore personal interest project | | |
**END OF SEMESTER 2**
## ASSESSMENT OUTLINE 2021
### GENERAL DRAMA
#### YEAR 11
**Semester 1 - Unit 1**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Performance and Production 70% | **Task 1: Script Interpretation**
Group interpretation of a key scene from *Blackrock* design elements demonstrating selected realism approaches | 20% | Term 1 Week 7 |
| | **Task 3: Monologue Construction**
Students are to construct a monologue reflecting on a key event or theme in *Blackrock* from a particular character’s perspective. | 10% | Term 2 Week 4 |
| Response 30% | **Task 2: Extended Reflection (in class) and Performance folio**
Use of elements of drama, spaces of performance, principles of design and visual elements to communicate dramatic meaning and relevant forces. Completed folio strengthens task development. | 10% | Term 1 Week 9 |
| | **Task 4: Review of a performance**
Focusing on spaces of performance and design and technology. | 5% | Term 2 Week 7 |
**Semester 2 - Unit 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Performance and Production 70% | **Task 5: Scripted performance to an external audience**
*The Exam* by Andy Hamilton performed demonstrating role, blocking, drama conventions, and design and management skills. Progress marks will be allocated in weeks 4 & 7. | 30% | Term 3 Week 3, Week 6, Week 8 |
| | **Task 7: Script interpretation**
With costume and props of an extract of a play of your choice from *Drama for reading and performance Collection Two*. | 10% | Term 4 Week 4 |
| Response 30% | **Task 6: Reflection**
Based on the impact of choices made with the elements of drama, spaces of performance, design and technology, and self and group management skills and processes. Completed in class under test conditions. | 15% | Term 4 Week 1 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| 1 | **Introduction to Drama:** Overview of the course and assessment expectations. Warm ups: body, voice, creativity and social skills. Awareness: Body and Audience awareness. Improvisation: spontaneity, showing (not telling) in dramatic storytelling. | | Drama Unit 1 Outline Character Profile Worksheets |
| 2-4 | Workshop: Improvisation work exploring forces and values impacting the themes explored in the text. Drama Theorists: Stanislavski and Laban. Script writing conventions: Identifying techniques and approaches in the play. *Introduce Task 1, Script Interpretation* and select groups for script interpretation of key scene/section. Review of cooperative group work processes including memorizing, listening, delegation of roles, developing an agreed approach in preparing. Students will be note taking during work shopping, characterization processes as part of folio for Task 2. | Task 1: Script Interpretation Due Week 8. Folio check for week 10 | *Blackrock* |
| 5-8 | Voice and movement with appropriate exaggeration for dramatic storytelling. Rehearsal processes with planning and refinement through improvisation in the scripted piece to create dramatic meaning. Using the elements of drama to develop the types of characters and roles in performance. Workshop: Spaces of performance and interpretation of chosen script excerpts to define space and time create a relationship with audience and presentational performance. Effective group work processes: appropriate questioning, conflict management, listening skills. Script annotations: techniques, purposes and approaches to annotating scripts. Completion of character profiles, voice and movement techniques, annotate script excerpt. *Perform Task 1.* | Performance of Task 1: Script Interpretation Due Week 8 Folio check for week 10 | Characterisation worksheets and resources. *Blackrock* |
| 9-10 | Debrief session: good techniques and key learning from Task 1. Preparation for *Task 2 Extended Reflection*; finish one page of notes. Analyze your performance assessment in terms of characterization; design/directing roles, and quality of representational acting. Detail the impact of audience expectations, attitudes experiences and understandings on drama productions. Extended Reflection completed in week 1 under test conditions. One page of notes permitted. The folio of work leading up to the group performance must also be submitted as part of this task. | Task 2: Extended Reflection Completed in class Week 10 | Drama Reflection Writing template |
| 1 - 4| Debrief on Extended Reflection and writing techniques. Introduction to *Task 3: Monologue construction*. Student’s will workshop the themes and events in *Blackrock* from different character’s perspectives. Focus on improvisation to develop characterisation through extension and resolution. Using the elements of drama to shape viewpoints and create dramatic meaning. Design elements, particularly costume and staging elements, will form part of the assessment develop. Student’s monologue will show insight into character language used and take a particular point of view on the tragedy using techniques to engage the audience through dramatic tension. Students to explore the audience response inspired by different forces in drama. Appropriate time management skills used in dramatic storytelling. Students to perform their monologue for the class in week 4. | Task 3: Monologue Construction Due Week 4 | Characterisation worksheets and resources. *The Exam* by Andy Hamilton |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| 5-7 | **Introduction to Task 4:** Review of a live performance.
This will focus on spaces of performance and design and technology. Drama conventions and audience behaviours appropriate to shared performance to peers in a classroom setting. Students will specifically analyse how costumes and props can be used to support setting and situation.
**Effective writing skills in drama:**
- Forms of writing based on scaffolded questions
- Use of drama terminology, tightly structured paragraphs, specific examples and connecting ideas.
Overview of other forms of writing to be explored in drama: short answer form and graphic organisers. | **Task 4:**
Review of live performance
Due Week 7 | |
| 8 | Wrap up week
Submission for assessments not yet completed
Read *The Exam* by Andy Hamilton and analyse the characters, themes, issues. Research past productions, studying design and directions. | **All** | *The Exam* by Andy Hamilton |
| | **END OF SEMESTER 1** | | |
| 9-10 | **Analysis of Mugged by Andrew Payne**
Read through the play.
Discussion of themes and issues, as well as the characters’ motivations and drives.
Selecting characters for an external performance event
Improvisation workshop: develop and extend characterisation through establishing situation, complication, climax and resolution.
Intellectual property rights of drama texts. | | Drama Unit 2 Outline
*The Exam* by Andy Hamilton |
| | **Term 3** | | |
| 1-4 | **Introduction to Task 5:** Scripted performance to an external audience.
Review the script of *The Exam* by Andy Hamilton and analyse the additional notes to understand how the script might be performed for an external audience, as well as visualising spaces of performance based on stage directions.
Time management skills (planning tasks, creating schedules, sharing roles). Blocking notes and other annotations to build a plan of how to interpret the text in performance.
Selection of elements of drama and voice and movement techniques to create different types of characters and to signal change in roles.
Introduction to transitions between scenes: planning for a performance that reflects drama conventions (set/strike lists, prop lists, marking up cue sheets).
Assist a Year 12 in their design role as this forms part of the Task 5 requirements. | **Ongoing Task 5:** External performance of *The Exam* by Andy Hamilton
**Progress Assessment Week 4** | *The Exam* by Andy Hamilton
Character resources
*The Complete Stage Planning Kit*, Gill Davies |
| 5-8 | **Development and Performance of Task 5:**
Workshop: adapting performance to different performance spaces to define space, time and situation.
Rehearsal completed in class to finalise memorisation of lines, continue to develop character, learn blocking, and further character interactions.
Assist with the refinement of set/strike lists, prop lists and cue sheets for backstage.
Planning the coordination of backstage, including movement of stage props.
Safe working practices for the performance. | **Task 5:** External performance of *The Exam* by Andy Hamilton
**Progress Assessment Week 7** | *The Exam* by Andy Hamilton
Character resources
*The Complete Stage Planning Kit*, Gill Davies |
| 9 | **Final Assessment for Task 5**
Dress and technical rehearsal in front of selected others.
Perform the external performance in front of an audience (invite as many people as possible!) | **Task 5 Final Assessment** | |
| 10 | **Introduce Task 6:** Reflection of Task 5 external performance.
Reflect the performance in class. What did you do well? What difficulties did you overcome? What did you find interesting throughout the performance? What worked well in the external production? What could have been improved? How was your individual performance/fulfillment of design or directing role? | | Reflection documents & resources |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1 | Continue preparation for **Task 6: Reflection of Task 5 external performance**.
Reflective forms of writing as self and group evaluation.
Review drama terminology, tightly structured paragraphs, specific example and connecting ideas.
Completed in class under test conditions. | **Task 6:**
Reflection of
Task 5 external performance.
Due Term 4
Week 1. | Reflection Writing Templates and Resources |
| 2-4 | **Introduction to Task 7: scripted interpretation**
Using representational and presentational performance techniques studied throughout the year. Students to acknowledge how performance areas will define space and time for an audience. Workshop on how context of performance impacts audience expectations, attitudes, experience and understanding of dramatic storytelling.
Rehearsal completed in class to finalise memorisation of lines, continue to develop character, learn blocking, and further character interactions. Design elements incorporated into performance including costume and props.
Deliver performance week 4. Self and Peer evaluation. | **Task 7:**
scripted interpretation
Due Term 4
Week 4 | Range of short plays from *Drama for reading and performance Collection Two*. |
| 5 | **Wrap-up week**
Finish and submit any tasks that are incomplete.
Extra activity: improvisation workshops & reflection on coursework throughout the year.
Research texts for next year. | All | |
## ASSESSMENT OUTLINE 2021
### GENERAL ENGLISH
#### YEAR 11
**Semester 1 – UNIT 1**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Responding | **Task 1: Short Story - Comprehension** | | Term 1 Week 2 |
| | Analysis of short story and production of a narrative conventions report. | 10% | |
| Creating | **Task 3: Sitcom Analysis – Paragraph Responses** | | Term 1 Week 9 |
| | Construct a series of paragraphs focusing on analysis of the studied sitcom programs. | 10% | |
| Responding | **Task 2: Comprehension – Newspaper Report** | | Term 1 Week 5 |
| | Write a report focusing on study of a short story. The report should demonstrate understandings of the genre and the appropriate conventions. | 10% | |
| Creating | **Task 4: Sitcom Analysis – Oral Presentation** | | Term 2 Week 2 |
| | In groups, students will create an oral presentation, describing a new sitcom show to the audience and drawing on their knowledge of studied texts. | 10% | |
| Responding | **Task 5: Novel Study – Narrative Writing** | | Term 2 Week 7 |
| | After reading and analysing the chosen novel, students create a narrative that focuses on their understandings of characters and/or themes. | 10% | |
**Semester 2 – UNIT 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Responding | **Task 6: Novel Study – Essay Response** | | Term 2 Week 11 |
| | Written essay in response to the studied novel. Essay will be written under timed conditions; sighted question, one page of notes permitted. | 10% | |
| Creating | **Task 8: Film Analysis - Essay** | | Term 3 Week 8 |
| | Written essay that focuses on film and narrative conventions used within the film. Planning, drafting and editing processes to be utilised. | 10% | |
| Responding | **Task 9: Visual Text – Comprehension** | | Term 3 Week 10 |
| | Review visual text conventions, focusing on visual literacy. Under timed conditions, complete analysis questions. | 10% | |
| Creating | **Task 7: VET Cross-Curricular – Job Interview** | | Term 3 Week 3 |
| | As preparation for future employment, participate in a job interview using appropriate speaking and listening skills. | 10% | |
| Responding | **Task 10: Creative Writing – Composition** | | Term 4 Week 4/5 |
| | Narrative composition based off of a range of stimuli. Planning, drafting, editing and proofreading processes to be utilised. | 10% | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|---------------------------------------------------------------------------|
| | **Term 1** | | |
| 1 - 2| **Short Story: Comprehension Task** | **Comprehension Task** | Short Story Task Questions; Conventions Table; Report Proforma; Task Sheet and Marking Guide – 10% |
| | Discuss conventions of short stories, focusing on narrative and language devices; introduce structured writing proforma, looking at TEEDC paragraphs and how to appropriately use quotations as evidence; complete short answer questions to show understanding of text; study target audience, context and purpose of the text; under timed conditions, complete analytical conventions report using proforma provided. | Term 1, Week 2 | |
| 3 - 5| **Comprehension: Newspaper Report** | **Newspaper Report** | Lead-Up Activities/Analysis Questions; Conventions Table; Journal Activities; Task Sheet and Marking Guide – 10% |
| | Analyse a short text, focusing on how conventions are used for particular effects. Construct a newspaper report, focusing on an event, character or issues that was revealed in the studied text. Utilise appropriate format and features of a news report to clearly articulate ideas. | Term 1, Week 5 | |
| 6-9 | **Sitcom Analysis: Paragraph Responses** | **Sitcom Analysis: Paragraphs** | Lead-Up Activities; Journal Activities; Essay Planning Table; Task Sheet and Marking Guide – 10% |
| | Elaborate on understandings of the sitcom genre by completing paragraph responses; paragraphs should demonstrate knowledge and comprehension of studied sitcom and students will be expected to use specific examples in their response; responses will need to demonstrate awareness of planning, drafting and editing processes. | Term 1, Week 9 | |
| | **Term 2** | | |
| 1 - 2| **Sitcom Analysis: Oral Presentation** | **Oral Presentation** | Sitcom episodes; Lead-Up Activities; Journal Activities; Analysis Table; Task Sheet and Marking Guide – 10% |
| | View a range of sitcom programs, focusing on how particular visual and narrative conventions are used to engage the audience; complete analysis activities and comprehension questions; in small groups, compose a presentation that addresses the sitcom genre, focusing on different conventions being used to appeal to the audience. | Term 2, Week 2 | |
| 3 - 6| **Novel Study: Narrative Composition** | **Creative Writing** | Novel; Lead-Up Activities; Journal Activities; Conventions for narrative writing; Sample narratives; Task Sheet and Marking Guide – 10% |
| | Read the assigned novel (teacher’s choice) and complete appropriate analysis of such (focus on narrative conventions and syllabus concepts); complete activities relating to study of the novel; revise narrative writing conventions (including language features, sensory writing, descriptive language) and apply this understanding to analysis of sample narratives; plan, draft and edit own narrative that elaborates on study of chosen novel (i.e.: changes characters, setting or extends the storyline). | Term 2, Week 7 | |
| | **END OF SEMESTER 1** | | |
| 7-10 | **Novel Study: Analytical Essay** | **Essay Response** | Novel; Lead-Up Activities; Journal Activities; Essay Planner; Task Sheet and Marking Guide – 10% |
| | Elaborate on understandings of the novel by completing an analytical essay response; revise structure of essays, including TEEDC paragraphs, introduction and conclusion writing; decipher essay response, discuss possible examples and ideas; under timed conditions students complete the essay. | Term 2, Week 11 | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-------------------------------------------------|--------------------------------------------------------------------------|
| 1 - 3| **VET Cross-Curricular: Job Interview**
As part of VET Studies, complete a job interview utilising speaking and listening skills to articulate your ideas. | **Job Interview**
Term 3, Week 3 | Dictated by VET Coordinator |
| 4 - 8| **Feature Film: Analytical Essay**
Revise filmic conventions, watch film, complete character activities; complete contextual questions. Complete activities on TEEDC paragraph structure and essay writing skills. Respond to an essay question about conventions used within the film. | **Analytical Essay**
Term 3, Week 8 | Lead-Up Activities/Analysis Questions; Conventions Table; Journal Activities; Task Sheet and Marking Guide – 10% |
| 9 - 10| **Task 9: Visual Text – Comprehension**
Review visual text conventions, focusing on visual literacy. Under timed conditions, complete analysis questions. | **Comprehension Task Paragraph Responses**
Term 3, Week 10 | Lead-Up Activities; Journal Activities; Studied Text; Analysis Questions; Task Sheet and Marking Guide – 10% |
| 1 - 5| **Creative Writing: Short Story Composition**
Review narrative conventions and creative writing techniques, applying this understanding to analysis of example narratives; discuss assessment and provide students with a choice of stimuli; students create a narrative focusing on a question/stimuli of their choosing; planning, drafting and editing processes to be utilised – good copy of narrative should be typed up and must adhere to assessment criteria. | **Creative Writing – Composition**
Term 4, Week 4/5 | Lead-Up Activities; Journal Activities; Planning Table; Stimuli for Assessment; Example Narratives; Task Sheet and Marking Guide – 10% |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | **Task 2: Multimodal Poster**
Choose three items that are unique to your country and make a multimodal poster about it. | 12.5% | Term 1 Week 6 |
| | **Task 9: Multimodal Formal Report**
Complete a map of your place similar to that of the graphic novel. | 12.5% | Term 4 Week 2 |
| Response | **Task 1: Reading Comprehension**
Read a short story and complete reading and writing activities. | 5% | Term 1 Week 2 |
| | **Task 4: Viewing Comprehension**
Watch a film and complete viewing and writing activities. | 10% | Term 2 Week 4 |
| | **Task 3: Short and Extended Answers**
Read the picture book and answer reading and writing activities. | 5% | Term 1 Week 9 |
| | **Task 7: Written Essay**
Investigate the conventions of the essay. Choose Write an essay on themes. | 10% | Term 3 Week 5 |
| Production (Written) | **Task 6: Diary Entries**
Read a novel and complete reading and writing activities. | 12.5% | Term 3 Week 2 |
| | **Task 8: News Report**
Watch film, complete viewing and writing activities. Then complete a news report based on an event. | 10% | Term 3 Week 7 |
| Production (Oral) | **Task 5: Cross-Cultural Perspectives**
Choose either a festival or religious ceremony from your home country. | 10% | Term 2 Week 8 |
| | **Task 10: Life Experiences**
Discuss what it means to be living in Australia - how is this country different to your own. Would you want to go back and why or why not? | 12.5% | Term 3 Week 5 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Syllabus Content | Teaching Points | Assessment |
|------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------|
| 1 - 6| Identifying assumptions and beliefs underlying certain practices, including variations in greetings and displays of respect in different cultures
Using active listening strategies and working collaboratively with others
Using contextual information, structure and visual elements to predict the content of aural, written, graphic and film texts
Selecting and evaluating suitable information sources, skimming for general meaning and scanning for specific information, note-taking, summarising, paraphrasing, using graphic organisers to collect and collate information, synthesising information from two sources
Using a range of reference texts, including dictionaries, thesauruses, grammar texts and digital resources to assist language learning and comprehension
Using strategies to plan, reflect on and consolidate own learning
Identifying how different purposes and contexts influence language choices and meaning
Explaining the effects of descriptive language and imagery in texts
Describing how language reflects sociocultural constructions of age, gender, race and identity
Using appropriate structure and content to communicate ideas and opinions for different purposes and audiences
Using paragraphing to organise and communicate main and supporting ideas
Using description, characterisation, and direct and indirect speech
Using cohesive devices at sentence, paragraph and whole text level
Using strategies for planning, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries and thesauruses | Syllabus Content: collaborating as a way to solve problems or to create texts, adopting appropriate listening behaviours in some unfamiliar situations, using a range of strategies to extract accurate information, identifying emotive language, identifying common variations in language, using description, imagery and some characterisation.
Understand the conventions of the short story and what it means to be an immigrant to Australia. Discuss the characters and their differences as well as their responses to challenges.
Syllabus Content: employing language learning strategies, recounting plot details and describing settings, identifying dialogue, and first and third-person narration using cohesive devices at sentence and paragraph level.
Discuss the conventions of the short story and the key elements to a successful narrative. Explore how tension is built up and why some conclusions are unexpected. How do certain stories appeal to some and not to others? Then complete the storyline. | WRITTEN RESPONSE
Task 1: Reading Comprehension
Week 2
INVESTIGATION
Task 2: Multimodal Poster
Week 6 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|----------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|
| 7 - 9| Understanding common cultural references, conceptual metaphors and connotations | The syllabus content focuses on identifying the conventions used in the text and how these impact the reader's understanding of the text. These include how the reader makes assumptions and responds using the correct stylistic choices of grammar and structure. Paraphrasing of the text essential to success in the task as well as inferences. Students are annotate how meaning is made not only from the written word, but also through images. Success will be determined by the references to the text as well as own input ensuring that the completed task is informative and meets the requirements. | WRITTEN RESPONSE Task 3: Short and Extended Answers Week 9 |
| | Listening, reading and viewing for specific purposes and content | | |
| | Describing and explaining characters, settings, plots and sub-plots, themes and narrative point(s) of view in texts | | |
| | Identifying how the selection of text structures and language features can influence an audience | | |
| | Explaining overt and implicit assumptions made in texts, including those in editorial opinions and those in stereotypes used in advertising | | |
| | Using stylistic and grammatical choices for effect and clarity, including complex lexical elements, modality and subject-specific language forms and features | | |
| Term 2| VISUAL TEXT: FICTIONAL FILM | | |
| 1 - 4| Understanding non-verbal cues as related to SAE contexts, including conventions of eye contact, gesture, physical space/distance | The syllabus content focus on how identity is defined by the friends as well as the circumstances. This is made more difficult when there is the constant threat of violence which in turn determines the actions of teenagers. Additionally, there is the challenges to overcome those obstacles as well as the facing the inevitability of death. Again there is the contrast that highlights the unit context and how different teenagers react based on their surroundings and support structures. Learners will investigate the conventions of the film. They will then complete viewing and writing activities. How difficult is it to adapt to another country’s culture? What do you bring of your own culture? | INVESTIGATION Task 4: Viewing Comprehension Week 4 |
| | Understanding and using some common SAE cultural references, idiomatic expressions and colloquialisms, and culturally accepted politeness conventions and protocols in different contexts | | |
| | Distinguishing between main ideas and supporting details and between fact and opinion | | |
| | Using a range of reference texts, including dictionaries, thesauruses, grammar texts and digital resources to assist language learning and comprehension | | |
| | Describing how language reflects sociocultural constructions of age, gender, race and identity | | |
| | Using digital, multimodal and print-based technologies | | |
| | Using strategies for planning, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries and thesauruses | | |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------|
| | **PRACTICAL: ORAL PRODUCTION** | | |
| 6 - 8| Understanding non-verbal cues as related to SAE contexts, including conventions of eye contact, gesture, physical space/distance
Understanding and using some common SAE cultural references, idiomatic expressions and colloquialisms, and culturally accepted politeness conventions and protocols in different contexts
Identifying assumptions and beliefs underlying certain practices, including variations in greetings and displays of respect in different cultures
Distinguishing between main ideas and supporting details and between fact and opinion
Selecting and evaluating suitable information sources, skimming for general meaning and scanning for specific information, note-taking, summarising, paraphrasing, using graphic organisers to collect and collate information, synthesising information from two sources
Using a range of reference texts, including dictionaries, thesauruses, grammar texts and digital resources to assist language learning and comprehension
Using strategies to plan, reflect on and consolidate own learning
Describing how language reflects sociocultural constructions of age, gender, race and identity
Using common language features, including subject-specific vocabulary, synonyms and antonyms, adjectives and adverbs used to create modality, some nominalisation, common collocations and idioms and conjunctions connecting ideas within and across sentences
Using research skills and strategies, including note-taking, note-making, summaries, and graphic organisers to collect and collate relevant information, paraphrasing and synthesising, quoting and referencing appropriately | The syllabus content requires the students practise both their verbal and non-verbal communication skills essential for success. This includes using SAE in communication and linking this to their own culture and coming of age. Research a key component of the task as there is a contrast that has to be shown between cultures. Using the language and how it reflects the socio-cultural constructions.
Syllabus Content: demonstrating understanding of some common idiomatic and colloquial expressions, translating from home language or dialect to SAE, understanding how language use changes in different contexts across cultures, using first-person narration, using a growing range of strategies for planning and refining work.
Identify the conventions of the oral presentation. Discuss key events from the students’ home town/state. Investigate and present a chosen festival/event as a persuasive speech for tourists. | **PRODUCTION**: ORAL
Task 5: Oral Assessment
Week 8 |
| | **END OF SEMESTER 1** | | |
| Term 3 | **UNIT 2: LIFE EXPERIENCES: WRITTEN TEXT: NOVEL** | | |
| Term 2 9 -11 | Initiating, sustaining and concluding interactions, demonstrating skills in turn-taking, changing topics and accepting and rejecting ideas, in a range of familiar and unfamiliar contexts
Using intelligible pronunciation, stress, rhythm and intonation at word, phrase and sentence level
Organising and presenting spoken information appropriate to audience and purpose, self-correcting when appropriate
Describing and classifying the form, medium and subject matter of texts
Describing and explaining characters, settings, plots and subplots, themes and narrative point(s) of view in texts
Interpreting cultural references and implied meanings in texts
Using a range of reference texts, including dictionaries to assist interpretation and explanation of ideas
Explaining overt and implicit assumptions made in texts, including those in editorial opinions and those in stereotypes used in advertising
Analysing how point of view shapes audience response
Using language to express judgement of an object, a process, or a performance | Syllabus Content: using active listening skills, identifying, inferring and describing the main ideas and some supporting details in arrange of familiar texts, identifying and describing cultural variations in values and beliefs, and constructions of gender, using imaginative and descriptive language, using simple, compound and complex sentences.
Review the narrative conventions in the ERG. Discuss friendships and how circumstances can force changes. Investigate the diary entry conventions. Choose a character and write diary entries to show understanding.
Investigate the conventions of the essay through the ERG. Students identify themes from the novel and complete an in class assessment | **WRITTEN**: PRODUCTION
Task 6: Diary Entries
Term 3 Week 2
**WRITTEN**: RESPONSE
Task 7: In Class Essay
Week 5 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------|
| | **VISUAL TEXT: DOCUDRAMA** | | WRITTEN: PRODUCTION |
| 6 - 8| listening, reading and viewing for specific purposes and content
explaining ideas, issues and arguments presented in non-fiction texts
selecting information sources and synthesising information from these sources
using a range of reference texts, including dictionaries to assist interpretation and explanation of ideas
explaining the effects of shifts in register, style and tone
analysing how point of view shapes audience response
analysing connections between texts
explaining the visual features of texts and interpreting graphic representations of data
using a range of text types and digital, multimodal and print-based technologies | The syllabus content requires students to research the impact of IT on students' interaction with their peers and other groups. This they will do after watching the film and summarise their understanding through note-taking and other forms of synthesising. The content also gives the tools for exploration of this major social issue. Learners are expected to show their understanding of the text through contextual questions about the negative impact of IT. Students investigate IT and the importance of being protected against hacking. Then they investigate the conventions of the news report before choosing an event from the film and completing a news report. | Task 8: News Report
Week 7 |
| | **WRITTEN TEXT: PICTURE BOOK** | | INVESTIGATION
Task 9: Multimodal Report
Term 4 Week 2 |
| Term 3 9 10 | using stylistic and grammatical choices for effect and clarity, including complex lexical elements, modality and subject-specific language forms and features
using culturally specific phrases, idioms, collocations and references
using research skills and strategies, including note-taking and note-making, summarising and using graphic organisers to collect, collate and evaluate information, paraphrasing, synthesising and quoting with in-text citation and end-of-text referencing | The syllabus content focuses on identifying the conventions used in the text and how these impact the reader's understanding of the text. These include how the reader makes assumptions and responds using the correct stylistic choices of grammar and structure. Paraphrasing of the text essential to success in the task as well as inferences. Students are expected to review the conventions of the novel as well as those of the multimodal task. They then create a multimodal poster of 'their place' either here or back home. creative writing newspaper report. | |
| Term 4 1 - 2 | | | |
| | **PRACTICAL: ORAL PRODUCTION** | | PRODUCTION: ORAL
Task 10
Week 5 |
| 3 - 5 | understanding and using non-verbal cues in a range of formal and informal contexts
experimenting with register and tone to create rapport
organising and presenting spoken information appropriate to audience and purpose, self-correcting when appropriate
explaining ideas, issues and arguments presented in non-fiction texts
explaining the visual features of texts and interpreting graphic representations of data
using metalanguage to express personal and critical responses to texts
using a range of research sources and methods, including interviews, surveys or questionnaires | Syllabus Content: using intelligible pronunciation, intonation and stress of words and phrases, initiating, sustaining and concluding communication using SAE conventions and protocols, using common idiomatic and colloquial expressions, developing control over direct and indirect speech, using a range of common cohesive devices including referencing and conjunctions, planning, organising and using a combination of technologies and media. Investigate the unit descriptor and suggested contexts. Choose a topic as it relates to the unit descriptor. Research information for the topic and prepare both a PowerPoint and oral presentation. | |
| | **END OF SEMESTER 2** | | |
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | **Task 5: Nature of Food**
Investigate staple foods, primary and secondary processes used to convert raw commodities | 15% | Term 2 Week 9 |
| | **Task 6: Nutrition**
Investigate nutrition-related health conditions and the need for specialised diets | 15% | Term 3 Week 5 |
| Production | **Task 2: Celebrate Local Foods**
Examine the variety and availability of local foods; the economic and environmental considerations and issues that arise from purchasing locally and lifestyle choices; produce food using local raw and processed foods. | 20% | Term 1 Week 9 |
| | **Task 3: Food Influences**
Produce a food product to be advertised, targeting adolescents through the use of multimedia: video, comic strip, newspaper or magazine article etc. | 15% | Term 2 Week 3 |
| | **Task 8: Processing Food**
Mini Master Chef
Using staple foods to create, design and display goods to a panel of judges, using wet and dry processing methods and evaluating the process | 10% | Term 4 Week 3 |
| | **Task 7: Properties of Food**
Food Styling
Creating food products to be styled and photographed | 15% | Term 3 Week 9 |
| Response | **Task 1: Food for Health**
Nutrition Guidelines, standard measurements and precision methods of cooking | 5% | Term 1 Week 3 |
| | **Task 4: I.S.T**
Internally Set Task | 5% | Term 2 Week 6 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 1-2 | **Laws and regulatory codes**
Workplace regulations for safety and health
- protective clothing and footwear
- personal hygiene
- emergency procedures
Safe food handling practices
- safe storage of raw and processed foods
- prevention of cross contamination
- clean equipment
**Food products and processing systems**
select and safely use appropriate equipment, such as knives and hot surfaces
measure ingredients using Australian Standard metric measurement
- demonstrate mise-en-place and precision cutting skills
- demonstrate safe food handling practices
- demonstrate various methods of cooking
- demonstrate teamwork skills, such as communication and collaboration
present safe, quality, palatable food | ClickView & Text Book
Workplace procedures for safety and Health Safe food handling practices pg 234 | |
| 2-3 | **Nutrition**
food sources and functions of nutrients and water in the body
- protein
- carbohydrates
- vitamins
- minerals
- lipids
nutritional requirements of adolescents
- protein
- calcium
- iron
use of food selection models and guides to evaluate diets
- Healthy Eating Pyramid (Nutrition Australia May 2015)
- The Australian Guide to Healthy Eating
- Australian Dietary Guidelines
importance of a balanced diet and the consumption of a wide variety of foods for health | Task 1: Food for Health Test Week 3
Text Book Chapter 3 Nutrition pg 57
RefreshED Exploring energy sources unit Chapter 3 Nutrition: Nutritional requirements for adolescents pg 67 | |
| 4 | **Food as a commodity**
Local Foods
classification of food
- animal
- plant
- raw
- processed | | |
| 5-7 | **Food products and processing systems**
economic and environmental considerations when purchasing locally produced commodities
investigate a raw and a processed food product
- use
- nutrition
- cost
- shelf life
devise food products using raw and processed foods
- adapt recipes to suit a purpose
- interpret recipe
- organise food orders and production plans
- cost recipes
produce food products using raw and processed foods | | Chapter 1 Food as a commodity: Classification staple foods pg 31 | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|---------------------------------------------------------------------------|
| 7 | **Bush Walk discover local indigenous foods** | | Kim Ekert – KBULG AIEO – Bushfood Masterclass |
| 8-9 | **Food in society: Food issues**
factors that influence food choices
- cost
- food availability
- family characteristics
- peer group
- nutritional value
environmental issues that arise from food and lifestyle choices
- food availability
- ‘food miles’
- packaging
- recycling and waste
ethical influences on food choices, such as animal welfare, fair trade, resource use and country of origin | Task 2 Celebrate Local Food Week 9 | Chapter 10 Food in society: Ethical influences on food choices pg 218
ABC Feeding Australia |
| | **Term 2** | | |
| 1 | **Laws and Regulatory Codes**
Australian food labelling requirements
- nutrition information panel
- percentage labelling
- name and/or description of the food
- food recall information
- information for allergy sufferers
- date marking
- ingredients list
- country of origin
- barcodes
- weights and measures | | Textbook Chapter 11 Laws and regulatory codes: Labelling requirements pg 239
FSANZ |
| 2-3 | **Food Issues**
influences on adolescent food choices
- use of celebrities, media practices, including music, body image, colour, fonts and graphics, and food styling techniques to market food products
- advertising
- marketing | Task 3 Investigation into Influences on adolescent food choices Week 3 | Chapter 10 Food in society: Media pg 215 |
| 3-5 | **Food Issues**
health issues that arise from food choices
- malnutrition
- underweight
- overweight
- allergies
- intolerances | | Textbook Chapter 10 Food in society: Health issues that arise from food choices |
| 6 | **Revision and Internally Set task** | Task 4 I.S.T | |
| 7-8 | **Properties of Food**
Food products and processing systems; investigate staple food products and commodities readily available in Australia
- use
- nutrition
- cost
- shelf life | | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 9-11 | **Food as a commodity**
staple food commodities readily available in Australia
factors that affect the supply of staple food
- food availability
- cost
- climate or seasons, natural disasters | Task 5
Staple food investigation
Week 10 | Chapter 1
Food as a commodity: Classification
staple foods
RefreshED
Promoting: staple foods |
| Term 3 | | | |
| 1-2 | **Food as a commodity**
- primary and secondary processes used to convert raw commodities into safe, quality food products
- sensory and physical properties that influence selection and use of staple food | | Textbook
Chapter 2
Physical properties of staple foods pg 47 |
| 3-5 | **Nutrition**
nutrition-related health conditions and the need for specialised diets
- coeliac lactose intolerance
reasons for vegetarian or vegan diets
- health
- ethical values, cultural, economic cost | Task 6
Specialised diets
Week 5 | |
| 6-7 | **Microwave cooking**
the effect of processing techniques on the sensory and physical properties of food
- microwave cooking
produce food products using staple foods
- demonstrate microwave cooking
evaluate food products developed from staple foods product's sensory properties | | Microwave cooking experiments |
| 8-9 | **Healthy Food Products**
Using staple foods demonstrate:
- teamwork skills, such as planning and problem solving
evaluate food products developed from staple foods product's sensory properties
- select and safely use appropriate equipment
- demonstrate mise-en-place and precision cutting skills
- demonstrate wet and dry processing techniques
- measure ingredients using Australian Standard metric measurement | Task 7
Food Styling Showoff
Week 9 | Textbook
Chapter 8
Methods of cookery: Wet and Dry cooking methods |
| 10 | Evaluate food products developed from staple foods
- product's sensory properties
- present safe, quality, palatable food
effective use of skills, practices or processes use of relevant terminology | | |
| Term 4 | | | |
| 1-2 | Devise food products using staple foods
- adapt recipes to suit a purpose
- interpret recipes
- organise food orders and production plans
- cost recipes | | |
| 3-5 | **Properties of food**
sensory properties that influence selection and use of raw and processed food
- Appearance, texture, aroma, flavour, sound
physical properties that influence selection and use of raw and processed food
- size, shape, colour, volume, viscosity
effects of processing techniques on sensory and physical properties of food wet & dry processing techniques | Task 8
Master Chef
Week 3 | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Reading | **Task 1: Short Story The Crossing** | 15% | Term 1 Week 3 |
| | Short answer analysis | | |
| | **Task 2: Reading Lab (Sem 1)** | 2.5% | Term 2 Week 4 |
| | Reading Comprehension task | | |
| | **Task 7: Short Story Blue Tattoo** | 15% | Term 3 Week 1 |
| | Short answer analysis (timed response) | | |
| | **Task 8: Reading Lab (Sem 2)** | 2.5% | Term 3 Week 5 |
| | Reading Comprehension task | | |
| Writing | **Task 3: Horror Creative Writing** | 10% | Term 1 Week 7 |
| | Write your own horror short story. | | |
| | **Task 5: Documentary Study Embrace** | 7.5% | Term 2 Week 3 |
| | Documentary Review | | |
| | **Task 9: Employment Preparation** | 7.5% | Term 3 Week 6 |
| | Write cover letter and resume for a job | | |
| | **Task 10: Speeches** | 10% | Term 3 Week 10 |
| | Short answer analysis responses of three speeches | | |
| Oral Communication| **Task 4: New Report** | 7.5% | Term 1 Week 10 |
| | Oral presentation of own suspense/horror short story. | | |
| | **Task 6: Documentary Study Embrace** | 7.5% | Term 2 Week 7 |
| | Oral presentation of perspective analysis | | |
| | **Task 11: Advertisement** | 15% | Term 4 Week 4 |
| | In groups present an advisement for a given product. | | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|-----------------------------|----------------------------------|
| 1 - 3| **Short Story: The Crossing**
Short story conventions read short story and go through TEEDC structure, analyse author’s use of twists in story and effect on reader, draft responses, write up good copy for submission.
When completing this task, students will learn;
- how texts work, for example, their structures, conventions, techniques
- how texts use the conventions of a particular form, for example, a script versus a prose fiction narrative
- how texts use language for particular purposes and audiences, for example, to tell the story, to create an image
- how to discuss what has been learned about how text work, for example, learning some terms, such as introduction, climax, resolution
- how texts can be interpreted in different ways, for example, how interpretations differ depending on the gender of the reader or writer | Short Answer Analysis
Week 3 | Short Story Handouts
Task Sheet
Marking Guide
Standards Booklet |
| 4 - 7| **Suspense Short Story (Write Your Own)**
What is a suspenseful short story? Go through conventions, brainstorm and read examples of fractured fairy tales, identify similarities and differences, draft and write own copy of fractured fairy tale for submission.
When completing this task, students will learn;
- how to use language, including appropriate spelling, punctuation and grammar
- how and when to use punctuation: punctuation: in particular, capital letters, lower case letters, commas, semi-colons, colons, full stops, apostrophes, exclamation marks, question marks, quotation marks, single inverted commas, the dash, the hyphen, brackets and ellipses
- how to shape language for particular purposes and audiences, for example, choosing the right word, developing an effective phrase
- how to use the conventions of a particular form | Write Your Own suspenseful short story
Week 7 | Handouts
Task Sheet
Marking Guide
Planning Tool |
| 8-10 | **Short Story (Oral Presentation of News Report)**
Go through news report writing conventions, inverted pyramid structure, plan own news report according to inverted pyramid structure, draft copy and present news report to class.
When completing this task, students will learn;
- how to shape or structure an oral text for particular purposes and audiences, for example, by using a framework
- how to use spoken language techniques for particular purposes and audiences, for example, tone, pace, emphasis
- how to listen attentively and purposefully, for example, active listening techniques | Oral Presentation of News Report
Week 10 | Handouts
Task Sheet
Marking Guide |
| Ongoing-Due end of Semester One | **Reading Lab**
Students will complete a series of reading and writing activities.
Completing this student, students will learn;
- how texts use the conventions of a particular form
- how texts promote values and attitudes, for example, how people are represented in texts. | Reading Lab
Week 3/4 | Workbook
Marking Guide |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 1-4 | **Film Study: Embrace (Writing Task)**<br>Watch *Embrace* go through short comprehension questions and example film reviews. Draft responses and write up good copy of review for submission.<br>When completing this task, students will learn;<br>• how to brainstorm ideas<br>• how to learn and use concepts of English grammar, including: how a group of words becomes a sentence; how subject and verb must agree; how to create simple, compound and complex sentences; how a phrase differs from a clause; how clauses can be dependent or independent; how to understand the functions of the parts of speech, including nouns, verbs, adjectives, adverbs, pronouns, articles, prepositions and conjunctions; and how to switch from active voice to passive voice.<br>• how to shape language for particular purposes and audiences, for example, choosing the right word, developing an effective phrase<br>• why a particular *for* is appropriate<br>• how to reflect on the strengths and weaknesses of texts created, for example, why some texts are more engaging than others | Film Study (Writing Task) Week 4 | Film<br>Handouts<br>Task Sheet<br>Marking Guide |
| 5-7 | **Film Study: Embrace (Oral Assessment)**<br>Identify different perspectives in *Embrace*, complete perspectives table, complete draft and write good copy of speech, present in front of class.<br>When completing this task students will learn;<br>• how to use the spoken language conventions of a particular form, for example, a panel discussion or debate<br>• how to listen attentively and purposefully, for example, active listening techniques<br>• how to use the conventions of a particular form<br>• how promote values and attitudes, for example, the implicit versus the explicit | Film Study (Oral Presentation) Week 7 | Handouts<br>Task Sheet<br>Marking Guide |
| Term 2, Week 8 – Term 3, Week 1 | **Short Stories: Blue Tattoo (Timed response)**<br>Read *Blue Tattoo*, go through short story conventions, go through TEEDC structure, discuss responses to example questions. Timed in class response to unseen questions.<br>When reading students will learn;<br>• how texts work, for example, their structures, conventions, techniques<br>• how to discuss what has been learned about how texts work, for example, learning some terms, such as introduction, simile, climax, resolution<br>• how texts can be interpreted in different ways, for example, how interpretations differ depending on the gender of the reader or writer | Short Stories (Short Answer Analysis-Timed response) | Short Stories<br>Handouts<br>Task Sheet<br>Marking Guide<br>Standards Booklet |
**Term 3**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 1 | **Short Stories: Blue Tattoo**<br>Read *a Blue Tattoo*, go through short story conventions, go through TEEDC structure, discuss responses to example questions. Timed in class response to unseen questions. | Short Stories (Short Answer Analysis) | Short Stories<br>Handouts<br>Task Sheet<br>Marking Guide<br>Standards Booklet |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|----------------------------------|
| 2-6 | **Employment Preparation**
Students will research and prepare a cover letter and resume/CV for a job they will likely apply for once they have left school.
Completing this tasks, students will learn;
• how to spell and pronounce words effectively: for example, how to use awareness of phonetic qualities to visualise and pronounce words; how to transform words from singular to plural; and how to memorise irregular spelling patterns and irregular pronunciations
• how to promote values and attitudes: for example, challenging the reader’s values versus imposing the writer’s values, such as comparing the attitudes and values promoted by a current affairs segment with those promoted by a news report
• how to reflect on the strengths and weaknesses of texts created, for example, why some texts are more engaging than others | Employment Preparation Week 6 | Research Information Handouts Task Sheet Marking Guide |
| 6 | **Reading Lab**
Students complete a series of reading and writing activities.
Completing this task, students will learn;
• how to use language, including appropriate spelling, punctuation and grammar
• how to shape language for particular purposes | Reading Lab Week 6 | OLNA Online profiles Task Sheet Marking Guide |
| 7-10 | **Speeches (Short Answer Analysis)**
Go through different types of speeches, what is the purpose of speeches? View different examples of speeches by different leaders. Discuss comprehension questions, draft and edit short answer analysis task, write up good copy of short answers.
When completing this task, students will learn;
• how to engage in a variety of speaking and listening scenarios, for example, role plays, listening and reflecting on audio texts
• how texts can be interpreted in different ways, for example, depending on the culture to which the reader belongs
• how to reflect on the strengths and weaknesses of texts created, for example, why some texts are more engaging than others | Speeches (Short Answer Analysis) Week 10 | Clickview Access Handouts Task Sheet Marking Guide |
| Term 4 | **Advertising (Oral Presentation)**
Go through persuasive techniques and brainstorm topics for television advertisements. Plan, draft and edit a created advert. Present to the class in groups including explanations of persuasive techniques used.
When speaking students will learn;
• why a particular form is appropriate, for example, a speech instead of a monologue
• how to use the spoken language conventions of a particular form, for example, a panel discussion or debate
• how to listen attentively and purposefully, for example, active listening techniques
• how to use the conventions of a particular form
• how promote values and attitudes, for example, the implicit versus the explicit
• how to engage in a variety of speaking and listening scenarios, for example, role plays, listening and reflecting on audio texts | Advertising (Oral Presentation) Week 4 | Planning Tool Handouts Task Sheet Marking Guide |
**END OF SEMESTER 2**
# ASSESSMENT OUTLINE 2021
## GENERAL GEOGRAPHY
### YEAR 11
#### Semester 1 – UNIT 1 Environments at Risk
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|------------------|---------------|----------------|
| Geographical Inquiry | 30% | **Task 4** | | |
| | | Part A: Recycled Biorama (3%) | | |
| | | Part B: Geographic Inquiry (5%) | | |
| | | Part C: Validation Test (7%) | | |
| | | **Task 1** | | |
| | | Basic Mapping Skills Test | | Term 1 Week 5 |
| | | **Task 3** | | |
| | | Fieldwork Report (4%) | | Term 2 Week 2 |
| | | Validation Test (6%) | | |
| | | **Task 2** | | |
| | | Short Answer Response - Unit overview | | Term 1 Week 8 |
| | | **Task 5** | | |
| | | Short Answer Response - Unit content | | Term 2 Week 8 |
#### Semester 2 – UNIT 2 Geography of People and Places
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|------------------|---------------|----------------|
| Geographical Inquiry | 30% | **Task 3** | | |
| | | Geographical Inquiry: Regional Depth Study (6%) | | Term 3 Week 9 |
| | | Validation Test (9%) | | |
| | | **Task 2** | | |
| | | Advanced Mapping Skills Test | | Term 3 Week 5 |
| | | **Task 5** | | |
| | | Virtual Fieldwork Report - Hypothetical Island Creation (4%) | | Term 4 Week 5 |
| | | Validation Test (6%) | | |
| | | **Task 1** | | |
| | | Short Answer Response - Regions and Sustainability Concept | | Term 3 Week 2 |
| | | **Task 4** | | |
| | | Short Answer Response - Unit Overview | | Term 4 Week 2 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| | **Term 1** | | |
| 1 - 5| **Overview of Geography of environments at risk** | | |
| | • What is geography? | | |
| | • Define the concepts of environment, biome and ecosystems | | |
| | • Classify the biotic and abiotic elements of environments, biomes and | | |
| | ecosystems | | |
| | • Define terms such as biodiversity, food chain, food web, biomass, trophic | | |
| | levels, pyramids of numbers, pyramids of energy, flows of matter and energy | | |
| | • Distinguish between the natural and cultural features of environments | | |
| | • Define the concept of sustainability | | |
| | **Mapping Skills** | | |
| | • A wide variety of basic mapping skills will be taught during the weekly | | |
| | double period | | |
| 6 - 8| **Depth study: Desert Biomes (an environment at risk)** | | |
| | • Geographical inquiry skills | | |
| | • Classify the biotic and abiotic elements of the desert environment | | |
| | • Location and distribution of the desert environment | | |
| | • Characteristics of the desert environment | | |
| | • The interactions between the flora and fauna of the desert environment, | | |
| | based on ecosystem concepts | | |
| | **Mapping Skills** | | |
| | • A range of advanced mapping skills will be taught at various points | | |
| | thought this period | | |
| 9 | • Interrelationships between biotic and abiotic elements of the desert | | |
| | biome | | |
| | • Describe human activity and land use impacts upon patterns and processes | | |
| | within the desert biome | | |
| | • Identify the cultural landscapes associated with the desert biome | | |
| | **Term 2** | | |
| 1 - 3| • Identify the economic, political and social factors that impact upon | | |
| | decisions about sustainability of the desert biome | | |
| | • Identify the different values and viewpoints (environmental, economic and | | |
| | social) that shape the human use of the desert biome | | |
| | • Benefits of implementing sustainable practices within the desert biome | | |
| | **Excursion to Kalkurla Bushland Park Week 1** | | |
| | • Class project which will include: | | |
| | • Land survey and orienteering | | |
| | • Data collection | | |
| | • Land management strategies | | |
| | • Fieldwork Report preparation | | |
| 4 - 8| • The extent to which current land use practices are sustainable within a | | |
| | desert biome | | |
| | • Measures by which humans are caring for the desert biome and the extent | | |
| | to which these measures have been successful | | |
| | • Geographic Inquiry | | |
| | • Revision and final test | | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|----------------------------------|
| 9 - 11 | **Overview – Geography of people and places**
- Define the concept of a region
- The natural and cultural features of regions
- The four natural spheres of regions:
- lithosphere
- atmosphere
- hydrosphere
- biosphere | | Course Reader
Other resources as supplied |
**Term 3**
| 1 - 2 | • The three types of cultural features of regions (land use, settlement, transport)
• How regions can change over time
• Define the concept of sustainability
• Factors that impact upon the implementation of sustainable practices
**Mapping Skills** | **Week 2**
Task 1: Unit Overview
Regions | Course Reader
Other resources as supplied |
| 4 - 6 | **Depth study: Bali**
• Geographical inquiry skills
• The location of, and spatial variation within, Bali
• Characteristics of the natural environment of Bali, including:
- topography and variations in the topography
- weather and climatic characteristics and factors that characterise weather and climate
- vegetation and factors affecting the vegetation patterns
- soil characteristics and patterns of soil distribution
• The associations between the natural attributes of the environment in Bali, such as climate, soil type, vegetation, topography
• Changing patterns of the natural environments of Bali over time, such as changes in soil fertility, climatic variations, changes in topography as a result of fluvial action
**Characteristics of the cultural environment of Bali, including the:**
- spatial characteristics and pattern of settlement
- demographic characteristics
- land use characteristics, including form, function and land use distribution
• Characteristics and associations of the cultural environment of Bali, including the:
- variations in the land use
- variations in settlement patterns and population distribution
- variations in transport systems and networks and flows of people and services
- demographic characteristics of the population
**Mapping**
• Virtual fieldwork skills | **Week 5**
Task 2: Advanced Geographical Skills Test | Course Reader
Other resources as supplied |
| 7 - 10 | • The association between the cultural attributes of the environment of Bali, such as topography and settlement, climate and agriculture, soils and agriculture, topography and transport
• Changing patterns of the cultural environment of Bali over time, such as changes in settlement patterns, changes in agricultural patterns as a result of climate change | **Week 9**
Task 3: Regional Depth Study and Validation Test | Course Reader
Other resources as supplied |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 1 - 5| The Geographical Issue of Tourism & Sustainable Development: Galapagos Islands/Bali
• Physical geography and overview of the natural environment of the Galapagos Islands
• Changing patterns of the cultural environment of the Galapagos Islands/Bali over time, such as changes in settlement patterns and rise in tourism.
• The potential of the Galapagos/Bali to attract increased numbers of people for tourism and/or employment
• A geographic issue pertinent to the sustainable development of Galapagos/Bali
• The stakeholders within Galapagos/Bali who would be potentially affected by changes in geographic sustainability.
• The views and attitudes of these stakeholders towards sustainability of the region
• The extent to which the various responses in tourism in Bali/Galapagos are likely to lead to sustainable management practices.
• The impact that increased flows of people for tourism and/or employment may have on sustainable management practices in Galapagos/Bali.
• Revision | **Week 2**
Task 4: Final Unit Test
**Week 5:** Task 5: Hypothetical Island and Validation Test | Course Reader
Other resources as supplied |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|------------------------------------------------------|---------------|----------------|
| INQUIRY 20% | Task 2: Tri Fold Poster Board Presentation | | Term 1 Week 9 |
| | Lifestyle Factors Affecting Health: Alcohol, Drugs, | | |
| | Smoking | | |
| | Task 4: Power Point Presentation | | Term 2 Week 11 |
| | Lifestyle Factors Affecting Health: Diet and Exercise| | |
| RESPONSE 30% | Task 6: Response Essay | | Term 4 Week 4 |
| | Cronulla Riots | | |
| | Task 1: Response Essay | | Term 1 Week 5 |
| | Determinants of Health | | |
| PROJECT 50% | Task 3: Health Promotion Tools Portfolio | | Term 2 Week 6 |
| | Health Promotion Campaign | | |
| | Task 5: Mental Health Week Expo | | Term 3 Week 10 |
| | Health Exhibition: Lifestyle Factors Affecting Health| | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-------------------------------------------------|---------------------------------------------------------------------------|
| 1-2 | **Holistic health** | | Meditation Activity |
| | - Definitions of health and wellbeing | | |
| | - Physical, social, mental, emotional and spiritual dimensions of health | | |
| | - Measurement of personal health status for each dimension of health | | |
| 3-4 | **Holistic health:** | **Task 1** | **Documentary** |
| | - Introduction to determinants of health | **Response:** | |
| | - Social | Determinants of Health | |
| | o Stress | **Due Week 5** | |
| | o Early life | | |
| | o Food | | |
| | o Transport | | |
| | o Social exclusion | | |
| | - Environmental | | |
| | o Features of the natural and built environment | | |
| | - Socioeconomic | | |
| | o Education | | |
| | o Employment | | |
| | o Income | | |
| | o Access to services | | |
| | - The influence of health determinants on health status | | |
| | o Aboriginal Groups | | |
| | o Poverty | | |
| | o Low education groups | | |
| | o Farmers | | |
| 5-7 | **Actions and strategies** | | **Police Visit - Drug Talk** |
| | - Importance of personal responsibility for health | | |
| | - Lifestyle factors affecting health | | |
| | o Exposure to tobacco smoke | | |
| | o Alcohol use | | |
| | o Drug use | | |
| | - Personal health risk assessment | | |
| 8 | **Self-management skills** | | **Guest Speaker:** |
| | - Definition and identification of self-management skills that promote health | | Police + Nurse |
| | and wellbeing | | |
| | - Steps in the decision-making process | | |
| | o Defining the situation | | |
| | o Generating and weighing up alternative | | |
| | o Choosing, acting and reflecting | | |
https://teachforaustralia.org/advantaged/?regionId=45781
https://www.youtube.com/watch?v=nTqknri15fQ
https://www.youtube.com/watch?v=vlVZKZNXYBA
https://www.mhc.wa.gov.au/getting-help/community-alcohol-and-drug-services/goldfields-cads/
Head Space Visit: Youth Programs
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 9 | **Health inquiry** | Task 2 Inquiry: Lifestyle Factors Affecting Health Week 9 | |
| | Planning a health inquiry | | |
| | • Identification and description of a health issue | | |
| | • Development of focus questions to research a health issue | | |
| | Use of a range of information to explore a health issue | | |
| | • Identification and use of reliable information sources | | |
| | • Identification and application of criteria for selecting information sources | | |
| | Interpretation of information | | |
| | • Summary of information | | |
| | • Development of general conclusions | | |
| | Presentation of findings in appropriate format to suit audience | | |
| | **TERM 2** | | |
| 1 | **Principles, frameworks, models and theories** | | |
| | Definition and examples of health promotion in the community | | |
| 2 | **Actions and Strategies** | | Pop Health Visit |
| | • Preventive actions and skills to cope with influences on health behaviour and to enhance health | | The compliment Project |
| | ▪ Resilience | | Health Campaigns/Adverts |
| | ▪ Social competence | | |
| | ▪ Assertiveness | | |
| | Strategies to promote the health of communities | | |
| 3-4 | **Consumer Health** | | Health Care Facilities Visit: Bega |
| | • The importance of health care as prevention versus health care as treatment.| | |
| | • Role and features of Medicare and private health insurance | | |
| | • Rights and responsibilities as a healthcare consumer | | |
| | • Range and types of health facilities and services | | |
| | • Criteria for choosing a healthcare professional | | |
| | Complementary and orthodox health-care options | | |
| 5-6 | **Assessment Work** | Task 3 Project: Health Promotion Campaign Week 6 | |
| 7-8 | **Actions and strategies** | | Nutritionist Visit: How to Read Food Labels |
| | Lifestyle factors affecting health | | Food Sensations Program (EPP) |
| | o Diet and nutrition | | Sugar Documentary |
| | Physical activity | | Physical Activity |
| 9 | **Principles, frameworks, models and theories** | | |
| | • features and components of the Health Promoting School Model | | |
| | Use of the Health Promoting School Model to promote the health of individuals, groups and communities | | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 10-11| **Health inquiry**
Planning a health inquiry
- Identification and description of a health issue
- Development of focus questions to research a health issue
Use of a range of information to explore a health issue
- Identification and use of reliable information sources
- Identification and application of criteria for selecting information sources
Interpretation of information
- Summary of information
- Development of general conclusions
- Presentation of findings in appropriate format to suit audience
**Country Week** | Task 4
Inquiry: Diet and Nutrition
Week 11 | School Psychologist Visit
Head Space
Black Dog Institute Presentation
Be You
Police Visit – Road Awareness |
| 1-4 | **Actions and strategies**
Lifestyle factors affecting health
- Sun exposure
- Mental Health
- Road Awareness | | |
| 5-6 | **Interpersonal skills**
- Definition of interpersonal skills
- Importance of effective communication for better health and wellbeing
- Assertive, passive and aggressive communication
- Skills and techniques for building cooperation
- Active listening
- Shared decision making
- Empathy and respect for others
- Challenges to effective communication | | |
| 7 | **Actions and strategies**
- Action plans to personal health
- Setting SMART (specific, measurable, achievable, realistic, time-specific) goals
- Developing strategies
- Identifying and overcoming barriers | | |
| 8-10 | **Assessment work / Exhibit Work/ Help with Mental Health Week Activities** | Task 5
Project: Health Expo - Lifestyle factors affecting health
Week 10 | Mental Health Week: Week 10 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------|-----------|
| 1 | **Beliefs, attitudes and values** | | |
| | • Definitions of beliefs, attitudes and values | | |
| | • Influence of family, friends and the media on the formation of beliefs, | | |
| | attitudes and values | | |
| | • Impact of beliefs, attitudes and values on health behaviour | | |
| | • The influence of cognitive dissonance on beliefs, actions and behaviour | | |
| 2-3 | **Social and cultural norms** | | |
| | • Definitions of social and cultural norms | | |
| | • Influence of social and cultural norms on health behaviour | | |
| | • The role of communities in the construction and promotion of social and | | |
| | cultural norms | | |
| 4 | **Assessment Work** | Task 6 | |
| | | Response: | |
| | | Social and | |
| | | Cultural | |
| | | Norms | |
| | | *Week 4* | |
| 5 | **Year 12 Introduction** | | |
**END OF SEMESTER 2**
# ASSESSMENT OUTLINE 2021
## GENERAL HUMAN BIOLOGY
### YEAR 11
#### Semester 1 – UNIT 1: Healthy Body
| Assessment Type | SCASA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|------------------|---------------|----------------|
| Science Inquiry | 20% | **Task 1: Model of Respiratory or Circulatory system**
Designing 3D model to communicate understanding to peer group. | 10% | Term 1 Week 4 |
| | | **Task 3: Enzyme investigation** – design investigation into factors that affect enzyme functioning | 10% | Term 2 Week 2 |
| Extended Response | 10% | **Task 4: Digestive Disorders**
Research about human digestive issues – communicate findings to specific audience | 10% | Term 2 Week 4/5 |
| Test | 20% | **Task 2: Respiratory & Circulatory systems**
Respiratory & circulatory systems test | 10% | Term 1 Week 8 |
| | | **Task 5: Digestive & Urinary systems**
Digestive & urinary systems test | 10% | Term 2 Week 7 |
#### Semester 2 – UNIT 2: Reproduction
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|------------------|---------------|----------------|
| Science Inquiry | 20% | **Task 8: Investigation**
Rat reproductive system scientific report – investigate reproductive systems & analyse data | 10% | Term 3 Week 7/8 |
| | | **Task 6: DNA or Cell division model** – model design, procedure & evaluation, include statistical data for analysis & representation | 10% | Term 3 Week 1 |
| Extended Response | 10% | **Task 9: Alcohol & smoking during pregnancy**
Effects of alcohol & smoking on pregnancy - include scientific texts & analyse, create argument? | 5% | Term 3 Week 9/10 |
| | | **Task 11: STIs and safer sex practices**
A persuasive text to encourage young people to take steps to prevent STIs | 5% | Term 4 Week 4/5 |
| Test | 20% | **Task 7: DNA & reproductive system**
DNA, cells & reproductive systems test | 10% | Term 3 Week 6 |
| | | **Task 10: Pregnancy & birth**
Pregnancy & birth test | 10% | Term 4 Week 2 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1 | **Science inquiry skills:**
- Research, write hypothesis & predicting outcomes
- Designing investigations – include risk assessments & ethical considerations
- Collecting data (primary & secondary data)
- Representing data -
- Interpreting scientific and media texts | | |
| 2 - 3| **Characteristics of life:**
- Life processes (MRS GREN)
- Cell theory
- Cell membrane & active and passive transport processes
- Structure and function of cell components, including nucleus, mitochondria, ribosomes, lysosomes and cytoplasm
- Observation of cell components using microscopy techniques – creating labelled diagrams from images
- Aerobic and anaerobic respiration
- Advances in understanding cellular level of body due to development of the microscope
**Body organisation:**
- Hierarchical structure– cells, tissues, organs and systems | | Human Perspectives
1AB Ch1, Ch2 & Ch3 |
| 4 - 6| **Respiratory system:**
- Structure and function of the respiratory system
- Characteristics for efficient gas exchange
- Large surface area
- Thin
- Moist
- vascular
- Mechanics of breathing – build model to communicate conceptual understanding
- Conduct experiments on body functioning eg breathing safely, competently and methodically for the collection of valid and reliable data
- Represent data in meaningful ways
- Diseases, lifestyle choices and conditions of the respiratory system that compromise body functioning in the short term and may have long term consequences
- Diagnosis, treatment (including appropriate use of drugs, physical therapy, radiation therapy, and removal and/or replacement of affected parts) of conditions due to system or organ failure
- Analyse scientific and media articles – evaluate & consider the quality of evidence, use evidence to construct arguments | Task 1: Model of Respiratory or Circulatory system | Human Perspectives
1AB Ch4, Ch5 & Ch7
Data loggers – spirometers etc
Texts on effects of treatments – look at quality evidence |
| 7 - 8| **Circulatory system:**
- How structure of circulatory system enables efficient transport of materials to and from exchange surfaces (lungs, digestive system, kidney & cells)
- How structure of the heart and specialised structures of the blood vessels enable efficient blood flow
- Components of blood (cells & plasma) and their function – transport of materials and defense against pathogens, blood groups | Task 2: Respiratory & circulatory systems test | Human Perspectives
1AB Ch6 & Ch7
Heart Dissection practical
Microscope work – blood components |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|----------------------------------|
| 9 | **Circulatory system:**
- Diseases, lifestyle choices and conditions of the circulatory system that compromise functioning of body in short and long term
- Use of scientific and media texts, analyse data, claims and make conclusions
- The function of the circulatory system can be compromised by cardiovascular diseases that reduce the efficiency of transport of materials around the body | | |
| Term 2 | | | |
| 1 - 2 | **Digestive system:**
- Structure of the digestive system facilitates the breakdown of food for absorption
- Create appropriate representations of the organs within the system
- Mechanical and chemical digestion – purpose
- Enzymes and their functions (names, place made & act, conditions needed, chemicals involved)
- Through enzyme practical’s - represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; qualitatively describe sources of measurement error, and uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions, make predictions
- Elimination of wastes
- Diseases, lifestyle choices (drugs & diets) and conditions of the digestive system that affect digestion or absorption | Task 3: Enzyme Investigation | Human Perspectives 1AB Ch5 Enzyme practical’s |
| 3 - 4 | **Nutrition and diet:**
- What is a Healthy diet
- Malnutrition/unbalanced diet – over/under weight
- Nutrient groups and their uses in the body
o Carbohydrates
o Proteins
o Fats
o Vitamins & minerals
o Water
- Texts on specific diets – evaluate and use reasoning to construct scientific arguments about
- Communicate appropriately to specific audiences findings of digestive disorders | Task 4: Digestive disorders extended response | Exploring HBS Stage 1: Looking Good – Act 18 Food: What, why & how much |
| 5 - 9 | **Urinary system:**
- Structure and function of the urinary system – how removes toxic waste and excess water from blood
- Water balance (urinary system & digestive system, lungs and skin)
- Dysfunctions of the kidneys problems it causes resulting in death
- Treatment of kidney dysfunction – dialysis/transplant | Task 5: Digestive & urinary systems test | Human Perspectives 1AB Ch5 |
| | **END OF SEMESTER 1** | | |
| UNIT 2: Reproduction | | | |
| 10 - 11 | **Genetic material:**
- DNA structure and functions – create models to show structure
- Connection between chromosome, Genes and Alleles | | Human Perspectives 1AB Ch17 |
| Term 3 | | | |
| 1 - 2 | **Cell division:**
- Mitosis (including sequence of events & characteristics of daughter cells)
- Observe yeast division under microscope – investigate factors that affect rate (design investigations)
- Meiosis (including sequence of events & characteristics of daughter cells)
- Select, use and/or construct appropriate representations, including labelled diagrams, models and flow charts of Deoxyribonucleic acid (DNA) and cell division, to communicate conceptual understanding, solve problems and make predictions | Task 6: DNA model | Human Perspectives 1AB Ch13 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 3 - 6| **Reproductive system:**
- Structure & function of male & female reproductive systems that facilitate production & delivery of gametes, including additional female structures to support unborn baby
- Male gamete production and delivery for fertilisation
- Role of female ovarian and menstrual cycles – female gamete production & delivery
- Hormones involved in menstrual and ovarian cycles, including FSH, LH, oestrogen and progesterone | Task 7: DNA & reproductive system test | Human Perspectives 1AB Ch15
Ch16 Male & female
Rat dissection |
| 7 - 8| **Pregnancy:**
- Purpose of fertilisation – creation of variation/2N
- Implantation and placenta formation = pregnancy
- Sequence of zygote, embryonic & foetal development
- Monitoring foetal development using ultrasound and other technologies and mother’s health – benefits
- Instrument accuracy and nature of procedure considerations when looking at results | Task 8: Rat reproductive system scientific report | Human Perspectives 2AB Ch12 |
| 9 - 10| **Pregnancy:**
- Effect of environmental factors & lifestyle choices on mother and baby – diet, smoking, alcohol and drugs
- Research, analyse information on factors and their effects then communicate to specific audiences, and for specific purposes, using appropriate language, nomenclature, genres and modes, including scientific reports
- Interpret a range of scientific and media texts, and evaluate models, processes, claims and conclusions by considering the quality of available evidence, including interpreting confidence intervals in secondary data; and use reasoning to construct scientific arguments about factors and affects
- Success of education campaigns/develop one
- Sequence of events involved during birth for mother and baby - improved understanding of the birthing process has resulted in various methods of delivery of the baby
- Complications during birth (placenta & cord) & solutions
- Infant development – milestones to monitor health
- Represent data in meaningful ways – growth measurements head/body etc, analyse patterns/trends | Task 9: Alcohol & smoking during pregnancy | Exploring HBS Stage 2: Body works – Act 51 Maternal & foetal observations |
| Term 4 | | | |
| 1-3 | **Reproductive technologies:**
- Contraceptive methods – control of cycles, preventing fertilisation or implantation
- Infertility treatments – IVF, GIFT, ZIFT and FET. Analysis of data, ethics, success rates – looking at scientific texts
- Parental, foetal and embryonic testing for disorders, genetic content and infertility issues | Task 10: Pregnancy & birth test | Human Perspectives 2AB Ch20 |
| 4-5 | **Sexually transmitted infections:**
- Methods of Transmission
- Causes: bacteria, viral, fungi or parasitic
- Symptoms or lack of and timing when appear
- Treatments if available, which are non-curable and cause notifiable disease | Task 11: STIs and safer sex practices extended response | Human Perspectives 2AB Ch17 |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | Task 1: design an investigation to test hypothesis | 5% | Term 1 Week 3 |
| | Task 2: Cell Membrane Investigation – movement across a cell membrane | 6% | Term 1 Week 5 |
| | Task 5: Investigating Fertiliser Impact- design, conduct and analyse a reliable investigation into fertilisers and their impact on plant growth, and to conclude whether or not fertilisers are beneficial for farmers to use | 7% | Term 2 Week 2/3 |
| | Task 7: Water cycle Investigation- design and conduct an investigation to demonstrate A component of water cycle. Application of Scientific knowledge | 7% | Term Week 7/8 |
| Extended Response | Task 4: Endangered species project Extended response Endangered species | 7% | Term 1 Week 8 |
| | Task 8: Water Management- Research and presentation on the changes of water resources in WA. | 8% | Term 2 Week 10/11 |
| Tests | Task 3: Cells organelle and functions Test Traditional test about cell structure and function, and body systems 20% will be on SIS. | 5% | Term 1 Week 6 |
| | Task 6: Cycles, Environment, Adaptation Test Traditional test about species continuity and change, and natures cycles. | 5% | Term 2 Week 5 |
| Science Inquiry | Task 12: Crime Scene A comprehensive investigation to solve a crime. | 9% | Term 3 Week 7/8 |
| | Task 9: Mixtures Separating techniques investigation | 7% | Term 3 Week 2 |
| | Task 15: Water Rocket Investigation Plan, conduct and analyse experiment on rocket flight. | 7% | Term 4 Week 4/5 |
| Extended Response | Task 11: Evidence and Ethics in Forensic Science Research and presentation on how evidence can be used to build arguments in forensics. | 8% | Term 3 Week 5/6 |
| | Task 13: Chemical reactions involve energy: Research on fuel sources and it’s impact on sustainability | 7% | Term 3 Week 10 |
| Tests | Task 10: Chemistry in Forensic Science Test Traditional test about applications of chemistry to forensic science. | 5% | Term 3 Week 4 |
| | Task 14: Rocket Science Test Traditional test about the fundamentals of rocketry; energy and motion. | 5% | Term 4 Week 3 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
# COURSE OUTLINE 2021
## GENERAL INTEGRATED SCIENCE
### YEAR 11
Semesters 1 & 2 – UNITS 1 & 2
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------|------------------------------------------------|
| | **Term 1** | | |
| 1-2 | **Science Inquiry Skills** | | Connect Resources — Science Inquiry Skills |
| | • Introduction to the inquiry process; constructing questions and hypotheses, | | |
| | planning reliable and valid experiments, and assessing risk and ethical issues. | | |
| | • How to conduct investigations safely and methodically to collect valid and | | |
| | reliable data. | | |
| | • Representing data to identify trends, describe sources of measurement error | | |
| | and justify conclusions. | | |
| 3-4 | **Structure and function of biological systems** | Term 1, | |
| | • What things do living organisms need to survive – link to what things do cells | Week 3 | |
| | need as an organism is either one cell big, a collection of cells or a | | |
| | collection of organs systems that are made of organs, made of tissues, made of | | |
| | cells. | | |
| | • Comparison of different types of cells | | |
| | • Cell membrane – movement of nutrients across and processes involved | | |
| | • Cell organelles – functions, processes and nutrients needed | | |
| | • Look at single celled, multicellular, complex multi-organ system organisms | | |
| | (eg bacteria, plants & animals) | | |
| | • Investigate the interrelationship between systems assist cellular activity | | |
| | to sustain life | | |
| | ➢ Bacteria | | |
| | ➢ Fungi | | |
| 5 | • Interrelationship between systems assist cellular activity to sustain life | Term 1, | |
| | • Cellular activity; Photosynthesis vs respiration | Week 5 | |
| 6 - 7| • Biological communities interact with each other and their physical environment| Term 1, | |
| | • Bacterial growth project to investigate the effect of physical environment on | Week 6 | |
| | growth | | |
| 8-9 | • Change in physical environment leads to eventual change in biological | Term 1, | |
| | characteristics of species | Week 8 | |
| | • Project on endangered species | | |
| | **Term 2** | | |
| 1-3 | **Earth systems/cycles in nature** | Term 2, | |
| | • Interaction between the hydrosphere, lithosphere and atmosphere are | Week 2/3 | |
| | represented by biogeochemical cycles | | |
| | • Global systems and their interrelationship. Introduction to cycles | | |
| | • Carbon cycle | | |
| | **Nitrogen Cycle** | | |
| | • Explanation of the nitrogen cycle and driving forces | | |
| | • Importance of nitrogen to plants | | |
| | • Importance to humans but atmospheric nitrogen no use | | |
| | • Cycling of nitrogen affected by | | |
| | ➢ Natural processes | | |
| | ➢ Human activity – deforestation, agriculture, farming, urbanisation, burning | | |
| | fossil fuels, fertilisers | | |
| | • Adaptations limited – life in extreme places | | |
| 4-6 | • Natural resources and water cycles | Term 2, | |
| | • Properties of water | Week 5 | |
| | • Recycling of water | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 7-9 | • Importance of natural resources in everyday life
• Water management and recycling
• How to minimise these negative impacts for a sustainable future | Term 2 Week 7/8 | |
| 10-11| • Impacts of aboriginal people and Torres Strait Islander Peoples on their environments
• Change of Australian landscape over a period of time
• Spiritual significance of Country/place | Term 2 Week 10/11 | |
| 9 - 11| **Chemistry in Forensic Science**
**Investigate Atomic structure**
• atoms consist of a nucleus of protons and neutrons and are surrounded by electrons
• the properties of elements, compounds and mixtures determine the use of substances
• Mixtures contain a combination of pure substances, and can be separated based on their physical and chemical properties for use in forensic analysis.
• Methods of separation (decanting, sieving, magnetism, filtration, distillation, fractional distillation, crystallisation, chromatography)
*Link to crime scene investigation and acquisition of evidence* | | |
| 1 - 2| **Investigate Chemical reactions**
• rearrangement of matter occurs during chemical reactions to form new substances
• chemical reactions involve energy; different types of reactions are used to produce a variety of products
• Chemical reactions involve energy; **endothermic** and **exothermic** reactions.
*Link to chemical reactions that occur in crime scenes – how evidence changes over time, blood analysis, urine analysis all involved chemical change and reaction* | | |
| 3 - 5| Application of chemical and physical properties of materials to solving crimes;
use theory from atomic structure and chemical reactions to investigate evidence found at a crime scene.
➢ Finger printing creation and lifting/finger print analysis
➢ Blood typing
➢ Analysis of blood splatters
➢ Microscopic analysis of fibres, paint samples, glass type etc
➢ Collection and analysis of footprint/tyre prints
➢ Analysis of hand writing – style and inks
➢ DNA analysis – look at Gel electrophoresis
➢ Urine analysis – body conditions that affect urine
➢ Chemical sample analysis - reactions | Task 7: Chemistry in Forensic Science Test | Connect Resources – Chemistry in Forensic Science |
| 6 | • Crime scene investigations – use of knowledge how influenced by social, economic, cultural and ethical considerations
• Data collected – beneficial/harmful/unintended consequences. Historical examples
• Interpretation and misinterpretation of data – links to valid explanation/reliable predictions
• Use of scientific texts, analysis, communication to appropriate audience | Task 8: Evidence and Ethics in Forensic Science, Week 6 (15%) | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 7 -8 | **Crime Scene Analysis**
Major project based on knowledge acquired – now put into practical application. Crime scene set up, students use background knowledge to investigate the crime scene and predict what has happened based on analysis of evidence and then write a scientific report. | Task 9: Crime Scene
Week 7/8 (10%) | |
| 9 -10| • Chemical reactions involve energy; **endothermic** and **exothermic** reactions.
• Engines and fuel types in rocketry; why fuel sources change (impact on ecosystems, efficiency, cost, useful by-products). | | |
| Term 4 | | | |
| 1 | **Energy in Rocketry**
• Types of energy; kinetic, gravitational potential, thermal, electrical, sound, chemical and nuclear.
• The Law of Conservation of Energy and Law of Conservation of Matter. Energy cannot be created nor destroyed but can be converted/ changed from one form to another. – experiments to show concepts | | Connect Resources – Energy and Chemical Reactions in Rocketry |
| 2 – 3| **Investigating Rocket Motion**
• Linear motion includes distance, displacement, velocity, speed and acceleration.
• Speed and distance can be calculated mathematically Force as a push or pull in Newtons. Newton’s laws of motion (simplified)
• Forces, either contact or at-a-distance, can act on an object; this includes gravitational force(weight), lift, applied force (thrust), normal force, friction force, and air resistance (drag).
• The laws of motion can assist in predicting the motion of an object and can be related to the flight of planes and rockets. | Task 10: Rocket Science Test,
Week 3 (5%) | Connect Resources – Investigating Rocket Motion |
| 4-5 | • Use of laws of motion and forces in rocket design
• How to construct questions for investigation; propose hypotheses; and predict possible outcomes
• How to plan, select and use appropriate investigation methods, to collect reliable data; assess risk and address ethical issues associated with these methods. | Task 11
Water Rocket Investigation,
Week 4/5 (15%) | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Design 25% | **Task 1 Part A: Design fundamentals** | | |
| | Research, design fundamentals- elements and principles of design. | 6.5% | Term 1 Week 4 |
| | **Task 1 Part B: Design Process for Scooter** | | |
| | Research and design your project by using the design process. | 6.5% | Term 1 Week 7 |
| | **Task 4 Part A: Design Process for Folding Shovel** | | |
| | Using the design process, elements and principles of design, communication | 12% | Term 3 Week 6 |
| | drawings and research to design a folding shovel. | | |
| | **Nature and Properties of Materials in Context.** | | |
| Production 60% | **Task 2 Part A: Pre Production Skills** | | |
| | Skills development exercises, prior to the production of the scooter. | 5% | Term 1 Week 6 |
| | **Task 2 Part B: Manufacturing Project Scooter** | | |
| | Manufacture a product demonstrating a variety of metalworking hand tools, power | 30% | Term 2 Week 5 |
| | tool, and welding skills. | | |
| | **Task 4 Part B: Manufacturing Project Folding Shovel** | | |
| | Manufacture a product demonstrating a variety of metalworking hand tools, power | 25% | Term 4 Week 3 |
| | tool, and welding skills. | | |
| Response 15% | **Task 3: Nature and Properties of Materials:** Identification and properties | | |
| | of common ferrous and non-ferrous metals | 5% | Term 2 Week 8 |
| | **Materials in Context:** Identification of environmental considerations and 3r’s | | |
| | **Task 1 Part C: Evaluation of Scooter** | | |
| | Evaluate project against the initial design | 5% | Term 2 Week 6 |
| | **Task 4 Part C: Evaluation of Folding Shovel** | | |
| | Evaluate project against the initial design | 5% | Term 4 Week 4 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-------------------------------------------------|------------------------------------------------|
| 1 | **Design**
Design fundamentals and skills
- investigate
- needs, values and beliefs of the client or other end user
- sources of design inspiration
- existing ideas/products and design fundamentals
Task 1 Part A: Design fundamentals
Begin Task 1A
Handouts, PC, stationary, internet | | |
| 2 | • devise
- using communication and documentation techniques
- elements of design
- rapid concept development techniques
Task 1 Part A: Design fundamentals
Begin Task 1A
Handouts, PC, stationary, internet | | |
| 3 | **Use of technology**
Skills and techniques
- ICT, portfolio development and communication skills
- context appropriate drawings and relevant technical information to produce the final product to demonstrate
- select appropriate materials and calculate the quantities of materials required to complete the project
Task 2 Part A: Pre-Production Skills
- Apply appropriate accurate marking out tools and techniques, apply skills using a range of tools and machinery.
Begin Task 2A
Handouts, PC, stationary, internet, equipment, materials, consumables | | |
| 4 | **Safety**
- correct use of personal protective equipment (PPE)
- occupational safety and health (OSH) workshop practices
Production management
- production plan
Task 2 Part A: Pre-Production Skills
- with supervision, operate machinery and tools
Task 1 Part B: Design Process for Scooter
Safety Booklet Due Week 4
Task 1A Due
Begin Task 1B
Handouts, PC, stationary, internet, equipment, materials, consumables
Smart Move Safety Booklet
Smart Move Certificate | | |
| 6 | **Materials**
Nature and properties of materials
- identification of common ferrous and non-ferrous metals
- classification of the properties of common ferrous and non-ferrous metals by weld properties and workability
- identification of common metal sections
- identification of common materials used with metal
- identification of different metal finishes
Task 2A Due
Begin Task 3 Due Week 9
Handout, PC, internet, stationary | | |
| 7 | **Materials in Context**
- examples of broad areas of use for tubular metals
Task 1 B Due Week 7
Handout, PC, internet, stationary | | |
| 8-9 | • impacts - disposal of finishes/lubricants/waste products
Task 2 Part B: Manufacturing Project - Scooter
Begin Task 2B Due Week 5
Workshop, steel, consumables. | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 1-5 | **Use of technology**
**Skills and techniques**
- read and correctly interpret plans/patterns/templates
- use appropriate conventions and workroom terminology
- select and apply appropriate and accurate marking out tools and techniques
- apply skills in using a range of tools for sheet metal fabrication
- apply skills in using a range of tools and machinery, including safe machine operation
- correct use of machine speeds and cutting fluids
- cutting patterns or shapes using gas or electric cutting equipment
- perform cold and hot forming of metal shapes
- use permanent joining and non-permanent fixing of metals
- use fixed or hand held grinding tools
- apply different metal finishes
- demonstrate workshop clean up procedures
**Task 2 Part B: Manufacturing Project- Scooter** | Task 2B Due Week 5 | Workshop, steel, consumables, equipment. |
| 6 | **Design fundamentals and skills**
- evaluate
**Production management**
- ongoing evaluation techniques: diary, journal, photos
**Task 1 Part C: Evaluation- Scooter** | Task 1C Due Week 6 | Evaluation, PC, Camera |
| 7 | **Materials in context**
- identification of environmental considerations
- 3 Rs – reduce, re-use, recycle | Task 3 Due Week 8 | Handout, PC, internet, stationary
Workshop, steel, consumables. |
| 8 | **Design**
**Design fundamentals and skills**
- investigate
- needs, values and beliefs of the designer/developer
- design fundamentals
- existing ideas and products using a variety of sources
**Task 4 Part A: Design Process for Folding Shovel** | Task 3 Due Week 8
Task 4 A Due Term 3 Week 6 | Handouts, PC, internet, stationary |
| 9-11 | • devise
- communication and documentation techniques
- ICT or manual presentation skills to create solutions
- review of design ideas against design brief
- design solution, hand drawings or CAD drawings
**Task 4 Part A: Design Process for Folding Shovel** | | Handouts, PC, internet, stationary, drawing equipment |
| 1-2 | • production planning
**Use of technology**
**Skills and techniques**
- ICT, portfolio development and communication skills
- develop context appropriate drawings and relevant technical information to produce the final product:
- use workroom/studio terminology appropriate to context
- select appropriate materials/calculate correct amount required to order/purchase to complete the project
**Task 4 Part A: Design Process- Folding Shovel** | | Handouts, PC, internet, stationary |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 3-4 | **Materials**
Nature and properties of materials
- origins of metal alloys
- production processes for making alloys
- uses of common alloys
- identification of common metal size/thickness/sections
- identification of common materials used with metal | | Handouts, PC, internet, stationary |
| 5 | **Use of technology**
Skills and techniques
- correctly interpret and/or modify plans/patterns/templates
- use appropriate conventions and workshop terminology
- calculate orders and costing for materials
- apply appropriate and accurate marking out techniques
**Task 4 Part B: Manufacturing Folding Shovel** | Begin Task 4B | Handouts, PC, internet, stationary |
| 6 | **Materials in context**
- apply skills in using a range of tools and machinery
**Task 4 Part B: Manufacturing Folding Shovel** | Task 4A Due Week 6 | Handouts, PC, internet, stationary, Workshop, steel, consumables, equipment. |
| 7-10 | **Safety**
- correct use of personal protective equipment (PPE)
- conduct risk assessment for using tools/machinery
- demonstrate occupational safety and health practices appropriate to tasks being undertaken in workshops
- apply risk management strategies in the workshop/studio
- recognise need and purpose of MSD (materials safety data) with storage/handling of hazardous substances
**Task 4 Part B: Manufacturing Folding Shovel** | | MSD sheets, Workshop, steel, consumables, equipment. |
| Term 4 | | | |
| 1-3 | **Use of technology**
Skills and techniques
- apply techniques for cutting external and internal threads
- correct processes to apply metal finishes
**Task 4 Part B: Manufacturing Folding Shovel** | Task 4B Due Week 3
Begin Task 4C | Workshop, steel, consumables, equipment. |
| 4 | **Design fundamentals and skills**
- evaluate
- use ongoing evaluation techniques: diary, journal, photos
**Task 4 Part C: Evaluation of Folding Shovel** | Task 4C Due Week 4 | Evaluation |
| 5 | No scheduled assessments – students to complete set practical work. – Workshop maintenance & repairs! | No scheduled assessments | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Response | **Task 1: Test Topic 1 and 2**
BIMDAS, percentages and rates | 8% | Term 1 Week 4 |
| | **Task 4: Test Topic 3**
Measurement | 9% | Term 2 Week 4 |
| | **Task 5: Test Topic 4**
Graphs in practical situations | 8% | Term 2 Week 8 |
| | **Task 7: Test Topic 5**
Percentages, rates and ratios | 12% | Term 3 Week 5 |
| | **Task 9: Test Topic 6**
Time, motion and scale | 13% | Term 4 Week 4 |
| Practical Application | **Task 2: Investigation 1 – Leaving Home**
In class application on budgeting assessing percentages and rates | 12.5% | Term 1 Week 5 |
| | **Task 3: Investigation 2 – Teenager’s Retreat**
In class application on linear and area measure | 12.5% | Term 1 Week 9 |
| | **Task 6: Investigation 3 – Bye Bye Mum’s Taxi**
In class application on car ownership assessing simple interest, percentages, rates and ratios | 12.5% | Term 3 Week 3 |
| | **Task 8: Investigation 4 – Kicking Goals**
In class statistical investigation to solve a real-world problem | 12.5% | Term 3 Week 8 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 1 | **Topic 1: Basic Calculations, BIMDAS and Practical Formulas** | | |
| | **Checking and making sense of calculations (1.1.1 - 1.1.5)** | | Nelson Senior Maths Essentials 1 & 2 |
| | Students will be able to: | | Ch 1 What’s the score? |
| | • Use approximation to obtain estimates of calculations and check for accuracy | | Ex 1.02 p6 |
| | and reasonableness of solutions | | Ex 1.03 p8 |
| | • Understand place value of whole and decimal numbers including fractions and | | |
| | percentages | | |
| | • Round up or down to the accuracy required including decimal places | | |
| | **The Mathematical Thinking Process** | | |
| | Students will be able to: | | |
| | • interpret tasks and gather the key information | | |
| | • identify the mathematics which could help to complete the task | | |
| | • analyse information and data from a variety of sources | | |
| | • apply their existing mathematical knowledge and strategies to obtain a | | |
| | solution | | |
| | • verify the reasonableness of the solution | | |
| | • communicate findings in a systematic and concise manner | | |
| 2 | **BIMDAS (1.1.6 – 1.1.12)** | Progress Test Week 1 & 2 | P. Ellery and L. Strickland Mathematics |
| | Students will be able to: | content | Essentials 1 & 2 |
| | • Choose and apply mathematical operations in the correct order to evaluate | | Ex 1.1 pg. 3 |
| | a problem | | Ex1.4 pg. 21 |
| | • Round their solutions to the appropriate number of decimal places | | |
| | • Use mental and/or written strategies when appropriate | | |
| | • Use a calculator effectively for multi-step calculations | | |
| | **Formulas in Practical Situations (1.2.1 - 1.2.2)** | | |
| | Students will be able to: | | |
| | • Identify common uses of formulas to describe relationships between quantities| | |
| | • Substitute values into contextual mathematical formulas and evaluate | | |
| | solutions | | |
| | **Practical Activity – Mathematical Thinking Process** | | |
| | • Formulas in action – Car crash - Nelson Senior Maths | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|---------------------------------------------------------------------------|
| 3 | **Topic 2: Percentages and Rates** | | |
| | **Percentages Fractions and Decimals (1.1.13 – 1.1.15)** | | P. Ellery and L. Strickland *Mathematics Essentials 1 & 2* |
| | Students will be able to: | | Ex 1.2 pg. 11 |
| | ● Fluently convert between percentages, fractions and decimals. | | Ex1.3 pg. 18 |
| | ● Calculate a percentage of a given amount. | | Ex 2.1 pg 26 |
| | ● Express one amount as a percentage of another. | | Ex 2.2 pg 32 |
| | ● Increase and decrease a number by a percentage | | |
| 4 | **Rates (1.1.16-1.1.18)** | Task 1: Test Topic 1 and 2 | P. Ellery and L. Strickland *Mathematics Essential Units 1 & 2* |
| | Students will be able: | | Ex 2.3 pg 36 |
| | ● Define a rate and identify commonly used rates. | | |
| | ● Understand how the word ‘per’ relates to rates and can be used to produce | | |
| | a mathematical relationship between quantities | | |
| | Eg: Rate = x per y = x ÷ y, (speed = distance ÷ time) | | |
| 5 | **Revision and Assessment – Topics 1 and 2** | Task 2: Investigation 1 – Leaving Home | Ellery & Strickland *Mathematics Essential Units 1 & 2* |
| | | | |
| 6 | **Topic 3: Measurement** | | |
| | **Linear Measure (1.3.1-1.3.4)** | | P. Ellery and L. Strickland *Mathematics Essentials 1 & 2* |
| | Students will be able to: | | Ex 3.1 pg 46 |
| | ● Convert between metric length units | | Ex 3.2 pg 51 |
| | ● Estimate lengths using appropriate units | | |
| | ● Calculate perimeters of triangles, rectangles, squares and composites of | | |
| | these shapes | | |
| 7 | **Area Measure (1.3.5-1.3.7)** | | P. Ellery and L. Strickland *Mathematics Essential Units 1 & 2* |
| | Students will be able to: | | Ex 3.3 pg 61 |
| | ● Convert between metric area units | | Qs 10-19 |
| | ● Estimate areas using appropriate units | | |
| 8/9 | **Area Measure (1.3.8)** | Task 3: Investigation 2 – Teenager’s Retreat | P. Ellery and L. Strickland *Mathematics Essential Units 1 & 2* |
| | Students will be able to: | | Ex 3.3 pg 1 |
| | ● Calculate areas of triangles, rectangles and composites of these shapes | | Qs 1-9 |
| | **Assessment on Linear and Area Measurement** | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------|---------------------------------------------------------------------------|
| 1 | **Mass (1.3.9-1.3.10)**<br>Students will be able to:<br>• Choose and convert between metric mass units<br>• Estimate an object's mass using appropriate units | | P. Ellery and L. Strickland<br>*Mathematics Essentials 1 & 2*<br>Ex 3.4 pg 71<br>Qs 1-6 |
| 2 | **Volume and Capacity (1.3.11-1.3.14)**<br>Students will be able to:<br>• Convert between metric volume units<br>• Convert between metric volume and metric capacity<br>• Estimate volume and capacity of various objects using appropriate units<br>• Calculate the volume of cubes, rectangular prisms and triangular prisms | | P. Ellery and L. Strickland<br>*Mathematics Essentials 1 & 2*<br>Ex 3.4 pg 71<br>Qs 7-29 |
| 3 | **Units of Energy (1.3.15-1.3.18)**<br>Students will be able to:<br>• Convert between different energy units: kilojoules, calories and kilowatt hours | | P. Ellery and L. Strickland<br>*Mathematics Essentials 1 & 2*<br>Ex 3.5 pg 81 |
| 4 | **Revision and Assessment – Topic 3** | Task 4: Test Topic 3<br>Measurement | |
| 5 | **Different Types of Graphs**<br>Students will be able to:<br>• Recognise and identify different types of graphs: conversion graphs, line graphs, step graphs, column graphs, and picture graphs | | P. Ellery and L. Strickland<br>*Mathematics Essential 1 & 2*<br>Ex 5.2 pg 107<br>Ex 5.4 pg 121 |
| 6 | **Interpreting Graphs (1.4.1-1.4.3)**<br>Students will be able to:<br>• Interpret information on graphs, including those found in the media and in factual texts.<br>• Interpret information presented in two-way tables<br>• Determine which graph would be appropriate to display a given set of data | | P. Ellery and L. Strickland<br>*Mathematics Essential 1 & 2*<br>Ex 5.1 pg 101 |
| 7 | **Drawing Graphs (1.4.4-1.4.6)**<br>Students will be able to:<br>• Use Microsoft Excel to tabulate and graph data<br>• Draw a line graph for appropriate data | | |
| 8 | **Revision and Assessment – Topic 4** | Task 5: Test Topic 4 | |
| 9 | **Mathematical Thinking Process Review**<br>Best Buy Activity | | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| | **Topic 5: Percentages, Rates and Ratios** | | |
| 10 | **Percentages Review (2.2.1-2.2.2)** | | P. Ellery and L. Strickland *Mathematics Essential 1 & 2* Ex 8.1 pg 185 |
| | Students will be able to: | | |
| | • Fluently convert between percentages, fractions and decimals. | | |
| | • Calculate a percentage of a given amount. | | |
| | • Express one amount as a percentage of another. | | |
| | • Increase and decrease a number by a percentage | | |
| 11 | **Percentage Applications (2.2.3-2.2.4)** | | P. Ellery and L. Strickland *Mathematics Essentias1 & 2* Ex 8.2 pg 187 Ex 8.3 pg 192 |
| | Students will be able to: | | |
| | • Solve real world problems involving percentages, including GST, simple | | |
| | interest and depreciation. | | |
| | **Term 3** | | |
| 1 | **Rates (2.3.8-2.3.12)** | | P. Ellery and L. Strickland *Mathematics Essential 1 & 2* Ex 9.3 pg 204 |
| | Students will be able: | | |
| | • Define a rate and identify commonly used rates. | | |
| | • Understand how the word ‘per’ relates to rates and can be used to produce | | |
| | a mathematical relationship between quantities | | |
| | eg: Rate = x per y = x ÷ y (speed = distance ÷ time) | | |
| | • Complete calculations involving rates, solving for various quantities | | |
| | • Convert units for rates (eg: km/h to m/s) | | |
| | • Use rates to make comparisons (eg: best buy) | | |
| 2 | **Ratios (2.3.1-2.3.7)** | | P. Ellery and L. Strickland *Mathematics Essential 1 & 2* Ex 9.1 pg 197 Ex 9.2 pg 202 |
| | Students will be able to: | | |
| | • Understand the connection between ratios, decimals, percentages and | | |
| | fractions | | |
| | • Express a ratio in its simplest form | | |
| | • Divide a quantity into a given ratio | | |
| | • Use a ratio to express a scale on a plan or map. | | |
| 3 | **Revision and Assessment – Topic 5** | Task 6: Investigation 3 – Bye Bye Mum’s Taxi | |
| | | | |
| | **Topic 6: Statistics** | | |
| 4 | **Displaying Numerical and Categorical Data (2.1.1-2.1.6, 2.1.14)** | | P. Ellery and L. Strickland *Mathematics Essential 1 & 2* Ex 6.1 pg 136 |
| | Students will be able to: | | |
| | • Identify and differentiate between numerical and categorical data | | |
| | • Display a set of numerical univariate data as a frequency table, stem and | | |
| | leaf plot, dot plot or histogram | | |
| 5 | **Mean Median Mode Range Outliers & Spread (2.1.7-2.1.9, 2.1.11-2.1.13)** | Task 7: Test Topic 5 | P. Ellery and L. Strickland *Mathematics Essential 1 & 2* Ex 6.2 pg 144 Ex 7.1 pg 154 |
| | Students will be able to: | | |
| | • Calculate the mean for a set of univariate data | | |
| | • Calculate the median for a set of univariate data | | |
| | • Calculate the mode for a set of univariate data | | |
| | • Calculate the range for a set of univariate data | | |
| | • Determine if a set of univariate data contains outliers | | |
| | • Describe the spread of a set of univariate data in terms of standard | | |
| | deviation (large or small) and skewness. | | |
| | • Investigate inappropriate uses of spread and averages in the media | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|--------------------------------------------------------------------------|
| 6 | **Box Plots (2.1.10, 2.1.15 - 2.1.16)**<br>Students will be able to:<br>• Produce a five-number summary for a set of univariate data<br>• Draw a box and whisker plot for a set of univariate data<br>• Interpret box and whisker plots<br>• Calculate the interquartile range for a set of univariate data. | | P. Ellery and L. Strickland<br>*Mathematics Essential 1 & 2*<br>Ex 7.2 pg 161 |
| 7 | **Comparing Data Sets (2.1.14, 2.1.17)**<br>Students will be able to:<br>• Compare two data sets using the various statistical measures they have previously encountered.<br>• Compare two data sets by producing a back-to-back stem and leaf plot or a double box and whisker plot | | P. Ellery and L. Strickland<br>*Mathematics Essential 1 & 2*<br>Ex 7.3 pg 168<br>Review Ex3 |
| 8 | **Task 8: Investigation 4 – Statistics**<br>In class investigation on statistics | Task 8: Investigation 4 – Kicking Goals | |
| | **Topic 7: Time and Motion** | | |
| 9 | **Scales and Distances (2.4.8-2.4.9)**<br>Students will be able to:<br>• Use scales to calculate distances on plans, maps and charts | | P. Ellery and L. Strickland<br>*Mathematics Essentials 1 & 2*<br>Ex 10.2 pg 223 |
| 10 | **Time (2.4.1-2.4.3)**<br>Students will be able to:<br>• Convert between units of time<br>• Convert between 12 hour and 24 hour time<br>• Calculate the interval between two times | | P. Ellery and L. Strickland<br>*Mathematics Essential 1 & 2*<br>Ex 10.1 pg 213<br>Qs 1-18 |
| | **Term 4** | | |
| 1 | **Timetables (2.4.4-2.4.7)**<br>Students will be able to:<br>• Interpret travel timetables<br>• Plan a journey using multiple timetables and multiple modes of transport | | P. Ellery and L. Strickland<br>*Mathematics Essentials 1 & 2*<br>Ex 10.1 pg 213<br>Qs 19-221 |
| 2 | **Speed (2.4.10-2.4.12)**<br>Students will be able to:<br>• Calculate speed, distance or time given the other quantities<br>• Solve real world problems involving travel time | | P. Ellery and L. Strickland<br>*Mathematics Essential 1 & 2*<br>Ex 10.4 pg 234<br>Qs 1-7 |
| 3 | **Distance/Time Graphs (2.4.13-2.4.14)**<br>Students will be able to:<br>• Interpret distance-time graphs<br>• Calculate speed and average speed for distance-time graphs. | | P. Ellery and L. Strickland<br>*Mathematics Essential 1 & 2*<br>Ex 10.4 pg 234<br>Qs 8-11 |
| 4 | **Revision and Assessment – Topic 7** | Task 9: Test Topic 7 | |
| 5 | Missed assessments, Investigation activities, End of year procedures | | |
**END OF SEMESTER 2**
## ASSESSMENT OUTLINE 2021
### MATHEMATICS FOUNDATIONS
#### YEAR 11
Semesters 1 & 2 – UNITS 1 & 2
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Response | **Task 1: Test 1** – Purpose of numbers in real-life and board game setting - Whole numbers and money | 4% | Term 1 Week 2 |
| | **Task 2: Test 2** - Addition and Subtraction strategies in real life and board game situations | 6% | Term 1 Week 4 |
| | **Task 5: Test 3** - Rounding and Estimation | 4% | Term 1 Week 6 |
| | **Task 7: Test 4** – Organise, Display and Interpret Data | 4% | Term 1 Week 8 |
| | **Task 10: Test 5** - Choose and use measuring tools for length, mass and capacity | 4% | Term 2 Week 7 |
| | **Task 11: Test 6** – Multiplication and Division strategies | 4% | Term 2 Week 10 |
| | **Task 12: Test 7** – Multiplication and Division: Whole numbers and money | 4% | Term 3 Week 2 |
| | **Task 14: Test 8** - Compare and order commonly used fractions and decimals | 5% | Term 3 Week 5 |
| | **Task 15: Test 9** – Equivalent fractions, simplifying and link between fractions and decimals | 5% | Term 3 Week 8 |
| | **Task 17: Test 10** - Estimating perimeter, area and volume: choosing appropriate units. | 5% | Term 4 Week 2 |
| | **Task 20: Test 11** – Predictions and decisions based on probability | 5% | Term 4 Week 5 |
| Practical Investigation | **Task 3: Application 1** – Board Game Project - Game Plan | 6% | Term 1 Week 4 |
| | **Task 4: Applications 2** – Board Game Project - Production Plan | 6% | Term 1 Week 5 |
| | **Task 6: Application 3** – Board Game Project - Mathematical Project Report | 6% | Term 1 Week 7 |
| | **Task 8: Application 4** - Data Application - Mobile Phone using the Mathematical Thinking Process | 5% | Term 1 Week 9 |
| | **Task 9: Application 5** - Plan a journey between Kalgoorlie and Perth using public transport | 6% | Term 2 Week 2 |
| | **Task 13: Application 6** - Determine the cost of a shopping list for a barbecue for a group of friends use existing using the Mathematical Thinking Process. | 5% | Term 3 Week 3 |
| | **Task 16: Application 7** – Based around baking (increasing/decreasing size of recipe quantities) | 6% | Term 3 Week 9 |
| | **Task 18: Application 8** – Perimeter, Area and Volume | 5% | Term 4 Week 3 |
| | **Task 19: Application 9** – Chance and Probability – Rolling Dice | 5% | Term 4 Week 4 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|---------------------------------------------------------------------------|
| 1-2 | **Board Game Project**
**Whole Numbers and Money**
Through an investigative project students will identify and describe the purpose of whole numbers, dollars and part dollars from real-life familiar examples. Recognise and use patterns in the number system and use place value to understand the meaning and magnitude of whole numbers into the millions, dollars and part dollars and simple negative numbers that represent real-life situations. | Task 1: Test 1
Purpose of numbers (Wk 2) | MAWA Foundations Mathematics Unit 1 Section 1: Topic 1 – 4 (pg 6 – 37) Board Game Project Booklet |
| 3-4 | **Board Game Project**
**Addition and Subtraction Strategies**
Consider everyday situations which involve addition and subtraction and the difference between estimates or accurate answers and apply this to board games they know and in design of a new board game. Understand and recall basic addition facts using combinations to ten, ten frames and doubles to add small numbers. | Task 2: Test 2 – Addition and Subtraction strategies (Wk 4)
Task 3: Application 1 – Board Game Plan (Due Wk 4) | MAWA F.M. Unit 1 Section 3: Topic 1 (pg 56 – 68) Board Game Project Booklet |
| 5 | **Board Game Project**
**Addition of Whole Numbers and Money**
Mental strategies and informal jottings for solving addition and subtraction problems using grids, partitioning and number lines. Number sentences, choosing and using a suitable calculation strategy, checking answers are reasonable for the context. This will be applied to board game project. | Task 4: Application 2-Production Plan (Due Wk 5) | MAWA F.M. Unit 1 Section 3 Topic 2-6 (page 69-137) Board Game Project Booklet |
| 6 | **Board Game Project**
**Choosing the method of calculation**
Choosing between mental calculation and calculator and addition and subtraction to solve everyday problems involving whole number and money. Rounding and estimation strategies. | Task 5: Test 3 – Rounding and Estimation (Wk6) | MAWA F.M. Unit 1 Section 3 Topic 7-8 (page 138-156) Board Game Project Booklet |
| 7 | **Board Game Project**
**Using and Extending Addition and Subtraction facts**
Understand and recall of addition and subtraction facts and how these strategies can be applied to board games. | Task 6: Application 3- Mathematical Project Report (due Wk 7) | MAWA F.M. Unit 1 Section 3 Topic 10 (Page 164-174) Board Game Project Booklet |
| 8-9 | **Data**
Collect and record data from everyday situations in one and two-way tables. Construct vertical and horizontal column/bar graphs and line graphs (including frequency and measurement). Use simple scales and whole numbers. Determine whether interpretations are reasonable. Communicate information and conclusions. | Task 7: Test 4–Organise, Display and Interpret Data (Wk 8)
Task 8: Application 4 – Data Application – Mobile Phones (Wk 9) | MAWA F.M. Unit 1 Section 2 Topic 1 (page 38-55) |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------|--------------------------------------------------------------------------|
| 1-3 | **Time**
Read, write and interpret commonly used expressions of time in various texts, calendars and timetables and the media.
Determine whether an estimate or an accurate answer is needed in everyday situations involving time.
Use digital and analogue watches, clocks (12 hour time only) and stopwatches to measure time. Use addition and subtraction to solve simple elapsed time problems (one type of time unit). | Task 9: Application 5 – Planning a journey from Kalgoorlie to Perth (Wk 2) | MAWA F.M.
Unit 1 Section 3: Topic 7 – 10 (pg 138 – 204) |
| 4-5 | **Length, mass and capacity**
Identify and discuss situations which involve using length, mass and capacity measures. Develop benchmarks, Explore units of measure and look at conversion between units. | | MAWA F.M.
Unit 1 Section 5: Topic 1 (pg 205 – 212) |
| 6-8 | **Length Mass Capacity**
Choose appropriate measuring tools to solve everyday problems. Use informal length to estimate measure and compare the size of everyday things. Develop a sense of size of commonly used measures and use standard length, mass and capacity units. Use a variety of simple calibrated scales to measure and compare (whole numbers) | Task 10: Test 5 - Choose and use measuring tools for length, mass and capacity (Wk 7) | MAWA F.M.
Unit 1 Section 5 Topic 2-4 (213-249) |
| 8-9 | **Introduction to Multiplication and Division**
Consider everyday situations which involve multiplication and Division, the difference between estimates or accurate answers. Recalling basic multiplication and division facts. | | MAWA F.M.
Unit 2 Section 2 (page 102-123 & 149-167) |
| 10-11| **Multiplication and Division of Whole Numbers**
Number sentences, choosing and using a suitable calculation strategy, checking answers are reasonable for the context. Inverse thinking for division strategies. | Task 11: Test 6– Multiplication and Division strategies (Wk 10) | MAWA F.M.
Unit 2 Section 2 (pages 124-148 & 166-187) |
| 1 – 2| **Multiplication and Division of Money**
Number sentences, choosing and using a suitable calculation strategy, checking answers are reasonable for the context. Inverse thinking for division strategies. | Task 12: Test 7 – Multiplication and Division: Whole numbers and money (Wk 2) | MAWA F.M.
Unit 2 Section 2 (page 124-216) |
| 3 – 4| **Using and extending multiplication and division facts**
Understanding and recalling multiplication and division facts. The relationship between multiplication and division using part-part-whole thinking. Use factors to ten, doubles and commutativity. | Task 13: Application 6 - Determine the cost of a shopping list for a barbecue for a group of friends (Wk 3) | |
| 5 - 9| **Fractions and Decimals**
- Identify and describe the purpose of fractions and decimals in everyday life.
**Fractions**
Read, write and count with fractions. Consider the meaning and magnitude of fractions. Compare and order fractions. Use visualised equivalent fractions to compare and order fractions by size.
**Decimals**
- Extend whole number place value to the right. Use patterns in the number system to read, write, count with and order familiar decimals in everyday contexts
**Connecting fractions and decimals** – Make connections between commonly used fractions and decimals to name the same quantity in different ways. Determine and explain whether the magnitude of a fraction or decimal is reasonable within everyday contexts. | Task 14: Test 8 - Compare and order commonly used fractions and decimals (Wk 5)
Task 15: Test 9 – Equivalent fractions, simplifying and link between fractions and decimals (Wk 8)
Task 16: Application 7 – Based around baking (increasing size of recipe quantities) (Wk 9) | MAWA F.M.
Unit 2 Section 1 Topic 1-6 (page 6-99) |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| 10 | **Metric relationships** - Identify and describe commonly used metric units in everyday contexts. Use prefix names of measurements. Relationship with base units. Link decimal place value and prefix names. Convert between units. Communicate measurements using units appropriate to context. | | MAWA F.M. Unit 2 Section 3 Topic 1 (page 234-247) |
| | **Term 4** | | |
| 1 - 3| **Perimeter** - Identify and describe the purpose of perimeter measures in everyday life. Determine whether an estimate or an accurate answer is needed in a range of contexts. Calculate perimeter by adding the lengths and link this to the formula. Choose which perimeter unit is appropriate in context.
**Area and volume** - Identify and describe the purpose of area and volume measures in everyday life. Measure area by counting squares and volume by counting cubes. Connect counting with the formulae. Choose which area or volume unit is appropriate in context.
**Estimate perimeter, area and volume in practical situations** - Using familiar standard units and rounding, choose which perimeter area or volume unit is appropriate in context. Determine whether an answer is reasonable. | **Task 17: Test 10** - Estimating perimeter, area and volume: choosing appropriate units. *(Wk 2)*
**Task 18: Application 8** – Measure perimeter, area and volume of shapes *(Wk 3)* | MAWA F.M. Unit 2 Section 3 Topic 2 (page 248-265) |
| 4 - 5| **The probability of events** - Identify and describe situations which involve chance in everyday life. Compare and describe the likelihood of events. | **Task 19: Application 9**: Rolling Dice *(Wk 4)*
**Task 20: Test 11** - Chance and probability *(Wk 5)* | MAWA F.M. Unit 2 Section 4 Topic 1 (page 266-276) |
**END OF SEMESTER 2**
# ASSESSMENT OUTLINE 2021
## GENERAL MODERN HISTORY
### YEAR 11
#### Semester 1 – Unit 1 People, Places and Time
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|------------------|---------------|----------------|
| Historical Inquiry | 20%–30% | **Task 2: American Revolution Historical Inquiry**
Research inquiry on the American revolution | 7.5% | Term 1 Week 8 |
| | | **Task 4: Local History Historical Inquiry**
Research inquiry on an important landmark in Kalgoorlie or surrounding town | 7.5% | Term 2 Week 6 |
| Explanation | 20%–30% | **Task 3: American Revolution Explanation**
Examine the key political, economic and social structures that were affected by the American Revolution | 15% | Term 2 Week 3 |
| Source Analysis | 20%–30% | **Task 1: American Revolution Source Analysis**
The American Revolution | 10% | Term 1 Week 4 |
| Test | 20%–30% | **Task 5: End of Unit Test**
In-class test on American Revolution and Local History content | 10% | Term 2 Week 7 |
#### Semester 2 - Unit 2: Power and Authority
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|------------------|---------------|----------------|
| Historical Inquiry | 20%–30% | **Task 6: Tokugawa Japan Historical Inquiry**
Research inquiry on authoritarian leadership in Tokugawa Japan | 7.5% | Term 3 Week 2 |
| | | **Task 7: Communist Russia Historical Inquiry**
Research inquiry on comparing leadership qualities before and during communist Russia | 7.5% | Term 3 Week 5 |
| Explanation | 20%–30% | **Task 8: Communist Russia Explanation**
Examine how the text *Animal Farm* effectively portrays historical events and authoritarian leadership in Communist Russia | 15% | Term 3 Week 10 |
| Task Type | 20%–30% | **Task 9: Communist Russia Source Analysis**
Nazi-Soviet Pact | 10% | Term 4 Week 3 |
| Test | 20%–30% | **Task 10: End of Unit Test**
In-class test on authoritarian leadership in Tokugawa Japan and Communist Russia content | 10% | Term 4 Week 4 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|----------------------------------|
| 1 - 4| **Task 1: American Revolution Source Analysis**
Identify causes of the American revolution; identify and recognise primary and secondary sources relevant to the period; discuss source analysis skills; looking at response and paragraph structure, and how to appropriately use evidence; complete practice analysis, sight and decipher response questions, discussing possible examples and ideas; under timed conditions complete sources analysis in class. | **Source Analysis**
Term 1, Week 4 | Course outline
Source examples
Task 1 booklet |
| 5 - 8| **Task 2: American Revolution Historical Inquiry**
Identify key people involved and events in transforming USA from being a colony to independent nation; complete inquiry, formulate questions, research answer, plan, draft and present findings. | **Historical Inquiry**
Term 1, Week 8 | Task 2 booklet |
| 9 | **Task 3: American Revolution Explanation**
Identify how political, economic and social structures were affected by the American revolution. Review response structured writing proforma, looking at paragraph structure and how to appropriately use evidence; sight and decipher explanation questions, discussing possible examples and ideas; complete research notes, plan and draft response; under timed conditions complete explanation in class. | **Explanation**
Term 2, Week 2 | Task 3 booklet |
| 1 - 2| **Task 3: American Revolution Explanation**
Continue to prepare for explanation assessment; use the time to complete research notes, plan and draft response; under timed conditions complete explanation in class. | **Explanation**
Term 2, Week 3 | Task 3 booklet |
| 3 - 6| **Task 4: Local History Historical Inquiry**
Examine the key aspects of Kalgoorlie’s history; explore how political, economic and social structures were affected by Kalgoorlie’s history; identify key people involved, events and landmarks in transforming Kalgoorlie into being a well-known Australian town; complete inquiry, formulate questions, research answers, plan, draft and present findings. | **Historical Inquiry**
Term 2, Week 6 | Task 4 booklet |
| 7 | **Task 5: Semester One End of Unit Test**
Review content learn from American Revolution and Local History unit. Under timed conditions complete end of unit test. | **End of Unit Test**
Week 7 | End of unit test prep booklet |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------------|----------------------------|
| 8-10 | **Task 6: Tokugawa Japan Historical Inquiry**
Identify and examine the aspects of authoritarian leadership in Tokugawa Japan; complete inquiry, formulate questions, research answer, plan, draft and present findings. | **Historical Inquiry**
Term 3, Week 1 | Task 6 booklet |
| | **Term 3** | | |
| 1 | **Task 6: Tokugawa Japan Historical Inquiry**
Continue historical inquiry; use the time to complete research notes, bibliography, plan presentation, draft findings and present findings as a poster. | **Historical Inquiry**
Term 3, Week 1 | Task 6 booklet |
| 2 - 6| **Task 7: Communist Russia Historical Inquiry**
Identify and examine the causes of the February and October revolutions; compare the leadership of Tsar Nicholas II and Lenin; explore how their leadership affected the political, economic and social structures of Russia. complete inquiry, formulate questions, research answers, plan, draft and present findings. | **Historical Inquiry**
Term 3, Week 5 | Animal Farm (Youtube)
Task 7 booklet |
| 7 - 10| **Task 8: Communist Russia Explanation**
Identify how political, economic and social structures were affected by the Stalin’s authoritarian leadership; explore how he leadership is represented in the film *Animal Farm*; review response structured writing proforma, looking at paragraph structure and how to appropriately use evidence; sight and decipher explanation questions, discussing possible examples and ideas; complete research notes, plan and draft response; under timed conditions complete explanation in class. | **Explanation**
Term 3, Week 10 | Task 8 booklet |
| | **Term 4** | | |
| 1 - 3| **Task 9: Communist Russia Source Analysis**
Identify and examine reasons for the Non-Aggression pact; explore how Stalin prepared Russia for WWII and how Russia successfully beat Germany; discuss source analysis skills; looking at response and paragraph structure, and how to appropriately use evidence; complete practice analysis, sight and decipher response questions, discussing possible examples and ideas; under timed conditions complete sources analysis in class. | **Source Analysis**
Term 4, Week 3 | Task 9 booklet |
| 4 - 5| **Task 10: Semester Two End of Unit Test**
Review content learnt from Tokugawa and Communist Russia unit. Under timed conditions complete end of unit test. | **End of Unit Test**
Term 4, Week 5 | End of unit test prep booklet |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|------------------------|
| Practical | **Task 1: Skill Performance**
Skills assessment based on the SCSA Volleyball Examination Materials | 12.5% | Ongoing during Semester 1 |
| Performance | **Task 2: Game Performance**
Game Performance based on the SCSA Volleyball Examination Materials | 12.5% | Ongoing during Semester 1 |
| | **Task 9: Skill Performance**
Skills assessment based on the Netball Materials | 12.5% | Ongoing during Semester 2 |
| | **Task 10: Game Performance**
Game Performance based on the Netball Materials | 12.5% | Ongoing during Semester 2 |
| Investigation | **Task 5: Biomechanics**
In class investigation | 10% | Term 2 Week 4 |
| | **Task 7: Motor Learning and Coaching**
In class investigation | 15% | Term 3 Week 7 |
| Response | **Task 6: Exercise Physiology**
In class timed response | 7% | Term 2 Week 9 |
| | **Task 3: Functional Anatomy: Bones & Muscles**
In class timed response | 4% | Term 1 Week 4 |
| | **Task 4: Functional Anatomy: Circulatory and Respiratory System**
In class timed response | 4% | Term 1 Week 8 |
| | **Task 8: Sport Psychology**
In class timed response | 10% | Term 4 Week 3 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 1 - 15 | **Developing Physical Skills and Tactics in Volleyball**
- definitions of strategy and tactic
- basic classifications of physical activity – invasion, target, net/wall, athletics, striking, fielding, aquatics
- identify and develop basic tactical concepts
- identify and apply solutions to selected tactical problems - prevent scoring, restart play, score
**Note:** The above content areas are ongoing and will be addressed throughout the practical skill development teaching and learning activities focusing on Volleyball | Ongoing Task 1: Volleyball Skill Performance
Ongoing Task 2: Volleyball Game Performance | |
| 1-2 | **Functional Anatomy**
Major bones that assist with skeletal movement
- Femur, tibia, humerus, fibula, radius, pelvis, ulna, vertebrae
Five major functions of bones
- Support, protection, movement, storage, blood cell production.
Four bone classifications
- Long bone, short bone, flat bone, irregular bone
Anatomical Planes
- Sagittal, Frontal & Transversal | | Course Reader Page 7 |
| 3-4 | **Functional Anatomy**
Muscles
- Biceps, triceps, abdominals, gastrocnemius, soleus, quadriceps, trapezius, hamstrings, deltoids, pectoralis, latissimus & gluteus maximus.
Somatotypes
- Endomorph, Mesomorph & Ectomorph
Three types of muscles
- Skeletal, smooth, cardiac
Basic functions of the muscles
- Movement, posture, joint stability
Basic terminology used to describe types of movements
- Extension, flexion, rotation | Task 3: Functional Anatomy: Bones & Muscles In class timed response | Course Reader Page 12 |
| 5-6 | **Functional Anatomy**
Basic structure and function of the circulatory system
- Heart, arteries, veins, capillaries and blood | | Course Reader Page 21 |
| 7-8 | **Functional Anatomy**
Basic structure and function of the respiratory system
- Lungs, diaphragm & alveoli | Task 4: Functional Anatomy: Circulatory and Respiratory System In class timed response | Course Reader Page 26 |
| 9 | **Biomechanics**
Role of biomechanics
- Improve performance
- Prevent sports injuries | | Course Reader Page 36 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 1 | **Biomechanics** | | Course Reader Page 42 |
| | Define simple biomechanical principles relating to motion | | |
| | • Linear, angular and general motion | | |
| 2 | **Biomechanics** | Task 5: Biomechanics | Course Reader Page 45 |
| | Phases of movement and how they can assist with biomechanical analysis | Week 4 Hand out | |
| | • Preparation, Action & Follow Through | | |
| 3 | **Biomechanics Investigation** | | |
| | Class time to complete | | |
| 4 | **Exercise Physiology** | Task 5: Biomechanics | Course Reader Page 55 & 58 |
| | Components of health-related fitness | DUE | |
| | • Cardiorespiratory endurance, muscular strength, flexibility, body composition| | |
| | Components of a performance-related fitness profile | | |
| | • Agility, balance, coordination, reaction time, speed, power | | |
| 5 | **Exercise Physiology** | | Course Reader Page 62 |
| | Simple tests to measure fitness components | | |
| | • Step test, grip test, chin up test, sit and reach test, skin fold | | |
| | measurements. | | |
| | Characteristics of warm-up and cool down | | |
| | • Aerobic/continuous activity, stretching (muscle specific), specific to the | | |
| | game, safe techniques. | | |
| 6-7 | **Exercise Physiology** | | Course Reader Page 70 & 71 |
| | Immediate responses of the circulatory system to physical activity | | |
| | • Heart rate, stroke volume, blood pressure, cardiac output, max O2 uptake | | |
| | (VO2 max). | | |
| | Identify the responses of the respiratory system to physical activity | | |
| | • Tidal volume, respiratory rate, vital capacity, gaseous exchange | | |
| 8-9 | **Exercise Physiology:** | | Course Reader Page 72 |
| | Define the energy systems | | |
| | Anaerobic-ATP-CP (adenosine triphosphate-creatine phosphate), lactic acid, | | |
| | aerobic | | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 10 | **REVISION & TEST** | Task 6: Exercise Physiology | |
| 11 | **Country Week – Package** | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 1-15 | **Developing Physical Skills and Tactics in Netball**
• Definitions of strategy and tactic
• Basic classifications of physical activity – invasion, target, net/wall, athletics, striking, fielding, aquatics
• Identify and develop basic tactical concepts
• Identify and apply solutions to selected tactical problems - prevent scoring, restart play, score
**Note:** The above content areas are ongoing and will be addressed throughout the practical skill development teaching and learning activities focusing on Netball | Ongoing Task 6: Skill Performance
Ongoing Task 7: Game Performance | |
| 1-2 | **Motor Learning and Coaching:**
Fitts and Posner model of the phases of learning
• Cognitive, associative, autonomous | | Course Reader Page 87 |
| 3 | Classification of motor skills
• Open, closed, gross, fine, discrete, continuous, serial, simple, complex | | Course Reader Page 91 |
| 4 | **Motor Learning and Coaching:**
Basic processes of coaching and/or teaching a skill
• Introduce, demonstrate, practice, feedback | | Course Reader Page 98 |
| 5 | **Motor Learning and Coaching:**
Basic elements of a training session
• Warm up, fitness session, skill development, culmination, cool down | | Course Reader Page 103 |
| 6 | **Motor Learning and Coaching:**
Explain the relationship between components of performance-related fitness and skill development.
• Balance, speed, strength, flexibility | | Course Reader Page 112 |
| 7 | **Motor Learning and Coaching:**
Observe skills using basic tools, schema and rubrics
• Checklists, videos | Task 7 Motor Learning and Coaching Hand Out Due Week 9 | Course Reader Page 107 |
| 8 | **Motor Learning & Coaching Investigation**
Class Time to Complete | | |
| 9 | **Sports Psychology**
Role of mental skills in creating a mind set to improve performance
• Know yourself, positive mental talk, believe in yourself, mental imagery, and learn from success and failure | | Course Reader Page 118 |
| 10 | **Sports Psychology**
Factors to consider when preparing mentally for physical activity
• Personal attitudes, behaviours, values, participation | | Course Reader Page 122 |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 1 | **Sport Psychology**
• Review content from week 9 & 10
Team Building Games | | |
| 2 | **Sports Psychology**
Skills and strategies required for team building
Compromise, commitment to group goals, respect for others' values and trust. | | Course Reader Page 128 & 133 |
| 3 | Adam Goodes: The Final Quarter | | Ten Play: Adam Goodes: The finals Quarter |
| 4 | **Sports Psychology**
Revision and test | Task 8: Sports Psychology Week 3 | |
| 5 | **Sports Psychology**
• Team building games
• EGC Survivor
Remember the Titans – Sports Psychology Worksheet | | Course Reader Page 143 & 145
Remember the Titans | | |
**END OF SEMESTER 2**
# ASSESSMENT OUTLINE 2021
## GENERAL PSYCHOLOGY
### YEAR 11
**Semester 1 – UNIT 1**
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | 15% | **Task 2A: Scientific Report - Planning**
Plan a scientific report investigating the relationship between physical activity and mood | 5% | Term 1 Week 7 |
| | | **Task 2B: Scientific Report - Final**
Create a scientific report investigating the relationship between physical activity and mood | 10% | Term 1 Week 9 |
| Response | 20% | **Task 1: Topic Test**
Apply understanding of biological influences | 10% | Term 1 Week 4 |
| | | **Task 3: Topic Test & Research Methods**
Apply understanding of intelligence and research methods | 10% | Term 2 Week 4 |
| Project | 15% | **Task 4A: Group Presentation**
Group presentation on cultural differences in communication | 10% | Term 2 Week 7-8 |
| | | **Task 4B: Group Task Reflection**
Reflection on effective communication during group work | 5% | Term 2 Week 7-8 |
**Semester 2 – UNIT 2**
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | 15% | **Task 8: Scientific Report**
Create a scientific report investigating social loafing | 15% | Term 3 Week 9 |
| Response | 20% | **Task 5: Topic Test**
Apply understanding of relational influences | 5% | Term 2 Week 10 |
| | | **Task 6: Review**
Apply understanding of developmental psychology to documentary, *Seven Up* | 7.5% | Term 3 Week 3 |
| | | **Task 7: Topic Test**
Apply understanding of personality | 7.5% | Term 3 Week 6 |
| Project | 15% | **Task 9: Digital poster**
Create a digital poster communicating understanding of factors that cause and reduce stereotypes | 15% | Term 4 Week 3 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|--------------------|
| 1-3 | **Biological influences / bases of behaviour** | | Connect Study guide|
| | • Identify major parts of the brain | | |
| | o Hindbrain | | |
| | o Midbrain | | |
| | o Forebrain | | |
| | o Left and right hemispheres and their influence on behaviour | | |
| | o Corpus callosum | | |
| | • Factors that affect behaviour, emotion and thought | | |
| | o Heredity – the role of genetics in determining behaviour | | |
| | o Hormones – the effects of adrenaline and noradrenaline | | |
| | o Physical activity – the effects if exercise on mood | | |
| | o Recreational drugs – the effects of cannabis, alcohol, and amphetamine | | |
| 4 | **Biological influences / bases of behaviour** | Task 1: Topic Test | As above |
| 4-6 | **Research methods** | | As above |
| | • Planning and conducting psychological research | | |
| | o Psychology as a scientific endeavor to describe and explain how we think, feel and act | | |
| | • Terminology – psychologist and psychiatrist | | |
| | • Ethics in psychology research | | |
| | o Informed consent | | |
| | o Confidentiality | | |
| | o Voluntary participation | | |
| | • Psychological research | | |
| | o Cross-sectional and longitudinal research designs – uses and limitations | | |
| | • Data collection | | |
| | o Qualitative methods | | |
| | o Quantitative methods | | |
| 7 | **Investigating in psychology** | Task 2A: Scientific Report – Planning | As above |
| 7-9 | **Investigating in psychology** | | As above |
| | • Planning and conducting psychological investigation on the relationship between physical activity and mood | | |
| | • How to write a scientific report in psychology | | |
| | • Research and writing skills | | |
| 9 | **Investigating in psychology** | Task 2B: Scientific Report - Final | As above |
| 1-3 | **Cognition** | | As above |
| | • Introduction to theories of intelligence | | |
| | o Measuring mental age and intelligence quotient – Binet and Simon, Terman | | |
| | o Empirical approaches to intelligence – Wechsler | | |
| | o Multiple intelligences – Gardner | | |
| | o Emotional intelligences – Goleman | | |
| | • Cultural bias in intelligence testing | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------|
| 4 | **Cognition** | **Task 3: Topic Test** | As above |
| 4-6 | **Communication** | | As above |
| | - Types of non-verbal communication | | |
| | - Body language | | |
| | - Gestures | | |
| | - Physical distance | | |
| | - Facial expressions | | |
| | - Touch and smell | | |
| | - Effective communication | | |
| | - Listener / receiver attributes | | |
| | - Role of language in initiating, maintaining and regulating interpersonal relationships – peer, family, work | | |
| 7-8 | **Group presentations** | **Task 4A: Group presentation** | As above |
| | - Group presentation on cultural differences in communication | **Task 4B: Group Task Reflection** | |
| | - Implement understanding of effective communication to group activity | | |
| | **END OF SEMESTER 1** | | |
| 9-10 | **Relational influences** | | As above |
| | - Agents of socialization | | |
| | - Family - attachment and parenting styles, peers, media | | |
| | - Cultural differences in child-rearing | | |
| 10 | **Relational influences** | **Task 5: Topic Test** | As above |
| 11 | **Introduction to developmental psychology** | | As above |
| | **Term 3** | | |
| 1-3 | **Developmental psychology** | | As above |
| | - Types of development – cognitive, physical, social, emotional | | |
| | - Changes with age | | |
| | - Role of nature and nurture | | |
| | - Erikson’s stages of psychosocial development | | |
| 3 | **Developmental psychology** | **Task 6: Review of Seven Up Series** | As above |
| 3-5 | **Personality** | | As above |
| | - Introduction to personality theories | | |
| | - Psychodynamic – Freud | | |
| | - Trait theories – Eysenck | | |
| | - Humanistic theories – Maslow | | |
| | - Type theory – Meyer-Friedman | | |
| | - Nature of personality | | |
| | - Continuity over time | | |
| | - Consistency across situations | | |
| 6 | **Personality** | **Task 7: Topic Test** | As above |
| 6-7 | **Research methods** | | As above |
| | **Processing and evaluating psychological research** | | |
| | - Displaying quantitative data – tables, graphs, diagrams | | |
| | - Data interpretation | | |
| | - Mode, mean, median, range | | |
| | - Conclusions related to patterns in the data | | |
| 7-9 | **Social psychology** | | As above |
| | - Definition of a group | | |
| | - Group behaviour | | |
| | - Cooperation and competition | | |
| | - Impact of group size – social loafing | | |
| | - Diffusion of responsibility – The Bystander effect | | |
| | - Investigation on social loafing | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|-----------------------------|-----------|
| 9 | **Social psychology** | Task 8: Scientific Report | As above |
| 10 | **EGC Mental Health Week** | | |
| | • Activities and contribution to mental health and wellbeing at Eastern Goldfields College | | |
| Term 4 | | | |
| 1-3 | **Culture and values** | | As above |
| | • Definition of attitudes | | |
| | • Social categorization | | |
| | o Formation of stereotypes and consequences | | |
| | • Ways to reduce stereotypes | | |
| | • Cultural differences in attitudes towards | | |
| | o Disability, ageing and mental illness | | |
| 3 | **Culture and values** | Task 9: Digital Poster | As above |
| 4-5 | **Pathways in psychology** | | As above |
| | • Career pathways in psychology and related industries | | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Production | **Task 1 Part A: Inspiration & experimentation**
| | Students present a portfolio of work demonstrating selection and use of mediums & techniques and skill development | 5% | Term 1 Week 9 |
| | **Task 1 Part B: Design & plan artwork**
| | Students present a portfolio of work demonstrating exploration of their concept using visual art language, mediums and techniques to improve application of skills. | 10% | Term 2 Week 5 |
| | **Task 1 Part C: Create artwork**
| | Students produce and present an artwork demonstrating resolved ideas, use of mediums, techniques and application of skills. | 20% | Term 2 Week 7 |
| | **Task 5 Part A: Inspiration & experimentation**
| | Students present a portfolio of work demonstrating selection and use of mediums & techniques and skill development | 5% | Term 3 Week 6 |
| | **Task 5 Part B: Design & plan artwork**
| | Students present a portfolio of work demonstrating exploration of their concept using visual art language, mediums and techniques to improve application of skills. | 10% | Term 3 Week 10 |
| | **Task 5 Part C: Create artwork**
| | Students produce and present an artwork demonstrating resolved ideas, use of mediums, techniques and application of skills. | 20% | Term 4 Week 4 |
| Investigation | **Task 2: Drawing & Portraiture Investigation [test]**
| | Students complete research notes & respond in test conditions | 2.5% | Term 1 Week 7 |
| | **Task 4: Artist Case Study**
| | Students will produce a written investigation. | 5% | Term 2 Week 2 |
| | **Task 6: Artist Case Study**
| | Students will produce a written investigation | 7.5% | Term 4 Week 2 |
| Analysis | **Task 3: Visual analysis [test]**
| | Students will complete an image analysis within timed conditions. | 7.5% | Term 1 Week 4 |
| | **Task 7: Internally set task [test]**
| | Students will complete various image analysis within timed conditions. | 7.5% | Term 4 Week 2 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| 1 - 2| **Unit Focus: Experiences – Draw an emotional portrait**
Commence Analysis Task 3 DUE Week 4
- use critical analysis frameworks to interpret artwork
use visual language to describe subject matter, composition, technique & meaning in artwork | | Assessment policy
DoE Connect [Yr. 11 Visual Art]
Analysis revision booklet |
| 3 - 4| **Analysis Task 3 TEST Week 4**
interpret artworks using visual language to describe subject matter, composition, technique & meaning in artwork
**Commence Investigation Task 2 DUE WK 7**
Social, cultural and historical contexts
- identify/interpret features of artwork specific to artist/movement
**Commence Production Task 1 Part A DUE WK 9**
Inquiry
- collect visual sources & produce observational drawings
- experiment with media & techniques to develop ideas/designs
- organise information, research, plan & document design process | Task 3: Analysis DUE WK 4 | Analysis revision booklet
Investigation task
Research table
Student work samples
Related artworks
Teacher portfolio samples |
| 5 - 6| **Continue Investigation Task 2**
Social, cultural and historical contexts
- determine factors that influence the art practice of artists
discuss contextual factors influencing own art practice | | Investigation task
Research table
STICI example artworks |
| 7 - 8| **Continue Production Task 1 Part A**
Visual influence
- analyse & take influence from art practices of Chuck Close
Art forms, media and techniques
- explore media & refine techniques to achieve particular effects
Visual language
- explore the use of visual language in artwork – E&P
Art practice
- experiment, selectively apply & refine use of materials and skills when developing artwork
- follow correct OH&S procedures and copyright laws
Visual language
incorporate visual language [E&P] in the development of artwork | Task 2: Investigation DUE WK 7 | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|----------------------------------|
| 9 - 10 | **Commence Production Task 1 Part B DUE WK 9**
Visual influence
- explore diverse techniques and processes used by different artists
- collect imagery sourced from an array of artists to refine ideas
Visual language
- purposefully apply visual language [E&P] to develop artwork
Art forms, media and techniques
- select, apply & refine use of media/techniques with purpose
Visual influence
- explore diverse techniques and processes used by different artists
- collect imagery sourced from an array of artists to refine ideas
Visual language
- purposefully apply visual language [E&P] to develop artwork
Art forms, media and techniques
- select, apply & refine use of media/techniques with purpose
**Commence Investigation Task 4 DUE WK 2**
Personal response
- provide reasons for personal opinions & interpret artworks
- discuss the subject and theme used by artists in their artwork
Meaning and purpose
- use visual language to communicate meaning in artwork
- identify purpose/interpret meaning communicated in artworks
Social, cultural and historical contexts
- identify and interpret features of artwork specific to artists, movements, times or places | Task 1:
Production
Part A DUE WK 9 | Student work samples
Related artworks
Teacher portfolio samples |
| Term 2 | | | |
| 1-2 | **Continue Investigation Task 4**
Social, cultural and historical contexts
- identify/interpret specific features of artwork, artist & movement
- define factors that influence art practice of artists within artworks
- discuss contextual factors influencing own art practice | Task 2:
Investigation
DUE WK 2 | |
| 3-4 | **Continue Production Task 1 Part B**
Art practice
- apply skills/processes sensitively to produce artwork
- follow correct OH&S procedures and copyright laws
- on-going self-evaluation | | |
| 5-8 | **Commence Production Task 1 Part C DUE Term 2 Week 7**
Art forms, media and techniques
- purposefully apply media & techniques to achieve specific effects
Presentation
- plan and consider presentation for critique and exhibition
- display resolved artwork with considerations for audience
evaluate working practices & present in artist statement
**Production Task 1 Part C DUE WK 5**
Presentation
- plan & present resolved artwork for critique and exhibition
- reflect & evaluate working practices & present artist statement | Task 1:
Production
Part B DUE WK 5
Task 1:
Production
Part C DUE WK 7 | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 9-10 | **Unit Focus:** Explorations – Goldfields post cards
**Commence Investigation Task 6 DUE T3 WK 1**
Social, cultural and historical contexts
• identify/interpret features of artwork specific to artist/movement
**Commence Production Task 5 Part A DUE T3 WK 6**
Inquiry
• collect visual sources & produce observational drawings
• experiment with media & techniques to develop ideas/designs
organise information, research, plan & document design process
Social, cultural and historical contexts
• identify/interpret specific features of artwork, artist & movement
• define factors that influence art practice of artists within artworks
• discuss contextual factors influencing own art practice | | |
| Term 3 | | | |
| 1 - 4 | **Continue Production Task 5 Part A**
Visual influence
• analyse & take influence from art practices of artists
Art forms, media and techniques
• explore media & refine techniques to achieve particular effects
Visual language
• explore the use of visual language in artwork – E&P | Task 6: Investigation DUE WK 4 | Assessment policy
DoE Connect [Yr. 11 Visual Art] |
| 5 - 6 | **Commence Production Task 5 Part B DUE WK 10**
Visual influence
• explore diverse techniques and processes used by different artists
Visual language
• purposefully apply visual language [E&P] to develop artwork
Art forms, media and techniques
• select, apply & refine use of media/techniques with purpose | Task 5: Production PartA DUE WK 6 | Rules of composition |
| 7 - 8 | **Continue Production Task 5 Part B**
Art practice
• apply skills/processes sensitively to produce artwork
• follow correct OH&S procedures and copyright laws
• on-going self-evaluation | | |
| 9 - 10 | **Commence Analysis Task 7 DUE T3 WK 10**
Analysis
• use critical analysis frameworks to interpret artwork
use visual language to describe subject matter, composition, technique & meaning in artwork | Task 4: Production Part B DUE WK 10 | Analysis revision booklet |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|-----------|
| 1-2 | **Commence Production Task 5 Part C DUE T4 WK 4**
Art forms, media and techniques
• purposefully apply media & techniques to achieve specific effects
Presentation
• plan and consider presentation for critique and exhibition
• display resolved artwork with considerations for audience
• evaluate working practices & present in artist statement
**Analysis Task 7 TEST T4 WK 2**
Analysis
• use critical analysis frameworks to interpret artwork
use visual language to describe subject matter, composition, technique & meaning in artwork | Task 7: Analysis
TEST WK 2 | |
| 3-4 | **Production Task 5 Part C DUE T4 WK 2**
Presentation
• plan & present resolved artwork for critique and exhibition
reflect & evaluate working practices & present artist statement
**Production Task 5 Part C DUE T4 WK 2**
Presentation
• plan & present resolved artwork for critique and exhibition
reflect & evaluate working practices & present artist statement | Task 4:
Production
PartC DUE WK 4 | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Project 40% | **Task 2: Infomercial**<br>Students are required to Manage their own project where they will apply Design Concepts to Produce an internet-based commercial or infomercial to increase awareness of either the legal, ethical or social Impacts of Technology. | 10% | Term 1 Week 8 |
| | **Task 4: Emerging Mobile Digital Devices E-Publication**<br>Students are required to Manage their own project where they will apply Design Concepts to apply publishing features to Produce an e-publication. | 10% | Term 2 Week 3 |
| | **Task 8: Networks**<br>Students are required to Manage their own project where they will apply Design Concepts to Produce an online tutorial about Networks. | 10% | Term 3 Week 4 |
| | **Task 10: Dictionary**<br>Students are required to Manage their own project where they will create and use a Service Level Agreement with a school (scenario) in order to design and produce an online dictionary. | 10% | Term 3 Week 8 |
| Short Answer 10%| **Task 3: Design Process Test**<br> | 2.5% | Term 1 Week 9 |
| | **Task 5: Digital Communication Technologies and Their Impacts Test**<br> | 2.5% | Term 2 Week 4 |
| | **Task 9: Design Process Test**<br> | 2.5% | Term 3 Week 5 |
| | **Task 11: Digital Technologies Test**<br> | 2.5% | Term 3 Week 9 |
| Extended Answer 10%| **Task 1: Impacts of Technology Report**<br>Students are required to apply their knowledge and skills in researching, analysing and responding to a series questions and scenarios to do with the legal, ethical and social Impacts of Technology. | 5% | Term 1 Week 4 |
| | **Task 7: Data Management Report**<br>Students are required to apply their knowledge and skills in researching, analysing and responding to a series questions and scenarios to do with data management. | 5% | Term 2 Week 10 |
| Exam 40% | **Task 6: Semester One Exam**<br> | 15% | Term 4 Week 1 |
| | **Task 12: Semester Two Exam**<br> | 25% | Term 4 Week 1 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|---------------|
| 1-4 | **Impacts of technology**
• The concept of intellectual property (IP), intention and purpose of IP in Australia in relation to copyright and/or design of digital products, the concept of online defamation in Australia, legal action available in Australia to counteract online defamation, the concept of freedom of information (FOI) in Australia, key provisions of FOI in Australia in relation to digital products, advantages, disadvantages and implications of virtual and physical collaboration and impact of convergence trends in contemporary digital technologies.
**Design concepts**
• Relationship(s) between the elements of design and the principles of design and critically analyse the relationship(s) between the elements of design and the principles of design. | Task 1:
**Impacts of Technology Report**
Week 4 | Class Activities |
| 5 - 8 | **Design Concepts:**
• Use appropriate elements of design and the principles of design for a chosen digital medium.
**Project Management**
• Project management software, project planning tools project management approaches, choose an appropriate project management approach for the development of the chosen digital solution, develop processes and documentation to build a project brief(s), plan a digital solution project in detail, apply project management techniques to meet client requirements when creating a digital solution, appearance considerations for a digital product and/or digital solution and produce draft design plans/drawings to represent concepts.
**Application skills**
• Sound application features, including sound effects application features, publishing features, use appropriate application software, usand/or sound application for multi-layer track editing, use multimedia software to create interactive digital products and/or digital solutions, use of the specific standard & conventions for a chosen digital medium and print/display options and appearance considerations for a digital product and/or digital solution | Task 2:
**Infomercial**
Week 8 | Class Activities |
| 9 | **Design concepts**
• Annotate designs when working on a digital product and/or digital solution and use appropriate elements of design and the principles of design for a chosen digital medium.
**Test Revision:**
• Revision of syllabus and test preparation | Task 3:
**Design Process Test**
Week 9 | Class Activities |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------------|
| 1 - 3| **Hardware**
Specifications of digital devices and their impact upon usability, characteristics of development trends in emerging mobile devices, suitability of emerging mobile devices to meet client (user) needs, usability of digital devices for specified client requirements, evaluate computer system specifications for usability and compare various mobile devices with other computer systems.
**Project Management**
Project management software and use appropriate functionality tools to create visual layouts.
**Design Concepts**
Features of a user interface, logical and hierarchical organisation of content, graphical user interface (GUI) suitable for target audience, relevant help features of a graphical user interface, create logical and hierarchical organisation of content and develop navigation controls suitable to the chosen digital medium.
**Application skills**
Online software tools, types of digital publications, advantages and disadvantages of different types of digital publications, use appropriate application software, create templates suitable for use in appropriate application software, and create digital publications. | Task 4: Emerging Mobile Digital Devices E-Publication
Week 3 | Class Activities |
| 4 | **Test Revision:**
Revision of syllabus and test preparation | Task 5: Digital Communication Technologies and Their Impacts Test
Week 4 | Class Activities |
| 5 | **Exam Revision:**
Revision of syllabus and exam preparation | | Class Activities |
| 6 | **Exams** | Task 6: Semester One Exam | |
| 7 - 11| **Managing data**
Security techniques for the management of data, types of backup techniques and archiving of data, online data storage methods, purpose of data mining and analyse sources of information for verifiability, accuracy and currency.
**Impacts of technology**
Data and information security related to personal or sensitive information and issues with the use of cloud computing.
**Project management**
Advantages of local and global outsourcing compared with in-house production and purpose of outsourcing data management. | Task 7: Data Management
Week 10 | Class Activities |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------------|
| 1 - 4| **Networks**
- Types and characteristics of communication protocols, types and characteristics of communication standards, types of network security measures, design a LAN and justify the design of a LAN.
**Managing data**
- Processing of data considering security of data and the concept of hypertext markup language (.html/.html)
**Project management**
- Apply project management techniques to meet client requirements, apply a design process to create a digital solution, use appropriate tools to evaluate the effectiveness of a digital solution in accordance with the design brief and surveys. | Task 8: Networks
Week 4 | Class Activities |
| 5 | **Managing data**
- Purpose of world wide web consortium (W3C), purpose of W3C conventions, purpose of the Web Design and Applications standard from the W3C standards, test and evaluate online applications for browser compatibility and apply W3C as relevant and apply the Web Design and Applications standard from the W3C standards as relevant.
**Test Revision:**
- Revision of syllabus and test preparation | Task 9: Design Process
Week 5 | Class Activities |
| 6 - 8| **Application skills**
- How digital communication is used for educational purposes, use available functions of online software, online tools for tutorials/learning and use forms for online data collection.
**Project management**
- Concept of service level agreements, features of service level agreements and the evaluation of software, including usability.
**Managing data**
- Concept of user-generated content, advantages and disadvantages of user generated content, concept of Web 2.0 and Web 3.0, purpose and features of content management systems (CMS) and validation techniques for online forms.
**Impacts of technology**
- Purpose of a code of conduct, elements of a code of conduct, online censorship of information in a global context, impact of Web 2.0/Web 3.0 on the use of digital technologies and the impact of digital technologies and global markets on. | Task 10: Dictionary
Week 8 | Class Activities |
| 9 | **Test Revision:**
- Revision of syllabus and test preparation | Task 11: Digital Technologies Test
Week 9 | Class Activities |
| 10 | **Exam Revision:**
- Revision of syllabus and exam preparation | | Class Activities |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------------|
| 1 | Exams | Task 12: Semester Two Exam | Class Activities |
| 2 | • Wace Preparation | | Class Activities |
**END OF SEMESTER 2**
## Semester 1 – UNIT 3: Continuity Of Species
| Assessment Type | SCASA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | 10% | **Task 1: Gel electrophoresis practical** | 10% | Term 1 Week 5 |
| | | Practical activity with a summary report and an in-class validation | | |
| Extended Response | 5% | **Task 2: GM Bananas & cloning extended response** | 5% | Term 1 Week 6 |
| | | Extended response, consisting of one week of research, followed by an in-class validation. | | |
| Test | 10% | **Task 3: DNA test** | 5% | Term 1 Week 9 |
| | | This will consist of 80% of the current content and 20% SIS. Current content includes: Structure of DNA, DNA technologies, protein synthesis, mutations test. | | |
| | | **Task 4: Heredity and Continuity of life on Earth test** | 5% | Term 2 Week 4 |
| | | This will consist of 80% of the current content and 20% previous content Current content includes: Mutations, patterns of inheritance, fossils, evidence for evolution and natural selection test. | | |
| Exam | 20% | **Task 5: Semester One Exam** | 20% | Term 2 Week 6 |
| | | 3hr examination covering semester 1 content | | |
## Semester 2 – UNIT 4: Surviving In A Changing Environment
| Assessment Type | SCASA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | 10% | **Task 6: Preventing infection investigation** | 10% | Term 2 Week 10 |
| | | Student designed investigation on inhibiting the growth of bacteria | | |
| Extended Response | 5% | **Task 7: Disease extended response** | 5% | Term 3 Week 2 |
| | | Phytopthora dieback and frog fungal disease research & in-class validation | | |
| Test | 10% | **Task 8: Infectious disease test** | 5% | Term 3 Week 4 |
| | | This will consist of 80% of the current content and 20% previous content Current content includes: Bacterial, viral, protist and fungal pathogens, factors that affect the spread of disease and managing the spread of disease test. | | |
| | | **Task 9: Homeostasis test** | 5% | Term 3 Week 9 |
| | | This will consist of 80% of the current content and 20% previous content Current content includes: Stimulus response model, Negative feedback, thermoregulation, osmoregulation, regulating gases. | | |
| Exam | 30% | **Task 10: Semester Two Exam** | 30% | End of Term 3 Holidays |
| | | 3hr examination covering semester 1 and 2 content | | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1 - 2| **Heredity:**
The genetic code in prokaryotes & eukaryotes
- Structure of DNA and properties
- DNA replication
**Review of science inquiry skills**
- Planning an investigation | | NB Ch 1:p4-19
Set 1.1 Q1-5
Set 1.2 Q1-8
Set 1.3 Q1-10
Ch1 Review Q1-27
NB Ch14:p392-408 |
| 3 | **Protein Function**
Protein synthesis:
- Transcription
- Translation
- Gene expression
- Function of proteins
**Review of science inquiry skills**
- Collecting and analysing data | | NB Ch 2:p36-55
Set 2.1 – 2.5
Ch2 Review Q1-21 |
| 4 | **DNA technologies:**
- DNA sequencing
- DNA profiling | | NB Ch 5:p122-149
Set 5.1 – 5.6
Ch5 Review Q1-22 |
| 5 | **DNA technologies:**
- Recombinant DNA technologies and their application (agriculture and conservation)
- Transgenic organisms are engineered for their desired traits including resistance, faster growth rate, greater product quality and yield and tolerance to adverse environmental conditions.
- Adverse effects of transgenic organisms on genetic diversity and the environment including
o Non-target organisms
o Pesticide resistant species
o Emergence of ‘Super weeds’
**Review of science inquiry skills**
- Communicating the results | Task 1: Gel electrophoresis practical | NB Ch14:p400-408 |
| 6 | **Cell reproduction:**
- Binary fission, Mitosis, Meiosis
- Variations as a result of meiosis
- Fertilisation | Task 2: GM bananas
Research wk 6
Validation wk 7 | NB Ch 1:p19-29
Set 1.4 Q1-7 |
| 7 | **Mutations:**
- Cause of mutations
- Mutations during DNA replication and cell division
- Gene mutations
- Chromosome mutations | | NB Ch 3:p 62-84
Set 3.1 Q1-4
Set 3.2 Q1-7
Set 3.3 Q1-4
Set 3.4 Q1-7
Set 3.5 Q1-5
Ch3 Review Q1-15 |
| 8 - 9| **Patterns of inheritance:**
- Dominance, Autosomal alleles, Sex-linked alleles, Multiple alleles, Polygenes
- Phenotypic expression of genes depends on the interaction of genes and the environment | Task 3: DNA test (Week 9) | NB Ch 4:p92-117
Set 4.1 Q1-7
Set 4.2 Q1-7
Set 4.3 Q1-9
Set 4.4 Q1-5
Ch4 Review Q1-16 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|---------------------------------------------------------------------------|
| 1 | **Continuity of life on Earth:**
- Fossil evidence
- Diversity and geological time scale
**Evidence for evolution:**
- Comparative genomics, The fossil record, Comparative anatomy and embryology
Technological developments in the fields of comparative genomics, comparative biochemistry and bioinformatics | NB Ch 6:p 154-164
Set 6.1 Q1-6
Set 6.2 Q1-5
Set 6.3 Q1-4
NB Ch 6:p165-178
Set 6.4 Q1-4
Set 6.5 Q1-5
Ch6 Review Q1-16 | |
| 2 | Evidence for evolution
- Phylogenetic trees | | |
| 3 | **Selection and allele frequencies in the Gene Pool:**
- Sources of variation
- Natural selection resulting in changes to the gene pool
- Selection pressures/ sexual selection
- Gene flow and genetic drift
- Artificial selection | NB Ch 7:p184-196
Set 7.1 Q1-8
Set 7.2 Q1-3
Set 7.3 Q1-4 | |
| 4-5 | **Speciation:**
- Causes of speciation
- Allopatric speciation
- Examples of speciation
- Macroevolution and Microevolution
**Environmental conservation:**
- Populations with reduced genetic diversity face increased risk of extinction
- Use of biotechnology in environmental conservation
- Conservation planning to maintain viable gene pools. | Task 4:
Continuity of life on Earth test (Week 4)
NB Ch 7: p197-201
Set 7.4 Q1-6
NB Ch 7: p203-205
Set 7.5 Q1-4
Ch7 Review Q1-22 | |
| 6-7 | Revision week / Exam preparation, Examination | Task 5: Exam | |
**END OF SEMESTER 1**
**Unit 4: Surviving in a changing environment**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|---------------------------------------------------------------------------|
| 8-9 | **Infectious disease:**
- Nature of disease
o Terminology
o Transmission of disease
o Zoonoses
o Factors that affect the spread of disease and use of contemporary models and supercomputing to make predictions
o Susceptibility of urban areas to epidemics and pandemics
o Transmission and spread of disease is facilitated by regional and global movement of organisms | NB Ch10:p278-284
Set 10.1 Q1-4
Set 10.2 Q1-4
Set 10.3 Q1-9
NB Ch10:p292-Set 10.6 Q1-7 | |
| 10 | **Bacteria:**
- Types of bacteria/ structural characteristics of bacteria
- Bacterial lifecycle/method of invasion / impact on host/factors influencing spread/diseases caused by bacteria:
o Tuberculosis
o Tetanus
o Crown gall of plants | NB Ch10:p284-287
Set 10.4 Q1-4 | |
| 11 | **Fungi:**
- Types of fungi/ structural characteristics of fungi/ fungal lifecycle/method of invasion/impact on host/ factors influencing spread/diseases caused by fungi:
o Amphibian chytrid fungus | Task 6:
Preventing bacterial infection investigation
NB Ch10:p288-Set 10.5 Q1-7
Ch10 Review Q1-25 | |
**Term 3**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|---------------------------------------------------------------------------|
| 1 | **Protists:**
- Types of protozoans/ structural characteristics of protists / method of invasion / impact on host / factors influencing spread/ diseases caused by protists:
o Malaria
o *Phytophthora* dieback disease | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 2 | **Viruses:** | Task 7: Disease extended response | |
| | - Types of viruses/ structural characteristics of viruses/ viral life cycle / method of invasion / impact on host / factors influencing spread /diseases caused by viruses: | | |
| | o Ross River virus | NB Ch13:p366-372 Set 13.1 Q1-4 | |
| | o Influenza virus | NB Ch13:p373-Set 13.2, 13.3, 13.4 Q1-5 | |
| | o Australian bat Lyssavirus | Ch13 Review 1-23 | |
| | o Viral disease of the honey bee | | |
| 3 | **Viruses:** | | |
| | - Effect of climatic changes on the distribution of mosquito-borne diseases eg. Ross River virus | | |
| | - Evolution of pathogens – emerging viral diseases | | |
| | - Using modeling to establish the incidence and spread of disease | | |
| 4 | - Impact of rapid evolution of pathogens | Task 8: Infectious disease test. | |
| | - Management strategies- including quarantine, immunisation, disruption of pathogen lifecycle, medications, physical preventative measures | | |
| | - The importance of quarantine for agriculture and the environment (global trade and travel) | | |
| | - International cooperation and communication evaluate the risk of spread of disease and new viral diseases | | |
| 5-6 | **Homeostasis:** | | |
| | - Stimulus response model | NB Ch 8: p212-236 Set 8.1 Q1-5 | |
| | - Negative feedback | Set 8.2 Q1-5 | |
| | - Tolerance limits | Set 8.3 Q1-6 | |
| | - Living in a terrestrial environment | Set 8.4 Q1-6 | |
| | o Case studies: | Set 8.5 Q1-5 | |
| | ▪ Endotherms eg. Mammals, birds | Set 8.6 Q1-6 | |
| | ▪ Ectotherms eg. Arthropods, reptiles | Set 8.7 Q1-4 | |
| | o Challenges faced by terrestrial organisms living in an arid environment | | |
| | ▪ Thermoregulation | | |
| | ▪ Water and salt balance | | |
| | ▪ Gas Concentration | | |
| | ▪ Nitrogenous wastes | | |
| 7-8 | **Homeostasis:** | | |
| | - Living in an aquatic environment | NB Ch 8: p237-242 Set 8.8 Q1-4 | |
| | o Case studies: | Set 8.9 Q1-4 | |
| | ▪ Endotherms eg. Mammals (whales, dolphins); birds (penguins and other sea-dwelling birds) | Ch8 Review Q1-18 | |
| | ▪ Ectotherms eg. Freshwater and marine fish, amphibians, reptiles | | |
| | o Challenges faced by organisms living in an aquatic environment | | |
| | ▪ Thermoregulation | | |
| | ▪ Water and salt balance | | |
| | ▪ Gas Concentration | | |
| | ▪ Nitrogenous wastes | | |
| 9 | **Xerophytes and halophytes:** | Task 9: Homeostasis test (Week 9) | |
| | - Case studies maintaining water and gas balance in: | | |
| | o Xerophytes | | |
| | o Halophytes | | |
| 10 | Revision week / Exam preparation | | |
| Term 4| | | |
| 1 - 2| Revision week / WACE Exam preparation | Task 10: Exam | Revision guide |
**END OF SEMESTER 2**
# ASSESSMENT OUTLINE 2021
## ATAR CHEMISTRY
### YEAR 12
**Semester 1: UNIT 3 Equilibrium, Acids and Bases, and Redox Reactions**
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | 10% | **Task 3- Investigation:** Volumetric Analysis of a common cleaning substance | 4% | Term 2, Week 2 |
| | | **Task 5- Lab Book:** Collation of semester 1 experimental write-ups assessing the key skills of science inquiry. | 6% | Term 2, Week 5 |
| Extended Response | 5% | **Task 2- Extended Response 1:** Research into the link between rising levels of Carbon Dioxide and global systems. | 5% | Term 1, Week 7 |
| Test | 10% | **Task 1- Test 1: Chemical Equilibrium Systems** This test will consist of 80% chemical equilibrium and SIS with 20% prior knowledge questions. | 3% | Term 1, Week 4 |
| | | **Task 4- Test 2: Acids & Bases with Redox** This test will consist of 80% Acids & Bases, REDOX and SIS with 20% chemical equilibrium systems and prior knowledge. | 7% | Term 2, Week 5 |
| Examination | 20% | **Task 6- Semester One Exam** | 20% | Term 2, Week 7 |
**Semester 2: UNIT 4 Organic Chemistry and Chemical Synthesis**
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | 10% | **Task 7- Investigation 2:** Identifying organic compounds | 4% | Term 3, Week 1 |
| | | **Task 12- Lab Book 2:** Collation of semester 2 experimental write-ups assessing the key skills of science inquiry. | 6% | Term 4, Week 1 |
| Extended Response | 5% | **Task 9- Extended Response 2:** Uses and importance of the Protein Data Bank | 5% | Term 3, Week 7 |
| Test | 10% | **Task 8- Test 3: Organic Chemistry** This test will consist of 80% organic chemistry, plastics and SIS with 20% prior knowledge questions from previous topics. | 4% | Term 3, Week 4 |
| | | **Task 10- Test 4: Chemical Synthesis** This test will consist of 80% proteins, chemical synthesis and SIS with 20% prior knowledge questions from previous topics. | 6% | Term 3, Week 9 |
| Examination | 30% | **Task 11- Semester Two Exam** | 30% | End of Term 3 Holidays |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
# COURSE OUTLINE 2021
## ATAR CHEMISTRY
### YEAR 12
Semesters 1 & 2 – UNITS 3 & 4
| Week | Topic/Syllabus | Assessments | Resources |
|------|--------------------------------------------------------------------------------|-------------|----------------------------|
| | **Term 1** | | |
| | **Topic 1: Chemical Equilibrium Systems** | | |
| 1 | - Collision Theory and Rates: concentration, temperature, pressure, catalysts and surface area
- Chemical systems can be open or closed
- Reversibility of reactions in terms of activation energy | | Pearson Ch 1 Course Reader (CR) pg 2-7 |
| 2 | - Dynamic Equilibrium
- Observable changes can be described and explained at an atomic and molecular level
- Described in terms of reaction rates and macroscopic properties
- Equilibrium constant ($K_c$)
- Relative concentrations of reactants and products
- Indicates relationship between product and reactants | | Pearson Ch 2 & 3 CR 8-12 |
| 3 | - Forward and Reverse Rates- Collision Theory
- Explaining changes in temperature
- Energy profile diagrams
- Concentration and Partial Pressure | | CR 19 |
| 4 | - Predicting- Le Châtelier’s Principle
- Temperature
- Concentration
- Partial pressures of gases
- Total volume
- catalysts | Task 1: Test 1: Chemical Equilibrium Systems | CR 8-18 CR 20-21 |
| | **Topic 2: Acids and Bases** | | |
| 5 | - Acids and Bases
- Proton donors and Proton acceptors
- Conjugate acid-base pairs
- Monoprotic vs polyprotic
- Strength and ionisation
- $K_a$
- Hydrolysis of salts | | Pearson Ch 4 CR 22-29 |
| 6 | - Buffers
- Explaining buffering capacity using Le Châtelier’s Principle | | Pearson Ch 5 CR 30-31 |
| 7 | - water
- Water as a weak electrolyte
- Self-ionisation
- $K_w$
- pH
- pH logarithmic scale | Task 2: Extended Response 1: Carbon Dioxide and global systems | CR 31-35 |
| 8-9 | - Volumetric Analysis
- Acid-Base indicators
- equivalence point & end point
- appropriate indicators
- using data to calculate
- mass
- concentration
- volumes | | Pearson Ch 6 & 7 CR 36-44 |
| Week | Topic/Syllabus | Assessments | Resources |
|------|-------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| | **Term 2** | | |
| | **Topic 3: Oxidation and Reduction** | | |
| 1 | REDOX | | Pearson Ch 8 |
| | • transfer of electrons | | CR 45-49 & 52 |
| | • oxidation is Loss & Reduction is gain | | |
| | • Half-equations and acidic equations | | |
| 2 | Identifying REDOX reactions | Task 3: Investigation 1: Volumetric analysis | Pearson Ch 9 |
| | • Metal & halogen displacement | | CR 49- 51 |
| | • Combustion: limited and excess oxygen | | |
| | • Using oxidation numbers | | |
| | • Oxidising and reducing agents | | |
| | • Standard electrode potentials | | |
| | • Reaction tendency | | |
| 3 | Galvanic cells and cell diagrams | | Pearson Ch 10 |
| | • Spontaneous, positive $E^0$ values | | |
| | • Anode, cathode, electrolyte, salt bridge, ion migration, electron flow | | |
| 4 | Corrosion of iron | | |
| | • Exclusion of oxygen/water | | |
| | • Cathodic protection | | |
| | • Sacrificial anodes | | |
| 5 | Electrolytic Cells | Task 4: Test 2: Acids-Bases with Redox | Pearson Ch 10 |
| | • External electrical potential | Task 5: Lab Book 1 | |
| | • Non-spontaneous | | |
| | • Electrolytic refining, purification of copper and metal electroplating | | |
| 6 | Exam Revision | | |
| 7 | Exams | Task 6: Semester One Exam | |
| | **END OF SEMESTER 1** | | |
| | **Topic 4: Organic Chemistry** | | |
| 8-11 | Alkanes & Alkenes | | Pearson Ch 13 & 14 |
| | • Structural formulae | | CR 53- 63 |
| | • IUPAC nomenclature | | |
| | • Physical and chemical properties | | |
| | • Isomers: structural and geometric | | |
| | Alcohols, aldehydes, Carboxylic acids, ketones, esters, Amines & Amides | | |
| | • Functional groups and structural formulae | | |
| | • IUPAC nomenclature | | |
| | • Physical properties: Solubility and BP | | |
| | o Intermolecular forces and functional group natures | | |
| | • Chemical Reactions | | |
| | **Term 3** | | |
| 1 | Organic Calculations | Task 7: Investigation 2: Identifying functional groups | CR 64 |
| 2 | Addition polymerisation | | |
| | • Polyethene and Polytetrafluoroethene | | |
| | • Relationship between monomers and polymer structure | | |
| Week | Topic/Syllabus | Assessments | Resources |
|------|-------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 3 | Condensation polymerisation | | Pearson Ch 15 |
| | • Polyamides and polyesters | | |
| | o Nylon & polyethylene terephthalate (PET) | | |
| | • Relationship between monomers and polymer structure | | |
| 4 | Plastics have a range of distinct properties and uses due to: | Task 8: Test 3: Organic Chemistry and Plastics | CR 65-68 |
| | • Cross-linking | | |
| | • Chain length | | |
| | • Intermolecular forces | | |
| 5-6 | Proteins | | Pearson Ch 17 & 18 |
| | • Primary structure | | CR 68-70 |
| | o α amino acids have a generalised structure | | |
| | o zwitterions | | |
| | o peptide bonds | | |
| | • Secondary structure | | |
| | o α-helix | | |
| | ▪ within peptide chain | | |
| | o β-pleated sheets | | |
| | ▪ adjacent polypeptide chains | | |
| | o Hydrogen bonds between amid and carbonyl functional groups | | |
| | • Tertiary structure | | |
| | o 3D shape due to folding caused by side chain interactions | | |
| | o disulfide bridges, hydrogen bonding, dipole-dipole interactions, | | |
| | dispersion forces and ionic interactions | | |
| | Topic 5: Chemical Synthesis | | |
| 7 | Optimising yield and rate | Task 9: Extended Response 2: Protein Data Bank | Pearson Ch 11 & 16 |
| | • Ammonia production (Haber Process), sulfuric acid (Contact Process) | | CR 71-74 |
| | biodiesel production (Base-catalysed and lipase catalysed) | | |
| | o Reaction sequences | | |
| | o Calculating quantities of products using stoichiometry and Limiting | | |
| | Reagents | | |
| | o % yield calculations | | |
| 8 | Ethanol | | Pearson Ch 11 & 16 |
| | • Production through fermentation & hydration | | CR 71-74 |
| | o Enzymes as catalysts | | |
| | • Production of ethyl ethanoate through reaction sequences | | |
| | Saponification | | |
| | • Base hydrolysis of fats | | |
| 9 | Soaps and Detergents | Task 10: Test 4: Proteins & Chemical Synthesis | Pearson Ch 11 & 16 |
| | • structure | | CR 71-74 |
| | • cleaning action | | |
| | • solubility of calcium salts | | |
| 10 | Exam Revision | | |
| School Holidays | Exam Revision | Task 11: Semester Two Exam | |
| Term 4 | Exam Revision | Task 12: Lab Book 2 | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Project 30% | **Task 1: Project 1 – DFD**
Review the system development methodologies and create system development documentation based upon a given scenario. | 5% | Term 1 Week 4 |
| | **Task 6: Project 2 – Database**
Develop and implement a database solution using a system development life cycle based on a scenario. | 10% | Term 2 Week 4 |
| | **Task 10: Project 3 – Programming**
Develop and implement a programming solution using the software development cycle based on a scenario. Pseudocode will be written under test conditions. | 15% | Term 3 Week 6 |
| Theory Test 20% | **Task 2: Theory Test 1**
System Analysis and Development | 2.5% | Term 1 Week 5 |
| | **Task 3: Theory Test 2**
Hardware | 2.5% | Term 1 Week 7 |
| | **Task 4: Theory Test 3**
Normalization & Database Theory | 5% | Term 2 Week 1 |
| | **Task 8: Theory Test 4**
Developing Software and Programming | 5% | Term 3 Week 2 |
| | **Task 11: Theory Test 5**
Networks and Communications | 5% | Term 3 Week 9 |
| Practical Test 10% | **Task 5: Practical Test 1**
Databases | 5% | Term 2 Week 3 |
| | **Task 9: Practical Test 2**
Programming | 5% | Term 3 Week 5 |
| Exam 40% | **Task 7: Exam 1**
Semester 1 Exam | 15% | Term 2 Week 6 |
| | **Task 12: Exam 2**
Semester 2 Exam | 25% | Term 3 Holidays or Term 4 Week 1 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|-----------------------------|-----------------|
| 1 - 4| **Course Introduction**
**System Analysis and Development (knowledge)**
- Types of system development methodologies
advantages and disadvantages of linear and iterative system development methodologies
**System Analysis and Development (knowledge)**
- Stages of the system development life cycle (SDLC)
- Project management computer aided software engineering (CASE) tools
- Systems development documentation as a part of the SDLC
**System Analysis and Development (skills)**
- Apply data gathering techniques and CASE tools
- Analyse user and system documentation
- Create user and system documentation as a part of the SDLC
Apply context diagrams and data flow diagrams, using Yourdon/DeMarco notation, as a part of the SDLC | Task 1: Project 1
Week 4 | Class Activities |
| 5 - 7| **System Analysis and Development (knowledge)**
- Appropriate hardware components for a computer system designed for a specific purpose
- Purpose of a standard operating environment (SOE)
- Advantages and disadvantages of a SOE
- Roles of an operating system
- Role of file systems
- Features of file systems
- Role of drivers
- Types of operating systems: embedded; stand alone; server
- Role of the following components of the central processing unit (CPU)
- Purpose of the fetch-execute cycle
- Stages of the fetch-execute cycle
- Purpose of processor architectures for different types of systems
- Types of processing
- Purpose of using benchmarking to determine system performance: SW; HW; OS
- Purpose of disaster recovery plans
- Types of disaster recovery tools
- Benefits of virtualisation
- Types of platform virtualization
- Purpose of platform virtualisation with application virtualisation
- Purpose of cloud computing
- Advantages and disadvantages of cloud computing
- Convergence of technologies, including the continued development of mobile devices
- Environmental issues related to the disposal of computer components
- Methods for the secure disposal of data
- Purpose of intellectual property in the development of ICT systems
- Role of law and ethics in the use of ICT systems | Task 2: Theory Test 1
Week 5
Task 3: Theory Test 2
Week 7 | Class Activities |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|-----------------|
| 8 - 9| **Managing Data**
- Types of physical storage of databases: online; local
- Types of databases: distributed; centralised
- Structure of data warehouses and data marts
- Role of data mining
- Compare data warehouses and data marts as methods of data storage and distribution ethical implications of the use of data warehouses, data marts and data mining
- Purpose of a data dictionary
- Elements of a data dictionary
- Database management system concepts
- Normalisation of data to 3rd normal form (NF)
- Data modelling using Chen’s notation entity relationship (ER) diagrams
- Normalise data to 3rd NF
- Resolve complex many to many (M:N) relationships in a multi-table relational database system
- Analyse existing ER diagrams
- Create accurate ER diagrams
- Create a model of a database solution using Chen’s notation entity relationship (ER) diagrams
- Role for open systems in: database interconnectivity; database development; database management; and data driven websites
- Purpose of database documentation for the user
- Role of law and ethics in the storage and disposal of personal data | | Class Activities |
**Term 2**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|-----------------|
| 1 | **Test Revision:**
- Revision of syllabus and test preparation | Task 4: Theory Test 3
Week 1 | Class Activities |
| 2 - 5| **Managing Data**
- Design considerations for visual interfaces and navigation systems within database systems
- Create data dictionaries
- Create a working relational multi-table database using: data types; relations; primary, composite and foreign keys; referential integrity; relationships, including: set cascade inserts, updates and deletes; cardinality (1:1, 1:M, M:1, M:N); validation rules; forms create visual interface and navigation systems to assist users of a database
- Create database documentation for the user
- Create a working relational multi-table database using: reports; simple queries using SQL; queries across multiple tables using appropriate database tools | Task 5: Practical Test 1
Week 3
Task 6: Project 2
Week 4 | Class Activities |
| 6 | **Exam Revision:**
- Revision of syllabus and exam preparation | | Class Activities |
| 7 | **Exams** | Task 7: Semester One Exam | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|-------------------------|
| 8 - 11 | **Developing Software**
- Types of software licence requirements
- Factors affecting the development of software
- Professional ethics of developers when creating new software
- Legal obligations of developers when creating new software
- Legal and ethical responsibilities of software users
- Stages of the software development cycle (SDC)
- Apply software development requirements
- Create a system solution using the SDC
**Programming**
- Characteristics of simple data types
- Characteristics of complex data types
- Programming concepts, including: constants; variables (local, global, parameters); appropriate naming conventions for variables; control structures
- Use pseudocode to represent a programming solution
- Apply, using pseudocode and a programming language, the following programming concepts: constants; variables (local, global, parameters); naming conventions for variables; control structures
- Programming concepts, including: stubs; statements; modularization; functions; scope and lifetime of identifiers, including: parameter passing (value and reference)
- Difference between source code, byte code and executable code
- Difference between an interpreter and a compiler
- Types of program or code errors
- Purpose and characteristics of internal and external documentation
- Software development documentation as a part of the SDC; structure charts using the Yourdon and Constantine method
- Modelling of an algorithm using trace tables to test for logic
- Types of data validation techniques | Class Activities | |
| Term 3 | **Programming**
- Apply, using pseudocode and a programming language, the following programming concepts: stubs; statements; modularization; functions; parameter passing
- Apply, using pseudocode and a programming language, the following control structures: sequence; selection; iteration
- Resolve program and code errors
- Apply the following algorithmic and programming techniques use data validation techniques | Task 8: Theory Test 4
Week 2 | Class Activities
NCSS Grok Learning Competition |
| 1 - 2 | **Programming**
- Apply, using pseudocode and a programming language, the following programming concepts: stubs; statements; modularization; functions; parameter passing
- Apply, using pseudocode and a programming language, the following control structures: sequence; selection; iteration
- Resolve program and code errors
- Apply the following algorithmic and programming techniques use data validation techniques | Task 9: Practical Test 2
Week 5
Task 10: Programming Project
Week 6 | Class Activities |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|-----------------|
| 7 - 9| **Networks and Communication**
• Role of the following hardware devices in network communications: router; switch; firewall; modem; NIC; WAP; bridge; gateway; repeaters
• Role of the layers within the Department of Defence (DoD) transmission control protocol/internet protocol (TCP/IP) model in network communications
• Purpose of the layers within the DoD TCP/IP model, including: application layer; transport layer; internet layer; network layer
• Characteristics of wireless transmission media
• Characteristics of wired transmission media
• Similarities and differences of the CSMA/CD and the CSMA/CA network control protocols
• Methods of error detection and correction in digital data transmission, including: parity bit; checksum
• Types of communications protocols and standards
• Role of storage area networks and network attached storage
• Similarities and differences of SAN and NAS
• Methods used to ensure the security of networks,
• Strategies used to compromise the security of networks
• Factors influencing the performance of a network
• Create network diagrams using the CISCO network diagrammatic conventions to represent network topologies for LAN, WLAN and WAN | Task 11: Theory Test 5
Week 9 | Class Activities |
| 10 | **Exam Revision:**
• Revision of syllabus and exam preparation | | Class Activities |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-------------------------------------------------|-----------------|
| 1 | Exams | Task 12: Semester Two Exam | Class Activities |
| 2 | • Wace Preparation | | Class Activities |
**END OF SEMESTER 2**
## ASSESSMENT OUTLINE 2021
### ATAR ENGLISH
### YEAR 12
#### Semester 1 – UNIT 3
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Responding | 35% | **Task 1: Short Story Comprehending Task**
Students analyse the short story and complete a series of comprehension questions about such, utilising appropriate TEEEL structure in their writing and demonstrating an understanding of ATAR concepts. | 2.5% | Term 1 Week 2 |
| | | **Task 2: Spotlight - Long Essay**
Extended essay response of sighted question, drafting and editing processes to be utilised. | 5% | Term 1 Week 5 |
| | | **Task 4: Hope Farm - In-Class Essay**
Timed essay response focusing on key concepts that are present within the studied novel. Question sighted, one page of notes permitted. | 5% | Term 1 Week 9 |
| | | **Task 6: Comprehending Timed Response**
Timed paragraph responses to three unsighted questions; no notes permitted. | 2.5% | Term 2 Week 3 |
| | | **Task 7: Composition Timed Response**
Students complete a composition in response to a choice of unsighted questions. Timed conditions, no notes permitted. | 2.5% | Term 2 Week 4 |
| Creating | 35% | **Task 3: Spotlight - Oral Presentation**
In groups, writing and presenting a tutorial on an event from the film. | 7.5% | Term 1 Week 7 |
| | | **Task 5: Hope Farm- Composing Task**
Students complete a narrative response to a seen question of their choice. Timed conditions, no notes permitted. | 10% | Term 2 Week 2 |
| Exam | 30% | **Task 8: Semester One Exam**
Examination on all topics and concepts covered in Semester One. | 15% | Term 2 Week 6 |
#### Semester 2 – UNIT 4
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Responding | 35% | **Task 9: That Sugar Film - In-Class Essay**
Timed essay response of unseen question, no notes permitted. | 5% | Term 2 Week 10 |
| | | **Task 11: Growing Up Aboriginal in Australia- Long Essay**
Extended essay response of sighted question, drafting and editing processes to be utilised. Students will complete essay response during a week of class time, planning, editing and writing the response over a course of three lessons/ four hours. | 7.5% | Term 3 Week 6 |
| | | **Task 13: Comprehending Timed Response**
Students choose to complete either a Comprehending style response to an unseen question. Students will be given reading time to decide which question to complete. | 5% | Term 3 Week 8/9 |
| Creating | 35% | **Task 10: That Sugar Film - Oral Tutorial**
Write and present a tutorial based on study of the documentary film. | 10% | Term 3 Week 2 |
| | | **Task 12: Growing Up Aboriginal in Australia- Composing Task**
Compose a piece of timed expository writing. | 7.5% | Term 3 Week 7 |
| Exam | 30% | **Task 14: Semester Two Exam**
Examination on all topics and concepts covered in Semester One and Two. | 15% | Term 3 Holidays/ Term 4, Week 1 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Syllabus Content | Teaching Points | Assessment |
|------|----------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|
| 1-2 | • Analysing and evaluating how different texts represent similar ideas in different ways.
• The role of the audience in making meaning. | The syllabus content will be addressed through revision of Comprehending style writing, narrative conventions and language features. Students will be required to analyse practice texts and should answer questions similar to what will be in their assessment task. | RESPONDING: Comprehending Response
Week 2 |
| 3-7 | • Explaining how each text conforms to or challenges the conventions of particular genres or modes.
• Analysing and evaluating how similar themes, issues, ideas and concepts are treated in different texts.
• Considering how the conventions of genres can be challenged, manipulated or subverted.
• How responses to texts and genres may change over time and in different cultural contexts.
• Comparing and evaluating the impact of language conventions used in a variety of texts and genres.
• Transforming and adapting texts for different purposes, contexts and audiences.
• Using and experimenting with text structures and language features related to specific genres for particular effects.
• Sustaining analysis and argument. | The syllabus content will be addressed through revision of film and narrative conventions applicable to style of the text. Students will look into the context of the director and film, with particular focus on the changing representations of gender within this genre of text. As part of their assessment task, students will have to complete an extended essay response, demonstrating understandings of the film and keywords/concepts, and structuring such appropriately. Marks will be allocated for engagement with the question and appropriate use of quotes/examples, and students will be encouraged to make use of planning, editing and drafting processes. Question will be seen and discussed beforehand, and students are expected to make use of their time to adequately complete this assessment. Students’ knowledge of this text will be extended and elaborated on, through discussion of varying presentation types (including but not limited to news stories, panel discussions and speeches). In groups, students will be expected to compose and present an oral, addressing stipulated criteria in an engaging and imaginative manner. Presentations will be given in class for peers and teacher, and should demonstrate understandings of the studied film as well as an awareness of appropriate speaking and listening skills. | RESPONDING: Long Essay Response
Week 5
CREATING: Oral Tutorial
Week 7 |
| 8-10 | • Compare and contrast distinctive features of genres by analysing the techniques and conventions used in different genres, media and modes; considering how the conventions of genres can be challenged, manipulated or subverted; examining how genres and their conventions have changed and been adapted over time.
• How expectations of genres have developed and the effect when those expectations are met or not met, extended or subverted. | This syllabus content will be addressed through revision of narrative conventions and language features, as well as an introduction to appropriate contextual information. Students will be required to complete a series of comprehension and analysis activities, focusing on how different concepts are presented through a precise use of elements and techniques. As part of their assessment tasks, students will revise proper essay writing techniques and should practise writing under timed conditions. | RESPONDING: Timed Essay Response
Week 9/10 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|----------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|
| 1-2 | As well as addressing the previously mentioned content, students will also be required to –
Create a range of texts:
• Transforming and adapting texts for different purposes, contexts and audiences.
• Making innovative and imaginative use of language features.
• Using and experimenting with text structures and language features related to specific genres for particular effects. | In preparing for the composition, students will review sensory and creative writing techniques and should be encouraged to look at examples of strong composition responses. Both assessment tasks will be written under timed conditions and use of seen/unseen questions and notes is at teacher discretion. | CREATING: Timed Narrative Composition
Week 2 |
| 3 | Create a range of texts:
• Sustaining analysis and argument.
• Using appropriate quotation and referencing protocols.
• Using strategies for planning, drafting, editing and proofreading.
• Using accurate spelling, punctuation, syntax and metalanguage. | Syllabus content will be addressed through revision of narrative, expository and visual elements. Students will be expected to write TEEEL paragraph responses under timed conditions, emulating the exam. Responses should demonstrate an awareness of textual features as well as an understanding of course concepts. Texts and questions will be unseen. | RESPONDING: Comprehending Task
Week 3 |
| 4 | Create a range of texts:
• Transforming and adapting texts for different purposes, contexts and audiences.
• Making innovative and imaginative use of language features.
• Using and experimenting with text structures and language features related to specific genres for particular effects. | Following revision of appropriate conventions, students will be expected to choose a composing-style question which they will address under timed conditions. Responses need to demonstrate an awareness of persuasive or creative writing techniques (as dictated by the chosen question), as well as appropriate management of time. Students should produce drafts of their composition beforehand for teacher feedback. No notes will be permitted when completing the assessment task. | RESPONDING: Composition Task
Week 4 |
| 5-6 | Covers all syllabus content for Unit 3 | The exam will cover all content for Unit 3 of the ATAR English Course. As preparation for such, students will review exam structure; review course concepts; review texts studied; review conventions of narrative, expository and film texts; review essay writing process; review planning techniques for unsighted essay questions; complete practice responses and receive teacher feedback on these. | SEMESTER ONE EXAM:
Week 6 |
END OF SEMESTER ONE
| Week | Syllabus Content | Teaching Points | Assessment |
|------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|
| 7-10 | • Investigate and evaluate the relationships between texts and contexts by undertaking close analysis of texts; examining how each text relates to a particular context or contexts.
• Evaluate how texts offer perspectives through the selection of mode, medium, genre and type of text; the ways points of view and values are represented; the selection of language features that generate empathy or controversy. | This syllabus content will be assessed through the revision of documentary film and expository conventions. Students will be expected to understand these conventions and identify such through close analysis of the documentary. Comprehension questions and class discussions will be completed, focusing on a variety of concepts that are addressed in the documentary. Following this, students will complete a timed essay in response to an unseen question. The question will draw on syllabus content and students will need to use appropriate conventions and examples to justify their responses. | RESPONDING: Timed Essay Response
Week 10 |
| Term 3 | | | |
| 1-2 | As well as the previously mentioned content, students will also address the following in this unit -
• Create a range of texts using appropriate language and stylistic features to sustain a personal voice and perspective; using nuanced language; synthesising ideas and opinions to develop complex argument. | Students’ knowledge of this text will be elaborated on through completing of an oral presentation. Individually, students will be expected to address a concept contained within the documentary and should describe their understandings in a manner that educates their peers. Tutorials will be assessed on their content as well as presentation skills and engagement with the audience. | CREATING: Oral Tutorial
Week 2 |
| 3-7 | • Evaluate different perspectives, attitudes and values represented in texts by analysing content, purpose and choice of language; analysing the use of voice and point of view; exploring other interpretations and aspects of context to develop a considered response.
• Reflect on their own and others’ texts by analysing and evaluating how different attitudes and perspectives underpin texts; questioning the assumptions and values in texts; identifying omissions, inclusions, emphases and marginalisations; discussing and evaluating different readings of texts. | This syllabus content will be addressed through the revision of expository and narrative conventions, as well as analysis of non-fiction texts and language features. Students will be required to analyse and comprehend the assigned texts and will answer questions that address the concepts and conventions contained within such. After analysis, students will write an extended essay response, which will be completed during class time (over a series of lessons). All work completed for this assessment will be kept in class and the essay response produced by the end of that time will be treated as the good copy. Following this, students will write a composition which focuses on the studied text and demonstrated an awareness and understanding of expository texts and techniques. The composition will be completed under timed conditions, and questions will be unseen. | RESPONDING: Extended Essay Response
Week 6 |
| | | | CREATING: Composition Task
Week 7 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|----------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|
| 8-9 | Create a range of texts:
• using appropriate language and stylistic features to sustain a personal voice and perspective
• using nuanced language
• synthesising ideas and opinions to develop complex argument
• substantiating and justifying their own responses using textual evidence
• using appropriate quotation and referencing protocols
• using strategies for planning, drafting, editing and proofreading
• using accurate spelling, punctuation, syntax and metalanguage. | This will be achieved through revision of appropriate conventions, including but not limited to narrative, expository, visual, and language features. Students will practice writing comprehending paragraphs and composition responses, and should demonstrate an awareness of how to appropriately structure both, and how to use language features for particular effects. Under timed conditions, students will be presented with a choice of comprehending or composition questions; after choosing their style of question, students will write a response demonstrating understandings of conventions and appropriate structure. | RESPONDING:
Comprehending/Composition Task
Week 8/9 |
| 10 | Covers all syllabus content for Unit 4 | The exam will cover all content for Unit 4 of the ATAR English Course. Review exam structure; review course concepts; review texts studied; review conventions of narrative, visual and expository texts; review close reading process; review planning techniques for unsighted essay questions; complete practice responses and receive teacher feedback on these. | EXAM:
Term 3 Holidays/Term 4, Week 1 |
| 1-2 | Covers all syllabus content for Units 3 and 4 | Review Semester Two exam performance; exam strategies; review course concepts; review texts studied; review conventions of studied texts; go through structure of the exam and seek strategies for improvement and recall. | ATAR ENGLISH EXAM
November 2021 |
## ASSESSMENT OUTLINE 2021
### ATAR GEOGRAPHY
#### YEAR 12
**Semester 1 – UNIT 3 Global Environmental Change**
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Geographical Inquiry | 15% | **Task 3** Research Report – Impacts of Biodiversity Loss
Investigating Land Cover Change and Biodiversity Loss in a Local Environment.
Part A: Geographic Inquiry (3%)
Part B: In class validation test (4.5%) | 7.5% | Term 1 Week 9 |
| Fieldwork/Practical Skills | 15% | **Task 1** Multiple Choice/Short Answer
Map Interpretation and Analysis | 2.5% | Term 1 Week 3 |
| | | **Task 4** Fieldwork Report – Kalkurla Bushland Park (2%)
Validation Test (3%) | 5% | Term 2 Week 3 |
| Short & Extended Response | 30% | **Task 2** Short & Extended Answer
Depth Study 1 Topic Test: Land Cover Change and Biodiversity Loss | 7.5% | Term 1 Week 6 |
| | | **Task 5** Short & Extended Answer
Depth Study 2 Topic Test: Mitigation Strategies and Sustainability | 7.5% | Term 2 Week 5 |
| Exam | 40% | **Task 6** Semester One Exam | 20% | Term 2 Week 7 |
**Semester 2 – UNIT 4 Planning Sustainable Places**
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Geographical Inquiry | 15% | **Task 4** Urban Challenges and Sustainable Solutions
Investigating Urban Challenges and Sustainable Solutions in Perth and New York
Part A: Geographic Inquiry (2.5%)
Part B: In class validation test (5%) | 7.5% | Term 3 Week 8 |
| Fieldwork/Practical Skills | 15% | **Task 3** Fieldwork Report – Perth Camp (2%)
Validation Test (5%) | 7.5% | Term 3 Week 5 |
| Short & Extended Response | 30% | **Task 1** Advanced Mapping Skills and Source Interpretation | 5% | Term 2 Week 10 |
| | | **Task 2** Short & Extended Response
Challenges Facing Places | 5% | Term 2 Week 11 |
| | | **Task 4** Short & Extended Response
Depth Study 1 & 2: Perth and New York | 5% | Term 3 Week 9 |
| Exam | 40% | **Task 6** Semester Two Exam
Exam on both Semester One & Two content | 20% | Term 4 Holidays |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| 1 - 2| **Overview of Nature, Extent, Cause & Consequences of Land Cover Change.** | | |
| | • Define the concepts of environment, natural and anthropogenic biomes, land | | WA ATAR Geography U 3 & 4 (p 23-26, 27-30, 31-33, 33-34, 34-37) |
| | cover change, ecosystem structure & dynamics, biodiversity loss, climate | | Other resources as supplied |
| | change & sustainability. | | |
| | • Identify & classify examples of land cover changes with reference to global | | |
| | forests, agriculture and urban land cover. | | |
| | • Impact of world population growth, growing affluence and advances in | | |
| | technology on the nature, rate & extent of land cover change & biodiversity | | |
| | loss. | | |
| | • Processes of land cover change (deforestation, expansion and intensification| | |
| | of agriculture, rangeland modification, land and soil degradation, irrigation,| | |
| | land drainage and reclamation and the growth of urban settlement, industry | | |
| | and mining). | | |
| | • Differences in the process of land cover change between countries due to | | |
| | factors such as government policy, institutional arrangements, land | | |
| | ownership, type of economy, ideology and culture. | | |
| | **Skills Workshop (revision as required):** focus on mapping, remote sensing, | | |
| | geographical and statistical data analysis, ICT and GIS, extended response | | |
| | writing and geographic report support. | | |
| 3 | **Mapping Practice** | Task 1 | WA ATAR Geography U 3 & 4 (p37-38) |
| | • Indigenous peoples’ land management practices & their impact on land over | | |
| | time, including those of Aboriginal and Torres Strait Islander Communities. | | |
| 4-5 | • Implications of anthropogenic biomes to the functioning of the world’s | Task 3-handout (Due Term 1 Week 9) | WA ATAR Geography U 3 & 4 (p39-44) Other resources as supplied |
| | ecosystems. | | |
| | • Projecting changes in land cover using spatial models, and incorporating | | |
| | both environmental and socioeconomic variables. | | |
| | • Impacts of land cover on local & regional environments. | | |
| 6-7 | **Depth Study 1: Links Between Land Cover Change and Biodiversity Loss** | Task 2 | WA ATAR Geography U 3 & 4 (p88-94) Other resources as supplied |
| | • the spatial distribution of the world’s Biomes | | |
| | • Ecosystem structure and dynamics | | |
| | • the causes (natural and anthropogenic) of Biodiversity Loss | | |
| 8 - 9| • Rates of Biodiversity Loss | Task 3 Due Week 9 | WA ATAR Geography U 3 & 4 (p95-102, 102-104, 105-106, 106-108, 108-113) Other resources as supplied |
| | • Evidence for Biodiversity Loss through geological time | | |
| | • Measuring Biodiversity Loss over recent human history | | |
| | • the effects of Biodiversity Loss on land cover in natural and | | |
| | anthropogenic biomes | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|---------------------------------------------------------------------------|
| 1 | • Projected Impacts of Biodiversity Loss
• Biodiversity Hotspots | | WA ATAR Geography U 3 & 4 (113-116, 117-120) |
| 2 | **Depth Study 2: Addressing and Evaluating the Impacts of Land Cover Change**
Approaches to land cover restoration & rehabilitation, and the mitigation of future land cover changes, including preservation strategies.
**Excursion:** Victoria Rock Nature Reserve/Karlkurla Bushland Park | | WA ATAR Geography U 3 & 4 (121-127) |
| 3-4 | • Current and proposed strategies, at local to global levels, implemented to mitigate the adverse effects of Biodiversity Loss
• How human activity has adapted, or may be required to adapt, to Biodiversity Loss
• How agroforestry addresses the impact of land & soil degradation in the Western Australian wheat belt.
• Evaluation of agroforestry, giving consideration to environmental, economic & social benefit & costs. | Task 4 Week 3 | WA ATAR Geography U 3 & 4 (138-141, 141-143, 143-145, 146-148)
Other resources as supplied |
| 5 | • Evaluation of one alternative approach to the management of land & soil degradation in the Western Australian wheat belt.
• Using the concepts of sustainability to determine the extent to which the approach has the potential to address the issue into the future. | Task 5 Week 5 | WA ATAR Geography U 3 & 4 (p148-150)
Other resources as supplied |
| 6 | **Revision:**
Revision of semester one course | | |
| 7 | **Exam:**
Semester one examination | Task 6 Week 7 | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|---------------------------------------------------------------------------|
| 8-9 | **Overview of Places & Their Challenges**
• Process of urbanisation & its implications for world population growth & human wellbeing in urban & rural places.
• Economic & environmental interdependence of urban & rural places.
• Historical, cultural, economic & environmental factors that have contributed to the spatial distribution or urban and rural places in Australia.
• Processes of urban sprawl, invasion & succession renewal, planning, land use competition, inertia & agglomeration that have contributed to the characteristics & functions of urban and rural places in Australia.
• Changing demographic, economic & social characteristics, socioeconomic & cultural distribution in urban & rural places in Australia. | | WA ATAR Geography U 3 & 4 (p152-163, 164-166, 167-174, 174-179, 180-185)
Other resources as supplied |
| 10-11| **Challenges Facing Places**
• Overview of challenges facing rural & remote places in Australia.
• Overview of challenges facing megacities & Australian metropolitan & regional centres. | Task 1 Week 10
Task 2 Week 11 | WA ATAR Geography U 3 & 4 (p186-190, 191-196)
Other resources as supplied |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| | **Term 3** | | |
| 1 | **Depth Study 1 - Perth** | | WA ATAR Geography U 3 & 4 (p 215-230) |
| | • Investigate Perth’s site, situation, internal & external morphology, functions and demographics. | | |
| 2 - 4| • Investigate the nature, scope & causes of challenges of transportation, congestion, environmental degradation, urban sprawl & the implications for metropolitan Perth.
• Investigate the views & attitudes of major stakeholder groups related to each challenge.
• Investigate a range of planning strategies that have been used to address each challenge & how these compare with &/or have been informed by responses implemented in other places both inside & outside Australia. | Task 4 Handout (Due Term 3 Week 8) | WA ATAR Geography U 3 & 4 (p 231-268)
Other resources as supplied |
| | **Week 4 – CAMP TO PERTH** | | |
| 5 | • Investigate the extent to which the planning strategies adopted in metropolitan Perth have been or could be informed by the concepts of sustainability & liveability. | Task 3 Due Week 5 | WA ATAR Geography U 3 & 4 (p 231-268) |
| 6 - 9| **Depth study 2 - New York** | Task 4 Week 8 | WA ATAR Geography U 3 & 4 (p 269-294) |
| | • Investigate New York’s site, situation, internal & external morphology, functions and demographics.
• Investigate the nature, scope & causes of the challenges with traffic congestion & urban sprawl and the implications for New York.
• Investigate a range of planning strategies used to address each challenge & how they compare with/or have been informed by responses in other world megacities.
• Investigate the extent to which the planning strategies adopted in New York have been, or could be informed by the concepts of sustainability & liveability. | Task 5 Week 9 | Other resources as supplied |
| 10 | **Revision:** Revision of both Semester One and Semester Two content | | |
| | **Term 4** | | |
| 1 | **WACE Exam Revision Sem 1 & 2** | Task 6 During holidays | |
| | Revision & feedback from Semester Two exam. Final preparation for WACE exam. | | |
| 2 | **Revision:** Revision & feedback from Semester Two exam. Final preparation for WACE exam. | | |
**END OF SEMESTER 2**
## ASSESSMENT OUTLINE 2021
### ATAR HUMAN BIOLOGY
### YEAR 12
#### Semester 1 – UNIT 3
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Extended Response | 7.5% | **Task 2: Treatments of endocrine and nervous dysfunction**
Modern treatment of endocrine and nervous dysfunction. | 7.5% | Term 1 Week 6/7 |
| Science inquiry | 5% | **Task 1: Investigation on nervous System**
Designing an investigation, carrying it out and reporting on the findings | 5% | Term 1 Week 4/5 |
| Test | 13% | **Task 3: Endocrine, & Nervous systems, Homeostasis**
**Task 4: Response to Infection, Biotechnology and Disruption to Homeostasis** | 6.5% | Term 2 Week 1 |
| Exam | 20% | **Task 5: Semester One Exam**
Exam will cover all of Unit 3, format same as WACE | 20% | Term 2 Week 7 |
#### Semester 2 – UNIT 4
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Extended Response | 7.5% | **Task 6: Gene Pools and Mutations**
Research carried out specific changes in gene pools. | 7.5% | Term 2 Week 9/10 |
| Science Inquiry | 5% | **Task 7: Evolutionary Mechanisms: Practical**
Investigate the effects of an evolutionary mechanism on gene pools | 5% | Term 3 Week 1 |
| Test | 12% | **Task 8: Evolutionary Mechanisms & Evidence for Evolution**
Evolutionary mechanisms and Biotechnological & Comparative Studies
**Task 9: Fossils, Primates and Hominid Evolutionary Trends** | 7% | Term 3 Week 5 |
| Exam | 30% | **Task 10: Semester Two Exam**
Exam will cover unit 3 & 4, format same as WACE | 30% | School holidays |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| 1 - 2| **Endocrine System:**
- Endocrine glands - name, position and hormones secreted
- Specific hormones – their target organ and action (not thymus and pineal) regarding homeostasis
- Working relationship between hypothalamus and pituitary
- Hormones – type of hormone (lipid-soluble or water-soluble) and how enters cell, receptors used and effects on cell functioning
- Science Inquiry skills – representing data, calculating mean, median, range, probability. Select, synthesis and use evidence to justify conclusions. Designing & conducting ethical investigations | | Textbook – Chapters 1 & 2 |
| 3 - 6| **Nervous System:**
- Structure of nerve cells
- Types of neurons- functional and structural types
- Transmission of a nerve impulse – electro-chemical changes that occur to generate an impulse, propagation along myelinated and unmyelinated fibres and transfer- all or nothing response, stages of action potential
- Transfer of nerve impulse across a synapse – inhibitory & excitatory
- Neuron structure of a reflex arc – reflex properties/function - Acquired and innate reflexes, and protective reflexes – how reflexes differ from reactions (neural differences),
- Receptors that detect changes in internal and external environments including thermos/osmo/chemo receptors and touch & pain receptors
**Central Nervous System:**
- Structure and function of the divisions of the nervous system – how respond to changes in the internal and external environment
➢ Central-peripheral
➢ Afferent – efferent
➢ Autonomic-somatic
➢ Sympathetic-parasympathetic
- The specific roles the parts of the CNS have in co-ordinating the body’s functions, including cerebrum, cerebellum, corpus callosum, medulla oblongata, spinal cord.
- Protection of the nervous system – meninges and cerebro-spinal fluid
- Comparison of hormonal vs nervous control of body systems– reasons for two types, how they compare in terms of speed and duration of action, nature and transmission of message and specificity of message
- Nervous disorders including Alzheimer’s and Parkinson’s
- Use of Gene Therapy to treat range of diseases (including diabetes)
- Use of cell replacement therapy to treat nervous disorders such as Parkinson’s and Alzheimer’s
- S1 – research, interpret a range of text, communicate understanding | Task 1:
Receptors Investigation -
Week 4/5 – Planning an investigation, group carrying out and analysis (science Inquiry)
Task 2:
Extended Response –
Week 6/7 one week planning and a validation | Textbook – Chapters 3 & 4
Textbook – Chapters 5 & 6 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------|
| 7 - 8| **Detecting and Regulating Change in the Body:** | | Chapters 6 & 7 |
| | • Different receptors detect change in internal and external environments | | |
| | – thermo, osmo, chemo, touch/pressure, pain | | |
| | • Structure and function of bodies receptors – changes detected (thermo/chemo/osmo/pain/touch) | | |
| | • Positive and negative feedback systems – homeostasis and tolerance limits, components of feedback loops | | |
| | • Thermoregulation by the control of heat exchange and metabolic activity through physiological and behavioural mechanisms | | |
| | • Body fluid regulation (water and salts) – skin, digestive system, kidney (nephron). ADH and aldosterone, inputs and outputs at all locations, processes of substance movement, thirst reflex. | | |
| | • SI – collecting and interpreting data, calculations, reliability and validity | | |
| 9 | • Regulation of blood sugar levels (uptake, storage & release by cells) – liver, skeletal muscle, pancreas and adrenal gland. Chemicals involved/processes & terminology/hormonal control/stimulus-response feedback after eating/exercise. Link diabetes | | Textbook – Chapters 8 |
| | • Regulation of gas concentration levels within the body – nervous and conscious control of breathing, control regulation of breathing/gas levels in blood through actions of medulla oblongata and autonomic nervous system. Hyperventilation. | | |
**Term 2**
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------|
| 1 | • Endocrine dysfunction: Causes of disruption to homeostasis – inheritance, behaviour and disease, and treatment - diabetes Type I & II, Hyper & Hypothyroidism | Task 3: Test - Endocrine, Nervous system Homeostasis Week 1 | |
| | • Development of synthetic hormones for control or treatment of endocrine dysfunction including diabetes/hyperthyroidism/hypothyroidism (include use of recombinant DNA technology) to improve quality of life | | |
| | • Gene therapy to treat Diabetes | | |
| 2 | **Protection against Invaders:** | | Textbook – Chapter 10 |
| | • Characteristics of bacteria and viruses | | |
| | • How infectious disease caused by virus and bacteria can be transmitted from one host to another | | |
| | • Transmission of pathogens – direct/indirect contact, transfer of bodily fluids, disease specific vectors, contaminated food/water | | |
| | • Defence against disease – non-specific, external (skin, digestive tract, urogenital tract, respiratory system, ear and eyes) | | |
| 3 | • Non- specific immune response – inflammatory response and fever (instigation of fever and removal), role of WBCs and hypothalamus (pyrogens/interleukins/cytokines) | | Textbook – Chapter 10 |
| | • Use of antibiotic(bacteriostatic & bactericidal) and antiviral drugs against pathogens, how affect pathogens and how immunity built against drugs | | |
| 4 | **Specific Resistance to Infection:** | | Textbook – Chapter 11 |
| | • Role of lymphocytes and macrophages | | |
| | • Immune response – humoral and cell-mediated. Specific roles of B-cells and T-cells in the response and how response initiated and production of memory cells (cytokines/macrophages) | | |
| | • How antibodies work against pathogens | | |
| | • Types of immunity – active/passive/artificial/natural | | |
| 5 | **Vaccines:** | Task 4: Test – Response to Infection, Biotechnology and Disruption to Homeostasis Week 5 | Textbook – Chapters 11 and 9 |
| | • How vaccines created and delivered – old and modern techniques, how vaccines prepared | | |
| | • Which type of vaccines used for which disease | | |
| | • Vaccinations of populations – herd immunity, risks and ethics | | |
| | • Creation of vaccines using recombinant DNA and other biological techniques | | |
| | • Participation in immunisation programs – social/cultural/economic reasons for and against | | |
| | • Benefits, risks and ethical issues associated with immunisation programs, hygiene hypothesis | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|----------------------------|
| 6 | **Revision:**
Coverage of all topics in Unit 3, preparation for examination | | All Unit 3 Chapters |
| 7 | Examination Week | Task 5- Exam | |
**END OF SEMESTER 1**
**Unit 4 – Human variation and evolution**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------|
| 8-9 | **Mutations and Gene Pools:**
• How errors in DNA replication, cell division or damage by mutagens cause mutations in genes and chromosomes (differentiate)
• Types of mutations
• Mutations are the ultimate source of variation, creating new alleles that may be favourable /unfavourable to survival
• How different genotypes produce a variety of phenotypes which when acted on by factors in environment/selection pressure produce different rates of survival
• Gene pools, allele frequencies and populations, Darwins theories – frequency of alleles used to compare different population at different times or locations
• Changes to allele frequencies in gene pools – mutations, random genetic drift, founder effect, differing selection pressures, natural selection, migration, factors affecting/barriers to gene flow (geographical/cultural/social).
• Studies of specific communities to show allele frequencies and factors affecting them, and gene flow between adjoining groups (Blood groups/Huntington’s/skin pigmentation)
• the mechanisms underpinning the theory of evolution by natural selection include inherited variation, struggle for existence, isolation and differential selection, producing changes to gene pools to such an extent that speciation occurs | Task 6:
Week 9/10 – Extended Response on Gene Pools and Mutations | Textbook – Chapters 12 & 14 |
| 10 - 11 | • Incidence of lethal genetic diseases in populations/factors that affect survival of different genotypes include Sickle Cell, Tay Sachs, Thalassemia α and β
• Natural selection occurs when factors in the environment confer a selective advantage on specific phenotypes to enhance survival and reproduction
• Mechanisms of evolution by natural selection include inherited variation, struggle for existence, isolation, differential selection/selection pressure produce changes in a gene pool to such an extent that speciation occurs | | Textbook – Chapters 12 and 14 |
**Term 3**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------|
| 1 - 2 | **Technologies in Biotechnology/evidence for evolution:**
• How biotechnological techniques provide evidence for evolution: PCR, use of bacterial enzymes and gel electrophoresis to facilitate DNA sequencing of genomes (Sanger method).
• Identification of hereditary disease, gene therapy and cell replacement therapy
• How developments in biotechnology have increased access to genetic information of species, populations and individuals, existing now or in the past, the interpretation and use of which may be open to ethical considerations | Task 7:
Week 1/2 – Practical into evolutionary mechanisms. | Textbook – Chapter 13 |
| 3 - 4 | **Evidence for Evolution:**
• How biochemistry provides evidence for evolutionary relationships and how it has helped refine existing models and theories:
▪ Comparative DNA – ERV’s, Junk DNA
▪ Mitochondrial DNA
▪ Protein synthesis/amino acids sequences
▪ Bioinformatics
▪ Comparative genomics
• Comparative studies in anatomy
▪ Embryology
▪ Homologous structures
▪ Vestigial organs
• Geographical distribution
• Use of phylogenetic trees to show evolutionary relationships – construction using genomic information including phylogenetic trees, to communicate conceptual understanding, solve problems and make predictions | | Textbook – Chapter 15 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 5 - 6| **Fossil Evidence for Evolution:**
• Fossil formation – factors that affect formation and discovery
• Uses, problems and limitations of fossil record as incomplete and cannot represent entire biodiversity
• Sequencing of fossil record by absolute dating of fossils – methods, applications and limitations (carbon dating, potassium-argon dating and Tree ring)
• Sequencing of the fossil record by relative dating of fossils – methods, applications and limitations (stratigraphy, index fossils) | Task 8: Week 5 – Test on Evolutionary mechanisms and Evidence for Evolution. | Textbook – Chapter 16 |
| 7 - 8| **Hominid evolutionary trends:**
• Classification and characteristics of primates are based on differences between DNA nucleotide sequences which bring about differences in:
▪ Mobility of digits
▪ Stance and locomotion (Adaptations for erect posture, bipedal to quadrapedal – skull/spine/pelvis/legs/feet)
▪ Relative size of cortex
▪ Prognathism and dentition
• How differences contribute to method of locomotion – bipedal vs quad
• determining relatedness and possible evolutionary pathways for hominids by using evidence from comparisons of modern humans and the great apes with fossils of:
▪ *Australopithecus afarensis*
▪ *Australopithecus africanus*
▪ *Paranthropus robustus*
▪ *Homo habilis*
▪ *Homo erectus*
▪ *Homo neanderthalensis*
▪ *Homo sapiens*
• Comparison of skeletons of the hominids – trends in geographical distribution, climate, cranial capacity, jaw/skull features, post cranial skeleton and trends can be traced in phylogenetic trees | | Textbook – Chapters 17 and 18 |
| 9 - 10| • How the study of tools and their use in a number of hominid species can provide important insight into the evolution of the human cognitive abilities and lifestyles: trends are seen in the changes in manufacturing techniques and the materials used in the tool cultures of:
▪ *Homo habilis*
▪ *Homo erectus*
▪ *Homo neanderthalensis*
▪ *Homo sapiens*
(How tools manufactured and how used by culture, what tools use implies about culture/lifestyle, what trends in tool manufacture imply about changes in lifestyle)
• Revision week 10 | Task 9: Week 9 – Test on Fossils & Hominid Evolutionary Trends
Week 9 | Textbook – Chapters 19 and 20 |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|-----------------|------------|-----------|
| 1 | Examination | Task 10 Exam | |
| 2 | Exam revision: | | |
**END OF SEMESTER 2**
## Semester 1 – UNIT 3: Water
| Assessment Type | SCASA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | 10% | **Task 2: Macro Invertebrate Sampling Investigation**<br>Student designed monitoring techniques investigation with an in-class validation | 10% | Term 1 Week 8 |
| Extended Response | 5% | **Task 3: Aquatic Environmental Issues Extended Response**<br>Extended response, consisting of one week of research, followed by an in-class validation. | 5% | Term 2 Week 1/2 |
| Test | 15% | **Task 1: Properties of Water and Aquatic Ecosystems Test**<br>This will consist of 80% of the current content and 20% SIS.<br>Current content includes: Water cycle, states of water, properties of water, aquatic ecosystems, gas exchange in aquatic animals, osmoregulation in fresh water and saltwater fish and cycling of matter test. | 7.5% | Term 1 Week 6 |
| | | **Task 4: Water Sources and Sustainability Test**<br>This will consist of 80% of the current content and 20% previous content<br>Current content includes: water sources, treatment of water, water catchment, strategies to maintain quality and water resources test. | 7.5% | Term 2 Week 5 |
| Exam | 15% | **Task 5: Semester One Exam**<br>3hr examination covering semester 1 content | 15% | Term 2 Week 6 |
## Semester 2 – UNIT 4: Energy
| Assessment Type | SCASA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Science Inquiry | 15% | **Task 6: Energy Transformations Practical**<br>Practical activity with a summary report and an in-class validation | 15% | Term 2 Week 8 |
| Extended Response | 5% | **Task 8: Impact of Electricity Generation Extended Response**<br>Extended response, consisting of one week of research, followed by an in-class validation. | 5% | Term 3 Week 4/5 |
| Test | 10% | **Task 7: Energy and Transportation Test**<br>This will consist of 80% of the current content and 20% previous content<br>Current content includes: Forms of energy, work, combustion engines and sources of energy test. | 5% | Term 2 Week 10 |
| | | **Task 9: Electricity and Heating Test**<br>This will consist of 80% of the current content and 20% previous content<br>Current content includes: electrical current generation, power stations, nuclear power, heating, energy efficiency and power test. | 5% | Term 3 Week 9 |
| Exam | 25% | **Task 10: Semester Two Exam**<br>3hr examination covering semester 1 and 2 content | 25% | End of Term 3 Holidays |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
# COURSE OUTLINE 2021
## ATAR INTEGRATED SCIENCE
### YEAR 12
Semesters 1 & 2 – UNITS 3 & 4
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------------------------------------------------------------------------|----------------------------|
| | **Term 1** | | |
| 1 | **Science Inquiry Skills.**
- Importance of water:
- Water cycle and rainfall patterns
- Role of the different states of water in regulating climate | | Course Reader Pages 2-8 |
| 2 - 3| **Properties of water:**
- How the polarity of water molecules explains its:
o High surface tension
o Density and impact on buoyancy
o Specific heat and calculations $E = mc\Delta T$
- Solubility of salts, nutrients and gases can be affected by:
o Temperature
o Pressure
o Concentration gradient | | Course Reader Pages 9-22 |
| 4 - 6| **Aquatic Ecosystems:**
- Effect of the following on the diversity & abundance aquatic life
o Salt concentration
o Nutrients- phosphates and nitrates
o Dissolved oxygen
o Turbidity
o pH
o Temperature
- Gas exchange in aquatic animals and factors that affect the rate of exchange including:
o SA:V Ratio
o Nature of the exchange membrane
o Concentration gradient
- Osmoregulation in salt and freshwater fish.
- How high specific heat capacity of water regulate temperature of atmosphere & aquatic environments thus internal temperatures of aquatic organisms
- Cycling of matter in aquatic ecosystems (food webs, biomass and energy pyramids) | Task 1: Properties of Water and Aquatic Ecosystems Test (week 6) | Course Reader Pages 23-43 |
| 7 - 8| **Water monitoring,** using physical and biological monitoring techniques/ macro-invertebrate sampling
- Aquatic environments provide essential ecosystem services used by humans for economic and social benefit.
- Effect of human activities on aquatic ecosystems including:
o Biomagnification, Eutrophication and Oil pollution.
- Impact of human activities on the supply and quality of public drinking water. | Task 2: Macro Invertebrate Sampling Investigation (Week 8) | Course Reader Pages 44-65 |
| 9 | **Potable water sources in Western Australia including:**
o Surface water
o Ground water
o Desalinated water | | Course Reader Pages 66-77 |
| | **Term 2** | | |
| 1 | - Availability and distribution of potable water in Western Australia is affected by changing rainfall patterns | | Course Reader Pages 78-81 |
| 2 | - Water treatment of domestic waste water | Task 3: Aquatic Environmental Issues Extended Response (Research Week 2 / Validation Week 3) | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 3 | - Water catchment management strategies to help prevent dryland salinity, eutrophication and erosion. | | Course Reader Pages 82-91 |
| 4 – 5| - Strategies used to ensure water resources and quality are maintained including:
o Reducing consumption
o Development of new technologies including desalination and managed aquifer recharge.
- Monitoring of water resources and analysis and interpretation of data is used to make informed decisions to safeguard sufficient water drinking supply including:
o Land use in catchment areas
o Preservation of natural waterways | Task 4: Water Sources and Sustainability Test (Week 5) | Course Reader Pages 92 |
| 6 | Revision week / Exam preparation | | Revision Guide |
| 7 | Examination week: | Task 5: Exam | |
**END OF SEMESTER 1**
**Unit 4: Energy**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 8 | Energy
- Forms of energy including:
o Potential- Gravitational, chemical, elastic and nuclear.
o Kinetic- mechanical, sound, heat, electrical.
o Light energy.
- Work
- The law of conservation of energy | | Course Reader Pages 93-99 |
| 9 | Transportation
- Internal combustion engine and energy transformations
- Developments in engine design including biofuels, electric motors and hydrogen fuel cells are reducing the impact on the environment and extending energy resource lifetimes. | Task 6: Energy Transformations Practical | Course Reader Pages 100-107 |
| 10 - 11| Sources of energy
- The sun is the origin of energy for:
o Fossil fuels as non-renewable sources of energy.
o Wind, biomass, biofuels, hydropower, and solar as renewable sources of energy.
- Geothermal and nuclear as alternate sources of energy | Task 7: Energy and Transportation Test (Week 10) | Course Reader Pages 108-122 |
**Term 3**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 1 - 2| Electricity
- Generation of electrical current is achieved through
o Electromagnetic induction in generators
o Electrochemistry in batteries
o Photovoltaic effect in solar cells | | Course Reader Pages 123-128 |
| 3 - 4| - Large scale electricity generation occurs in power stations
- Electricity generation can be produced using nuclear fission in pressurised water reactors
- Energy transformations in the home | | Course Reader Pages 129-132 |
| 5 - 6| - Electricity generation impacts society and the environment through:
o Resource extraction disturbing natural ecosystems
o Land clearing for infrastructure
o Emissions that contribute to the enhanced greenhouse effect
o Production of wastes including nuclear
o Consumption and pollution of water
o Radiation on the human body
- Protective measures to safeguard against exposure to radioactive substances
- Disposal of radioactive material – long term management
- Advantages and disadvantages of various methods of electricity production related to efficiency, cost, base load supply, and environmental, economic and social impact. | Task 8: Impact of Electricity Generation Extended Response (Research Week 5/Validation Week 6) | Course Reader Pages 133-149 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-------------------------------------------------|----------------------------|
| 7 | **Heating** | | |
| | - Transfer of heat energy by conduction, convection, radiation and evaporation | | |
| | - Space heating in the home is achieved by: | | |
| | o Burning of wood and fossil fuels and the consumption of electricity for direct heating | | |
| | o Passive solar design takes advantage of radiant heat to warm the home. | | |
| 8-9 | - Energy efficiency calculations | Task 9: Electricity and Heating Test (Week 9) | Course Reader Pages 160-167|
| | - Power calculations | | |
| | - Methods of increasing resource lifetimes include: | | |
| | o Hydraulic fracturing | | |
| | o Reduced domestic energy consumption using energy efficient appliances. | | |
| | - Increased demand on energy and the finite nature of the resources has resulted in the development of new techniques of extraction and their consequences. | | |
| | - International agreements to reduce greenhouse gases have encouraged the development of new technologies. | | |
| | - Renewable energy resources are informed by environmental, economic and political considerations. | | |
| 10 | Revision week / Exam preparation | | |
**Term 4**
| 1 - 2 | Revision week / WACE Exam preparation | Task 10: Examination | Revision Guide |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|------------------------------------------------------|---------------|----------------|
| Response 40% | Task 1: Test 1 | 5.5% | Term 1 Week 5 |
| | Bivariate Data Analysis | | |
| | Task 3: Test 2 | 4% | Term 1 Week 9 |
| | Growth and Decay in Sequences | | |
| | Task 4: Test 3 | 5.5% | Term 2 Week 4 |
| | Graphs and Networks | | |
| | Task 6: Test 4 | 7% | Term 2 Week 9 |
| | Time Series Analysis | | |
| | Task 7: Test 5 | 9% | Term 3 Week 3 |
| | Loans, Investments and Annuities | | |
| | Task 9: Test 6 | 9% | Term 3 Week 10 |
| | Networks and Decision Mathematics | | |
| Investigation 20%| Task 2: Investigation 1 | 10% | Term 1 Week 6 |
| | Bivariate Data Analysis | | |
| | Task 8: Investigation 2 | 10% | Term 3 Week 4 |
| | Loans, Investments and Annuities | | |
| Exam 40% | Task 5: Semester One Exam | 10% | Term 2 Week 7 |
| | Based on content from Unit 3 | | |
| | Task 10: Semester Two Exam | 30% | Term 4 Week 1 |
| | Based on content from Units 3 and 4 | | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|----------------------------------|
| 1-5 | **Bivariate Data:**<br>The statistical investigation process. Fitting a linear model to numerical data. Association and causation, including the data investigation process.<br>(3.1.1 – 3.1.19) | Task 1: Test 1<br>Week 5 | Sadler Unit 3<br>Chapters 1&2 |
| 6-9 | **Growth and Decay Sequences:**<br>The arithmetic sequence. The geometric sequence. Sequences generated by first-order linear recurrence relations<br>(3.2.1–3.2.11) | Task 2: Investigation 1<br>Week 6<br>Task 3: Test 2<br>Week 9 | Census At Schools<br>Sadler Unit 3<br>Chapters 3&4 |
| 1-2 | **Graphs and Networks:**<br>The definition of a graph and associated terminology. Planar graphs and Euler’s Rule. Trees, walks, paths, cycles, trails, complete, connected etc.etc. Adjacency Matrix<br>(3.3.1–3.3.5) | | Sadler Chapter 5 |
| 3-5 | **Graphs in Practical Situations:**<br>Paths and cycles. Shortest Path etc. Eulerian v Hamiltonian<br>(3.3.6–3.3.9) | Task 4: Test 3<br>Week 4 | Sadler Unit 3<br>Chapter 6 |
| 6 | **Revision:**<br>Unit 3 consolidation and exam preparation | | Practice Exams |
| 7 | **Exam Week** | Task 5: Semester One Exam | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|-------------------------|
| 8 – 10 | **Time Series Analysis:**
Describing and interpreting patterns in time series data
Analysing time series data, including the data investigation process.
(4.1.1 – 4.1.8) | Task 6: Test 4
Week 10 | Sadler Unit 4
Chapters 1&2 |
| 11 | **Loans, Investments and Annuities:**
Review Simple Interest, Compound Interest and recursive rules. Compound Interest loans and investments.
(4.2.1 – 4.2.3) | | Sadler Unit 4
Chapter 3 |
| Term 3 | | | |
| 1 - 3 | **Loans, Investments and Annuities:**
Reducing balance loans (compound interest loans with periodic repayments). Effective Interest Rate, Amortization, Depreciation
(4.2.4 – 4.2.7) | Task 7: Test 5
Week 4 | Sadler Unit 4
Chapter 3 |
| 4 | **Annuities and Perpetuities** – Superannuation, Annuities, Perpetuities | | Sadler Unit 4
Chapter 4 |
| 5 - 8 | **Networks:**
Trees and minimum connector problems. Project planning and scheduling, using critical path analysis (CPA). Flow networks. Maximum Flow/Minimum Cut
(4.3.1 – 4.3.9) | Task 8: Investigation 2
Week 5 | Sadler Unit 4
Chapters 5-7 |
| 9 | **Decision Mathematics:**
Assignment problems.
(4.3.10 – 4.3.11) | Task 9: Test 6
Week 9 | Sadler Unit 4
Chapter 8 |
| 10 | **Revision:**
Unit 3 and 4 consolidation and preparation for Mock exam | | Practice Exams |
| Term 4 | | | |
| 1 | **Exam Week** | Task 10: Semester Two Exam | |
| 2 | **Farewell Assembly Friday** | **Revision**
Preparation for WACE exam. | Practice Exams |
**END OF SEMESTER 2**
# ASSESSMENT OUTLINE 2021
## ATAR MODERN HISTORY
### YEAR 12
Semester 1 – UNIT 3-Elective 2: Russia and the Soviet Union 1914-1945(WW1-endWWII)
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|------------------|---------------|----------------|
| Source Analysis | 20% | **Task 1: Source Analysis**
Source analysis based on the February Revolution | 5% | Term 1 Week 5 |
| | | **Task 3: Source Analysis**
Source analysis based on the NEP | 5% | Term 1 Week 9 |
| Explanation | 20% | **Task 2: Explanation**
An in class essay on Lenin’s leadership | 5% | Term 1 Week 7 |
| | | **Task 5: Explanation**
An in class essay on Stalin’s leadership | 5% | Term 2 Week 5 |
| Historical Inquiry | 20% | **Task 4: Historical Inquiry**
The social/cultural changes in Russia to 1945 | 10% | Term 2 Week 3 |
| Exam | 40% | **Task 6: Semester One Exam**
Source Analysis and Essay style questions | 15% | Term 2 Week 7 |
Semester 2 – UNIT 4- Elective 1: The changing European world since 1945
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|------------------|---------------|----------------|
| Source Analysis | 20% | **Task 7: Source Analysis**
Source Analysis related to the Origins of the Cold War | 5% | Term 2 Week 10 |
| | | **Task 10: Source Analysis**
Source analysis related to the Yugoslavian Wars | 5% | Term 3 Week 8 |
| Explanation | 20% | **Task 8: Explanation**
An in class essay based on Détente’ | 5% | Term 3 Week 2 |
| | | **Task 11: Explanation**
An in class essay based on World Order after 1989 | 5% | Term 3 Week 9 |
| Historical Inquiry | 20% | **Task 9: Historical Inquiry**
The end of the Cold War | 10% | Term 3 Week 6 |
| Exam | 40% | **Task 12: Semester Two Exam**
Three hour duration using the WACE exam design brief | 25% | Term 4 Week 1 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|--------------------|
| 1 | **Historical Knowledge and Understanding:** Overview of Russia in 1914, geography, social structure, role of the Orthodox Church, nobility, intelligentsia, political structure. Significance of ideas of the period autocracy, liberalism, socialism, Marxism and communism, Social Democrats, Bolsheviks/Mensheviks, Social Revolutionaries, Constitutional Democrats, political change from 1905, Dumas and Fundamental Laws, role and impact of significant leaders, individuals, Tsar Nicholas II, Trotsky and Lenin, impact of political forces. | | Corin and Fiehn pp 1-57 |
| 2-3 | **Historical Knowledge and Understanding:** The internal divisions and crises, the significant ideas, 1914-1917 WW1 and its impact, causes of discontent and events of the February Revolution, political, economic, social discontent, Provisional Government and Kerensky, Petrograd Soviet, Soviet Order Number 1, July Days, Kornilov Affair, Bolshevik response-April Theses, growth of Bolshevik support, Mirevcom
**Historical Skills:** chronology, terms and concepts, analysis and use of sources, perspectives and interpretations, explanation and communications | | Corin and Fiehn pp 59-100 |
| 4 | **Historical Knowledge and Understanding:** The role and impact of significant individuals in the period, including political, military and social/cultural leaders
**Revolutionary Ideals: the revolution from below versus the revolution from above**
Internal divisions and crises, causes and events of the October Revolution, roles of Trotsky and Lenin and the outcomes of the revolution
**Historical Debate:** the Bolshevik seizure of power-a coup d’e’tat or a revolution? Importance of revolutionary leadership
**Historical Skills:** perspectives and interpretations | | Corin and Fiehn pp101-112 |
| 5-6 | **Historical Knowledge and Understanding:** The initial reforms and decrees of the Bolsheviks, role of Lenin and Sovnarkom, decrees, abolition of classes, separation of church and state, abolition of the Constituent Assembly, State Socialism, Brest-Litovsk Treaty 1918, opposition to the Bolsheviks, elimination of class enemies; Tsar, nobility and the clergy, development of Red Terror, the Civil War and reasons for Bolshevik victory, Trotsky, the Red Army, War Communism and the impact on peasants, Role of Lenin and Cheka, Kronstadt Rebellion
**Historical Skills:** Chronology, terms and concepts, explanations and communication | Task 1: Source Analysis 5% Week 5 | Corin and Fiehn 113-153 |
| 7-8 | **Historical Knowledge and Understanding:** the changes that transformed Russia, the significant ideas of the period, impact of NEP on peasants, creation of the USSR, evaluation of Leninism (Pipes and Figes), the significance of the power struggle between Trotsky and Stalin, reasons for Stalin’s success, NEP versus industrialization, collectivization, state-created famine, Socialism in One Country versus Permanent Revolution, Five Year Plans, state control of economy, forced collectivization, state created famine, modernization, urbanization, industrialization, Stakhanovites, shock troops, factory workers
**Historical Skills:** Analysis and use of sources, perspectives and interpretations, explanation and communications | Task 2: Explanation Essay 5% Week 7 | Corin and Fiehn 153-239 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|----------------------------|
| 9 | **Historical Knowledge and Understanding:** experiences of individuals and groups in the period, the significant ideas, including nobility, the clergy, peasants and factory workers, ideas of the period, Stalin’s leadership/Stalinism, methods the regime employed to control repression, dekulakisation, “Cult of Stalin”, 1936 Constitution, murder of Kirov, Show Trials, Purges, Great Terror (Yezhovshchina)
**Historical Debate:** was dekulakisation a Civil War? Was it terror from above or below? | Task 3: Source Analysis 5%
Week 9 | Corin and Fiehn
Pp 246-284 |
| 10 | **Historical Knowledge and Understanding:** social/cultural impact of Bolshevism, Stalin’s Cultural Revolution to 1945, women, the roles of Krupskaya and Kollontai, nationalities, youth and education, Young Pioneers, Komsomol, the role of Lunacharsky, the arts, Socialist Realism, the role Zhdanov, religion, the Militant Godless, Great Retreat
**Historical Skills:** chronology, terms and concepts, historical questions, research, analysis and use of sources, perspectives and interpretations, explanation and communication | | Corin and Fiehn
Pp 287-320 |
| | **Term 2** | | |
| 1 | **Historical Knowledge and Understanding:** social/cultural impact of Bolshevism, Stalin’s Cultural Revolution and Great Retreat to 1945, women, the roles of Krupskaya and Kollontai, nationalities, youth and education, Young Pioneers, Komsomol, the role of Lunacharsky, the arts, Socialist Realism, the role Zhdanov, religion, the Militant Godless, Great Retreat
**Historical Skills:** chronology, terms and concepts, historical questions, research, analysis and use of sources, perspectives and interpretations, explanation and communication | | Corin and Fiehn
Pp 246-284 |
| 2-4 | **Historical Knowledge and Understanding:** the impact of World War II, methods to secure victory, the role and impact of significant individuals in the period including military leaders (Zhukov, Vasilevsky, Molotov and Rokossovsky), Non-aggression Pact, the invasion of Finland, the seizure of the Baltic states, German invasion, the impact of the war 1941-45, casualties, levels of destruction, collaboration of non-Russians with Nazis, resurgence of Russian nationalism by Stalin, methods used to secure USSR victory, NKVD and STAVKA geo-political changes
**Historical Skills:** chronology, terms and concepts, historical questions, research, analysis and use of sources, perspectives and interpretations, explanation and communication | Task 4 Historical Inquiry and Validation Essay 10%
Week 3 | Corin and Fiehn
Pp 287-320 |
| 5 | **Historical Knowledge and Understanding:** the impact of World War II, methods to secure victory, the role and impact of significant individuals in the period including military leaders (Zhukov, Vasilevsky, Molotov and Rokossovsky), Non-aggression Pact, the invasion of Finland, the seizure of the Baltic states, German invasion, the impact of the war 1941-45, casualties, levels of destruction, collaboration of non-Russians with Nazis, resurgence of Russian nationalism by Stalin, methods used to secure USSR victory, NKVD and STAVKA geo-political changes
**Historical Skills:** chronology, terms and concepts, historical questions, research, analysis and use of sources, perspectives and interpretations, explanation and communication | Task 5 Explanation Essay 5%
Week 5 | |
| 6 | Revision and exam preparation | | |
| 7 | Task 6: Examination Semester One | Task 6 Exam 15% | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|-----------------------------------------------|
| 8 | **UNIT 4-The Changing European World since 1945.**
*Historical Knowledge and Understanding:* The nature of the origins and development of the Cold War to 1948, significance of ideas of the period, role of significant political leaders, the division of Europe along ideological lines, the Iron Curtin descends, differences between capitalism, communism and democracy, post war conferences at Yalta and Potsdam, conflict between leaders, Stalin, Truman and Churchill, ideology versus expansionism, containment versus security, 1946 Iron Curtin Speech, 1946 Long Telegram, 1947 Truman Doctrine and the 1948 Marshall Aid | | Briggs pp2-13
Kelly, Taylor and Wood pp29-52
Phillips pp123,136,146,159 |
| 9-10 | **Historical Knowledge and Understanding:** The evolving nature of the Cold War from 1948 to détente, the significant ideas, the role of significant political leaders, bi-polar Europe, conflict in the East and cooperation in the West, Berlin Blockade, impact of arms/space race, the threat of nuclear war (Mutually assured Destruction), the formation of NATO and Warsaw Pact (Hungary, Berlin Wall and Berlin Blockade, Prague Spring), beginning of trading relations between the western European Countries including Monnet vision, the ECSC, Euratom and the EEC and the implications in the West (including mistrust of the UK by de Gaulle and impacts on NATO), significance of Khrushchev (peaceful co-existence and de-Stalinisation) and Eisenhower (rollback strategy to force change) on relations between USA and USSR in Europe, Eisenhower and Khrushchev, lack of assistance from USA in Hungarian Uprising, U2 spy incident
*Historical Skills:* analysis and use of sources, perspectives and interpretations, explanations and communication | Task 7
Source Analysis 5%
Week 10 | Briggs pp13-20
Pp33-52
Kelly, Taylor and Wood pp57-90
Phillips pp32-43 |
| 11 | **Historical Knowledge and Understanding:** significant leaders in the period, Brinkmanship and détente, Berlin Wall 1961 and Cuban Missile Crisis 1962, lead up to détente, removal of Khrushchev, Nuclear Test Ban Treaty, treaty on non-proliferation of nuclear weapons, the hotline, Strategic Arms Limitations Talks (SALT) 1 1972, SALT 2 1979, the Helsinki Accords, Brezhnev Doctrine, the role of leaders: Khrushchev, Kennedy, Brandt (Ostpolitik), Nixon, Carter, Ford
*Historical Skills:* chronology, terms and concepts, perspectives, interpretations, explanations and communication | | Briggs Pp 53-66
Pp 67-99
Kelly, Taylor and Wood pp80-84
pp89-96
Phillips pp174 |
| Term 3 | | | |
| 1 | **Historical Knowledge and Understanding:** Cold War in Europe, 1948 through to détente, the role of significant leaders, Brinkmanship and détente, Berlin Wall 1961 and Cuban Missile Crisis 1962, lead up to détente, removal of Khrushchev, Nuclear Test Ban Treaty, treaty on non-proliferation of nuclear weapons, hotline between White house and Kremlin, SALT 1 1972, SALT 2 1979, the Helsinki Accords, Brezhnev Doctrine, the importance and role of leaders: Khrushchev, Kennedy, Brandt (Ostpolitik), Nixon, Carter, Ford
*Historical Skills:* chronology, terms and concepts, perspectives, interpretations, explanations and communication | | Briggs Pp 53-99
Kelly, Taylor and Wood pp80-96 |
| 2-3 | **Historical Knowledge and Understanding:** the role and importance of Gorbachev, the decline of détente, the ‘Evil Empire’ & ‘Stars Wars’ re-intensification of the Cold War, perestroika and glasnost, summits between Reagan and Gorbachev 1985-1988, collapse of Brezhnev Doctrine, Polish Solidarity, fall of the Berlin Wall
*Historical skills:* chronology, terms and concepts, historical questions and research, analysis and use of sources, perspective & interpretations, explanations & communications | Task 8
Explanation 5%
Week 2
Give out Historical Inquiry | Briggs pp 101-139
Kelly, Taylor and Wood pp125-152 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 4 - 5| **Historical Knowledge and Understanding:** changing nature of world order 1989-2001, role of political leaders, forging a united European Community, reunifying Europe post 1989, breakup of the Soviet Union, reunification of Germany, change in the Soviet Union, collapse of communism, 1990 reunification of Germany “Two by Four” Treaty 1990, role of Helmut Kohl, problems with reintegration, Western interest in the former USSR, creation of the Russian oligarchs, Russian relations with USA under Yeltsin and Clinton
**Historical skills:** chronology, terms and concepts, perspectives, interpretations, explanations & communications | | Briggs pp101-139
Kelly, Taylor and Wood pp125-152
Phillips pp184 |
| 6 - 7| **Historical Knowledge and Understanding:** The changing world order in the period 1989-2001, conflict in the Balkans, changing nature of NATO, gradual acceptance of former Warsaw Pact countries as members, relations with Russia, 1997 NATO Summit, Euro-Atlantic Partnership Council, break-up of Yugoslavia, ethnic tensions that ensued, nature of the conflict and NATO’s role in the Balkans conflicts, NATO from Cold War alliance to NATO-Russian Council 2002
**Historical skills:** analysis and use of sources, perspectives and interpretations, explanations and communications | Task 9 Historical Inquiry 10%
Week 6 Validation Essay | Briggs pp 101-139
Aldred pp 149-162 |
| 8 | **Historical Knowledge and Understanding:** European governance and extension of the “European Union”, the European Community: the development of the European Union (EU), the EU as an extension of the EEC 1958, timeline of the development of the EU from 1945, growth in the 1970s with the inclusion of Denmark, Ireland and the United Kingdom, 1979 ERM, 1986 the ‘Single Market’, 1992 Maastricht Treaty, 1993 EU established and the ‘Four Freedoms”, the nature and function of the EU, desire for a European Community with a basis of peace, security and trade
**Historical skills:** analysis and use of sources, perspectives and interpretations, explanations and communication | Task 10 Source Analysis 5%
Week 8 | Briggs pp 101-139
Aldred pp133-141 |
| 9 | **Historical Knowledge and Understanding:** The development of European governance and extension of the “European Union”, the changing world order 1989-2001, Eurozone 1999, introduction of the Euro as Europe’s main currency by 2002, issues with centralized governance, movement of people through the EU and the rise of nationalist groups in countries such as Great Britain, the struggle of NATO to find a role in the changed environment, “nostalgie” the yearning of the “good old days” of communism in the East
**Historical debate:** the decline of Europe in a global context (as argued by Laqueur) | Task 11 Explanation 5%
Week 9 | Briggs pp 101-139
Aldred pp133-141 |
| 10 | Revision and Examination Preparation | | |
**Term 4**
| 1 - 2| Examination Period /Revision for WACE Exams | Task 12 Exam 25% Week 1 | |
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|----------------------------------------------------------------------------------|---------------|----------------------------|
| Practical | 21% | **Task 1: Skill Performance**
Skills assessment based on the SCSA Volleyball examination materials | 5% | Ongoing during Semester 1 |
| | | **Task 2: Conditioned Performance**
Game assessment based on the SCSA Volleyball examination materials | 5.5% | Ongoing during Semester 1 |
| | | **Task 8: Skill Performance**
Skills assessment based on the SCSA Basketball examination materials | 5.5% | Ongoing during Semester 2 |
| | | **Task 9: Conditioned Performance**
Game assessment based on the SCSA Basketball examination materials | 5% | Ongoing during Semester 2 |
| Practical Exam | 9% | **Task 6: Semester One Practical Examination**
Touch Rugby skills and game assessment based on the SCSA Touch Rugby examination materials | 4.5% | Term 2 Week 6 |
| | | **Task 13: Semester Two Practical Examination**
Based on students external examination choice | 4.5% | Term 3 Week 10 |
| Investigation | 14% | **Task 4: Sports Psychology**
In-class investigation | 7% | Term 1 Week 6 |
| | | **Task 10: Exercise Physiology**
In-class investigation Kathy Freeman Research Task | 7% | Term 3 Week 2 |
| Response | 17.5% | **Task 3: Functional Anatomy**
In-class timed multiple choice, short answer and extended answer response | 5% | Term 1 Week 3 |
| | | **Task 5: Biomechanics**
In-class timed multiple choice, short answer and extended answer response | 5% | Term 2 Week 5 |
| | | **Task 11: Motor Learning & Coaching & Exercise Physiology**
In-class timed extended answer response | 7.5% | Term 3 Week 7 |
| Written Exam | 38.5% | **Task 7: Semester One Exam**
Semester 1 course content | 16% | Term 2 Week 6 |
| | | **Task 12: Semester Two Exam**
Semester 1 & 2 course content - MOCK exam | 22.5% | TBC |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 1-15 | **Developing physical skills, strategies and tactics**
• develop and refine sport specific skills and techniques to enhance performance
• select and adapt skills and techniques in a variety of competitive situations
**Note:** The above content areas are ongoing and will be addressed throughout the practical skill development teaching and learning activities using Touch Football. | **Ongoing Task 1: Volleyball Skills**
**Ongoing Task 2: Volleyball Conditioned performance** | SCSA Basketball Examination materials |
| 1 | **Functional Anatomy:**
• structure of skeletal muscle – epimysium, fascicle, perimysium, muscle fibre, myofibril
• the role of myosin, actin and the sarcomere in sliding filament theory | | |
| 2 | **Functional Anatomy:**
• function of nerves, spinal cord, motor unit (dendrite, axon, neuron)
• relationship between muscle contraction and nerve function
• force-velocity, force – length relationship | | Guest Speaker Physiotherapist |
| 3 | **Functional Anatomy:**
• characteristics of fast and slow twitch fibres and their relationship to physical performance types (sprint, endurance) Type I, Type IIa, Type IIb | **Task 3: FA Test** | |
| 4 | **Sports psychology:**
• Mental skills strategies used pre-, during and post-performance to manage stress motivation, concentration and self-confidence and arousal levels; self-talk, relaxation, performance routines, goal-setting, imagery | | Guest Speaker Psychologist Athlete PT |
| 5-6 | **Sports psychology:**
• Carron’s model of group cohesion; the relationship between social loafing and group cohesion, the influence of social loafing on individual and group performance, strategies to improve group cohesion factors affecting group cohesion: environmental, leadership, personal, team | **Task 4: Sport Psych Investigation** | Guest Speaker Coach |
| 7-8 | **Biomechanics:**
• definition of momentum and how it applies to a selected sport;
- conservation of momentum (Newton’s Second Law of Motion)
- impulse–momentum relationship
- coefficient of restitution
• definition and application of the following concepts in a set sport
- moment of inertia
- angular momentum | | |
| 9 | **Biomechanics:**
• application of biomechanical principles to analyse physical skills;
- balance
- coordination continuum
- force-motion
- force-time, inertia
- optimal projection
- range of motion
- segmental interaction
- spin | | Guest Speaker Physics Teacher |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1 | **Biomechanics:** | | |
| | - Definition and application of the following in a set sport; levers, three classes of levers | | |
| | - relationship between torque and the use of levers in sport: torque = force x perpendicular distance of lever arm | | |
| 2-3 | **Biomechanics:** | | Guest Speaker Physics Teacher |
| | - definitions of fluid, laminar and turbulent flow | | |
| | - definitions of pressure drag (form drag), surface drag (skin friction) and wave drag and how they apply to sporting contexts | | |
| 4-5 | **Biomechanics:** | Task 5: Biomechanics Test | |
| | - Changes in flight paths in spinning balls–the Magnus effect in relation to; top spin, back spin, side spin, no spin. | | |
| | - Bernoulli’s principle - effect of shape and pressure differential | | |
| 6 | Revision | Task 6 | |
| 7 | End of Semester 1 Theory Examination | Task 7 | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1 - 15 | **Developing physical skills, strategies and tactics** | Ongoing Task 8: Basketball Skills | SCSA Volleyball Examination materials |
| | - select and apply advanced tactical responses varying in complexity: | Ongoing Task 9: Basketball conditioned performance | |
| | - various environmental conditions | | |
| | - strengths and weaknesses of opposition | | |
| | - responding to opposition | | |
| | - phases/stages of play | | |
| | - select and adapt tactics in a variety of competitive situations | | |
| | **Note:** The above content areas are ongoing and will be addressed throughout the practical skill development teaching and learning activities using Netball. | | |
| 8-9 | **Exercise Physiology:** | | Kathy Freeman - Suit - Nutritional Requirements |
| | - relationship between energy demands and nutritional requirements during physical activity, phases of activity (pre, during and post) | | |
| | - nutritional considerations – balanced diet, glycemic index, fats, proteins, carbohydrates, fluid replacement | | |
| | - physiological changes brought on by the use performance enhancers - protein powders, anabolic steroids, stimulants | | |
| 10-11 | **Exercise Physiology:** | | |
| | - implications of preparing and performing in varying environmental conditions - heat/humidity, altitude, cold | | |
| 11 | **Country Week** | | |
**Term 3**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1-2 | **Exercise Physiology:** | Task 10 Exercise Physiology Investigation | Guest Speaker AIS |
| | - training programs designed to improve performance in relation to: periodisation; micro cycle, macro cycle, pre-season, in-season, off-season, specific energy system requirements, peaking, overtraining, injured athletes, tapering, recovery, maintenance | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| 3 - 4| **Motor Learning and Coaching**
- definition of transfer of learning, categories of transfer of learning - skill to skill, theory to practice, training to competition
- effects of transfer of learning, positive, negative, zero effects
- impact of positive, negative and zero effects of transfer of learning on skill execution and movement efficiency
- analyse movement skills of self and others to identify errors, provide feedback and suggest corrections to improve performance | | Sports Stars
Changed Careers:
Michael Jordan
Mason Cox
Sam Kerr
Kathy Freeman |
| 5 - 6| **Motor Learning and Coaching**
- learning and skill development in relation to correction and improvement of self and others
- use of video analysis reflective journals, peer/mentor/coach feedback, questionnaires
- use checklists and video to analyse and reflect on the performance of self and others in physical activity | | |
| 7 | **Motor Learning and Coaching**
- design coaching/training activities to improve performance in selected skills, including shaping, chaining, static-dynamic, simple-complex,
- use of different leadership styles – democratic, authoritarian and laissez-faire to suit audience needs | Task 11 Motor Learning & Coaching & Ex Physiology Week 7 | |
| 8 | **Developing physical skills, strategies and tactics**
- Select and adapt skills and techniques in dynamic and challenging environments.
- select and apply advanced tactical responses varying in complexity- various environmental conditions, strengths and weaknesses of opposition, responding to opposition phases/stages of play
- select and adapt tactics in a variety of competitive situations | | |
| 9 - 10| **Revision**
- Revision of all units covered during the theory component | | |
| Term 4 | | | |
| TBC | **Exams**
End of year practical examination
End of year theory examination | Task 12: TBC
Task 13: TBC | |
**END OF SEMESTER 1**
# ASSESSMENT OUTLINE 2021
## ATAR PHYSICS
### YEAR 12
**Semester 1 – UNIT 3 Gravity and electromagnetism**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|------------------|---------------|----------------|
| Science inquiry | **Task 1: Motion on a plane**
Investigation of motion on an inclined plane. | 5% | Term 1 Week 3 |
| | **Task 2: Conical pendulum**
Experiment to determine mass of Earth. | 4% | Term 1 Week 5 |
| | **Task 3: Gravity and Motion Test**
End of unit comprehensive test. | 6% | Term 1 Week 7 |
| | **Task 4: Electromagnetism Test 1**
Test based on electrostatics | 4.5% | Term 1 Week 10 |
| | **Task 5: Electromagnetism Test 2**
Test based on magnets, induction, power distribution. | 4.5% | Term 2 Week 4 |
| | **Task 6: Semester One Examination**
Mainly unit 3 content. | 20% | Term 2 Week 7 |
**Semester 2 – UNIT 4 Revolutions in modern physics**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|------------------|---------------|----------------|
| Science Inquiry | **Task 7: Planck’s Constant**
Simulated experiment to determine h | 5.5% | Term 3 Week 3 |
| | **Task 8: Photoelectric Effect**
Investigating photoelectric emission | 5.5% | Term 3 Week 4 |
| | **Task 9: Wave-Particle Duality Test**
Comprehensive Test | 7.5% | Term 3 Week 6 |
| | **Task 10: Relativity Test**
Comprehensive Test | 7.5% | Term 3 Week 8 |
| | **Task 11: Semester Two Examination**
Examination covers units 3 and 4 | 30% | Term 4 Week 1 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
# COURSE OUTLINE 2021
## ATAR PHYSICS
### YEAR 12
Semesters 1 & 2 - UNITS 3 & 4
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| | **Term 1** | | |
| | **Unit 3- Gravity and Electromagnetism** | | |
| 1 - 3| **Gravity and motion:**<br>Motion on inclined plane. Projectile motion. Vertical, horizontal and banked circular motion.<br>$$v_{av} = \frac{S}{t}, \quad a = \frac{v - u}{t}, \quad v = u + at, \quad s = ut + \frac{1}{2}at^2, \quad v^2 = u^2 + 2as, \quad E_k = \frac{1}{2}m v^2$$<br>$$v = \frac{2\pi r}{T}, \quad a_c = \frac{v^2}{r}, \quad \text{resultant } F_c = ma_c = \frac{mv^2}{r}$$ | Task 1: Motion on a plane<br>Week 3 | Pearson p40-60<br>P63-69<br>P73-76<br>P78-86 |
| 4-5 | **Gravity and motion:**<br>Gravitational field strength, work done in g field, Newton’s law of Universal Gravitation. Kepler’s laws on planetary motion. Satellites.<br>$$F_g = G \frac{m_1 m_2}{r^2}, \quad F_{weight} = m g, \quad g = \frac{F_g}{m} = G \frac{M}{r^2}$$<br>$$E_p = m g \Delta h, \quad W = F s, \quad W = \Delta E, \quad E_k = \frac{1}{2}m v^2$$ | Task 2: Conical pendulum<br>Week 5 | Pearson p4-15<br>P18-34<br>P87-92 |
| 6-7 | **Gravity and motion:**<br>Torque and moment about a point. In equilibrium, the sum of forces and the sum of moments must be zero.<br>$$\sum F = 0, \quad \tau = r F \sin \theta, \quad \sum \tau = 0$$ | Task 3: Gravity and motion test<br>Week 7 | P98-106<br>P109-115<br>P118-132 |
| 8 | **Electromagnetism:**<br>Electrostatics and Coulomb’s law, electric fields, field strength. Work done on charge in E field. Conventional current. Electron flow.<br>$$F = \frac{1}{4\pi \epsilon_0} \frac{q_1 q_2}{r^2}, \quad E = \frac{F}{q} = \frac{v}{a}$$ | | P134-137<br>P139-141<br>P144-145 |
| 9 | **Electromagnetism:**<br>Magnets, magnetic materials. Electromagnets. Magnetic fields due to current. Field Strength. Current-carrying wires experience force.<br>$$B = \frac{\mu_0}{2\pi} \frac{I}{r}, \quad \text{DC Motor. Moving charges experience a force in a magnetic field. Magnetic flux}\quad F = I \ell B \text{ where } \ell \perp B \quad \tau = r_\perp F$$ | Task 4: Electromagnetism Test 1<br>Week 10 | P152-157<br>P158-161<br>P169-178 |
| | **Term 2** | | |
| 1-2 | **Electromagnetism**<br>Electromagnetic induction. Emf produced by relative motion of straight wire in a B field. Changing magnetic flux induces a p.d<br>induced emf = \( \ell \) v B<br>$$\Phi = B A_\perp$$ | | P182-185<br>P187-201 |
| 3 - 5| **Electromagnetism:**<br>Lenz’s law of electromagnetic induction. AC and DC generators. RMS voltage. Induction hotplates. Transformers. Regenerative braking system. Hot induction plates, Large AC power distribution system. | Task 5: Electromagnetism Test 2<br>Week 4 | P203-213<br>P214-217 |
| 6 | Revision for examination and Semester 1 Examination | | |
| 7 | Semester One examination | Task 6: Semester Exam | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------|--------------------|
| | **Unit 4 – Revolutions in modern physics** | | |
| 8-9 | **Wave- Particle Duality and Quantum Theory:** | | P234-236 |
| | Wave properties of light. Wave model explains Reflection, Refraction, Dispersion, Diffraction, Interference, Young’s Double slit experiment. Polarisation | | P237-240 |
| | | | P241-252 |
| 10-11| **Wave-Particle Duality and Quantum Theory:** | | Internet |
| | Transverse wave model explains polarization. Electromagnetic waves. Oscillating E and B fields Oscillating charges produce electromagnetic waves of same frequency. EM waves forces charges to oscillate with same frequency. | | P254-259 |
### Term 3
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------|--------------------|
| 1 | **Wave- Particle Duality and Quantum Theory:** | | 260-263 |
| | Models change as evidence becomes available (Thompson, Rutherford, Bohr’s models) Quantized states of matter and energy. Photons. Black body radiation. | | |
| 2-3 | **Waves- Particle Duality and Quantum Theory:** | Task 7: Planck’s Constant Week 3 | P271-279 |
| | Unique atoms emit +absorb specific wavelengths. Bohr Model. On atomic level, energy, and matter exhibit both wave and particle characteristics. $\Delta E = hf$, $E_2 - E_1 = hf$ Spectra, X-rays, Wave-particle duality $c = f \lambda$, $E = hf = \frac{hc}{\lambda}$, $E_k = hf - W$, de Broglie $\lambda = \frac{h}{p}$ | | P285-296 |
| 4-5 | Applications of quantum Physics | Task 8: Photoelectric Effect Week 4 | P264-269 |
| | • Photoelectric effect. Lasers | | |
| 6-7 | **Special Relativity:** | Task 9: Wave Particle duality test Week 6 | SPICE Internet |
| | High speeds and Newtonian physics. Einstein’s relativity. Constancy of speed of light and inertial frame of reference. Length, time, momentum and relative quantities $E=mc^2$. Equations for momentum, energy, time, length, mass, Lorentz transformations | | P340-313 |
| | | | P317-338 |
| 8-9 | **The standard model:** | Task 10: Relativity Test Week 8 | SPICE Internet |
| | Big Bang Theory. Red shift. Hubble’s law (cosmology). Standard model-quarks+ leptons, gauge bosons, strong, weak and electromagnetic forces. Particles, conservation laws B, L,Q, m etc | | P342-357 |
| | | | P370-381 |
| 10 | **The Standard Model:** | | SPICE Internet |
| | High energy particle accelerator. Conservation of baryon numbers in reactions. $F = q v B$ where $v \perp B$, | | P163-168 |
| | | | P282 |
| | | | P358-367 |
### Term 4
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------|--------------------|
| 1 | Semester Two Examination Revision for WACE examination | Task 11: Semester Exam | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|------------------------------------------------------|---------------|----------------|
| Essay | Task 4: In class essay Federalism | 7.5% | Term 2 Week 4 |
| | Task 9: In class essay Human Rights | 7.5% | Term 3 Week 10 |
| Short Answer | Task 1: Short Answer Constitution, branches of Government | 7.5% | Term 1 Week 4 |
| | Task 7: Short Answer Accountability of the Executive | 7.5% | Term 3 Week 4 |
| Investigation | Task 3: Research and Validation essay Issue relating to Contemporary power | 5% | Term 1 Week 10 |
| | Task 8: Investigation – Changing experience of a group’s political and legal rights | 5% | Term 3 Week 7 |
| Source Analysis | Task 2: Source analysis Legislative and Executive power | 10% | Term 1 Week 6 |
| | Task 6: Source analysis Democratic Principles | 10% | Term 2 Week 11 |
| Exam | Task 5: Semester one exam End of Semester one exam | 15% | Term 2 Week 5 |
| | Task 10: Semester two exam End of Semester two exam | 25% | Term 4 Week 1 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1-3 | **Political and Legal systems – Separation of Power:**
Legislative, executive and judicial powers with reference to the Commonwealth Constitution and with comparison to one non Westminster system.
Responsible government and executive government in Australia; The USA (non-Westminster system) Constitution; Representative Government in Australia and the USA; Similarities (legislative and judicial powers) and differences (especially executive powers and checks and balances) between the two systems. | | Power & Governance – Willmott p 13 – 91
Power, Accountability & Rights – King p 1-7 |
| 4 | **Legislative – Parliament**
Functions of the Commonwealth Parliament in theory and in practice, including Sections 7, 24, 51, 53, and the decline of parliament thesis. Senate and political power (contemporary issue of Political power). Representation including section 7 and 24. | Task 1 – Short Answer: Constitution and branches of Government | Power & Governance – Willmott p 92 – 161
Power, Accountability & Rights – King p 13-37 |
| 5-6 | **Political and Legal systems & Political and Legal issues: The Executive**
Roles and powers of the Prime Minister, Cabinet and the Ministry. Roles and powers of the opposition and the shadow ministry at the Commonwealth level. Political mandates in theory and in practice, including competing mandates (contemporary issue involving political power Mandates and the Turnbull Government). | Task 2 – Source Analysis: Role and power of Legislative and Executive | Power & Governance – Willmott p 138 – 168
Power, Accountability & Rights – King p 45-64 |
| 7-8 | **Political and Legal systems & Political and Legal issues: High Court**
The Roles and powers of the High Court of Australia including sections 71, 72, 73, 75 and 76
Common law decisions; defence of qualified privilege (Harbour Radio Pty Ltd V Trad (2012) NSW Registrar of Births, Deaths and Marriages Vs Norrie (2014); Constitutional decisions – Jt International SA Vs Commonwealth of Australia; British American Tobacco Australasia Limited & Ors Vs Commonwealth of Australia (2012) Plain Packaging Act 2011 and section 51 (xx); NSW & Ors Vs Commonwealth (2006) HCA Work Choices legislation 2006 and section 51 (xx); Research contemporary issue relating to legal power i.e. (Trkulja v Google LLC [2018] HCA 25 and Love v Commonwealth; Thoms v Commonwealth [2020] HCA | | Power & Governance – Willmott p 13 – 91
Power, Accountability & Rights – King p 105-116 |
| 9 | **Political and Legal systems: Lawmaking**
Lawmaking process in Parliament and the courts, with reference to the influence of individuals, political parties and pressure groups. Case study on a sectional and promotional pressure group & a major, minor and micro party. | Task 3 – Investigation: Issue relating to contemporary power. | Exam revision guide – Academic task force p 1-30 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|---------------------------------------------------------------------------|
| 1-3 | **Political and Legal systems – Federalism in Australia:** | | Government, Politics, Power and Policy in Australia – Woodward (hand out) |
| | Federalism in Australia with reference to; constitution powers of State and | | Power, Accountability & Rights – King p 147-162 |
| | Commonwealth parliaments including exclusive, concurrent and residual powers | | |
| | (S 51, 52, 90, 107, 109). Financial powers of the Commonwealth Parliament | | |
| | including taxation power, tied or special purpose grants (S 51, 87, 90, 92 and | | |
| | 96) Change in the balance of power since federation with reference to financial| | |
| | powers, referral of powers, National Federation Reform Council (NFRC) and the | | |
| | National Cabinet, co-operative and coercive federalism and the High Court of | | |
| | Australia | | |
| 4-5 | **Political and Legal Systems – constitutional change** | Task 4 – Essay: Federalism and the High Court. | Power, Accountability & Rights – King p 173-178 |
| | Formal and informal methods of constitutional change and their impact. | | |
| | Referendums including section 128 especially 1928, 1946, 1967, 1977, 1984, | | |
| | 1999; High Court decisions; referral or powers 51 (xxxvii); unchallenged | | |
| | legislation; analysis of one reform proposal to change the constitution – move| | |
| | to become a republic and reference to indigenous Australians in the | | |
| | Commonwealth Constitution. | | |
| 6 | Revision for semester 1 exam – non assessment week | Task 5 Semester exam week 6 | |
**END OF SEMESTER 1**
Unit 4 Accountability and Rights
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|---------------------------------------------------------------------------|
| 7-8 | **Political and Legal Systems: Accountability of the Commonwealth Parliament** | | Power & Governance – Willmott p 272-289 |
| | Elections for the HOR and the Senate; Elections; democratic expectations | | Power, Accountability & Rights – King p 187 – 205 |
| | of the relationship between Parliament and the electorate; impact of the voting | | |
| | systems used since Federation on democratic outcomes; models of | | |
| | representation in Federal Parliament; role of Privileges Committees; | | |
| | accountability mechanisms within processes and procedures of Parliament; | | |
| | judicial review | | |
| 9-11 | **Political and Legal Systems: Accountability of the Executive and Public | Task 6 - Source Analysis, accountability of Parliament | Power & Governance pp. 336-362 |
| | Service** | | Power, Accountability & Rights – King p 213-237 |
| | Individual and Collective ministerial responsibility in theory and practice; | | |
| | Recent changes in the public service and impact on accountability; Senate | | |
| | Estimates and the Senate legal and Constitutional Affairs Committee; role of | | |
| | Auditor General and the Administrative Appeals Tribunal (AAT); Judicial | | |
| | review; review of the practices of Governance in Australia | | |
| 1-2 | **Political and Legal Systems: Accountability of the Governor General** | | |
| | The extent of the accountability of the Governor-General and the Office of | | |
| | the Governor-General through appointment and removal. ‘The 1975 crisis’ and | | |
| | ‘the Hollingworth affair’ as case studies in accountability | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------------------------------------------|
| 3-4 | **Political and Legal Systems: Accountability of the courts (including judges)**
The appeals process; parliamentary scrutiny and legislation; transparent processes and public confidence; censure and removal of judges (section 72) | Task 7 – Short answer: Accountability of the Executive | Power & Governance pp. 370-388
Power, Accountability & Rights – King p 249-259 |
| 5-8 | **Political and Legal Issues: Human Rights**
Ways Human Rights are protected in Australia; Constitution, common law rights (right of access to the courts, legal professional privilege, freedom of speech and the press); statutory rights (Commonwealth and State discrimination laws racial vilification laws); Charter of Rights – Charter of Human Rights and Responsibilities Act (2006) Victoria and the Human Rights Act 2004 (ACT); Status of international covenants and protocols and treaties in protecting Human Rights in Australia; the ICCPR (1984); civil, political, economic and social and cultural rights in Australia. The ways in which Human Rights are protected in another country (NZ, USA, South Africa) | Task 8 - Changing experience of a groups political and legal rights | Power & Governance pp. 400 – 419
Power, Accountability & Rights – King p 263-300 |
| 9-10 | **Political and Legal systems and issues:**
Ways in which Australia and USA can both uphold and/or undermine democratic principles with reference to; political representation, popular participation, rule of law, judicial independence, natural justice; changing experience of women/indigenous Australians. with respect to their political and legal rights in Australia | Task 9 – Essay, Human Rights | Exam revision guide – Academic task force p 34-75
Power, Accountability & Rights – King p 305-342 |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------------------------------------------|
| 1 | **Exam revision:**
Students completing exam, receiving back result and carrying out reflection – what areas need to be improved upon before the WACE exam | Task 10 Semester two exam | Exam revision guide – Academic task force |
| 2 | **Exam revision:**
Students use past papers to prepare for the WACE exam | | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | Task 1: Scientific Report Produce a scientific report investigating the serial position effect on memory. | 7.5% | Term 1 Week 6 |
| Response | Task 2: Test Apply understanding of cognition (memory and learning) and research methods. | 15% | Term 1 Week 8 |
| Project | Task 3: Magazine Article Apply understanding of biological influences and personality. Includes validation test. | 7.5% | Term 2 Week 6 |
| Examination | Task 4: Semester One Exam Examination of Semester One content. | 20% | Term 2 Week 8-9|
| Investigation | Task 5: Design Brief Prepare an investigation on research question of choice within developmental psychology. Includes validation test. | 7.5% | Term 3 Week 4 |
| Response | Task 7: Test Apply knowledge of Unit 3 & 4 content to research methods and extended answer style questions. | 15% | Term 3 Week 8 |
| Project | Task 6: Theorist Guide Present knowledge of psychological concepts, theories and supporting evidence covered throughout course. Includes validation test. | 7.5% | Term 3 Week 9 |
| Examination | Task 8: Semester Two Exam Examination of all Unit 3 & 4 content. | 20% | Term 3 Holidays|
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
## COURSE OUTLINE 2021
### ATAR PSYCHOLOGY
#### YEAR 12
Semesters 1 & 2 - UNITS 3 & 4
| Resources: |
|------------|
| • Connect |
| • Creelman Exam Questions Psychology ATAR 3 & 4 |
| • VCE Psychology Research Methods Workbook |
| • WA ATAR Course Study Guide Year 12 |
| Week | Topics/Syllabus | Assessment |
|------|-----------------|------------|
### Term 1
| 1-3 | Research methods
**Planning and conducting psychological research**
• research terminology
▪ experimental, non-experimental
▪ scientific, non-scientific
▪ sample
▪ population
• ethics in psychology research
▪ role of the experimenter
▪ participants’ rights – privacy, anonymity, confidentiality, voluntary participation and withdrawal rights
▪ informed consent procedures
▪ deception in research
▪ professional conduct
• practical issues associated with planning and conducting research
• difference between sample and population data
• features of experimental research methods
▪ independent and dependent variables
▪ operational hypotheses
▪ controlled and uncontrolled variables
▪ experimental and control groups
▪ placebo and experimenter effects
▪ reliability and validity
▪ longitudinal and cross-sectional designs
• features of non-experimental (descriptive) research methods
▪ case studies, surveys, correlational studies and archival research
▪ behavioural variables (not dependent and independent variables) in correlational studies
• qualitative methods of data collection
• objective quantitative measures in research – physiological measures
• subjective quantitative measures in research – checklists and rating scales, such as Likert scales
**Processing and evaluating psychological research**
• methods of displaying quantitative data – tables, graphs and diagrams
• data interpretation
▪ measures of central tendency – mode, mean and median
▪ measures of dispersion – normal curve, range, variance and standard deviation
▪ role of probability
• use of correlation to establish association between variables
• sources of error in data and ways of reducing these
• the concept of statistical significance
evaluation of and ways of improving research |
| Week | Topics/Syllabus | Assessment |
|------|--------------------------------------------------------------------------------|---------------------|
| 3-5 | **Cognition - memory**<br>• psychological concepts and processes associated with memory and their relationship to behaviour<br> ▪ multi store model of memory – Atkinson and Shiffrin, 1968<br> ▪ sensory register<br> o duration, capacity, encoding<br> ▪ short-term memory (working memory)<br> o duration, capacity and encoding<br> o working memory model – Baddeley and Hitch, 1974<br> ▪ long-term memory<br> o duration, capacity and encoding<br> o procedural memory<br> o declarative memory – semantic and episodic<br> ▪ recall, recognition, re-learning<br> ▪ forgetting: retrieval failure, interference, motivated forgetting, decay | |
| 6 | **Cognition - memory**<br>Task 1: Scientific Report | |
| 6-8 | **Cognition - learning**<br>• theories and processes of learning<br> ▪ classical conditioning<br> ▪ operant conditioning<br> ▪ observational learning<br>• techniques for modifying behaviour<br> ▪ token economies<br> ▪ systematic desensitisation<br> ▪ Cognitive Behaviour Therapy (CBT)<br> ▪ positive and negative reinforcement, including rewards and punishment | |
| 8 | **Research methods & cognition**<br>Task 2: Test | |
| 9 | **Biological influences – revision**<br>Term 2 | |
| 1-3 | **Biological influences/bases of behaviour**<br>• structure and function of the nervous system<br> ▪ central nervous system<br> ▪ brain<br> ▪ spinal cord<br> ▪ peripheral nervous system<br> ▪ somatic nervous system<br> ▪ autonomic nervous system – sympathetic, parasympathetic<br>• process of neural transmission<br> ▪ role of synapses<br> ▪ role of neurotransmitters – serotonin, dopamine<br>• roles of the four lobes of the cerebral cortex<br> ▪ frontal lobe – Broca’s area, primary motor cortex<br> ▪ parietal lobe – primary sensory cortex<br> ▪ occipital lobe – primary visual cortex<br> ▪ temporal lobe – Wernicke’s area, primary auditory cortex<br>• factors that affect behaviour, emotion and thought, including:<br> ▪ heredity – the role of genetics<br> ▪ hormones – the effects of adrenaline and noradrenaline<br> ▪ psychoactive drugs – the effects of depressants, stimulants and hallucinogens | |
| 4-6 | **Personality**<br>• features and limitations of contemporary personality theories<br> ▪ trait theories – McCrae and Costa<br> ▪ humanistic theories – Rogers and Maslow<br> ▪ social-cognitive theory – Mischel and Bandura | |
| 6 | **Biological influences & personality**<br>Task 3: Magazine Article | |
| 7 | **Revision**<br>Term 2 | |
| 8-9 | **Exams**<br>Task 4: Semester One Exam | |
**END OF SEMESTER ONE**
| Week | Topics/Syllabus | Assessment |
|------|--------------------------------------------------------------------------------|------------|
| 10-11| **Communication** | |
| | - communication styles | |
| | - impact of social background – Bernstein, Labov | |
| | - examples of gender differences – Tannen | |
| | - features of persuasive communication | |
| | - source of the message | |
| | - nature of the communication | |
| | - characteristics of the audience | |
| | - features and limitations of theories of language development | |
| | - innate and learned behaviours – Chomsky, Bruner | |
| | **Term 3** | |
| 1 | **Relational influences** | |
| | - types of solutions to resolve conflict | |
| | - imposed | |
| | - distributive | |
| | - integrative | |
| | - techniques for resolving conflict | |
| | - mediation | |
| | - negotiation | |
| | - counselling | |
| | - socialisation processes observed within families | |
| | attachment – Harlow, Bowlby, Ainsworth | |
| 2-3 | **Developmental psychology** | |
| | - stages and characteristics of developmental theories | |
| | - Piaget’s theory of cognitive development | |
| | - Kohlberg’s theory of moral development | |
| | - Erikson’s stage theory of identity | |
| | - features of Bandura’s Social Learning Theory | |
| | - the role of observational learning and modelling | |
| 4 | **Developmental psychology** | Task 5: Design Brief |
| 4-5 | **Social psychology** | |
| | - the influence of groups on behaviour | |
| | - group polarisation | |
| | - conformity and obedience – Asch, Milgram and Zimbardo | |
| | - impact of the presence of others on individual behaviour – social | |
| | facilitation and inhibition | |
| | - theories of social psychology | |
| | - attribution theory – Heider, Kelley | |
| | - cognitive dissonance theory – Festinger | |
| 6-7 | **Culture and values** | |
| | - sense of community as defined by McMillan and Chavis | |
| | - membership | |
| | - influence | |
| | - integration and the fulfilment of needs | |
| | - shared emotional connection | |
| | - impact of significant events on individuals and communities | |
| | - positive responses – resilience and post traumatic growth | |
| | - negative responses – post traumatic stress disorder | |
| | - event characteristics contributing to stress – predictability; | |
| | controllability; experience of threat or loss | |
| 8 -10 | **Unit 3 & 4 content revision** | |
| 8 | | Task 6: Theorist Guide |
| 9 | | Task 7: Test |
| Holidays | | Task 8: Semester Two Exam |
| 1-2 | **Exam preparation** | |
**END OF SEMESTER ONE**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Project 50% | **Task 1: Information Poster(s)** | 12.5% | Term 1 Week 5 |
| | Students plan and produce a poster for an educational institution on digital | | |
| | citizenship & Cyberbullying. | | |
| | **Task 5: Impacts of Technology** | 12.5% | Term 2 Week 6 |
| | Students are required to Manage their own project where they will apply Design | | |
| | Concepts to Produce an interactive presentation within a timeframe. The | | |
| | presentation will outline the impacts of technology has on our society. | | |
| | **Task 7: Hoverfit Website project** | 12.5% | Term 3 Week 5 |
| | Students are required to develop a Website for a client with consideration on | | |
| | audience interaction. They will also need to develop visual, audio & animated | | |
| | content to embed in the website. | | |
| | **Task 8: LAN Networking** | 12.5% | Term 3 Week 9 |
| | Students are required to Manage their own project where they will apply Design | | |
| | Concepts to produce graphics of their floor plan and Local Area Network (LAN) | | |
| | design. | | |
| Short Answer 20%| **Task 2: In-Class Test** | 10% | Term 1 Week 7 |
| | A test where students are required to interpret and critically analyse a | | |
| | scenario related to the creation and management of an information system. | | |
| | **Task 9: Social Impacts of Technology Test** | 10% | Term 4 Week 1 |
| | An in-class test consisting of multiple choice and short answer questions | | |
| | related to legal, ethical and social issues related to e-commerce and | | |
| | e-communication in business. | | |
| Extended Answer 15%| **Task 3: Computer Hardware & Software Report** | 7.5% | Term 2 Week 1 |
| | Students research, analyse and respond to a series of question related to | | |
| | computer hardware & software. | | |
| | **Task 6: Managing Data Report** | 7.5% | Term 2 Week 10 |
| | Students research, analyse and respond to a series of questions related to | | |
| | managing data. | | |
| Externally Set Tasks 15%| **Task 4: Externally Set Task** | 15% | Term 2 Week 2/3 |
| | An externally set task developed by the Authority | | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------|----------------------------|
| 1 - 2| **DIGITAL CITIZENSHIP & CYBERBULLYING**
- Overview of the course - Students will be re-introduced to class expectations, set up class files.
- Concept of digital citizenship – Identify forms of Cyberbullying & strategies to manage/limit.
- Project management considerations – scope, time, resources, client brief
- Components of a project design process - product purpose and design criteria, target audience characteristics, project presentation medium
- Develop and apply detailed annotations for digital designs, relevant to a particular design brief
- composition, layout and design considerations for the construction of spreadsheets
- organisation and management of data using sort filters in spreadsheets & apply sort filters in spreadsheets
- apply data organisation techniques for user and/or client needs | | Class Connect Class activities www.esafety.gov.au/ Photoshop Canva |
| 3 - 4| **DESIGN CONCEPTS & PROJECT MANAGEMENT**
- design concepts – elements & principles of design – line, shape, space, texture, colour, balance, emphasis, dominance, unity
- relationship between the elements of design and the principles of design
- Identify and explain the elements of design and the principles of design in an existing digital product and/or solution
- typography – typeface, size, alignment, format, spacing
- Compositional rules – rule of thirds, grid & alignment
- Image types and uses – Vector & Raster & Audio files
- Techniques for the representation of a design plan - annotated digital diagrams/sketches
- Develop basic editing skills in Photoshop / Canva | | Class Connect Class activities Photoshop Canva |
| 5 - 6| **DESIGN CONCEPTS & PROJECT MANAGEMENT**
- Develop basic editing skills in Photoshop / Canva
- modify a digital product and/or digital solution(s) to meet a design need/consideration
- criteria required to evaluate a digital product and/or digital solution
- Revise for In-Class test – EST style questions | TASK 1 Information Posters WEEK 5 | Class Connect Class activities |
| 7 - 8| **COMPUTER HARDWARE & SOFTWARE**
- Develop research and referencing skills – APA style
- purpose of the central processing unit (CPU)
- Types & purpose of memory/storage – primary / secondary
- Types of peripheral devices &Types of computer systems - desktop, mobile, server
- Types & purpose of an operating system (OS) – Windows, Mac OS, iOS, Android, Linux | TASK 2 In-Class Test WEEK 7 | Class Connect Class activities |
| 9 | **COMPUTER HARDWARE & SOFTWARE**
- Types of Software licenses – open & closed, proprietary, shareware & freeware.
- management of software - installation & update
- identification of software compatibility issues
- considerations for the purchase of hardware - cost, specifications & user needs
- physical maintenance strategies for use of a computer system – UPS & environmental temperature control
- select hardware and software for a specified purpose, including the minimum hardware requirements to run software | | Class Connect Class activities |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------|----------------------------------|
| 1 - 2| EXTERNALLY SET TASK
- apply problem-solving skills for a range of simple computer problems – *no sound, frozen screen, no connection to projector*
- referencing techniques for digital publications
- apply appropriate *referencing techniques* for digital publications
- purpose of data organisation
- acknowledgement of the intellectual property (IP) owner
- Practice EST style questions – *use previous EST questions to determine quality responses.* | TASK 3 Hardware Report WEEK 1 | Class Connect Class activities |
| 3 - 4| EXTERNALLY SET TASK
- Practice EST style questions – *use previous EST questions to determine quality responses.*
- EST Content – Elements & Principles of Design, Raster & Vector file types & uses, Project Management Processes, Target Audience Characteristics, Sketching & Annotating planning diagrams, Purpose of Windows OS, Concept of digital citizenship & forms of cyberbullying & management strategies
- Develop skills in PowerPoint – Create an interactive multimedia presentation, animations, transitions, inserting audio, navigation, formatting text, testing, recording & exporting
- Develop Audio recording & editing skills – script writing, recording using Audacity, Review & export. | TASK 4 Externally Set Task WEEK 2/3 | Class Connect Class activities Revision & practice questions |
| 5 - 7| IMPACTS OF TECHNOLOGY
- apply a *design process* to create a digital product, design and/or digital solution
- apply techniques for representing the design of a digital product and/or digital solution
- purpose of the *Copyright Act 1968* (Australia)
- *Privacy Act 1988* – collection & use of personal information, identity theft, disposal of data
- the impact of digital technologies on work-life balance
- The concept of social networking
- the impact of social networking technologies on traditional methods of information publication and distribution, including use of mobile devices
- Apply the elements of design and principles of design when developing a digital product and/or solution & relevant to a particular design brief | TASK 5 Impacts of Technology Project WEEK 7 | Class Connect Class activities |
| 8 - 9| DATA MANAGEMENT
- purpose of *file optimisation* for use in print, digital and/or online environments
- use compression to optimise transfer & display of data
- considerations for the *compression of files* for the transfer and display of data – *purpose, lossy compression, lossless compression, file sizes*
- techniques for *file size minimisation* – *cropping & resampling*
- strategies for efficient *online data management & document version control.* – apply document version control
- Use System Utility tools & accessories for the efficient operation and maintenance of data – *disk clean-up tools, temporary files/internet cache, disk fragmentation, anti-malware, anti-virus, SPAM filter, spyware* | | Class Connect Class activities |
| 10 - 11| DATA MANAGEMENT
- The concept of *cloud computing*
- Types of *online collaboration*
- The concept of responsive design
- Features of Web Authoring – graphics, templates & types of files *hypertext markup language (html.), cascading style sheet (.css)*
- Features & functions of Animation (*adobe animate*) frame-by-frame, tweens, buttons, *simple actions.* | TASK 6 Managing Data Report WEEK 10 | Class Connect Class activities |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|----------------------------|
| 1 - 2| **HOVERFIT PRODUCT & WEB DESIGN** | | |
| | ▪ apply project management techniques to meet client requirements or a design brief | | Class Connect |
| | ▪ **project management** techniques – *plan of action, time management strategies, resource requirements, evaluation* | | Class activities |
| | ▪ use animation software | | Weebly Education |
| | ▪ features of audio software & edit audio files – *editing, converting, exporting* | | Adobe Photoshop |
| | ▪ Use web authoring software & create a navigation map | | Adobe Animate |
| | | | Audacity |
| 3 - 4| **HOVERFIT PRODUCT & WEB DESIGN** | | |
| | ▪ apply a design process to create a digital product and/or digital solution | | Class Connect |
| | ▪ **Features & functions of Animation (adobe animate)** frame-by-frame, tweens, buttons, move, transform, editing, converting, exporting | | Class activities |
| | ▪ use digital communications media | | Weebly Education |
| | ▪ use multimedia applications to edit and create digital product and or digital solution | | Adobe Photoshop |
| | | | Adobe Animate |
| | | | Audacity |
| 5 - 6| **LAN NETWORKING** | TASK 7 | |
| | ▪ the concept and purpose of computer networking | Hoverfit Website Project | Class Connect |
| | ▪ advantages and disadvantages of computer networking | WEEK 5 | Class activities |
| | ▪ The concept of transmission rates & types of transmission media – optic fibre, wired, wireless | | |
| | ▪ Networking components for internet connection – server, router, NIC, switch, modem | | |
| 7 - 8| **LAN NETWORKING** | | |
| | ▪ Use Project Management Process - Plan, Research, Develop, Refine & Evaluate project criteria. | | Class Connect |
| | ▪ Network topologies for local area network (LANs) -wired star, wireless, client-server, peer-to-peer | | Class activities |
| | ▪ Design a suitable LAN topology for a home network | | |
| | ▪ Create a 2D floor plan for a LAN topology | | |
| 9 - 10| **SOCIAL IMPACTS OF TECHNOLOGY** | TASK 8 | |
| | ▪ role of the *Privacy Act 1988 (Australia)* - collection of personal information, use of personal information, access to personal information, identity theft, safe disposal of data | | Class Connect |
| | ▪ the concept of the ‘digital divide’ and associated issues - availability of digital resources, dependency of society upon electronic communication, use of digital technologies, availability of web based applications | | Class activities |
| | ▪ the concept of *electronic commerce* - implications of improved digital communications, 24/7 communications | | |
| | ▪ issues related to the dependency of society upon electronic and visual communication - requirement for personal development of technology skills, responsibility for maintaining privacy when using technology | | |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|----------------------------|
| 1 | **SOCIAL IMPACTS - TEST REVISION:** | TASK 9: | |
| | ▪ Revision of syllabus and test preparation – multiple choice, & short answer. | Social Impacts of Technology Test | Class Activities |
| | ▪ E-Commerce, Digital divide, Digital dependency, Privacy Act | WEEK 1 | |
| 2 | **AIT COURSE REVIEW** | | |
| | ▪ Catch up on overdue work. / Personal / class project | | Class Activities |
**END OF SEMESTER 1**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation and Diagnostics 20% | Task 1: Safety – Safety Booklet, Drive Safe Handbook of WA Qs, SmartMove certificate online | 5% | Term 1 Week 3 |
| | Task 6: Design a Workshop Tool or Custom Vehicle Part – Design a tool suitable for use in automotive workshop or design a customized or modified part of a vehicle | 4% | Term 2 Week 9 |
| | Task 9: Spray Painting a Motor Vehicle – Investigate the process involved in spray painting a motor vehicle | 4% | Term 3 Week 8 |
| | Task 10: Rust or Dent Repair to damaged car panel – Repair a rusted or dented part of a vehicle body or panel | 7% | Term 3 Week 10 |
| Production and Assembly 50% | Task 3: Under Vehicle Activities – Chassis component inspection, lubrication, shock absorber rem/rep, brake pad rem/rep, wheel bearing inspection | 15% | Term 1 Week 8 |
| | Task 4: Engine Rebuild – Rebuild a multi-cylinder engine in the automotive workshop | 20% | Term 1 Week 9 |
| | Task 7: Workshop Tool Construction or Custom Vehicle Part – Fabricate a workshop tool or custom part of a vehicle | 15% | Term 3 Week 5 |
| Response 15% | Task 2: Report on Rules & Regulations – Social, Economic and Environmental Implications and Consequences – Advancements in technologies, environmental sustainability | 5% | Term 1 Week 5 |
| | Task 5: Report on Scientific Principles – Research power, friction, motion, chemical & mechanical energy | 5% | Term 2 Week 3 |
| | Task 8: Workshop Tool Evaluation – Evaluate your fabricated workshop tool or custom car part | 5% | Term 3 Week 6 |
| Externally Set Task 15% | External written task set by School Curriculum and Standards Authority and administered by the school. | 15% | Term 2 Week 3 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-------------------------------------------------|---------------------------------------------------------------------------|
| 1 - 3| **Workshop Safety**
• Apply safety data information and workshop occupational safety and health (OSH) regulations to both individuals and small groups
**Task 1: Automotive mechanics – safety**
This task is compulsory and is to be completed prior to attempting any practical work
• Read safety booklet answer questions
• Drive Safe Handbook WA Dept. of Transport answer Q’n’s
• Watch workshop safety video
• Understand general safety aspects of workshop practice
• Complete SmartMove certificate online
• Choose an automotive workshop machine or skill and describe, through demonstration, the safe operational requirements | Task 1: Automotive Mechanics - Safety
Due Week 3 | Task Sheet: Safety
Safety Booklet: Safety in the Workshop
Drive Safe Handbook WA Dept. of Transport
Drive Safe Handbook Q’n’s
Access to ICT to complete SmartMove certificate |
| 4 - 5| **Rules and regulations**
• State and federal authorities and laws relating to servicing, repair and modification of automotive systems
**Social, economic and environmental implications and consequences**
• Relationships between changes in automotive technologies and impacts on communities and society
• Current legislation and environmental regulations associated with engine designs and manufacture of automotive technologies
• Local and global concerns for:
▪ Advancements in automotive technologies
▪ Environmental sustainability
• New and emerging fuel sources, innovative designs and manufacturing processes that are sustainable on a global scale
**Systems**
• Identification of technological improvements in systems, sub-systems and components in response to performance testing
**Task 2: Report on Auto Industry – Regulations and development of vehicle performance** | Task 2: Report on Auto Industry – Regulations and development of vehicle performance
Due Week 5 | Task Sheet: Report on the auto industry
ICT- research assignment Task Sheet: |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|------------------------------------------------|
| 6 - 8| **Maintenance and repair**
• Demonstrate maintenance, testing and repair/replacement of major components in motor vehicle systems
▪ Electrical system
▪ Cooling system
▪ Fuel and lubrication system
• Perform adjustment of bearings and removal and repair of motor vehicle components, including wheels, body and mechanical parts
• Identify and use flow charts and problem-solving skills to diagnose faults in conjunction with the use of specialized tools and equipment
• Perform servicing, repair and maintenance requirements of various types of engines
• Identify materials and parts required for optimizing the performance of various types of engines
• Apply safety data information and workshop occupational safety and health (OSH) regulations to both individuals and groups
**Task 3: Complete under vehicle activities**
Occupational Health and Safety. Chassis, under-vehicle and suspension component inspection. Lubrication of parts. Shock absorber and strut remove/replace | Task 3: Under vehicle activities
Due Week 8 | Workshop Tools
Task Sheet: Under Vehicle Activities
ICT- research assignment |
| 6 - 9| **Maintenance and repair**
• Flow charts and problem-solving skills to diagnose faults in conjunction with the use of specialised tools and equipment
• Service, repair and maintenance requirements of more advanced engines, and the skills, knowledge, materials, parts and equipment needed to optimise performance
• Occupational safety and health requirements for different processes and collaborative practices involved in workshop activities
**Systems**
• Identification of technological improvements in systems, sub-systems and components in response to performance testing
• Identification of advanced systems, sub-systems and components that influence development and performance of automotive vehicles
**Task 4: Engine Rebuild** – Rebuild a multi-cylinder engine from the automotive workshop | Task 4: Engine Rebuild
Due Week 9 | Workshop Tools
Task Sheet: Engine Rebuild
Workshop Manuals
Workshop Tools |
| Term 2 | | | |
| 1-3 | **Principles** – scientific principles *EST Revision*
• Scientific Principles – power, motion
• Maintenance and repair - maintenance, testing and repair/replacement of major components in motor vehicle systems
▪ Electrical system
▪ Cooling system
▪ Fuel and lubrication system
**Task 5: Report on Scientific Principles** | Task 5: Report on Scientific Principles
Due Week 3 | Task Sheet: Scientific Principles
ICT- research assignment |
| 3-4 | **Externally set task**
All students enrolled in the General Automotive Engineering Technology Year 12 course will complete the externally set task developed by the Authority. | Externally set task
Week 3 | External set written task supplied by the Authority |
| 5-6 | **Complete any outstanding activities for assessment** | | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| 7 - 11 | **Design**
- Elements of design and techniques for generating and communicating design ideas
- Historical changes in design of automotive technologies, and their interaction with changing cultural values
**Managing production**
- Prepare and use planning for, and management of, small-scale production prototypes, incorporating design elements underpinned by research and performance testing
**Materials**
- Historical perspectives of materials used in the automotive industry, and how they have evolved with changing values and needs of society
- Service repair and maintenance of automotive vehicles using computer-assisted techniques and fabrication skills
**Task 6: Design Brief** - design a tool or device to be used during automotive workshop activities. Investigate tools, materials and production methods. Develop a prototype tool or device | Task 6: Design Brief – Workshop Tool Due Week 9
Task 7: Workshop Tool Construction Commencement Week 9 | Design Brief
ICT - research assignment
Workshop Tools
Welding Equip.
Workshop Tools |
| Term 3 | | | |
| 1-5 | **Managing production**
- Prepare and use planning for, and management of, small-scale production prototypes, incorporating design elements underpinned by research and performance testing
**Task 7: Workshop Tool Construction** – Produce a tool or device to be used during automotive workshop activities | Task 7: Workshop Tool Construction Due Week 5 | Workshop Tools
Welding Equip.
Workshop Tools |
| 6 | **Task 8: Evaluation of workshop tool**
Test and evaluate finished workshop tool or device | Task 8: Evaluate Workshop Tool Due Week 6 | Task Sheet: Tool Evaluation, ICT |
| 7 - 8 | **Investigation and diagnostics, Maintenance and repair**
**Task 9: Spray Painting a Motor Vehicle** – Investigate the process involved in spray painting a motor vehicle | Task 9: Spray Painting a Motor Vehicle Due Week 8 | Task Sheet: Spray painting a motor vehicle, ICT |
| 8 - 10| **Investigation and diagnostics, Maintenance and repair**
**Task 10: Rust or dent repair to a damaged car panel** – Investigate and repair the damaged car panel supplied by your teacher demonstrating correct occupation safety and health procedures and safety precautions | Task 10: Rust or dent repair to a damaged car panel Due Week 10 | Task Sheet: Rust/Dent repairs
Workshop Tools, panel beating, spray painting equip. |
| Term 4 | | | |
| 1 - 2 | No scheduled assessments – students to complete set practical work. – Workshop maintenance & repairs. | No scheduled assessments | |
**END OF SEMESTER 1**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|-------------------|
| Business Research | **Task 2:** Research task: Marketing Research and Profiling | 8% | Term 1 Week 6 – 8 |
| | **Task 5:** In-class completion of Business Plan | | |
| | Task 5A: Business Concept 8% | 32% | Term 2 Week 5 to Term 3 Week 7 |
| | Task 5B: Operation and Financial Plan 8% | | |
| | Task 5C: Marketing plan 8% | | |
| | Task 5D: Market Day, Final Business Plan, Reflection 8% | | |
| Response | **Task 1:** Short answer questions based on Business Organisation, Economic factors and public image. | 8% | Term 1 Week 4 |
| | **Task 3:** Short answer questions: Marketing Mix and Consumer protections | 7% | Term 1 Week 9 |
| | **Task 6:** Short answer questions: Employment and management | 15% | Term 3 Week 1 |
| | **Task 7:** Test based on Financial Reports and KPI’s | 7% | Term 3 Week 3 |
| | **Task 8:** Short answer questions based on Leadership styles and motivation in business | 8% | Term 4 Week 1 |
| Externally Set Task | **Task 4:** A written task or item or set of items of 50–minutes duration developed by the School Curriculum and Standards Authority and administered by the school | 15% | Term 2 Week 3 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|-----------|
| 1 – 2| **Political and legal, economic, socio-cultural and technological (PEST)** | | |
| | • types of business ownership in small to medium enterprises (SMEs) | | |
| | o sole traders, partnerships, small proprietary companies, not-for-profit | | |
| | organisations, franchises | | |
| | **Management: Operations** | | |
| | • types of organisational structures, including: | | |
| | o functional, product, divisional, team | | |
| 3 – 4| **Political and legal, economic, socio-cultural and technological (PEST)** | **Task 1:** Short answer questions based on Business Organisation, Economic factors and public image Term 1 Wk 4 | |
| | • impact of economic factors on business function, including: | | |
| | o inflation, interest rates, availability of skilled and unskilled labour, | | |
| | unemployment rates | | |
| | • the concept of business public image | | |
| | • methods of raising business public image, including: | | |
| | o corporate sponsorship, donations | | |
| | • positive and negative impacts on business image of environmental issues, | | |
| | including: | | |
| | o climate change, pollution, energy use, animal testing | | |
| 5 – 8| **Management: Marketing** | **Task 2:** Research task: Marketing Research and Profiling Term 1 Wk 6-8 | |
| | • the concept of market | | |
| | • the concepts of market size and market share | | |
| | • key elements of a marketing plan, including: | | |
| | o market position, competitor analysis, target market analysis, marketing | | |
| | goals, marketing strategy, marketing mix | | |
| | • the concept of market segmentation | | |
| | • characteristics of market segmentation, including: | | |
| | o demographic, geographic, psychographic (lifestyle and behaviour) | | |
| | • the concept of market research | | |
| | • key features of the market research process, including: | | |
| | o collection of primary and secondary data, data analysis | | |
| | • the use of customer profiling to determine customer needs and expectations | | |
| | • the use of competitor profiling to determine competitor product range, | | |
| | prices and marketing strategies | | |
| | • the concepts of marketing and the marketing mix | | |
| | • elements of the marketing mix | | |
| | o **product** → positioning, features, branding, packaging | | |
| | o **price** → skim, penetration, psychological, premium/prestige | | |
| | o **place** → direct distribution, indirect distribution, location, | | |
| | o **promotion** → advertising, publicity, sales promotion, viral marketing,| | |
| | telemarketing | | |
| | o **people (employees)** → training and customer service as part of | | |
| | customer relationship management (CRM) | | |
| | o **processes** → procedures to deliver a service or product | | |
| | o **physical presence of the business** → signage, webpage, staff uniform | | |
| | o **performance** → evaluation of business marketing objectives using key | | |
| | performance indicators (KPIs), including: sales revenue, sales returns | | |
| | and customer satisfaction | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|-----------|
| 9 | **Political and legal, economic, socio-cultural and technological (PEST)** | Task 3: Short answer questions: Marketing Mix and Consumer protections | |
| | • Australian consumer law in relation to misleading and deceptive conduct in | | |
| | business marketing activity, including: | | |
| | o bait advertising, scientific claims, country of origin | | |
| | • consumer rights and protection, including: | | |
| | o product safety (Australian Standards), guarantees, warranties and refunds, | | |
| | repair and replace | | |
| Term 2 | | | |
| 1 | **Management: Marketing** | | |
| | • strategies for managing customer relationships, including: | | |
| | o customer loyalty programs, early adopter incentives | | |
| | • the use of technologies to facilitate promotional activities, including: | | |
| | o internet, mobile devices | | |
| 2 | EST Revision | | Practice EST |
| 3 | Externally Set Task | Task 4 EST Term 2 Wk 3 | |
| 4 | **Political and legal, economic, socio-cultural and technological (PEST)** | | |
| | • key elements of a contract | | |
| | o intention, agreement (offer and acceptance), consideration | | |
| | • legal requirements of contracts, including: | | |
| | o capacity, consent, legal purpose | | |
| 5 -6 | **Management: Operations** | Task 5: In-class completion of Business Plan | |
| | • purpose of a business plan | | |
| | • key elements of a business plan, including: | | |
| | o executive summary, vision statement, mission statement, business concept, | | |
| | operations strategy, marketing plan, including strengths, weaknesses, | | |
| | opportunities, threats (SWOT) analysis, financial plan, human resource | | |
| | management (HRM) | | |
| 7 | **Management: Operations** | | |
| | • levels of management within a business | | |
| | o top, middle, frontline | | |
| | • features of organisational structures, including: | | |
| | o chain of command, span of control, delegation | | |
| END OF SEMESTER 1 | | | |
| 8 | **Political and legal, economic, socio-cultural and technological (PEST)** | | |
| | • factors that influence spending patterns of small to medium sized enterprises (SME) and consumers, including: | | |
| | o the level of economic activity, prevailing community social norms, | | |
| | including attitudes to business public image and sustainability | | |
| | • influence of government policy on the following: | | |
| | • product labelling, trading hours, advertising practices to children | | |
| 9-10 | **Political and legal, economic, socio-cultural and technological (PEST)** | Task 5B Term 2 Wk 9 – Term 3 Wk 2 | |
| | • national employment standards for employment contracts, including: | | |
| | o minimum wage, minimum working conditions, unfair dismissal | | |
| | • employee protections at work as provided by the Fair Work Act 2009 | | |
| | • intent and purpose of the Occupational Safety and Health (OSH) Act 1984 (WA)| | |
| | o responsibility of an employer within the OSH Act | | |
| | **People** | | |
| | • phases of the employment cycle | | |
| | o acquisition | | |
| | ▪ staffing needs, selection and recruitment | | |
| | o development | | |
| | ▪ induction, training | | |
| | o maintenance | | |
| | ▪ agreements, contracts, performance management | | |
| | o separation | | |
| | ▪ retirement, resignation, retrenchment, dismissal | | |
| *Country Week – Week 10* | | Task 6: Short answer questions: Employment and management Term 3 Wk1 | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|-----------|
| 1 - 3| **Management: Operations**
- purpose and features of the following financial reports:
- a budget, a balance sheet (statement of financial position), a profit and loss statement
- function of key performance indicators (KPIs)
- characteristics of the following financial indicators:
- profitability, cost reduction, sales
- characteristics of the following non-financial indicators:
- quality, customer satisfaction | Task 7: Test based on the purpose and features of financial reports, and KPI's
Term 3 Wk3 | |
| 4 - 5| **Marketing**
- purpose and features of a marketing strategy
- stages of the product lifecycle
- development, growth, saturation, decline
- applying marketing strategies for each stage of the product lifecycle
**Political and legal, economic, socio-cultural and technological (PEST)**
- the concept of intellectual property (IP)
- purpose of IP laws in Australia
- types of intellectual property registrations, including:
- patents, trademarks (including domain names), designs
- process for Australian IP registration
- issues related to the marketing and promotion of the following products:
- alcohol, tobacco, fast food | Task 5C
Term 3 Wk 4 - 6 | |
| 6 | **Market Day and Marketing for Market day** | Task 5D: Market Day and Completion of Business plan and Reflection
Term 3 Wk 6-7 | |
| 7 | **Finalisation of Business plan** | | |
| 8 - 10| **People**
- key features of the following leadership styles:
- autocratic, participative, situational
- characteristics of the following motivation theories:
- Maslow’s Hierarchy of Needs, Herzberg’s Motivation-Hygiene theory, Vroom’s Expectancy theory, Adams’ Equity theory
- the concept of motivation in business, including:
- financial incentives for employees, including:
- sales bonuses, shares schemes
- non-financial incentives for employees, including:
- skill improvement training, recognition and reward, penalties for employees | | |
| 1 | **Revision on People** | Task 8: Short answer questions based on Leadership styles and motivation in business
Term 4 Wk 1 | |
| 2 | **Guest speakers** | | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | **Task 2: Inequity and injustice issues**
Investigate an inequity or injustice issue experienced by individuals and/or families within the community. | 12% | Term 1 Week 9 |
| | **Task 4: Growth and development – the theorists**
Investigate a theory of growth and development and the relationship between growth and development for individuals and groups. | 13% | Term 3 Week 2 |
| Production | **Task 3: Cultural awareness**
Produce a resource to encourage cultural understanding within the community | 25% | Term 2 Week 4 |
| | **Task 5: Advocacy project**
Research the role of an advocacy group, types of advocacy, the use, their aims and use that information to design and produce a simple awareness raising tool. | 25% | Term 3 Week 7 |
| Response | **Task 1: Test – Principles of Development**
An in-class test on the principles of development, domains of growth and the relationship between the principles and the domains for individuals | 5% | Term 1 Week 4 |
| | **Task 6: Test – Factors affecting development**
An in-class test on the impact of change in family types and structures on communities, and the influence of government and community strategies on the development of individuals, families and communities | 5% | Term 3 Week 10 |
| Externally Set Task | **Externally set task**
A task set by SCSA based on the content from Unit 3 | 15% | Term 2 Week 3 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-------------------------------------------------|------------------------------------------------|
| 1 | **Nature of growth and development** | | Class notes and handouts Computer access |
| | - principles of development related to | | |
| | - heredity and environmental | | |
| | - cephalocaudal and proximodistal | | |
| | - simple to complex | | |
| | - rate of growth and development varies | | |
| | - critical periods | | |
| | - predictable sequence | | |
| | - laying foundations with each stage and area of development | | |
| 2 - 3| **the relationship between the principles and domains of development** | Task 1 Test – Principles of Development Term 1 Week 4 | Class notes and handouts Computer access Test papers |
| | **the relationship between physical, social, emotional, cognitive and spiritual/moral domains of growth and development of individuals** | | |
| | **theories of development** | | |
| | - the relationship between individuals and their needs in | | |
| | Maslow’s Hierarchy of Needs – the five stage model | | |
| | - Bronfenbrenner’s theory of ecological systems – the five environmental systems | | |
| 4 - 5| **Factors affecting development** | | Class notes and handouts Computer access EST revision sheets |
| | - family types and structures in contemporary Australian society | | |
| | - impact of change in family types and structures on relationships, growth and development if individuals and families | | |
| | - influences on growth and development of individuals and families | | |
| | - social | | |
| | - cultural | | |
| | - environmental | | |
| | - economics | | |
| | - political | | |
| | - technological | | |
| | - impact of change in family types and structures on community services | | |
| 6 - 7| **Ethical and legal awareness** | Task 2 Inequity and injustice issues Due Term 1 Week 9 | Class notes and handouts Computer access Assessment task sheets EST revision sheets |
| | - the concepts of laws, sanctions and social cohesion | | |
| | - the social and environmental responsibilities of individuals and family groups rights and responsibilities of individuals and groups when entering into contracts | | |
| | - rights and responsibilities of individual and groups when entering into a contract | | |
| | - aim and purpose of *The United Nations Convention on the Rights of the Child* 1989 (registered 1990) and its effect on wellbeing of children, families and communities | | |
| | - aim and purpose of the *Family Law Act 1975* and its effect on wellbeing of children, families and communities | | |
| | - aim and purpose of the *Working with Children Act 2004* and its effect on the wellbeing of children, families and communities | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|----------------------------------|
| 8 - 9| **Communicating and advocating**
- locate, select, organise, present and evaluate information from primary and secondary sources
- inequity or injustice issues experienced by individuals and/or families
- the concept of advocating
**Managing and collaborating**
- self-management skills to effectively use resources
- interpersonal skills for working collaboratively
**Nature of growth and development**
- impact of change in family types and structures on relationships, growth and development if individuals and families
**Factors affecting development**
- the impact of change in family types and structures on community services | | Class notes and handouts
Computer access
EST revision sheets |
| Term 2 | **Processes for meeting needs**
- the functional, social, cultural and economic features of products, services or systems developed for individuals, families and communities to meet their needs
- influences on the development of a product, service or system to meet the needs of individuals, families and communities
**Social structures and systems**
- impact of attitudes, beliefs and values on the provision, management and use of resources, networks and support systems
- the relationship between changes in family types and structures and community beliefs and values
**Social issues and trends**
- influence of cultural diversity within communities
- customs
- social cohesion
- social network
- beliefs and values
- inclusivity
- evaluation of resources and support systems to address social issues and trends | Task 3: Cultural Awareness
Due Term 2 Week 4 | Class notes and handouts
Computer access
EST revision sheets |
| 1 | **Managing and collaborating**
- self-management skills to effectively use resources
- interpersonal skills for working collaboratively
**Social structures and systems**
- impact of attitudes, beliefs and values on the provision, management and use of resources, networks and support systems
**Social issues and trends**
- influence of cultural diversity within communities
- customs
- social cohesion
- social network
- beliefs and values
- inclusivity
- evaluation of resources and support systems to address social issues and trends | | Class notes and handouts
Computer access
EST revision sheets |
| 2 | **Managing and collaborating**
- self-management skills to effectively use resources
- interpersonal skills for working collaboratively
**Social structures and systems**
- impact of attitudes, beliefs and values on the provision, management and use of resources, networks and support systems
**Social issues and trends**
- influence of cultural diversity within communities
- customs
- social cohesion
- social network
- beliefs and values
- inclusivity
- evaluation of resources and support systems to address social issues and trends | | Class notes and handouts
Computer access
EST revision sheets |
| 3 | Externally set task | Externally Set Task
Term 2 Week 3 | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 4 – 7| **Impacts on growth and development**<br>• factors impacting on the growth and development of individuals<br><br>**Social structures and systems**<br>• impact of attitudes, beliefs and values on the provision, management and use of resources, networks and support systems<br><br>**Social issues and trends**<br>• influence of cultural diversity within communities<br> ▪ customs<br> ▪ social cohesion<br> ▪ social network<br> ▪ beliefs and values<br> ▪ inclusivity | | Class notes and handouts Computer access |
| | **END OF SEMESTER 1** | | |
| 8 – 11| **The theorists**<br>• the relationship between growth and development for individuals and groups with respect to the following theories:<br> ▪ Piaget’s theory of cognitive development – the four stages of cognitive development<br> ▪ Erikson’s theory of psychosocial development – the eight developmental stages<br> ▪ Vygotsky’s theory of sociocultural development<br> □ zone of proximal development<br> □ more knowledgeable other<br> □ scaffolding | Task 4<br>Growth and development<br>Due Term 3 Week 2 | Class notes and handouts Computer access Assessment task sheets |
| Term 3| | | |
| 1 | **Nature of growth and development**<br>• factors impacting on the growth and development of individuals<br> ▪ biological<br> ▪ social<br> ▪ cultural<br> ▪ environmental<br> ▪ political | | Class notes and handouts Computer access |
| 2 - 3| **Social structures and systems**<br>• the concept of social cohesion<br>• factors impacting on social cohesion within communities<br> ▪ cultural<br> ▪ economic<br><br>**Social issues and trends**<br>• the effect of changing work and living patterns on the provision of community services<br>• evaluation of products, processes and systems that promote sustainable patterns of living | | Class notes and handouts Computer access |
| 4 | **Managing and collaborating**<br>• decision-making process, such as De Bono’s Six Thinking Hats, and consequence and sequel (C&S)<br>• human and non-human resources for working collaboratively | | Class notes and handouts Computer access |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 5 - 8| **Communicating and advocating**
- evaluation of information gathered from primary and secondary sources
- the role of the advocate
- types of advocacy
- self
- individual
- group
- systematic
- advocacy skills
- active listening
- effective communication
- assertiveness
- resourcefulness
- negotiation
- advocacy of a local, state or national issue
- aims of empowerment
- awareness of the rights of people
- ability to make decisions
- development of autonomous behaviours
- the interrelationship between advocacy and empowerment | Task 5: Advocacy
Due Term 3 Week 7 | Class notes and handouts
Computer access
Assessment task sheets |
| 9 - 10| **Factors affecting development**
- impact of change in family types and structures on communities
- influence of government and community strategies on the development of individuals, families and communities, with consideration of the following factors:
- social
- cultural
- environmental
- economic
- political
- technological | Task 6: Test – Factors affecting development
Term 3 Week 10 | Class notes and handouts
Computer access
Test papers |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 1 | **Processes for meeting needs**
- ethical, environmental and technological features of products, services or systems developed for individuals, families and communities
- the application of ethical, economic and environmental factors when producing and evaluating a product, service or system | | Class notes and handouts
Computer access |
| 2 | **Ethical and legal awareness**
- the relationship between laws, sanctions and social cohesion
- the concept of human rights
- aim and purpose of *Australian Human Rights Commission Act 1986*
- aim and purpose of *the Equal Opportunity Act 1984*
- the concepts of inequity and injustice
- impact of inequity and injustice experienced by individuals and families in communities | | Class notes and handouts
Computer access |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Project | **Task 2: Project 1 – Database** | 15% | Term 1 Week 4 |
| | Create a single table database based upon a given scenario | | |
| | **Task 6: Project 2 – Spreadsheets** | 15% | Term 2 Week 6 |
| | Create a spreadsheet workbook based upon a given scenario | | |
| | **Task 8: Project 3 – Team Programming** | 10% | Term 3 Week 6 |
| | Follow SDC to create a program based on a search and rescue scenario | | |
| | **Task 9: Project 4 – Visual Basic Programming** | 10% | Term 3 Week 8 |
| | Follow SDC to create a program using Microsoft Visual Basic | | |
| Theory Test | **Task 1: Theory-Test 1** | 6% | Term 1 Week 3 |
| | System Analysis and Development | | |
| | **Task 4: Theory-Test 2** | 7% | Term 1 Week 9 |
| | Managing Data | | |
| | **Task 7: Theory-Test 3** | 7% | Term 2 Week 8 |
| | Developing Software | | |
| Practical Test | **Task 3: Practical-Test 1** | 7.5% | Term 1 Week 5 |
| | Database | | |
| | **Task 10: Practical-Test 2** | 7.5% | Term 4 Week 1 |
| | Networks and Communications | | |
| Externally Set Task | **Task 5: Externally Set Task** | 15% | Term 2 Week 3 |
| | One hour assessment written by SCSA on Unit 3 content | | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|----------------------------------|
| 1 | **Managing Data** | Theory Test 1 | Gantt chart activities |
| | • design considerations for visual interfaces and navigation systems within database systems |
| | • the purpose of database documentation for the user | | |
| | • data types, including: number, date/time, currency, text (string), Boolean (true/false) |
| | • database terms, including: data, field and record, data integrity, data redundancy | | |
| 2 – 3| **Managing Data** | | Database skill development tutorials |
| | • issues related to use of online databases | | Spreadsheet skill development tutorials |
| | • data protection methods, including: encryption and authentication | | |
| | • hierarchical structure of data: character/byte, field, record, table/relation. |
| | • ethical and legal issues relating to the personal use and storage of data | | |
| | • legal requirements and implication of information kept by various organisations about individuals |
| | • spreadsheet terms, including: cell; formula; function (sum, average, max, min, count, countif); label; worksheet; lookup tables (hlookup, vlookup) |
| | • create solutions using a spreadsheet application using: functions; charts; lookup functions ; sorting | | |
| 4 – 5| **Project 1** | Project 1 | |
| | • Students are required to follow the system development cycle to design and develop a database based upon a scenario. |
| | **Practical test** | Practical Test 1 | |
| | • Managing data theory consolidation and revision | | |
| 6 | **System analysis and development** | | Systems analysis activities |
| | • the concept of project management, including: planning; scheduling; budgeting; and tracking |
| | • types of system development methodologies: prototyping; system development life cycle (SDLC) | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|--------------------|
| 7 – 9| **System analysis and development** | | |
| | • stages of the SDLC: preliminary analysis; analysis; design; development; | | |
| | implementation; evaluation and maintenance | | |
| | • systems development documentation as a part of the SDLC | | |
| | • context diagrams using Yourdon/Demarco notation | | |
| | • computer system hardware and software | | |
| | • the concept of boot process | | |
| | • storage capacities, including: bit, byte, kilobyte, megabyte, gigabyte, | | |
| | terabyte. | | |
| | • appropriate hardware components for a computer system designed for a | | |
| | specific purpose, including: input, output, processing, storage (primary and | | |
| | secondary) | | |
| | • the role of the standard operating environment (SOE) | | |
| | • functions of the components of the central processing unit (CPU): ALU, CU, | | |
| | registers, program counter, system clock | | |
| | • the concept of the fetch-execute cycle | | |
| | • troubleshooting strategies, including: diagnosis of fault, implement | | |
| | solution, document troubleshoot procedure | | |
| | • appropriate physical preventative maintenance measures | | |
| | • the purpose of an ICT code of conduct | | |
| | • ethics in the development and use of ICT systems | | |
| | • privacy considerations in the development and use of ICT systems | | |
| | • digital communications etiquette when using ICT system | | |
| | **Term 2** | | |
| 1 – 2| **EST preparation** | | |
| 3 – 5| **EST** | **Externally Set Task** | |
| | **Week 3 - 5** | | |
| 6 - 7| **Project 2 – Spreadsheet** | **Project 2** | |
| | Create a spreadsheet workbook based upon a given scenario | **Week 6** | |
| | **END OF SEMESTER 1** | | |
| 8 | **Developing Software** | | |
| | • utility software, including: file compression; defragmenter; anti-virus and| | |
| | anti-malware | | |
| | • application software | | |
| | • purpose and function of software to operate a computer system | | |
| | • operating systems | | |
| 9 | **Developing Software** | **Theory Test 3** | |
| | **Week 8** | | |
| | • requirements for software licensing, including: freeware; open source and | | |
| | shareware | | |
| | • stages of the software development cycle (SDC) | | |
| | • state the problem: plan and design; develop the solution; test the | | |
| | solution; evaluate the solution; | | |
| | • factors affecting the development of software, including: user needs and | | |
| | user interface | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|----------------------------------|
| 10 - 11 | **Programming**
• characteristics of data types, including: integer; real (floating point number); Boolean; character
• naming conventions for variables
• types of code, including: source; executable
• types of control structures, including:
• sequence;
• selection: one-way (if then)
• create flow charts to represent a programming solution
• use pseudocode to represent a programming solution
• apply, using pseudocode and a programming language, the following programming concepts: constants; variables
• apply, using pseudocode and a programming language, the following control structures: sequence; selection | Programming skill development tutorials | |
| Term 3 | | | |
| 1 – 4 | **Programming**
• types of control structures, including:
• sequence;
• selection: one-way (if then); two-way (if then else)
• iteration: test first (while); test last (repeat until)
• apply, using pseudocode and a programming language, the following control structures: sequence; selection; iteration
• types of program or code errors, including: syntax errors; run-time errors; logical errors
• the concept of data validation, including: test data; trace table
• modelling of an algorithm to test for logic using flow charts
• apply, using pseudocode and a programming language, the following techniques: develop internal and external documentation; select and apply suitable test data for checking the solution; use trace tables to test for and debug logic errors
• types of control structures, including: sequence; selection multi-way (nested if)); iteration: fixed (for) | Programming skill development tutorials | Programming skill development tutorials |
| 5 – 6 | **Project 3**
Students are required to follow the software development cycle to plan and develop a program to meet the requirements of the case study. | Project 3 Week 6 | |
| 7 – 8 | **Project 4**
Students are required to follow the software development cycle to plan and develop a program to meet the requirements of a class competition. | Project 4 Week 8 | |
| 9 – 10 | **Networks and Communications**
• functions of the following computer hardware components required for networks: router; switch; firewall; modem; network interface card (NIC); wireless access point (WAP); bridge
• communication terms, including: protocols; digital; analogue and ethernet
• types of communication networks: personal area network (PAN); local area network (LAN) and wide area network (WAN)
• technologies appropriate for the implementation of a client/server and peer-to-peer network
• star network topology
• diagrammatic representation of network topologies for PAN, LAN and WAN
• characteristics of transmission media, including: twisted pair; fibre optic; satellite; cellular and wireless.
• types of communication protocols, including: POP3; IMAP; SMTP; WAP | Networking activities | |
| Term 4 | | | |
| 1 – 2 | **Networks and Communications**
• methods used to ensure security of information over the internet, including: authentication; encryption and firewalls
• types of malware, including: viruses; worms; trojans and spyware. | Practical Test 2 Week 1 | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Production 65% | **TASK 1: Design Fundamentals – Quote Cards**
Students will develop a design that demonstrate fundamental skills and understanding of design concepts such as elements & principles, composition, colour theory and basic editing. Selected images should follow a suitable quotes and/or greeting card theme. | 10% | Term 1 Week 4 |
| | **TASK 2B: Redbubble Product Design – PART B (Skill development & Experimentation)**
Students will develop practical skills and experiment with a range of design techniques as part of a design process. This will include visually representing their idea & production development process through an annotated portfolio of evidence. | 10% | Term 1 Week 9 |
| | **TASK 2C: Redbubble Product Design – PART C (Final Design Presentation & Reflection)**
Students will refine & produce a design based on a ‘client brief’ using the design process. They will seek & utilize feedback to improve and reflect upon their design process. Students will upload their final design to the website for production as a physical product. | 10% | Term 2 Week 6 |
| | **TASK 5: Gestalt Optical Illusion Poster**
Students will produce a design based on a ‘client brief’ that explores the use of Gestalt Theory and compositional techniques. students will use the design process; including research, investigation, analysis, idea development & critical reflection. | 15% | Term 2 Week 11 |
| | **TASK 6B: Playing Card Design – PART B (Skill development & Experimentation)**
Students will develop practical skills and experiment with a range of design techniques as part of a design process. This will include visually representing their idea & production development process through an annotated portfolio of evidence. | 10% | Term 3 Week 7 |
| | **TASK 6C: Playing Card Design – PART C (Final Design Presentation & Reflection)**
Students will refine & produce a design based on a ‘client brief’ using the design process. They will seek & utilize feedback to improve and reflect upon their design process. This will include designing for a target audience; creating a series of designs suitable for print and play. | 10% | Term 3 Week 10 |
| Response 20% | **TASK 2A: Redbubble Investigation & Proposal – PART A**
Students will investigate direct to print Industry and how designs are developed for commercial products. Students will also need to consider the economic and legal considerations required. Students will also analyse existing designs and develop a proposal for their production project. | 5% | Term 1 Week 7 |
| | **TASK 3: In-Class Response – EST Practice**
In-class response on key course concepts, analysis of designs and design terminology. Practice responses and development of Sketch Notes and revision activities | 5% | Term 2 Week 1 |
| | **TASK 6A: Playing Card Investigation & Proposal – PART A**
Students will investigate game design and producing designs for print. Students will also need to consider the target audience needs as required. Students will also analyse existing designs and develop a proposal for their production project. | 5% | Term 3 Week 3 |
| | **TASK 7: In-Class Response**
Students will reflect on and demonstrate their understanding of design processes and course concepts in an In-Class Response. | 5% | Term 4 Week 1 |
| External Set Task 15% | **TASK 4: External Set Task**
A task set by the SCSA based on the content from Unit 3 – content defined on Task Sheet. Expected responses may include short answer, analysis and creative drawing response to a design prompt. | 15% | Term 2 Week 3/4 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-------------------------------------------------|------------------------------------------------|
| | **Term 1** | | |
| | **UNIT 3: Product Design** | | |
| 1 - 2| **INTRODUCTION: REVIEW DESIGN FUNDAMENTALS** | | Student files |
| | • Overview of the course – Students will be re-introduced to class expectations, copyright, intellectual property, personal responsibilities, sustainability and OHS. | | Class Connect Fundamentals & Glossary |
| | • Introduction to Portfolio requirements – set up class files. | | Booklet Adobe Illustrator / Photoshop tutorials|
| | • Review design concepts, terminology and communication theory: elements and principles, colour theory, design process, Shannon and Weaver, semiotics, stakeholders, representation, codes & conventions | | |
| | • Develop basic skills in Adobe Illustrator & Photoshop to design a personal digital Drawing to display in their portfolio. | | |
| 3 - 4| **DESIGN FUNDAMENTALS:** | TASK 1: DESIGN FUNDAMENTALS QUOTE CARDS WEEK 4 | Student files |
| | • Students will learn new design terminology: Gestalt design principles, visual hierarchy, layout principles, communication environment | | PowerPoint |
| | • Investigate wide range of fonts and their impact on designs. | | Class Connect |
| | • Develop practical skills in typography and font creating platforms. | | Camera Equipment |
| | • Experiment and develop digital drawing skills to produce examples of photographic technical codes, composition, and design elements – Portfolio Work | | Adobe Editing suite |
| 5 - 6| **PRODUCT DESIGN - INVESTIGATION:** | | Student files |
| | • Investigate print on demand technology & commercial Artist production & distribution. | | PowerPoint |
| | • Explore the communication environment – physical & economic in relation to target audience requirements. | | Class Connect |
| | • Evaluate existing designs – E&P, composition, skills & Techniques. | | Sample designs |
| | • Use a range of idea generation techniques in response to client brief requirements. | | Adobe Editing suite |
| | • Develop a design proposal in response to the design brief. | | Redbubble website |
| 7 - 8| **PRODUCT DESIGN – SKILL DEVELOPMENT & PRODUCTION:** | TASK 2A: REDBUBBLE INVESTIGATION & PROPOSAL WEEK 7 | Student files |
| | • Develop practical skills using Adobe Illustrator and on-line design platforms. | | PowerPoint |
| | • Create annotated planning sketches and experimental designs as part of the design process. | | Class Connect |
| | • Consider use of representation and semiotics to develop meaning and depth package for a range of products. | | Sample designs |
| | • Develop design based on reflection and feedback | | Adobe Editing suite |
| | • Produce portfolio of evidence demonstrating skills & techniques | | Redbubble website |
| 9 | **PRODUCT DESIGN – SKILL DEVELOPMENT & PRODUCTION:** | TASK 2B: REDBUBBLE PRODUCT DESIGN PART B DEVELOPMENT WEEK 9 | Student files |
| | • Develop practical skills using Adobe software to further develop their designs. | | PowerPoint |
| | • Refine product design based on peer and teacher feedback. record design processes as part of a visual portfolio of evidence. | | Class Connect |
| | • Plan and use problem solving strategies in the creation and presentation of a mock-up design. | | Sample designs |
| | • Prepare and present design process portfolio evidence to the ‘client’. conduct Peer Review and provide constructive feedback as part of the evaluation process. | | Adobe Editing suite |
| | • Prepare and present design process portfolio evidence to the ‘client’. conduct Peer Review and provide constructive feedback as part of the evaluation process. | | Redbubble website |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| 1 - 2| EXTERNALLY SET TASK – REVISION
- prepare for EST assessment through revision activities.
- create a Mind-map of Design Concepts to assist them in preparing for the EST.
- use current design task to answer EST preparation questions.
- Complete in-class response task under timed assessment conditions. | TASK 4: IN-CLASS RESPONSE
EST PRACTICE
WEEK 1 | Class Connect
Practice EST questions |
| 3 - 4| EXTERNAL SET TASK
Externally set task by the SCSA based on the prescribed content from Unit 3 of the General Year 12 syllabus:
- design elements and principles – colour theory & Type
- control and manipulation of design skills and techniques in design development
- reflection and evaluation of solutions to design problems
- consideration of communication environment relevant to the design – physical & economic
- awareness of copyright, intellectual property issues and personal responsibilities in product design. | TASK 5: EXTERNAL SET TASK
WEEK 3/4 | Revision Booklet
PowerPoint Slides
Connect Class
Practice EST questions |
| 5 - 6| PRODUCT DESIGN & ADVERTISING:
- Continued development on Portfolio presentation.
- develop understanding of digital imaging formats suitable for print vs. web
- Prepare design for upload & ordering using ensuring all correct policies & procedures have been met.
- Prepare and present design process portfolio evidence to the ‘client’. conduct Peer Review and provide constructive feedback as part of the evaluation process. | TASK 3: REDBUBBLE PRODUCT DESIGN
PART C - FINAL PRESENTATION & REFLECTION
WEEK 6 | Student files
PowerPoint
Class Connect and Adobe Suite Software
Redbubble website |
| 7 - 8| CULTURAL DESIGN:
- Explore the meaning of culture within a design context and how design is influenced by culture over time.
- Communication strategies – semiotics, shock tactics, humour, metaphor, emotion
- Develop understanding of Gestalt techniques in creating optical illusions using positive & negative space.
- Explore existing designs and their effectiveness on communicating the message and engaging the target audience.
- continue to develop practical skills in Adobe software.
- Plan and use problem solving strategies in the creation and presentation of a mock-up design. | | Student files
PowerPoint
Class Connect
Adobe Suite Software |
| 9-11| COMMUNICATION TECHNIQUES - GESTALT
- Communication strategies – semiotics, shock tactics, humour, metaphor, emotion
- Investigating photojournalists and their techniques
- continue to develop practical skills in Adobe software.
- Plan and use problem solving strategies in the creation and presentation of a mock-up design. | TASK 6: GESTALT OPTICAL ILLUSION POSTER
WEEK 11 | Student files
PowerPoint
Class Connect
Adobe Suite Software |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1 - 2| **PLAYING CARD DESIGN - INVESTIGATION**<br>• Reinforcing cultural identification & relationships between cultures & design.<br>• Generate ideas based on the interpretation of a client brief<br>• Identify target audience key attributes and consider design choices to accurately reflect target audience.<br>• Investigation of playing card design – *topics, styles, purpose & production techniques*.<br>• Research target audience requirements and relevant design styles & techniques in relation to the client brief. | | Student files<br>PowerPoint<br>Class Connect<br>Adobe<br>Software |
| 3 - 4| **PLAYING CARD DESIGN - INVESTIGATION**<br>• Evaluate existing deigns of Playing cards – E&P, composition, skills & Techniques.<br>• Use a range of idea generation techniques in response to client brief requirements.<br>• Develop a design proposal in response to the design brief.<br>• Develop understanding of copyright and intellectual property. Rights & responsibilities of designers. | TASK 7:<br>PLAYING CARD INVESTIGATION & PROPOSAL WEEK 3 | Student files<br>PowerPoint<br>Class Connect<br>Adobe<br>Software |
| 5 - 6| **PLAYING CARD DESIGN - DEVELOPMENT & PRODUCTION**<br>• Explore existing designs and their effectiveness on communicating the message and engaging the target audience.<br>• develop sketching to communicate ideas and planning of design process. Explore developing designs within a ‘Theme’<br>• Codes & Conventions – layout principles, visual hierarchy, composition, typography | | Student files<br>PowerPoint<br>Class Connect<br>Adobe<br>Software |
| 7 - 8| **PLAYING CARD DESIGN - DEVELOPMENT & PRODUCTION**<br>• Continued Exploration editing & Layout techniques<br>• apply colour theory, design styles, design elements and principles and formatting when planning design concepts<br>• Utilize Adobe software to develop concept designs.<br>• Continued development of Playing Card Design Task<br>• Audience feedback – peer feedback, surveys<br>• Developing suitable formats for presentation – file types, printing requirements | TASK 8:<br>PLAYING CARD DESIGN PART B - DEVELOPMENT WEEK 7 | PowerPoint<br>Class Connect<br>Adobe<br>Software<br>Card stock for printing |
| 9 | **PLAYING CARD DESIGN – PRESENTATION**<br>• Reflect on Design process practices, collect feedback from teacher and peers.<br>• Continued development on Portfolio presentation<br>• Utilizing guiding questions, produce a written reflection of design processes and effective communication of ideas and quality of final design.<br>• Students assist with set up of SHOW-OFF exhibition | SHOW-OFF EXHIBITION | Student files<br>PowerPoint<br>Class Connect<br>Adobe<br>Software<br>Card stock for printing |
| 10 | **PORTFOLIO PRESENTATION & EVALUATION**<br>• Revision of key design concepts.<br>• prepare for IN-CLASS assessment through revision activities.<br>• Additional support for students requiring Catch-up.<br>• Prepare and present design process portfolio evidence to the ‘client’, conduct Peer Review and provide constructive feedback as part of the evaluation process. | TASK 8:<br>PLAYING CARD DESIGN PART C - FINAL PRESENTATION & REFLECTION WEEK 10 | Student files<br>PowerPoint<br>Class Connect<br>Adobe<br>Software |
| 1-2 | **CLASS DESIGN CHALLENGE:**<br>• Prepare for IN-CLASS assessment through revision activities.<br>• Utilizing skills developed over the year, students to participate in a series of small design challenges.<br>• Additional support for students requiring Catch-up. | TASK 9:<br>IN-CLASS RESPONSE WEEK 1 | Student files<br>Class Connect |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Production | **TASK 1: DESIGN FUNDAMENTALS PHOTO CHALLENGE**
Students will present a series of images that demonstrate fundamental skills and understanding of design concepts such as elements & principles, composition, colour theory and basic editing. Selected images should follow the chosen theme. | 10% | Term 1 Week 5 |
| | **TASK 3A: PRODUCT DESIGN – CONCEPT PROPOSAL**
Students will investigate and develop a proposal for a design based on a ‘client brief’ that communicates aspects of advertisement and commercial production. This will include the development of still life and product photography. | 5% | Term 2 Week 1 |
| | **TASK 3B: PRODUCT DESIGN - PRODUCTION**
Students will produce a design based on their design proposal using the design process; including research, investigation, analysis, idea development and critical reflection. This will include the development of still life and product photography. | 15% | Term 2 Week 6 |
| | **TASK 6: CULTURAL PHOTO-STORY**
Students aim to inform or persuade their audience in a Photo-story / Journalistic style through the production a series of images that explore and communicate an aspect of their local community / culture. | 15% | Term 3 Week 4 |
| | **TASK 7A: ALBUM DESIGN - CONCEPT PROPOSAL**
Students will investigate and develop a proposal for a design based on a ‘client brief’ that communicates aspects of cultural beliefs and values. This will include the development of portrait, landscape and creative photography. | 5% | Term 3 Week 6 |
| | **TASK 7B: ALBUM DESIGN - PRODUCTION**
Students will produce a design based on their design proposal using the design process; including research, investigation, analysis, idea development and critical reflection. This will include the development of portrait, landscape and creative photography. | 15% | Term 3 Week 9 |
| Response | **TASK 2: ANALYSIS OF ADVERTISEMENT DESIGN**
Students will analyse how advertisements effectively use codes and conventions to communicate & promote their message to audiences. This will be conducted under timed test conditions. | 5% | Term 1 Week 8 |
| | **TASK 5: PHOTOJOURNALISM INVESTIGATION**
Students will investigate how photojournalism has impacted society & used to communicate cultural beliefs & values through the investigation and analysis of a chosen photojournalist. | 10% | Term 2 Week 10 |
| | **TASK 8: IN-CLASS RESPONSE**
Students will reflect on and demonstrate their understanding of design processes and course concepts in an In-Class Response. | 5% | Term 3 Week 10 |
| External Set Task | **TASK 4: EXTERNAL SET TASK**
A task set by the SCSCA based on the content from Unit 3 – content defined on Task Sheet. Expected responses may include short answer, analysis and creative drawing response to a design prompt. | 15% | Term 2 Week 3 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| 1 - 2| **DESIGN FUNDAMENTALS:**
• Overview of the course
• Students will be re-introduced to class expectations, copyright, intellectual property, personal responsibilities, sustainability and OHS.
• **Introduction to Portfolio requirements** – set up class records & files.
• Review design concepts, terminology and communication theory: *elements and principles*, *colour theory*, *design process*, *Shannon and Weaver*, *semiotics*, *stakeholders*, *representation*, *codes & conventions* | | Student files
Class Connect
Portfolio
CANVA
Camera Equipment
Adobe Editing suite |
| 3 - 4| **DESIGN FUNDAMENTALS:**
• Students will learn new design terminology: Gestalt design principles, visual hierarchy, layout principles, communication environment
• Produce a terminology guide as a response to what they have learnt previously and currently.
• Experiment and develop camera controls to produce examples of photographic technical codes, composition and design elements – Portfolio Work | | Student files
Class Connect
Portfolio
CANVA
Camera Equipment
Adobe Editing suite |
| 5 - 6| **DESIGN FUNDAMENTALS:**
• Digital photographic skills – file types, image resolution, basic image manipulation tools and techniques (contrast, hue & saturation, histograms)
• Development of basic to advanced editing techniques – using Photoshop tutorials.
• Development of presentation formats suitable for client presentation. | TASK 1:
DESIGN FUNDMENTALS PHOTO CHALLENGE
WEEK 5 | Student files
Class Connect
Portfolio
CANVA
Camera Equipment
Adobe Editing suite |
| 7 - 8| **PRODUCT DESIGN & ADVERTISING:**
• Introduction to product design – *different types of promotional products, purpose and representation (educate, inform, promote, entertain, decorate)*
• Exploration of target audience characteristics – *demographics, lifestyle choices, interests, values*.
• Socioeconomic impact on design – *physical, economic, social, cultural, geographic, interpersonal*.
• Codes and Conventions of Advertising
• Use a range of sources for inspiration, providing references and copyright considerations.
• Introduction to studio lighting and still life photography – *lights, setup, angles, composition, depth of field, use of props.* | TASK 2:
ANALYSIS OF ADVERTISEMENT DESIGN
WEEK 8 | Student files
Class Connect
Portfolio
Camera Equipment
Adobe Editing suite |
| 9 | **PRODUCT DESIGN & ADVERTISING:**
• Advertisement Analysis – Identifying how codes, conventions and design elements are used effectively.
• Exploration of Typography & Semiotics in Advertising – Fonts, slogans, logos, symbols
• Developing Analytical writing skills – Prep Task 3
• Continued development of Task 2: Product Design – *Idea development & production* | | Student files
PowerPoint
Class Connect
Camera Equipment
Adobe Editing suite |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1 - 2| **PRODUCT DESIGN & ADVERTISING:** | TASK 3A: PRODUCT DESIGN CONCEPT PROPOSAL WEEK 1 | Student files Connect Class Camera Equipment Adobe Editing suite Practice EST questions |
| | Continued development in still life and product Photography techniques | | |
| | Editing skills – Photoshop effects – developing effective advertisement composition. | | |
| | Developing suitable formats for presentation. | | |
| | Audience and peer feedback – using surveys and PMI evaluation | | |
| | prepare for EST assessment through revision activities. | | |
| | create a Mind-map of Design Concepts to assist them in preparing for the EST. | | |
| 3 - 4| **EXTERNAL SET TASK** | TASK 4: EXTERNAL SET TASK WEEK 3 | Revision Booklet Connect Class Practice EST questions Camera Equipment Adobe Editing suite |
| | Externally set task by the SCSA based on the prescribed content from Unit 3 of the General Year 12 syllabus: | | |
| | design elements and principles – proportion to create designs | | |
| | interpretation of client briefs, design process and methods | | |
| | creation & interpretation of diagrams, drawings & mind maps | | |
| | application of simple semiotics relevant to the design process | | |
| | Selection of safe handling of materials and/or technologies appropriate to the design brief. | | |
| | Occupational safety and Health (OSH) concepts relevant to applied production process. | | |
| 5 - 6| **PRODUCT DESIGN & ADVERTISING:** | TASK 3B: PRODUCT DESIGN WEEK 6 | Student files Class Connect Camera Equipment Adobe Editing suite |
| | Continued development on product design – production, editing, evaluation & refinement. | | |
| | Develop design knowledge that demonstrate a wide range of skills and techniques. | | |
| | Photoshop Tutorials – development of editing skills | | |
| | Developing suitable formats for presentation | | |
**END OF SEMESTER 1**
**UNIT 4: Cultural Design**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 7 - 8| **CULTURAL DESIGN:** | | |
| | Identifying culture & making connections to design | | |
| | Photography in society – focus on photojournalism | | |
| | Analysing photos – telling stories through images | | |
| | Introduction to Culture and Designs’ role in society | | |
| | Communication strategies – semiotics, shock tactics, humour, metaphor, emotion | | |
| | Explore existing designs and their effectiveness on communicating the message and engaging the target audience. | | |
| 9-11 | **PHOTOJOURNALISM:** | TASK7: INVESTIGATION OF DESIGN IN SOCIETY WEEK 10 | Student files PowerPoint Class Connect |
| | Socioeconomic impact on design - physical, economic, social, cultural, geographic, interpersonal. | | |
| | Communication strategies – semiotics, shock tactics, humour, metaphor, emotion | | |
| | Investigating photojournalists and their techniques | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| | **Term 3** | | |
| 1 - 2| PHOTOJOURNALISM: | | Student files |
| | Begin Task 6 Photo-Story Task | | Class Connect |
| | Reinforcing cultural identification & relationships between cultures & design.| | CANVA |
| | Generate ideas based on the interpretation of a client brief | | Camera |
| | Identify target audience key attributes and consider design choices to | | Equipment |
| | accurately reflect target audience. | | Adobe Editing suite |
| | Investigation of landscape/streetscape photography; Portrait and action | | |
| | techniques. | | |
| 3 - 4| PHOTOJOURNALISM: | TASK 6: CULTURAL PHOTO STORY WEEK 4 | Student files |
| | Continued development of Photo-Story Task | | Class Connect |
| | develop sketching to communicate ideas and planning of design process. Explore| | CANVA |
| | developing designs within a ‘Theme’ | | Camera |
| | Exploring portrait /streetscape Photography – focus on location shooting | | Equipment |
| | Lens types and composition –framing to tell a story | | Adobe Editing suite |
| 5 - 6| CULTURAL DESIGN: | TASK 6A: ALBUM DESIGN CONCEPT PROPOSAL WEEK 6 | Student files |
| | Research an ethical / social issue related to the client brief. | | Class Connect |
| | Explore existing designs and their effectiveness on communicating the | | Camera |
| | message and engaging the target audience. | | Equipment |
| | develop sketching to communicate ideas and planning of design process. Explore| | Adobe Editing suite |
| | developing designs within a ‘Theme’ | | |
| | Codes & Conventions – layout principles, visual hierarchy, composition, | | |
| | typography | | |
| 7 - 8| CULTURAL DESIGN: | | PowerPoint |
| | apply colour theory, design styles, design elements and principles and | | Class Connect |
| | formatting when planning design concepts | | Camera |
| | Utilize Adobe software to develop concept designs. | | Equipment |
| | Continued development of Cultural Design Task | | Adobe Editing suite |
| | Audience feedback – peer feedback, surveys | | |
| | Developing suitable formats for presentation – file types, printing | | |
| | requirements | | |
| 9 | CULTURAL DESIGN: | TASK 6B: ALBUM DESIGN PRODUCTION WEEK 9 SHOW-OFF| Student files |
| | Continued Exploration editing & Layout techniques | EXHIBITION | Class Connect |
| | Editing - Photoshop effects, montage layers, Photoshop actions | | Camera |
| | plan and use problem solving strategies in the creation & presentation of a | | Equipment |
| | mock-up design. | | Adobe Editing suite |
| | prepare and present design process portfolio evidence to the ‘client’. | | |
| | Revision of key photographic design concepts. | | |
| | Students assist with set up of SHOW-OFF exhibition | | |
| 10 | IN-CLASS RESPONSE | TASK 8: IN-CLASS RESPONSE WEEK 10 | Student files |
| | Reflect on Design process practices, collect feedback from teacher and peers. | | PowerPoint |
| | Utilizing guiding questions, produce a written response reflecting on its | | Class Connect |
| | importance and impact of design on society. | | |
| | **Term 4** | | |
| 1-2 | PHOTO PRODUCTION & EDITING SKILLS | | Photography equipment & Adobe Suite |
| | Catch-up and additional experimentation in areas in interest. | | |
| | In-class Photography & Design competition | | |
| | Guest workshops (to be confirmed) | | |
**END OF SEMESTER 2**
## ASSESSMENT OUTLINE 2021
### GENERAL DRAMA
#### YEAR 12
**Semester 1 – UNIT 3**
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Performance/ | 55% | **Task 1: Script Interpretation** | | Term 1 Week 7 |
| Production | | Group interpretation of a key scene from *Blackrock* design elements demonstrating selected realism approaches | | |
| Response | 30% | **Task 2: Extended Reflection (in class) and Performance folio** | | Term 1 Week 9 |
| | | Use of elements of drama, spaces of performance, principles of design and visual elements to communicate dramatic meaning and relevant forces. Completed folio strengthens task development. | | |
| Externally Set | 15% | **Task 4: Non-Naturalistic Research Tutorial** | | Term 2 Week 6 |
| Task | | In small groups research a drama form and practitioner detailing their history, style, motivation and the impact on the Elements of Drama. Present your formal written findings to the class. | | |
| | | **Task 3: Externally Set Task (in class)** | | Term 2 Week 2/3 |
| | | SCSA requirements, Drama Theory. | | |
**Semester 2 – UNIT 4**
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Performance/ | 55% | **Task 5: External Performance** | | Term 3 Week 8 |
| Production | | Whole Class Performance of *The Exam* by Andy Hamilton performed to an external audience utilizing non-naturalistic styles | | |
| Response | 30% | **Task 6: Completion of Individual Role** | | Term 3 Week 8 |
| | | Undertake a design or director role for the External Performance, supporting your classmates on stage. | | |
| | | **Task 7: Extended Reflection (in class) and folio** | | Term 3 Week 10 |
| | | Reflect on the use of elements of drama, spaces of performance, principles of design and visual elements of your external performance. Completed folio strengthens performance development. | | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|----------------------------|
| 1 | **Introduction to year 12 drama.**
Review of key content from Units 1 and 2. Overview of Unit 3.
Introduction to the two basic approaches to drama in Year 12: Representational (realist drama) and Presentational (non-realist drama).
Workshop on voice and movement techniques in representational, realist drama, using the process developed by Konstantin Stanislavski: motivation, tempo, circles of attention and psychological gestures focusing on justifying character selection of techniques. | | Drama Unit 3 Outline | |
| 2-4 | Workshop: Improvisation work exploring forces and values impacting the themes which are explored in the text *Blackrock*.
Conventions of improvisation in realist work (breaking patterns and creating focus) to build variety and guide an audience to create meaning.
*Introduce Task 1, Script Interpretation* and select groups for script interpretation of key scene/section.
Review of cooperative group work processes including memorizing, listening, delegation of roles, developing an agreed approach in preparing.
Students will be note taking during work shopping, characterization processes as part of folio for Task 2. | Task 1: Script Interpretation Performed Term 1 Week 8.
Task 2: Folio check | *Blackrock*
Work from Stanislavski, Laban, and other acting theorists. | |
| 5-8 | Ongoing rehearsal; learning lines and work on blocking for Task 1 Performance. Workshops on conventions of interpreting a script and conventions of documenting representation, realist drama look specifically at script and blocking annotations. This includes experimentation with the elements of drama to explore imagination and character mapping, given circumstances for *Blackrock*.
Design will include sound and costumes and stage elements. Emphasise design approach will reflect selective realism/metonymic approaches.
Review strategies on use of space when working in different performance areas focusing on representation, realist drama. Discussion includes ways in which audiences are positioned to identify and engage with representational, realist drama.
Present final script interpretation assessment Week 8. | Task 1: Script Interpretation Performed Term 1 Week 8.
Task 2: Folio check | *Blackrock* | |
| 9-10 | Preparation for *Task 2 Extended Reflection*; finish one page of notes.
Analyze your performance assessment in terms of characterization; design/directing roles, and quality of representational acting.
Detail the impact of audience expectations, attitudes experiences and understandings on drama productions. Forces that contribute to the development of realist approaches to acting and design.
Extended Reflection completed in week 10 under test conditions. One page of notes permitted. The folio of work leading up to the group performance must also be submitted as part of this task. | Task 2: Extended Reflection Completed in class Week 10 | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|-------------------------------------------------|
| 1-3 | Workshop processes undertaken to introduce the key content of the externally set task. Groups formed to plan and rehearse possible responses to *Task 4 Externally Set Task*. The focus for the in-class task will be unseen and closed book.
Content to be revised includes;
- Voice and movement techniques in representational, realist drama using the processes developed by Konstantin Stanislavski and others (Stella Adler, Sanford Meisner or Jean Benedetti) in devising or interpreting drama
- The elements of drama (role, character and relationships, situation, voice, movement, space and time, language and texts, symbol and metaphor, mood and atmosphere, dramatic tension) refined through improvisation and rehearsal to create realistic characterisation and relationships in performance through processes developed by Stanislavski or adapted by others
- The collaboration of designers, scenographers, actors and directors in representational, realist drama
- Drama design and technologies to represent real settings and characters (reproduction of reality, selective realism)
- Short and extended answer forms
- Graphic organisers, diagrams, and illustrations with appropriate use of annotations, and of colour | Task 4:
Externally set task.
Completed in Week 2/3. | EST practice questions
Student examples
SCSA documents. |
| 3-5 | *Task 3: Research Tutorial on Non-Naturalistic theatre styles*
Workshop processes undertaken in non-naturalistic theatre. This includes movement techniques to create a role or character and dramatic action in the performance of presentational, non-realist drama. Introduce key practitioners and ask students to select which practitioner their investigation will focus on. The task also asks students to detail the impact of non-naturalistic theatre on the elements of drama, including focus and spatial awareness. | Task 3:
Extended Investigation on Non-naturalistic theatre due Week 5 | Worksheets on different practitioners |
| 6 | Wrap up Week - Review of student responses in the externally set task. Review key learning of the unit and summarise the key concepts. Student preparation for next semester’s production – looking closely at production roles and non-naturalistic theatre styles on performance. | All | |
| 7 | Review of the impact of representational, realist drama on acting and design. Comparison to Presentational Drama. Highlight that unit 3 will include a scripted performance of *The Exam by Andy Hamilton* to an external audience with a more detailed approach to integrating design roles. Class time dedicated to working on folio for Task 7. | | Drama Unit 4 Outline
*The Exam by Andy Hamilton* |
| 8-9 | Continue work-shopping non-naturalistic theatre styles and their impact on the elements of drama. This is refined through improvisation and rehearsal to understand role through the processes developed by Brecht. Read *The Exam by Andy Hamilton*. Begin to apply presentational theatre understandings to the themes identified in the text and how these could be shown to an audience including exam pressures and handling stress. Perform improvisations in groups with comic asides to the audience. How does this play reflect presentational drama? How can we use presentational drama in the performance? Introduction to *Task 5: Performance to an external audience* to be performed in week 9 of term 3 and *Task 6: The completion of one design or directing role* (assessments run concurrently). Class time dedicated to working on folio for Task 7. | Task 5: Script Interpretation. Performed Term 3 Week 8
Task 6: Individual role, completed Term 3 Week 8 | *The Exam by Andy Hamilton* |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| 1-4 | Use of design principles and visual elements to support a scripted performance for design or directing role. Select a design/directing role and plan a design that supports dramatic meaning and remains flexible for these types of performances. Review of effective group work to build group cohesion and time management skills in drama. Consideration and discussion of safety, access, audience members with special needs and the intended impact of their performances. Consistent Rehearsal; learning lines, developing characterisation, interactions and blocking. Class time dedicated to working on folio for Task 7. | Ongoing Task 5: External performance of *The Exam* by Andy Hamilton Week 8
Ongoing Task 6: Design/Directing Role | *The Complete Stage Planning Kit*, Gill Davies
Individual Design/Directing Booklet |
| 5-8 | Rehearsal completed in class to finalise memorisation of lines, continue to develop character, learn blocking, and further character interactions. Workshops will acknowledge the elements of drama in performance preparation processes for presentational, non-realist drama. Continue documenting and planning design/directing role. Teacher to constantly monitor progress and give individual deadlines for tasks. Review principles of design and visual elements, as relevant to key scenes. Workshops on each of the design roles to consolidate student understanding. Final copies of design role running sheets and production sheets submitted. Final blocking and justification of directing roles submitted. Final class nondress rehearsal. Class time dedicated to working on folio for Task 7 and check by teacher. | Ongoing Task 5: External performance of *The Exam* by Andy Hamilton Week 9
Ongoing Task 6: Design/Directing Role | Individual Design/Directing Booklet |
| 9 | **Final Assessment for Task 5 and 6**
Dress and technical rehearsal in front of selected others. Perform the external performance in front of an audience (invite as many people as possible!) | Task 5 and 6 Final Assessment | |
| 10 | Introduce Task 7: Extended Reflection. Reflect the performance in class, compiling notes. Complete note taking worksheets and reflect on what you did well, what difficulties you overcame, and what you found interesting throughout the performance. Class time dedicated to working on folio for Task 7. | Task 7: Extended Reflection. Due Week 1. | Reflection documents & resources |
| Term 4 | | | |
| 1 | Sit Task 7 under test conditions, this will include detailed discussions of presentational theatre approaches taken in both design and acting. | Task 7: Extended Reflection. | Reflection documents & resources |
| 2 | Review of the key learning in the unit. Student feedback on what has been most effective this year and what could be modified for future delivery of Drama. Reflection processes compounded. Feedback to year 11 students. | | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Responding 40% | **Task 1: Short Story Analysis – Comprehension Questions** | 10% | Term 1, Week 3 |
| | Short answer analysis (timed, in-class assessment) of concepts and conventions | | |
| | present in short story. | | |
| | **Task 2: TV Shows – Comprehension Response** | 15% | Term 1, Week 7 |
| | View and analyse examples of TV programs, before creating answering a series | | |
| | of questions relating to such. | | |
| | **Task 6: Novel Study - Essay Response** | 10% | Term 2, Week 11 |
| | Essay on use of novel conventions. | | |
| | **Task 7: Feature Film - Oral Analysis** | 10% | Term 3, Week 5 |
| | Individually, complete an analysis of concepts within the studied film and | | |
| | discuss such in presentation. | | |
| Creating 45% | **Task 3: Autobiography – Written Extract** | 15% | Term 2, Week 1 |
| | Study conventions of an autobiography and then create an autobiographical | | |
| | extract about a significant life event. | | |
| | **Task 5: Novel Study – Oral Analysis** | 10% | Term 2, Week 6 |
| | In small groups, present an oral analysis of themes, issues or characters | | |
| | within the studied novel. | | |
| | **Task 8: Feature Film – Magazine Interview** | 15% | Term 3, Week 10 |
| | Write a magazine interview focusing on a character of your choice. | | |
| Externally Set | **Task 4: External Timed Response** | 15% | Term 2 Week 2/3 |
| Task 15% | In-class timed response. | | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 1-3 | **Task 1: Short Story Analysis – Comprehension Questions**
Analyse a short story, focusing on how narrative conventions are used for a desired effect or purpose; complete analysis questions individually and in class; under timed conditions, answer a series of analysis questions using the TEEDC paragraph structure and examples/ quotes from the studied short story. | **Short Answer Analysis**
Week 3 | Short Story
Stress Free Standards
Comprehension Questions
Short Answer Questions |
| 4-7 | **Task 2: TV Shows – Comprehension Response**
Go through conventions of varying TV shows, focusing on genres of such and how they appeal to specific audiences; analyse a series of TV programs (*reality, crime and comedy*) and complete ongoing comprehension questions about such (as lead-up and journal work); under timed conditions (one hour/ one period) answer questions relating to the analysis, using the TEEDC paragraph structure (one page of notes permitted, questions sighted beforehand). | **Comprehension**
Week 7 | Examples of crime, reality and sitcom/comedy shows (CSI, HIMYM, Beauty and the Geek, etc.)
Conventions of TV shows (booklet)
Analysis sheets
Comprehension questions
Paragraph planner |
| 8-9 | **Task 3: Autobiography – Written Extract**
Analyse a series of autobiographical extracts, focusing on their conventions and the context, purpose, audience that are present (lead-up/ journal work); using creative writing and expository writing techniques, create an original autobiographical extract, focusing on a significant life event that has occurred – this should be an engaging event that can discussed and explained in detail. | | Examples of Autobiography
Conventions of autobiographical texts
Outline for extract
Access to internet/computers |
**Term 2**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 1 | **Task 3: Autobiography – Written Extract**
As above. | **Written Extract**
Term 2, Week 1 | | |
| 2-3 | **Task 4: Externally Set Task**
Preparation for externally set task; revision of structure and appropriate conventions/ concepts; practice past questions; timed in-class response. | **External Timed Response**
Term 2, Week 2/3 | Past EST
In-class notes
Handouts |
| 4-6 | **Task 5: Novel Study – Oral Analysis**
Cover prediction; revision of narrative conventions in general and those used in novel; complete plot summary of novel; complete comprehension questions, lead-up and journal activities; revision of oral presentation structure and discussion of concepts; in groups, students plan an oral presentation that creatively interprets the studied novel (i.e.: prediction, interview, etc.) | **Oral Presentation (Group)**
Term 2, Week 6 | Novel
Stress Free Standards
Comprehension Questions
Journal Booklet
Speech Planner |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 7-9 | **Task 6: Novel Study – Essay Response**
Cover prediction; discussion of narrative conventions in general and those used in novel; complete plot summary of novel; complete comprehension questions, lead-up and journal activities; discussion of essay writing framework; focus on themes in the novel; plan essay, draft and good copy. | **Essay Response**
Term 2, Week 11 | Novel
Stress Free Standards
Comprehension Questions |
| 10 | **Task 7: Feature Film – Oral Presentation**
Trailer/ poster prediction; revise filmic conventions; view film and complete film conventions viewing table and notes on SAAO; mind map on ideas/concepts; students need to construct an oral presentation that focuses on how an issue, idea or theme is presented within the studied film; appropriate speech structure and specific concepts/conventions should be addressed in the presentation. | **Oral Analysis of Feature Film (Individual)**
Term 3, Week 5 | Film
Stress Free Standards
Handouts
Comprehension Questions |
| | **Term 3** | | |
| 1 - 5| **Task 7: Feature Film – Oral Presentation**
Continued work on the oral presentation task; students should be using this time to work on developing a structure for the presentation and rehearsing what will be said; completion of lead-up and journal activities, as well as drafting and planning processes, should be adhered to. | **Oral Analysis of Feature Film (Individual)**
Term 3, Week 5 | As above |
| 6-10 | **Task 8: Feature Film – Magazine Interview**
After viewing the film and completing the oral presentation task, read sample magazine interviews and complete questions; complete lead-up and journal activities; plan own magazine interview; write draft and good copy. | **Magazine Interview**
Term 3, Week 10 | Comprehension Questions
Example magazine interviews
Structure for interview
Stress Free Standards |
| | **Term 4** | | |
| 1 | **Task 8: Feature Film – Magazine Interview**
Additional time to complete magazine interview task. | | As above |
| 2 | **Catch-up assessments and resubmission of tasks**
At the teacher’s discretion, students should be using the last few weeks of the Term to work on completing outstanding tasks or resubmitting those tasks which they have failed or not completed. | | Past assessments
Stress Free Standards |
| | **END OF SEMESTER 2** | | |
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | **Task 5: Multimodal Task**
Review the plot of the film and then investigate how weddings are celebrated across two different countries. Present your findings in a multimodal report. | 10% | Term 2 Week 5 |
| | **Task 8: Multimodal Formal Report**
Investigate the natural environment, i.e. the forests and national parks are important to society. | 10% | Term 3 Week 5 |
| Response | **Task 1: Reading Comprehension**
Read a short story and complete reading and writing activities including two paragraphs. | 10% | Term 1 Week 3 |
| | **Task 9: Viewing Comprehension**
View a film and complete the interactive questions. | 10% | Term 3 Week 8 |
| Production (Written) | **Task 2: Book Review**
Answer contextual questions about a graphic novel. Then write a review about its suitability for teenagers. | 7.5% | Term 1 Week 6 |
| | **Task 3: Formal Essay: Film Study**
Themes and Values from the film | 10% | Term 1 Week 9 |
| | **Task 7: Formal Letter**
Read the novel and complete a letter to the local council about one of the tourist sites. | 7.5% | Term 3 Week 2 |
| Production (Oral) | **Task 6: Oral Presentation**
What you would do to celebrate coming of age or what is the plan for 2020? | 10% | Term 2 Week 7 |
| | **Task 10: Society Engagement**
Make a speech about the growing dependence on AI and its impact on society. | 10% | Term 4 Week 1 |
| Externally Set Task | **Task 4: Externally Set Task** | 15% | Term 2 Week 2 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Syllabus Content | Teaching Points | Assessment |
|------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------|
| 1 - 3| identifying assumptions and beliefs underlying certain practices, including variations in greetings and displays of respect in different cultures
using active listening strategies and working collaboratively with others
using contextual information, structure and visual elements to predict the content of aural, written, graphic and film texts
selecting and evaluating suitable information sources, skimming for general meaning and scanning for specific information, note-taking, summarising, paraphrasing, using graphic organisers to collect and collate information, synthesising information from two sources
using a range of reference texts, including dictionaries, thesauruses, grammar texts and digital resources to assist language learning and comprehension
using strategies to plan, reflect on and consolidate own learning
identifying how different purposes and contexts influence language choices and meaning
explaining the effects of descriptive language and imagery in texts
describing how language reflects sociocultural constructions of age, gender, race and identity
using appropriate structure and content to communicate ideas and opinions for different purposes and audiences
using paragraphing to organise and communicate main and supporting ideas
using description, characterisation, and direct and indirect speech
using cohesive devices at sentence, paragraph and whole text level
using strategies for planning, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries and thesauruses | The syllabus content will review everyday situations including meeting people for the first time and going on holiday. Students use their prior knowledge to make predictions about the text and research words that are unclear. They plan and draft responses that show their understanding while ascertaining how the context influences characters' reactions. To achieve success learners will investigate the conventions of paragraph writing as these are possibilities for those who still need to achieve their Writing component of OLNA. These are also possibilities for the EST next term. | WRITTEN: RESPONSE
Task 1: Reading Comprehension
Week 3 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------|
| 3 - 6| seeking assistance and asking for clarification in social, work and academic contexts, negotiating meaning and re-establishing communication, using home language or dialect to clarify understanding, seeking feedback
identifying linguistic and structural features of a range of more complex text types, including literary and transactional texts
distinguishing between main ideas and supporting details and between fact and opinion
defining some common SAE cultural references and implied meanings in texts
using strategies to plan, reflect on and consolidate own learning
explaining how language is used to influence or persuade an audience or to express appreciation of an object, a process or a performance
using common language features, including subject-specific vocabulary, synonyms and antonyms, adjectives and adverbs used to create modality, some nominalisation, common collocations and idioms and conjunctions connecting ideas within and across sentences
using cohesive devices at sentence, paragraph and whole text level | The syllabus content will investigate the conventions of the graphic novel and the book review. This is done through the text itself and various book reviews of similar texts. Learners use a range of information collecting skills to distinguish between fact and opinion. Students explore the conventions of the book review through self-samples. These include identifying the key idea for each paragraph. Using that knowledge, they will then write a review of the graphic novel. | PRODUCTION: WRITTEN
Task 2: Book Review
Week 6 |
| 7 - 9| understanding non-verbal cues as related to SAE contexts, including conventions of eye contact, gesture, physical space/distance
understanding and using some common SAE cultural references, idiomatic expressions and colloquialisms, and culturally accepted politeness conventions and protocols in different contexts
distinguishing between main ideas and supporting details and between fact and opinion | The syllabus content focuses on how identity is defined by the family as well as the circumstances. This is more evident when there is cross-cultural interaction. Learners will review the conventions of the essay by completing a SAAO table, themes table as well as a values and attitudes table. They will then write an in-class assessment about the film. | PRODUCTION: WRITTEN
Task 3: In Class Essay
Week 9 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------|
| 1 - 2| using active listening strategies and working collaboratively with others
using contextual information, structure and visual elements to predict the content of aural, written, graphic and film texts
selecting and evaluating suitable information sources, skimming for general meaning and scanning for specific information, note-taking, summarising, paraphrasing, using graphic organisers to collect and collate information, synthesising information from two sources
using a range of reference texts, including dictionaries, thesauruses, grammar texts and digital resources to assist language learning and comprehension
using strategies to plan, reflect on and consolidate own learning
identifying how different purposes and contexts influence language choices and meaning
explaining the effects of descriptive language and imagery in texts
describing how language reflects sociocultural constructions of age, gender, race and identity
using appropriate structure and content to communicate ideas and opinions for different purposes and audiences
using paragraphing to organise and communicate main and supporting ideas
using description, characterisation, and direct and indirect speech
using cohesive devices at sentence, paragraph and whole text level
using strategies for planning, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries and thesauruses | The syllabus content will focus on the ESTs of the last four years and how the texts and questions have changed. Possibilities
**Students will then investigate the unit context: social practices - raising children, storytelling, cultural practices, interpersonal relationships and expressing and showing emotions** as this is the focus of the EST for term 2. Reviewing will occur about the EST course context and learners will reference the previous texts and their own understanding of the context as it relates not only to themselves, but also to Australians. | EXTERNALLY SET TASK
Task 4: EST
Week 2 |
| 3 - 5| using a range of reference texts, including dictionaries, thesauruses, grammar texts and digital resources to assist language learning and comprehension
describing how language reflects sociocultural constructions of age, gender, race and identity
using digital, multimodal and print-based technologies
using strategies for planning, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries and thesauruses | The syllabus content focuses on how identity is defined by the family as well as the circumstances. This is more evident when there is cross cultural interaction. Learners will review the conventions of the multimodal task and then investigate how weddings are celebrated in at least two different cultures. | INVESTIGATION
Task 5: Multimodal Task
Week 5 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------|
| 6 - 7| understanding non-verbal cues as related to SAE contexts, including conventions of eye contact, gesture, physical space/distance
understanding and using some common SAE cultural references, idiomatic expressions and colloquialisms, and culturally accepted politeness conventions and protocols in different contexts
identifying assumptions and beliefs underlying certain practices, including variations in greetings and displays of respect in different cultures
distinguishing between main ideas and supporting details and between fact and opinion
selecting and evaluating suitable information sources, skimming for general meaning and scanning for specific information, note-taking, summarising, paraphrasing, using graphic organisers to collect and collate information, synthesising information from two sources using a range of reference texts, including dictionaries, thesauruses, grammar texts and digital resources to assist language learning and comprehension
using strategies to plan, reflect on and consolidate own learning
describing how language reflects sociocultural constructions of age, gender, race and identity
using common language features, including subject-specific vocabulary, synonyms and antonyms, adjectives and adverbs used to create modality, some nominalisation, common collocations and idioms and conjunctions connecting ideas within and across sentences
using research skills and strategies, including note-taking, note-making, summaries, and graphic organisers to collect and collate relevant information, paraphrasing and synthesising, quoting and referencing appropriately | The syllabus content requires the students practise both their verbal and non-verbal communication skills essential for success. This includes using SAE in communication and linking this to their own culture and coming of age. Research a key component of the task as there is a contrast that has to be shown between cultures. Using the language and how it reflects the socio-cultural constructions. | PRODUCTION: ORAL
Task 6: Oral Assessment
Term 2 Week 7 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|
| | **UNIT 4: SOCIETY AND THE ENVIRONMENT** | | |
| | **WRITTEN TEXT: BLUEBACK** | | |
| Term 2 | initiating, sustaining and concluding interactions, demonstrating skills in turn-taking, changing topics and accepting and rejecting ideas, in a range of familiar and unfamiliar contexts
using intelligible pronunciation, stress, rhythm and intonation at word, phrase and sentence level
organising and presenting spoken information appropriate to audience and purpose, self-correcting when appropriate
describing and classifying the form, medium and subject matter of texts
describing and explaining characters, settings, plots and sub-plots, themes and narrative point(s) of view in texts
interpreting cultural references and implied meanings in texts
using a range of reference texts, including dictionaries to assist interpretation and explanation of ideas
explaining overt and implicit assumptions made in texts, including those in editorial opinions and those in stereotypes used in advertising
analysing how point of view shapes audience response
using language to express judgement of an object, a process, or a performance
using strategies for planning, rehearsing, editing and refining, including monitoring and correcting spelling, grammar and punctuation, and the use of dictionaries and thesauruses | The syllabus context leads to discussion of the text and practising responding to class questions by identifying the form, medium and subject matter. This leads to interpreting the cultural meanings and assumptions made in texts. Analysing how the text impacts the reader’s point of view depending on the gender and age of the reader. Judgment is made on the validity of the actions taken and strategies used in responses. Learners are required to a letter to the local town council about a historic landmark/tourist attraction and its importance. | WRITTEN RESPONSE
Task 7: Formal Letter
Term 3 Week 1 |
| Term 3 | Listening and reading for specific purposes and content
explaining ideas, issues and arguments presented in fiction texts
selecting information sources and synthesising information from these sources
using a range of reference texts, including dictionaries to assist interpretation and explanation of ideas
explaining the effects of shifts in register, style and tone
analysing how point of view shapes audience response
analysing connections between texts
explaining the visual features of texts and interpreting graphic representations of data
using a range of text types and digital, multimodal and print-based technologies
using a range of research sources and methods, including interviews, surveys or questionnaires
using research skills and strategies, including note-taking and note-making, summarising and using graphic organisers to collect, collate and evaluate information, paraphrasing, synthesising and quoting with in-text citation and end-of-text referencing | The syllabus content requires students to research the importance of natural environment. Learners are expected to show their understanding of the text through contextual questions and then focus on a particular forest or national park and its importance to society. | INVESTIGATION
Task 8: Multimodal Report
Term 3 Week 5 |
| Week | Syllabus Content | Teaching Points | Assessment |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------|
| 6 - 8| understanding common cultural references, conceptual metaphors and connotations
listening, reading and viewing for specific purposes and content
describing and explaining characters, settings, plots and sub-plots, themes and point(s) of view in texts
identifying how the selection of text structures and language features can influence an audience
explaining overt and implicit assumptions made in texts, including those in editorial opinions and those in stereotypes used in advertising
using stylistic and grammatical choices for effect and clarity, including complex lexical elements, modality and subject-specific language forms and features
using culturally specific phrases, idioms, collocations and references
using research skills and strategies, including note-taking and note-making, summarising and using graphic organisers to collect, collate and evaluate information, paraphrasing, synthesising and quoting with in-text citation and end-of-text referencing | The syllabus content requires students to research the impact of modern science and information communication.
Students complete an interactive viewing comprehension to show their understanding | RESPONSE
Task 9: Viewing Comprehension
Term 3 Week 8 |
| Term 4 Week 1 | understanding and using non-verbal cues in a range of formal and informal contexts
experimenting with register and tone to create rapport
organising and presenting spoken information appropriate to audience and purpose, self-correcting when appropriate
explaining ideas, issues and arguments presented in non-fiction texts
explaining the visual features of texts and interpreting graphic representations of data
using metalanguage to express personal and critical responses to texts
using a range of research sources and methods, including interviews, surveys or questionnaires | The syllabus content focuses on the learners consolidating their grasp of Artificial Intelligence as they review the contexts for the unit descriptor presentation.
Based on the Unit Descriptor the focus is the growing dependence on AI in the digital age. | PRODUCTION: ORAL
Task 10: Oral Assessment
Term 4 Week 1 |
END OF SEMESTER 2
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | **Task 2: Functional properties of food**
Investigate the functional properties that determine the performance of food, such as caramelisation, crystallisation, emulsification, and relate application to recipes and menu planning. | 15% | Term 1 Week 9 |
| | **Task 5: Dietary planning**
Investigate the nutritional needs of a selected demographic group; use dietary planning strategies, modification and fortification and influences on nutritional wellbeing | 15% | Term 2 Week 10 |
| Production | **Task 8: Heat and eat meals**
Use the technology process to produce a food product that demonstrates wet and dry processing techniques based on a product proposal and evaluation | 15% | Term 3 Week 9 |
| | **Task 6: Meals for health**
Devise food products and processing techniques to demonstrate the nutritional needs of a selected demographic, noting the causes of food spoilage and contamination. | 15% | Term 3 Week 3 |
| | **Task 7: Preserved Food Product**
Implement a variety of processing systems to preserve food; process food using the principles of food preservation. | 10% | Term 3 Week 6 |
| Response | **Task 1: Test – Nutrition for health**
An in-class test on food sources, the role of micronutrients, the effects of under-consumption of nutrients on health and how to overcome the effects of over-consumption of nutrients specifically related to obesity, cardiovascular disease and Type 2 diabetes | 10% | Term 1 Week 3 |
| | **Task 4: Test – Laws and regulatory codes**
An in-class test based on the regulation of food safety in Australia. | 5% | Term 2 Week 6 |
| Externally Set Task | **Task 3: Externally set task**
A task set by the SCSA based on content from Unit 3 | 15% | Term 2 Week 4 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| | **Term 1** | | |
| 1 - 4| **Nutrition** | Task 1 Nutrition for health | Assessment and course outline |
| | • food sources and role of micronutrients for health | | Class notes and handouts |
| | ▪ fat-soluble vitamins: A and D | | |
| | ▪ water-soluble vitamins: B1 (thiamine), B2 (riboflavin), B3 (niacin), C | | |
| | ▪ minerals: calcium, iron and sodium | | |
| 5-6 | **Nutrition** | Devise Food Products Design brief | Class notes and handouts Computer access |
| | • effects of under-consumption of nutrients on health | | |
| | ▪ anaemia, | | |
| | ▪ osteoporosis, | | |
| | ▪ malnutrition, constipation | | |
| | • effects of over-consumption of nutrients on health | | |
| | ▪ Obesity, Cardiovascular disease, Type 2 Diabetes | | |
| 7-8 | **Food products and processing systems** | Devise Food Products Design brief | |
| | • evaluate the food product | | |
| | ▪ product’s compliance with the proposal | | |
| | ▪ product’s sensory properties | | |
| | ▪ selection of processing techniques | | |
| | **Food as a commodity** | | |
| | The economic cost of raw and processed food products | | |
| | • development and use of varieties of food commodities to: | | |
| | ▪ alter sensory and physical properties | | |
| | ▪ alter nutritional content | | |
| | ▪ improve yield | | |
| 9- Term 2 Week 1 | **Food issues** | Task 2 Functional properties of food | Class notes and handouts Computer access |
| | Economic influences on food choices | | Assessment task sheets |
| | ▪ competition in the marketplace | | |
| | ▪ product availability | | |
| | ▪ consumer resources | | |
| | Societal influences on food choices | | |
| | ▪ lifestyle | | |
| | ▪ culture | | |
| | ▪ Religion | | |
| | ▪ Health promotion campaigns | | |
| | ▪ Advertising | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|----------------------------|
| 2 | **Laws and regulatory codes** | | |
| | - Australia New Zealand Food Standards Code for food labelling requirement | | |
| | - food recall information | | |
| | - country of origin | | |
| | - objectives of *Food Act 2008 (WA)* | | |
| 3 | EST Revision week | | Revision |
| 4 | Externally set task | Task 3 | Week 3 |
| 4-6 | **Laws and regulatory codes** | HACCP Infographic | Class notes and handouts, Computer access, Assessment task sheets |
| | Role of Food Standards Australia New Zealand (FSANZ) | | |
| | - nutrition information panel, percentage labelling | | |
| | - name or description of the food | | |
| | - information for allergy sufferers, mandatory warnings and information | | |
| | - ingredient list, date marking | | |
| | - barcode | | |
| | - weights and measures | | |
| | - use and storage information | | |
| | - genetically modified content, legibility | | |
| | - categories of food exempt from food labelling law | | |
| | purpose of the *Occupational Safety and Health Act 1984* | | |
| | - principles of the HACCP system | | |
| | - conduct a hazard analysis | | |
| | - identify critical control points | | |
| | - establish critical limits for each critical control point | | |
| | - establish critical control point monitoring requirements | | |
| | - establish corrective actions | | |
| | - verify procedures | | |
| | - establish record keeping procedures | | |
| | - regulation of food safety in Australia | | |
| | - state authorities | | |
| | - local authorities | | |
| | *Occupational Safety and Health Act 1984* and the rights and responsibilities | | |
| | of employers and employees in food environments | | |
| 6-7 | **Food as a commodity** | | |
| | **The food supply chain** | | |
| | - production | | |
| | - processing | | |
| | - packaging | | |
| | - storage | | |
| | - distribution of food commodities | | |
| | **The concept of value-adding to food** | | |
| | - changes to nutritional content, additional processing of food | | |
| | - presentation and service | | |
| | - packaging | | |
| | **The economic cost of raw and processed food products** | | |
| | - development and use of varieties of food commodities to: | | |
| | - alter sensory and physical properties | | |
| | - alter nutritional content, improve yield | | |
| 8 | **Food issues** | | |
| | factors that influence food choices | | |
| | - location | | |
| | - income | | |
| | - supply and demand | | |
| | - environmental impact | | |
| | - advertising and marketing | | |
| | - sponsorship, tokens and free gifts, and super-sizing techniques used | | |
| | to market food products | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 9-11 | **Nutrition** | Task 5 Dietary Planning | Class notes and handouts, Computer access, Assessment task sheets |
| | - Dietary planning | | |
| | - Healthy Living Pyramid (Nutrition Australia May 2015) | | |
| | - Australian Guide to Healthy Eating | | |
| | - Australian Dietary Guidelines | | |
| | The nutritional needs of demographic groups, such as adolescents and adults | | |
| | Modification and fortification of foods by altering nutrient content | | |
| | Influences on the nutritional wellbeing of individuals | | |
| | - lifestyle | | |
| | - cultural traditions | | |
| | Properties of Food | Task 6 Meals for health | Class notes and handouts, Computer access, Assessment task sheets |
| | - reasons for preserving food | | |
| | - extend shelf life | | |
| | - preserve nutritional value | | |
| | - out of season availability | | |
| | - palatability | | |
| | - causes of food spoilage and contamination | | |
| | - environmental factors, such as oxygen, light, heat, water, infestation | | |
| | - enzymatic activity on food | | |
| | - microbial contamination of food, such as mould, yeast, bacteria | | |
| 5 - 6| **Properties of food** | Task 7 Process and Preservation | Class notes and handouts, Computer access, Assessment task sheets |
| | - Principles of food preservation | | |
| | - control of temperature, such as pasteurisation, ultra-high temperature | | |
| | - treatment, freezing, and canning or bottling | | |
| | - anaerobic breakdown of organic substances or nutrients, such as | | |
| | - fermentation | | |
| | - addition of chemicals, such as salt, sugar, acid, and artificial preservative | | |
| | - removal of moisture through dehydration and evaporation | | |
| | - removal of oxygen through vacuum packing | | |
| 7 - 8| **Food products and processing systems** | | |
| | - Food processing techniques used to control the performance of food | | |
| | - application of heat, application of cold | | |
| | - exposure to air | | |
| | - addition of acid, addition of alkali | | |
| | - manipulation | | |
| | - Food Products and Processing techniques | | |
| | - Investigate wet processing techniques and dry processing techniques | | |
| | suitable food commodities, effect on nutrition, heat transfer, sensory | | |
| | properties, cost of ingredients and energy | | |
| | the technology process to produce a food product that demonstrates a wet | | |
| | processing technique and a dry processing technique based on a product proposal | | |
| 8 - 10| **Food products and processing systems** | Task 8 Heat and Eat Meals | Class notes and handouts, Computer access, Assessment task sheets |
| | - the technology process to produce a preserved food product based on a | | |
| | product proposal | | |
| | - investigate, devise, produce, evaluate | | |
| | - selection of equipment and resources | | |
| | - time requirements | | |
| | - devise food products | | |
| | - interpret and adapt recipes, devise food orders, devise production plans | | |
| | - develop, produce and evaluate prototypes, apply preparation and | | |
| | - processing techniques | | |
| | - cost recipes | | |
**Term 4**
| 1-2 | Industry Knowledge | | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Reading 30% | **Task 2: Timed Response: Short Story: Telling Our Story** | 10% | Term 1 Week 8 |
| | Extended answers (unseen questions, seen text) | | |
| | **Task 7: Novel: Follow the Rabbit-Proof Fence** | 10% | Term 3 Week 6 |
| | Create a timeline of ONE main character from the novel, presented as a poster. | | |
| | **Task 8: Novel: Follow the Rabbit-Proof Fence** | 10% | Term 3 Week 10 |
| | Create a survival guide brochure for Australia based in the characters’ experience in the novel. | | |
| Writing 30% | **Task 1: Report: Music Festival Travel and Budget Report** | 10% | Term 1 Week 5 |
| | Groovin The Moo festival travel plan and budget report | | |
| | **Task 3: Timed response: Infographics** | 10% | Term 1 Week 10 |
| | Extended answers (unseen questions, unseen text). | | |
| | **Task 4: Film Study Deepwater Horizon** | 10% | Term 2 Week 4 |
| | Film summary and character analysis poster. | | |
| Oral Communication 25% | **Task 5: Film Study Deepwater Horizon** | 12.5% | Term 2 Week 6 |
| | Group oral presentation of one impact of Deepwater Horizon oil spill. | | |
| | **Task 9: Podcast** | 12.5% | Term 4 Week 2 |
| | Create a podcast exploring a current social issue in Australia | | |
| Externally Set Task 15% | **Task 6: External Timed Response:** | 15% | Term 2 Week 2-3 |
| | In class timed response | | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 1 - 5| **Report: Groovin the Moo travel and budget report**
Brainstorm what would be required to attend a festival. Research and complete travel plan and budget. Students will study the conventions of a report then plan, draft and complete a good copy of a Groovin The Moo travel and budget report.
*When completing this task, students learn:*
- how texts work, for example, their structures, conventions, techniques
- how texts use the conventions of a particular form, for example, a script versus a prose fiction narrative versus a documentary versus a sitcom
- how texts use language for particular purposes and audiences, for example, to tell the story, to create an image
- how to discuss what has been learned about how texts work, for example, learning some terms, such as introduction, simile, climax, resolution
- how to use language, including appropriate spelling, punctuation and grammar
- how to spell and pronounce words effectively: for example, how to use awareness of phonetic qualities to visualise and pronounce words; how to transform words from singular to plural; and how to memorise irregular spelling patterns and irregular pronunciations
- how and when to use punctuation: in particular, capital letters, lower case letters, commas, semi-colons, colons, full stops, apostrophes, exclamation marks, question marks, quotation marks, single inverted commas, the dash, the hyphen, brackets and ellipses | **Travel and budget report**
Week 5 | Handouts
Online Resources-webpages etc
Task Sheet
Marking Guide
Standards Booklet |
| 6-9 | **Timed Response: Short Story: Telling Our Story**
Short story and report conventions, read short stories, analyse author’s use of perspective on reader. Students will complete a timed assessment responding to a text that has been studied in class.
*When completing this task, students learn:*
- how texts use language for particular purposes and audiences, for example, to tell the story, to create an image
- how texts promote values and attitudes, for example, how people are represented in texts
- how to use language, including appropriate spelling, punctuation and grammar | **Short Story Times response**
Week 8 | Task Sheet
Marking Guide
Extracts from Telling Our Story
Handouts |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|-----------------------------------|
| 1-3 | **Timed Response: Infographics**
Students will be given an unseen infographic and limited time to explore the conventions. Students will complete a timed response with unseen questions based on an infographic.
*When completing this task, students learn:*
- how to use the conventions of a particular form, for example, the sports article
- how to shape or structure a text to make it work, for example, by creating a framework
- why texts use a particular form, for example, how a new article differs from a feature article
- how to shape language for particular purposes and audiences, for example, choosing the right word, developing an effective phrase
- how to learn and use concepts of English grammar, including: how a group of words becomes a sentence; how subject and verb must agree; how to create simple, compound and complex sentences; how a phrase differs from a clause; how clauses can be dependent or independent; how to understand the functions of the parts of speech, including nouns, verbs, adjectives, adverbs, pronouns, articles, prepositions and conjunctions; and how to switch from active voice to passive voice.
| Short Answer Analysis (Timed response)
Week 10 | Task Sheet
Marking Guide
Planning Tool |
|------|-------------------------------------------------|-----------------------------------|
| 4-8 | **Film Study: Deep Water Horizon (Writing Task)**
Watch *Deepwater Horizon*, go through short comprehension questions. Research the real event and people involved. Create a timeline of events. Compare the story of one character to the real event. Present in the form of a poster.
*When completing this task, students learn:*
- how texts work, for example, their structures, conventions, techniques
- how texts use language for particular purposes and audiences, for example, to tell the story, to create an image
- how to promote values and attitudes: for example, challenging the reader’s values versus imposing the writer’s values, such as comparing the attitudes and values promoted by a current affairs segment with those promoted by a news report
- how to discuss what has been learned about how texts work, for example, learning some terms, such as introduction, simile, climax, resolution
- how to shape or structure a text to make it work, for example, by creating a framework
| Film Study Poster
Week 4 | Movie
Handouts
Task Sheet
Marking Guide |
|------|-------------------------------------------------|-----------------------------------|
| 9-11 | **Film Study: Deepwater Horizon (Oral Assessment)**
Identify impacts of the Deepwater Horizon oil spill. Prepare an oral presentation to identify and explain ONE effect of the oil spill.
*When completing this task, students learn:*
- how to shape or structure an oral text for particular purposes and audiences, for example, by using a framework why a particular form is appropriate, for example, a speech instead of a monologue
- how to use the spoken language conventions of a particular form, for example, a panel discussion or debate
- how to use spoken language techniques for particular purposes and audiences, for example, tone, pace, emphasis
- how to listen attentively and purposefully, for example, active listening techniques
- how to promote values and attitudes, for example, the implicit versus the explicit
- how to engage in a variety of speaking and listening scenarios, for example, role plays, listening and reflecting on audio texts
| Film Study (Oral Presentation)
Week 6 | Handouts
Task Sheet
Marking Guide |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 7-8 | **Externally Set Task**
**In class timed response**
*When completing this task, students will learn:*
- how texts use language for particular purposes and audiences, for example, to tell the story, to create an image
- how to use language, including appropriate spelling, punctuation and grammar
- how to shape language for particular purposes and audiences, for example choosing the right word, developing an effective phrase
| EST Week 7-8 | Grammar
Spelling
Punctuation
Paragraphing
Writing
Activities |
| 1-6 | **Novel:** *(Analysis Task)* Follow the Rabbit-Proof Fence
Read the novel *Follow the Rabbit-Proof Fence*, write a chapter summary for each chapter, and answer comprehension questions. Discuss characters and complete SAAO chart. Plan, draft and present a timeline of the story of one main character.
*When completing this task, students learn:*
- how texts promote values and attitudes, for example, how people are represented in texts
- how to use language, including appropriate spelling, punctuation and grammar
- how to spell and pronounce words effectively: for example, how to use awareness of phonetic qualities to visualise and pronounce words; how to transform words from singular to plural; and how to memorise irregular spelling patterns and irregular pronunciations
- how texts promote values and attitudes
- how to shape language for particular purposes and audiences, for example, choosing the right word, developing an effective phrase
- how to shape or structure a text to make it work, for example, by creating a framework
- how texts can be interpreted in different ways, for example, how interpretations differ depending on the gender of the reader or writer
| Timeline and Character Analysis Poster Week 6 | Novel
Handouts
Task Sheet
Marking Guide
Standards Booklet |
| 7-10 | **Novel:** *(Creative Writing)* Follow the Rabbit-Proof Fence
Write a diary entry and a letter from the perspective of 2 different characters from the novel.
*When completing this task, students learn:*
- how to reflect on the strengths and weaknesses of texts created, for example, why some texts are more engaging than others
- how to shape or structure a text to make it work, for example, by creating a framework
- how to shape language for particular purposes and audiences, for example, choosing the right word, developing an effective phrase
- how to brainstorm ideas, for example, by using mindmaps
- how to promote values and attitudes: for example, challenging the reader’s values versus imposing the writer’s values, such as comparing the attitudes and values promoted by a current affairs segment with those promoted by a news report
- how to use language, including appropriate spelling, punctuation and grammar
- how texts can be interpreted in different ways, for example, depending on the culture to which the reader belongs
| Diary Entry and Letter Week 10 | Handouts
Task Sheet
Marking Guide |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-------------------------------------------------|----------------------------|
| 1 -2 | **Podcast**
Students will prepare a podcast exploring and discussing a social issue of their choice.
*When completing this task, students learn*
- how to shape or structure an oral text for particular purposes and audiences, for example, by using a framework why a particular form is appropriate, for example, a speech instead of a monologue
- how to use the spoken language conventions of a particular form, for example, a panel discussion or debate
- how to use spoken language techniques for particular purposes and audiences, for example, tone, pace, emphasis
- how to listen attentively and purposefully, for example, active listening techniques
- how to promote values and attitudes, for example, the implicit versus the explicit
- how to engage in a variety of speaking and listening scenarios, for example, role plays, listening and reflecting on audio texts | Speeches (Oral Presentation)
Week 2 | Planning Tool
Handouts
Task Sheet
Marking Guide |
# ASSESSMENT OUTLINE 2021
## GENERAL GEOGRAPHY
### YEAR 12
#### Semester 1 – UNIT 3 Global Environmental Change
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|------------------|---------------|----------------|
| Geographical Inquiry | 15% | **Task 5** | | |
| | | Part A: Geographical Inquiry on the Impact of Coronavirus | 15% | Term 2 Week 6 |
| Fieldwork/Practical Skills | 20% | **Task 1** | | |
| | | Mapping Skills Test | 5% | Term 1 Week 3 |
| | | **Task 3** | | |
| | | Fieldwork Report Investigating an Atmospheric Hazards | 15% | Term 1 Week 9 |
| Short & Extended Response | 10% | **Task 2** | | |
| | | Short-Response Test: Overview of Natural and Ecological Hazards | 10% | Term 1 Week 6 |
| Externally Set Task | 15% | **Task 4** | | |
| | | Externally Set Task | 15% | Term 2 Week 2/3 |
#### Semester 2 – UNIT 4 Planning Sustainable Places
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|------------------|---------------|----------------|
| Geographical Inquiry | 15% | **Task 9** | | |
| | | Geographic Inquiry on the international integration of music | 15% | Term 3 Week 10 |
| Fieldwork/Practical Skills | 10% | **Task 7** | | |
| | | Advanced Mapping Skills Test | 10% | Term 3 Week 2 |
| Short & Extended Response | 15% | **Task 6** | | |
| | | Multi-choice and short-response: Overview of Global Networks and Interconnections | 5% | Term 2 Week 10 |
| | | **Task 8** | | |
| | | Short and Extended Response Test: Depth Study 1 | 10% | Term 3 Week 6 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| 1 - 2| **Hazards Overview**
- The concept of hazard geography
- Identification and classification of natural and ecological hazards
- Examples of natural and ecological hazards.
**Mapping Skills**
- Identify and interpret topographic maps at different scales
- Interpret marginal information on maps
- Grid coordinates
- Compass directions and bearings
- Scale: convert scale from one format to another | | Hazards Networks and Interconnections
Mapping Resources supplied |
| 3 - 4| **Hazards overview**
- Role of spatial technologies in the study of natural and ecological hazards
- the spatial and temporal distribution, magnitude, duration, frequency, probability and scale of spatial impact of natural and ecological hazards at a global scale.
**Mapping Skills**
- Calculate time, speed, distance and area
- Interpret relief on a map using contours and height information (spot heights)
- Identify and interpret natural and cultural features | Task 1 Mapping Skills Test | Hazards Networks and Interconnections
Mapping Resources supplied |
| 5 - 6| **Hazards overview**
- Concepts of risk and hazard management as applied to natural and ecological hazards
**Introduction to Depth Study 1 – Atmospheric Hazards**
- Nature and causes of an atmospheric hazards (bushfires) and compare to the nature and causes of an ecological hazard (corona virus)
- Nature of the risks to be managed
**Mapping Skills**
- Describe site and situation
- Identify different relief features, vegetation cover and hydrological features
- Construct simple annotated sketch maps
- Describe Site and Situation of places
- Identify, describe and interpret spatial patterns and relationships. | Task 2 Short-Response Test: Overview of Natural and Ecological Hazards and Bushfires. | Hazards Networks and Interconnections
Mapping Resources supplied |
| 7 - 9| **Depth Study 1- Atmospheric Hazard**
- Spatial and temporal distribution of bushfires
- Magnitude, duration, frequency, probability and scale of spatial impact of bushfires
- Comparison of physical and human factors that explain why some places and people are more vulnerable than others for bushfires and corona virus.
- Means by which the activities of people can intensify the impacts of atmospheric hazards
- Environmental, economic and social impacts of atmospheric hazards in a developed country such as Australia, compared with a less developed country such as Indonesia
**Geographical skills**
- Interpret and construct tables and graphs.
- Analyse geographical information and date from a range of primary sources.
- Identify And analyse relationships, spatial patterns and trends and making predictions and inferences. | Task 3 Fieldwork Report Investigating Bushfires | Hazards Networks and Interconnections
Q and A special on bushfires |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 1-2 | Revision and Preparation - EST | Task 4 Externally Set Task | |
| 3-4 | **Introduction to Depth Study 2 - Ecological Hazards**<br>➢ Nature and causes of an Ecological hazard<br>➢ Nature of the risks to be managed<br>➢ Spatial and temporal distribution of an Ecological hazard<br>➢ how an understanding of biophysical and human processes can be used to explain the patterns that are identified.<br>➢ Magnitude, duration, frequency, probability and scale of spatial impact of Ecological hazard<br><br>**Mapping Practice - ongoing** | | Hazards Networks and Interconnections<br>Corona virus 4 corners video |
| 5-6 | **Depth Study 2: Ecological hazards**<br>➢ Physical and human factors that explain why some places and people are more vulnerable than others to Ebola/Malaria<br>➢ Means by which the activities of people can intensify the impacts of an Ecological hazard<br>➢ Environmental, economic and social impacts of Ecological hazards in a developed country such as Australia, compared with Africa<br><br>**Mapping Practice - ongoing** | Task 5 Geographical Inquiry and Validation Test | Hazards Networks and Interconnections |
| | **END OF SEMESTER 1** | | |
| 7-8 | **Depth Study 2: Ecological hazards**<br>➢ the application of the concept of sustainability when considering the outcomes of increased globalisation<br>➢ Process of international integration<br>➢ Advances in transport and telecommunications technologies as a facilitator of international integration<br><br>**Mapping Practice - ongoing** | | Hazards Networks and Interconnections |
| 9-11 | **Overview of international integration**<br>➢ Economic and cultural importance of world cities<br>➢ Concept of global shifts of economic and cultural power<br><br>**Mapping Practice - ongoing** | Task 6 Multi-choice and short response on overview. | Hazards Networks and Interconnections |
| | **Term 3** | | |
| 1-3 | **Depth Study 1: a commodity, good or service (tourism)**<br>➢ Nature of the commodity, good or service and its process of diffusion<br>➢ Changes in the spatial distribution of the production and consumption of the commodity, good or service in Australia and overseas, and the geographical factors responsible<br>➢ Role played by technological advances in transport and/or telecommunications in facilitating these changes<br>➢ Implications of the changes in the nature and spatial distribution of the commodity, good or service for people, places and the biophysical environment<br><br>**Mapping Practice - ongoing** | Task 7 Mapping Test | Hazards Networks and Interconnections |
| 4-6 | **Depth Study 1: a commodity, good or service (tourism)**<br>➢ Likely future changes in the nature and spatial distribution of the commodity, good or service<br>➢ the ways people and places embrace, adapt to, or resist the forces of international economic integration and the spatial, economic, social and geopolitical consequences of these responses | Task 8 Multi-choice and short response on DS1 | Hazards Networks and Interconnections |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|-----------------------------|-------------------------|
| 7-8 | **Depth Study 2: element of culture (music)** | | Hazards Networks and Interconnections |
| | ➢ the process of diffusion of the element of culture and its spatial outcomes | | |
| | ➢ the role played by technological advances in transport and/or telecommunications in the diffusion of the element of culture | | |
| | ➢ the role played by transnational institutions and/or corporations in the dispersion of the element of culture | | |
| | ➢ Role played by media and emerging technologies in the generation and dispersion of the element of culture | | |
| | ➢ Implications of the changes in the nature and spatial distribution of the element of culture | | |
| 9-10 | **Depth Study 2: element of culture (music)** | Task 9 Geographic Inquiry | Hazards Networks and Interconnections |
| | ➢ the ways people embrace, adapt to, or resist the forces of international cultural integration | | |
| | ➢ likely future changes in the nature and spatial distribution of the element of culture | | |
| | ➢ the spatial, economic, social and geopolitical consequences of changes to the element of culture | | |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|-----------------|-----------------------------|-----------|
| 1 -2 | Revision of content | Task 9 Validation Test | |
**END OF SEMESTER 2**
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|------------------|---------------|----------------|
| Inquiry | 20% | Task 5: Community development agency and program profile: | 20% | Term 2 Week 10 |
| Project | 40% | Task 1: Project Story Books | 10% | Term 1 Week 6 |
| | | Task 4: Project Shoe Box | 15% | Term 2 Week 4 |
| | | Task 6: Project MHW Campaign – Chronic Conditions | 15% | Term 3 Week 5 |
| Response | 25% | Task 2: Internally Set Task | 12.5% | Term 1 Week 9 |
| | | Task 7: End Of Year Test | 12.5% | Term 3 Week 10 |
| Externally Set Task | 15% | Task 3: Externally Set Task External written task set by the School Curriculum and Standards Authority and administered by the school. | 15% | Term 2 Week 2 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| | **Term 1** | | |
| 1-10 (Week 9) | **Health Inquiry:**
Planning a health inquiry
• Identification & description of health issue,
• Development of focus questions to research a health issue
Use a range of information to explore a health issue
• identification and use a range of reliable information sources identify and application of criteria for selecting information sources
Interpretation of information
• summary of information
• identification of trends and patterns in data
• development of general conclusions
Presentation of findings in appropriate format to suit audience | | Lockhart Chapter 8 Pages 50-56
Course Reader Page 31
PowerPoint 2 |
| 1 | **Consumer health**
• definition of, and skills required for, health literacy
• accessing, reading and comprehending health information
• engaging in self-care and disease management
• factors influencing use of health products and services
• media
• transport
• cost
• consumer confidence | | Course Reader Page 83
PowerPoint 7.1
Course Reader Page 87
PowerPoint 7.2
Course Reader Page 90
PowerPoint 7.3 |
| 2 | **Attitudinal and environmental influences**
**Beliefs, attitudes and values**
• purpose and elements of the health belief model
• perceived susceptibility
• perceived severity
• perceived barriers
• perceived benefits
• cues to action
• self efficacy | | Course Reader Page 47
PowerPoint 4.1 |
| 3 | **Social and cultural norms**
• influence of the media on social norms and health behaviour | | Course Reader Page 55
PowerPoint 5.1 |
| 4-5 | Task 1: Project Story Books | Task 1: Project Story Books | |
| 6 | Task 1: Project Story Books - Oral presentation | | |
| 7 | **Holistic health**
• impact on personal and community health status of social, environmental, socioeconomic and biomedical determinants of health
• determinants of health
• social
o stress
o early life
o food
o social exclusion
o work
o unemployment
o social support
o addiction
o transport
o culture | | Course Reader Page 8
PowerPoint 1.1
Four Corners Documentary |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 8 | determinants of health
socioeconomic
education
employment
income
family, neighbourhood
housing
access to services | Task 1: Visit East Kalgoorlie to read story books during double | Course Reader Page 18 PowerPoint 1.4 |
| 9 | Task 2: IST Internally set response task | Task 2: Internally Set Task | |
| Term 2 | EST Revision Week | | |
| 2 | EST | Task 3: Externally Set Task | |
| 3-4 | Task 4: Project - Shoe Box | Task 4: Project - Shoe Box | |
| 5 | determinants of health
environmental
features of the natural and built environment
geographical location
biomedical
birth weight
body weight | | Course Reader Page 16 PowerPoint 1.3
Course Reader Page 15 PowerPoint 1.2
Film: Erin Brokovich |
| 6 | Principles, frameworks, models and theories
steps in the stages of change model
pre-contemplation
contemplation
preparation
action
maintenance
relapse
Actions and strategies
definition and importance of extrinsic and intrinsic motivation for behaviour change | | Course Reader Page 66 PowerPoint 6.4
Course Reader Page 71 PowerPoint 6.5 |
| 7 | Principles, frameworks, models and theories
definition of health promotion
purpose and elements of the Ottawa Charter for health promotion
Actions and strategies
action areas of the Ottawa Charter
building healthy public policy
developing personal skills
creating supportive environments
strengthening community action
reorienting health services | | Course Reader Page 62 PowerPoint 6.1
Course Reader Page 64 PowerPoint 6.2 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 8 | **Principles, frameworks, models and theories** | | |
| | - definition and purpose of community development | | |
| | - community development principles | | |
| | - sustainability | | |
| | - diversity | | |
| | - social justice | | |
| | - human rights | | |
| | - addressing disadvantage | | |
| | - valuing local culture, knowledge, skills and resources | | |
| | - relationship between participation and empowerment in community development| | |
| | **Collecting food for Foodbank visit** | | |
| | **Documentary The Final Quarter: Adam Goodes** | | |
| | **Course Reader Page 72 PowerPoint 6.6** | | |
| | **Course Reader Page 77 PowerPoint 6.7** | | |
| 9-10 | **Task 5: Inquiry: Community development agency and program profile** | **Task 5 Inquiry: Community development agency and program profile** | **Course Reader Page 31 PowerPoint 2.1** |
| 11 | **Country Week** | | |
### Term 3
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1-2 | **Holistic health** | | |
| | - definition of chronic conditions: | | |
| | - have complex and multiple causes | | |
| | - may affect individuals either alone or as comorbidities | | |
| | - usually have a gradual onset, although they can have sudden onset and acute stages | | |
| | - occur across the life cycle, although they become more prevalent with older age | | |
| | - can compromise quality of life and create limitations and disability | | |
| | - are long-term and persistent, and often lead to a gradual deterioration of health and loss of independence | | |
| | - while not usually immediately life threatening, are the most common and leading cause of premature mortality | | |
| | **Population Health BEGA Health visit** | | |
| | **Course Reader Page 25 PowerPoint 1.2** | | |
| 3-5 | **Task 6: Health Promotion Project: NHPA** | **Task 6: Health Promotion Project: NHPA** | |
| 6 | **Beliefs, attitudes and values** | | |
| | - social marketing | | |
| | - definition | | |
| | - product, price, place, promotion | | |
| | - examples of social marketing campaigns | | |
| | **Course Reader Page 51 PowerPoint 4.2** | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| 7 | **Actions and strategies**
- measures of health status
- mortality
- life expectancy
- preventive strategies to maintain, avoid and manage risk for personal and community health
- screening
- immunisation
- health education
- primary, secondary and tertiary prevention
**Consumer health**
- ethical issues arising from contemporary health practices
- organ donation
- in-vitro fertilisation
- stem-cell therapy
- genetically modified foods | | Course Reader
Page 41
PowerPoint 3.1
Course Reader
Page 42
PowerPoint 3.2
Course Reader
Page 44
PowerPoint 3.3
Course Reader
Page 97
PowerPoint 7.4
Population Health
Film: My Sisters Keeper |
| 8 | **Skills and processes**
**Self-management skills**
- coping skills and strategies
- stress management
- accessing support
- time management
**Interpersonal skills**
- skills required for working effectively with individuals and groups
- negotiation
- conflict resolution
- characteristics of introvert and extrovert personality styles | | Course Reader
Page 105
PowerPoint 8.1
Course Reader
Page 108
PowerPoint 8.2
Course Reader
Page 111
PowerPoint 8.3
Body Balance / Yoga |
| 9 | **Self-management skills**
- definition of and competencies for emotional intelligence
- self-awareness
- self-regulation
- self-motivation
- social awareness
- social skills
**Interpersonal skills**
- characteristics and appropriate use of autocratic, democratic and laissez-faire leadership styles | | Course Reader
Page 113
PowerPoint 8.4
Film: The Internship
Course Reader
Page 116
PowerPoint 8.5 |
| 10 | Mental Health Week | | |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| 1 | Task 7: End Of Year Test | Task 7: End Of Year Test | |
| 2 | Catch up on any missed assessments | | |
**END OF SEMESTER 1**
# ASSESSMENT OUTLINE 2021
## GENERAL HUMAN BIOLOGY
### YEAR 12
#### Semester 1 – UNIT 3: Coordination
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|------------------|---------------|----------------|
| Science Inquiry | 15% | **Task 3: Muscular system practical**
Conduction and analysis on practical on muscles | 15% | Term 1, Week 9 |
| Extended Response | 10% | **Task 1: Endocrine System Disorders**
Research endocrine system disorder & validation test based on research | 10% | Term 1, Week 4 |
| Test | 15% | **Task 2: Skeletal System**
Traditional test on the Skeletal System | 7.5% | Term 1, Week 7 |
| | | **Task 5: Nervous system**
Traditional test on the nervous system | 7.5% | Term 2, Week 7 |
| Externally Set Task | 15% | **Task 4: Externally set task**
Externally set task on skeletal and muscular system | 15% | Term 2, Week 3/4 |
#### Semester 2 – UNIT 4: Infectious Disease
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|------------------|---------------|----------------|
| Science Inquiry | 15% | **Task 7: Micro-organism Investigation**
Design, conduct and analyse an investigation on micro-organism growth and prevention | 15% | Term 3, Week 3 |
| Extended Response | 10% | **Task 9: Global Responses to Disease**
Research and validation about local, regional and global responses to disease | 10% | Term 3, Week 10 |
| Test | 20% | **Task 6: Disease and Pathogens**
Traditional test on diseases and pathogens | 10% | Term 2, Week 11 |
| | | **Task 8: Vaccines and Immunology**
Traditional test on vaccines and immunology | 10% | Term 3, Week 7 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------|
| 1 | **Science Inquiry Skills:**
- identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes
- design investigations including: procedure, materials and type and amount of data
- conduct risk assessments, consider research ethics
- conduct investigations including: dissections, investigating reaction time, hearing and eyesight tests, safely, competently and methodically, for the collection of valid and reliable data
- represent data using mean and median, range and probability
- organise and analyse data to identify trends, patterns and relationships
- discuss the ways in which measurement error, instrumental accuracy, the nature of the procedure and the sample size may influence uncertainty and limitations in data
- select, synthesise and use evidence to make and justify conclusions
- interpret a range of scientific and media texts, evaluate models, processes, claims and conclusions and use reasoning to construct scientific arguments
- select, use and/or construct appropriate representations, to communicate conceptual understanding, solve problems and make predictions
- communicate to specific audiences, for specific purposes, using appropriate language, nomenclature, genres and modes, including scientific reports | | |
| 2-4 | **Endocrine System:**
- many processes within the body are coordinated by hormones, which are secreted by glands and are transported to their target organs in the blood
- hormone action can be via negative feedback to maintain internal conditions within tolerance limits; stimulus receptor, modulator, effector, response and feedback, are components of a feedback loop
- the endocrine glands of the body include hypothalamus, pituitary, adrenal gland, pancreas, thyroid, pineal and parathyroid glands, testes, ovaries and placenta
- thyroxine, cortisol, growth hormone and, to a lesser extent, adrenaline, all play a role in the regulation of metabolism
- hormone replacement therapies can be used for the treatment of endocrine disorders to help improve the quality of life of affected individuals | **Extended Response:** Endocrine system disorders (Wk 4) | |
| 5-7 | **Skeletal System:**
- the support and movement of the body is facilitated by the structure and function of the bones and joints in the skeletal system
- the location and structure of joints in the skeleton allow for a range of movement
- the structure and development of long bones provide for strength, growth and repair
- skeletal damage caused by many sporting injuries are due to movements beyond the capabilities of the bones and joints, and treatment can be by basic first aid and medication, or radical surgery | **Skeletal system Test (Wk 7)** | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-----------------------------------|-----------|
| 8-9 | **Muscular System:**
• locomotion and balance is facilitated by the structure and actions of the skeletal muscles
• skeletal muscles work in groups around joints to bring about the desired action, while maintaining stability of the joint and providing strength to the action
• the structure of muscles allow for small movements at cellular level to combine to produce large, strong movements used in walking, balance and arm movements | Muscular system practical (Wk 9) | |
| | **Term 2** | | |
| 1-3 | **EST:**
Revision and Assessment | Externally Set Task | |
| 4-7 | **Nervous System:**
• the nervous system enables us to respond to external changes. Information from receptors passes along nerves to the brain where the brain coordinates the response
• the structures of the brain facilitate coordination of responses, including the central nervous system (brain, cerebellum, cerebrum, brainstem and spinal cord) and the peripheral nervous system
• the central nervous system is protected by bone, meninges and cerebrospinal fluid
• receptors detect stimuli which include light, sound, changes in position, chemicals, touch, pressure, pain and temperature
• the structure of the eye, ear and receptors in the skin allow the body to react to changes in the external environment
• reflex actions are automatic and rapid, which involve sensory neurons, interneurons and motor neurons
• the nervous system and the musculoskeletal system interact to provide coordinated actions of the body for walking and balance
• dysfunctions of the nervous and/or the muscular systems can be debilitating to affected individuals, and ongoing research needs to occur to discover causes and/or improved treatment
• increased understanding of the central nervous system and muscle coordination have led to innovations in the treatment of injuries | Nervous System Test (wk 7) | |
| | **END OF SEMESTER 1** | | |
| | **UNIT 4: Infectious Disease** | | |
| 8-11 | **Disease**
• infectious disease is caused by invasion of a pathogen, and can be transmitted from one host to another
• pathogens include bacteria, viruses, fungi, parasites, and are the causes of common diseases, including Ross River disease, influenza, food poisoning, tinea and malaria
• the development of the microscope was important in linking specific pathogens to specific diseases
• the transmission and spread of infectious disease is facilitated by local, regional and global movement of individuals
• pathogens have adaptations that facilitate their entry into the body and transmission between hosts; transmission occurs by various mechanisms, including through:
o direct and indirect contact
o contaminated food and water
o disease-specific vectors, including airborne transmission | Disease and Pathogens Test (Wk 11) | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------|
| 1-2 | preventing the transmission of disease includes strategies of quarantine, immunisation and disruption of pathogen life cycle
microscope development allowed for the appropriate treatment or preventative measures to be used, including antiseptics, antibiotics, quarantine measures and improved hygiene for water and food, which have reduced the impacts of myths and misconceptions around disease and its transmission
hygiene practices by individuals in work places, especially in places of food preparation and in hospitals, affect the transmission of disease | | |
| 3-5 | **Vaccines and Immunology**
inherent responses in humans target pathogens, including through the inflammatory response, which involves the actions and components of the circulatory system
responses to specific antigens include the production of antibodies and memory cells for short-term and long-term immunity (details of T and B cells are not required)
modern medicines which assist in reducing the rate of infection, or the severity of the infection, include antiseptics, antivirals and antibiotics
use and misuse of medicinal treatments against pathogens can cause the development of multi-resistant bacteria that increase risks associated with the infection | Micro-organism Investigation (Wk 3) | |
| 6-7 | immunity to specific diseases is acquired as a result of natural exposure to the pathogen, or through the use of vaccines to produce memory cells
the introduction of foreign bacteria and viruses to isolated communities may have a more severe affect than in the outside world
the 'hygiene hypothesis' proposes that the increase in allergy disorders in modern society, is a consequence of decreased exposure to infection in early childhood | Vaccine and Immunology Test (wk 7) | |
| 8-10 | **Community and Global Health**
standards of hygiene, including sanitation of water, waste treatment and the presence of pathogens and disease vectors, varies between global communities; travel warnings provide information to help reduce risk of infection
international collaboration is often required when responding to global issues of disease transmission, such as severe acute respiratory syndrome (SARS) and bird flu, and reducing the impact of foreign disease on isolated populations
population density and movement patterns influence the transmission of disease | Extended Response: Global Responses to Disease (Wk 10) | |
| 1-2 | **Community and Global Health**
social behaviour is an important factor in the transmission, spread and persistence of sexually transmitted infections | | |
**END OF SEMESTER 2**
# ASSESSMENT OUTLINE 2021
## GENERAL INTEGRATED SCIENCE
### YEAR 12
**Semester 1 – UNIT 3: Humans and Ecosystems**
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|------------------|---------------|----------------|
| Science Inquiry | 20% | **Task 1: Practical** – construct questions for investigation; propose hypotheses; and predict possible outcomes | 5% | Term 1 week 3 |
| | | **Task 6: Investigation** Plan, conduct and analysis of an investigation on ecosystems | 15% | Term 2 Week 6 |
| Extended Response | 15% | **Task 4- Extended Response: Human Interference wk 9-Term 2 - week 1. Research, analyse and communicate appropriately to specific audience** | 15% | Term 2 Week 1 |
| Test | 10% | **Task 2-Test 1: Abiotic and Biotic factors** | 5% | Term 1 Week 5 |
| | | **Task 3- Test 2: Feeding relationships, carrying capacity & biodiversity** Traditional test on feeding relationships, carrying capacity, biodiversity and science inquiry skills | 5% | Term 1 Week 8 |
| Externally Set Task | 15% | **Task 5: Externally Set Task** | 15% | Term 2 Week 3/4 |
**Semester 2 – UNIT 4: Theme Parks**
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|------------------|---------------|----------------|
| Science Inquiry | 20% | **Task 7 : Science Inquiry** – separation techniques | 5% | Term 2 Week 8 |
| | | **Task 9 : Fermentation Investigation** – brewing ginger beer | 5% | Term 3 Week 1-3 |
| | | **Task 11: Investigation:** Theme park design | 10% | Term 4 week 1 |
| Extended Response | 15% | **Task 8 : Cook Book Extended response** | 15% | Term 2 Week 10-11 |
| Test | 5% | **Task 10 : Test** - Energy, motion and forces | 5% | Term 3 Week 9 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|-----------|
| 1 | - identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes
- represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; qualitatively describe sources of measurement error and use evidence to make and justify conclusions
- plan, select and use appropriate investigation methods, including pre-testing, to collect reliable data; assess risk and address ethical issues associated with these methods
- use appropriate scientific representations, including diagrams of structures and processes, to communicate conceptual understanding, solve problems and make predictions
- communicate scientific ideas and information for a particular purpose, using appropriate scientific language, conventions and representations
- the use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences
- there is interaction between organisms, biological communities and the abiotic environment in which they live
- differences in geographical and physical conditions result in a wide variety of ecosystems | | |
| 2-3 | - abiotic factors, including temperature, pH, salinity, light, water and atmospheric gases, impact on the survival of organisms within the environment
- food chains and food webs show the feeding relationships between organisms within a community
- changes to abiotic and biotic factors, including climatic events, impact on the carrying capacity of ecosystems
- changes in ecosystems affect the survival of organisms within the ecosystem; individual variation assists survival, which over time results in changes in characteristics of the species
- biodiversity changes naturally over time, and varies due to differences in location
- the biotic components of an ecosystem transfer and transform energy, originating primarily from the sun, into biomass
- Researching what type of fish will survive in our aquaponics set-up in Kalgoorlie.
- Discussion about variation and natural selection (Trout grow fast but need cold water, perch grow slower but need warmer water. Nutrient requirements of different species).
- conduct investigations safely, competently and methodically for the collection of valid and reliable data
- plan, select and use appropriate investigation methods, including pre-testing, to collect reliable data; assess risk and address ethical issues associated with these methods | Task 1: Practical – Abiotic Factors | |
| 4-5 | - biotic components interact with abiotic components to facilitate biogeochemical cycling – water cycle, carbon cycle, nitrogen cycle, how cycling used in the aquaponics vs cycling used in conventional gardening
- Use diagrams of processes to communicate understanding of how cycling works and predict beneficial and/or harmful and/or unintended consequences to factors that affect biogeochemical cycling. | Task 2-Test 1: Abiotic and Biotic factors – test week 5 | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|-----------|
| 6 | • producers, consumers and decomposers have a role in the transfer of energy in an ecosystem – identifying species roles in different ecosystems
• food chains and food webs show the feeding relationships between organisms within a community - use appropriate scientific representations, including diagrams of structures and processes, to communicate conceptual understanding, solve problems and make predictions about factors that affect food webs (abiotic and biotic)
• the amount of energy transferred between trophic levels in food chains and food webs diminishes as the trophic level increases | | |
| 7 | • modes of interactions between species in ecosystems include competition, predation and symbiosis (mutualism, commensalism and parasitism)
• species interactions affect population densities and are important in determining community structure and composition – numbers of fish, types of plants on availability of nutrients, changes that will occur
• Predicting what would happen if we added different organisms to our ecosystem (e.g. crocodiles, barramundi, algae). | | |
| 8 - 9| • What is carrying capacity, how changes in abiotic & biotic factors, including climatic events effect carrying capacity – link to fish growth = increased nutrients for plants, lack of nutrients in water for bigger fish
• What is biodiversity - biodiversity changes naturally over time, and varies due to differences in location
• human interference is threatening biodiversity through deterioration of ecosystems and diminishing habitat areas – investigate human interferences, look at influences of social, economic, cultural and ethical considerations.
• communicate scientific ideas and information for a particular purpose, using appropriate scientific language, conventions and representations | Task 3- Test 2: Feeding relationships, carrying capacity & biodiversity
Traditional test on feeding relationships, carrying capacity, biodiversity and science inquiry skills. Week 8
Task 4- Extended Response: Human Interference wk 9-Term 2 week 1 | |
| Term 2 | | | |
| 1 - 2| Species Continuity and Change
• Changes in ecosystems affect the survival of organisms within the ecosystem.
• Variation in the form of suitable characteristics assists survival of individuals
• Environmental changes may lead to selection of advantageous biological characteristics within a species, which over time can result in changes in the characteristics of a species
• Ecosystems change over time and locations – look at how Kalgoorlie landscape has changed over time (revise Great Western Woodlands for Year 11, look at Pangea, Angara and Gondwana, and modern day continents.) | | |
| 3-4 | EST
• EST preparation and practice EST questions | Task 5: Externally Set Task (15%) | practice ESTs, Revision booklet |
| 4-5 | | | |
| 6-7 | Investigating Local Food & Water Sources
• Case Study – Buttah Windee (NW Aboriginal community that have solar hydro panels that make fresh water for drinking and barramundi farming).
• Case Study- Wongatha People | Task 6: Ecosystem Investigation | |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------|
| 8 | **Physical and Chemical Properties:** | | |
| | - Physical and chemical properties of substances | | |
| | - The physical and chemical properties of materials determine what they are used for | | |
| | - Investigating physical and chemical properties of food and measuring energy content (theme park food) | | |
| 9-10 | - Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques | Task 7: Science Inquiry : Separation techniques practical | |
| | - Investigate a range of mixtures and the techniques sued to separate them | | |
| 11-1 | **Chemical Reactions:** | Task 8 : Cook Book Extended response | |
| | - Rearrangement of reactants components occurs during chemical reactions to form new substances | | |
| | - How to tell if a chemical reaction has occurred | | |
| | - Law of Conservation of Mass and the popcorn demonstration | | |
| | - Reactants and products, and simple word equations | | |
| | - Activation energy, endothermic/exothermic reactions | | |
| | - How to conduct investigations safely for the collection of valid and reliable data | | |
| | - How to analyse data to identify trends and relationships | | |
| | - The use of scientific knowledge is influenced by social, economic, cultural and ethical considerations | | |
| | - The use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences | | |
| 2-4 | **Chemical reactions in food:** | Task 9 : Fermentation Investigation – brewing ginger beer? | |
| | - Chemical reactions need activation energy to begin; enzymes to tenderise meat (pineapple and steak lab) | | |
| | - Fermentation reactions | | |
| | - Different types of reactions are used to produce a variety of products | | |
| | - How to communicate scientific ideas and information using scientific language, conventions and representations | | |
| | - How to interpret a range of scientific and media texts and evaluate conclusions by considering the quality of evidence | | |
| 5-6 | - Combustion reactions and Acid Reactions | | |
| | - Combustion reactions in the body and kitchen | | |
| | - Acids and Bases have different properties | | |
| | - Indicators can be used to determine pH | | |
| | - Writing word equations for, and predicting products of acid carbonate reactions and acid base reactions | | |
| | - Examples of acid reactions in the kitchen (making sherbet lab, antacids, honeycomb) | | |
| 7 | **Motion and Forces** | | |
| | - Motion of an object is directional | | |
| | - Motion is a vector quantity that can be determined mathematically | | |
| | - The laws of motion can assist in predicting the motion of objects | | |
| 8 | **Motion and Forces** | | |
| | Multiple forces can act on an object by direct contact, from a distance or when the object is in motion | | |
| 9 - 10 | **Energy** | Task 10 : Energy, motion and forces | |
| | - Kinetic, potential and heat energy can cause change within systems that can be measured | | |
| | - Energy in any system remains constant; it cannot be created or destroyed, just transformed | | |
| 1-2 | Completion of Theme park design investigation | Task 11: Investigation: Theme park design | |
**END OF SEMESTER 2**
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Design | 25% | **Task 1 Part A: Design Brief- Portfolio**
Investigate Materials:
i. Nature and Properties of Metals
ii. Materials in Context
| 7.5% | Term 1 Week 7 |
| | | **Task 1 Part B: Design Brief -Portfolio**
Devise a solution; through concept drawings, working drawings, patterns or templates.
| 5% | Term 1 Week 8 |
| | | **Task 4 Part A: Design Brief Project Two**
Review the Fundamentals of Design incorporating them in to the Design Process.
Investigate Materials:
i. Nature and Properties of Metals
ii. Materials in Context
| 7.5% | Term 3 Week 1 |
| | | **Task 4 Part B: Design Brief Project One**
Devise a solution; through concept drawings, working drawings, patterns or templates.
| 5% | Term 3 Week 2 |
| Production | 50% | **Task 2 Part A: Pre-production Skills**
Develop production skills; apply safety and practice task/s to develop practical hand and machine skills.
| 5% | Term 1 Week 9 |
| | | **Task 2 Part B: Production of Project One**
Manufacture of proposed product.
| 20% | Term 2 Week 5 |
| | | **Task 5: Production of Project Two**
Manufacture of proposed product.
| 25% | Term 3 Week 10 |
| Response | 10% | **Task 3: Evaluation of Completed Project One**
● Production Journal and Evaluation
| 5% | Term 2 Week 6 |
| | | **Task 6: Evaluation of Completed Project Two**
● Production Journal and Evaluation
| 5% | Term 3 Week 10 |
| Externally Set Task | 15% | **Task: Externally Set Task**
A task of one hour duration set by the Authority, based on the content from Unit 3 and administered by the school.
| 15% | Term 2 Week 3/4 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|-----------------------------|------------------------------------------------|
| 1 & 2| Overview of unit and assessment requirements
Introduction to design process
**Design fundamentals and skills**
- investigate
- designs in practice - sources of design inspiration
- needs, values and beliefs of the designer/developer
- performance criteria for products
- application of design fundamentals and factors affecting design
**Task 1 Part A: Design Brief Project 1 Part A** | Begin Task 1A Due week 7 | Handouts, stationery, PC, Projector, Internet. |
| 3 | Materials - Nature and properties of materials
- investigate metals - metal structure – aesthetics/physical properties
- metal alloy types and clarifications
- id. of the different common cross sections and sizes of metals | | Handouts, stationery, PC, Internet. |
| 4 | **Design fundamentals and skills**
- devise
- using communication and documentation techniques
- understanding the elements and principles of design
- rapid concept development techniques to generate design ideas
**Design Brief Project 1 Part A** | | PC, Projector, stationery, Internet. |
| 5 & 6| **Design fundamentals and skills**
- final design concept using design brief and performance criteria
- review of best idea using design brief and performance criteria
- design solution - production plans
**Use of technology - Skills and techniques**
- ICT, portfolio development and communication skills
- context appropriate drawing and relevant technical information to produce the final product
**Design Brief Project 1 Part B** | Begin Task 1B Due week 8 | Handouts, PC, Projector, stationery, Internet, ProDesktop |
| 7 | **Skills and techniques**
- select/calculate quantities of materials required to complete project
- with supervision, operate machinery & tools appropriate to context
**Task 2A – Skills Project** | Begin Task 2A Due week 9 Task 1A due | Workshop, steel, PC consumables Handouts, stationery |
| 8 | **Materials in context**
- the uses and classifications of the major metal types for; furniture products, building and construction materials, consumer products
- the environmental impact of metals production
**Task 2A – Skills Project** | Task 1B due | Workshop, steel, consumables Handouts, PC, stationery |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-------------------------------------------------|----------------------------------|
| 9 | **Production management**
- production planning
- maintain a production plan
- maintain time management while using tools, equipment and machinery to complete production
- record changes to materials lists or costing
- record regular journal/diary entries
**Use of technology - Safety**
- correct use of personal protective equipment (PPE)
- occupational safety and health (OSH) practices appropriate to tasks being undertaken in workshops
- apply risk management strategies in the workshop/studio
- assess the condition of tools and machinery
**Skills and techniques**
- select and apply accurate marking out tools and techniques for measuring and marking out in sheet metal, bar and tube projects
- select and safely apply technical skills using tools and machinery
- name and operate a powered cutting machine or cutting device
- name and operate machines for folding and shaping metals
- apply correct methods of gas and electric metal welding
**Production of Project One – Task 2B** | Task 2A due
Begin Task 2B | Workshop, steel, consumables, camera |
| Term 2 | | | |
| 1 & 2 | **Use of technology - Skills and techniques**
- apply methods of drilling different metals
- select and apply appropriate methods of fixing metals together through permanent and non-permanent joining
- apply finish using brush or spray gun - correct clean up procedure
**Production of Project One– Task 2B** | Task 2B Due
Week 5 | Workshop, steel, consumables, camera, stationary |
| 2 | **Externally Set Task Revision**
- Revision of unit 3 content | | revision material |
| 3-4 | **Skills and techniques**
- apply correct methods of gas and electric metal welding
- apply finish using brush or spray gun - correct clean up procedure
**Externally Set Task Revision**
- Revision of unit 3 content
**Production of Project One– Task 2B** | Externally
Set Task
week 3/4 | Workshop, consumables, camera, stationary |
| 5-6 | **Design fundamentals and skills**
- evaluate
- final product against design brief/values and beliefs of the user
**Evaluation—Task 3** | Task 2B
Due Week 5
Task 3
Due Week 6 | Journal, stationary, camera |
| END OF SEMESTER 1 | | | |
| 7 & 8 | **Design - Design fundamentals and skills**
- investigate
- needs, values and beliefs of the designer/developer
- needs, values and beliefs of the client/target audience/market
- performance criteria related to needs, values and beliefs of user
- application of design fundamentals and factors affecting design
**Design Brief Project 2- Task 4A** | Begin Task 4A
Due week 1
Term 3 | Handouts, PC, examples, stationary, drawing equipment |
| 9-11 | **Materials - Nature and properties of materials**
- the properties of materials - the properties of steel
- relationship between properties and end uses of metals
- id of thread types, taps and dies - applications of metal finishes
**Materials in context**
- examples of re-cycling methods for different metal materials
**Design Brief Project 2- Task 4A** | | Handouts, PC, examples, stationary, Internet |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------------|----------------------------------|
| 1 | devise
communication and documentation techniques
applying elements and principles of design in context
rapid concept development techniques, images and annotation
design development and production plan
**Design Brief Project 2 - Task 4B** | Task 4A Due | Handouts, PC, stationary, Internet |
| 2 | **Use of technology - Skills and techniques**
ICT, portfolio development and communication skills
develop context appropriate drawings and relevant technical information to produce the final product
select appropriate materials and calculate the correct amount required to order and purchase materials to complete the project
**Design Brief Project 2 - Task 4B** | Task 4B Due | Handouts, PC, stationary, Internet |
| 3-4 | operate machinery and tools appropriate to context
identify, remove and report blunt, dull or damaged tools/machinery
**Production of Project Two- Task 5** | Begin Task 5 Due week 10 Term 3 | Handouts, PC, stationary, Internet |
| 5-6 | **Safety**
correct use of personal protective equipment (PPE)
conduct risk assessment for using specific tools/machinery
demonstrate occupational safety and health (OSH) practices
apply risk management strategies in the workshop/studio
recognise need and purpose of materials safety data (MSD) | | Handouts, PC, stationary, Internet MSD sheets |
| 7-8 | **Skills and techniques**
select and apply appropriate and accurate marking out in sheet metal, bar and tube projects
ensure safety guards/devices fitted correctly before machine use
select and apply technical skills using a range of tools and machinery | | |
| 9-10 | prepare metal surfaces for finishing - apply a metal finish
**Design fundamentals and skills**
evaluate
**Evaluation –Task 6** | Task 5 Due
Task 6 Due | Journal, camera, stationary |
| 1-2 | **Skills and techniques**
handle and store RHS tube, bar and sheet metal correctly | | Workshop, steel, consumables |
**END OF SEMESTER 2**
| Assessment Type | SCaSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Design | 25% | **Task 2: Practical item #1**
Use the technology process to design a practical item which requires the development of additional skills | 5% | Term 1 Week 8 |
| | | **Task 4: Fibre research**
Collect information and present a report on the nature and properties of textiles materials specific to the item selected for Tasks 2 and 3 | 10% | Term 2 Week 6 |
| | | **Task 6: Practical item #2**
Design and planning for the production of a practical item to be determined by the student using some, or all, recycled materials. | 10% | Term 2 Week 10 |
| Production | 50% | **Task 1: Construction Skills Portfolio**
A record of construction skill development activities before production | 10% | Term 1 Week 5 |
| | | **Task 3: Production – Practical item #1**
Production of a practical item | 10% | Term 2 Week 5 |
| | | **Task 7: Construction Skills Portfolio**
A record of construction skills used in the production of a variety of textiles products | 10% | Term 3 Week 4 |
| | | **Task 8: Production – Practical item #2**
Design and planning for the production of a practical item to be determined by the student using some, or all, recycled materials. | 20% | Term 2 Week 9 |
| Response | 10% | **Task 5: Evaluation**
Evaluation of design process used to complete practical item #2 | 5% | Term 2 Week 7 |
| | | **Task 9: Self-evaluation of skills**
Determine the career paths where knowledge of the design process, understanding of materials and sewing skills are needed and determine the skills required; evaluate personal skills in relation to those needed | 5% | Term 3 Week 10 |
| Externally Set Task | 15% | **Externally set task**
A written task of one hour duration developed by the School Curriculum and Standards Authority based on the content from Unit 3; design fundamentals and design skills, technology skills and techniques, the nature and properties of materials | 15% | Term 2 Week 2 or 3 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ___________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1 – 2| **Overview of Unit 3 and 4 and assessment requirements** | | |
| | **Materials in context** | | |
| | • specific textiles and their uses | | |
| | • environmental impact of the textile industry | | |
| | **Nature and properties of materials** | | |
| | • fibre types and classification | | |
| | • investigation of natural fibres – cotton, wool, silk | | |
| | • fabric structures | | |
| | • aesthetic properties | | |
| | • physical properties | | |
| | • chemical properties | | |
| | **Design fundamentals and skills** | | |
| | • investigate | | |
| | • devise | | |
| | • evaluate | | |
| 3 – 5| **Safety** | **Task 1** | |
| | • correct use of personal protective equipment (PPE) where applicable | Construction skills portfolio | |
| | • occupational safety and health (OSH) practices appropriate to tasks being | Due: Term 1 Week 5 | |
| | undertaken in workshops | | |
| | • apply risk management strategies in the studio | | |
| | • assess the condition of tools and machinery | | |
| | **Skills and techniques** | | |
| | • identify the parts of a sewing machine and an overlocker | | |
| | • demonstrate how to correctly operate and adjust a sewing machine and an | | |
| | overlocker | | |
| | • demonstrate machine skills | | |
| | • select and apply appropriate construction and pressing techniques | | |
| | • select and apply fabric decoration, embellishment and manipulation | | |
| | techniques as required | | |
| | **Design fundamentals and skills** | | |
| | • evaluate final product against design brief, initial design and performance | | |
| | criteria related to needs, values and beliefs of the end user | | |
Class notes and handouts
Computer access
Sewing resources including fabric, equipment and machinery
EST Revision sheets
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|---------------------------------------------------------------------------|
| 6 – 8| **Design fundamentals and skills**
• investigate
- designs in practice
- needs, values and beliefs of the designer/developer
- sources of design inspiration
- performance criteria for products
- application of design fundamentals and factors affecting design
• devise
- using communication and documentation techniques
- understanding the elements and principles of design where applicable in context
- rapid concept development techniques to generate design ideas and concepts
- final design concept using design brief and performance criteria
- review of best idea using design brief and performance criteria
- design solution
**Nature and properties of materials**
• fibre types and classification
• investigation of natural fibres – cotton, wool, silk
• fabric structures
• aesthetic properties
• physical properties
• chemical properties
**Materials in context**
• specific textiles and their uses
• environmental impact of the textile industry
**Skills and techniques**
• ICT, portfolio development and communication skills
• context appropriate drawing and relevant technical information to produce the final product to demonstrate sketching rapid concept developments
• ICT skills related to design development and presentation
• demonstrate drawing skills | Task 2
Design – Practical Item #1
Due: Term 1 Week 8 | Class notes and handouts
Computer access
Scrapbook, coloured pencils and other stationery
Sewing resources including fabric, equipment and machinery
EST Revision sheets |
| 9 | **Design fundamentals and skills**
• devise
- production plans
**Skills and techniques**
• select appropriate materials and calculate the quantities of materials required to complete the project
• with supervision, operate machinery and tools appropriate to context
• apply pattern skills
• identify the parts of a sewing machine and an overlocker
• demonstrate how to correctly operate and adjust a sewing machine or an overlocker
• demonstrate machine skills
• select and apply appropriate construction and pressing techniques
• select and apply fabric decoration, embellishment and manipulation techniques as required
**Production management**
• production planning
- maintain a production plan
- maintain time management while using tools, equipment and machinery to complete production
o follow instructions from plans
o maintain safety requirements
- record changes to materials lists or costing
- record regular journal/diary entries | | Class notes and handouts
Computer access
Scrapbook, coloured pencils and other stationery
Sewing resources including fabric, equipment and machinery
EST Revision sheets |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1 – 2| **Design fundamentals and skills**
- devise
- production plans
**Skills and techniques**
- apply pattern skills
- identify the parts of a sewing machine and an overlocker
- demonstrate how to correctly operate and adjust a sewing machine or an overlocker
- demonstrate machine skills
- select and apply appropriate construction and pressing techniques
- select and apply fabric decoration, embellishment and manipulation techniques as required
**Production management**
- production planning
- maintain a production plan
- maintain time management while using tools, equipment and machinery to complete production
- follow instructions from plans
- maintain safety requirements
- record changes to materials lists or costing
- record regular journal/diary entries
- ongoing evaluation techniques: diary, journal or portfolio notes and use of photography, to record ongoing progress/decision changes made to the project | Task 3
Production – Practical Item #1
Due: Term 2 Week 5 | Class notes and handouts
Scrapbook, coloured pencils and other stationery
Sewing resources including fabric, equipment and machinery
EST Revision sheets |
| 3 | **Externally set task**
A written task of one hour duration developed by the School Curriculum and Standards Authority based on the content from Unit 3; design fundamentals and design skills, technology skills and techniques, the nature and properties of materials | EST
Term 2 Week 3 | Test papers
Coloured pencils |
| 4 – 5| **Nature and properties of materials**
- fibre types and classification
- investigation of natural fibres – cotton, wool, silk
- fabric structures
- aesthetic properties
- physical properties
- chemical properties | Task 4
Fibre Research
Due: Term 2 Week 6 | Class notes and handouts
Scrapbook, coloured pencils and other stationery |
| 7 | **Design fundamentals and skills**
- evaluate final product against design brief, initial design and performance criteria related to needs, values and beliefs of the end user | Task 5
Evaluation
Due: Term 2 Week 7 | Class notes and handouts |
**END OF SEMESTER 1**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| 8 | **Design fundamentals and skills** | | |
| | • investigate | | |
| | - needs, values and beliefs of the designer/developer | | |
| | - needs, values and beliefs of the client/target audience/market | | |
| | - performance criteria related to needs, values and beliefs of the end user | | |
| | - application of design fundamentals and factors affecting design | | |
| | • devise | | |
| | - communication and documentation techniques | | |
| | - applying of elements and principles of design where applicable in context | | |
| | - rapid concept development techniques, images and annotation | | |
| | - design development | | |
| | - production plan | | |
| | **Skills and techniques** | | |
| | • ICT, portfolio development and communication skills | | |
| | • develop context appropriate drawings and relevant technical information to produce the final product | | |
| | • use workroom/studio terminology appropriate to context | | |
| | • select appropriate materials and calculate the correct amount required to order and purchase materials to complete the project | | |
| | • ICT, portfolio and communication skills | | |
| | • apply drawing skills | | |
| | **Nature and properties of materials** | | |
| | • fibre types and classification | | |
| | • fibres | | |
| | • decorative techniques used to enhance appearance | | |
| | • fabric types and classifications | | |
| | • relationship between properties and end uses of textiles | | |
| | **Materials in context** | | |
| | • identification of examples of recycling methods for different fabric materials | | |
Class notes and handouts
Computer access
Scrapbook, coloured pencils and other stationery
Sewing resources including fabric, equipment and machinery
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|--------------------------------------------------------------------------|
| 8 – 11 | **Design fundamentals and skills**
- investigate
- needs, values and beliefs of the designer/developer
- needs, values and beliefs of the client/target audience/market
- performance criteria related to needs, values and beliefs of the end user
- application of design fundamentals and factors affecting design
- devise
- communication and documentation techniques
- applying of elements and principles of design where applicable in context
- rapid concept development techniques, images and annotation
- design development
- production plan
**Skills and techniques**
- ICT, portfolio development and communication skills
- develop context appropriate drawings and relevant technical information to produce the final product
- use workroom/studio terminology appropriate to context
- select appropriate materials and calculate the correct amount required to order and purchase materials to complete the project
- ICT, portfolio and communication skills
- apply drawing skills
- investigate a range of embellishment and manipulation techniques. Apply at least two techniques to a practical project from the following:
- appliqué
- shirring
- gathering, pleating, tucking
- beading
- lace application
- hand and machine embroidery
**Nature and properties of materials**
- fibre types and classification
- fibres
- decorative techniques used to enhance appearance
- fabric types and classifications
- relationship between properties and end uses of textiles
**Materials in context**
- identification of examples of recycling methods for different fabric materials | Task 6
Design – Practical Item #2
Due: Term 2 Week 10
Task 7
Construction Skills Portfolio
Due: Term 3 Week 4 | Class notes and handouts
Computer access
Scrapbook, coloured pencils and other stationery
Sewing resources including fabric, equipment and machinery |
**Term 3**
| 1 – 3 | **Skills and techniques**
- operate machinery and tools appropriate to context
- identify, remove and report blunt, dull or damaged tools and machinery appropriate to context
- operate sewing machine and overlocker
- investigate, select and apply construction and pressing techniques for manufacturing products
- joining
- shaping
- closures
- finishing
- investigate a range of embellishment and manipulation techniques.
**Safety**
- correct use of personal protective equipment (PPE) where applicable
- conduct risk assessment for using specific tools/machinery
- demonstrate occupational safety and health (OSH) practices appropriate to tasks being undertaken in workshops
- apply risk management strategies in the studio
- recognise need and purpose of materials safety data (MSD) with regard to storage and handling of hazardous substances and hazardous operations appropriate to situation | Task 7
Construction Skills Portfolio
Due: Term 3 Week 4 | Class notes and handouts
Computer access
Sewing resources including fabric, equipment and machinery |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 4 – 9| **Design fundamentals and skills**
- production plan
- materials list
- estimated and actual costing for all materials and components
- production plan and time line
**Production management**
- production planning
- maintain a detailed production plan
- maintain time management while using tools, equipment and machinery to complete production
- adhere to sequential instructions
- apply safety and risk management
- record changes to materials lists or costing
- record regular journal/diary entries
- ongoing evaluation techniques: diary, journal or portfolio notes and use of photography to record ongoing progress/decision changes made to the project
**Nature and properties of materials**
- relationship between properties and end uses of textiles
**Skills and techniques**
- operate machinery and tools appropriate to context
- identify, remove and report blunt, dull or damaged tools and machinery appropriate to context
- operate sewing machine and overlocker
- investigate, select and apply construction and pressing techniques for manufacturing products
- investigate a range of embellishment and manipulation techniques.
**Safety**
- correct use of personal protective equipment (PPE) where applicable
- conduct risk assessment for using specific tools/machinery
- demonstrate occupational safety and health (OSH) practices appropriate to tasks being undertaken in workshops
- apply risk management strategies in the studio
- recognise need and purpose of materials safety data (MSD) with regard to storage and handling of hazardous substances and hazardous operations appropriate to situation | Task 8 Production – Practical Item #2
Due: Term 3 Week 9 | Class notes and handouts
Scrapbook, coloured pencils and other stationery
Sewing resources including fabric, equipment and machinery |
| 10 | **Design fundamentals and skills**
- evaluate
- design and production processes
- production plan/journal/diary and accompanying photographic evidence to record ongoing evaluation
- product against design brief, initial design and performance criteria related to needs, values and beliefs of the end user | Task 9 Self-evaluation of skills
Due: Term 3 Week 10 | Class notes and handouts |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1 | Catch up time. Personal projects. | | |
| 2 | Catch up time. Personal projects. | | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Response 40% | **Task 1: Test 1** | | Term 1 Week 4 |
| | Geometry, Linear, Area Measurement and Surface Area | 8% | |
| | **Task 3: Test 2** | | Term 1 Week 9 |
| | Volume, Capacity, Right Triangle Trigonometry | 8% | |
| | **Task 6: Test 3** | | Term 2 Week 10 |
| | Using Graphs | 8% | |
| | **Task 7: Test 4** | | Term 3 Week 4 |
| | Probability, Simulations and Relative Frequencies | 8% | |
| | **Task 9: Test 5** | | Term 4 Week 1 |
| | Earth Geometry, Time Zones and Finance | 8% | |
| Practical Application 45% | **Task 2: Application 1: - Scale** | | Term 1 Week 6 |
| | Interpreting Scale Drawings, Plans and Elevations | 15% | |
| | **Task 5: Application 2: - Statistical Investigation** | | Term 2 Week 6 |
| | Interpreting Sports Data | 15% | |
| | **Task 8: Application 3: – Investment Options** | | Term 3 Week 7 |
| | Inheritance | 15% | |
| Externally Set Task 15% | **Task 4: Test 2: Externally Set Task** | | Term 2 Week 3 |
| | Set by SCSA based on content from Unit 3 | 15% | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|----------------------------|
| 1 | **Geometry** | | |
| | 3.2.1 recognise the properties of common two-dimensional geometric shapes and three-dimensional solids | | Ellery & Strickland Chapter 4 |
| | 3.2.2 interpret different forms of two-dimensional representations of three-dimensional objects, including nets and perspective diagrams | | |
| | 3.2.3 use terminology of geometric shapes; for example, point, line, angle, diagonal, edge, curve, face and vertex, parallel and perpendicular | | |
| 2 - 3| **REVIEW MATHEMATICAL THINKING PROCESS (INTERPRET, IDENTIFY, ANALYSE, APPLY, VERIFY & COMMUNICATE)** | | |
| | **Linear measure** | | |
| | 3.1.1 extend the calculation of perimeters to include polygons, circles and composites of familiar shapes | | |
| | **Area measure** | | |
| | 3.1.2 calculate areas of parallelograms, trapeziums, circles and semi-circles | | |
| | 3.1.3 determine the area of composite figures by decomposition into familiar shapes | | |
| | 3.1.4 determine the surface area of familiar solids, including, cubes, rectangular and triangular prisms, spheres and cylinders | | |
| | 3.1.5 use addition of the area of the faces of solids to determine the surface area of composite solids | | |
| 4 – 5| **Interpret scale drawings** | | |
| | 3.2.4 interpret commonly used symbols and abbreviations in scale drawings | | |
| | 3.2.5 determine actual measurements of angle, perimeters and areas from scale drawings | | |
| | 3.2.6 estimate and compare quantities, materials and costs using actual measurements from scale drawings, for example using measurements for packaging, clothes, painting, bricklaying and landscaping | | |
| | **Creating scale drawings** | | |
| | 3.2.7 understand and apply drawing conventions of scale drawings, such as scales in ratio, dimensions and labelling | | |
| | 3.2.8 construct scale drawings by hand and by using appropriate software/technology | | |
| | **Three dimensional objects** | | |
| | 3.2.9 interpret plans and elevation views of models | | |
| | 3.2.10 sketch elevation views of different models | | |
| | 3.2.11 interpret diagrams of three-dimensional objects | | |
| 6 - 7| **Volume and capacity** | | |
| | 3.1.6 recognise relations between volume and capacity, recognising that 1 cm³ = 1 mL and 1 m³ = 1 kL | | |
| | 3.1.7 calculate the volume and capacity of cylinders, pyramids and spheres | | |
**Task 1: Test 1:** Geometry, linear, area measurement and surface area
**Task 2:** Application 1: Scale
Ellery & Strickland Chapters 2&3
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 8 – 9 Good Friday Holiday Wk 9 | **Right-angled triangles (no bearings)**
3.2.12 apply Pythagoras’ theorem to solve problems in practical two dimensional views
3.2.13 apply the tangent ratio to determine unknown angles and sides in right-angled triangles
3.2.14 work with the concepts of angle of elevation and angle of depression
3.2.15 apply the cosine and sine ratios to determine unknown angles and sides in right-angle triangles
3.2.16 solve problems involving trigonometric ratios in practical two-dimensional views | Task 3: Test 2: Volume, capacity, right triangle trigonometry | Ellery & Strickland Chapters 5 |
| Term 2 | | | |
| 1 – 3 Anzac Day Holiday Monday Wk 2 | **EST Revision:**
Review content to be covered in the Externally Set Task – geometry, interpret scale drawings, create scale drawings, three dimensional objects and the Mathematical Thinking Process
**Externally Set Task:**
Assessment set by SCSA to be sat by all general students completing Mathematics Essential, based in Unit 3. | Task 4: EST: (Week 3)
Set by SCSA based on content from Unit 3 | |
| 4 | **Cartesian plane**
3.3.1 demonstrate familiarity with Cartesian co-ordinates in two dimensions by plotting points on the Cartesian plane
3.3.2 generate tables of values for linear functions drawn from practical contexts
3.3.3 graph linear functions drawn from practical contexts with pencil and paper and with graphing software | | Ellery & Strickland Chapter 6 |
| 5 - 6 | **Bivariate scatterplots**
3.3.1 demonstrate familiarity with co-ordinates in two dimensions by plotting points
3.3.6 describe trend as increasing or decreasing for time series data
3.4.1 describe the patterns and features of bivariate data
3.4.2 describe the association between two numerical variables in terms of direction (positive/negative), form (linear/non-linear) and strength(strong/moderate/weak)
**Trend lines**
3.4.3 identify the dependent and independent variable
3.4.4 fit a trend line by eye
3.4.5 interpret relationships in terms of the variables, for example, describe trend as increasing or decreasing
3.4.6 use the trend line to make predictions, both by interpolation and extrapolation
3.4.7 recognise the dangers of extrapolation
3.4.8 distinguish between causality and association through examples | Task 5: Application 3: Statistical Investigation | |
| 7 - 8 | **Census**
3.4.9 investigate the procedure for conducting a census
3.4.10 investigate the advantages and disadvantages of conducting a census
**Surveys**
3.4.11 understand the purpose of sampling to provide an estimate of population values when a census is not used
3.4.12 investigate the different kinds of samples, for example, systematic samples, self-selected samples, simple random samples
3.4.13 recognise the advantages and disadvantages of these kinds of samples; for example, comparing simple random samples with self-selected samples | | Ellery & Strickland Chapter 7 |
**END OF SEMESTER 1 (Tuesday of Wk 8)**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|----------------------------|
| 8 – 9 | **Using graphs**
3.3.4 interpret and use graphs in practical situations, including travel graphs, time series and conversion graphs
3.3.5 draw graphs from given data to represent practical situations
3.3.6 describe trend as increasing or decreasing for time series data
3.3.7 identify the rate of change of the dependent variable, relating it to the difference pattern in a table and the slope of an associated line drawn from practical contexts
3.3.8 determine and describe the significance of the vertical intercept in practical situations
3.3.9 use the rate of change and the initial value to determine the linear relationship in practical situations
3.3.10 interpret the point of intersection and other important features of given graphs of two linear functions drawn from practical contexts; for example, the ‘break-even’ point | | Ellery & Strickland Chapter 6 |
| 10 – 11 | **Probability expressions**
4.1.1 interpret commonly used probability statements, including ‘possible’, ‘probable’, ‘likely’, ‘certain’
4.1.2 describe ways of expressing probabilities formally using fractions, decimals, ratios and percentages
**Simulations**
4.1.3 perform simulations of experiments using technology
4.1.4 recognise that the repetition of chance events is likely to produce different results
4.1.5 recognise the law of large numbers and identify relative frequency as probability
4.1.6 identify factors that may cause the simulation to no longer model the real world event | Task 6: Test 3: Using graphs | Ellery & Strickland Chapter 8 |
| Term 3 | **Simple probabilities in practical situations**
4.1.7 construct a sample space for an experiment which represents a practical situation
4.1.8 use a sample space to determine the probability of outcomes for an experiment
4.1.9 use arrays or tree diagrams to determine the outcomes and the probabilities for experiments
**Probability applications**
4.1.10 identify situations in real-life contexts where probability is used for decision making
4.1.11 determine and use probabilities (relative frequencies) from given data to predict proportions and the number of outcomes that are likely to occur | | Ellery & Strickland Chapter 8 |
| 4 – 5 | **Compound interest**
4.3.1 review the principles of simple interest
4.3.2 understand the concept of compound interest as a recurrence relation
4.3.3 consider similar problems involving compounding; for example, population growth
4.3.4 use technology to calculate the future value of a compound interest loan or investment and the total interest paid or earned
4.3.5 use technology to compare, numerically and graphically, the growth of simple interest and compound interest loans and investments
4.3.6 use technology to investigate the effect of changing the interest rate and the number of compounding periods on the future value of a loan or investment | Task 7: Test 4: Probability, simulations and relative frequencies | Ellery & Strickland Chapter 11 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 6 - 7| **Reducing balance loans (compound interest loans with periodic repayments)** | Task 8: Application 3: Investment options | Ellery & Strickland Chapters 11&12 |
| | 4.3.7 use technology and a recurrence relation to model a reducing balance loan | | |
| | 4.3.8 investigate the effect of the interest rate and repayment amount on the time taken to repay a loan | | |
| 8 - 9| **Location** | | Ellery & Strickland Chapters 9 &10 |
| | 4.2.1 locate positions on the earth’s surface given latitude and longitude using a range of methods; for example, a global positioning system (GPS), a globe, an atlas and digital technologies | | |
| | 4.2.2 use the arc length formula to calculate distances between two places on Earth on the same longitude | | |
| | 4.2.3 determine distances between two places on Earth using appropriate technology | | |
| 10 | **Time** | | Ellery & Strickland Chapter 10 |
| | 4.2.4 understand the link between longitude and time | | |
| | 4.2.5 solve problems involving time zones in Australia and neighbouring nations making any necessary allowances for daylight saving | | |
| | 4.2.6 solve problems involving Greenwich Mean Time and the International Date Line | | |
| | 4.2.7 determine time differences between two places on Earth | | |
| | 4.2.8 solve problems associated with time zones; for example, internet and phone usage | | |
| | 4.2.9 solve problems relating to travelling east and west, incorporating time zone changes | | |
| | Practical Activity - The Great Race Earth Geometry and Time Zones | | |
**Term 4**
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------------|
| 1 - 2| **Revision** | Task 9: Test 5: Earth Geometry, Time Zones and Finance | Ellery & Strickland Chapters 11&12 |
| | Revision activities in preparation for final assessment and catch-up tasks | | |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|------------------|---------------|----------------|
| Response | Task 1: Test 1 | 4% | Term 1 Week 3 |
| | Real-Life Problems: Whole Numbers and Money | | |
| | Task 2: Test 2 | 5% | Term 1 Week 5 |
| | 2D, 3D Shapes and Location | | |
| | Task 4: Test 3 | 4% | Term 1 Week 7 |
| | Percentage Problems: Calculators and Spreadsheets | | |
| | Task 6: Test 4 | 5% | Term 2 Week 2 |
| | Four Operations: Fractions and Decimals | | |
| | Task 7: Test 5 | 6% | Term 2 Week 5 |
| | Time and Temperature | | |
| | Task 9: Test 6 | 6% | Term 2 Week 8 |
| | Rates and Ratios in everyday situations | | |
| | Task 10: Test 7 | 6% | Term 3 Week 6 |
| | Interpret statistical data and averages in everyday situations | | |
| | Task 11: Test 8 | 4% | Term 3 Week 8 |
| | Predictions and decisions based on probability | | |
| Practical Applications | Task 3: Application 1 | 7% | Term 1 Week 6 |
| | Room Design | | |
| | Task 5: Application 2 | 8% | Term 1 Week 8 |
| | Fraction Investigation | | |
| | Task 12: Application 3 | 10% | Term 3 Week 8 |
| | Starting a new job | | |
| | Task 13: Application 4 | 10% | Term 3 Week 10 |
| | Planning a holiday | | |
| | Task 14: Application 5 | 10% | Term 4 Week 1 |
| | Plan a community event based on the weather | | |
| Externally Set Task | Task 8: Externally Set Task | 15% | Term 2 Week 4 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| 1-3 | **The four operations: whole numbers and money**
Plan to solve real-life problems involving whole numbers and money by deciding whether an accurate answer is required or if an estimate is appropriate, choosing one or more of the four operations and using them in the correct sequence. Determine the correct order of operations when solving multi-step problems. Consider whether an answer is reasonable, using estimation, rounding and the context of the problem. | Task 1 – Test 1 Real-life problems: whole numbers and money (Wk 3) | MAWA Foundation Mathematics Unit 3: Pg 6 - 73 |
| 4 | **Location**
Locate and describe the purpose of maps and plans in everyday contexts. Read and interpret both web-based and printed maps and plans referring to labels, symbols, keys, distance, direction, coordinates and whole number scales. Place key features on maps and plans, attending to relative position and proximity. Locate north, south, east and west on simple maps, and in their environment, and be able to locate themselves and others on a simple map. Work out distances, practical routes and directions from one place to another on simple maps. | Task 2 – Test 2: 2D and 2D shapes and location (Wk 4) | MAWA Foundation Mathematics Unit 3: Pg 216 - 237 |
| 5 | **Space and Design**
Identify, name, classify and describe common 2D and 3D shapes. Draw simple 2D plans to show placement of object with relation to one another by hand and with computer software. Draw simple 3D objects using isometric, perspective, oblique and exploded drawings by hand and with computer software. Match or construct simple 3D objects from drawings of them. Read and interpret plans, diagrams and simple scale drawings of familiar objects. Identify and estimate common angles | Task 3 – Application 1: Room design (Wk 6) | MAWA Foundation Mathematics Unit 3: Pg 273 - 324 |
| 6-8 | **Percentages linked with fractions and decimals**
Identify and describe percentages found in texts and the media from everyday life and work and describe their purpose. Read, write, say and use common percentages and make connections between everyday fractions, decimals and percentages to interpret and compare quantities. Use the percentage button on a calculator efficiently when finding the percentage of a quantity and use a spreadsheet to solve percentage problems. | Task 4 – Test 3 - Percentage problems: calculators and spread sheets (Wk 7)
Task 5 Application 3 – Fraction Investigation (Wk 8) | MAWA Foundation Mathematics Unit 3: Pg 156 - 213 |
| 8-9 | **Mental and written strategies using the four operations: fractions and decimals**
Choose whether to add, subtract, multiply or divide when solving problems involving fractions and decimals. Choose whether an accurate answer or an estimate is appropriate when solving problems involving fractions and decimals. Choose whether to use decimals or simple fraction equivalents when solving problems in practical contexts using informal jottings, calculator or spreadsheet. Solve problems mentally by visualising fractions and using place value and partitioning of decimals. Use properties of operations to anticipate the effect when calculating with fractions and decimals. | | MAWA Foundation Mathematics Unit 3: Pg 74 - 123 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------|
| 1-2 | **Solving problems involving fractions and decimals**
Use simple fractions and decimals as a guide when solving problems with a calculator involving more complex numbers. Interpret decimal remainders from division calculations in context. Consider whether an answer to a problem involving fractions and decimals is reasonable, using the properties of the operations, estimation and the context of the problem, and then communicate the solutions with language and symbols consistent with the context. | Task 6 – Test 4: The four operations: fractions and decimals (Wk 2) | MAWA Foundation Mathematics Unit 3: Pg 124 - 155 |
| 3 | **Time**
Understand the importance of naming and recording a time, and work out the time that has elapsed in work and community life. Read and use digital and analogue watches, clocks (including 24-hour) and stopwatches. Use various forms of time to record events; for example, timesheets. Convert between 12- and 24-hour time and read complex timetables and calendars. Compare and order time events, convert between one time unit and another, and solve simple problems involving elapsed time which include different time units. | | MAWA Foundation Mathematics Unit 3: Pg 238 – 259 |
| 4 | **Temperature**
Identify and describe tools and units commonly used to measure temperature. Develop a sense of how hot/cold, as compared to the Celsius unit, and use a thermometer to measure and compare temperatures to the nearest degree, using the symbol for degrees (°). Calculate change in temperature and find the difference between maximum and minimum temperature. | Task 8 – Test 5: Time and Temperature (Wk 5)- to be completed after the EST | MAWA Foundation Mathematics Unit 3: Pg 260 - 252 |
| 4 | **Externally Set Task**
Externally set task preparations (Sample Tasks) and completion of assessment. | Task 7 – Externally set Task (Wk4) | |
| 5-8 | **Rates**
Identify common use of rates and ratios in everyday contexts and determine whether an accurate answer or an estimate is appropriate. Understand what rates are (relationship between two amounts) and use repeated addition, multiplication or division to work out simple rates, either mentally or with a calculator. | | MAWA Foundation Mathematics Unit 4: Pg 8 - 30 |
| 8-11 | **Ratios**
Understand simple ratios as proportional relationships between two or more amounts. Read, write, say and use simple ratios as a fraction, percentage or numbers separated by a colon; that is 3:1, in practical contexts. Use ratios to solve problems in context (read simple scales on maps and plans, make mixtures given directions). Use repeated addition, multiplication or division to increase or decrease amounts in practical situations. | Task 9– Test 6: Problems involving rates and ratios in everyday situations (Wk 10) | MAWA Foundation Mathematics Unit 4: Pg 31 - 48 |
| 1-3 | **Statistics**
Identify and describe the use of statistics and various data displays in everyday contexts. Collect and organise familiar data in appropriate tables, charts and graphs. Read and interpret tables and graphs and draw simple inferences beyond the data. Critically evaluate graphs to determine if they are misleading. Understand and use mean, mode and median as averages in straightforward, everyday contexts. Determine whether a prediction or inference is reasonable in statistics contexts. | Task 10 – Test 7: Interpret statistical data and determine averages in everyday contexts (Wk 3) | MAWA Foundation Mathematics Unit 4: Pg 68 - 108 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|-----------------------------------------------|
| 4-6 | **Probability**<br>Identify everyday events in which predictions are made based on probability. Understand that chance is measured on a 0 to 1 scale and be able to place everyday terms for chance on the scale and relate them to fractions, decimals and percentages. Using simple, everyday fractions, decimals and percentages: order outcomes from least likely to most likely and describe, compare and interpret the likelihood of everyday chance events. Predict the likelihood of common everyday events happening, based on past experience or data. Determine whether a prediction or inference is reasonable in probability contexts. | Task 11 – Test 8: Make predictions and decisions based on probability (Wk 6) | MAWA Foundation Mathematics Unit 4: Pg 49 - 67 |
| 7-8 | **Application of the mathematical thinking process in a work context**<br>Integrate functional numeracy concepts to solve a problem related to starting a new job. Use the four operations in calculations. Choose the appropriate operation to efficiently determine income and expenses mentally, with a calculator or spreadsheet. Read and interpret maps. Read and use various forms of timetable and work out how to be on time. Work out elapsed time using different time units. | Task 12-Application 3 - Start a new job: Income, travel, getting there on time and travel expenses (Wk 8) | MAWA Foundation Mathematics Unit 4: Pg 109 - 185 |
| 9-10 | **Application of the mathematical thinking process in a personal context**<br>Integrate functional numeracy concepts to solve a problem related to decorating and furnishing a room within a budget. Choose the appropriate operations to efficiently determine the cost of items within a limited budget. Use measurements of length, perimeter, area and capacity to determine placement of items within the space. Read, interpret and draw a plan, attending to shape and location. | Task 13 - Application 4: Plan and budget for an interstate holiday (Wk 10) | MAWA Foundation Mathematics Unit 4: Pg 109 - 185 |
| Term 4 | | | |
| 1-2 | **Application of the mathematical thinking process in a community context**<br>Integrate functional numeracy concepts to solve a problem related to planning the date and time for a community event based on the predictability of weather – temperature and rainfall. Tell the time and work out elapsed time. Read and use calendars. Interpret and use tables, charts and graphs. | Task 14-Application 5: Plan the date and time for a community event based on the predictability of weather (Wk 1) | MAWA Foundation Mathematics Unit 4: Pg 109 - 185 |
**END OF SEMESTER 2**
# ASSESSMENT OUTLINE 2021
## GENERAL MODERN HISTORY
### YEAR 12
#### Semester 1 – UNIT 3 The USA between the wars 1918-1941
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|------------------|---------------|----------------|
| Historical Inquiry | 20% | **Task 3: Inquiry**
US Leadership between the Wars | 10% | Term2 Week 2 |
| Explanation | 25% | **Task 2: Explanation**
America in the 1930s | 10% | Term 1 Week 9 |
| Source Analysis | 25% | **Task 1: Source Analysis**
America in the 1920s | 10% | Term 1 Week 5 |
| Externally Set Task | 15% | **Task 4: Externally Set Task**
Externally moderated assessment | 15% | Term 2 Week6 |
| Test | 15% | **Task 5: End of Unit Test**
End of semester test on whole unit | 5% | Term 2 Week 7 |
#### Semester 2 – UNIT 4 Nazism in Germany 1918-1945
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|------------------|---------------|----------------|
| Historical Inquiry | 20% | **Task 8: Inquiry**
Germany as a totalitarian state | 10% | Term 3 Week 9 |
| Explanation | 25% | **Task 7: In-class Essay**
Hitler’s rise to power | 15% | Term 3 Week 4 |
| Source Analysis | 25% | **Task 6: Source Analysis**
Germany post 1918/early 1920s | 15% | Term 2 Week 11 |
| Test | 15% | **Task 9: End of Unit Test**
End of semester test on whole unit | 10% | Term 4 Week 1 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------|
| 1 - 2| **Elements of Society at the Start of the Period:** The impact of international relations and conflicts, timeline review from 1914-1918, political, economic and social impact of World War One on American society, key political, economic and social structures at the start of the period, immigrants, the influence of the Presidents, the Great War & how the USA emerged after it, people who held power at the start of the period & those that did not.
**Historical Skills:** chronology, terms & concepts | | Longman 20th Century History Series
The USA Between the Wars |
| 3 - 4| **Continuity and Change in the 1920s:** Political, economic and social change of the period, Harding and Coolidge, limited involvement and economic liberty (laissez-faire), mass production in industry and agriculture, impact of the specialisation of industry, mass marketing consumerism and a change of lifestyle including: the jazz age, cinema, Hollywood, fashion and prohibition, intolerance and the changing role of women increased mobility of people, immigration. The economic boom: political responses, economic & social changes
**Historical Skills:** chronology, terms & concepts: historical questions & research | Task 3 Inquiry-handout
Due Term 2
Week 2
Style of Leadership and its Impact | USA 1919 - 1945 The Rise to World Leadership
The USA 1919-1941 |
| 5 - 6| **Consequences of Continuity and Change Over the Period:** Social responses to the Volstead Act and Prohibition of alcohol, different values & beliefs in the USA at the time, different perspectives of Prohibition, growth of organised crime, the extent of support of individuals, groups or organisations and alternative ideas throughout the period.
**Historical Skills:** chronology, terms & concepts: analysis & use of sources | Task 1 Source Analysis
Week 5
(1920s America) | The USA 1919-1981
And other sources |
| 7 - 9| **Consequences of Continuity and Change Over the Period:** Social responses to the rise of racism; experiences of immigrants during the 1920s: Palmer Raids, trial of Sacco & Vanzetti, experiences of African Americans, Monkey Trial, individuals & groups agitating for change: Marcus Garvey, Paul Robeson, NAACP, KKK
**Historical Skills:** chronology, terms & concepts: analysis & use of sources: perspectives & interpretations: explanation & communication | Task 4 Explanation
Week 9 | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------------------------------------------------------------------------|-------------------------------------------------|
| 1 - 2| **Consequences of Continuity and Change Over the Period:**
The Great Depression: impact of the Stock Market dealings throughout the 1920s, Wall Street Crash of 1929.
The Great Depression: the spiral into depression, short-term & long-term social, political & economic impact of the Great Depression on groups and individuals, impact of leadership such as Presidents Hoover & Roosevelt.
The Great Depression: bank closures, bankruptcy, poverty, unemployment and relief, homelessness, rural life, social impact on the nature of society, short-term & long-term social, political & economic impact of the Great Depression on individuals and groups, impact of leadership such as Presidents Hoover & Roosevelt attempted solutions and ideas and their support and opposition.
**Consequences of Continuity and Change Over the Period:**
**Historical Skills:** chronology, terms & concepts: analysis & use of sources; perspectives & interpretations: explanation & communication; historical questions & research. | Task 3 Inquiry Due
Week 2
Impact of Leadership | Longman 20th Century History Series
The USA Between the Wars
USA 1919 - 1945
The Rise to World Leadership
The USA 1919-1941 |
| 3 - 4| **The 1930s and World War Two:** The New Deal, 1932 Presidential election, relief, recovery & reform measures of the New Deal: setting up agencies, Acts passed in Congress, range of perspectives connected to the New Deal, short & long term changes as a result.
The political, economic and social impact/change on groups and individuals. Outbreak of WW2: neutrality & allied support such as Lend-lease with Britain, Pearl Harbor, USA enters WW2, impact of leadership including the political, economic and social changes of this period, impact on individuals and groups.
**Historical Skills:** chronology, terms & concepts: analysis & use of sources: perspectives & interpretations: explanation & communication. | | The USA 1919-1981 |
| 5 - 6| **Consequences of Continuity and Change Over the Period:**
Extent of political, economic & social change compared to the start of the period, elements of continuity, elements of change.
**Historical Skills:** chronology, terms & concepts: analysis & use of sources: perspectives & interpretations: explanation & communication. | Task 3 Externally Set Task
Week 2 | The USA 1919-1981
And other sources |
| 7 | Revision and End of Unit Test:
Revise content from the semester and end of unit test. | Task 5 End of Unit Test
Week 6 | |
| 8 - 9| **Background to Topic, Germany Post WW1 and the Impact of Defeat:** Key political, economic and social structures at the start of the period as a result of WW1. Weimar Republic & Democratic Constitution, Treaty of Versailles 1919, War Guilt Clause, reparations, ‘stab in the back’ myth, economic ruin, national humiliation, widespread poverty, civil unrest. Opposition to the Weimar Republic: political unrest, Socialist parties, Spartacist Uprising, Kapp Putsch, hyperinflation of 1923, Dawes Plan 1924, Ruhr occupation, ‘sham prosperity’, Young Plan & the Hazburg Front 1929, achievements of the Weimar Republic: foreign policy including the Genoa Conference & the Treaty of Rapallo 1922, Locarno Pact 1925 & League of Nations 1926, economic recovery 1924-1929, removal of pre-war censorship, culture & art flourished.
**Historical Skills:** chronology, terms & concepts: historical questions & research. | | Longman 20th Century History Series
Nazism in Germany 1919 - 1945 |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------|
| 10 - 11 | **Rise of the Nazi Party**: history of the National Socialist German Workers Party; leadership, ideology, 1923 hyperinflation crisis, weaknesses of the Weimar Republic, Munich Putsch & effects
**Historical Skills**: chronology, terms & concepts: analysis & use of sources: perspectives & interpretations: explanation & communication | Task 6 Source Analysis
Week 11 (Germany Post WW1) | |
| Term 3 | | | |
| 1 - 3 | **Rise of the Nazi Party**: impact of the Great Depression, rise of extremism, Nazi policies, Nazi electoral progress, Article 48 and the collapse of the Weimar Republic, Hitler’s rise to Chancellor
**Nazis Rise to Power**: popular, flexible aims & policies e.g. sought to overthrow the Weimar Government, anti-Communist, anti-Semitic, pro-worker, strong leadership in Hitler, extensive propaganda, the SA, Reichstag Fire, Enabling Act, Night of the Long Knives
**Historical Skills**: chronology, terms & concepts: analysis & use of sources: perspectives & interpretations: explanation & communication | Task 8 Inquiry-handout
Due Term 3
Week 7 (Germany as a Totalitarian State) | |
| 4 - 5 | **Effectiveness of the Nazi Party**: how Nazi rule was consolidated, Gleichschaltung, Germany as a police state, propaganda, how people were affected as individuals & groups, different perspectives towards Nazi policies & practices, opposition to the Nazis
**Historical Skills**: chronology, terms & concepts: analysis & use of sources: perspectives & interpretations: explanation & communication | | |
| 6 - 8 | **The Holocaust**: Conflict & foreign policy 1939-1945, the development of the Holocaust; key Nazis & their role in organizing the Holocaust, major death & concentration camps, impact of the Holocaust, Holocaust denial, Nuremberg Trials, Germany after 1945
**Historical Skills**: chronology, terms & concepts: analysis & use of sources: perspectives & interpretations: explanation & communication: historical questions & research | Task 7 In-class Explanation
Week 6 (Hitler’s Rise to Power) | Film |
| 9 - 10 | **Nazi Foreign Policy**: Nazi foreign policy based on ‘Greater Germany’ & Lebensraum, Saar plebiscite 1933, remilitarisation of the Rhineland 1936, Anschluss with Austria 1938, occupation of the Sudetenland 1938, Munich Conference 1938, invasion of Czechoslovakia 1939, invasion of Poland 1939, Allies declare war on Germany 1939, Blitzkrieg success in Poland & Western Europe 1939, Nazi-Soviet Non-Aggression Pact with Russia 1939, declaration of war on Russia (Operation Barbarossa 1941), USA enters war after bombing of Pearl Harbour 1941, Nazi defeats and retreats from 1942 onwards, VE Day, Germany surrenders 1945. | Task 8 Inquiry Due
Week 10 (Germany as a Totalitarian State) | |
| Term 4 | | | |
| 1 | **Historical Skills**: chronology, terms & concepts: analysis & use of sources: perspectives & interpretations: explanation & communication | Task 9 End of Unit Test
Week 1 (whole unit) | |
| 2 | **Film Study & Documentary Study**: Life is Beautiful/ The Boy in the Striped Pyjamas; historical interpretations of the If time: The Repression Game (PowerPoint) | | Film (DVD) |
**END OF SEMESTER 2**
# ASSESSMENT OUTLINE 2021
## GENERAL PHYSICAL EDUCATION
### YEAR 12
Semesters 1 & 2 – UNITS 3 & 4
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|----------------------------------------------------------------------------------|---------------|----------------------------|
| Practical | 50% | **Task 1: Skill Performance**
Skills assessment based on the SCSA Volleyball examination materials | 12.5% | Ongoing during Semester 1 |
| | | **Task 2: Conditioned Performance**
Game assessment based on the SCSA Volleyball examination materials | 12.5% | Ongoing during Semester 1 |
| | | **Task 9: Skill Performance**
Skills assessment based on the SCSA Basketball examination materials | 12.5% | Ongoing during Semester 2 |
| | | **Task 10: Conditioned Performance**
Game assessment based on the SCSA Basketball examination materials | 12.5% | Ongoing during Semester 2 |
| Investigation | 15% | **Task 3: Exercise Physiology Investigation** | 7.5% | Term 1 Week 5 |
| | | **Task 6: Biomechanics Investigation** | 7.5% | Term 2 Week 7 |
| Response | 20% | **Task 4: IST Test** | 4% | Term 1 Week 10 |
| | | **Task 8: Motor Learning and Coaching Test** | 8% | Term 3 Week 10 |
| | | **Task 7: Functional Anatomy Test** | 8% | Term 3 Week 4 |
| Externally Set | 15% | **Task 5: Externally Set Task**
External written task set by School Curriculum and Standards Authority and administered by the school. | 15% | Term 2 Week 3 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------------------------------------------------------------------------|----------------------------|
| 1 - 15 | **Developing physical skills, strategies and tactics:**
• refine and adapt movement skills in modified and competitive situations focusing on consistency, precision, fluency and control
• Adapt and implement strategic responses varying in complexity to situational demands in modified competitive practical situations.
**Note:** The above content areas are ongoing and will be addressed throughout the practical skill development teaching and learning activities using basketball | Task 1 Ongoing: Volleyball skills
Task 2 Ongoing: Conditioned Volleyball Performance | |
| 1 | **Exercise Physiology**
• Principles of Training
• Training methods appropriate to selected activities | | |
| 2 | • Relationship between food intake and energy expenditure within the demands of physical activity | | |
| 3 | **Exercise Physiology**
• Contribution of energy systems during a specific physical activity
anaerobic – adenosine triphosphate-creatine phosphate (ATP-CP)
lactic acid
aerobic
• Categorise activities by their energy demands | | |
| 4 | **Exercise Physiology**
• Simple tests to measure the capacities of the aerobic and anaerobic energy systems
• Purpose and features of fitness profiles
• Immediate care of sporting injuries, including use of TOTAPS (talk, observe, touch, active movement, passive movement, skill test), RICER (rest, ice, compress, elevate, refer) and HARM (heat, alcohol, running, massage) strategies | | Fitness Testing to be run in Practical’s |
| 5 | **In class investigation work** | Task 3: Exercise Physiology Investigation Due Wk 5 | |
| 6 | **EST Content:**
**Exercise Physiology**
• Extended care and rehabilitation of the injured athlete
o support for injury – strapping, braces
o Goals for rehabilitation – restore range of motion, regain muscular strength, regain endurance and power, regain postural stability and balance, maintain cardiorespiratory fitness | | |
| 7 | **EST Content:**
**Exercise Physiology**
• Prevention of sports injuries using protective equipment, effective warm-up and cool-down and ensuring a safe environment
• physical therapy rehabilitation strategies
o ultrasound, heat/cold, massage, exercise | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------------|----------------------------|
| 8 | **EST Content:**
Sport Psychology
- Simple goal setting techniques
- Difference between short- and long-term goals
- SMART (specific, measurable, achievable, realistic, timely) goals
- Performance versus outcome goals
*(Not EST Content:)*
- Goal setting in coaching programs
- Links between goal setting and motivation when coaching others | | |
| 9 | **Revision: EST Content** | Task 4: IST Test Wk 10 | |
| | **Term 2** | | |
| 1-3 | **Revision: EST Content** | Task 5: EST Wk3 | Mock EST Booklet/Practice Test |
| 4 | **Biomechanics**
- Simple understanding of how force is produced and how force is absorbed by equipment used, and how force is provided and absorbed by the body | | |
| 5-6 | **Biomechanics**
- Identify technical errors in performance using checklists or video within the preparation, action, and follow through phases
- Steps to analyse a specific skill to improve performance during preparation, action and follow through phases
Identify what to look at
Observation, diagnosis – what is different to your preconceived ideas? Intervention – how to change it
Re-observation – was there improvement?
- Simple result based quantitative measures, such as measure distance of kick or throw | | |
| 7 | **In class Investigation Work** | Task 6: Biomechanics Investigation Week 7 | |
| | **END OF SEMESTER 1** | | |
| 8 | **Functional Anatomy**
- Characteristics of skeletal muscle tissue; contractibility, extendibility, elasticity
- Origin and insertion points of skeletal muscles and how they determine the action of the muscle
- Types of muscle contractions; eccentric, concentric, isometric
- Relationship between joint movement and antagonist pairs
- Agonists (muscles), antagonists (muscles) | | |
| 9 | **Functional Anatomy**
- Types of joints and their associated movements; hinge, pivot, gliding, ball and socket, saddle, condylar, | | |
| 10 | **Functional Anatomy**
- Types of movement used in selected sports; flexion, extension, rotation, circumduction, pronation, supination, dorsi flexion, plantar flexion, adduction, abduction | | |
| 11 | Country Week – Revision Package FA | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| | **Term 3** | | |
| 1 - 10 | Developing physical skills, strategies and tactics:
- refine and adapt movement skills in modified and competitive situations focusing on consistency, precision, fluency and control
- Adapt and implement strategic responses varying in complexity to situational demands in modified competitive practical situations.
**Note:** The above content areas are ongoing and will be addressed throughout the practical skill development teaching and learning activities using Touch Rugby | Ongoing Task 5: Basketball skills
Ongoing Task 6: Basketball Conditioned Performance | SEPEP Model |
| 1 | Recap of Functional Anatomy | | |
| 2 | Relationship between slow and fast twitch muscle fibre types and physical activity | | |
| 3-4 | In class Revision + Functional Anatomy Test | Task 7: Functional Anatomy Test Wk 4 | |
| 5 | Motor Learning and Coaching
- Definition of leadership and the qualities of a good leader; trustworthy, enthusiastic, confident, listen to others, honest, responsible, reliable, patient, decisive, determined, loyal
- Leadership styles and their relationship to coaching; autocratic, democratic, laissez-faire | | |
| 6 | Motor Learning and Coaching:
- Roles and responsibilities of a coach;
- Organizing, building rapport, providing instruction and, explanation, demonstrating, observing, analysing, providing feedback, providing safe learning environments | | |
| 7-8 | Motor Learning and Coaching:
- Coaching strategies to consolidate and extend skill development; whole/part, chaining/shaping, specific/variable, accuracy/speed, mental/physical | | |
| 9 | Motor Learning and Coaching
- Types of feedback; intrinsic (inherent), extrinsic (augmented) – terminal, concurrent, verbal, non-verbal
- Relationship between feedback and skill development
- Two forms of feedback – knowledge of result, knowledge of performance, briefing/frontloading, debriefing skills | | Coach Carter, Remember the titans - Clips |
| 10 | Revision and Test | Task 8: Motor Learning and Coaching Test Wk 10 | |
| | **Term 4** | | |
| 1 - 2 | Developing physical skills, strategies and tactics:
- refine and adapt movement skills in modified and competitive situations focusing on consistency, precision, fluency and control
- Adapt and implement strategic responses varying in complexity to situational demands in modified competitive practical situations. | Catch Up Work (Missed Assessments) | |
**END OF SEMESTER 2**
# ASSESSMENT OUTLINE 2021
## GENERAL PSYCHOLOGY
### YEAR 12
**Semester 1 – UNIT 3**
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | 25% | **Task 2: Test**
Apply knowledge and skills in research methods to plan studies and interpret and evaluate data | 10% | Term 1 Week 7 |
| Response | 40% | **Task 3: Topic test**
Apply knowledge and skills related to relational influences | 10% | Term 1 Week 9 |
| | | **Task 4: Topic test**
Apply knowledge and skills related to research methods, relational influences and personality | 10% | Term 2 Week 3 |
| Project | 20% | **Task 1: Advertisement**
Persuade an audience to ban/increase violence in the media | 10% | Term 1 Week 4 |
| Externally set task | 15% | **Task 5: Externally set task**
Written task on research methods and communication | 15% | Term 2 Week 4 |
**Semester 2 – UNIT 4**
| Assessment Type | SCSA Weighting | Task Description | EGC Weighting | Due Date |
|-----------------|----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | 25% | **Task 6: Psychological Report**
Investigation into effect of mnemonic devices on memory | 15% | Term 2 Week 10 |
| Response | 40% | **Task 7: Test**
Apply knowledge and understandings related to biological influences | 10% | Term 3 Week 3 |
| | | **Task 9: Social Media Post**
Apply knowledge of culture and values to a historical example of prejudice | 10% | Term 3 Week 6 |
| Project | 20% | **Task 8: Poster**
Explain the context and conclusions of a classic study on conformity or obedience | 10% | Term 3 Week 10 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 1-3 | **Communication**
Communication styles – social background (Bernstein), gender differences (Tannen), Robinson’s social skills
Persuasive communication – source of message, nature of communication, audience characteristics
**Research methods**
Qualitative methods for data collection | | Fletcher and Garton
EST Booklet |
| 4-6 | **Research methods**
Terminology – experimental, non-experimental, scientific, non-scientific, sample, population
Ethics in psychology research – participant rights, confidentiality, voluntary participation, withdrawal rights, informed consent procedures, deception
Experimental research methods – independent and dependent variables, operational hypotheses, controlled and uncontrolled variables, experimental and control groups | Task 1: Project
Advertisement on violence in media | EST Booklet |
| 7 | **Relational influences**
Friendship formation/determinants of liking (proximity, similarity, reciprocity) | Task 2: Test: Research methods | EST Booklet |
| 8-9 | **Relational influences**
Types of relationships - pro-social, anti-social | Task 3: Topic test: Relational influences and research methods | EST Booklet |
| 1 | **Relational influences**
Conflict – solutions (imposed, distributive, integrative) and techniques (mediation, negotiation, counselling) | | |
| 2-3 | **Personality**
Social learning theory - Bandura | Task 4: Topic Test
EST Content | EST Booklet |
| 3-5 | **Revision for EST**
Research methods, relational influences and social learning theory | | Fletcher and Garton textbook |
| 6 | **Personality**
Trait theories – Eysenck, Costa and McCrae
Humanistic theories – Maslow, Rogers
Behaviourist theories – Pavlov, Watson, Thorndike, Skinner
The relationship between personality, motivation and human performance
Advantages, disadvantages and issues related to personality testing by organisations | Task 5: EST | Fletcher and Garton |
| 7-8 | **Cognition**
Cognition, sensation, perception, attention span
Memory – multistore model (sensory register, working memory, long term memory) | | Fletcher and Garton |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 9-10 | **Cognition**
Strategies for improving memory (cues, mnemonics, chunking, repetition) | Task 6: Psychological Report Memory | Fletcher and Garton |
| 10 | **Research methods**
Statistical significance
Objective quantitative measures – physiological measures | Task 6: Psychological Report Memory | Fletcher and Garton |
| 11 | **Cognition**
States of consciousness – selective attention, divided attention, daydreaming, meditation, hypnosis, sleep
Physiological indicators of consciousness (brainwaves, heart rate, galvanic skin response) | Task 6: Psychological Report Memory | Fletcher and Garton |
### Term 3
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 1 - 3| **Biological influences**
Functions of the four lobes – frontal, parietal (sensory cortex), occipital lobe (visual cortex), temporal (auditory cortex)
Methods of studying the brain – EEG, CT, fMRI, case studies (Phineas Gage, Henry Molaison, London taxi drivers), animal studies (Lashley, Sperry) | Task 7: Test: Biological influences | Fletcher and Garton |
| 4 - 6| **Social Psychology**
Conformity and obedience (Asch, Milgram, Zimbardo)
Group influences (compliance, group polarisation, social status and power, bystander effect) | Task 8: Project: Asch, Milgram or Zimbardo poster | Fletcher and Garton |
| 7 - 10| **Culture and values**
Cultural diversity – conventions, expectations, collectivist, individualistic
Racism – prejudice (causes and reduction)
**Research methods**
Non-experimental research methods – case studies, surveys, correlational studies
Use of correlation to establish association between variables | Task 9: Response: social media post | Fletcher and Garton |
### Term 4
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|--------------------|
| 1-2 | **Developmental psychology**
Explanation of development – Piaget, Kohlberg
Cultural bias in developmental theories
Ways of studying influences on development – twin and adoption studies | Task 9: Response: social media post | Fletcher and Garton |
**END OF SEMESTER 2**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Production | **Task 1 Part A: Memory Project skill development**
Students present a portfolio of work demonstrating exploration of their concept using visual art language, skills, mediums and techniques. | 5% | Term 1 Week 4 |
| | **Task 1 Part B: Memory Project Design development**
Students present a portfolio of work demonstrating refinement of their concept using visual art language, skills, mediums and techniques. | 10% | Term 1 Week 9 |
| | **Task 1 Part C: Resolved artwork (Memory Project)**
Students present an artwork demonstrating resolved concepts use of skills, mediums and techniques. | 17.5% | Term 2 Week 7 |
| | **Task 6 Part A: Skill Development**
Students present a portfolio of work demonstrating exploration of their concept using visual art language, skills, mediums and techniques. | 6.25% | Term 3 Week 3 |
| | **Task 6 Part B: Design development**
Students present a portfolio of work demonstrating refinement of their concept using visual art language, skills, mediums and techniques. | 6.25% | Term 3 Week 8 |
| | **Task 6 Part C: Resolved artwork**
Students present an artwork demonstrating resolved concepts use of skills, mediums and techniques. | 20% | Term 4 Week 1 |
| Investigation | **Task 3: Julie Dowling Case study/investigation**
Investigation on Julie Dowling and in class test | 5% | Term 2 Week 2 |
| | **Task 7: Case Study [ Public Art]**
Investigation into Perth Public art and complete in class test | 5% | Term 3 Week 5 |
| Analysis | **Task 2: Internally set task**
Students will complete an image analysis within timed conditions. | 5% | Term 1 Week 8 |
| | **Task 5: STICI analysis test**
Students will complete an analysis in timed conditions | 5% | Term 2 Week 9 |
| EST | **Task 4: External set task**
A task set by the SCSA Based on the content from unit 3. | 15% | Term 2 Week 3 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|-------------------------------------------------|---------------------------------------------------------------------------|
| 1 - 2| **Unit Focus:** Inspirations — The Memory Project
**Production Task 1 Part A**
Inquiry
• collect visual sources & produce observational drawings
• experiment with media & techniques to develop ideas/designs
• organise information, research, plan & document design process | DoE Connect
-Yr 12 General Visual Art
Assessment policy
Production task
Stress free standards book
Student work samples
Teacher portfolio samples | |
| 3 - 4| **Production Task 1 Part A**
Visual influence
• analyse & take influence from art practices of Guy Denning
Art forms, media and techniques
• explore media & refine techniques to achieve effects
Visual language
• explore the use of visual language in artwork – E&P | Task 1: Production PART A DUE Week 4 | Related artworks
Student work samples
Teacher portfolio samples
Investigation task
Research table |
| 5 - 6| **Commence Production Task 1 Part B**
Visual influence
• explore diverse techniques and processes used by different artists
• collect imagery sourced from an array of artists to refine ideas
Visual language
• purposefully apply visual language [E&P] to develop artwork
Art forms, media and techniques
• select, apply & refine use of media/techniques with purpose
Social, cultural and historical contexts
• identify and interpret features of artwork specific to artists, movements, times or places
Art practice
• apply skills/processes sensitively to produce artwork
• follow correct OH&S procedures and copyright laws
• on-going self-evaluation
**Begin revision for Analysis Internally Set Task 3**
• use critical analysis frameworks to interpret artwork
• use visual language to describe subject matter, composition, technique & meaning in artwork | | Kehinde Wiley
Student work samples
Teacher portfolio samples
Investigation task
Research table
A5 books for Investigation task |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 7 - 8| **Commence Production Task 1 Part B**
Visual influence
- explore diverse techniques and processes used by different artists
- collect imagery sourced from an array of artists to refine ideas
Visual language
- purposefully apply visual language [E&P] to develop artwork
Art forms, media and techniques
- select, apply & refine use of media/techniques with purpose
Social, cultural and historical contexts
- identify and interpret features of artwork specific to artists, movements, times or places
Art practice
- apply skills/processes sensitively to produce artwork
- follow correct OH&S procedures and copyright laws
- on-going self-evaluation
**Begin revision for Analysis Internally Set Task 3**
- use critical analysis frameworks to interpret artwork
- use visual language to describe subject matter, composition, technique & meaning in artwork | Task 2: Analysis
[Internally set task]
DUE Week 8 | Analysis task
EST revision booklet |
| 9 | **Production Task 1 Part C**
Presentation
- plan and consider presentation for critique and exhibition
- display resolved artwork with considerations for audience
- evaluate working practices & present in artist statement
**Commence Production Task 1 Part C**
Art forms, media and techniques
- purposefully apply media & techniques to achieve specific effects
**Analysis Task 4**
- use critical analysis frameworks to interpret artwork
- use visual language to describe subject matter, composition, technique & meaning in artwork | Task 1:
Production PART B DUE
Week 10
Task 3: Analysis
[Internally set task]
DUE Week 10 | Analysis task
EST revision booklet |
| Term 2 | | | |
| 1-2 | **Commence EST Task 4**
- interpret artworks using visual language to describe subject matter, composition, technique & meaning in artwork | Task 3:
Investigation
Week 2 | |
| 3-4 | **Continue Investigation Task 2**
Personal response
- provide reasons for personal opinions & interpret artworks
- discuss the subject and theme used by artists in their artwork
Meaning and purpose
- use visual language to communicate meaning in artwork
- identify purpose/interpret meaning communicated in artworks
Social, cultural and historical contexts
- identify/interpret specific features of artwork, artist & movement
- define factors that influence art practice of artists within artworks
- discuss contextual factors influencing own art practice | Task 4: External set task
DUE Week 3 | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 5-7 | **Production Task 1 Part C**
Presentation
• plan & present resolved artwork for critique and exhibition
• reflect & evaluate working practices & present artist statement
**Commence Analysis Task 5**
Analysis
• use critical analysis frameworks to interpret artwork
use visual language to describe subject matter, composition, technique & meaning in artwork | Task 1: Production PART C DUE
Week 7 | Case study template
Student case study example
STICI analysis template |
| | **END OF SEMESTER 1** | | |
| 8-9 | **Unit Focus:** Investigations
**Commence Production Task 6 Part A**
Inquiry
• collect visual sources & produce observational drawings
• experiment with media & techniques to develop ideas/designs
• organise information, research, plan & document design process
**Commence Analysis Task 5**
Analysis
• use critical analysis frameworks to interpret artwork
use visual language to describe subject matter, composition, technique & meaning in artwork | Task 5: STICI analysis Due week 9 | Assessment policy
Production task
Stress free standards book |
| 10-11| **Continue Production Task 6 Part A**
Visual influence
• analyse & take influence from art practices of artists
Art forms, media and techniques
• explore media & refine techniques to achieve particular effects
Visual language
• explore the use of visual language in artwork – E&P | | artworks
Student work samples
Teacher portfolio samples |
| | **Term 3** | | |
| 1 - 2| **Commence Investigation Task 7**
Social, cultural and historical contexts
• identify/interpret features of artwork specific to artist/movement
• determine factors that influence the art practice of artists
discuss contextual factors influencing own art practice
Personal response
• provide reasons for personal opinions & interpret artworks
• discuss the subject and theme used by artists in their artwork
Meaning and purpose
• use visual language to communicate meaning in artwork
• identify purpose/interpret meaning communicated in artworks | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|-----------|
| 3 - 4| **Commence Production Task 5 Part B**
Visual influence
- explore diverse techniques and processes used by different artists
- collect imagery sourced from an array of artists to refine ideas
Visual language
- purposefully apply visual language [E&P] to develop artwork
Art forms, media and techniques
- select, apply & refine use of media/techniques with purpose
**Continue Production Task 5 Part B**
Art practice
- apply skills/processes sensitively to produce artwork
- follow correct OH&S procedures and copyright laws
- on-going self-evaluation | Task 6: Production
Part A DUE Week 3 | |
| 5 - 6| **Commence Production Task 5 Part B**
Visual influence
- explore diverse techniques and processes used by different artists
- collect imagery sourced from an array of artists to refine ideas
Visual language
- purposefully apply visual language [E&P] to develop artwork
Art forms, media and techniques
- select, apply & refine use of media/techniques with purpose
**Analysis Task 7**
Analysis
- use critical analysis frameworks to interpret artwork
use visual language to describe subject matter, composition, technique & meaning in artwork | Task 7: Investigation
DUE Week 2 | |
| 7 - 8| **Commence Production Task 5 Part C**
Art forms, media and techniques
- purposefully apply media & techniques to achieve specific effects
Presentation
- plan and consider presentation for critique and exhibition
- display resolved artwork with considerations for audience
evaluate working practices & present in artist statement | Task 6: Production
Part B DUE Week 5 | |
| 9 - 10| **Continue Production Task 5 Part C**
Presentation
- plan & present resolved artwork for critique and exhibition
- reflect & evaluate working practices & present artist statement | | |
| Term 4 | | | |
| 1 - 2 | **Continue Production Task 5 Part C**
Presentation
- plan & present resolved artwork for critique and exhibition
reflect & evaluate working practices & present artist statement
**Class of 2020 Mural project**
- collaboratively produce a large scale mural for display to celebrate the success of 2020 | Task 5: Production
Part C DUE Week 1 | |
**END OF SEMESTER 2**
| Unit of Competency | Unit Code & Name | Assessments | Nominal Hours | Due Date |
|--------------------|-----------------|------------------------------------------------------------------------------|---------------|----------------|
| HLTWHS001 | Participate in workplace health and safety | Assessment Task 1: Short answer questions (online)
Assessment Task 2: OHS Inspection Form
Observation Checklist | 15 | Term 1 Week 4 |
| BSBWOR202 | Organise and complete daily work activities | Assessment Task 1: Short answer questions (online)
Assessment Task 2: Case Studies and written response
Observation Checklist | 30 | Term 1 Week 8 |
| CHCVOL001 | Be an effective Volunteer | Assessment Task 1: Short answer questions (online)
Assessment Task 2: Preparation for Volunteering
Assessment Task 3: Logbook of 20 hours of volunteering/community service (ONGOING)
Observation Checklist | 20 | Term 1 Week 10 |
| CHCDIV001 | Work with diverse people | Assessment Task 1: Short answer questions (online)
Assessment Task 2: Case Studies and written response
Observation Checklist | 30 | Term 2 Week 5 |
| CHCCOM001 | Provide first point of contact | Assessment Task 1: Short answer questions (online)
Assessment Task 2: Written questions and role plays
Observation Checklist | 30 | Term 2 Week 9 |
| HLTAID003 | Provide First Aid | Pre-reading and written quiz
Participation in first aid scenario’s
Practical assessment/observation | 20 | Term 3 Week 1 |
| CHCCOM005 | Communicate and work in health or community services | Assessment Task 1: Short answer questions (online)
Assessment Task 2: Portfolio Tasks (Case Studies)
Observation Checklist | 50 | Term 3 Week 5 |
| BSBWOR201 | Manage Personal Stress in the workplace | Assessment Task 1: Short answer questions (online)
Assessment Task 2: Case Studies / Role Plays
Observation Checklist | 10 | Term 2 Week 10 |
| FSKLRG09 | Use strategies to respond to routine workplace problems | Assessment Task 1: Short answer questions (online)
Assessment Task 2: Case Studies and written response
Observation Checklist | 20 | Term 4 Week 1 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
# COURSE OUTLINE 2021
## CERTIFICATE II COMMUNITY SERVICES
### YEAR 11
#### Semesters 1 & 2
| Week | Units | Assessment | Resources |
|------|----------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| | **Term 1** | | |
| 1-4 | **HLTWHS001 Participate in workplace health and safety** | Short answer questions (online) | iVET Portal
iVET Learner Guides
Computers
Practical WHS activities |
| | - Follow safe work practices | OHS Inspection Form | |
| | - Identify, report and record hazards in the workplace | Observation Checklist | |
| | - Implement safe work practices | | |
| | - Contribute to safe work practices | | |
| | - Reflect on own safe work practices | | |
| 5-8 | **BSBWOR202 Organise and complete daily work activities** | Short answer questions (online) | iVET Portal
iVET Learner Guides
Computers |
| | - Organise work schedule | Case Studies | |
| | - Complete work tasks | Observation Checklist | |
| | - Review work performance | | |
| 9-10 | **CHCVOL001 Be an effective volunteer** | Short answer questions (online) | iVET Portal
iVET Learner Guides
Computers
Logbook
Volunteering opportunities
Guestspeakers |
| | - Develop an understanding of organisational policies, procedures surrounding volunteer work | Preparation for Volunteering | |
| | - Rights and responsibilities | Logbook of 20 hours of volunteering/community service | |
| | - Work as a volunteer | Observation Checklist | |
| | - Appreciate support structures within volunteer work, seek feedback and self-reflection on work completed. | | |
| | **Term 2** | | |
| 1-5 | **CHCDIV001 Work with diverse people** | Short answer questions (online) | iVET Portal
iVET Learner Guides
Computers
Guest speakers |
| | - Reflect on own perspective | Case Studies | |
| | - Appreciate diversity and inclusiveness, and their benefits | Observation Checklist | |
| | - Promote understanding across diverse groups | | |
| | - Further information | | |
| 6-9 | **CHCCOM001 Provide first point of contact** | Short answer questions (online) | iVET Portal
iVET Learner Guides
Computers
Guest speakers |
| | - Greet and observe people | Case Studies | |
| | - Follow organisational procedures to collect routine client information | Observation Checklist | |
| | - Identify priority of need | | |
| | - Provide service information | | |
| Week | Units | Assessment | Resources |
|------|----------------------------------------------------------------------|-------------------------------------------------|------------------------------------------------|
| 10 | **HLTAID003 Provide First Aid**
(provided by St John Ambulance – pre quiz online questions, then full day workshop) | Short answer online Pre-quiz Full day workshop | Online quiz
St John booklets & resources
St John trainer |
### Term 3
| 1-5 | **CHCCOM005 Communicate and work in health or community service**
- Complete workplace correspondence and documentation
- Contribute to continuous improvement
- Other information | Short answer questions (online) Case Studies Observation Checklist | iVET Portal
iVET Learner Guides
Computers
Guestspeaker |
| 6-10 | **BSBWOR201 Manage personal Stress in the Workplace**
- Identify common causes of stress in the workplace
- Understand the physical, physiological and behavioural signs and symptoms of stress
- Develop stress management strategies, and understanding of work/life balance
- Identify key supports and understanding of KPI’s versus employee wellbeing | Short answer questions (online) Case Studies /Role Plays Observation Checklist | iVET Portal
iVET Learner Guides
Computers
Activities re: stress management |
### Term 4
| 1 | **FSKLRG09 Use strategies to respond to routine workplace problems**
- Identify common workplace issues, their causes and potential consequences
- Develop key strategies in conflict or issue resolution and communication strategies | Short answer questions (online) Case Studies Observation Checklist | iVET Portal
iVET Learner Guides
Computers |
| 3-4 | Resubmission, as needed. Completion of Logbook hours if required. Community Services Project | | |
### END OF YEAR
| Unit of Competency | Assessments | Nominal Hours | Due Date |
|--------------------|-------------|---------------|----------------|
| SITTIND001 | Task One- presentation on the Tourism & Travel industry | 25 | Term 1 Week 6 |
| | Task Two- knowledge questions | | |
| SITXCCS003 | Task One- scenarios | 5 | Term 1 Week 7 |
| | Task Two- demonstration | | |
| | Task Three- demonstration | | |
| | Task Four- knowledge questions | | |
| SITXCOM002 | Task One- research | 20 | Term 1 Week 10 |
| | Task Two- demonstration | | |
| | Task Three- written responses | | |
| | Task Four- knowledge questions | | |
| SITXWHS001 | Task One- poster | 15 | Term 2 Week 2 |
| | Task Two- WHS inspection | | |
| | Task Three- scenario | | |
| | Task Four- knowledge questions | | |
| SITXCCS002 | Task One- workplace documents | 20 | Term 2 Week 7 |
| | Task Two- demonstration | | |
| | Task Three- knowledge questions | 10 | |
| SITXCOM001 | Task One- Research & identify | | |
| | Task Two- Demonstration | | |
| | Task Three- Conflict resolution | | |
| | Knowledge Questions | | |
| Unit of Competency | Assessments | Nominal Hours | Due Date |
|--------------------|------------------------------------------------------------------------------|---------------|---------------------------|
| SITXCCS006 | Task One Provide customer service | 25 | Term 2, Week 10 |
| | Task Two Respond to customer complaints | | |
| | Knowledge Questions | | |
| SITXFSA001 | Task 1: Food safety procedures | 15 | Term 3, Week 4 |
| | Task 2: Practical Demonstration food handling throughout the term | | |
| | Knowledge Questions | | |
| SITHFAB005 | Task 1: Coffee Based Knowledge | 30 | Written task by Week 7 |
| | Task 2: Mise en Plus | | Practical component by |
| | Task 3: Methods and Techniques | | Term 3, Week 10 |
| | Task 4: Problem solving | | |
| | Task 5: Maintenance | | |
| | Task 6: Practical Demonstration within the simulated workplace BeanED | | |
| SITTGDE001 | Task 1: Presentations, note taking, brainstorming, mind mapping | 100 | Term 4, Week 4 |
| | Task 2: Collecting Information | | (some tasks will be |
| | Task 3: Demonstration/sharing | | completed throughout year |
| | Knowledge questions | | within other units) |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|------------------------------------------------|
| 1-5 | **SITTIND001 Source & Use Information on the Tourism & Travel Industry** | Task 1 | Learner Guide |
| | Introduction to course, outlines and assessments, discussions and activities | Task 2 | ICT |
| | on various areas of the tourism industry (sectors, career pathways), accessing| | Websites to source tourist industry information|
| | tourism industry information, industry sectors, roles and interrelationships, | | |
| | laws and ethical issues specifically relevant to the tourism industry, tourism | | |
| | industry technology | | |
| 1-5 | **SITTGDE001 Interpret Aspects of local Australian Indigenous Culture** | Task 1 | Learner Guide |
| | Share information on aspects of local Australian Indigenous culture with | Task 2 | ICT |
| | customers on at least three different occasions and at three different sites. | Task 3 | Websites to source tourist industry information |
| | Culturally acceptable practices and protocols within a specific local | Task 4 | Guest speakers |
| | Australian Indigenous community that address | | Excursions |
| 6-7 | **SITXCOM002 Interact with Customers** | Task 1 | Learner Guide |
| | Research organisational policies & procedures, customer service standards and | Task 2 | ICT |
| | respond to scenarios following organisational guidelines | Task 3 | Organisation policies & procedures |
| | Shifts within the simulated workplace BeanEd to demonstrate competencies | Task 4 | BeanEd |
| | within providing effective customer service | | |
| 8-9 | **SITXCOM002 Show Social & Cultural Diversity** | Task 1 | EEO & anti-discrimination |
| | Characteristics of social and cultural groups in Australia, key aspects of | Task 2 | communication styles, conflict resolution, |
| | cultural & religious protocols, communicating with colleagues & customers from| Task 3 | cultural characteristics |
| | diverse social & cultural backgrounds with respect & sensitivity, verbal & | Task 4 | |
| | non-verbal communication, workplace discrimination, resolving conflict | | |
| 10 | **SITXWHS001 Participate in Safe Work Practices** | Task 1 | Learner guide |
| | Workplace health, safety and security procedures, identifying hazards, PPC&E, | | WHS codes of practice and standards, templates |
| | reporting hazards, OHS/WHS legislation, employer/employee responsibilities | | used for WHS practices |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| 1-2 | **SITXWHS001 Participate in Safe Work Practices** | Task 2, Task 3, Task 4 | Learner guide, WHS codes of practice and standards, templates used for WHS practices |
| | Workplace health, safety and security procedures, identifying hazards, PPC&E, reporting hazards, OHS/WHS legislation, employer/employee responsibilities | | |
| 3-6 | **SITXCCS002 Provide Visitor Information & SITXCOM001 Source and present Information** | Task 1, Task 2, Task 3 | Learner Guide, Local area information, ICT |
| | Responding to client requests, how to gain information on client requests, how to research to respond to client needs, how to access information on a range of services and facilities relevant to client needs, conducting research to respond to client needs, ways to deliver information to clients, researching and collating information on services and facilities for clients | | |
| 7-8 | **BSBWOR203 Work effectively with others** | Task 1, Task 2, Task 3, Knowledge questions | BSBWOR203 Learner Guide, ICT, Resources and skills in groupwork |
| | Develop effective workplace relationships, Contribute to workgroup activities, Deal effectively with issues, problems and conflict | | |
| 9-10 | **SITXCCS006 Provide Service to Customers** | Task 1, Task 2, Knowledge Questions | Learner Guide, ICT, Real or simulated environment where visitor information is sourced |
| | Presenting information for easy client reading, modes of gaining client feedback, seeking client feedback and sharing with colleagues, Communicating information clearly in group situations, group presentation techniques; how to enhance and cater for diverse needs and different groups | | |
| 1-4 | **SITXFSA001 Use hygienic practices for food safety** | Task 1, Task 2, Knowledge Questions | Learner Guide, Hygiene legislation and documents, BeanED Commercial Kitchen |
| | Basic aspects of commonwealth, state or territory food safety laws, standards and codes, FSANZ, Health issues likely to cause a hygiene risk relevant to food safety: Hygiene actions that must be adhered to in order to avoid food-borne illnesses, HACCP | | |
| 5-8 | **SIHFAB005 Prepare and Serve Espresso Coffee** | Written tasks and demonstration by Week 4, Practical and barista training ongoing across the year and hours to be completed by Week 10 | SITHFAB005 Learner Guide, ICT, Barista workshops, BeanED for practical component |
| | Prepare and present each of the following espresso-based coffee beverages on three different occasions within commercial timeframes: caffe latte, cappuccino, espresso (short black), flat white, long black, piccolo latte, mocha, ristretto, short and long macchiato, Monitor quality indicators for extraction as listed in the knowledge evidence during preparation of the above espresso coffee beverages and make adjustments to restore extraction to required standard, Present the above espresso coffee beverages and accompaniments demonstrating consistency and quality of: Appearance, aroma, body, crema on top of the espresso, flavour, taste, strength, volume | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| Term 2 | **SITTGDE001 Interpret Aspects of local Australian Indigenous Culture**
Share information on aspects of local Australian Indigenous culture with customers on at least three different occasions and at three different sites.
Culturally acceptable practices and protocols within a specific local Australian Indigenous community that address:
Aspects of a specific local Australian Indigenous culture as appropriate to specific community:
*Art, Bush foods and medicine, Dance, Music, Storytelling, Tools and implements*
Copyright and intellectual property issues associated with providing information about local Australian Indigenous cultures | Task 1
Task 2
Task 3
Knowledge questions
*Information gathering throughout the year* | SITTGDE001 Learner Resource
Local Indigenous cultural resources
Guest speakers, including elders
ICT
Audiovisual resources |
| Term 4 |
1-4 | **SITTGDE001 Interpret Aspects of local Australian Indigenous Culture continued** | As above | |
| 5 | Final task completion and compilation of evidence | | |
**END OF YEAR**
# ASSESSMENT OUTLINE 2021
## CERTIFICATE II CREATIVE INDUSTRIES
### YEAR 11 & 12
Semesters 1 & 2
| Unit of Competency | Assessments | Nominal Hours | Due Date |
|--------------------|-------------|---------------|----------|
| **CUA20215** | Student Induction – RTO Skills Strategies Requirements
LLN Assessment – Assess Prior knowledge & Literacy skills | 4 | Term 1 Week 1 |
| **CUAWHS302** | Task 1 – Knowledge Questions
Safety & hazard signs, Employee & Employer Roles & Responsibilities
Task 2 – Safe Work Practices
Complete WHS/OSH practices safely
Task 3 – Hazards & Risks
Identify, evaluate & minimise risks & hazards in the workplace
Task 4 – Emergency Procedures
Know & follow emergency procedures in the workplace. | 20 | Term 1 Week 4 |
| **CUAIND201** | Task 1 - Research Industry
Research structure & operation of creative industries;
Task 2 – Present Industry
Presentation to Peers (small group) | 20 clustered | Project 1 Term 1 Week 8 |
| **BSBWOR203** | Task 1 – Knowledge Questions
Multiple choice questions
Task 2 – Workplace relationships
Team role & Team plan
Task 3 – Workgroup activities
Meeting minutes, Team evaluation, Self-evaluation, team evaluation, performance improvement action plan
Task 4 – Conflict Resolution
Workplace issues summary | 20 clustered | Project 1 Term 1 Week 8 |
| **CUAACD101** | Task 1 - Report
Research drawing techniques– Hand drawing / Digital drawing
Task 2 - Tools & Materials
3 drawings in portfolio – document techniques, tools, materials & ohs
Task 3 - Self-reflection / Evaluation
Feedback and improvement | 40 clustered | Project 2 Term 2 Week 6 |
| **ICTICT204** | Task 1 – Knowledge Questions - fill in the blank / multiple choice
Task 2 – create digital media product
Design brief, research software, source information, edit, file management, test & review
Task 3 - Portfolio
3 designs - Design brief, research software, source information, edit, file management, test & review
Task 4 – Observation
Teacher observation checklist | 40 clustered | Project 2 Term 2 Week 6 |
| **BSBDES201** | Task 1 – Plan Design Process
Design process research – diagram / flow chart, Design Brief table & Idea generation
Task 2 – Schedule Tasks
Brainstorm tasks, Create schedule of tasks –teacher check approval
Task 3 - Implement Solution
Test & develop solution – record processes, Explore different options Observation /evidence checklist
Task 4 – Evaluate Solution
Stakeholder feedback, PMI evaluation table
Task 5 – Observation Checklist
Teacher observation checklist | 40 clustered | Project 2 Term 2 Week 6 |
| Unit of Competency | Assessments | Nominal Hours | Due Date |
|--------------------|-----------------------------------------------------------------------------|---------------|-------------------|
| CUAANM301 | **Task 1 – Pre-Production**
Develop a project Brief, Project Plan & develop ideas
**Task 2 - Production**
Set up production equipment & develop 2D animation project with Production Process Report.
**Task 3 - Post-Production**
Peer Review and Evaluation of Project. Observation of Skills. | 40 clustered | Project 3
Term 3
Week 3 |
| CUAPOS201 | **Task 1 - Prepare video/film for edit**
Project brief, Two column script, Upload files - file management screenshots
**Task 2 - Log Content for editing**
Footage Log – catalogue & sequence footage
Batch digitise List – Premier Pro bins
Edit decision List – sequence footage and audio, record required editing techniques
**Task 3 – Perform basic editing**
Edit video & audio files in sequence, Screen shot editing techniques used
Export files
**Task 4 – knowledge questions – Short Answer**
OHS computers & keyboards, Post production roles & responsibilities
Editing facilities & equipment, Editing software types & uses
**Task 5 – Observation checklist**
Teacher observation of skills & knowledge | 50 clustered | Project 3
Term
Week 3 |
| BSBCRT101 | **Task 1 – knowledge questions**
Critical thinking & questions skills / techniques – short answer
**Task 2: Critical Thinking**
Short answer questions relating to video/article – industry area
**Task 3 – Reflection Journal**
Blog / Journal (3months / 1 term – 2 entries per week)
**Task 4 – Observation**
Teacher observation of skills & knowledge | 20 clustered | Project 4
Term 3
Week 10 |
| BSBWOR202 | **Task 1 – knowledge questions**
Multiple choice questions – time management & collaborative work strategies
**Task 2 – Organise work Schedule**
Smart Goals, Task Tracker, Eisenhower Matrix, Digital Calendar
**Task 3 – Complete work Tasks**
Use tool from task 1 to complete project – screen shots of continued use.
**Task 4 – Review Work Performance**
Performance Review, Performance Improvement Action Plan | 20 clustered | Project 4
Term 3
Week 10 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: ___________________________ Parent/Guardian Signature: ________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|---------------------------------------------------------------------------|
| 1 | **Cert II CUA20215 student induction** | **Student Induction Quiz/Test** | PowerPoint Presentation, Student induction quiz, Student handbook, EGC policies |
| | - RTO Skills strategies requirements | **LLN assessment** | |
| | - Student rights & responsibilities | **Prior knowledge activities** | |
| | - Structure of course | | |
| | - Assessment of prior knowledge & LLN capabilities | | |
| 2-4 | **CUAWHS302 Apply work health and safety practices (CORE)** | **Task 1 – Knowledge Questions** | Connect Learning Guide, PowerPoint, Work Safe Smart-Move quiz, OH&S templates, EGC OH&S policies & procedures |
| | - Identify safety & hazard signs | **Task 2 – Safe Work Practices** | |
| | - Employee & Employer Roles & Responsibilities | **Task 3 – Hazards & Risks** | |
| | - Complete WHS/OSH practices safely | **Task 4 – Emergency Procedures** | |
| | - Identify, evaluate & minimise risks & hazards in the workplace | | |
| | - Know & follow emergency procedures in the workplace | | |
| | - Ergonomics – workstation setup | | |
| | - EGC OHS& ITC policies & procedures | | |
| 5-6 | **PROJECT 1 – CREATIVE INDUSTRIES PRESENTATION** | **BSBWOR203 Task 1 – Knowledge questions** | Connect Learning Guide, Research Note Template, Referencing Guide, Presentation Software – PowerPoint / Canva |
| | **CLUSTERED UNITS - CUAIND201 & BSBWOR203** | **Task 2 – Team role & team Plan** | |
| | - Introduction to the creative industries | **Task 3 – Work Group Activities - Meeting Minutes** | |
| | - BSBWOR203 - Multiple choice questions | **CUAIND201 Task 1- Research Industry** | |
| | - Team role & Team plan – small Group investigation & presentation | | |
| | - Work Group activities – record group meetings – goals, decisions, actions. | | |
| | - Research structure & operation of creative industries; Employment opportunities & career/training pathways; laws & protocols; trends & technologies | | |
| | - Develop research & referencing skills – record notes & develop draft | | |
| 7-8 | **PROJECT 1 – CREATIVE INDUSTRIES PRESENTATION** | **CUAIND201 Task 2 – Present Industry (Group Presentation to Peers)** | Connect Learning Guide, Research Note Template, Referencing Guide, Presentation Software – PowerPoint / Canva |
| | **CLUSTERED UNITS - CUAIND201 & BSBWOR203** | **BSBWOR203 Task 3 – Work Group Activities** | |
| | - Research structure & operation of creative industries; Employment opportunities & career/training pathways; laws & protocols; trends & technologies. | **Task 4 – Conflict Resolution** | |
| | - Develop group presentation – PowerPoint / Video | | |
| | - Presentation to Peers (small group) | | |
| | - Meeting minutes, Team evaluation, Self-evaluation, team evaluation, performance improvement action plan | | |
| | - Workplace issues summary | | |
| 9-10 | **PROJECT 2 – DIGITAL DRAWING PORTFOLIO** | **Project 2A – Logo Design Portfolio** | Connect Learning Guide, Online tutorials, Adobe Software – Photoshop, Illustrator, Character Animator, Sketch book, Stationary, Digital drawing tablets |
| | **CLUSTERED UNITS – CUAACD101 & ICTICT204 & BSBDES201** | **CUAACD101 Task 1 – report** | |
| | - Introduction to the design process | **Task 2 – Tools & Materials** | |
| | - Investigate & experiment with a range of drawing techniques – hand & digital drawing – tools, materials & techniques | **ICTICT204 Task 1 – knowledge Questions** | |
| | - Introduction to Photoshop & Illustrator techniques | **Task 2 – Create digital media product** | |
| | - File types & features | | |
| | - Elements & Principles of Design | | |
| | - Project 2A – Logo Design Portfolio | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------|---------------------------------------------------------------------------|
| 1 - 3| PROJECT 2 – DIGITAL DRAWING PORTFOLIO
CLUSTERED UNITS – CUAACD101 & ICTICT204 & BSBDES201
- Basic tools, techniques, and elements & Principles of design & composition
- Identify & describe tools, materials & techniques using in designs
- Brainstorm & develop ideas – experiment & explore multiple options
- Develop skills in using digital drawing software
- Develop knowledge & skills in using a design process – research, idea generation, concept development, Production & evaluation.
- Sketching, annotating, and evaluating ideas based on feedback.
- Present designs to client / peers for feedback
- Self-reflect on processes & evaluate for future improvement
- Develop portfolio Presentation skills – final 3 designs. | Project 2B – Digital Landscape Design Portfolio
CUAACD101
- Task 2 – Tools & Materials cont.
ICTICT204
- Task 3 – Portfolio
BSBDES201
Task 2 – schedule Tasks
Task 3 – Implement Solution
Task 4 – Evaluate solutions | Connect
Learning Guide
Online tutorials
Adobe Software – Photoshop, Illustrator, Character Animator
Sketch book
Stationary
Digital drawing tablets |
| 4 - 6| PROJECT 2 – DIGITAL DRAWING PORTFOLIO
CLUSTERED UNITS – CUAACD101 & ICTICT204 & BSBDES201
- Basic tools, techniques, and elements & Principles of design & composition
- Identify & describe tools, materials & techniques using in designs
- Brainstorm & develop ideas – experiment & explore multiple options
- Develop skills in using digital drawing software
- Develop knowledge & skills in using a design process – research, idea generation, concept development, Production & evaluation.
- Sketching, annotating, and evaluating ideas based on feedback.
- Present designs to client / peers for feedback
- Self-reflect on processes & evaluate for future improvement
- Develop portfolio Presentation skills – final 3 designs. | Project 2C – Character Design Portfolio
CUAACD101
- Task 2 – Tools & Materials cont.
- Task 3 – Self-reflection
ICTICT204
- Task 3 – Portfolio
- Task 4 - Observation
BSBDES201
- Task 3 – Implement Solution
- Task 4 – Evaluate solutions
- Task 5 – Observation | Connect
Learning Guide
Online tutorials
Adobe Software – Photoshop, Illustrator, Character Animator
Sketch book
Stationary
Digital drawing tablets |
| 7 - 8| PROJECT 3 – 2D ANIMATION
CLUSTERED UNITS – CUAANM301 & CUAPOS201
- Develop Knowledge of Animation styles & Techniques
- Work effectively with others to develop & produce a 2D animation –
- Develop knowledge & Skills in basic animation software – Adobe Animate & Adobe Character Animator
- Develop knowledge & Skills in basic video & sound editing – Adobe Premier Pro | Project 3 – 2D Animation
CUAANM301
- Task – Portfolio
CUAPOS201
Task 1 – Prepare video/film for edit
Task 2 - Log Content for editing | Connect
Learning Guide
Online tutorials
Adobe Software – premier Pro
Character animator, Animate
Digital drawing tablets
Sketch book
Stationary |
| 9 - 10| PROJECT 3 – 2D ANIMATION
CLUSTERED UNITS – CUAANM301 & CUAPOS201
- Develop Knowledge of Animation styles & Techniques
- Work effectively with others to develop & produce a 2D animation –
- Develop knowledge & Skills in basic animation software – Adobe Animate & Adobe Character Animator
- Develop knowledge & Skills in basic video & sound editing – Adobe Premier Pro | Project 3 – 2D Animation
CUAANM301
- Task – Portfolio
CUAPOS201
- Task 2 - Log Content for editing
- Task 3 -Basic editing | Connect
Learning Guide
Online tutorials
Adobe Software – premier Pro
Character animator, Animate
Digital drawing tablets
Sketch book
Stationary |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|---------------------------------------------------------------------------|
| 1 - 2| **PROJECT 3 – 2D ANIMATION**
**CLUSTERED UNITS – CUAANM301 & CUAPOS201**
- Develop Knowledge of Animation styles & Techniques
- Work effectively with others to develop & produce a 2D animation –.
- Develop knowledge & Skills in basic animation software – Adobe Animate & Adobe Character Animator
- Develop knowledge & Skills in basic video & sound editing – Adobe Premier Pro | Project 3 – 2D Animation
CUAANM301
- Task – Portfolio
CUAPOS201
- Task 2 – Log Content for editing
- Task 3 -Basic editing
- Task 4 – Knowledge Questions
- Task 5 -Observation | Connect Learning Guide Online tutorials Adobe Software – premier Pro Character animator, Animate Digital drawing tablets Sketch book Stationary |
| 3 - 4| **PROJECT 3 – 2D ANIMATION**
**CLUSTERED UNITS – CUAANM301 & CUAPOS201**
- Develop Knowledge of Animation styles & Techniques
- Work effectively with others to develop & produce a 2D animation –.
- Develop knowledge & Skills in basic animation software – Adobe Animate & Adobe Character Animator
- Develop knowledge & Skills in basic video & sound editing – Adobe Premier Pro | Project 3 – 2D Animation
CUAANM301
- Task – Portfolio
CUAPOS201
Task 1 – Prepare video/film for edit | Connect Learning Guide Online tutorials Software – Scratch, Game Studio, Minecraft Education Digital drawing tablets Sketch book Stationary |
| 5 - 6| **PROJECT 4 – GAME / APP DESIGN**
**CLUSTERED UNITS – BSBCRT101 & BSBWOR202**
- Explore & evaluate Software used in Game Design
- Develop knowledge & skills in basic coding for games – Scratch & Game Studio, Minecraft Education
- Complete a series of tutorials to develop skills in coding – testing & problem solving
- Explore Game industry through journal activities
- Develop project management skills – time management, task planning, critical thinking and problem solving techniques | Project 4A – Game Design Skills
BSBCRT101
- Task 1 – Knowledge Questions
- Task 2 – Critical Thinking
BSBWOR202
- Task 1 – Knowledge Questions
- Task 2 – Organize work schedule | Connect Learning Guide Online tutorials Software – Scratch, Game Studio, Minecraft Education Digital drawing tablets Sketch book Stationary |
| 7 - 8| **PROJECT 4 – GAME / APP DESIGN**
**CLUSTERED UNITS – BSBCRT101 & BSBWOR202**
- Explore & evaluate Software used in Game Design
- Develop knowledge & skills in basic coding for games – Scratch & Game Studio, Minecraft Education
- Complete a series of tutorials to develop skills in coding – testing & problem solving
- Explore Game industry through journal activities
- Develop project management skills – time management, task planning, critical thinking and problem solving techniques | Project 4B – Create your own Game
BSBCRT101
- Task 3 – Journal
BSBWOR202
- Task 3 – Complete Work Tasks | Connect Learning Guide Online tutorials Software – Scratch, Game Studio, Minecraft Education Digital drawing tablets Sketch book Stationary |
| 9 - 10| **PROJECT 4 – GAME / APP DESIGN**
**CLUSTERED UNITS – BSBCRT101 & BSBWOR202**
- Explore & evaluate Software used in Game Design
- Develop knowledge & skills in basic coding for games – Scratch & Game Studio, Minecraft Education
- Complete a series of tutorials to develop skills in coding – testing & problem solving
- Explore Game industry through journal activities
- Develop project management skills – time management, task planning, critical thinking and problem solving techniques | Project 4B – Create your own Game
BSBCRT101
- Task 3 - Journal
- Task 4 - Observation
BSBWOR202
- Task 3 – Complete Work Tasks
- Task 4 – Review Work Performance | Connect Learning Guide Online tutorials Software – Scratch, Game Studio, Minecraft Education Digital drawing tablets Sketch book Stationary |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| | **Term 4** | | |
| 1 - 2| **PROJECT 4 – GAME / APP DESIGN**
**CLUSTERED UNITS – BSBCRT101 & BSBWOR202**
- Explore & evaluate Software used in Game Design
- Develop knowledge & skills in basic coding for games – *Scratch & Game Studio, Minecraft Education*
- Complete a series of tutorials to develop skills in coding – testing & problem solving
- Explore Game industry through journal activities
- Develop project management skills – time management, task planning, critical thinking and problem solving techniques
- Catchup & Resubmit evidence | Project 4B – Create your own Game
**BSBCRT101**
- Task 3 - *Journal*
- Task 4 - Observation
**BSBWOR202**
- Task 3 – *Complete Work Tasks*
- Task 4 – *Review Work Performance* | Connect
Learning Guide
Online tutorials
Software – *Scratch, Game Studio, Minecraft Education*
Digital drawing tablets
Sketch book
Stationary |
| 3 - 5| **CATCH UP & RESUBMIT**
- Catch up on previous tasks and assessments
- Use feedback to resubmit any necessary evidence
- Develop skills in personal project. | Resubmit evidence
Catchup | Connect
Learning Guide
Teacher feedback sheets |
**END OF YEAR**
# ASSESSMENT OUTLINE 2021
## CERTIFICATE II IN FINANCIAL SERVICES
### YEAR 11 & 12
Semesters 1 & 2
| Unit of Competency | Assessments | Nominal Hours | Due Date |
|--------------------|-------------|---------------|----------|
| **BSBWHS201** | Task 1 – Identify and report hazards
| Contribute to health and safety of self and others | Task 2 – Incident/ injury reporting
| Task 3 – Identify safety signs
| Knowledge Questions | 15 | Term 1 Week 3 |
| **FNSFLT201** | Task 1 – Budgeting as a financial tool
| Develop and use a personal budget | Task 2 - Prepare a personal budget
| Task 3 - Record expenditure and income
| Knowledge Questions | 20 | Term 1 Week 7 |
| **BSBWOR203** | Task 1 – Work effectively
| Work Effectively with others | Task 2 – Contribute to team
| Task 3 – Deal with issues, problem and conflict
| Knowledge Questions | 20 | Term 1 Week 10 |
| **FNSINC301** | Task 1 – Working in the finance industry
| Work effectively in the financial services industry | Task 2 – Work safely
| Task 3 – Working in a team
| Task 4 - Portfolio
| Knowledge Questions | 45 | Term 2 Week 5 |
| **BSBWOR204** | Task 1 – Select and use technology
| Use Business Technology | Task 2 – Maintain technology
| Task 3 - Process and organize data
| Knowledge Questions | 30 | Term 2 Week 8 |
| **FNSFLT203** | Task 1 – Research
| Develop knowledge of debt and consumer credit | Task 2 – Glossary
| Task 3 - Scenario
| Task 4 - Business Credit
| Knowledge Questions | 25 | Term 3 Week 2 |
| **FNSFLT206** | Task 1 – The role of taxation in the Australian economy
| Develop knowledge of taxation | Task 2 - Personal taxation
| Task 3 - Business taxation
| Task 4 - Discuss tax liability
| Knowledge Questions | 35 | Term 3 Week 6 |
| **FNSFLT204** | Task 1 – Create a promotional brochure
| Develop knowledge of superannuation | Task 2 – Research project
| Task 3 - Glossary
| Task 4 - Staff Induction power point
| Knowledge questions | 35 | Term 3 Week 10 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| | **Term 1** | | |
| 1 - 3| Introduction to course, outlines and assessments and VET student office. Electronic enrolment in the online course. Email protocols established.
**BSBWHS201 – Contribute to the Health and Safety of others**
This unit describes the skills and knowledge required to work in a manner that is healthy and safe in relation to self and others and to respond to emergency incidents. It covers following work health and safety (WHS) and emergency procedures and instructions, implementing WHS requirements and participating in WHS consultative processes. | Task 1 – Identify and report hazards
Task 2 – Incident/ injury reporting
Task 3 – Identify safety signs
Knowledge Questions | Learning Guide and Assessment Guide work books. |
| 4-7 | **FNSFLT201**
This unit describes the skills and knowledge required to develop, implement and monitor a personal savings budget. It has wide application and may be used in workplaces, schools, adult and community learning organisations or registered training organisations to build the financial literacy of learners. The unit may also be used as part of pre-vocational or new apprenticeship programs, or as part of services provided by counselling or advisory organisations. | Task 1 – Budgeting as a financial tool
Task 2 - Prepare a personal budget
Task 3 - Record expenditure and income
Knowledge Questions | Learning Guide and Assessment Guide work books. Online support. |
| 8-10 | **BSBWOR203**
This unit describes the skills and knowledge required to work cooperatively with others and deal effectively with issues, problems and conflict. | Task 1 – Work effectively
Task 2 – Contribute to team
Task 3 – Deal with issues, problem and conflict
Knowledge Questions | Learning Guide and Assessment Guide work books. |
| | **Term 2** | | |
| 1-5 | **FNSINC301**
This unit describes the skills and knowledge required to correctly interpret and apply industry and organisational procedures, guidelines, policies, ethical standards and sustainability requirements to day-to-day work in the financial services industry.
***Mid-year results submission due date*** | Task 1 – Working in the finance industry
Task 2 – Work safely
Task 3 – Working in a team
Task 4 - Portfolio
Knowledge Questions | Learning Guide and Assessment Guide work books. Online support. |
| 6-8 | **BSBWOR204**
This unit describes the skills and knowledge required to select and use computer software and organise electronic information and data. It applies to individuals who apply a limited range of practical skills with a fundamental knowledge of equipment use and the organization of data in a defined context, under direct supervision or with limited individual responsibility | Task 1 – Select and use technology
Task 2 – Maintain technology
Task 3 - Process and organize data
Knowledge Questions | Learning Guide and Assessment Guide work books. Online support. |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------|
| 9-10 | **FNSFLT203**<br>This unit describes the skills and knowledge required to understand the functions and implications of different forms of credit, and the strategies and methods to make appropriate and effective decisions regarding management of personal debt and use of credit facilities. It has wide application and may be used in workplaces, schools, adult and community learning organisations or registered training organisations to build the financial literacy of learners. The unit may also be used as part of pre-vocational or new apprenticeship programs, or as part of services provided by counselling or advisory organisations. | Task 1 – Research<br>Task 2 – Glossary<br>Task 3 - Scenario<br>Task 4 - Business Credit Knowledge Questions | Learning Guide and Assessment Guide work books. |
| | **Term 3** | | |
| 1-2 | **FNSFLT203 Continued** | Task 1 – Research<br>Task 2 – Glossary<br>Task 3 - Scenario<br>Task 4 - Business Credit Knowledge Questions | Learning Guide and Assessment Guide work books. |
| 3-6 | **FNSFLT206**<br>This unit describes the skills and knowledge required to understand the role of taxation in the Australian economy, including why and how tax is levied and collected, types of taxes paid by business and individuals, and its impact on investment choices. It has wide application and may be used in workplaces, schools, adult and community learning organisations or registered training organisations to build the financial literacy of learners. The unit may also be used as part of pre-vocational or new apprenticeship programs, or as part of services provided by counselling or advisory organisations. | Task 1 – The role of taxation in the Australian economy<br>Task 2 - Personal taxation<br>Task 3 - Business taxation<br>Task 4 - Discuss tax liability<br>Knowledge Questions | Learning Guide and Assessment Guide work books. Online support. |
| 7-10 | **FNSFLT204**<br>This unit describes the skills and knowledge required to understand the role of superannuation and other longer-term investment devices, and to make effective and informed decisions about related products. It identifies and explains the purposes and benefits of superannuation, identifies basic types of superannuation and basic skills in analysing superannuation to identify a fund’s performance.<br>***Year 12 final results submission due date*** | Task 1 – Create a promotional brochure<br>Task 2 – Research project<br>Task 3 - Glossary<br>Task 4 - Staff Induction power point<br>Knowledge questions | Learning Guide and Assessment Guide work books. Online support. |
| | **Term 4** | | |
| 1 –2 | Final resubmissions and organising of assessment evidence for archiving to RTO | | |
| 3 – 5| Year 11 Class project and Guest Speakers<br>***Year 11 final results submission due date*** | | |
**END OF YEAR**
# ASSESSMENT OUTLINE 2021
## CERTIFICATE II SPORTS COACHING
### YEAR 11 & 12
Semesters 1 & 2
| Unit of Competency | Unit Code & Name | Assessments | Nominal Hours | Due Date |
|--------------------|-----------------|-------------|---------------|----------|
| SIRXWHS001 – Work Safely | Task 1: Short Answer Questions | 25 | Term 1 Week 1 |
| | Task 2: Scenarios | | Term 1 Week 2 |
| HLTAID003 – Provide First Aid | Task 3: Pre-Questions | 20 | Term 1 Week 4 |
| | Task 4: First Aid Certificate | | Term 1 Week 5 (TBC) |
| SISSPT001 – Implement Sport Injury Prevention and Management Strategies | Task 5: Short Answer Questions | 65 | Term 1 Week 8 |
| | Task 6: Project | | Term 2 Week 4 |
| SISSSC001 – Conduct sport Coaching Sessions with foundation level participants | Task 7: Short Answer Questions | 45 | Term 2 Week 5 |
| | Task 8: Project (Part A) | | Term 2 Week 7 |
| | Task 9: Project (Part B) | | Term 3 Week 2 |
| | Task 10: Practical Demonstration (Observation) | | Term 3 Week 5 |
| SISSSCO003 – Meet participant coaching needs | Task 11: Short Answer Questions | 65 | Term 2 Week 8 |
| | Task 12: Practical Demonstration | | Term 3 Week |
| SISSSCO002 - Work in a community coaching role | Task 13: Short Answer Questions | 25 | Term 3 Week 1 |
| | Task 14: Project | | Term 3 Week 4 |
| | Task 15: Practical Demonstration (Observation) | | Term 3 Week 5 |
| SISSSOF002 – Continuously improve officiating skills and knowledge | Task 16: Short Answer | 20 | Term 4 Week 1 |
| | Task 17: Project | | Term 4 Week 2 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|----------------------------|
| 1-2 | **SIRXWHS001 – Work Safely**
Follow safety procedures
- Follow workplace procedures for safe work practice
- Follow safety instructions from supervisors, managers, and workplace safety signage, and observe other risk control measures.
Follow Emergency Procedures
- Promptly report unsafe work practices, incidents, and accidents
- Recognise emergency and potential situations, and follow procedures
- Follow procedures for reporting of emergency incidents | Task 1: Short Answer Questions
Term 1 Week 3
Task 2: Scenario Questions
Term 1 Week 4 | IVet - Online Activities
PowerPoints
Booklets |
| 3-5 | **HLTAID003 - Provide First Aid**
Respond to an emergency situation
- Recognise an emergency situation
- Identify, assess and manage immediate hazards to health and safety of self and others
- Assess the situation and seek assistance from emergency response services + first aid
Apply appropriate first aid procedure
- Perform cardiopulmonary resuscitation (CPR) in accordance with Australian Resuscitation Council (ARC) guidelines
- Provide first aid in accordance with established first aid principles
- Display respectful behaviour towards casualty
Communicate details of the incident
- Accurately convey incident details to emergency response services
- Report details of incident to workplace supervisor as appropriate
- Maintain confidentiality of records and information in line with statutory and/or organisational policies
Evaluate the incident and own performance
- Recognise the possible psychological impacts on self and other rescuers involved in critical incidents
- Participate in debriefing to address individual needs | | |
| 6-9 | **SISSPT001 – Implement Sport Injury Prevention and Management Strategies**
- Maintain knowledge of sport injury prevention and management.
- Provide sport injury prevention and management information to participants
- Implement sport-specific injury prevention strategies.
- Implement injury, illness and medical condition management strategies.
- Reflect on sport-specific injury prevention management practice. | | |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|------------|----------------------------|
| | **Term 2** | | |
| 1-4 | SISSPT001 – Implement Sport Injury Prevention and Management Strategies | | |
| | • Maintain knowledge of sport injury prevention and management. | | |
| | • Provide sport injury prevention and management information to participants | | |
| | • Implement sport-specific injury prevention strategies. | | |
| | • Implement injury, illness and medical condition management strategies. | | |
| | • Reflect on sport-specific injury prevention management practice. | | |
| 6-11 | SISSSC001 – Conduct sport Coaching Sessions with foundation level participants | | Josh Chiat – Mini Soccer Roos Coaching Clinic (TBC) |
| | • Prepare for sport-specific sessions with foundation level participants. | | |
| | • Conduct sport-specific sessions with foundation level participants. | | |
| | • Complete sport-specific sessions with foundation level participants | | |
| | • Review sport-specific sessions. | | |
| | SISSSCO003 – Meet participant coaching needs | | |
| | • Identify individual participant coaching needs. | | |
| | • Conduct coaching to meet individual participant needs. | | |
| | • Evaluate inclusive coaching practices. | | |
| | **Term 3** | | |
| 1-5 | SISSSC001 – Conduct sport Coaching Sessions with foundation level participants | | |
| | • Prepare for sport-specific sessions with foundation level participants. | | |
| | • Conduct sport-specific sessions with foundation level participants. | | |
| | • Complete sport-specific sessions with foundation level participants | | |
| | • Review sport-specific sessions. | | |
| | SISSSCO003 – Meet participant coaching needs | | |
| | • Identify individual participant coaching needs. | | |
| | • Conduct coaching to meet individual participant needs. | | |
| | • Evaluate inclusive coaching practices. | | |
| 6-10 | SISSSC002 - Work in a community coaching role | | Josh Chiat – Mini Soccer Roos Coaching Clinic (TBC) |
| | • Work in a sport environment | | |
| | • Contribute to a productive workplace environment. | | |
| | • Communicate with others. | | |
| | • Support working relationships. | | |
| | SISSSOF002 – Continuously improve officiating skills and knowledge | | |
| | • Apply officiating professional standards | | |
| | • Adopt technology for officiating. | | |
| | • Improve officiating performance. | | |
| | **Term 4** | | |
| 1 - 2| SISSSOF002 – Continuously improve officiating skills and knowledge | | |
| | • Apply officiating professional standards | | |
| | • Adopt technology for officiating. | | |
| | • Improve officiating performance. | | |
| | Year 12s Finish School | | |
| 3-5 | Catch up work year 11s - | | |
**END OF YEAR**
| Unit of Competency | Assessments | Nominal Hours | Due Date |
|--------------------|------------------------------------------------------------------------------|---------------|----------------|
| HLTWHS001 | Assessment Task 1: Short answer questions (online) | 15 | Term 1 Week 4 |
| | Assessment Task 2: OHS Inspection Form | | |
| | Observation Checklist | | |
| BSBWOR202 | Assessment Task 1: Short answer questions (online) | 30 | Term 1 Week 8 |
| | Assessment Task 2: Case Studies and written response | | |
| | Observation Checklist | | |
| CHCVOL001 | Assessment Task 1: Short answer questions (online) | 20 | Term 1 Week 10 |
| | Assessment Task 2: Preparation for Volunteering | | |
| | Assessment Task 3: Logbook of 20 hours of volunteering/community service | | |
| | (ONGOING) | | |
| | Observation Checklist | | |
| CHCDIV001 | Assessment Task 1: Short answer questions (online) | 30 | Term 2 Week 4 |
| | Assessment Task 2: Case Studies and written response | | |
| | Observation Checklist | | |
| CHCCOM001 | Assessment Task 1: Short answer questions (online) | 30 | Term 2 Week 9 |
| | Assessment Task 2: Written questions and role plays | | |
| | Observation Checklist | | |
| HLTAID003 | Pre-reading and written quiz | 20 | Term 2 Week 10 |
| | Participation in first aid scenario’s | | |
| | Practical assessment/observation | | |
| CHCCOM005 | Assessment Task 1: Short answer questions (online) | 50 | Term 3 Week 5 |
| | Assessment Task 2: Portfolio Tasks (Case Studies) | | |
| | Observation Checklist | | |
| BSBWOR201 | Assessment Task 1: Short answer questions (online) | 10 | Term 2 Week 9 |
| | Assessment Task 2: Case Studies / Role Plays | | |
| | Observation Checklist | | |
| FSKLRG09 | Assessment Task 1: Short answer questions (online) | 20 | Term 3 Week 10 |
| | Assessment Task 2: Case Studies and written response | | |
| | Observation Checklist | | |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: ________________________
# COURSE OUTLINE 2021
## CERTIFICATE II COMMUNITY SERVICES
### Year 12
#### Semesters 1 & 2
| Week | Units | Assessment | Resources |
|------|----------------------------------------------------------------------|--------------------------------------------------|------------------------------------------------|
| | **Term 1** | | |
| 1-4 | **HLTWHS001 Participate in workplace health and safety** | Short answer questions (online) OHS Inspection Form Observation Checklist | iVET Portal iVET Learner Guides Computers Practical WHS activities |
| | - Follow safe work practices | | |
| | - Identify, report and record hazards in the workplace | | |
| | - Implement safe work practices | | |
| | - Contribute to safe work practices | | |
| | - Reflect on own safe work practices | | |
| 5-8 | **BSBWOR202 Organise and complete daily work activities** | Short answer questions (online) Case Studies Observation Checklist | iVET Portal iVET Learner Guides Computers |
| | - Organise work schedule | | |
| | - Complete work tasks | | |
| | - Review work performance | | |
| 9-10 | **CHCVOL001 Be an effective volunteer** | Short answer questions (online) Preparation for Volunteering Logbook of 20 hours of volunteering/community service Observation Checklist | iVET Portal iVET Learner Guides Computers Logbook Volunteering opportunities Guestspeakers |
| | - Develop an understanding of organisational policies, procedures surrounding volunteer work | | |
| | - Rights and responsibilities | | |
| | - Work as a volunteer | | |
| | - Appreciate support structures within volunteer work, seek feedback and self-reflection on work completed. | | |
| | **Term 2** | | |
| 1-5 | **CHCDIV001 Work with diverse people** | Short answer questions (online) Case Studies Observation Checklist | iVET Portal iVET Learner Guides Computers Guest speakers |
| | - Reflect on own perspective | | |
| | - Appreciate diversity and inclusiveness, and their benefits | | |
| | - Promote understanding across diverse groups | | |
| | - Further information | | |
| 6-9 | **CHCCOM001 Provide first point of contact** | Short answer questions (online) Case Studies Observation Checklist | iVET Portal iVET Learner Guides Computers Guest speakers |
| | - Greet and observe people | | |
| | - Follow organisational procedures to collect routine client information | | |
| | - Identify priority of need | | |
| | - Provide service information | | |
| 10 | **HLTAID003 Provide First Aid** | Short answer online Pre-quiz Full day workshop | Online quiz St John booklets & resources St John trainer |
| | *(provided by St John Ambulance – pre quiz online questions, then full day workshop)* | | |
| Week | Units | Assessment | Resources |
|------|----------------------------------------------------------------------|-------------------------------------------------|------------------------------------------------|
| 1-5 | **CHCCOM005 Communicate and work in health or community service** | Short answer questions (online) | iVET Portal |
| | - Complete workplace correspondence and documentation | Case Studies | iVET Learner Guides |
| | - Contribute to continuous improvement | Observation Checklist | Computers |
| | - Other information | | Guestspeaker |
| 6-10 | **BSBWOR201 Manage Personal Stress in the Workplace** | Short answer questions (online) | iVET Portal |
| | - Identify common causes of stress in the workplace | Case Studies /Role Plays | iVET Learner Guides |
| | - Understand the physical, physiological and behavioural signs and | Observation Checklist | Computers |
| | symptoms of stress | | Activities re: stress management |
| | - Develop stress management strategies, and understanding of work/life | | |
| | balance | | |
| | - Identify key supports and understanding of KPI's versus employee | | |
| | wellbeing | | |
| 10 | **FSKLRG09 Use strategies to respond to routine workplace problems** | Short answer questions (online) | iVET Portal |
| | - Identify common workplace issues, their causes and potential | Case Studies | iVET Learner Guides |
| | consequences | Observation Checklist | Computers |
| | - Develop key strategies in conflict or issue resolution and | | |
| | communication strategies | | |
| 1 | Final resubmission and amendments if required | | |
**END OF YEAR**
# ASSESSMENT OUTLINE 2021
## CERTIFICATE II TOURISM
### YEAR 12
Semesters 1 & 2
| Unit of Competency | Assessments | Nominal Hours | Due Date |
|--------------------|-------------|---------------|----------|
| **SITTIND001** | Task One- presentation on the Tourism & Travel industry
| | Task Two- knowledge questions | 25 | Term 1 Week 6 |
| **SITXCCS003** | Task One- scenarios
| | Task Two- demonstration
| | Task Three- demonstration
| | Task Four- knowledge questions | 5 | Term 1 Week 7 |
| **SITXCOM002** | Task One- research
| | Task Two- demonstration
| | Task Three- written responses
| | Task Four- knowledge questions | 20 | Term 1 Week 10 |
| **SITXWHS001** | Task One- poster
| | Task Two- WHS inspection
| | Task Three- scenario
| | Task Four- knowledge questions | 15 | Term 2 Week 2 |
| **SITXCCS002** | Task One- workplace documents
| | Task Two- demonstration
| | Task Three- knowledge questions | 20 | Term 2 Week 6 |
| **BSBWOR203** | Task One- Research & identify
| | Task Two- Demonstration
| | Task Three- Conflict resolution
| | Knowledge Questions | 20 | Term 2 Week 7 |
| **SITXCCS006** | Task One Provide customer service
| | Task Two Respond to customer complaints
| | Knowledge Questions | 25 | Term 2 Week 9 |
| **SITXFSA001** | Task 1: Food safety procedures
| | Task 2: Practical Demonstration food handling throughout the term
| | Knowledge Questions | 15 | Term 3 Week 2 |
| **SITHFAB005** | Task 1: Coffee Based Knowledge
| | Task 2: Mise en Plus
| | Task 3: Methods and Techniques
| | Task 4: Problem solving
| | Task 5: Maintenance
| | Task 6: Practical Demonstration within the simulated workplace BeanED | 30 | Written task by Week 6
| | Practical component by Term 3, Week 10 |
| **SITTGDE001** | Task 1: Presentations, note taking, brainstorming, mind mapping
| | Task 2: Collecting Information
| | Task 3: Demonstration/sharing
| | Knowledge questions (some tasks will be completed throughout year within other units) | 100 | Term 4, Week 1 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
# COURSE OUTLINE 2021
## CERTIFICATE II IN TOURISM
### YEAR 12
Semesters 1 & 2
| Week | Topics/Syllabus | Assessment | Resources |
|------|---------------------------------------------------------------------------------|------------|------------------------------------------------|
| | **Term 1** | | |
| 1-5 | **SITTIND001 Source & Use Information on the Tourism & Travel Industry** | Task 1 | Learner Guide |
| | Introduction to course, outlines and assessments, discussions and activities on various areas of the tourism industry (sectors, career pathways), accessing tourism industry information, industry sectors, roles and interrelationships, laws and ethical issues specifically relevant to the tourism industry, tourism industry technology | Task 2 | ICT Websites to source tourist industry information |
| 1-5 | **SITTGDE001 Interpret Aspects of local Australian Indigenous Culture** | Task 1 | Learner Guide |
| | Share information on aspects of local Australian Indigenous culture with customers on at least three different occasions and at three different sites. Culturally acceptable practices and protocols within a specific local Australian Indigenous community that address | Task 2 | ICT Websites to source tourist industry information |
| | | Task 3 | Guest speakers |
| | | Task 4 | Excursions |
| 6-7 | **SITXCOM002 Interact with Customers** | Task 1 | Learner Guide |
| | Research organisational policies & procedures, customer service standards and respond to scenarios following organisational guidelines Shifts within the simulated workplace BeanEd to demonstrate competencies within providing effective customer service | Task 2 | ICT Organisation policies & procedures BeanEd |
| 8-9 | **SITXCOM002 Show Social & Cultural Diversity** | Task 1 | EEO & anti-discrimination, communication styles, conflict resolution, cultural characteristics |
| | Characteristics of social and cultural groups in Australia, key aspects of cultural & religious protocols, communicating with colleagues & customers from diverse social & cultural backgrounds with respect & sensitivity, verbal & non-verbal communication, workplace discrimination, resolving conflict. | Task 2 | |
| | | Task 3 | |
| | | Task 4 | |
| 10 | **SITXWHS001 Participate in Safe Work Practices** | Task 1 | Learner guide |
| | Workplace health, safety and security procedures, identifying hazards, PPC&E, reporting hazards, OHS/WHS legislation, employer/employee responsibilities | | WHS codes of practice and standards, templates used for WHS practices |
| | | | |
| | **Term 2** | | |
| 1-2 | **SITXWHS001 Participate in Safe Work Practices** | Task 2 | Learner guide |
| | Workplace health, safety and security procedures, identifying hazards, PPC&E, reporting hazards, OHS/WHS legislation, employer/employee responsibilities | Task 3 | WHS codes of practice and standards, templates used for WHS practices |
| | | Task 4 | |
| 3-6 | **SITXCCS002 Provide Visitor Information & SITXCOM001 Source and present Information** | Task 1 | Learner Guide |
| | Responding to client requests, how to gain information on client requests, how to research to respond to client needs, how to access information on a range of services and facilities relevant to client needs, conducting research to respond to client needs, ways to deliver information to clients, researching and collating information on services and facilities for clients | Task 2 | Local area information |
| | | Task 3 | ICT |
| Week | Topics/Syllabus | Assessment | Resources |
|------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------|---------------------------------------------------------------------------|
| | **Term 2** | | |
| 7-8 | BSBWOR203 Work effectively with others
Develop effective workplace relationships
Contribute to workgroup activities
Deal effectively with issues, problems and conflict | Task 1
Task 2
Task 3
Knowledge questions | BSBWOR203 Learner Guide
ICT
Resources and skills in groupwork |
| 9-10 | SITXCCS006 Provide Service to Customers
Presenting information for easy client reading, modes of gaining client feedback, seeking client feedback and sharing with colleagues
Communicating information clearly in group situations, group presentation techniques; how to enhance and cater for diverse needs and different groups | Task 1
Task 2
Knowledge Questions | Learner Guide
ICT
Real or simulated environment where visitor information is sourced |
| | **Term 3** | | |
| 1-3 | SITXFSA001 Use hygienic practices for food safety
Basic aspects of commonwealth, state or territory food safety laws, standards and codes, FSANZ
Health issues likely to cause a hygiene risk relevant to food safety:
Hygiene actions that must be adhered to in order to avoid food-borne illnesses
HACCP | Task 1
Task 2
Knowledge Questions | Learner Guide
Hygiene legislation and documents
BeanED
Commercial Kitchen |
| 4-6 | SITHFAB005 Prepare and Serve Espresso Coffee
Prepare and present each of the following espresso-based coffee beverages on three different occasions within commercial timeframes:
caffe latte, cappuccino, espresso (short black), flat white, long black, piccolo latte, mocha, ristretto, short and long macchiato
Monitor quality indicators for extraction as listed in the knowledge evidence during preparation of the above espresso coffee beverages and make adjustments to restore extraction to required standard
Present the above espresso coffee beverages and accompaniments demonstrating consistency and quality of: Appearance, aroma, body, crema on top of the espresso, flavour, taste, strength, volume | Written tasks and demonstration by Week 4
Practical and barista training ongoing across the year and hours to be completed by Week 10 | SITHFAB005 Learner Guide
ICT
Barista workshops
BeanED for practical component |
| 8-10 | SITTGDE001 Interpret Aspects of local Australian Indigenous Culture
Share information on aspects of local Australian Indigenous culture with customers on at least three different occasions and at three different sites.
Culturally acceptable practices and protocols within a specific local Australian Indigenous community that address:
Aspects of a specific local Australian Indigenous culture as appropriate to specific community:
Art, Bush foods and medicine, Dance, Music, Storytelling, Tools and implements
Copyright and intellectual property issues associated with providing information about local Australian Indigenous cultures | Task 1
Task 2
Task 3
Knowledge questions
*Information gathering throughout the year | SITTGDE001 Learner Resource
Local Indigenous cultural resources
Guest speakers, including elders
ICT
Audiovisual resources |
| | **Term 4** | | |
| 1-2 | Task finalization
Practical application of knowledge and skills learnt. | | |
**END OF YEAR**
Program description
Workplace Learning is an Authority-developed endorsed program that is managed by individual schools. To complete this endorsed program, a student works in one or more paid or unpaid workplace/s to develop a set of transferable workplace skills.
- The student must record the number of hours completed and the tasks undertaken in the workplace in the Authority’s Workplace Learning Logbook.
- The student must also provide evidence of his/her knowledge and understanding of the workplace skills by completing the Authority’s Workplace Learning Skills Journal after each 55 hours completed in the workplace.
Unit equivalence
Unit equivalence is allocated on the basis of 1 unit equivalent for each 55 hours completed in the workplace, to a maximum of 4 units. That is:
Less than 55 hours = 0 unit equivalents
55 – 109 hours = 1 unit equivalent
110 – 164 hours = 2 unit equivalents
165 – 219 hours = 3 unit equivalents
220 + hours = 4 unit equivalents.
Completion requirements
For each 55 hours completed in the workplace, a student must complete the:
- **Workplace Learning Logbook**
This includes:
- an attendance record which must be completed progressively by the student
- a task schedule which must be completed progressively by the student
- a workplace supervisor’s evaluation of student performance after every 55 hours
- completion of the logbook must be validated by the Workplace Learning Coordinator and this is normally completed at the end of each term.
- **Workplace Learning Skills Journal** (10 questions)
- This provides a framework for the student to provide specific examples that demonstrate his/her application of work skills, knowledge and understandings.
- Paragraphs will be assessed by the Careers and Enterprise teacher (or VET Coordinator) and any answers not deemed satisfactory will be given the opportunity to be amended.
Delivery of ADWPL Workplace Learning
In 2021 ADWPL will comprise of a timetabled double period class on a Monday OR Tuesday P5/6. Within this class, the fourth lesson of Careers and Enterprise will be delivered, utilising a reader workbook that students complete across the year and will submit as part of their final Careers and Enterprise assessment task.
Within this double period, the ADWPL teacher will check student's ADWPL logbooks and support the written component of the endorsed program. Once work placement commences in Term 1, the student is required to bring their logbook to the nominated weekly lesson for the teacher to check completion. Completion of the Workplace Learning Skills Journal will commence in Term 2 and will require both class and independent completion throughout the year.
**Please be aware that completion of the ADWPL endorsed program and attainment of WACE points cannot occur unless both the ADWPL Logbook and ADWPL Skills Journal are completed to a satisfactory standard.**
# COURSE OUTLINE 2021
## ADWPL WORKPLACE LEARNING
### YEAR 11 & 12
**Semesters 1 & 2**
| Week | Topics/Syllabus | Resources |
|------|---------------------------------------------------------------------------------|----------------------------|
| | **Term 1** | |
| 1 | Introduction to course- hours and unit equivalence, constructing a study timetable, using Connect | PP- intro to VET Planner templates |
| 4-5 | Handout Logbooks and go through how to fill them in. It is an expectation that logbooks will be brought in weekly to the Careers and Enterprise teacher to sight and ensure all sections are completed
- Every week must be signed and activities schedule completed
- Every 55 hours, a performance evaluation (the blue sheets at the back) must be completed by the employer/supervisor. | Logbooks |
| 10 | Logbook hours submitted to Workplace Learning Officer | Logbooks |
| | **Term 2** | |
| 1 | How to write paragraph responses following SAO structure | Skills Journals
How to write SAO handouts |
| 2-8 | Draft ONE paragraph per Core Skill Area (10 in total)
Drafts are to be checked and approved prior to copying them into ADWPL Skills Journal | Skills Journals |
| 8-10 | First set of Skills Journal paragraph due for marking (**Week 10 is block week, Week 11 is Country Week)
Logbook hours submitted to Workplace Learning Officer | Skills Journal
Logbooks |
| | **Term 3** | |
| 1-9 | Draft ONE paragraph per Core Skill Area (10 in total)
Drafts are to be checked and approved prior to copying them into ADWPL Skills Journal
(Week 1 and 10 Term 3 are block weeks) | Skills Journal |
| 10 | Logbooks to be handed in immediately after final work placement | Logbooks |
| | **Term 4** | |
| 1 | Final Date for Year 12 completion and submission of Skills Journals
(Week 1 is the final catch up block week – year 12 students must submit skills journals independently if they are on block) | Skills Journal |
| 4 | Final date for Year 11 completion and submission of Skills Journals | Skills Journal |
| 5 | Review of workplace, ADWPL course and skills learnt this year | ADWPL Survey |
**END OF YEAR**
# ASSESSMENT OUTLINE 2021
## CAREERS & ENTERPRISE
### YEAR 11
**Semester 1 – UNIT 1 Exploring Work and Networks**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Individual Pathway Plan / Career Portfolio | **Task 2:** Create a resume, including your personal and professional skills and attributes, as well as your short term and long term goals. | 5% | Term 1 Week 6 |
| Response | **Task 1:** Work Health and Safety Case Study
Students apply WHS knowledge to report an incident, identify risk and suggest an action plan for improvement. | 10% | Term 1 Week 4 |
| Investigation | **Task 3:** Investigate three different jobs you are interested in and produce a written report on the suitability of each job. | 15% | Term 1 Week 10 |
| Production / Performance | **Task 4:** Oral presentation of Career of Choice with accompanying PowerPoint or alternative multimodal presentation | 15% | Term 2 Week 2 |
**Semester 2 – UNIT 2 Entry Level Work Readiness**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Individual Pathway Plan / Career Portfolio | **Task 7:** Create an Individual Career Portfolio containing a Resume, Individual Pathway Plan and evidence of skills and experience, work history and goals. Completion across Term 3 | 15% | Term 4 Week 2 |
| Response | **Task 8:** Completion of Careers and Enterprise Skills Reader
Students complete reader across the year, focusing on key work skills required for employment and future pathways. | 10% | Term 4 Week 4 |
| Investigation | **Task 5:** Investigate different Learning Styles. Present the work in a manner that suits your learning style (Poster, Written Report, Oral presentation, Practical Activity) | 15% | Term 3 Week 2 |
| Production / Performance | **Task 6:** Participate in a Mock Job Interview using a SAO technique to respond to questions | 15% | Term 3 Week 7 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment |
|------|--------------------------------------------------------------------------------|---------------------|
| 1-3 | Introduction to the unit; distribution of syllabus, course outline and assessment outline
**Work skills**
- Importance of Workplace Health and Safety
- Strategies to manage workload, including: time management, priorities, allocating resources
- The advantage for career development of having basic ICT skills
- Use ICT to organise data used in a workplace | Task 1: WHS Smartmove Certificate |
| 4 | **The Nature of Work**
- Work patterns, including: part-time vs full-time, casualisation of workforce, fly-in/fly-out (FIFO) and volunteer
- The advantages and disadvantages of different work patterns
- The concept of globalisation
- Features of different types of work environments, including: Traditional work spaces, contemporary work spaces (open-plan, hot desk, for example), virtual workplaces (working from home, for example), mobile work environments, dangerous environments | |
| 5 | **Learning to learn**
- The potential ongoing labour market disadvantage of leaving school without qualifications
- The role of ongoing education and training in gaining and keeping work, benefits of accessing ongoing education and training
- The concepts of personal and professional development opportunities and the need to choose personal and professional development opportunities that align to own skills, attributes, values and interests
- The impact of challenging and unexpected events on the school-to-work transition
- Strategies to deal with unexpected circumstances in own career
- The value of a personal mentor to assist in ongoing learning and development | |
| 6-7 | **Career Development and Management**
- Consider the impact of an individual’s digital footprint on career development when using social media and/or workplace technology resources
- Strategies to enhance self-understanding, including: Self-reflection, seeking feedback from others
- Strategies to manage an individual career, including: Recognising achievements, identifying goals in school, social and work settings and predicting consequences of decisionas well as Investigate career choices
- Create/review own individual pathway plan | Task 2: Resume |
| 8-9 | **Gaining and keeping work**
- The concept that personal and social networks can assist in gaining and keeping work
- Identify own skills, attributes, interests and knowledge
- Use self-reflection to make decisions of own suitability for a particular job, including consideration of: Skills, attributes, interests and knowledge, personal values, likes and dislikes, strengths and weaknesses
- Factors affecting job satisfaction, including: Job security, benefits/compensation/pay, opportunities to use skills and abilities and feeling safe in the work environment | Task 3: Report on 3 Jobs |
| Week | Topics/Syllabus | Assessment |
|------|--------------------------------------------------------------------------------|--------------------------------------------------|
| | **Term 2** | |
| Week 10 (Term 1) -2 | **Oral presentations**
**Work Skills**
- How to interact positively and effectively with others through:
- Working as an individual (establishing roles, meeting deadlines)
- Working as a member of a team (Collaboration, communication, negotiation)
- Establishing and using networks (personal, social, professional)
- Strategies to enable appropriate and effective communication in a specific work environment, including:
- Using an appropriate mode of communication (Text, Phone call, Email, Spoken)
- Speaking clearly and directly
- Using language appropriate to the situation and the specific job
- Recognising forms of diversity within a work setting, including: age, gender, race and religion | Task 4: Oral Presentation of Career of Choice |
| 3-4 | - Changes to personal networks that occur after leaving school
- Decision-making steps: Identify the problem, investigate alternatives, make a decision, evaluate the solution
- Models for decision making, including: SWOT (strengths, weaknesses, opportunities, threats) and PMI (plus, minus, interesting) | |
| 5-7 | **Career Development and Management**
- Tools, resources and organisations used to gain work, such as: An individual pathway plan (recap), a career portfolio, the Apprenti-Centre, the Job Guide, the Career Centre and My-Futures
**Gaining and Keeping Work**
- Methods of responding to a job opportunity, including online, written and verbal
- The need to connect and work with others in the workplace Career development and management
- Understanding the changing nature of life and work roles
- The value of risk-taking in career development
- The value of positive thinking on career development
- The effects of the global marketplace on personal career development, including:
- Wider access to local and international job opportunities
- Increased reliance on technology | Commence Portfolio task planning for Semester 2 |
| 8 | **Entrepreneurial behaviours**
- The concept of initiative, benefits of using initiative in the workplace, the benefits of using initiative to create work opportunities
- The concept of innovation, examples of innovation in business, including establishing new businesses
- The concept of personal risk-taking in the workplace, such as, giving an opinion in a meeting and the value of taking appropriate personal risks in the workplace, such as, being recognised for contributions by superiors. | |
| | **END OF SEMESTER 1** | |
| 9-10 (Term 2) | Introduction to the unit
(Week 9 of Term 2 and Week 1 of Term 3 are- BLOCK WEEKS and Week 10 is Country Week)
**Learning to learn**
- The concept of learning styles, features of different learning styles, recognising own preferred learning style and enhancing one’s ability to learn using own learning style
- Use personal values, likes and dislikes and strengths and weaknesses, to assist in making job choices
- Consider the range of individual career options linked to own personal profile
- The concept that learning experiences can increase career development opportunities and success | |
| Week | Topics/Syllabus | Assessment |
|------|--------------------------------------------------------------------------------|-----------------------------|
| 1-3 | **Learning to learn CONTINUED**
- The concept of learning styles, features of different learning styles, recognising own preferred learning style and enhancing one’s ability to learn using own learning style
- Use personal values, likes and dislikes and strengths and weaknesses, to assist in making job choices
- Consider the range of individual career options linked to own personal profile
The concept that learning experiences can increase career development opportunities and success | Task 5: Learning Styles Investigation |
| 4-7 | **Career Development and Management**
- Review and update of own individual pathway plan and resume and the need for an individual’s personal profile to align with their career direction
- Create/review own career portfolio
- The concept of work/life balance
- The concepts or career progression and career development
- Explore career progression within your preferred pathway | |
| 8 | **Mock Job Interviews**
Task 6: Mock Interviews | |
| 8-10 | **Gaining and Keeping Work**
- The importance of self-promotion in gaining and keeping work
- Appropriate self-promotion techniques including developing a personal statement/profile, building and maintaining a positive image, promoting personal achievements, creating and maintaining a positive online image/digital footprint, using networks: Physical and Online
- Capabilities that are essential for an entry-level job, including: Time management (for example, punctuality), Interpersonal skills (such as positive attitude, empathy, tolerance,), Personal attributes (such as honesty, reliability, loyalty, trustworthiness)
- Types of job interviews, including: Telephone, Panel, Individual & Group
- Techniques for addressing selection criteria and interview questions, such as:
- SAO (situation, action, outcome)
- STAR (situation, task, action, result) | Portfolio Tasks |
| | **TERM 4** | |
| 1 | **Work skills**
- Considerations when communicating in the workplace, including variations in: content, tone, vocabulary, audience
**Entrepreneurial behaviours**
- Identify and solve problems within the workplace, including: recognising and taking responsibility for routine problems and recognising when to notify others
- Create and innovate solutions to solve problems using strategies, such as: inventing new ideas by adapting existing ideas from other contexts and recognising the potential of other people’s new ideas | |
| 2-3 | **Gaining & Keeping Work**
- Ways of demonstrating responsibility for own personal learning, including: ensuring skills and knowledge are up to date, identifying future knowledge requirements in order to stay competitive, engaging in formal and informal learning experiences
- Workplace changes that have consequences for entry-level jobs, including team-based and collaborative work environments, increased need for social skills in a work environment, increased need for technological competence and reduced dependence on geographical location (for example, more mobile work environments, FIFO)
- Features of employment contracts, including: position, hour of work, employment status, probationary period, awards, remuneration package | Task 7 Career Portfolio due |
| 4-5 | **The Nature of work**
- The concept of globalization
- The impact of global trends on the workforce, including: social, cultural and technological
- The purpose and content of the National Employment Standards
- Strategies employers use to provide satisfying workplaces, including: providing training and career progression for employees, providing a safe and healthy environment and providing employee benefits and incentives | Task 8: Careers and Enterprise Journal due |
**END OF SEMESTER 1**
# ASSESSMENT OUTLINE 2021
## GENERAL CAREERS & ENTERPRISE
### YEAR 12
**Semester 1 – UNIT 3**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | **Task 2: Impact of global trends** – investigate and make an oral presentation of global trends on the workforce | 10% | Term 1 Week 7 |
| Individual Pathway Plan / Career Portfolio | **Task 3: Electronic Individual Pathway Plan** – create or update your IPP identifying transferrable skills, strengths and three career choices and their required training. Set short and long term SMART goal. | 5% | Term 1 Week 9 |
| Production / Performance | **Task 5: Entrepreneurship** – construct a written report or multimedia presentation explaining and outlining the key aspects of being an entrepreneur, linking to emerging trends in the labour market. | 10% | Term 2 Week 6 |
| Response | **Task 1: Personality types and career choice** – respond to extended answer questions | 5% | Term 1 Week 3 |
| Externally Set Task | **Task 4: Written Task as set by SCASA (60 mins)** | 15% | Term 2 Week 3 |
**Semester 2 – UNIT 4**
| Assessment Type | Task Description | EGC Weighting | Due Date |
|-----------------|----------------------------------------------------------------------------------|---------------|----------------|
| Investigation | **Task 6: Labour Market Analysis** – Investigate labour market information and produce a written report linking future employment growth and individual career planning. | 10% | Term 2 Week 9 |
| Individual Pathway Plan / Career Portfolio | **Task 8: Electronic Career Portfolio** – Create or update your career portfolio. Resume, cover letter and creation of both a hard copy and electronic portfolio | 15% | Term 3 Week 9 |
| Production / Performance | **Task 7: Mock Job Interview** – students prepare written answers and then complete a mock job interview for the job of their choice | 10% | Term 3 Week 5-6 |
| Response | **Task 9: Short Answer response** – content as completed within Career and Enterprise Skills Reader Completed Skills Reader Submission | 10% | Term 4 Week 1 |
It is expected that all assessments will be completed to the best of your ability and be submitted by the deadlines set. Please make yourself aware of the Assessment Policy as failure to meet deadlines has severe consequences.
Student Signature: __________________________ Parent/Guardian Signature: __________________________
| Week | Topics/Syllabus | Assessment |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------------------------|
| 1-2 | **Gaining and keeping work**
• skills used to connect with and work with others, such as, recognising strengths and weaknesses of your interpersonal skills
• the features of the personality types outlined in Holland's Theory of Career Choice (1985) and how they relate to career choice
• determine own personality type and preferred work environment using the personality types and work environments outlined in Holland's Theory of Career Choice (1985) | Task 1: Personality Types and Career Choice Extended Answer |
| 3-5 | **Career development and management**
• strategies that give an individual an advantage in the workplace, including: taking advantage of work opportunities and undertaking training
• strategies to assist in making decisions in a work context, including: choosing from a set of pre-determined options and using a formal decision-making process
• examine personal progress in each of the following career competencies:
▪ make career-enhancing decisions (seeks advice, feedback and support as required)
▪ maintain balanced life and work roles (develops a personal, school and work timetable to manage all commitments)
▪ understand the changing nature of life and work roles
▪ understand, engage in and manage the career-building process
• develop/refine own electronic individual pathway plan (IPP)
• the impact of social, cultural and technological change on current work patterns and work settings
• the impact of economic, social and technological change on individual career development
• how social media can be used as a career development tool (e networks)
• the influence of global trends on changing workplace requirements
• the impact of global trends on individual career development, including ageing workforce, mobility and changing family roles) | Task 2: Impact of Global Trends |
| 6-8 | **Learning to learn**
• identify personal and professional skills and attributes, and understand their link to career development
• self-management strategies to enhance personal change and growth, including: self-reflection, construction of SMART (specific, measurable, achievable, realistic, time based) goals and interacting with others through teamwork and networking
• strategies to build and maintain a positive self-concept for career development, including: promoting yourself to others and targeting job searching to match own personal profile
• identify personal and professional learning opportunities and understand their link to career development
• the value of participating in lifelong learning designed to support career goals | Task 3: Electronic Individual Pathway Plan |
| 9-10 | **Work Skills**
• The need to recognise diversity within a workplace including age, ethnicity and physical ability, AND the need to adjust to diversity present in the workplace
• The steps in planning and organising workload and work/life balance, including setting completion of work within timeframes (time management) and identifying personal priorities related to work hours and work patterns
• Strategies to deal with unexpected events in the workplace
• Ways to build networks, including identifying who, increasing the range and the use of technology to expand networks. |
| Week | Topics/Syllabus | Assessment |
|------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------|
| 1-3 | **The nature of work**
- factors that create effective workplaces, including: management of resources, internal and external communication strategies and processes, health and safety workplace legislation, equal employment opportunity workplace legislation, quality assurance standards
- the relationship between individual efficiency and work satisfaction, the need for rights and protocols for the workplace, including: health and safety, equal opportunity, codes of conduct and standards
- completion of a Work Safe Smart Move industry-specific module (*completed prior to work placement within ADWPL*)
- reasons for, and requirements of, an employment contract with reference to the National Employment Standards from the *Fair Work Act 2009*
**Week 3 BLOCK WEEK plus EST**
**Entrepreneurial behaviours**
- taking personal risks when making career decisions, including: relocating, accepting less pay, taking a gap year, undergoing re-training
- remaining employable in constantly changing workplaces, including undertaking training and up-skilling as well as networking and e-networking
- considering labour market information to identify employment opportunities, including self-employment opportunities and/or business and product development
- being enterprising in a global economy, including: making international business links, identifying consumer gaps and using technology (including online groups) (*UNIT 4 dot point*) | Task 4: EST |
| 4-6 | | Task 5: Entrepreneurship Report |
| 7-11 | **Gaining and keeping work**
- consider Australian labour market information to identify employment opportunities, industries of growth and decline, linking this to global trends you are aware of within the future world of work
- location of job opportunities, including: newspapers, websites, social and professional networking, professional associations
- interpret requirements in a job advertisement, including: job description, qualifications required, selection criteria, expression of interest, application processes
- strategies for successfully applying for a job, including:
- writing a job application letter
- participating in an interview situation
- methods of finding job opportunities, including cold canvassing
- awareness of innovative contemporary strategies for gaining employment, such as: YouTube promotion or a live performance
*(be aware Week 10 Term 2 and Week 1 of Term 3 are BLOCK weeks AND Week 10 is Country Week)* | Task 6: Labour Market Analysis |
| 1-5 | **Career development and management**
- resume construction
- formats for job applications – changing patterns of submission (online)
- formats for cover letters
- refine own electronic career portfolio
- Preparing for job interviews | Commence Task 8: Career Portfolio |
| Week | Topics/Syllabus | Assessment |
|------|--------------------------------------------------------------------------------|-----------------------------|
| 6-7 | **Learning to learn**
• the need for ongoing self-assessment when responding to change, including both personally and professionally
• responding to change and how it may impact an individual’s career, including: retraining, updating skills, managing finances, coping with unemployment
• the need to undertake personal and professional development opportunities to maintain up-to-date skills and knowledge | Task 9: Mock Interview |
| 8-9 | **Work skills**
• adapt communication skills to show respect for differences within the work place, including: values, beliefs and cultural expectations
• strategies and processes for resolving conflict in the workplace, including:
- informal strategies and processes, such as, communicating concerns through supportive relationships, being tolerant of others, adopting a positive approach to resolving differences, and internal mediation
- formal processes, such as, arbitration processes, industrial tribunal hearings and trade union intervention
• work rights and protocols in the use of technology, including: legal rights and responsibilities (for example, copyright implications) and procedures and expectations in the workplace | |
| 10 | **The nature of work**
• the interrelationships between individual efficiency, workplace productivity and sustainability
• the use of performance management as a tool to improve individual efficiency and workplace productivity
• considerations for individuals in the workplace, including: pay and conditions and ethical considerations, including following the code of conduct
• the concepts of organisational restructuring and workplace reform | Task 8: Career Portfolio due |
**Term 4**
| 1 | Completion of Careers and Enterprise Skills Reader
Task 9: Short answer response of content within the CAE skills reader
Completion of any outstanding ADWPL skills journals | Task 9: Short Answer response |
**END OF SEMESTER 1**
| **Name** | **Age** | **Occupation** |
|----------|---------|---------------|
| John | 30 | Engineer |
| Jane | 25 | Teacher |
| Mike | 40 | Doctor |
| Sarah | 35 | Lawyer |
| Tom | 28 | Artist |
| **Name** | **Age** | **Occupation** |
|----------|---------|---------------|
| John | 30 | Engineer |
| Jane | 25 | Teacher |
| Mike | 40 | Doctor |
| Sarah | 35 | Lawyer |
| Tom | 28 | Artist | | bafa84c7-d57d-463f-9cd2-a19ee9a7803d | CC-MAIN-2021-21 | https://www.egc.wa.edu.au/wp-content/uploads/2021/03/Asessment-Course-Outlines-2021.pdf | 2021-05-05T21:01:49+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988696.23/warc/CC-MAIN-20210505203909-20210505233909-00565.warc.gz | 781,063,899 | 235,003 | eng_Latn | eng_Latn | 0.919337 | eng_Latn | 0.962844 | [
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60 years family farming, Wimmera plains
Our Family
Last year, my husband and I celebrated our 60th wedding anniversary. As we’ve spent most of our married life on our Wimmera family farm, we don’t want to give up growing some of our own food! But now we do less and less hard work, now the chooks (mainly my husband) and the orchard and vegie garden (mainly me).
Our Farm
Our family farm is a few acres around our house, where an orchard, garden and chook pen are, in about 500 sq m of land producing food. (Our son still uses the rest of the farmland as part of our family farming enterprise.)
The land is flat and the soil is fairly sandy. We have water from the Wimmera-Mallee pipeline, to add to the low rainfall, with hot summers.
Sharing our food has always been part of life. When we milked cows, it went to meetings nearby, at the Country Fire Authority Station (where we’ve been members for over 40 years) and the Hall, e.g. breakfasts for ANZAC Day Marches (photo right).
We drive 20 km to Warracknabeal or further to Horsham to shop. Our district grew before Warracknabeal did. However once the **main road by-passed** here, the population started to drop. Like many rural areas we lost our local Primary School in the 1970’s.
**Our produce - ‘Feeding the world’ means ‘Feeding ourselves’ now**
We came here about **50 years ago**. There was already a citrus orchard and a chook pen.
- **Grapefruit**
- **Lemons** – (photo right)
*Hey! What colour are lemons? No, it’s not a trick colour from being in the shade of the branches! The lemons are just starting to grow. When they are ripe, they will be yellow.*
- **Oranges** (see photo first page on right)
- **Mandarine** (ditto, beside it to the left)
We kept these going and I added more trees to the orchard:
- **Apples** – Granny Smith’s - the green apple
*They look a yellow colour in the early morning light in the photo right, but they are really a lovely green.*
- **Apricots**
- **Fig** – planted to make fig jam for my Mum
- **Mulberry**
- **Nectarine**
- **Peaches**
- **Pears**
- **Plums**
- **Quince** (photo right) – makes a lovely jam too!
We lost many trees in the orchard during the **decade of drought** at the start of this century. It wasn’t just the **lack of rainfall**, but the water we relied upon in our **dams** became **salty** and then there was none supplied for two years from the Wimmera-Mallee Stock and Domestic Supply System. Only those trees marked * above survived.
In last two years, the Wimmera-Mallee Pipeline has become our water supply bringing us good reliable water. We have **planted** apricot, nectarine and plum trees again.
The vegetable garden also suffered at this time. We used to grow a year’s supply of peas and beans and tomatoes and other foods. This year, the vegetable garden only has **rhubarb**.
* Aren’t these beautiful big green leaves on the rhubarb plant in the photo right? But don’t get tricked! They will make you sick. The only safe part to eat is the red stalks and they must be well cooked! They go really well with apples.
We use our produce **fresh**, **cooked** or **preserved** and often **share** it and swap it for things we don’t grow with our **neighbours and family**. We also buy in bulk for things we don’t grow, e.g. to make our own **tomato sauce**.
We have had **hens** since we came here, 50 years ago. So, except when the hens go off the lay, we have plenty of fresh **eggs** most of the year and use them in many dishes. We have had a couple of different breeds over the years. The breed we use most and like best is a great ‘layer’, the “**Isa Red**” (photo right). The chooks are quite tame and follow my husband around when he is in the yard!
*This photo shows some eggs. They haven’t been washed yet, like ones bought from supermarkets have been before they get there to be sold.*
We have grown many other things over a life time in farming:
- I had an **Angora goat** farm. They were hard work shearing for their **mohair** wool!
- We used to have **Tukidale sheep**. They were very cute with curly wool, which was shorn twice yearly. Their coarse wool was used for **carpet** making and sent for sale in Geelong.
- When our children (now 50+ years old) were small, they used to have **Muscovy ducks**. They raised them, and made money from selling their eggs and meat, which we also ate. The children helped with plucking the feathers off, but I remember they weren’t so keen on helping me clean them, after that! Mind you, they did enjoy roasted duck for tea!
Our children also learned to milk Short Horn and Guernsey Cross cows, let them in and out, separate cream and make butter, as well as other farm chores. We used to milk up to six cows by hand daily. The cream was separated and picked up by truck from the creamery 100 km away, twice a week. After the factory closed, we still milked cows for our use until about 15 years ago, ‘separating’ so we had our own ‘skim’ milk and cream. We also made our own butter. (It’s easier to buy these now, but we can taste the difference to that we used to make ourselves.) Our last cow had a very quiet calf, which ended up being too fat to get in calf and produce milk for us. We called her “Fatso” and she is a pet, living her life out eating and lazing about on the farm (photo right – her colouring shows she’s a bit of a mixture).
My husband’s main role used to be in growing cereals, like wheat, oats and barley, and raising stock. We used to cut tracks around the crops as hay for the stock. We kept some oats for cow feed, and some wheat for chook feed. Most of the cereals were sold to the Wheat and Barley Boards for overseas and domestic sale. We still use some wheat for chook feed and now add layer pellets to this, which are bought in town.
**Sustainability - ‘Caring for the Earth’**
**From chook pen to the orchard**
Our chook poo is used for fertiliser for the fruit trees. It’s not very far to take it from their pen to the orchard. They are also free to roam about the yards and garden when we are home. They can eat insect pests when they do this and help to keep them away from our fruit trees, so we don’t need to use poisons on these pests.
**Low Food Miles**
Growing our own food, sharing with neighbours and buying in bulk helps keep the cost of transporting food down. It also reduces the effects of transport. But most of all, we enjoy growing and eating our own food and will keep doing it for as long as we can.
Written by J. Clark from interviews, and with permission to use this information and photos on the web. Edited by B, and J. Clark. Map and photos by J. Clark.
For more information about the IYFF go to:
http://familyfarms.enviroed4all.com.au/ for more in this series of snapshots
http://www.fao.org/family-farming-2014/ http://www.familyfarmingcampaign.net for the official IYFF sites
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There Can’t Be Health Without Behavioral Health
AGC Nebraska Building Chapter Fall Event
September 29, 2022
There Is No Health Without Behavioral Health!
- Nebraska has 1.9 million people.
- It is estimated there are about 380,000 individuals (adults and youth) who have a mental illness or substance use disorder.
Source: National Survey of Drug Use and Health (NSDUH) 2015-2016.
There Is No Health Without Behavioral Health!
- Half of all lifetime mental illness begins at the average age of 14 and three-quarters by age 24.
- 1 in 10 youth 16-17 years old have had a major depressive episode.
- 1 in 5 young people ages 18 – 26 year olds have or had a mental illness.
There Is No Health Without Behavioral Health!
Treatment Use in Nebraska
Of adults with any mental illness
- 47% received treatment for mental illness in past year
Of adolescents with depression
- 43% received treatment for depression in past year
Of people aged 12+ years with illicit drug use
- 11% received treatment for drug use disorder in past year
Of people aged 12+ years with alcohol dependence or abuse
- 7% received treatment for alcohol dependence or abuse in past year
Nebraska Behavioral Health Needs Assessment 2016, Shinobu Watanabe-Galloway, PhD, UNMC College of Public Health
There Is No Health Without Behavioral Health!
- We don’t pretend to not have cancer.
- We would never hear “it’s just diabetes, get over it!”
- People are not their illness.
- It’s rarely one and done for any illness.
- Know science, no stigma!
Saving Lives
TOO MANY PEOPLE ACROSS THE U.S. FACE SUICIDAL, MENTAL HEALTH AND/OR SUBSTANCE USE CRISIS ALONE
Nationally In 2020 there was approximately one death by suicide every 11 minutes.
In 2020 for people aged 10–14 and 25–34 years, suicide was the second leading cause of death.
From April 2020 to 2021 over 100,000 people died from drug overdoses.
In Nebraska:
- 2nd leading cause of death for ages 10-34
- 5th leading cause of death for ages 35-44
- 6th leading cause of death for ages 45-54
- 7th leading cause of death for ages 55-64
- 18th leading cause of death for ages 65+
Overall, 10th leading cause of death in Nebraska.
On average, one person died by suicide every 32 hours.
On July 16, 2022, the soft launch of 988 took place with the transition from 1-800-273-TALK to 988.
**Short-term goal**
A strengthened and expanded Lifeline infrastructure to respond to crisis calls, texts, and chats anytime.
**Long-term vision**
A system that provides more opportunities for crisis services.
What Is Desired System Change for 988?
- Someone to call
- Someone to respond
- Somewhere to go/Community Support
It’s OK to NOT be OK
Helping People Live Better Lives.
Trauma – Universal Precaution
Individual trauma results from an event, series of events, or set of circumstances that:
- is experienced by an individual as physically or emotionally harmful or life threatening and
- has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional or spiritual well-being.
The way a person interprets an event that they have experienced is the single most important factor.
ACEs – Adverse Childhood Experience Study
- ACEs are common
- 53% of Nebraskans have at least one ACE.
- 47% of Nebraskans had 0 ACE.
- 34% had 1 or 2
- 12% had 3 or 4
- 8% had 5 or more
- Having an ACE score of 4 increases the risk of emphysema or chronic bronchitis by nearly 400 percent, and suicide by 1,200 percent.
- People with high ACE scores are more likely to be violent, to have more marriages, more broken bones, more drug prescriptions, more depression, and more autoimmune diseases.
- People with an ACE score of 6 or higher are at risk of their lifespan being shortened by 20 years.
Impact of ACEs on Early Brain Development
Healthy Brain
This PET scan of the brain of a normal child shows regions of high (red) and low (blue and black) activity. At birth, only primitive structures such as the brain stem (center) are fully functional; in regions like the temporal lobes (top), early childhood experiences wire the circuits.
An Abused Brain
This PET scan of the brain of a Romanian orphan, who was institutionalized shortly after birth, shows the effect of extreme deprivation in infancy. The temporal lobes (top), which regulate emotions and receive input from the senses, are nearly quiescent. Such children suffer emotional and cognitive problems.
It’s OK to NOT be OK
Helping People Live Better Lives.
Prevention is Effective
Mental Health First Aid USA (SAMHSA)
- An 8-hour public education program.
- Introduces participants to risk factors and warning signs of mental illnesses.
- Builds understanding of the impact of risk factors, and provides overview of common supports.
- Like CPR, Mental Health First Aid prepares participants to interact with a person in crisis and connect the person with help.
Find a Mental Health First Aid course near you using the search tool below.
https://www.mentalhealthfirstaid.org/take-a-course/find-a-course/
Save a Life. CPR and QPR
- **Early Recognition of suicide**
- The sooner warning signs are detected and help sought, the better the outcome of a suicidal crisis will be.
- **Early QPR**
- Asking someone about the presence of suicidal thoughts and feelings opens up a conversation that may lead to a referral for help.
- **Early intervention and referral**
- Referral to local resources or calling 1-800-Suicide for evaluation and possible referral is critical.
- **Early Advanced Life Support**
- As with any illness, early detection and treatment results in better outcomes. A person may need the emergency room, outpatient or inpatient care for a period of time.
Wellness describes a healthy lifestyle beyond acute illness. It refers to a state of health in which people have the ability and energy to do what they want to do in life, without chronic suffering.
Is this your wellness journey?
Your Body Tells You to FOCUS!
Isn’t it time to listen to your body and mind?
- When we are stressed, our bodies respond in specific ways.
- If you have a self care deficit - pay attention.
- Self Care is a stress management “tool”.
- Schedule your start to self care!
Assess Your Stress Level
- https://www.stress.org/wp-content/uploads/2019/04/stress_inventory-1.pdf
- http://appliedpospsych.com/wp-content/uploads/2016/06/Stress-and-Burnout-Questionnaire.pdf
- http://www.hcei.org/uploads/5/2/4/3/52438643/stress-questionnaire.pdf
Taking Control of Your Wellness
What’s one thing I could do, that if I did it on a consistent basis, would make a positive impact on my level of wellness?
- Name it.
- Envision it.
- Write it down.
- Put it where you’ll see it daily.
- Practice it.
To increase your odds of success:
- Get support
- Find an accountability partner.
- Honor your body, mind and soul.
Resources: Helpline
- Implemented in 2009 under the Children and Family Behavioral Health Support Act
- The helpline connects families with crisis interventions and referrals for services, including Family Navigation:
- Engagement with family within 72 hours of referral from helpline
- Provides approximately 8 contact hours over 60 days of direct parent peer support to help family identify and connect with services
Attention
What you choose to give your attention moment to moment is the biggest decision you make.
Choose wisely.
Prevention Works ~ Treatment is Effective ~ People Recover
Sheri Dawson, RN, BS
Director, Division of Behavioral Health
NE Department of Health and Human Services
email@example.com
(402) 471-8553
@NEDHHS
NebraskaDHHS
@NEDHHS
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Fun Facts About Birds
Learning About Birds in Australia
By David & Debbie Hibbert & Robert Tate
FUN FACTS ABOUT BIRDS
By David & Debbie Hibbert and Robert (Bob) Tate.
A free Educational Resource for teachers of Primary School Aged Children.
Credit BirdLife Australia's Birds in Backyards Program (www.birdsinbackyards.net) & Wiki Encyclopedia.
Contributors:
Con Boekel, David Corke, Ron Cooper, Rod Falconer, Jamie Flynn, Robert Gardiner, Mike Harrison, Joshua Hibbert, Kathie Maynes, Sue McMahon, Robert (Bob) Tate, Ron Turner and David & Debbie Hibbert.
This publication is designed to be used in conjunction with the Artworkz Quick Identification Local Birds eBook.
Current release draft: Wednesday, 16 October 2024
Nature study was an integral part of study in Primary Schools up until the mid 1900s. In those days nature was much closer to us than now, with the bush not far away and country students having easy access to nature on the way to and from school, and of course at home.
The Gould League of Bird Lovers played a very big part in this aspect of education. Unfortunately in this day and age, more emphasis is placed on environmental issues, though to appreciate this we still need to know just what is in the environment.
That is where I hope this eBook will help in raising awareness of the birds which are still here, and many of which can be seen on a regular basis. It can help students in identifying the various species shown, and thereby help them gain an interest which could eventually be in birds, plants, fungi, rocks or many other aspects of nature.
Bob Tate. B.V.Sc. L.D.A.
February 2013.
What is a Bird?
BIRD Names
BIRD Colours
BIRD Sizes
Bills Beaks & their uses
Bird Tails
Bird Wings
Bird Feet
Bird Habitats
Bird Nests
Bird eggs & Their young
Bird Feathers
Bird Songs & Calls
What is a bird?
Vertebrates
All birds have a backbone.
Feathers
All birds have feathers.
Wings
All birds have wings.
Egg-Laying
All birds lay eggs.
Bipedal
All birds have two legs.
Navigation
All birds can navigate (find their way from one place to another).
Bill
All birds have a keratin beak or bill.
Warm-Blooded
All birds generate their own body heat.
Communication
All birds can communicate with songs and calls.
High Metabolism
All birds have a metabolism that turns food into energy quickly.
Furcula
All birds have a furcula (wishbone) that protects their chest cavity.
There are nearly 10,000 different bird species living in the world today and they all share the same basic characteristics.
Bird names
When were Australian birds named and by who?
Australian birds were originally given names by the aborigines prior to the arrival of European settlers.
Some of the aboriginal names used by them to describe birds are still used today.
An example is the Gang-gang Cockatoo whose name 'Gang-gang' comes from a New South Wales Aboriginal language.
AUSTRALIAN MAGPIE
Found in all states of Australia. It grows to 43 cm and feeds on a wide variety of insects as well as millipedes, worms, spiders, skinks, beetles, caterpillars, frogs, moths and butterflies. It is an omnivorous relative of the butcherbird.
The Magpie was named by Englishman John Latham in the late 1700s.
GREY FANTAIL
Found in all states (except the Western Desert Areas). It grows to 16 cm and feeds on insects it catches in flight. It prefers bushlands, forests and woodlands. It is identifiable by its constantly fanned tail feathers and is similar to the Willie Wagtail and Rufous Whistler.
The Grey Fantail was named by Englishman John Latham in the late 1700s.
SULPHUR CRESTED COCKATOO
A large white parrot found in all States of Australia. It grows to 50 cm and feeds on berries, nuts, seeds and roots of small plants. It is found across most habitats including regional townships and farmland areas.
The Sulphur Crested Cockatoo was named by Englishman John Latham in the late 1700s.
Many Australian birds were named in the late 1700s to early 1800s by early ornithologists (people who study birds) such as John Latham.
The Birds of Australia
Published by John Gould in 1848, with a supplement added in 1869. The seven volume hardcover publication contained over 600 colour illustrations like this one of the Sulphur Crested Cockatoo.
John Gould came to Australia in 1838 and helped record Australian birds. He published a seven volume illustrated colour book in 1848.
Bird colours
Why are birds different colours?
Birds vary in colour in order to blend into their background or to attract a mate.
Are male and females always the same colour?
The male Superb Fairy-wren is a colourful small bird while the female is a plain looking bird (inset). Sometimes male and female birds of the same species are different colours.
Bird sizes
Are all birds the same size?
All bird species are different shapes and sizes.
Introduced from India, the Myna now competes with our native birds for food and territory.
Bills, beaks and their uses
Aquatic Birds
Have medium-sized wide beaks for scooping food from on top and under the water.
Wading Birds
Have long bills for finding food in and around shallow water.
Birds of Prey
Have strong short beaks for tearing apart their prey.
Insectivorous Birds
Have long pointed beaks for finding and eating insects.
Granivorous Birds
Have strong short beaks for breaking apart the grain and seed that they eat.
What are birds' beaks made from?
Birds’ beaks are made from Keratin.
Other things made from Keratin include hair, fingernails, horns, hooves and claws.
The hard spine of a bird’s feather (Rachis) is also made from Keratin.
What are bills used for?
Birds use their bills to find food, break open seed pods and seeds, dig and even to make their nests.
Why do Pelicans have large bills?
Pelicans have long bills to scoop up large amounts of water and fish. Their bills can hold up to 13 litres of water.
Why does the Black Swan have a wide bill?
The Black Swan has a wide bill to help it collect and scoop up food from under the water. As a vegetarian, it sticks its neck under the water to feed on the weeds and algae growing on the bottom.
Why do raptor birds have a pointy bill?
Raptor birds such as this brown falcon, have a pointy beak with a sharp hook on it, to help them tear through the flesh of their prey. This could include rabbits, hairs, mice and even other birds.
BILLS, BEAKS & THEIR USES
BIRDS' BEAKS AND BILLS
BILLS, BEAKS & THEIR USES
BIRDS' BEAKS AND BILLS
Bird tails
The Grey Fantail is a master at using his wings and tail to catch insects mid air. Here one is heading towards a fly at great speed. The Grey Fantail is a short bird with a short tail.
The Red Wattlebird has a long tail which it uses to change direction quickly while flying in order to catch insects like the Grey Fantail. It is a much larger bird, so its long tail helps it to change direction quickly.
Bird wings
What are wings used for?
Birds’ wings are primarily used for flying. Birds fly by flapping their wings to create lift or by using their larger wings to ride hot thermals that create upward lift for the bird.
Wings are made up of a large number of small, medium and large-sized feathers. These feathers are positioned in an overlapping manner that creates a long flexible wing.
A Eastern Spinebill is pictured here using his wings to create lift. This enables him to hover while he looks for and drinks nectar found in flowers.
Here an Australasian Darter is pictured drying its wings after feeding on fish in the water. Unlike ducks and swans, a darter’s feathers must be dried after feeding in the water.
A pelican begins to spread its wings for take-off. A pelican needs at least 40 metres to take off due to their size and weight. Their wings are large and are able to create enough lift to get them into the air.
The size of birds’ wings is related to the size of the bird. The wedge-tailed Eagle has a huge wingspan of over 2.2 metres.
This seagull is using its wings to slow itself down for a soft landing. By putting its wings out and curving them slightly, it increases drag on the air, which slows its speed down.
Can birds travel long distances without flapping their wings?
Some larger birds can travel long distances without flapping their wings. The Albatross can travel over 1000 km without flapping. It grows to a length of 135 cm and has an enormous wingspan of over 3.3 metres.
This seagull is moving slowly through strong coastal winds. Its wings are strong and it is able to stay in the air for long periods of time.
Masked Lapwings have spurs on their wings so he can drive predators away from their nests, which they build on the ground. Males have larger spurs than females.
Bird feet
Do all birds have the same kind of feet?
Birds have different kinds of feet. Their feet are used to help them in their daily life. Water birds have webbed feet to help them move faster through the water. Perching birds have claws to help them hang onto branches. Some bird even use their feet and claws to find food.
This White-throated treecreeper is using his feet and claws to find an insect hiding inside a small hole in a wattle tree.
Bird habitats
What are Habitats?
A bird’s habitat is where the birds are found. There are many different habitats in Australia.
**ALPINE**
Areas of high altitude and given to snow in winter months.
**BUSHLAND**
Bushlands are areas where the flora and fauna is predominately indigenous.
**FOREST**
Tree-based habitat with an upper canopy height of more than 20 metres.
Habitats range from the hottest to the coldest area, as well as the driest to the wettest areas.
SCRUB
Thick low growth habitat where vegetation ranges from 0.5 to 4 metres.
URBAN
An area dominated by human population (characteristically a town or city).
WOODLAND
Woodlands are tree based where the upper canopy height ranges from 8-20 metres.
A bird’s habitat must supply all of the bird’s food and water requirements.
Bird nests
What is a nest used for?
Nests are used for the laying of birds eggs by birds. The nest offers protection for the eggs and a place for the bird to sit on the eggs while they incubate.
Nests are used for protection, resting and for raising a young bird family. These baby Willie Wagtail's are safely at home in their nest, built by their parents under a verandah.
Nests are also a place where baby birds develop into adults. They can even learn to fly from the nest by jumping off the edge of the nest then returning to the nest for safety.
Where can nests be built?
Nests can be built in many areas in nature. Here a nest is found in a small tree.
Nests are also built on the ground, on cliffs and rock ledges, on tree branches, in tree holes, between rocks and even around homes.
Here a large Lyrebird nest made of sticks, is found on a cliff face a few metres off the ground.
This nest is made of small twigs and leaves and is built hidden deep inside a bush. This bird wanted to hide its nest from predators who can prey on the eggs and chicks.
Birds will build nests on man-made structures if they are available. Here an eagle has used an old power pole because of the lack of a suitable tree.
Birds will build nests as far away from danger as possible. Here white ibis have built their nest high in the upper branches of a tree.
What are nests made from?
Nests can be made from most things found in nature, including leaves, straw, grass, twigs, branches and even mud.
Large and small birds build nests. This grass nest is home to a family of very small brown thornbills and has a hole at the front.
Do all birds build nests?
Not all birds build nests. Some birds look for holes in trees, rocks and other natural locations, then make it their home. These offer natural protection from predators and weather.
These birds are nesting in holes in an old dead tree stump. Dead trees are important to some birds and they also make for a more diverse natural habitat for birds.
How high can nests be built?
Nests can be built high up in the tallest trees and on the tallest cliffs and mountains.
Nests can also be found on the ground. Here a Black Swan has made her nest of grass in an area close to the water.
What are the wooden boxes found in some trees?
This manmade wooden enclosure is a nesting box.
Nesting boxes help birds to find dark and protected places where they can nest, especially in areas where nesting places are hard to find. Nesting boxes can maintain the numbers of threatened birds in an area.
Nesting boxes are also sometimes called birdhouses. These can be useful enclosures for more common birds such as this House Sparrow, which is feeding its very hungry young.
What is a Bower and is it a nest?
A Bower is an area built by male Bower Birds to attract females. It is not a nest, but more like an entertainment area. Satin Bower Birds collect blue objects to impress female Bower Birds.
Birds' eggs and their young
Do all birds lay eggs?
All birds lay eggs and their eggs come in different sizes, shapes and colours. Eggs contain chicks, which eventually hatch.
We should not touch bird eggs, as the parents will often abandon them if we do. However it is ok to look at their eggs from a safe distance.
How do baby birds get out of their eggs?
Once a bird is strong enough it will crack through its egg shell with its beak and claws, then leave the egg. This one has a hole where the baby bird left.
How do birds eat and stay warm after they hatch from their egg?
Baby birds rely on their parents to keep them warm and feed them. Without warmth and food, they will quickly die. These birds are calling for their parents to feed them as they are very, very hungry!
Do all baby birds have feathers?
Not all baby birds have feathers. Some start growing feathers soon after being born. This is why the mother will continue to warm her babies with her body, after they hatch.
A baby House Sparrow takes a look around its environment. Its mother is not far away, gathering food for it to eat. It is still too young to be a confident feeder on its own and will rely on its parents a little longer.
The House Sparrow is an introduced bird that competes with our native birds for food and territory.
Three baby Black Swans (cygnets) take a paddle in some shallow water near their nest. Their mother is close by at all times to protect them from predators, such as cats and foxes.
This fluffy baby was found on the ground and was in danger of being killed. Abandoned birds this small are hard to raise without expert help.
Blackbirds are often found scratching around for food in garden beds. This fluffy baby is waiting for its mother to return with food as it is still too young to feed itself.
Learning to move across the water takes time and practice. These baby ducks are never out of their mum’s sight, though she knows the importance of letting them learn on their own.
When birds are small they will often appear different in size and colour to when they are grown. The baby Pink Robin is coloured various shades of brown to hide it from predators, while the adult Pink Robin has a strong bright pink breast.
A scruffy baby Red Wattle Bird waits for its parents on a tree limb. Red Wattle Birds are excellent hunters of prey, though babies are not able to hunt successfully until they reach a more mature age.
Bird feathers
Do all birds have the same feathers?
All species of birds have different feathers, even though these differences are sometimes hard to see. At other times the differences are more obvious, such as the feathers on a Peacock and Magpie.
What are the parts of a feather called?
Here are some samples of different bird feathers. The largest and smallest feathers are both from a Cockatoo, while the feather with the blue is from an Australian Laughing Kookaburra.
When looking at feathers close-up, they have a definite pattern and structure. This is a small feather from a large bird.
The feather quill (or Calamus) is made from Keratin. This is the same material that the bird’s beak is made from.
Birds’ feathers work together to form a wing which is strong enough to withstand heat, cold, wind, rain and all the stress and strain of flying every day of its life.
Bird songs and calls
What is a bird song and a bird call?
BIRD SONGS
Humans consider a bird song as something that is beautiful to listen to.
In bird terms, a bird song is a complex long sound designed to help them attract a mate.
BIRD CALLS
In bird terms, a call is a form of communication designed to send a message. Birds will use calls to warn other birds of danger, or just to keep in contact with each other.
WHAT BIRD HAS THIS CALL?
PRESS TO PLAY
AUSTRALIAN NATIVE BIRD
Laughing Kookaburra
WHAT BIRD HAS THIS CALL?
AUSTRALIAN NATIVE BIRD
Sulphur-Crested Cockatoo
WHAT BIRD HAS THIS CALL?
PRESS TO PLAY
INTRODUCED BIRD
House Sparrow
WHAT BIRD HAS THIS CALL?
AUSTRALIAN NATIVE BIRD
Australian Magpie
WHAT BIRD HAS THIS CALL?
PRESS TO PLAY
AUSTRALIAN NATIVE BIRD
Bell Miner
Artworkz
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Sprinkled Like Paprika,
The Thermal Waters of Hungary
By Susan Fox Hodgson
email@example.com
“The essence of everything is that it is very complicated.”
Prof. Dr. Judit Mádl-Szőnyi, Geologist, Eötvös Loránd University, Budapest
About this Image: View of the Cities of Buda and Pest (today Budapest), as seen in Ottoman times; after a painting by Joris Hoefnagel published in 1617. Hoefnagel’s name and the date 1657 are included on this copy of the painting, printed 40 years later.
In the distance and across the Danube River is the City of Buda, with a hilltop fortress and the royal palace. The City of Pest, strongly fortified, is on the opposite bank in the lower-left corner. A pontoon bridge links the two cities.
The City of Buda was the seat of the local Pasha, standing in the foreground on the Pest side by his delija (“bodyguard”). The bodyguard wears feathers pierced through the skin of his scalp.
Information courtesy of Altea Antique Maps, London; Photo by S. Hodgson, taken in a Hungarian restaurant on the Buda side.
Hungary *
Population: 9,825,704
Total Area: 35,918 sq. mi.
Danube River: The Danube River forms about one third of Hungary’s northwestern border with Slovakia before turning south and flowing through Hungary. As the river passes by Budapest, Buda is on the western side and Pest is on the eastern. From here the river crosses the Great Hungarian Plain, continuing south to the national border and eventually flowing into the Black Sea.
Government: Parliamentary republic
Governmental Head: Prime Minister Viktor Orbán
Industries: mining, metallurgy, construction materials, processed foods, textiles, chemicals (especially pharmaceuticals), and motor vehicles
Main Agriculture & Animals: wheat, corn, sunflower seeds, potatoes, sugar beets; pigs and cattle
Natural Resources: Bauxite, coal, natural gas
Electricity Production: 28.7 billion kWh
Literacy: 99.4 percent
*Reprinted from *The World Almanac and Book of Facts, 2019*, but for the *Danube River* entry.
Just Steps Away
The moment of truth had come. On my first day in Budapest, armed with a metro pass and two clues, I set off to find the office of Porció Ltd., the geothermal company of Gábor Szita, who had kindly helped to arrange my Hungarian visit and geothermal appointments. (Note: In Hungary, a person’s last name, like Szita, is written before the first name. However, first names will be placed first in this article.) Back home in California, I’d found the location of Gábor’s office impossible to pinpoint — elusive, like some geothermal resources.
The journey took over an hour. But after a metro ride under Pest (*clue one*), a trolley ride through the woodsy Buda hills (*clue two*), a short walk going the wrong way and another one retracing my steps (*clueless*), I found the street sign and then his office, two buildings away and up a short hill. My 6,300-mile trip spanning a continent- and-a-half, plus an ocean, was over. It was time to learn about the thermal waters of Hungary.
Pannonian Basin, The Source
The Pannonian Basin once held the huge and shallow Pannonian Sea. The sea covered parts of modern-day Hungary, Slovakia, Poland, Ukraine, Romania, Serbia, Croatia, Slovenia, and Austria. Three to four kilometers of sediments were deposited in the sea when it was at its largest, 5.3 to 2.6 million years ago in the Pliocene Epoch.
Most of the sandy sediments were deposited along the borders of the sea. Today these sediments hold the most significant thermal-water reservoirs in Hungary.\(^1\)
The second major source of Hungarian thermal waters is the limestone strata under the Pannonian Sea, formed from the calcified remains of aquatic organisms. Limestone itself often has little innate porosity, but it is often dissolved by groundwater. Eventually, as happens in Hungary, enlarged fissures form, leading to the development of caves and well-defined underground water courses—typical *karst* features.\(^2\)
About 80 percent of Hungarian thermal wells extract water from porous late Pannonian sandstone layers, and 20 percent from fragmented carbonate rock (karst) formations.\(^3,4,\) *from 1*
But how is all this water heated? The answer lies far beneath the Pannonian Basin. Here, a portion of the earth’s crust has been stretched so thinly that heat rising from below infiltrates the basin sediments.\(^5\) “Because of this, the entire basin is characterized by an elevated heat flux (~100 mW/m\(^2\)) compared to the surrounding regions.”\(^6,7,\) *from 8*
In summary, about two-thirds of the Hungarian national territory is underlain by vast thermal reservoirs in sandstone sediments and karst formations. Today much of the surface is covered by rolling plains; only one hill rises above 1015m.
The map at the beginning of the article illustrates the Pre-Cenezoic surface of Hungary. Besides the highly complicated geology, the relief at the surface is highly pronounced.
**Thermal Bathing History**
Through time, the Hungarian people have experienced changes under several rulers — including the Ottomans. But who was the first person ever to bathe in Hungarian thermal waters, and when? No one knows.
The oldest Hungarian archaeological site with evidence of (human?) presence, called Vértesszőlős, is found near a warm spring! Discovered in the 1960s, the site is near Tata (see Map 1). The site was occupied about five times between about 500,000 and 250,000 years ago. The first known traces are of *Homo heidelbergensis*. Whether these beings are ancestral to humans or not hasn’t been decided.
Near a warm spring, fragments were found of an occipital bone from *Homo heidelbergensis*. Courtesy of Wikipedia
Thousands of centuries later, thermal bathing played a huge role in Roman life, long before the Romans ruled present-day Hungary. When they came, they brought along their bathing customs — as we know from the many elaborate bath houses built by the Romans at Aquincum — an important Roman city in northern Budapest on the western bank of the Danube.
The waters at Aquincum were cool, but the Romans used hotter waters whenever possible. In fact, the army used thermal waters to care for the horses. Whenever possible after rigorous days on the move, the soldiers led their horses into nearby pools of thermal water to relax and heal.
Dates differ for the years of Roman rule, which probably began between 35 to 9 BC and ended around 409 AD. The Hungarians came later, occupying the Pannonian Basin at the end of the ninth century. Some evidence exists of Hungarians using thermal baths during the Hungarian Kingdom period, between 1000 and 1526 AD —the year the Ottomans conquered Hungary. The Ottomans left Hungary in 1699. They often built Turkish baths near hot springs, and some have been enjoyed from that day to the present.
**Thermal Bathing Facts and Figures**
Over the entire Pannonian Basin, a thermal borehole is found almost every 10 km.\(^{10}\) In 2019 in Hungary, over 900 active thermal water wells produced about 90 million m\(^3\) of thermal water, representing 1023.7 MWT or 10,701 TJ/y.\(^9\) The waters were extracted
mainly for bathing and wellness. (for more information, contact Prof. Dr. Rybach at: firstname.lastname@example.org\textsuperscript{10} or Prof. Dr. Tóth at: email@example.com).\textsuperscript{9}
Historically, balneology is the country’s most important geothermal application, with over 250 wells yielding thermal and (sometimes) medicinal waters. These represent a total installed capacity of 249.5 MWt, with an annual use of about 3684 TJ/yr.\textsuperscript{9}
Prof. Dr. Tóth wrote, “Most thermal wells in Hungary (40 percent of about 600 wells) are used as spas, their temperature values fall within the 30°-50°C range, and they extract water from the porous Miocene layers found 500-1500 m below the surface. Waters with temperatures above 60°C are recovered from the fissured karst reservoirs in the basement rock. Such wells are found, for example, in Zalakaros (about two hours southwest of Budapest), where the water temperature is 99°C, and in Gyula (see Map 1), where it is 91°C.”\textsuperscript{1}
Knowing which minerals are dissolved in the thermal waters is important to many spa patrons who come for their health. The minerals dissolved in Hungarian thermal waters include simple carbonated water, earthy-limey water, alkaline water, chloride water and sodium chloride water, sulfurous water, iodine-bromine water, and radioactive water.\textsuperscript{1} Many thermal baths offer bottled thermal waters for sale.
The label on a bottle of mineral water from the Csillaghegyi Baths and Swimming Pool in northern Budapest, on the Buda side. *Photo by S. Hodgson*
The map illustrates the numbers and locations of thermal baths in Hungary. The green dots denote the significant baths and the red dots, the baths of local and regional importance.\(^1\) The place names themselves are too small to read. *Reprinted with permission*
Map 1: Just north of Budapest, the course of the Danube River suddenly turns south. As it flows through Budapest, the river passes several thermal baths on the western river bank, on the Buda side — and a few thermal baths built further inland on the eastern side, in Pest. The baths in Pest are fed by thermal waters from deep wells, not hot springs. *Map courtesy of the CIA, with added cities*
**Bathing in Budapest**
The Budapest area, famous for its thermal springs and spas and outstanding thermal water resources, is one of the main discharge regions of the largest, karstified, carbonate-aquifer system in Hungary. Here, from the second half of the 19th century on, the use of natural springs has been substituted progressively by deep wells. This is because thermal water — from the region where carbonate formations are confined by low-permeability layers of any regional flow system — can be used for geothermal purposes by deep wells.\(^8\)
The springs and wells that supply the famous baths of Budapest discharge mainly from a regional Triassic carbonate rock aquifer system (with karst features). The springs mostly have been replaced by wells. Only a few natural springs are known today; most drain unused into the Danube.\(^11\)
Budapest has 11 major thermal baths, many using thermal water from shallow and deep wells. Springs arise along the Danube fault trending north-south on the western bank of the Danube River — on the Buda side. Calcified caves are found close to the discharge areas of the springs.
The four major baths on the Buda side, from south to north, are St. Gellért, Rudas, Király, and St. Lukács.\(^12\) All were built in the Danube fault zone and use thermal waters from shallow wells connected to the fault zone. Water temperatures in the fault zone are hottest to the south and cooler the further north you go. Thus, the southernmost thermal bath of the group, St. Gellért Thermal Baths and Swimming Pool, has the hottest thermal waters.
In 1918, St. Gellért Thermal Baths and Swimming Pool opened its doors. The famous building is beautifully decorated in the Sucessionist, Art Nouveau style — including original, pyro-granitic ornamentation from the famous Zsolnay factory. In the Middle Ages, a hospital stood here.
An advertisement by the St. Gellért Baths features the famous pool. Photo by S. Hodgson
Entrance hall to the St. Gellért Baths. Photo by Thaler Tamas, courtesy of Wikipedia
The original, pyro-granitic floor designs and tiles are from the Zsolnay factory. At one time, only men used the pool. Now women come to bathe as well. *Photo by S. Hodgson*
Eszter Pulay, an Environmental Scientist, led me on a tour through St. Gellért’s rooms and pools. When we finished, we walked north through a tunnel to the spa next door, the Rudas Thermal Baths and Swimming Pool. The tunnel includes observation wells and is used for finding new wells and sources of thermal waters.
Presently, three wells are being used by the St. Gellért Bath and one or two by the Rudas Baths. “The thermal wells, drilled into karst features, are older than the bath buildings themselves,” said Andrea Ligeti, our guide at the Rudas Baths. “The thermal waters were used before construction began.” (For more information, contact Ms. Pulay at: firstname.lastname@example.org).
Mustafa Pasha built the Rudas Baths during the Ottoman occupation of Hungary in the 16th century. The building has been expanded through the years, and the last renovation ended in 2005. All this time, the original, historical area has remained untouched—including the dome (10 meters in diameter), supported by eight pillars around a lovely, octagonal pool. A drawing hangs nearby of Ottoman bathers using the pool.
Street entrance to the Rudas Thermal Baths and Swimming Pool…and Bistro. The building faces the Danube River. Photo by S. Hodgson
A skillful drawing of the Rudas Baths in Ottoman times, by Rohbock in 1859. Visitors bathe in thermal waters filling the large pool under the original dome in the historical area. *Photo by S. Hodgson*
From the upper terrace of the Rudas Baths, guests can enjoy relaxing views of the Danube River flowing by. *Photo by S. Hodgson*
GET KNOW TO THE DRINKING FOUNTAINS AND TO THE TUB-CLASS OF THE RUDAS SPA.
HUNGARIA FOUNTAIN
ITS WATER PERFECTLY SUITS FOR CURING GASTRITIS, HYPERACIDITY, NEURAL STOMACH DISEASES, AND RENAL-PELVIS DISEASES.
ATTILA SULPHUROUS FOUNTAIN
IT HAS HEALING EFFECTS ON THE HURTS OF LIVER, BILE, AND BLISTERS. IT IS ALSO GOOD FOR CURING GASTRO ENTERITIS, AND THE CATARRH OF RESPIRATORY ORGANS.
JUVENTUS RADIUMOUS FOUNTAIN
IT TAKES SUPREME EFFECTS ON HYPERTENSION, PRE-AGEING, RHEUMATIC AND GOUTY DISEASES.
JUVENTUS TUB-CLASS
PERFECTLY SUITS FOR CURING HYPERTENSION, PRE-AGEING, CLIMAX, AND RHEUMATIC DISEASES.
A list of the dissolved minerals in the drinking fountain waters at the Rudas Baths — and medical comments. Photo by S. Hodgson
A store with “medicinal drinking water” for sale at the Rudas Baths. Photo by S. Hodgson
Eszter Pulay works at the Király Thermal Baths, located just north of the Rudas Baths. Construction was begun here in 1565 by Arslan, the Turkish Pasha of Buda, and was completed by his successor, Sokoli Mustafa. The Király never has had its own supply of thermal waters. The Ottomans built Király too far away from the thermal wells for this — on purpose. They made sure the thermal baths would be available to them inside the fortress walls during sieges.
At first, redwood pipes were used to channel the waters to Király from what is now called the St. Lukács Thermal Baths and Swimming Pools (just to the north). Today, Király still uses the same thermal waters drawn from the same St. Lukács’ wells.\(^{12}\)
The Király Baths, pictured here, and the Rudas Baths are two of the four original Turkish baths still open in Budapest. *Courtesy of Wikipedia*
St. Lukács Thermal Baths and Swimming Pools has a recorded history dating back to the 12th century, when the St. John Knights came to cure the sick. Knights from the orders of Rhodes and Malta followed and built monastery baths.
In the Middle Ages, St. Lukács Baths was the favorite of the Turkish Grand Vizier, Pasha Mustafa. When the City of Buda was recaptured from the Ottomans in 1686, St. Lukács became property of the Treasury. In 1884 Fülöp Palotay purchased the property from the Treasury and began what would become 121 years of remodeling.
Entrance to St. Lukács Thermal Baths and Swimming Pools. Photo by S. Hodgson
An outdoor swimming pool at St. Lukács. Swimmers in the outer circle are moving against a strong current. Photo by S. Hodgson
“On the Buda side of the Danube River, the carbonate formations with karst features are close to the surface, (as the four thermal baths illustrate),” said Prof. Dr. Mádl-Szőnyi.\(^8\) “On the Pest side, the carbonates form deeper strata and a porous cap rock traps the rising heat in the carbonate. This is why the waters on the Pest side are hotter than on the Buda side.\(^{13}\) On the Pest side, waters for the thermal baths come from deep wells, not hot springs (For more information, contact Prof. Dr. Mádl-Szőnyi at: email@example.com).
The Széchenyi Thermal Baths and Swimming Pools is the best known thermal bath on the Pest side. Széchenyi extracts 74°C and 77°C thermal waters from two wells drilled 1650 m deep into carbonate rocks in the fault zone. Drillers at the Paskál well entered a 300 meter-long vertical shaft, an amazing karst thermal feature.
Széchenyi’s history began in the 1870s when hot spring wells were drilled near a small bathing structure built at Hero’s Square, near the City Park in Budapest. As patronage grew, the bathing structure was rebuilt on an island in the City Park. Finally, in 1909, construction began on what would be the massive, beautiful building admired in the City Park today.
Some recycled thermal waters from Széchenyi are piped to an artificial lake in the City Park. Others help heat two thirds of the city zoo, lowering the gas bill by one half. Heated areas include the animal enclosures, the pools for tropical animals, and the palm house.\(^1\)
An aerial view of the Széchenyi Thermal Baths and Swimming Pools, built in the City Park of Budapest. *Courtesy of Wikipedia*
**Heating and Electrical Generation**
Thermal waters heat many structures in Hungary. In fact, heating greenhouses with thermal waters is the second oldest geothermal application in the country, and very significant. In Hungary, 493 wells produce 11 million m$^3$ of thermal waters used to heat over 70 hectares of greenhouses and 260 hectares of ground-heated polytunnels (tented structures). In the 1960s, Hungary’s oldest and most significant greenhouse network began using thermal waters for heating greenhouses and polytunnels at Árpád Agrár Zrt., in the city of Szentes (see Map 1).
After making a few calls, Gábor Szita spoke with Mr. Sándor Mártin, 91-year-old man who once worked as chief accountant for Árpád — or a prior iteration of the company. Mr. Mártin said a small, state-owned, horticultural research institute in Szentes had used geothermally heated greenhouses a few years before Árpád came. Once Árpád constructed its own greenhouses, it took the lead.
One afternoon Gábor and I drove to Veresegyház, a city of about 20,000 people (see Map 1). Here, thermal waters heat structures built in the city center and on the outskirts. We had appointments to visit a greenhouse and several other buildings that were heated geothermally.
Outside of Veresegyház proper, we passed two large factories run by General Electric — GE Aviation and GE Power — built on eight hectares of land. The plant is heated by a huge geothermal system: three production wells and one injection well, all city-owned. The water temperatures are between 66°C and 72°C. The city has built a double pipeline network, 18 km long, to the site.
We arrived at the greenhouses of Veresi Paradicsom Ltd. on time. This new, innovative, and growing agricultural company was built in Veresegyház at Gábor’s suggestion. The company raises tomatoes in 63,000 m$^2$ of greenhouses heated by geothermal waters piped in from Veresegyház wells. The zero-emissions heating system doesn’t damage the environment; all the waters are cooled, cleaned, and reused.
The company has installed artificial, LED-based, supplementary lighting in the greenhouses — the first in Hungary and maybe the world to do so, according to Tungsram.com. The lighting makes year-round plant growth and sales possible, said Zsolt Márkus, owner and managing director of Veresi.
Company innovations include the tomatoes themselves. Zsolt says Veresi is the first to ever measure the sugar content of tomatoes.
Tomato leaves and flowers are culled every day from the plants. *Courtesy of Veresi Paradicsom Ltd.*
Ripened tomatoes are harvested daily by workers who change their gloves at the end of each row to avoid harming the next one. A bunch of tomatoes is never picked until even the lowest tomato is the right color. Veresi first sold the tomatoes abroad, but today sells about 95 percent of them in Hungary. The company recently received the *Innovation Technology Ministerium Award for 2020*.
Veresi tomatoes are so well regarded that the chef of Onyx, a two-star restaurant in Budapest, comes to the greenhouses to pick his own. Walking in Budapest the next day, I passed by Onyx. First on the menu — a tomato appetizer (for more information, contact Dr. Márkus at: firstname.lastname@example.org).
**The Onyx restaurant in downtown Budapest. Photo by S. Hodgson**
Leaving Veresi with small boxes of cherry tomatoes, we drove to the city center and parked at the Veresegyház hospital, which was geothermally heated. Our appointment was with the city mayor, Mr. Bela Pásztor, who was elected to the office in 1965. On sitting down, I asked Mr. Pásztor for the story of geothermal development in his city. He told us proudly, “Today 81 percent of consumers are connected to our geothermal system.”
He recalled when the first geothermal well was drilled in 1987 to a depth of 1500 m, with temperatures reaching 65°C. The well was tested for over a year to ensure the production was stable. Gábor told me the well’s success even surprised the hydrologist — for drilling is a risky undertaking. A third production well was drilled in 2015, and its production exceeds that of Well 1. Well 3, drilled 1700 m deep with temperatures of 71°C to 72°C, has minor scaling. About 1200 to 1700 m is the average drilling depth for wells in this part of Hungary, but wells drilled in the Triassic limestone are known to reach 2000 and 2800 m.
The site of the first geothermal well in Veresegyház. Drilled in 1987, it was replaced in 1997 by the well in the building. Péter, standing by the door, cares for the well system. Photo by S. Hodgson
The mayor said the city’s original goal was to build a thermal bath with geothermal waters, but there wasn’t enough money to pay for the building. Then they heard geothermal waters can heat buildings. A geothermal pipeline network was begun in 1993 for transporting thermal waters to the elementary school. Four years later, the piping network was connected to the music school and the culture house.
“Needing more geothermal waters, we drilled new wells,” he said. “All are successful. Currently we are designing a new production well and a new injection well to supply heat to blocks of buildings, each with 10 to 12 small apartments. The city will own some of the apartments; the others will be privately owned. Today we have about 7,000 detached houses and apartments in the city. About 350 of the apartments are heated solely by geothermal waters.”
In 2008, when Hungarian housing prices dropped, Porció Ltd. (Gábor’s company) built 180 to 190 flats — geothermally heated — in Veresegyház. They were finished around 2014 and all were sold. Their values may have risen over 50 percent in the last 10 years.
Talking about the city’s abundant geothermal waters, the mayor said, “We just wanted to use them. Every year our thermal waters replace about 3.5 million cubic meters of natural gas.” When I asked about the risks involved in developing geothermal resources, Mr. Pásztor said, “We have a chance only if we risk.”
Thanking the mayor for his help, we left to see more geothermal projects in Veresegyház. The geothermally heated buildings include the town hall, the post office, the football stadium, and an open-air bath. The municipality determines the price of geothermal energy in Veresegyház, not the state. The local energy source benefits the local community.
Porció Ltd. is a Hungarian company working on geothermal projects. Owned by Gábor Szita, Porció’s business model is to build a geothermal project, operate it successfully, and transfer (sell) it, often to a municipality. If the project doesn’t perform well, a prospective buyer is free to walk away (For more information, contact Dr. Szita at: email@example.com).
Another Hungarian geothermal company is NEG Zrt., the National Energy Management Company, whose CEO is István Donázy. NEG Zrt. is controlled by the Hungarian National Asset Management Company, Ltd.
Mr. Donázy said the company’s main goal is to promote energy-conscious operation for its clients, reducing their energy costs. NEG seeks to stimulate, catalyze, and assist
legislators with first-hand information, creating a regulatory environment advancing these goals. The company helps the owners of industrial and agricultural infrastructures modernize their energy requirements, increase renewable-energy production, and renovate state and municipal energy use.
The Municipality of Budapest owns the city tram system, where about 600 trams operate every day. The transport company repairs the trams inside a very large building. A current NEG project is to heat the building with geothermal energy instead of natural gas.
To this end, NEG has drilled a geothermal production well and injection well in Budapest. The production well penetrated a hot-water aquifer about 1300 m deep, with waters of about 72°C flowing over 1300 ltr a minute — more than expected. The injection well penetrated a huge karst cavern at a depth of about 1250 m. The thermal waters will be used to heat the tram repair building. *These thermal wells are the first ever drilled in Budapest solely for a heating project.*
The project began four years ago, and the implementation phase has been underway for two. Originally 6 million kWh of electricity was needed to heat and operate the building each year. The new geothermal heating system will use only 300,000 kWh of electricity every year for operating the pumps and other elements. The geothermal heating system consumes no natural gas and emits no carbon dioxide. (for more information, contact Dr. Donázy at: firstname.lastname@example.org).
Another Hungarian company, PannErgy, developed Hungary’s largest district heating project in Miskolc (see Map 1). Next the company built the large, direct-use project in Györ (see Map 1). PannErgy also operates two smaller geothermal systems in Szentlőrinc (see Map 1), and Berekfürdő (about two and a half hours east of Budapest). The company recently reported a 20 percent increase in geothermal heat sales for 2019.
**Power Plant**
Hungary has one geothermal power plant, located in Tura (see Map 1). The electrical production is 2.3 MWe gross and 1.3 MWe net, according to the Mining and Geological Survey of Hungary. This is the first geothermal power plant ever built in the Pannonian Basin.
**Governmental Policy**
Gábor Szita believes the future of geothermal in Hungary depends on whether the government policy supports geothermal projects, as did the former government 10 years ago when geothermal development flourished. Then monies were available, the plants ran at high efficiency, and all the equipment worked. The government only has to re-implement the plan.
Moving toward this goal is the Division of Business Development and Communication, in the Mining and Geological Survey of Hungary. The division is headed by Dr.
Annamária Nádor, who kindly sent the following information about a new plan for geothermal risk insurance.
She writes, “Hungary is well advanced in introducing a new geothermal risk insurance scheme in 2020. This is well established at the policy level: both the new *National Energy Strategy* and the *National Energy and Climate Plan* (both issued in January 2020) explicitly mention the *Geothermal Guarantee Fund*. The first step is introducing the pilot projects financed by the Swiss-Hungary Cooperation Program with about 14 million CHF of starting capital.
“Experiences from these projects will be used to elaborate further the details of the risk insurance scheme for the future. According to the Hungarian proposal, geothermal projects that apply full injection will be eligible, irrespective of the depth of the research, the petrological nature of the reservoir, and the technology of the exploration and production activities. The planned schemes support project development by tenders, in a phased, ex-post-financed way, by investment risk mitigation, the partial sharing of investment risk, and the introduction of collateral for failure coverage.
“The legal acts about the introduction of this Guarantee Fund are elaborated and presently (in March 2020) under Parliamentary discussion. The concept papers and technical background materials supporting this initiative benefited a great deal from the GeoRISK project and its studies, especially on risk assessment methodologies and the overview and in-depth analyses of the already existing schemes all over Europe.” (For more information, contact Dr. Nádor at: email@example.com)
The Hungarian Ministry for Innovation and Technology, established in 2018, coordinates the entire energy sector, including geothermal. In 2018, the ministry established the Energy Innovation Council to offer expert input for a review of the *Hungarian Energy Strategy*. The council includes several thematic sub-groups. Geothermal energy plays an important role in the sub-group dedicated to renewables.
I interviewed Dr. Péter Kaderják, Minister of State for Energy Affairs and Climate Policy, within the Ministry for Innovation and Technology. He said energy and climate policies contribute over 70 percent of the climate problems. To manage climate issues means using local energy resources and energy efficiency. President Orbán, he said, is very much aware of the climate issues and in favor of the policies alleviating them. Dr. Kaderják’s office offers regulatory and financial help to developers.
The Hungarian Government issues the right to drill geothermal wells and chooses which areas to open for exploration. Those with the highest bids for the licenses enter the market. In 2019, Aspect-TDE Geotherm Kft won the Gádoros area tender for geothermal energy exploration, production, and prospecting.
“At a policy level, the licensing system is stable,” Dr. Kaderják said. “Concessions are for 35 years. To receive a license, a person must demonstrate financial and technical capability. We are far from our full potential in promoting geothermal development, but
we are trying to get ahead.” (for more information, contact Dr. Kaderják at: firstname.lastname@example.org)
Acknowledgments
I want to thank the many kind and generous people who helped me. They include Gábor Szita for the invitation and appointments, the eye-opening trip to Veresegyház, and reviewing the manuscript; Ladislaw Rybach for geological insights and reviewing the manuscript; and Judit Mádl-Szőnyi; Anikó Nóra Tóth; Zsuzsanna Vitai; Kata Takács-Szabó; Eszter Pulay; Andrea Ligeti; István Donázy; Zsolt Márkus; Bela Pásztor; Annamária Nádor; and Péter Kaderjék.
References
1. Tóth, A. N., “The Geothermal Atlas of Hungary,” Hungarian Energy and Public Utility Regulatory Authority (2016); 12-13; 33. www.mekh.hu/admin/download/2/12/30000/the_geothermal_atlas_of_hungary_2016.pdf
2. Duff, P. McL. D., Holmes’ Principles of Physical Geology, Fourth Edition (1993), Chapman & Hall; 387.
3. Liebe, P., Magyarország Termálvízkészletei (1993), Római Könyvkiadó, Budapest.
4. Fancsik, T., A. Nádor, Geotermikus Feladatok a Magyar Földtani és Geofizikai Intézetben (2012), Kutatás és Innováció a Magyar Geotermiában, Konvferencia, Budapest.
5. Vitai Z. M., Source of Geothermal Energy in Hungary (2019), PowerPoint presentation.
6. Lenkey, L., P. Dővényi, F. Horváth, S. Cloething, Geothermics of the Pannonian Basin and Its Bearing on the Neotectonics EGU Stephan Mueller Special Publication Series, (2002), 3: 29-40.
7. Horváth, F., B. Musitz, A. Balázs, A. Végh, A. Uhrin, A. Nádor, B. Koroknai, N. Pap, T. Tóth, G. Wórum, Evolution of the Pannonian Basin and Its Geothermal Resources, Geothermics, (2002), 53: 29-40.
8. Mádl-Szőnyi, J., M. Virág, F. Zsemle, Potential Maps for the Hydrogeologic Prerequisites of the Installation of Deep Geothermal Doublets and Groundwater Source Heat Pump Systems in Budapest, Hungary, Central European Geology, (2015) 58: 1-2: 114-128.
9. Tóth, A. N., *Country Update for Hungary* (2020), Proceedings World Geothermal Congress. www.geothermal-energy.org/explore/our-databases/conference-paper-database/ (To read, wgc2020.us13.list-manage.com, and fill in the author’s name and the title).
10. Rybach, L., *Geothermal Potential of Sedimentary Basins, Especially of the Swiss Molasse Basin* (2019), Hungarian Geological Society, Vol. 149, 4, pp. 401-414.
11. Eröss, A., Zsemle, F., Pulay, E., Heat Potential Evaluation of Effluent and Used Thermal Waters in Budapest, Hungary, *Central European Geology* (2015), 58: 1-2: 62-71.
12. Mupa.hu, *Budapest the City of Spas*. Accessed June 17, 2020.
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DEAR PARENTS
SUMMER SUN
It has been delightful to see the children enjoying the warmer weather in the garden this week. Activities have included throwing balls through hoops, balancing along beams, mark making on clip boards, finding hidden numbers and playing percussion instruments.
You will have received an email regarding this lovely weather and as a reminder, we do recommend that parents send their children into school with a named sun hat and to apply a day-long protective sunscreen before coming to school.
For health and safety reasons schools have been advised that staff should not apply sunscreen to individual children unless they have a specific medical condition. We will, of course, try to ensure that the children are not in the direct sun for prolonged periods of time and that they drink plenty of water.
ASSESSMENT TALKS
Thank you to all the parents who attended the assessment talk this week. I hope you found it useful. If you were unable to attend the talk this term, I will be repeating this in the autumn term.
I would also like to thank parents who have met with me individually, via Zoom, in preparation for school applications. It has been a pleasure to meet with parents and to continue to build our relationships.
Mrs Sylvester
TERM DATES
The summer term ends on Thursday 8th July
The autumn term begins on Thursday 2nd September
Concert Dates Reminder
Class 8 - Monday 21 June
Class 6 - Tuesday 22 June
Class 7 - Wednesday 23 June
Class 9 - Thursday 24 June
Concerts will be held at 9.30am and 11am on all days.
Problem solving is an important way of learning, because it motivates children to connect previous knowledge with new situations and to develop flexibility and creativity in the process.
Therefore it is important that children see themselves as successful problem solvers who relish a challenge and can persist when things get tricky.
Experiences in a familiar context with a clear purpose, such as sharing fruit, will enable children to deal creatively with more mathematically demanding challenges in the future, such as fractions.
"Children also need to feel in control of the outcome, or they may only look for the correct answer."
Rich and engaging problem solving activities are those which children understand in familiar contexts and where the outcomes matter to them - even if imaginary.
Children problem solve best when they have control of the process and involves mathematics with which they are confident. In this way, children are able to apply their knowledge and understandings and demonstrate mastery of a concept.
Class 6 have had a lovely week enjoying the sunny weather. We have been learning fun facts about creepy crawlly mini beasts and where we can find them. We have been practising our fine motor skills by making very hungry paperchain caterpillars and comparing the lengths of our creations. We have also spotted some real minibeasts in the garden!
**ROLE PLAY**
This week our role play area has been a construction zone where we have been using hammers, drills, screws and nails to make wonderful inventions. We have discussed the tools and their purposes, and how to use them safely.
**IN MATHS...**
we have been exploring solid shapes and their properties. We learnt all about the King Cube and his kingdom and had great fun investigating which shapes slide, roll and could be stacked.
"In phonics we have been learning the digraph ‘sh’."
We did really well at identifying lots of words with the sound in, such as shin and shark. We then practised our letter formation by writing the sound in the sand.
**IN P.E...**
we have been learning the rules of the game Cups and Saucers, which has been fantastic fun, running around and avoiding obstacles in the garden. We are very excited to continue our learning next week.
We had great fun telling our friends our holiday news, where we worked on using full and extended sentences, and answering our friends questions at the end. We all had very exciting half terms! | dbd61d4d-2e45-4db5-9969-a9cdf96479fc | CC-MAIN-2021-31 | https://www.broadhurstschool.com/wp-content/uploads/2021/06/Broadhurst-School-Newsletter-04.06.2021.pdf | 2021-08-01T14:47:13+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154214.36/warc/CC-MAIN-20210801123745-20210801153745-00034.warc.gz | 713,131,253 | 814 | eng_Latn | eng_Latn | 0.997051 | eng_Latn | 0.998477 | [
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George Bridgman (1864-1943)
George Bridgman, most widely known for his profound contribution to the academic fields of anatomy and figure drawing, is arguably one of the most influential figures in 20th century American art history. For nearly forty-five years he lectured and taught at the Art Students League of New York, influencing tens of thousands of students, including noted artists Norman Rockwell, Gifford Beal, Robert Beverly Hale, Paul Manship, Mark Rothko, and Lee Krasner. He created a unique language around anatomical drawing that explained how to capture human anatomy and gesture by dividing the figure into geometric forms. Bridgman published six books that included his anatomical drawings as well as his lectures. His book *Constructive Anatomy*, originally published in 1920, is a standard in the field today.
Born in Bing County, Canada in 1864, Bridgman followed in the footsteps of his father Wesley Bridgman, a renowned portrait artist. He spent his early years in Paris studying under Jean-Léon Gérôme at the École des Beaux-Arts and then with figure painter Gustave Boulanger. Bridgman later moved to New York and began his lengthy teaching career at the Art Students League. According to the 1943-44 Art Students League catalogue, up until his death in 1943, Bridgeman was teaching morning and afternoon sessions six days a week.
Bridgman had a vivacious and magnetic personality that kept his students fighting for his attention. A typical class would begin with Bridgman rolling out a large sheet of drawing paper at the front of the classroom.
*FIGURE STUDIES I & II*, c. 1920, charcoal, 60 x 58 inches, Conner • Rosenkranz
He would stand in the front of it, chewing on a cigar, and preach about the importance of mastering anatomy while he excitedly sketched the model. He was a highly critical teacher and walked around the classroom correcting his students, drawing directly on their works. He encouraged them to draw from observation while simultaneously pulling from a deeper understanding of the architecture of the figure. His speech was always vivid and descriptive, “The foot has strength to support the weight of the body. It also has flexibility, elasticity and beauty of form. Its construction is the envy of the bridge builders. The arrangements of its tendons and ligaments as they bind, pass round and through slits is akin with the belt, straps and ropes of the machine.” At the end of every class he would select a student’s work as number one, creating a spirited competitive environment. Norman Rockwell who began studying with Bridgman at the Art Students League in 1911 wrote in his 1960 autobiography, *My Adventures as an Illustrator*, “We worshipped George Bridgman.”
In the summers from 1906 until 1922 Bridgman would lecture at the League’s summer school of painting in Woodstock, New York. All of his lectures involved demonstrations on large format drawing paper rolled out and pinned to the front of the room, and almost always the lecture demos were taken down and trashed at the end of class. However in Woodstock several of Bridgman’s sketches were neatly rolled and stored at the school and forgotten, until they were discovered in the late 1990’s. Apart from his published books, these demonstration sketches are the rare visual proof of his tremendous talent in his field.
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September, 2011
Kate Fricker, Editor
Eileen Entin & Keith Ohmart, Co-Presidents
IN THIS ISSUE:
CLC Publications p. 2
Thank you, Walk Leaders p. 2
Photo Credits p. 2
Fall Walks p. 3
Storm Drain Marking p. 4
Western Greenway Trails Update p. 6
Exploring Lexington’s Streams p. 6
Be Nice to Spiders p. 7
Watch out for the Tree of Heaven p. 12
Honeybee with full pollen baskets on Goldenrod flowers
Printed on Recycled Paper
Citizens for Lexington Conservation is a non-profit organization that relies on dues paid by members to cover its expenses. Look at your mailing label to check your membership status. If it says "Dues paid 2011," you are up to date. If it says "Dues paid 2010" (or earlier), then it is time to renew your membership for 2011. If it says "Complimentary Copy," you are receiving a complimentary copy of our newsletter because you are a Town Meeting member or other public official in Lexington. We hope that those who receive complimentary copies will find our organization of value and will become dues-paying members. To join CLC or renew your membership send $15.00 to CLC, P.O. Box 292, Lexington, MA 02420-0003.
There is an electronic version of the CLC newsletter, sent by email with a link to the newsletter. This version of the newsletter has illustrations in color and live links, it arrives much sooner than the snail mail version, it saves paper, and it costs CLC about $1 less per copy. If you are currently receiving your newsletter by snail mail, but would like to get it by e-mail, contact Kate Fricker at firstname.lastname@example.org.
**CLC Publications**
Over the years CLC has encouraged members to write guides to the open spaces in Lexington. These guides have been scanned and are available at no charge on our web site, http://www.clclex.org.
You may also use the web site to contact us about conservation-related happenings or sightings of unusual birds and wildlife that we can use on our web site and in our newsletter.
**Thank you Walk Leaders**
CLC is grateful for the people who volunteer to lead our spring and fall walks. Leaders of the 2011 Spring Walks were Nell Walker, Kate Fricker, Harry West, Emily Schadler, Alex Dohan, Fran Ludwig, and Chris Floyd.
**Photo Credits**
p. 1, 2, 6, 12, 13, Kate Fricker
p. 5, David Kaufman
p. 7, Emily Schadler
p. 7, 8, 9, 10, 11, Ned Eisner
**Did you realize:**
The amount of oil consumed in the manufacture of a bottle of water is equivalent to having each bottle one-quarter full of oil?
The amount of water consumed in manufacturing each bottle is three times as much as the bottle contains?
(Source: *The View from Lazy Point* by Carl Safina.)
Citizens for Lexington Conservation Fall Walks 2011
All walks are in Lexington and are free and open to the public
Sunday, September 18, 2 – 3 PM Dunback Meadow Butterfly Walk
Meet at the Allen St. entrance to Dunback Meadow (park on Allen St; additional parking at the Clarke entrance, if needed). We will walk in the community garden and on the main paths in the wet meadow. Expected species include, Monarch, Pearl Crescent, Eastern Comma, Red Admiral, skipper species, with a possibility of unusual fall migrants. Opening remarks will describe places to go locally for rare species and coastal locations for observing the fall Monarch migration. Rain date Sunday, September 25, at the same time. Leader: Tom Whelan (781—863-1880; email@example.com).
Thursday, September 22, 2:30 – 3:30 PM Pond Exploration at Parker Meadow
Geared for children in grades K – 5 accompanied by an adult. Meet at the Revere St. entrance to Parker Meadow. Limited parking is there; additional parking is available on neighborhood streets across Revere St. Join Emily Schadler for a prowl around Parker Meadow to look for signs of beavers, bugs, frogs, and toads. We’ll dip a net into the water to see what kinds of critters are wriggling around below the surface. Bring rain boots if you have them, and be prepared to get dirty. If you have a small bug box or magnifier, bring it along. Rain will cancel the event. Leader: Emily Schadler, Conservation Assistant. (781-862-0500 x 240; firstname.lastname@example.org ).
Sunday, September 25, 1:30 – 3 PM Six-Legged Safari at Willard’s Woods
Family friendly walks for kids in grades K - 5 accompanied by an adult. Meet at Brent St. entrance to Willard’s Woods. Look and listen for insects and other creepy crawlers in field and forest. We will do some sketching of what we find. Equipment will be provided. This is an easy walk. If there is steady rain or lightning, the walk will be cancelled. Leader: Fran Ludwig (781-861-7231; email@example.com ).
Saturday, October 1, 8 – 10 AM Bird Walk in Dunback Meadow
Meet at the Allen St. entrance to Dunback Meadow. In early October the last of the migrating birds will still be coming through Dunback Meadow. Although the ground is slightly rough, the pace is slow so the walk is accessible to most. Children and beginners are welcome. We will enjoy a varied habitat, including mixed woods, open fields, and a stream. Bring binoculars if you have them. Heavy rain or lightning will cancel the walk. Leader: Bobbie Hodson (781-861-9421; firstname.lastname@example.org).
Thursday, October 13, 2:30 – 4 PM Lexington’s Autumn Leaves
Geared for children in grades 2 – 5 accompanied by an adult. Meet at the Visitors Center on the Buckman Tavern grounds. Street and municipal lot parking are available. Join Karen Longeteig for a walk around the Buckman Tavern ‘arboretum’ to gather and identify autumn leaves. Bring an old catalog or thick magazine to press your best leaves and a pen or pencil to write their names. Wear boots or be prepared to have muddy shoes. Rain date is October 20. Leader: Karen Longeteig, Lexington Tree Committee member (781-862-4094; email@example.com).
Saturday, October 22, 10:30 AM – 12:30 PM Western Greenway Walk
Meet and park at Falzone Field, 901 Trapelo Rd., Waltham, (across from Our Lady's Church/Academy). We will walk on new and established Western Greenway trail segments on the properties south of Trapelo Rd. We'll go on new trails in Lot 1 and 3, through Shady's Pond Conservation Area over boardwalks and bridges built by volunteers, and then back to Falzone
Field. The walk is not overly strenuous. Wear sturdy shoes. We will walk in steady rain—only lightning will cancel the walk. Leaders: David Kehs (firstname.lastname@example.org); George Darcy (email@example.com)
**Sunday October 23, 8 – 10 AM, Ducks and Sparrow at Arlington Reservoir and Busa Farm**
Meet at Rindge Avenue Playground and park along Rindge Ave. We will look for migrant ducks in the reservoir and migrant sparrows at the back edge of Busa Farm. Many unusual birds were seen in mid-October at the farm last year, including Orange-Crowned Warbler, Tennessee Warbler and Blue Grosbeak. Depending on the weather, some muddy conditions might be encountered. We’ll likely walk around Arlington Reservoir. Total walking about 1 mile. Walk will be cancelled if more than light rain.
Leader: Chris Floyd (781-862-2841; firstname.lastname@example.org)
**Sunday October 30, 2 – 4 PM**
**Stone Walls of Whipple Hill**
Meet at the Winchester Drive parking lot. Whipple Hill contains some of the most extensive and beautifully preserved stone walls in all of Lexington. Late fall after most of the leaves have fallen is a wonderful time to appreciate these treasures and the overall lay of the landscape. Sturdy shoes are recommended for this strenuous walk. Heavy rain will cancel the walk.
Leader: Keith Ohmart (781-862-6216; email@example.com)
**Saturday Nov. 5, 11AM–12:30 PM**
**Cotton Farm – Upper Vine Brook, Dunback Meadow**
Meet in the parking area in the Cotton Farm Conservation Land (entrance on Marrett Rd.). Additional parking is available on Marrett Rd. We will walk in the newly acquired Cotton Farm Conservation Land with its apple orchard, open fields and lovely pond. We will then walk the Upper Vine Brook trail, which connects to Highland Ave. If time permits, we can then explore Dunback Meadow conservation area on the other side of Marrett Rd. Rain date: Sunday, Nov. 6, at the same time.
Leaders: Gerry Paul (781-861-6279; firstname.lastname@example.org); Bonnie Newman (781-861-8191; email@example.com)
Maps of conservation lands can be found at http://www.lexingtonma.gov/conservation/conland.cfm
**Watershed Stewardship Storm Drain Marking Program**
By Stew Kennedy
Lexington’s Watershed Stewardship program was established three years ago as a partnership between the Conservation Stewards and the Town’s Conservation Division and Engineering Division with the goal of monitoring and tending to the health of Lexington’s twenty streams. Happily, the program is well off the ground, doing very important and satisfying work in the community. Some of the program’s accomplishments to date include: educational presentations made to civic groups about Lexington’s watersheds and the importance of watershed health; three stream survey days conducted, with reports on findings produced and with follow-up cleanups; and assistance to Engineering in the development of a professional stream management plan for Lexington’s Charles River Watershed and a second one in process for our Shawsheen River Watershed. While these important projects have involved teams of volunteers often working unseen and in sometimes challenging conditions far out in the field, one of our projects, on the other hand, is very visible publicly – which is precisely its point. This is the result of our initial foray into town to mark the storm drains with plaques intended to help raise public awareness about the connection between storm drains and the health of our local streams.
It turns out that a surprising proportion of the population does not realize that all storm drains lead directly into the nearest stream, with the contents completely untreated. The goal of this marker project is to remedy that. To help folks understand this link, and also to raise their consciousness about stream health in general, we have undertaken to mark sidewalk-edge curbs adjacent to the drains throughout town (as far as finances and volunteer energy allow) with attractive stainless steel disks, as reminders. We hope they will effectively inform passersby not to toss things into the drain and to be careful about everything that finds its way into the roads. After describing the plan to interested town committees, culminating in obtaining approval for the program from the Board of Selectmen, we targeted Lexington Center as the first area to receive markers.
The area covered was from the Minuteman Statue to Woburn St. roughly east-west and from just beyond the Bikeway to Forest St. north-south. It was chosen because of the high foot traffic there, to maximize visibility. All the water (and other “stuff” that gets picked up by it) that lands on or drains into the roadways there goes directly into the Vine Brook. (Vine Brook enters a 4-foot diameter culvert when it reaches Vine Brook Rd. just south of the Center and continues thus underground, passing underneath Mass. Avenue between the post office and the town office building, and finally returns to daylight after it passes under Hayes Lane. The storm drains throughout the center area are connected by pipes directly to this large culvert.) Vine Brook, after it leaves Lexington, eventually joins the Shawsheen River, whose water is used by some downstream communities.
With flyers posted around the Center calling attention to the coming installation, volunteers were invited to participate in the installation on a quiet Sunday morning in May. Turnout was just right, so we could divide the area into four teams of two or three each. Armed with markers, a map of drains to be done, gloves and glue guns, the teams did a great job applying 68 markers. Although the markers are guaranteed to last for 30 years, that doesn’t ensure they will stay firmly affixed for any period of time. It’s a pleasure to report, though, that all remain soundly in place four months later. Based on the success of this pilot effort, we will expand the program to other appropriate neighborhoods throughout town. Such neighborhood projects should lend themselves well to scout, church youth, school and other interested groups.
Thanks for this successful new educational/outreach program go to the Watershed Stewards, to Engineering for their support and for budgeting money for materials, and to Conservation for
help coordinating the program helping with outreach. And a special thanks is due to the volunteers who applied the glue. It should be noted that CLC was very well represented in that group.
**Western Greenway Trail Update**
*By Keith Ohmart*
A volunteer work crew from the communities of Lexington, Waltham and Belmont completed one of the last remaining links in the Western Greenway Trail connecting Mass Audubon’s Habitat Sanctuary in Belmont with the Paine Estate in Waltham this past May. Approximately one half mile of trail was constructed across a previously untraveled section of the Department of Conservation and Recreation’s Lot 1 property connecting Walnut Street with the existing trail network on Lot 1 behind Brookhaven.
This new trail begins just north of Cart Path Lane off Walnut Street, and continues the trail created two years ago across DCR’s Beaver Brook North property west of the Avalon at Lexington Hills complex. The trail heads north from Cart Path Lane parallel to Walnut Street, then turns left and crosses a meadow before entering a wooded area of mature sumac. Leaving the sumac behind, the trail then crosses through a fine stand of mature pine/oak woodland with impressive stone walls before joining the existing Lot 1 trail system descending from the MWRA water tower on the north side of Lot 1. Turning left/south on this trail will lead you around a seasonal vernal pool and across another meadow area before reaching an intersection with a colonial era cart path, which now also serves as the border between Lexington and Waltham on the far side of the meadow.
Work is scheduled for later this fall to connect this cart path down to Trapelo Road where it will connect with the Western Greenway trail constructed last year south of Trapelo Road through Waltham’s Shady’s Pond conservation area. With the completion of this last trail segment along with a short section of trail further south in Waltham across property owned by the YMCA of Greater Boston, it will be possible to hike or bike the entire 6.5 miles of trail from Habitat to the Paine Estate, with only minimal road crossings.
With the completion of the Lot 1 trail segment in Lexington, the need has now arisen for recruiting volunteer stewards, for both the Beaver Brook North and Lot 1 sections of the trail, who would be willing to periodically weed wack sections of these new trails which become seasonally overgrown. The trails on these DCR properties fall outside the jurisdiction of the Lexington Conservation Department and its Steward organization. Interested parties can contact Keith Ohmart (*firstname.lastname@example.org*, 781-862-6216) for further details.
**Exploring Lexington’s Streams**
*By Emily Schadler*
Over the past three years, a crew of citizen scientists strikes out through dense vegetation, soggy footing, and mosquito hordes every spring to explore Lexington’s streams. They are Lexington’s Watershed Stewards, and they are a hearty breed. In their explorations, they have discovered stream reaches and wetlands that most Lexingtonians never see, tracked down pipes buried by thick sediment, and returned to pick enough ticks off of their bodies to fill a coffee cup.
Lexington’s Watershed Stewardship Program started in 2008 as a partnership between a dedicated citizen volunteer corps and the Town of Lexington’s Conservation and Engineering Divisions, focused on improving the health of Lexington’s 21 streams. (To learn more about Stewards’ outreach efforts, see Stew Kennedy’s article in this newsletter about storm drain marking). One of their primary goals has been to walk along each of Lexington’s 21 streams to collect data on stream characteristics, problem areas, and assets, and then to share that data with other citizens and Town staff.
Over the past three years, the Stewards have explored Vine Brook, Willard’s Brook, North Lexington Brook, Farley Brook, Simond Brook, and Kiln Brook. Their data shows that Lexington’s streams are generally small, shallow, and slow-flowing, and that many have been altered over time, often for past agricultural or drainage purposes. Watershed Stewards have identified a number of specific problem areas, such as malfunctioning pipes and culverts, dumping areas, fertilized lawns on stream banks, and areas with “off” smells, which might indicate the presence of sewage or other pollutants. In some areas, impacts from urban stormwater run-off are evident, such as locations where sharply eroded stream banks suggest an increase in water volume and flow rate over time.
Fish have been sighted in only a few locations, including at Juniper Hill Brook and in Vine Brook after the heavy rains in the spring of 2010 (probably overflow fish from flooding in Butterfield Pond). Fortunately, no aquatic invasive species have been identified from the surveys yet, although water chestnut is known to exist in Arlington Reservoir, which connects to Munroe Brook. In the future, the Watershed Stewards plan to take their stream explorations a step further by undertaking water quality sampling and monitoring.
One of the important lessons that has been learned through the Watershed Stewardship Program is that many people are unaware of Lexington’s streams, because they are relatively small and hidden on our landscape. The brave Watershed Stewards who strike out to walk their lengths have discovered pleasant surprises along with the problem areas—beautiful skunk cabbage and red maple swamps, short bubbling cascades, and herons fishing along stream edges. These discoveries are a reminder of why it is important to care for all of our water resources, and to help others in Lexington to learn about our waterways, however hidden they may be.
**Be Nice to Spiders**
*By Ned Eisner*
Something scuttles quickly along the floor and disappears under the refrigerator. A strange whitish patch covers where the wall joins the ceiling. A pile of dead sow bugs lurks in a forgotten corner of the basement. What do all of these have in common? They are all signs of spiders in our houses. Although we find spiders in our homes with some frequency, most are only passing through. Only a few species are comfortable living with us, and most of these confine themselves to the basement. Side, spiders fill many ecological niches, but all have one thing in common: they are carnivores that eat, collectively, vast quantities of other arthropods including many that are nuisances to us, such as mosquitoes and plant pests.
Spiders evolved from early arthropods, possibly the sea spiders. Some daring individuals crawled from the sea onto land about 443-414 million years ago, roughly 50 million years after plants first colonized the land and tens of millions of years before the ancestors of the insects did the same. The defining characteristic of these early arthropods is the presence of appendages of the first body segment that have been modified to perform a variety of roles, mostly involved with feeding, called chelicerae (pronounced kel-is-er-ee). They also have 4 pairs of walking legs, as well as a pair of pedipalps, another leg-like structure. These first terrestrial sea spider relatives became arachnids, while the remaining aquatic sea spiders became the modern sea spiders, horseshoe crabs, and the now-extinct sea scorpions.
Arachnids are a diverse group, but only three classes are commonly seen in the Northeast: spiders, ticks and mites, and the harvestmen or daddy-longlegs. Spiders are distinguished from their arachnid cousins by four main traits: venom glands in the chelicerae, male pedipalps modified for sperm transfer, abdominal spinnerets and silk glands, and the lack of a particular leg muscle. In the wild, silk production and spinnerets are the easiest to see, especially if the spider is sitting in the middle of a beautiful web or ballooning on a silk thread.
Spiders, like all arthropods, have jointed legs and segmented bodies. Spiders have two body segments, the cephalothorax in front and the abdomen in back.
Eye location is used to help identify spiders.
A Daring Jumping Spider, *Phidippus audax*, crawling on the deck of my mother-in law's house
The cephalothorax contains the eyes, mouth, and brain, part of the digestive system, as well as all of the appendages. These are the pedipalps, the chelicerae, and the four pairs of walking legs. The abdomen contains the remainder of the internal organs including the breathing organs, heart, the bulk of the digestive organs, the reproductive organs, and the silk glands and spinnerets.
Spiders have sense organs distributed over their bodies, and the range of stimuli detectable roughly mirrors our own 5 senses. Multiple types of sensory hairs cover most of the spider, and these hairs are used for the touch sense. Some are also very sensitive to air motion, and can be used to detect flying insects through air currents generated by their wings. Open-ended hairs at the ends of the legs and pedipalps act as the equivalent of our taste buds, giving the spider the ability to detect chemicals on what they touch. Spider noses, such as they are, may be located on the pedipalps and legs. Little is known of a spider’s sense of smell. The legs also carry slit sense organs that are somewhat analogous to our ears. These structures are extremely sensitive to vibration and are used to determine what is moving on a web, as well as helping with navigation, acting like an inertial guidance system.
Vision is usually not the most important sense in spiders, although many can have a very wide field of view since they can have many eyes facing in different directions. Jumping spiders are an exception, and may even have color vision. If you approach them they will turn and face you and they can be clearly seen tracking your movements. Unlike most insect orders, the placement, size, and even number of eyes are quite variable across spider families. In fact, the arrangement of a spider’s eyes is a key feature for distinguishing different families of spiders. Most spiders have eight eyes, although some have six, and a few have only two or no eyes at all. Spider eyes are simple eyes, like ours, unlike the compound eyes of insects.
Hunting behavior can be divided into two main categories: active, mobile hunters and more passive sit-and-wait hunters. The active, mobile hunters wander throughout their chosen habitats looking for prey. These habitats can be quite varied, from treetops to under water, from the forest floor to our kitchen floors. Depending on the habitat, the spider may have specific adaptations to make them more successful. For example, jumping spiders have excellent vision that allows them to more easily find prey, gauge the
distance to that prey, and then jump to the attack (or retreat).
The sit-and-wait hunters typically employ the trademark of spiders, the web. Like the arrangement of a spider’s eyes, the type of web it weaves is a good method of identifying the family the spider is classified in. The orb weavers spin the “classic” spider web: symmetric radial spokes with bull’s-eye rings of silk. The spider waits either in the middle of the web, or hidden just off the web with its legs contacting some of the web supports to feel if something is stuck in the web. The grass spiders, or funnel-web weavers, make cornucopia-shaped tubes of silk with wide, roofless openings. They wait within the narrow part of the tube for prey to arrive on the wide, “patio” portion of the web and then dart out and kill it. However, not all passively hunting spiders use webs. Many are well camouflaged and simply hide in flowers, leaves, crevices, etc. and then pounce when prey comes near.
Lexington is home to hundreds of spider species, in at least 20 families. For those willing to look, finding many types of spiders is easy. A common house dweller is the Common House Spider. It is the spider most commonly responsible for the disordered webs we call cobwebs, although a recent survey of my basement found a dozen or so Long-Bodied Cellar Spiders and no Common House Spiders. Spiders like the Cellar Spider may be mistaken for daddy-longlegs, but a closer examination will reveal that the spider has two distinct body segments while the daddy-longlegs has only one.
We have many orb weavers, including three large spiders, the Black and Yellow Argiope, the Banded Garden Spider, and the Shamrock Spider. All three are full-grown by September and can be found in their webs. The two Argiope have an interesting habit of bouncing their webs like trampolines when frightened.
The long-jawed orb weavers are the basketball players of the spider world. They have very long, thin bodies, with long, thin legs, and tend to rest with their front legs held out directly in front, maximizing their apparent size. Many make attractive webs similar in shape to the other orb weavers. The Venusta Orchard Spider is very common,
and has a multi-colored, metallic-sheened body.
The jumping spiders are a beautiful family of stalking spiders. They have two very large eyes facing forward that provide excellent vision. Six other eyes provide views to the side and top that are mainly used to detect predators. With their excellent vision, jumping spiders search for prey, jumping from plant to plant. Before they jump, they anchor a silk line to whatever they are on, and then let the line out as they jump. If they miss their target, they simply climb back up the line and try again. Most use their silk to make temporary houses in folded or rolled leaves. Commonly seen jumping spiders are the Daring Jumping Spider and the Dimorphic Jumping Spider. The largest spider I have seen in our area was a member of the nursery web spiders, *Pisaurina mira*. These spiders are also stalkers, but they spin a web for their hatchlings. A pair of them was hunting after midnight on our patio. The larger of the two had a leg span of about 10cm, or almost 4”. One of the most interesting of these spiders, the Six-dotted Dolomedes, is a fishing spider. It walks along the surface of ponds looking for prey either on the surface, or below. It can dive underwater to catch prey, using a bubble of air trapped by special hairs on its body and legs.
Wolf spiders look very similar to nursery web spiders, but instead of spinning a nursery web, these spiders provide more direct maternal care. Like human mothers, these spiders carry their newborns with them to keep them safe and fed, but instead of having just one or two, they have to carry up to 100!
Crab spiders are also commonly seen. They are called crab spiders because the shape and arrangement of their legs make them look a bit like small crabs. The Goldenrod Spider is very common and hides in the flowers of various white or yellow wildflowers, especially Queen Anne’s lace and goldenrod. Their prey are typically pollinators, including bees, flies, and moths. The Goldenrod Spider can change color over the course of many days, from bright yellow to white or vice-versa, depending on what color flower it is on.
One of my son’s and my favorite books when he was a younger child was *Be Nice to Spiders* by Margaret Bloy Graham. In it, a little boy donates his pet spider to the zoo because he cannot take it to his new apartment. At the zoo, the spider eats all of the flies that are bothering the animals in each cage, slowly moving from cage to cage. Eventually the zoo keeper realizes that the spider is responsible for the animals’ happiness and makes a rule for all his workers: Be nice to
spiders. The spider is able to reproduce, and spiderlings move into all the cages at once, presumably keeping all the animals happy forever after. While spiders are not generally able to remove pests on the scale described in the book, leaving places devoid of insects, they are still critical to our ecosystems. They are also fascinating to watch, and in their own way, quite beautiful. They deserve our following the zoo keeper’s rule.
Note: You can view this article in color at http://clclex.org. Click on “Current Newsletter”.
Watch out for the Tree of Heaven
By Jane Warren
The Plant Materials Guide for Lexington (www.lexingtonma.org/HomePage.htm) lists exotic invasive plants as well as plants native to Lexington. Knowledge about invasive species like the tree-of-heaven (Ailanthus altissima) is important in protecting the native environment. The tree-of-heaven was introduced from China to North America as an ornamental tree in 1748 by a Pennsylvania gardener. These trees became available from nurseries in 1840 and were widely planted in cities. According to the US Department of Agriculture, they currently grow in 42 states in the US. Tree-of-heaven is included in a list of plants that Massachusetts has prohibited for sale, trade, purchase, or distribution. Though trees-of-heaven are attractive, they are highly invasive. They crowd out native plants that are good for the environment and produce toxins that prevent establishment of other species nearby.
Trees-of-heaven can be found in people’s yards, in conservation lands and other open spaces, and along many roads in this area. Particularly noteworthy are the large numbers of tall trees-of-heaven along Rte. 2 in Arlington, with many smaller ones coming up in front of them. West Farm, a small Lexington conservation meadow, has many small trees-of-heaven just in front of the large ones, too. This scenario is found all over. On a family trip to the Great Smoky Mountains National Park in 2010, we drove on federal highways lined thickly with trees-of-heaven, sometimes with long stretches of them at a time, in all the states from Massachusetts to Tennessee.
Trees-of-heaven grow fast and can reach about 80 feet in height. The trees are dioecious—male and female flowers occur on separate plants. The flowers are small and pale yellow to green. Flat-winged
reddish fruits, each containing one seed, are produced on female trees in late summer or early fall. The fruits are on terminal clusters of the female trees’ branches in summer and persist on the trees over the winter. Trees-of-heaven have compound pinnate leaves—they are structured like a feather with leaflets on both sides of the stem, sometime with a terminal leaflet at the end. The leaves are 1-4 feet in length with 10 to 41 leaflets. Young sumac shrubs, which are good for the environment, look somewhat similar to young trees-of-heaven.
The seeds of trees-of-heaven are dispersed by wind and water. They produce a prolific amount of seeds. One study found that one tree-of-heaven could produce more than 300,000 seeds a year. In addition to reproducing by seed, the trees frequently reproduce through vegetative sprouting from roots. The seedlings can grow to 3 – 6 feet in the first year and root sprouts 10 – 14 feet in that time. Trees-of-heaven form dense thickets. The main vulnerability of the tree-of-heaven seems to be its lack of shade tolerance. Thus, it thrives at forest edges, in disturbed or harvested forests, in abandoned city lots, along roads, and in meadows.
Chopping down a tree-of-heaven does not get rid of it because it produces large numbers of sprouts from the roots. The root system is extensive and hard to eradicate. However, repeated cutting of sprouts over time can eventually exhaust the plant’s reserves. Chemical methods of control are most effective. Two fungal pathogens that have been found on dead trees-of-heaven are being investigated as possible biological controls.
If a seed of a tree-of-heaven floats into your yard and starts growing, which is quite likely given the number of trees-of-heaven around, dig it out right away and make sure every piece of root is gone. These trees are extremely invasive and destructive to the environment, as are many alien plants. For those who find trees-of-heaven attractive, 5 species of trees listed in the Native Plant Guide for Lexington have deciduous, compound pinnate leaves similar to those of the tree-of-heaven, but they also provide food and cover for wildlife and have other good attributes.
**Green ash (Fraxinus pennsylvanica):** This dioecious tree grows 30 – 75 feet tall with a trunk diameter up to 20 inches. Its leaves are up to 6 to 9 inches long divided into 5 to 9 leaflets, each about 3 - 4 inches long. The deep-green leaves turn yellow in fall. Both male and female flowers are not conspicuous. The fruiting period is in September and October; the fruits persist through winter. About 10 species of birds eat the seeds from the winged fruits (samaras). This tree is also a larval host to caterpillars of 6 species of butterflies. It grows well in sun, partial shade, and shade and in dry, moist, and wet neutral soil.
**White ash (Fraxinus americana):** This ash has a straight trunk with a conical or round crown of foliage. White ash grows to 60 to 100 feet tall with a trunk diameter of 4 feet, considerably larger than green ash trees. The leaves grow up to 12 inches long, usually with 7 leaflets that are 3-5 inches long. In the fall, the leaves turn yellow and then purple. This ash is also dioecious, and the male and female flowers are inconspicuous. The fruiting period is in September.
to November with fruits persisting to early winter. About 8 species of birds, mostly song birds, eat the seeds of the winged fruits. Many are the same as those that eat green ash seeds. This ash also is a larval host for caterpillars of 6 butterflies, some the same as green ash and some different. Both green and white ash trees provide cover and good nesting sites for birds. White ash grows well in sun, partial shade, or shade and in dry or moist acid soil.
**Butternut (Juglans cinerea):** The butternut tree, also called white walnut, reaches 40 – 80 feet tall with a trunk diameter of 1 – 2 feet. The leaves have 11 to 17 leaflets, each 3 - 4 inches long. The leaf size ranges from 15 to 30 inches. The yellow-green leaves turn yellow in fall. This tree is monoecious—the male and female flowers form on the same tree. Neither type of flower is conspicuous. The fruiting period is September to November. The fruits are oblong nuts, 1 to 1½ inches in diameter, that are covered with a sticky husk. About a dozen bird species eat the fruits. Most of them eat the meats of butternuts after they have been opened by squirrels or chipmunks or have split naturally. Butternut trees prefer sun and moist, neutral soil.
**Mockernut hickory (Carya alba):** The mockernut hickory grows 50 - 60 feet or more in height. The bark is rough with shallow ridges, but does not shed like the bark of shagbark hickory. The leaves are 9 – 14 inches long with 7 – 9 (and some times 5) leaflets about 6 inches long. The leaves turn bright golden yellow in fall. This tree is monoecious, and both the male flowers (catkins) and female flowers (spikes) are inconspicuous. The fruiting period is September to October, with fruit persisting to December. The round fruits, 1½ inches in diameter, have thick husks that encase the small nuts. Mockernut hickory prefers partial shade and acidic moist soil.
**Shagbark hickory (Carya ovata):** This tree grows 70 - 90 feet or more in height. It has shaggy bark that sheds. The leaves are 10 - 14 inches long, usually with 5 leaflets, but sometimes 7. In the autumn the leaves turn to yellow or gold. The male and female flowers are similar to those on the mockernut hickory. The fruiting period is September to October, with fruit persisting to December. The fruit, 1½ to 3 inches long, is nearly round and has a thick green husk covering the nut. This tree also provides cover and nesting sites for birds. It grows in sun, partial shade, and shade, and in dry or moist acidic soil.
About 20 bird species eat the nut meats from mockernut and shagbark hickory trees, often after squirrels or other mammals have opened them or they have split naturally. Also, both mockernut and shagbark hickories are larval hosts for caterpillars of several butterflies and moths. Unfortunately, hickory trees have very long tap roots even when they are small so you may not be able to buy them at nurseries. If you know someone with hickory trees, you should be able to transplant them in the first year.
**References**
- LBJ Wildflower Center Plant Database ([http://www.wildflower.org/plants](http://www.wildflower.org/plants))
- Plant Conservation Alliances Alien Plant Working Group LEAST WANTED (Tree-of-Heaven) [http://www.nps.gov/plants/alien/fact/aial1.htm](http://www.nps.gov/plants/alien/fact/aial1.htm)
- USDA National Agricultural Library, Native Invasive Species Information Center (Tree-of-Heaven) [http://www.invasivespeciesinfo.gov/plants/treeheaven.shtml](http://www.invasivespeciesinfo.gov/plants/treeheaven.shtml)
- Alternatives to invasive or potentially invasive exotic species [http://www.newfis.org/docs/docs/invait2.pdf](http://www.newfis.org/docs/docs/invait2.pdf)
- Trees, shrubs, and vines for attracting birds, Richard M. DeGraaf (2002)
- The Sibley Guide to Trees, David Allen Sibley (2009)
- A Field Guide to Trees and Shrubs, George A. Petrides (1958)
- Trees and Shrubs of New England, Mary J. Dwelley (1980)
- Bringing Nature Home, Douglas W. Tallamy (2009) | 8cd33eeb-1ae1-43b7-a8f0-482f85138294 | CC-MAIN-2022-05 | https://clclex.org/wp-content/uploads/2021/07/Newsletter-Sep-2011.pdf | 2022-01-17T00:17:41+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320300253.51/warc/CC-MAIN-20220117000754-20220117030754-00572.warc.gz | 231,060,378 | 8,393 | eng_Latn | eng_Latn | 0.984131 | eng_Latn | 0.998285 | [
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Chapter 2
Discovering the Universe for Yourself
2.1 Patterns in the Night Sky
Our goals for learning:
• What does the universe look like from Earth?
• Why do stars rise and set?
• Why do the constellations we see depend on latitude and time of year?
What does the universe look like from Earth?
With the naked eye, we can see more than 2,000 stars as well as the Milky Way.
Constellations
A constellation is a region of the sky.
88 constellations fill the entire sky.
The Celestial Sphere
Stars at different distances all appear to lie on the celestial sphere.
Ecliptic is Sun’s apparent path through the celestial sphere.
The 88 official constellations cover the celestial sphere.
The Milky Way
A band of light making a circle around the celestial sphere.
What is it?
Our view into the plane of our galaxy.
The Local Sky
An object’s **altitude** (above horizon) and **direction** (along horizon) specifies its location in your local sky.
**Zenith:** The point directly overhead
**Horizon:** All points 90° away from zenith
**Meridian:** Line passing through zenith and connecting N and S points on horizon
Angular Measurements
- Full circle = 360°
- $1^\circ = 60'$ (arcminutes)
- $1' = 60''$ (arcseconds)
Angular Size
\[
\text{angular size} = \frac{\text{physical size}}{2\pi \times \text{distance}} \times \frac{360 \text{ degrees}}{1}
\]
An object’s angular size appears smaller if it is farther away.
Why do stars rise and set?
Earth rotates west to east, so stars appear to circle from east to west.
Review: Coordinates on the Earth
- Latitude: position north or south of equator
- Longitude: position east or west of prime meridian (runs through Greenwich, England)
The sky varies as Earth orbits the Sun
- As the Earth orbits the Sun, the Sun appears to move eastward along the ecliptic.
- At midnight, the stars on our meridian are opposite the Sun in the sky.
What have we learned?
- What does the universe look like from Earth?
- We can see over 2,000 stars and the Milky Way with our naked eyes, and each position on the sky belongs to one of 88 constellations.
- We can specify the position of an object in the local sky by its **altitude** above the **horizon** and its **direction** along the horizon.
- Why do stars rise and set?
- Because of Earth’s rotation.
What have we learned?
• Why do the constellations we see depend on latitude and time of year?
– Your location determines which constellations are hidden by Earth.
– Time of year determines location of Sun in sky
2.2 The Reason for Seasons
Our goals for learning:
• What causes the seasons?
• How do we mark the progression of the seasons?
• How does the orientation of Earth’s axis change with time?
Summary: The Real Reason for Seasons
• Earth’s axis points in the same direction (to Polaris) all year round, so its orientation relative to the Sun changes as Earth orbits the Sun.
• Summer occurs in your hemisphere when sunlight hits it more directly; winter occurs when the sunlight is less direct.
• AXIS TILT is the key to the seasons; without it, we would not have seasons on Earth.
Why doesn’t distance matter?
- Variation of Earth-Sun distance is small — about 3%; this small variation is overwhelmed by the effects of axis tilt.
How do we mark the progression of the seasons?
- We define four special points:
- summer solstice
- winter solstice
- spring (vernal) equinox
- fall (autumnal) equinox
We can recognize solstices and equinoxes by Sun’s path across sky:
| Summer solstice: | Highest path, rise and set at most extreme north of due east. |
|------------------|-------------------------------------------------------------|
| Winter solstice: | Lowest path, rise and set at most extreme south of due east. |
| Equinoxes: | Sun rises precisely due east and sets precisely due west. |
What have we learned?
• What causes the seasons?
– The tilt of the Earth’s axis causes sunlight to hit different parts of the Earth more directly during the summer and less directly during the winter.
– We can specify the position of an object in the local sky by its altitude above the horizon and its direction along the horizon.
What have we learned?
• How do we mark the progression of the seasons?
– The summer and winter solstices are when the Northern Hemisphere gets its most and least direct sunlight, respectively. The spring and fall equinoxes are when both hemispheres get equally direct sunlight.
• How does the orientation of Earth’s axis change with time?
– The tilt remains about 23.5 degrees (so the season pattern is not affected), but Earth has a 26,000 year precession cycle that slowly and subtly changes the orientation of the Earth’s
2.3 The Moon, Our Constant Companion
Our goals for learning:
• Why do we see phases of the Moon?
• What causes eclipses?
Why do we see phases of the Moon?
- Lunar phases are a consequence of the Moon’s 27.3-day orbit around Earth
Phases of Moon
- Half of Moon is illuminated by Sun and half is dark
- We see a changing combination of the bright and dark faces as Moon orbits
Phases of the Moon: 29.5-day cycle
- new
- crescent
- first quarter
- gibbous
- full
- gibbous
- last quarter
- crescent
\{ \text{waxing} \}
- Moon visible in afternoon/evening.
- Gets “fuller” and rises later each day.
\{ \text{waning} \}
- Moon visible in late night/morning.
- Gets “less” and sets later each day.
We see only one side of Moon
Synchronous rotation: the Moon rotates exactly once with each orbit
That is why only one side is visible from Earth
What causes eclipses?
• The Earth and Moon cast shadows.
• When either passes through the other’s shadow, we have an eclipse.
When can eclipses occur?
• Lunar eclipses can occur only at full moon.
• Lunar eclipses can be penumbral, partial, or total.
When can eclipses occur?
- Solar eclipses can occur only at new moon.
- Solar eclipses can be partial, total, or annular.
Why don’t we have an eclipse at every new and full moon?
- The Moon’s orbit is tilted 5° to ecliptic plane…
- So we have about two eclipse seasons each year, with a lunar eclipse at new moon and solar eclipse at full moon.
Summary: Two conditions must be met to have an eclipse:
1. It must be full moon (for a lunar eclipse) or new moon (for a solar eclipse).
AND
2. The Moon must be at or near one of the two points in its orbit where it crosses the ecliptic plane (its nodes).
What have we learned?
• Why do we see phases of the Moon?
– Half the Moon is lit by the Sun; half is in shadow, and its appearance to us is determined by the relative positions of Sun, Moon, and Earth
• What causes eclipses?
– Lunar eclipse: Earth’s shadow on the Moon
– Solar eclipse: Moon’s shadow on Earth
– Tilt of Moon’s orbit means eclipses occur during two periods each year
2.4 The Ancient Mystery of the Planets
Our goals for learning:
• What was once so mysterious about planetary motion in our sky?
• Why did the ancient Greeks reject the real explanation for planetary motion?
Planets Known in Ancient Times
• Mercury
– difficult to see; always close to Sun in sky
• Venus
– very bright when visible; morning or evening “star”
• Mars
– noticeably red
• Jupiter
– very bright
• Saturn
– moderately bright
What was once so mysterious about planetary motion in our sky?
- Planets usually move slightly *eastward* from night to night relative to the stars.
- But sometimes they go *westward* relative to the stars for a few weeks: **apparent retrograde motion**
---
Explaining Apparent Retrograde Motion
- Easy *for us* to explain: occurs when we “lap” another planet (or when Mercury or Venus laps us)
- But very difficult to explain if you think that Earth is the center of the universe!
- *In fact, ancients considered but rejected the correct explanation*
---
Why did the ancient Greeks reject the real explanation for planetary motion?
- Their inability to observe **stellar parallax** was a major factor.
The Greeks knew that the lack of observable parallax could mean one of two things:
1. Stars are so far away that stellar parallax is too small to notice with the naked eye
2. Earth does not orbit Sun; it is the center of the universe
With rare exceptions such as Aristarchus, the Greeks rejected the correct explanation (1) because they did not think the stars could be *that* far away.
*Thus setting the stage for the long, historical showdown between Earth-centered and Sun-centered systems.*
---
**What have we learned?**
- What was so mysterious about planetary motion in our sky?
- Like the Sun and Moon, planets usually drift eastward relative to the stars from night to night; but sometimes, for a few weeks or few months, a planet turns westward in its **apparent retrograde motion**.
- Why did the ancient Greeks reject the real explanation for planetary motion?
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GLOBAL 6K FOR WATER®
YOUTH EXPLORATION GUIDE
Dear Parents, Teachers, and Guardians,
Thank you for taking on World Vision’s Global 6K for Water! This guide is meant to help you go deeper with issues surrounding the need for clean water and how we can help.
This plan contains six basic lessons to help engage youth with fun activities and stories. Inside, you’ll find stories of children affected by the clean water crisis, ideas for hands-on activities, videos to watch, and topics to research.
Start with this guide and find all of the additional resources mentioned (and more) at http://hub.worldvision6K.org.
Most of all, have fun!
Ashley Colquitt-Finley
Race Director
World Vision’s Global 6K for Water
The Need for Clean Water
Every day, nearly 1,000 children under 5 die from diarrhea caused by contaminated water, poor sanitation, and unsafe hygiene practices. And on average, people in the developing world walk 6 kilometers (3.7 miles) every day to get water.
VIOLET’S STORY
Violet is 10 years old and lives in Zambia. When she finishes school, she wants to be a doctor and help people.
But every day, Violet has to fetch water instead of going to school, and the water is not even clean. Her grandmother often has to rush her to the hospital because the water makes her sick.
Watch Violet’s story and see why one girl dreams of clean water to come to her village.
*Watch the video of Violet’s story at hub.worldvision6k.org
ACTIVITY IDEAS
Read “The Water Princess”
How much do you use?
With the help of parents or guardians at home, record how many times you get or use water for an entire day. Consider:
- shower, toilet, hand washing
- drinking + cooking
- laundry, etc
Research + Present
Using the additional resources listed below (or others) research how kids and communities are affected by dirty water and present your findings.
ADDITIONAL RESOURCES at hub.worldvision6k.org
- UN Water Statistics
- World Vision Story: Carrying Water Can be a Pain in the Neck
- World Vision Story: What’s in the Water Will Make You Sick
How Clean Water Helps a Community
When children have clean water, it can transform virtually every aspect of their lives, including health, nutrition, protection, and education. And with all of life’s essentials in place, children have the power to brighten the future.
NAOMI’S STORY
Naomi lives in Kenya with her husband and three sons. She used to spend hours each day walking to fetch water for her family.
But since World Vision helped drill a well in her community, her whole life has changed. She has easy access to clean water for drinking, cooking, and washing. She has more time to spend with her children and visiting relatives during the day.
“We’re now comfortable; we’re not stressed anymore,” she says.
*Read Naomi’s story at hub.worldvision6k.org
ACTIVITY IDEAS
Dear Water Video
Kenyan school girls recite a poem
Research + Present
Using the additional resources listed below (or others) research the aspects of life that are affected when a community has access to clean water and present your findings.
Imagine...
What if you didn’t have access to clean water? Write down all the ways that your life might be different if you had to walk several hours to get water that wasn’t even safe to drink. Then how would it change once you did get access to clean water?
ADDITIONAL RESOURCES at hub.worldvision6k.org
- World Vision Story: Clean Water Makes Everlyn’s Future Bright
- External Resource: How Access to Safe Water Reduces Poverty
- World Vision Video: Community Lifted out of Poverty
What World Vision is Doing
World Vision is the largest nongovernmental provider of clean water in the developing world, reaching one new person with clean water every 10 seconds and committed to reaching everyone, everywhere we work with clean water and sanitation by 2030.
MAURINE’S STORY
Maurine lives in Bartabwa, Kenya. Just 8 years ago, her community did not have access to clean water and the child mortality rate was 50%.
Now, Maurine and her whole community benefit from several innovative World Vision water interventions, like a capped spring, borehole well, solar pump, and water tank, providing clean water to over 2,000 people.
*Watch the video of Maurine’s story at hub.worldvision6k.org
ACTIVITY IDEAS
STEM Project
Research and build a model of a specific water intervention, like the incredible water pipeline some students made last year! Work individually or with others and have the kids share what they come up with!
Water Walk
Water is used in many more ways than we even realize. The average American family uses more than 300 gallons per day. Learn what it takes to get water with our fun and active water game! Get instructions at hub.worldvision6k.org
ADDITIONAL RESOURCES at hub.worldvision6k.org
- World Vision Website: World Vision’s Clean Water Approach
- Images of World Vision Water Interventions
- Water Walk Game Instructions
Clean Hands
Through our water, sanitation, and hygiene (WASH) work, World Vision staff teach kids around the world the importance of being thorough when washing their hands!
How to Wash Your Hands
Do you know how to properly wash your hands? It’s more complex than you think! Clean water goes hand in hand with hygiene and sanitation, and handwashing plays a big part in stopping the spread of disease. In areas where there is no running water, tip taps — also known as tippy taps — are clever contraptions that conserve water while keeping people healthy. They are simple to build with easy-to-find materials.
*Watch the video at hub.worldvision6k.org
ACTIVITY IDEAS
Make Your Own Tippy-Tap
A tippy tap is a common way to create a hand-washing station in the developing world. Get instructions on building a tippy tap at worldvision.org/tippytap
Make a List
You can help yourself and your loved ones stay healthy by washing your hands often, especially during these key times when you are likely to get and spread germs. Make a list of all the times you should wash your hands to stay safe!
Create a Song
You should wash your hands for at least 20 seconds. That’s about how long it takes to sing your ABCs. Create your own fun 20 second song to sing while washing your hands. Write down, decorate, and frame your lyrics to post in the restroom.
ADDITIONAL RESOURCES at hub.worldvision6k.org
- World Vision Story: How to Wash Your Hands
- World Vision Video: How to Wash Your Hands
How Far is 6K, Anyway?
6 kilometers is 3.7 miles, or 15 laps around the track. Globally, women and children spend 200 million hours collecting water each day, with many of them making multiple trips.
CHERU’S STORY AND KAMAMA’S STORY
When Cheru, who lives in Kenya, was five years old, she walked 6 kilometers every day to get water that made her sick. Because she was so little, all she could carry was a tea kettle and her three-hour walk caused her to miss school.
Now, Cheru’s community is awash with clean water! The water kiosk is just steps away from her front door, so Cheru can enjoy cool, clean water. Without the three-hour walk, Cheru can go to school and focus on learning!
*Watch the videos of Cheru at hub.worldvision6k.org
ACTIVITY IDEAS
Cheru + Kamama
Watch and read the stories of Cheru + Kamama. Contrast their walks for water, and the ways theirs lives are different now that they have access to clean water.
Compare and Contrast
With your parent or guardian, map out a 6K route from your own home to visualize how far this is. What would your journey for water look like? What dangers would you face? Compare and contrast this to Cheru.
Draw a Picture!
Draw a picture for Cheru. Show her your neighborhood or family and you can even include a note about the things you like to do in school or with your family and friends. Email pictures and letters to firstname.lastname@example.org
ADDITIONAL RESOURCES at hub.worldvision6k.org
• World Vision Story: Water within reach: Compare two 5-year-olds’ walk for water
Meet Raya
A new friend from Sesame Street is partnering with World Vision to spread the word about the importance of proper sanitation.
RAYA’S STORY
Along with her friend Elmo, Raya is teaching children around the world about clean water and hygiene through our water, sanitation, and hygiene (WASH) programs. Originally developed with generous funding from the Bill & Melinda Gates Foundation, Raya is a 6-year-old with aqua blue skin, and she pays close attention to hygiene, especially handwashing.
*Watch Raya and Elmo’s handwashing video at hub.worldvision6k.org
ACTIVITY IDEAS
Listen to Raya’s Interview
Raya gave a candid interview to NPR where she talked about the importance of washing your hands and toilets! Listen to her interview (hub.worldvision.org) as a family and debrief your thoughts about clean water and Raya after.
Draw Your Water Superhero
Raya is quickly becoming a clean water superhero around the world. Now, draw your own clean water superhero. Can they fly? Can they see through walls? How do they help bring people clean water? Share your hero at email@example.com!
THANK YOU!
We’re so thankful you’ve lead your kids through these 6 activities. We hope it will motivate and empower them to be world-changers, not just this year; but for a lifetime.
Notes...
World Vision is a Christian humanitarian organization dedicated to working with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. Motivated by our faith in Jesus Christ, we serve alongside the poor and oppressed as a demonstration of God’s unconditional love for all people.
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The South Coast of BC has 11 different types of native amphibians.
- 4 species of native frogs
- 1 species of native toad
- 6 species of native salamanders
Many of our native amphibians are at risk due to various threats. Use this guide to learn the different ways you can help.
All the resources listed here are found online for free. Visit the South Coast Species at Risk Series at www.sccp.ca for links. Available paper versions of certain resources are noted below.
Would you like to...
...identify a local frog, toad or salamander?
**Adult amphibians**
- Frogs & Toads of BC’s South Coast*
- Identification Guide for Frogs and Toads of low elevation wetlands of the Fraser Valley of BC*
- Salamanders of BC’s South Coast*
**Amphibian eggs in bodies of water**
- Aquatic Amphibian Eggs of BC’s South Coast*
- Amphibian Egg Mass Field Guide: Lentic-breeding (“Pond”) Species of Whatcom County*
**Frog and toad calls**
- BC Frogwatch Program
**Other useful guides**
- Frog Fact info on the Precious Frog website
...report your amphibian sighting?
Sharing info about amphibians is needed to better understand how populations are faring. Record the location, date and time, the species and number seen. Take photos!
Send your information to the following contacts:
- SCCP at firstname.lastname@example.org
- Submit an incidental sighting or set up a long-term monitoring project through the BC Frogwatch program
...know if an amphibian is considered at risk?
Search the following sources to find out their at-risk status on a provincial, federal and global level:
- SCCP’s Species Profiles
- BC Species and Ecosystems Explorer
- Stewardship Centre for BC’s Species at Risk: A Primer for BC
...know where amphibians call home?
Use these websites with maps showing amphibian locations in BC. Just because a species is not recorded in a certain area does not necessarily mean that they are not present there:
- E-Fauna BC provides detailed species profiles, including distribution maps
- BC Conservation Data Centre iMap shows locations of species and ecological communities at risk
Review the links in this guide to learn about amphibian species habitat needs. Additional information can be found through the Province of BC’s Amphibians in BC webpage.
*Paper versions of these resources available upon request*
The purpose of the South Coast Species at Risk Series is to provide guidance regarding the stewardship of species at risk. Before undertaking land-use changes, make sure all relevant regulations are being followed. It is illegal in BC to capture, move, harm or kill wildlife without a permit.
Would you like to...
...know what the threats are for amphibians? There are many threats to amphibians including habitat loss such as the draining of wetlands, alteration of streams and deforestation. The invasive American Bullfrog is also a significant threat.
...encourage amphibians to live on your property Add and enhance habitat features, such as ponds, streams, wetlands, forests and other areas with native vegetation. Tips include gardening with native plants, controlling invasive plant species and avoiding use of pesticides.
- Contact the SCCP’s Nature Stewards Program for personalized property advice on creating amphibian habitat
- Habitat Acquisition Trust’s Amphibian Protection & Stewardship
*Paper versions of these resources available upon request
...know what to do if your property has amphibians at risk? Embrace being a good steward of your land. Protect and enhance beneficial habitat features. The following resources provide guidance on best management practices.
- The SCCP’s Restoration Planning Toolkit – Diversity by Design
- Modules include the main guide, wetland communities, forest communities and stream and riparian areas
- Contact the SCCP’s Nature Stewards Program for personalized stewardship property advice
- Develop with Care: Environmental Guidelines for Urban and Rural Land Development in BC
- Includes specific guidelines for amphibians and reptiles, and Fact Sheets for the Western Toad*, Northern Red-legged Frog* and Coastal Tailed Frog*
- The Stewardship Centre for BC’s Stewardship Practices Guides for Species at Risk and wildlife
For more information on regulations, conservation strategies, assessment/listing of risk status and species at risk profiles:
- BC’s Species & Ecosystems at Risk main webpage
- Committee on the Status of Endangered Wildlife in Canada (COSEWIC)
- Environment and Climate Change Canada’s Species at Risk Act (SARA) Registry
March 2018
This project was undertaken with the financial support of:
Ce projet a été réalisé avec l’appui financier de :
Environment and Climate Change Canada
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Dear Students and Parents/Guardians,
I hope this letter finds you and your family well during these unprecedented times. The statement that “parents are their child’s first teacher” has never been more true. We thank you for your partnership during our distance learning. We are all in this together!
Research indicates that the only way children become better readers is by reading. In order to instill a love of reading in our children, we need to encourage our students to read all year long, and summer is an important time for them to read for enjoyment. Reading can fill your child’s days with the love of stories and the fascination of factual reading. That is why students should be given the opportunity to choose the books they would love to read. Therefore, this summer we will offer Shelton’s Summer Reading Program.
The K-4 Summer Reading Program contains a list of suggested books titled “Favorites & Classics” that are appropriate and interesting for children based upon the grade level that they will be entering. This list offers a wide variety of titles and authors to meet children’s varied interests and readiness levels. The complete summer reading list, which can be found on our district website, includes nonfiction and content area selections to extend the science and social studies curricula. In addition, students should feel free to select books that are not on the list with parental guidance. They should choose books they can read independently, as well as books they can read with their parents. Any books read while participating in the Governor’s Summer Reading Challenge should be listed on the attached bookmark and will be counted toward the requirements for our program.
We ask that your child complete and return the bookmark to his/her teacher at the start of school. Please be sure to sign your own name to verify that the reading has been completed. Should you misplace the bookmark, you may download it from the Shelton Public Schools website at www.sheltonpublicschools.org.
| Grade Level | # of Books at Independent Reading Level |
|-------------|----------------------------------------|
| Grades K – 2| 15 or more books |
| Grades 3 – 4 | 8 or more books |
The success of this program depends heavily upon your support as parents and guardians. Our shared commitment will help your children to become critical readers and thinkers while developing a life-long love of reading.
Sincerely,
Victoria White
Supervisor of Teaching & Learning- Humanities
Shelton Public Schools
Summer Reading 2020
Name: ____________________________
Grade Entering: _________________
“WOW” your new teacher with all the summer books you’ve read! Please write down all the titles of the books you have read and return this bookmark to your teacher by September 4, 2020.
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
6. ____________________________
7. ____________________________
Shelton Public Schools
Summer Reading 2020
Name: ____________________________
Grade Entering: _________________
“WOW” your new teacher with all the summer books you’ve read! Please write down all the titles of the books you have read and return this bookmark to your teacher by September 4, 2020.
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
6. ____________________________
7. ____________________________
8. ______________________
9. ______________________
10. _____________________
11. ______________________
12. ______________________
13. ______________________
14. ______________________
15. ______________________
Did you read more books?
Let your teacher know!
Visit sheltonpublicschools.org and download another bookmark! You may also write your titles on a separate piece of paper.
Parent signature: ______________________
Read This Summer
**Bowwow Powwow**
*by Brenda J. Child*
When Wendy Girl attends a powwow, she watches dancers, eats tasty food, and falls asleep under the stars. While asleep Wendy Girl dreams fantastical dreams of magical scenes.
AILA, ALA Notable | Lexile: BR160L-425L
**The Patchwork Bike**
*by Maxine Beneba Clarke*
Readers will follow a child and their brothers as the children use an old milk pot, a used flour sack, and other random items to make the most spectacular bike.
ALA Notable, NCSS
Lexile: BR160L-425L
**Yummy: Eight Favorite Fairy Tales**
*by Lucy Cousins*
The creator of Maisy brings readers eight classic fairy tales in their own unique style, retaining all of the emotion and humor of the original fairy tales.
ALA Notable | Lexile: BR160L-425L
**Bloom**
*by Doreen Cronin*
Banished for the trails of mud and dirt that she can’t help but leave behind, the Mud Fairy, Bloom, is nowhere to be found when she’s desperately needed by the King and Queen, who live in the glass castle.
Amelia Bloomer Award
Lexile: 720L
**The Spiffiest Giant in Town**
*by Julia Donaldson*
George the Giant buys himself a great new set of clothes and looks forward to showing them off. When he encounters a group of animals in need of assistance, George is only happy to help.
CSLP | Lexile: AD600L
**How to Code a Sandcastle**
*by Josh Funk*
When a girl realized how difficult it may be to build the perfect sandcastle, she decides to break the big task into manageable pieces.
ILA | Lexile: AD530L
---
**Picture Books**
**Do Not Bring Your Dragon to the Library**
*by Julie Gassman*
Have you ever thought about bringing your dragon to the library? Don’t do it! The dragons will cause nothing but trouble.
CSLP
Lexile: AD560L
**Julián is a Mermaid**
*by Jessica Love*
When Julián notices three woman dressed up, he begins to day dream about dressing up like the ladies. He then dresses up in a mermaid costume of his very own!
ILA, ALA Notable
Lexile: 190L
**Fry Bread: A Native American Family Story**
*by Kevin Noble Maillard*
An intergenerational group of Native Americans gather to make fry bread. Readers learn not only about food, but also about Native communities.
AILA, ALA, CL/R SIG
Lexile: BR160L-425L
**Alma and How She Got Her Name**
*by Juana Martinez-Neal*
Alma Sofia Esperanza José Pura Candela thinks she has too many names. Alma turns to her dad for answers.
ALA Notable, ILA, NCSS
Lexile: 490
**Doña Flor**
*by Pat Mora*
As the giant woman of the community, Doña Flor lives a happy life in her quiet Puebla. When a puma comes calling, Doña Flor refuses to let the unwanted creature disturb their world, so she heads out to resolve the problem.
ALA Notable
Lexile: AD650L
**The Proudest Blue: A Story of Hijab and Family**
*by Ibtihaj Muhammad*
Faizah knows the first day of school is going to be special. It’s her older sister Asiya’s first day of hijab.
Lexile: 500L
**Perfectly Norman**
*by Tom Percival*
Norman was perfectly normal until he grew a pair of wings. Norman loved his new wings, but was very...
**Picture Books**
**Mommy’s Khimar**
*by Jamilah Thompkins-Bigelow*
A young Muslim girl spends a busy day wrapped up in her mother’s colorful headscarf in this sweet and fanciful picture book. | Booklist Editors Choice, NCSS Lexile: AD560L
**This Book is Gray**
*by Lindsay Ward*
Gray is never included, he’s not even in the rainbow. Gray has decided to make up a great story about a kitten, a wolf, and a hippo in a world where everything and everyone is gray! However, the primary colors begin to show up, and cause some upset. Lexile: 550L
**The Day You Began**
*by Jacqueline Woodson*
Children compare themselves to the others around them. Once they are able to set aside their nerves and uncertainties, they realize that what they have in common is more important than their differences. ALA Notable, ILA | Lexile: AD980L
---
**Early Readers**
**A Friend for Dragon by Dav Pilkey**
Lonely, Dragon has made a new friend! When Dragons friend appears to be sick, Dragon demonstrates what it means to be a true friend. | Lexile: 460L
**Bo’s Magical New Friend**
*by Rebecca Elliott*
In this new Unicorn Diaries series, Bo is a Unicorn with the power to grant wishes. But the one thing Bo wishes for more than anything, is a new friend. | Lexile: 540L
---
**Retellings**
**The Princess and the Pit Stop**
*by Tom Angleberger*
When a Princess learns from her Fairy Godmother that she is in last place in a car race against such fairy tale notables as Humpty Dumpty, the Three Bears, and Rumpelstiltskin, she boldly rebuffs defeat and steps on the gas. | ILA Lexile: AD630L
**Sword in the Stove**
*by Frank Dormer*
Two knights have their dinner plans derailed as they discover various objects in their stove. | CSLP | Lexile: AD260L
**La Princesa and the Pea**
*by Susan Middleton Elya*
When El Principe meets a girl, he knows that she’s the one for him, but his mother disagrees. The queen has a test to see if the girl is truly worthy. ALA Notable, NCTE | Lexile: AD530L
**The Prince and the Pee**
*by Greg Gormley*
Prince Freddie is off to save the castle from a ferocious dragon, but then, he realizes that he really, really, really, needs to pee. But what scary ogres, damsels in distress, and impossibly long lines for the only bathroom in the forest! | CSLP Lexile: AD530L
**Intersteller Cinderella**
*by Deborah Underwood*
In this outer space adaptation of the fairy tale in rhyme, Cinderella dreams of becoming a spaceship mechanic. | Amelia Bloomer Award Lexile: AD630L
**Rapunzel**
*by Bethan Woollvin*
A wicked witch has Rapunzel trapped in a tower, but Rapunzel isn’t afraid, she has a plan. | Lexile: AD700L
---
Many of the listed books were recognized as exemplary books by one or more of the following organizations: *American Library Association (ALA)*, *Children’s Literature & Reading and Special Interest Group (CL/R SIG)*, *Collaborative Summer Library Program (CSLP)*, *American Indian Library Association (AILA)*, *International Literacy Association (ILA)*, *National Council for the Social Studies (NCSS)*, *National Council of Teachers of English (NCTE)*, *National Council of Teachers of Mathematics (NCTM)*, *National Science Teachers Association (NSTA)*, *American Association of the Advancement of Science (AAAS)*, *United States Board on Books for Young People (USBBY)*. Other awards as noted.
Graphic Novels
**Noodleheads See the Future** by Ted Arnold
Mac and Mac are absolutely certain Mom will bake them a cake if they gather some firewood for her.
Lexile: GN400L
**Super Narwhal and Jelly Jolt**
by Ben Clanton
Happy-go-lucky Narwhal and nonsense Jelly fish find their inner super heroes in the three new under-the-sea adventures. | CSLP
Lexile: GN510L
**Where’s Halmoni?** By Julie Kim
Two children pay a visit to their grandmother only to discover she’s not home. As they search for her, they crawl through a window and discover a fantastical world. | Capitol Choices Award | Lexile: GN320L
Nonfiction
**Fly Guy Presents Castles**
by Tedd Arnold
Fly Guy and Buzz learn all about castles, from drawbridges to dungeons. | Lexile: 680L
**Forest Has a Song: Poems**
by Amy Ludwig Vanderwater
Explore a variety of poems that invite young readers to explore the outdoors every season. | Lexile: NP
John Ronald’s Dragon: The Story of J. R. R. Tolkien by Caroline Mcalister
The author presents a picture book biography of the creator of "The Hobbit," relating how he imagined dragons as a boy when life got difficult, and how he manifested them in his writing as an adult. | NCSS
Lexile: IG425L-570L
You Wouldn’t Want to be a Medieval Knight
by Fiona MacDonald
Become the main character and experience the gory, dark side of life throughout the middle ages. | CSLP | Lexile: IG910L
Folklore
**You Read to Me, I'll Read to You: Very Short Tail Tales to Read Together** by Mary Ann Hoberman
Readers will relish these new twists on familiar folklore characters, including Johnny Appleseed, Annie Oakley, Paul Bunyan, John Henry, and many more! | CSLP | Lexile: NP
**Cactus Soup** by Eric Kimmel
When a troop of hungry soldiers stop in a town during the Mexican revolution, they charm the townspeople into helping them make cactus soup! | Lexile: AD580L
Favorite Authors
Byron Barton
Margaret Wise Brown
Anthony Browne
Eric Carle
Donald Crews
Tomie de Paola
P.D. Eastman
Ed Emberley
Mem Fox
Ezra Jack Keats
Jon Klassen
James Marshall
Robert McCloskey
Jon Muth
Jerry Pinkney
Peggy Rathmann
Maurice Sendak
Dr. Seuss
Davis Shannon
Williams Steig
David Wiesner
Mo Willems
Karma Wilson
Jacqueline Woodson
Classics and Popular Titles
**Ten, Nine, Eight** by Molly Bang
Numbers from ten to one are part of this lullaby which observes the room of a little girl going to bed. | ALA Lexile: NP500L
**Cloudy with a Chance of Meatballs** by Judi Barrett
Life is delicious in the town of Chewandswallow where it rains soup and juice, snows mashed potatoes, and blows storms of hamburgers, until the weather takes a turn for the worse. | Lexile: AD730L
**Goodnight Moon** by Margaret Wise Brown
Goodnight to each of the objects in the great green room: goodnight chairs, goodnight comb, goodnight air. | Lexile AD360L
**Brown Bear, Brown Bear, What do You See?** by Eric Carle
Children see a variety of animals, each one a different color, and a teacher looking at them. | Lexile AD200L
**Click, Clack, Moo: Cows That Type** by Doreen Cronin
When Farmer Brown’s cows find a typewriter in the barn, they start making demands and go on strike when the farmer refuses to give them what they want. | ALA | Lexile: AD470L
**Maria Had a Little Llama/María Tenía una Llamita** by Angela Dominguez
In this bilingual version of the classic rhyme set in Peru, Maria takes her llama to school one day. | ALA | Lexile: AD530L
**Abuela** by Arthur Dorros
While riding on a bus with her grandmother, a little girl imagines that they are carried up into the sky and fly over the sights of new York City. | ALA | Lexile: 510L
**Harold and the Purple Crayon** by Crockett Johnson
Harold goes for an adventurous walk in the moonlight with his purple crayon. | Lexile AD490L
**George and Martha** by James Marshall
This popular book relates several episodes in the friendship of two hippopotamuses. | ALA Lexile: AD530L
**Chicka Chicka Boom Boom** by Bill Martin
An Alphabet rhyme/chant that relates what happens when the whole alphabet tries to climb a coconut tree. | ALA | Lexile: AD530L
**Make Way for Ducklings** by Robert McCloskey
Mr. and Mrs. Malliard proudly return to their home in the Boston Public Garden with their eight offspring. ALA Lexile: AD710L
**Henry and Mudge: The First Book of Their Adventures** by Cynthia Rylant
Feeling lonely, Henry, who lives in a house on a street without any other children, finds companionship and love in a big named Mudge. Lexile: 460L
**The True Story of the 3 Little Pigs** by Jon Scieszka
The wolf gives his own outlandish version of what *really* happened when he tangled with the three little pigs. | ALA | Lexile: AD510L
**Caps for Sale** by Esphyr Slobodkina
A band of mischievous monkeys steal every one of a peddler’s caps while he takes a nap under a tree. | Lexile: AD480L
**Don’t Let the Pigeon Drive the Bus!** by Mo Willems
When a bus driver takes a break from his route, a very unlikely volunteer springs up to take his place. | ALA Lexile: 280L
Imagine Your Story
The Imaginary by A. F. Harrold
No one can see Amanda’s imaginary friend Rudger. When an evil imaginary hunter arrives at Amanda’s door, she and Rudger must run for their lives. | Lexile: 720L
Super Turbo Saves the Day!
by Lee Kirby
When the final school bell rings, Super Turbo prepares to fight Elementary school evil such as flying ninja squirrels, evil rats, and more. | Lexile: 560L
Space Taxi: Archie Takes Flight
by Wendy Mass
It’s midnight on Take Your Child to Work day and Archie gets to go to work with his dad in an intergalactic space taxi! Together, they shuttle aliens, fly into wormholes, and evade an evil mastermind.
Lexile (estimated): 685L-725L
Love Sugar Magic: A Dash of Trouble
by Anna Meriano
Leonora Logroño learns that she is a part of a long line of brujas running a magical bakery. When her best friend, Caroline, has a problem, Leo takes the opportunity to try out her craft and use her magic. What could possible go wrong?
Lexile: 850L
The Adventures of Sir Lancelot the Great by Gerald Morris
Lancelot is said to have been one of the most fearless and honorable of the Knights of the Roundtable. He’ll defend and protect, as long as he gets his nap!
Lexile: 830L
Mufaro’s Beautiful Daughters: An African Tale by John Steptoe
When the King needs to take a wife, Mufaro brings both of his daughters, even though one is selfish, bad-tempered, and unworthy. Which will the king choose? | ALA | Lexile: AD790L
Picture Books
Even Superheroes Have Bad Days
by Shelly Becker
Sometimes kids have trouble getting a hold of their emotions, but did you know that superheroes struggle as well? Superheroes feel sad, mad, and even afraid. | CSLP
Lexile: AD640L
Gondra’s Treasure
by Linda Sue Park
Gondra, a little dragon, celebrates her uniqueness while talking with her parents about differences between her father’s homeland in the East, and her mother’s in the West. CSLP Lexile: 540L
Princess Cora and the Crocodile
by Laura Amy Schlitz
Princess Cora is sick and tired of boring lessons, too many baths, and not enough fun. When she writes a letter to her fairy godmother for help, the most unlikely creature, a crocodile, arrives. | ALA Notable
Lexile: 590L
Chapter Books
Sweep: The Story of a Girl and Her Monster By Jonathan Auxier
Nan, orphaned and alone, spends her days working for a ruthless chimney sweep. Her job is thankless and dangerous. When Nan thinks that her luck has finally run out and the dangers of her job have caught up with her, she awakens unharmed and finds a creature huddled in the corner made from soot and ash. | NCTE, Sydney Taylor Award Winner
Lexile: 630L
The BFG by Roald Dahl
Captured by a giant, Sophie is lucky that he’s big and friendly. Together with the BFG, Sophie plans to save the children from the mean giants that surround them. | CSLP | Lexile: 720L
**Imagine Your Story**
**Garvey’s Choice** by Nikki Grimes
Garvey has a lot to handle. His father is always disappointed and he’s made fun of at school. When Garvey meets Manny, he finds a friend and learns about himself as well. | ALA Notable, ILA Lexile: 620L
**The Quest of Theseus: An Interactive Mythological Adventure**
by Blake Hoena
A choose your own adventure that takes readers through the same journey as Theseus, an ancient Greek hero. | CSLP | Lexile: 640L
**Zeus and the Thunderbolt of Doom**
by Joan Holub
Ten year old Zeus, while fascinated by the fact that he gets struck by lightning every single year, is mostly bored with life and wishes for adventure. However, he gets more than he wishes for when he’s kidnapped by dangerous Titans. When Zeus pulls an actual thunderbolt from a stone to defend himself, he sets off on a quest to rescue his fellow Olympians. Lexile: 570L
**We Rise, We Resist, We Raise Our Voices** by Wade Hudson
Readers will experience poems, letters, personal essays, and other forms of art and literature about diverse experiences. Authors that contributed to this book include Jacqueline Woodson, Kwame Alexander, Sharon Draper, Rita Williams-Garcia, and more. | Jane Addams Honor, NCSS Lexile: 850
**Grilled Cheese and Dragons**
by Nancy Krulik
Princess Serena would much rather be a knight than a princess. Her father, King Alexander, insists that she must go on a “Quest of Kindness,” performing good deeds to prove that she is deserving of attending knight school. | Lexile: 550
**Holes in the Sky** by Patricia Polacco
When Trisha’s grandmother passes away, Trisha doesn’t think she’ll ever get over the hurt. When her family moves to California and Trisha meets Miss Eula, Trisha learns that her grandmother will never truly leave her.
ILA | Lexile: 730
**The Boy Who Grew Dragons**
by Andy Shepherd
When Tomas leaves his grandfather’s garden with a piece of dragon fruit, he’s shocked when a tiny dragon hatched from it! Tomas learns that while dragons can be fun, they also set fire to important objects and cause a ruckus. | Lexile: 410L-600L
---
**Graphic Novels**
**Sparks!** by Ian Boothby
Two cats in a powerful mechanical dog suit attempt to thwart an evil princess. She may look like a cute baby in a diaper, but the evil princess is clever and ruthless. | ALSC | Lexile: GN200L
**Mighty Jack** by Ben Hatke
When Jack trades his mother’s car keys for a pack of seeds while at the flea market, his world changes forever. The seeds grow into a magical garden that leads to a dangerous new world.
ALSC | Lexile: GN490L
**Giants Beware!** By Jorge Aguirre
Claudette desperately wants to slay a giant, but her village is quiet and safe. One day, Claudette, her brother, and best friend embark on a journey to find a giant so they can slay it. But hopefully they can complete their mission before their parents find out. Lexile: GN240L
Many of the listed books were recognized as exemplary books by one or more of the following organizations: American Library Association (ALA), Children’s Literature & Reading Special Interest Group (CL/R SIG), Collaborative Summer Library Program (CSLP), American Indian Library Association (AILA), International Literacy Association (ILA), National Council for the Social Studies (NCSS), National Council of Teachers of English (NCTE), National Council of Teachers of Mathematics (NCTM), National Science Teachers Association (NSTA), American Association of the Advancement of Science (AAAS), United States Board on Books for Young People (USBBY). Other awards as noted.
Nonfiction
Let the Children March
*by Monica Clark-Robinson*
In 1963, thousands of African-American children volunteered to march alongside adults for civil rights. The civil rights peaceful protest changed the world, protesting the laws that kept black people separate from white people. | ALA Notable | Lexile: 650L
Cook me a Story: A Treasury of Stories and Recipes Inspired by Classic Fairy Tales
*by Bryan Kozlowski*
Everyone's favorite fairy tales are retold with recipes for the whole family. Enjoy the magic of storytelling and cooking combined.
NSTA | Lexile: 930L
The Very Short, Entirely True History of Unicorns *by Sarah Laskow*
Have you ever had questions about unicorns? Why do some unicorns have wings and why don't others? What *is* the history of unicorns? Are there unicorns in every country or just some of them? This book has your answers. | CSLP | Lexile: 980L
Perfectly Peculiar Plants
*by Chris Thorogood*
From sea beans to Venus flytraps, learn about the planets most peculiar plants. | NSTA | Lexile: 870L
Can I Touch You Hair?: Poems of Race, Mistakes, and Friendship
*by Irene Latham & Charles Waters*
Irene Latham, who is white and Charles Waters, who is black, present paired poems about topics including family dinners, sports, recess, and more. | ALA Notable, NCTE | Lexile: NP
Sewing the Rainbow: The Story of Gilbert Baker and the Rainbow Flag
*by Gayle E. Pitman*
Readers will learn the story of Gilbert Baker and his creation of the rainbow flag. Readers will follow Gilbert from his small hometown, sewing with his grandmother, to his time in the military, and finally, to San Francisco.
NCSS | Lexile: 800L
Zeus: King of the Gods, God of Sky and Storm (Series) *by Teri Temple*
Readers are introduced to Zeus, the Greek god of thunder. Books in the series include maps, charts, informational sidebars, and sources for additional reading. | CSLP | Lexile: 770L
Lon Po Po *by Ed Young*
Three sisters staying home alone are endangered by a hungry wolf who is disguised as their grandmother.
Lexile: 670L
Book Series
Amber Brown *by Paula Danziger*
Babymouse *by Jennifer L. Holm*
Bink & Gollie *by Kate DiCamillo*
Bunnicula *by James Howe*
Calvin Coconut *by Graham Salisbury*
Clementine *by Sara Pennypacker*
Commander Toad *by Jane Yolen*
EllRay Jakes *by Sally Warner*
Frog and Toad *by Arnold Lobel*
Gooney Bird *by Lois Lowry*
Junie B. Jones *by Barbara Park*
Lulu *by Hilary McKay*
Magic Treehouse *by Mary Pope Osborne*
Nikki and Deja *by Karen English*
Ramona *by Beverly Cleary*
Sassy *by Sharon Draper*
The Time Warp Trio *by Jon Scieszka*
Nutmeg Award Nominees
Find the Nutmeg lists at [https://www.nutmegaward.org/](https://www.nutmegaward.org/).
**Classics and Popular Titles**
**Tuck Everlasting** by Natalie Babbit
The Tuck family is confronted with an agonizing situation when they discover that a ten-year-old girl and a malicious stranger now share their secret about a spring with water that prevents one from ever growing any older. | ALA | Lexile: 770L
**Madeline** by Ludwig Bemelmans
Madeline, smallest and naughtiest of the twelve little charges of Miss Clavel, wakes up one night with an attack of appendicitis. | ALA | Lexile: AD680L
**James and the Giant Peach**
by Roald Dahl
Wonderful adventures abound after James escapes from his fearful aunts by rolling away inside a giant peach. | Lexile: 790L-870L
**Because of Winn-Dixie**
by Kate DiCamillo
Ten-year-old India Opal Buloni describes her first summer in the town of Naomi, Florida, and all the good things that happen to her because of her big ugly dog Winn-Dixie. | ALA
Lexile: 670L
**My Father’s Dragon**
by Ruth Stiles Gannett
A young boy is determined to rescue a poor baby dragon who is being used by a group of lazy wild animals to ferry them across the river on Wild Island.
ALA | Lexile: 990L
**The Story of Ferdinand**
by Munro Leaf
Ferdinand likes to sit quietly and smell the flowers, but one day, he gets stung by a bee and his snorting and stomping convinces everyone that he is the fiercest of bulls. | Lexile: AD760L
**Pippi Longstocking**
by Astrid Lindgren
Readers will follow the escapades of a lucky little girl who lives with a horse and a monkey, but without any parents, at the edge of a Swedish village. | Lexile: 870L
**Pink and Say**
by Patricia Polacco
Curtis describes his meeting with Pinkus Aylee, a black soldier, during the Civil War, and their capture by Southern troops. Based on a true story about the author's great-great-grandfather. | Lexile: 660L
**Grandfather’s Journey**
by Allen Say
A Japanese-American man recounts his grandfather's journey to America, which he also undertakes later, and the feelings of being torn by a love for two different countries. | Lexile: AD650L
**Where the Sidewalk Ends**
by Shel Silverstein
A boy turns into a TV set and a girl who eats a whale, are only two of the characters in this collection of humorous poetry illustrated with the author's own drawings. | Lexile: NP
**All-of-a-Kind-Family**
by Sydney Taylor
Follow the adventures of five sisters growing up in a Jewish family in New York in the early twentieth century. | Lexile: 750L
**Charlotte’s Web**
by E. B. White
Wilbur the pig, is desolate when he discovers that he is destined to be the farmer's Christmas dinner until his spider friend, Charlotte, decides to help him. | Lexile: 680L
**The Velveteen Rabbit**
by Margery Williams
By the time the Velveteen Rabbit is dirty, worn out, and about to be burned, he has almost given up hope of ever finding the magic called Real. | Lexile: AD820L
**Rumpelstiltskin**
by Paul O. Zelinsky
A strange little man helps the miller's daughter spin straw into gold for the king on the condition that she will give him her first-born child. | Lexile: 660L | 9b964097-2dfb-4535-a239-c39613d79722 | CC-MAIN-2020-34 | https://echalk-slate-prod.s3.amazonaws.com/private/schools/3092/resources/10cc5134-2047-4d9b-94a6-87b5fb43f984?AWSAccessKeyId=AKIAJSZKIBPXGFLSZTYQ&Expires=1907606098&response-cache-control=private%2C%20max-age%3D31536000&response-content-disposition=%3Bfilename%3D%22Summer%2520Reading%25202020.pdf%22&response-content-type=application%2Fpdf&Signature=cylMPOpER4WsBmPRABQOTqnQDUg%3D | 2020-08-04T23:38:32+00:00 | crawl-data/CC-MAIN-2020-34/segments/1596439735885.72/warc/CC-MAIN-20200804220455-20200805010455-00186.warc.gz | 275,304,975 | 6,800 | eng_Latn | eng_Latn | 0.981639 | eng_Latn | 0.99752 | [
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Half and Half
These shapes show halves. One half of the shape is colored and one half of the shape is uncolored.
Yes No
2 + 2 = 4
Yes No
2 + 2 = 4
Yes No
2 + 2 = 4
These shapes do not show halves.
Yes No
3 + 2 = 5
Yes No
3 + 2 = 5
Look at the three shapes below and on the next page. Find out if you can color in one half of the shape. Circle “yes” or “no” below the shape. Then, write an addition sentence that describes how you colored in the shape.
1.)
Yes No
___ + ___ = ____
2.)
Yes No
___ + ___ = ____
3.)
Yes No
___ + ___ = ___
4. How can you tell by looking at a shape that it can be colored to show half?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
The core elements of the performance required by this task are:
- Uses number concepts in geometric contexts
- Represents commonly used fractions such as \( \frac{1}{2} \)
Based on these, credit for specific aspects of performance should be assigned as follows:
| | Gives correct answer as: | points | section points |
|---|----------------------------------------------------------------------------------------|--------|----------------|
| 1 | Correct drawing that shows halves
Yes
\(4 + 4 = 8\) | 1 | |
| | | 1 | |
| | | 1 | |
| | | | 3 |
| 2 | Drawing that shows inequality
No
Equation matches drawing
Alternative solution:
Divides the figure in half using fractions of a square
Yes
\(4 \frac{1}{2} + 4 \frac{1}{2} = 9\) | 1 | |
| | | 1 | |
| | | 1 | |
| | | | 3 |
| 3 | Correct drawing that shows halves
Yes
\(6 + 6 = 12\) | 1 | |
| | | 1 | |
| | | 1 | |
| | | | 3 |
| 4 | Explains how they got the answer such as:
The number sentence is always a double.
There are even numbers of squares so you can find half and half.
Each colored square has a partner that is uncolored. | 1 | |
| | | | 1 |
Total Points: 10
Many of the students, 24%, were able to meet all the demands of this task. The final question on this task asked students to explain how they knew when a shape could have its parts divided in half. Below are four examples of their thinking. Student A not only explains that all shapes with an even number of small squares would be a “yes” but also that a shape with an odd number of small squares would be a “no”.
**Student A**
**Half and Half**
These shapes show halves. One half of the shape is colored and one half of the shape is uncolored.
- **Yes** No
- \(2 + 2 = 4\)
- **Yes** No
- \(2 + 2 = 4\)
- **Yes** No
- \(2 + 2 = 4\)
These shapes do **not** show halves.
- Yes **No**
- \(3 + 2 = 5\)
- Yes **No**
- \(3 + 2 = 5\)
Look at the three shapes below and on the next page. Find out if you can color in one half of the shape. Circle “yes” or “no” below the shape. Then, write an addition sentence that describes how you colored in the shape.
1.) 
- **Yes** No
- \(4 + 4 = 8\)
2.) 
- Yes **No**
- \(5 + 4 = 9\)
1. How can you tell by looking at a shape that it can be colored to show half?
It's because the "yes's" are even numbers and the "no's" are odd numbers.
Student B’s explanation is an example of those students who spoke to each “side” or half needing to be equal in order to show half.
**Student B**
3.)
Yes No
6 + 6 = 12
4. How can you tell by looking at a shape that it can be colored to show half?
If each side is equal then it shows half.
While Student C’s explanation is not completely clear, it is evident that the student knows that the colored half and the uncolored half must have the same number of squares.
**Student C**
1.) 
Yes No ✓
\[4 + 4 = 8\] ✓
2.) 
Yes No ✓
\[3 + 6 = 9\] ✓
3.) 
Yes No ✓
\[6 + 6 = 12\] ✓
4. How can you tell by looking at a shape that it can be colored to show half?
You can tell by looking at a shape that can be colored half because it has to have the same number as the one you color.
Student D explained how to show half by citing the specific case of part 3, $6 + 6 = 12$. Again, this explanation references that they same number are “colored in” as are left “plain white” in order to show half.
**Student D**
3.)
![Diagram]
Yes ✓ No
$6 + 6 = 12$
4. How can you tell by looking at a shape that it can be colored to show half?
If 6 squares are colored and 6 squares are plain white, then it is half.
Many students were vague or incomplete in their explanations for how to tell if a shape can be colored in half. Students E and F explain procedures for coloring or drawing but do not address when it can be colored in halves.
**Student E**
3.)
![Diagram]
Yes ✓ No
$6 + 6 = 12$
4. How can you tell by looking at a shape that it can be colored to show half?
I can show by looking at it and by counting it.
3.)
Yes No
\[ \frac{8}{12} + \frac{6}{12} = \frac{14}{12} \]
4. How can you tell by looking at a shape that it can be colored to show half?
You could make half or doing it with linker cubes and drawing it.
Student G explains how a specific shape can be colored in half and why. She also knows that shape 2 cannot be colored in half the way it is. Unfortunately, she did not give a number sentence that reflected the way in which she colored shape 2.
1.) 
Yes
\[4 + 4 = 8\]
2.) 
No
3.) 
Yes
\[6 + 6 = 12\]
4. How can you tell by looking at a shape that it can be colored to show half?
Because there are 12, and 12 is an even number.
Students H, I, and J can clearly explain the reasoning for why a shape like these could be colored in half. Student H sees the relationship between even numbers and finding half but did not find half of 12 for part 3.
**Student H**
3.)
Yes No
\[2 + 10 = 12\]
4. How can you tell by looking at a shape that it can be colored to show half?
A shape can be half only if it is even.
Student I’s paper is reflective of many students’ work. Many felt the need to find a vertical symmetrical line in the shape that would allow the shape to be divided into half. This need was so strong that it allowed for the equations and drawings to reflect both different ideas.
**Student I**
1.) 
Yes ✓ No
\[4 + 4 = 8\]
2.) 
Yes ✓ No
\[5 + 4 = 9\]
3.) 
Yes ✓ No
\[5 + 6 = 12\]
4. How can you tell by looking at a shape that it can be colored to show half?
You can tell by drawing squares inside count how many squares there are if its an even number the answer is yes and if it an odd number the answer is no.
Student J is able to explain when making half would work and when it would not work but his attempts to show this in the first three parts were not reflective of this thinking.
1.)
Yes No ✓
\[2 + 2 = 4\] \(X\)
2.)
Yes No ✓
\[2 + 1 = 3\] \(X\)
3.)
Yes No \(X\)
\[3 + 3 = 6\]
4. How can you tell by looking at a shape that it can be colored to show half?
I could tell because whenever the do \(\text{yes}\) it is even and when we do no it is an odd number.
Student K’s paper also demonstrates the desire to find a vertical line of symmetry to cut the shape in half – at least for the 2nd and 3rd shape. The center line of squares was ignored.
**Student K**
1.) 
Yes
No
\[4 + 4 = 8\]
2.) 
Yes
No
\[3 + 2 = 5\]
3.) 
Yes
No
\[4 + 4 = 8\]
4. How can you tell by looking at a shape that it can be colored to show half?
Because I read the instructions. Also, I knew I could do it.
Student L’s demonstrates an understanding of two parts with equal numbers but the student does not pay attention to the uncolored squares left inside each shape.
**Student L**
1.) 
Yes
\[3 + 3 = 6\]
2.) 
Yes
\[3 + 3 = 6\]
3.) 
Yes
\[4 + 4 = 8\]
4. How can you tell by looking at a shape that it can be colored to show half?
I know why because I could tell it was even,
Student M erroneously determines that if the shape has doubles using odd numbers it cannot be divided in half and if the shape has doubles using even numbers then it can be divided into half. Again, attention is paid to the colored part of each shape and not to the uncolored part of each shape.
**Student M**
1.) 
Yes \( \times \) No
\( 3 + 3 = 6 \)
2.) 
Yes \( \times \) No
\( 2 + 2 = 4 \)
3.) 
Yes \( \times \) No
\( 4 + 4 = 8 \)
**Teacher Notes:**
The maximum score available for this task is 10 points.
The cut score for a level 3 response is a 5.
Many students, 74% could find a way to divide shape one and shape three into halves. 88% of the students knew that shape number two could not be colored in half as it was presented. Almost one half of the students, 56%, could give an explanation as to how to determine one half of a shape. Almost 28% of the students could meet all the demands of the task including explaining how to find one half of a shape. 79% of the students met the essential demands for the task. Only 2% of the students scored no points on this task. 50% of the students with a score of 0 attempted the task.
| Points | Understandings | Misunderstandings |
|--------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| 0 - 2 | Less than 1% of the students did not attempt this task. | Little relationship was shown between a shape colored in half and a yes or no response. When a student colored some of the squares within the shape and left some uncolored, the colored shapes were paid attention to and the uncolored ones were ignored. Equations did not match the colored shapes. |
| 3 - 4 | Students with a score of 3 or 4 could answer a little less than half (4 out of 9) of the questions about the three shapes. | About half of these students did not attempt the explanation. Many of the student explanations were vague or incomplete or spoke to the procedure followed rather than to what concept made half of a shape. |
| 5 | Student explanations focused on the overall even number of squares needed to make half or having the same number of squares colored or uncolored. | Students considered finding a vertical line of symmetry necessary to find half. About half of these students struggled with shape 1 and 2 but found half in shape 3 and gave an explanation to support dividing that shape in half or any other shape in half. |
| 6 - 7 | These students were able to successful answer two-thirds or more of the questions about the three shapes. One half of these students saw a relationship between doubles and an answer of yes for dividing the squares in half. | Student explanations were vague and did not answer how to find half of a shape. Many times the explanation was about the steps one might take to look at and count the squares but did not address what constituted half of all the squares. |
| 8 - 9 | Most of the questions for the three shapes were answered correctly. Successful student explanations focused on evenness, doubles and/or having the same number colored as uncolored. | Students struggled with how to represent the 2nd shape. Some students chose to not color the shape at all. Many students did not write an equation. Others did not mark yes or no for question 2. In several cases, student explanations focused on the procedures of the task rather than on issues of finding half. |
| 10 | Students successfully answered all questions regarding the three shapes. The explanations of these students referenced the need for an even number of squares to in the shape, an equation of doubles and many times referenced not only when a shape could be divided into half but also when it could not be so divided. | |
Based on teacher observations, this is what second grade students seemed to know and be able to do:
Areas of difficulty for second graders, students struggled with:
- problem 2 – students did not seem to understand how to work on problem 2
- were not able to explain how they know if it could be divided into half even if they could demonstrate so
- were incomplete in their explanation
- tried to divide by rows rather than by squares
- non-symmetrical shapes seemed to confuse some students
Strategies used by successful students:
- They understood the question and were not confused by how squares were arranged
- Could write equations to match their coloring
- Students used their knowledge of even and odd numbers and doubles to explain how to show half.
- Count and determine if a number is even and hence could be divided into half.
- Knew that having the same number colored as uncolored meant that they were coloring in half.
Questions for Reflection on Half and Half:
- What informal experiences do students have with fractions?
- What opportunities do students have to think about and talk about fractions in everyday situations?
- Do students have experiences in folding paper into halves and fourths and representing all or parts of the whole paper?
- What opportunities do students have to define fractions as equal sized portions and as “fair shares”?
- Do students use a variety of physical materials to represent fractions and fractional pieces?
- What opportunities do students have to see fractions represented as area models? Length or measurement models? As set models?
- What opportunities do students have for sharing their thinking?
Look at your student work, how many of your students:
| Explained how to find one half of a shape. | Explained the procedure of the task but not how to find half. | Had a vague or incomplete explanation of how to find half. | Did not attempt explain how to find half. |
|------------------------------------------|-------------------------------------------------------------|----------------------------------------------------------|----------------------------------------|
| | | | |
(c) Noyce Foundation 2012
• How do you build norms for classroom discussions that allow students to share strategies and justify their thinking?
• What kinds of questions can you ask students to find out if they are making sense of fractions?
• What kinds of activities or discussions might help students see relationships in equal sized portions or fair shares?
Teacher Notes:
Implications for Instruction:
Students need many and varied experiences to build their understandings around fractions. These experiences should include identifying and representing fractions as parts of a whole, parts of a group, and fractions on a number line. Fraction activities may be part of problems set in geometry and probability as well as in number contexts. This task, of determining whether or not a shape can be shaded in half, connects many mathematical concepts. Seeing that a shape with eight equal squares can be shaded with four squares and left un-shaded with another four squares is another way of showing that eight squares may be divided into two equal groups of four. This notion of equal groups first appears when young children learn the addition facts known as doubles: 1+1, 2+2, 3+3, and so on. The number sentence for the first and third shapes in this task, $4 + 4 - 8$ and $6 + 6 = 12$, come from the family of double facts. This task of covering a shape with equal numbers of shaded and un-shaded squares links addition, multiplication, division, and fractions. Many children showed a cursory understanding that shapes with an even number of squares could be divided into one half and that the shape with an odd number of squares could not. While the concept of odd and even numbers can be a difficult one for some children to grasp, with repeated experiences, in a variety of settings, children begin to discover that even numbers are those that can be divided into two equal sized groups, and odd numbers are those that cannot. Children can begin to construct their own understanding of odd and even numbers as well as their understanding of the fraction one-half. As children work with different ways to show halves, they have the chance to learn, demonstrate and apply some of the basic concepts of fractions: that a fraction is composed of a number of parts that are equal in size and that the fraction used to name a part of a shape does not depend upon the absolute size of the shape (i.e. one half can be 4 out of 8 squares as well as 6 out of 12 squares).
Teacher Notes:
The task challenges a student to demonstrate understanding of one-half in a geometric context. Students must be able to count the total number of same-size squares as well as the colored squares vs. non-colored squares. Students must make sense of these totals to determine if a shape shows halves or not. Students must be able to articulate how one can tell by looking at a rectangle partitioned into rows and columns of same-size squares whether or not this shape can be colored to show one-half.
**Common Core State Standards Math - Content Standards**
**Geometry**
*Reason with shapes and their attributes.*
2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
**Common Core State Standards Math – Standards of Mathematical Practice**
**MP.3 Construct viable arguments and critique the reasoning of others.**
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
**MP.8 Look for and express regularity in repeated reasoning.**
Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation \((y - 2)/(x - 1) = 3\). Noticing the regularity in the way terms cancel when expanding \((x-1)(x+1)\), \((x-1)(x^2+x+1)\), and \((x-1)(x^3 +x^2+x+1)\) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
**Assessment Results**
This task was developed by the Mathematics Assessment Resource Service and administered as part of a national, normed math assessment. For comparison purposes, teachers may be interested in the results of the national assessment, including the total points possible for the task, the number of core points, and the percent of students that scored at standard on the task. Related materials, including
the scoring rubric, student work, and discussions of student understandings and misconceptions on the task, are included in the task packet.
| Grade Level | Year | Total Points | Core Points | % At Standard |
|-------------|------|--------------|-------------|---------------|
| 2 | 2005 | 10 | 5 | 79% | | 1c94c282-7248-4151-a10d-393348d1b09e | CC-MAIN-2020-40 | https://www.insidemathematics.org/sites/default/files/materials/half%20and%20half.pdf | 2020-09-21T00:43:18+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198868.29/warc/CC-MAIN-20200920223634-20200921013634-00769.warc.gz | 942,836,382 | 5,003 | eng_Latn | eng_Latn | 0.94356 | eng_Latn | 0.998826 | [
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# TABLE OF CONTENTS
| Week 1 | Foundations of Chemistry |
|--------|--------------------------|
| Week 2 | Cells and their Membranes |
| Week 3 | Homeostasis and Inheritance |
| | Bones and Joints |
| Week 4 | Nerve Cells |
| Week 5 | Brain and the Spinal Cord |
| Week 6 | Spinal Reflexes |
| Week 7 | Blood and the Heart |
| Week 8 | Control of Heart Function |
| Week 9 | Respiration |
| Week 10| Gas Exchange and Transport|
## Atoms
| Subatomic Particle | Location within atom | Charge | Relative size/mass |
|--------------------|----------------------|--------|--------------------|
| Proton | Nucleus | Positive | Large |
| Neutron | Nucleus | Neutral | Large |
| Electron | Orbits in shell around nucleus | Negative | Small |
**Atoms**
Smallest unit that can do
**Molecule**
Two or more atoms join to
**Compounds**
Different molecules join to
## Sodium ring (Shells)
Maximum number of electrons in an orbital ring is 8
- Only 2 in the first small ring
Bonding - steal one to make 7 into 8 or give one away
- Changed atom is called an ion
Noble Gas – one whose outer shell has 8 electrons and doesn’t need to lose or gain any
## Bonding
Ionic bond = when one atom gains, one loses electron(s), but both become attracted to each other
- One gains a positive and one gains a negative charge
- Attractive force between them that hold them together (bond)
**Neutral atom**
Loss of Electron(s) = cations (+)
Gain of Electron(s) = anion (-)
## Organic and Inorganic Compounds
| Organic Compounds | Inorganic Compounds |
|-------------------|---------------------|
| - Contains carbon and hydrogen | - Includes water, salts, inorganic acids and bases, carbon dioxide and bicarbonate soda |
| - The food we eat is composed of organic compounds such as fats, proteins and carbs that supply and fuel us for energy | - When dissolved in water, they separate into charged ions and become surrounded by water molecules |
| - Needed to build and repair cells in body | |
| Organelle | Properties | Function |
|-----------------|-----------------------------------------------------------------------------|--------------------------------------------------------------------------|
| Mitochondria | - Energy transformer/releaser
| - Wall made of double membrane
| - Found in plant and animal cells | - Breaks down glucose to release energy which gets stored in the form of ATP
| How glucose releases energy
| - In cytoplasm, glucose enters cells (containing 6 atoms of carbon)
| - Broken down into two Pyruvic acid molecules (containing 3 atoms of carbon)
| - In mitochondria
| - Oxidised into CO2, H2O and ATP |
| Chloroplast | - Energy trappers
| - Disc shaped
| - Wall made of double membrane
| - are interconnected by lamellae
| - Sac like structures = thylakoids
| - Inside is full with fluid = stoma | Seat of photosynthesis
| - Production of sugar from carbon dioxide and water in the presence of sunlight |
| Endoplasmic Reticulum (ER) | - Network of membranes
| - Throughout the cytoplasm and in contact with the cell and nuclear membrane
| Two types:
| - Rough endoplasmic reticulum (RER) – when ribosomes are attached
| - Smooth endoplasmic reticulum (SER) – when no ribosomes are present | - Provides internal framework compartment and reaction surfaces
| - Transports enzymes and other materials throughout the cell
| - RER is the site for protein synthesis
| - SER is the site for steroid synthesis
| Stores carbohydrates |
| Golgi Body | - Stack of membranous savs of the same thickness as ER
| - Exhibit great diversity in size and shape
| - In animal cells, they are present around the nucleus, 3 to 7 in number
| - In plant cells, many and present scattered throughout the cell called dictyosomes | - Synthesis and secretion as enzymes
| - Participates in transformation of membranes to give rise to other membrane structure such as lysosome, acrosome, dictyosomes
| - Synthesize wall element like pectin and mucilage |
| Ribosomes | - Made up of large molecules of RNA and proteins
| - Present either as free particles in cytoplasm or attached to ER
| - Also found stored in nucleolus inside the nucleus | - Site for protein synthesis |
| Nucleus | - Largest organelle seen clearly when cell is dividing | - Maintains the cell in a working order |
| **Nucleus** | - Double layered membrane that encloses nucleoplasm | - Control of metabolism
- Storage and processing of genetic information
- Participates in cell division to produce mitosis
- Participates in production of gametes to produce meiosis |
|---|---|---|
| **Nucleolus** | - Located inside the nucleus of eukaryotic cells
- Not surrounded by a membrane | - Makes ribosomal subunits from the proteins and ribosomal RNA |
| **Cilia** | - Tiny little hair like structures lining epithelial tissues
- Beat and create a current in the fluid in order to move in given directions | Primary function
- To act as a sensor
Motive function
- Move materials over cell surfaces |
| **Cytoplasm** | - The material within a living cell | - Divides into the fluid (cytosol) and intracellular structures collectively known as organelles |
**Chloroplast vs. Mitochondria**
| **Chloroplast** | **Mitochondria** |
|---|---|
| **Similarities** | |
| - They self-duplicate to produce more of their own kind without help of the nucleus
- Both contain their own DNA as well as their own RNA (protein synthesis)
- Contain their own hereditary molecule and ribosomes
- Termed semi-autonomous because they are incapable of independent existence even though they have ribosomes and DNA |
| **Differences** | |
| - Traps solar energy locking it into a complex molecule through photosynthesis | - Releases energy by breaking the complex molecule through respiration |
**Microbodies**
Small like sac structures bounded by their membranes
| **Properties** | **Features** |
|---|---|
| **Lysosomes** | - Present in almost all animal cells and some non-green plant cells
- Performs intracellular digestion by digesting food and helping in nutrition of the cell | - Membranous sacs budded off from golgi body
- May be hundreds in single cell
- Contains several enzymes
- Materials to be acted upon by enzymes enter the lysosomes |
| **Peroxisomes** | - Found in both plant and animal cells
- Participate in oxidation of substrates resulting in the formation of hydrogen peroxide | - Contain a central core of crystalline material called nucleoid
- Mostly spherical
- Usually associated with ER |
Diagrams that show gene combinations that result from genetic cross and used to calculate probability of inheriting a particular trait; the chance a given event will occur
**Terminology**
- P1 = original parents
- F1 = first generation
- F2 = second generation
**Incomplete Dominance**
- Situation where one allele is not completely dominant over another
- E.g. red and white flowers are crossed and pink flowers are produced
**Autosomal Dominant**
Trait carried on autosome; one parent must have
E.g. eye colour, tongue, curly hair
**Autosomal Recessive**
Need 2 copies of negative allele to show the trait
E.g. the allele will mask or over-ride the nothing
---
**Cell Cycle**
**Muscle Contraction**
1. **Contraction Cycle Begins**
- The contraction cycle includes a series of interrelated steps. It begins with the release of calcium ions (Ca$^{2+}$) within the zone of overlap in a sarcomere.
2. **Active-Site Exposure**
- Calcium ions bind to troponin, weakening the bond between actin and tropomyosin. The troponin molecule then shifts position, pushing the tropomyosin molecule away from the active sites on actin and allowing myosin heads to bind the energized myosin heads.
3. **Cross-Bridge Formation**
- Once the active sites are exposed, the energized myosin heads bind to them, forming cross bridges.
4. **Myosin Head Pivoting**
- After cross-bridge formation, the energy that was stored in the resulting myosin head-troponin complex causes the myosin head pivots toward the M line. This is called the power stroke; when it occurs, the bound ADP and phosphate groups are released.
5. **Cross-Bridge Detachment**
- When another ATP binds to the myosin head, the link between the myosin head and the active site on the actin molecule is broken. The active site is now exposed and able to bind to another cross bridge.
6. **Myosin Reactivation**
- Myosin reactivation occurs when the free myosin head binds to another ADP and Pi. The energy released is used to recock the myosin head.
---
**Sarcomere**
Found in the myofibril and is a functional unit that contracts divided to bands depending on the arrangement of thick and thin fibres.
**Resting Sarcomere**
- Each myosin head is energized and both heads point away ‘cocked’ from the M line
- This requires energy that is obtained by breaking down ATP and makes them function as ATPase (breaks down ATP)
- At the start of contraction, ADP and phosphate remain bound to the myosin head
**Contracted Sarcomere**
- Cycle repeats several times as long as Ca2+ concentrations remain elevated and ATP reserves as sufficient
- These only remain elevated as long as action potentials continue to pass along the t-tubules
**Neuromuscular Junction**
Involves intercellular connection between the nervous system and skeletal muscle fibre. This controls calcium release into the sarcoplasm. One axon may ‘talk to’ many muscle fibres but each fibre only ‘hears from’ one axon (i.e. one NMJ)
A single axon may branch to control more than one muscle fibre, but each muscle fibre has only one neuromuscular junction (NMJ). At the NMJ, the axon terminal releases a neurotransmitter near the motor end plate of the muscle fiber.
**Myofibril**
Contractile element that runs length of muscle fibre
**Sliding Filament Mechanism**
The cross-bridge formation that occurs when filaments slide past another and thick and thin overlap. The myosin forms the cross bridge to actin by grabbing and pulling it in. Each grab shortens the muscles and requires calcium and ATP to work.
**Genotypes vs. Phenotypes**
**Genotypes**
All 46 chromosomes and all the genes they carry
E.g. inheritable information in individuals
**Phenotypes**
Physical expression of the genotype
E.g. behaviour, overall health
| Blood Group | A | B | AB | O |
|-------------|---|---|----|---|
| Red blood cell type |  |  |  |  |
| Antibodies in plasma | Anti-B | Anti-A | None | Anti-A and anti-B |
| Antigens on red blood cells | A | B | A and B | None |
**Antibodies**
Antibodies are specific protein molecules (called immunoglobulins) that are produced against specific antigens. The binding of an antibody to its specific antigen leads to the destruction of the target antigen/organism. Plasma cells produce antibodies; activated by B lymphocytes. | 0806c468-86f7-41d6-b86f-8fa3f6bbc801 | CC-MAIN-2019-47 | https://s3.studentvip.com.au/notes/22482-sample.pdf?v=1555043911 | 2019-11-17T09:21:59 | crawl-data/CC-MAIN-2019-47/segments/1573496668910.63/warc/CC-MAIN-20191117091944-20191117115944-00297.warc.gz | 590,594,668 | 2,613 | eng_Latn | eng_Latn | 0.988889 | eng_Latn | 0.993042 | [
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Potentially harmful to humans and other animals, the red-rimmed melania snail (*Melanoides tuberculatus*; family Thiaridae) was discovered in Biscayne National Park, Florida, in 2003 by U.S. Geological Survey (USGS) researchers (figs. 1, 2; box on p. 2). The discovery raised concerns for park managers because this aquatic non-native snail is present in significant numbers in areas frequently used by park visitors and poses a risk of exposure. Researchers are addressing questions such as: Is this species a danger to human health? How widespread is it within the park? What factors control the distribution of the species? Is its presence a threat to native animals?
**What We Know about *Melanoides tuberculatus***
**How did *Melanoides tuberculatus* get here?**
*Melanoides tuberculatus* is native to tropical and subtropical regions of Africa and Asia (Clench, 1969). Specifics of how and when *M. tuberculatus* got to the United States are not known, but Murray (1971) and Roessler and others (1977) believed it was through the aquarium trade. The species was first reported in Arizona in the 1950s (Murray, 1971; Dundee, 1974) and in south Florida in 1971 (Russo, 1973). By 1977, it had reached areas adjacent to Biscayne Bay (Roessler and others, 1977). The known distribution of the species in the United States is shown in figure 2.
**Why should you be concerned?**
**First, human health issues.** Nobody wants to be home to liver or lung flukes. In Asia, where *Melanoides tuberculatus* is native, the snails are part of the complex life cycle of several species of parasitic trematode worms, including liver flukes—*Clonorchis sinensis*, *Opisthorchis* spp., and *Haplorchis* spp.—and a lung fluke—*Paragonimus westermani*. The life cycle of these trematode parasites (fig. 3) involves both vertebrate and invertebrate hosts; for example, humans, fish, snails, and crustaceans (such as crabs, crayfish, and shrimp). The cycle continues when a person (or alternate host such as a bird or raccoon) eats raw or undercooked fish or crab that has been infected.
---
**Figure 1.** Juvenile and adult *Melanoides tuberculatus*. This non-native species shows many variations and can be easily confused with native snails. mm, millimeter.
**Figure 2.** Known U.S. distribution of *Melanoides tuberculatus* as of April 2006; the non-native snail may have expanded its range from the areas shown. Map courtesy of A.J. Benson, USGS; adapted from [http://nas.er.usgs.gov/queries/SpeciesList.asp?Group=Mollusks](http://nas.er.usgs.gov/queries/SpeciesList.asp?Group=Mollusks).
**Figure 3.** Generalized life cycle of trematodes that infect *Melanoides tuberculatus* and other aquatic snails. Hosts differ at each stage, depending on the species of trematode. Trematodes are parasitic worms (also called “flukes”) that can cause illness in humans and other animals. Proper food preparation can prevent humans from being infected.
In the 1970s, some researchers (Murray, 1971; Roessler and others, 1977) thought the risk to human health from these parasites was minimal in the United States because sewage treatment and food preparation methods would prevent the spread of infection. The advent of more ethnic and diversified methods of food preparation in recent decades (Simonne and others, 2004), however, increases the chances of live parasite ingestion. Infection by the lung fluke (*Paragonimus*) has been documented in people in the United States (Stoll, 1947; Mariano and others, 1986; DeFrain and Hooker, 2002). Parasite infections can last for years (Stauffer and others, 2004), increasing the chances of the host passing infectious materials on and starting the life cycle again.
**Second, animal health issues.** Trematode flukes affect waterfowl, fish, and other animals (including humans). *Melanoides tuberculatus* is a known host for several of these parasites and a potential host for others. *Centrocestus formosanus* is a trematode parasite that burrows into the gills of fish and then enters mammals or birds that consume the fish. *Centrocestus* causes losses of over $3 million annually to ornamental fish producers and has been found on fish in the wild in Texas, Florida, and Utah (Mitchell, 2005). *Haplorchis* spp., another parasite present in *M. tuberculatus*, infects the muscle tissue of fish.
Other parasites are not yet known to include *Melanoides tuberculatus* in their life cycles but are cause for concern. The trematode parasite *Philophthalmus megalurus* affects the eyes of birds, including waterfowl, exposed to *M. tuberculatus* while feeding in the shallow waters of Biscayne Bay. These parasites can potentially adapt to new animal hosts. Penner and Fried (1963) found a marine species of *Philophthalmus* along the Gulf Coast of Florida to Key West that utilizes another snail—*Batillaria minima* (West Indian false cerith)—as its host. Because *B. minima* and *M. tuberculatus* co-exist in Biscayne Bay, there is a potential for the parasite to expand from one host species to an alternate, previously unaffected, host population.
**Third, potential displacement of native species.** A new, prolific species that can out-compete native species for food sources could cause serious ecological damage (Murray, 1971; Roessler and others, 1977; Mitchell, 2005). *Melanoides tuberculatus* has been found in Florida in densities of 10,000 per square meter at St. Johns River (Thompson, 2004) and 23,000 per square meter near Coral Gables (Roessler and others, 1977). *M. tuberculatus* (and other members of the family Thiariidae) can reproduce asexually; thus, a single snail is all it takes to populate a new area, and the reproductive rates are extremely high. In addition, *M. tuberculatus* snails do not lay eggs, but brood their young internally; this reproductive strategy may also give them an advantage over native species.
Figure 4. Satellite image showing location of sites in and near Biscayne National Park, Florida, where *Melanoides tuberculatus* snails (live and debris) were found during field surveys conducted by the USGS between October 2004 and July 2007. Inset at upper left shows part of transect at Black Point. Inset maps at right show location of larger view. Base image is a mosaic of Landsat orthorectified data obtained from the USGS EROS Data Center. Photograph of Black Point by James B. Murray, USGS.
How do conditions in south Florida increase the potential for *Melanoides tuberculatus* to affect human and animal health?
The potential danger to human health and animal health is increased by the presence of *Melanoides tuberculatus* in south Florida because conditions here favor the parasitic life cycle shown in figure 3. First, the potential snail, fish, and crustacean hosts are present in large numbers. Second, many activities bring people and animals into contact with the hosts. Fish and shellfish are popular food sources in the region and are sometimes eaten raw or undercooked. From 1990 to 2000, Florida had the highest incidence in the Nation of illness outbreaks caused by ethnic food (Simonne and others, 2004). Water birds (photos at right) and small mammals, such as raccoons, frequent the shoreline to feed on crabs, fish, and invertebrates. Fishing, swimming, and other water sports bring people into contact with the water. Third, exposure to potentially infected, untreated human waste is a concern because Miami-Dade County is underlain by porous limestone, and about 27 percent of households used septic tanks in 2000 (data from http://www.doh.state.fl.us/Environment/ostds/statistics/ostdsstatistics.htm and http://www.miamidade.gov/planzone/Library/Census/MiamiDadeCountyFacts-2005.pdf).
In addition to having all the components of the trematode life cycle in place, south Florida has a climate similar to that of southeast Asia, where *M. tuberculatus* is native. These factors increase the likelihood of the spread of *M. tuberculatus* and the displacement of native south Florida species.
What We’ve Learned in This Study
What is the distribution of *Melanoides tuberculatus* within Biscayne National Park?
Both living *Melanoides tuberculatus* snails and shell debris have been found near canal mouths and in the nearshore areas in Biscayne National Park (figs. 4, 5). The highest concentrations of live and dead shells were near Black Point. Field surveys in 2004 and 2006 showed that *M. tuberculatus* is becoming increasingly abundant at Black Point (fig. 5). The estimated number of *M. tuberculatus* snails per square meter approaches 60,000 on the Black Point transect at site TR4, which is about 500 meters offshore.
In order to determine how many introductions of *Melanoides tuberculatus* have taken place in Biscayne Bay, we are analyzing mitochondrial DNA from selected locations. Analysis of samples from Black Creek Canal and site TR2 on the Black Point transect show that the two populations are indistinguishable. This finding suggests that the population at Black Point is the result of a single introduction of one clonal type of *M. tuberculatus*. The numbers shown in figure 5 illustrate how rapidly this species is spreading from a single introduction and indicate the level of care necessary to prevent the release of non-native species.
What factors control the distribution of *Melanoides tuberculatus*?
In its native habitat, *Melanoides tuberculatus* is considered primarily a freshwater species; however, in south Florida, it is adapting to estuarine salinity conditions (Russo, 1973; Roessler and others, 1977). In Biscayne Bay, we have collected live *M. tuberculatus* snails at just under normal marine salinity (up to 33 parts per thousand [ppt] of dissolved salts). Experiments to determine what environmental conditions might deter the spread of *M. tuberculatus* are being conducted. One experiment on salinity tolerance illustrates the hardiness of the species (fig. 6). None of the original adult specimens died as salinity was gradually increased during the 6-week-long experiment, and juveniles appeared during the second week and survived, even though one tank reached extreme conditions (45 ppt). Although experimental results such as these may not translate directly to the natural environment, they indicate that the population of *M. tuberculatus* in Biscayne Bay is no longer restricted to freshwater.
Other environmental factors such as temperature, oxygen levels, and substrate need further investigation. In Biscayne Bay, temperature is not likely to be a limiting factor because water temperatures are similar to those in the snail’s native habitat. Mitchell (2005) reported that *M. tuberculatus* is resistant to desiccation, and Neck (1985) found that the species is resistant to low oxygen levels.
**Figure 5.** Raw count of *Melanoides tuberculatus*, live and dead, collected in 2004 and 2006 along a transect from Black Point (fig. 4). Black numbers are actual counts from three bottom grab samples collected (by using a petite ponar device) at each site. Red numbers are estimates of the numbers of individuals per square meter (m$^2$) based on the raw count.
More good news is that all *Melanoides tuberculatus* snails found within Biscayne National Park to date are concentrated near canal mouths and in the nearshore areas between canals. The more open regions of Biscayne Bay appear to be free of this non-native snail. The area around Black Point has an especially high concentration, yet this population appears to have begun from a single introduction. If it is possible to get rid of *M. tuberculatus* at Black Point, there is less likelihood of it being reintroduced than if it had entered the environment repeatedly. Additional genetic testing should be done on other populations to determine how many introductions have occurred. *M. tuberculatus* is variable and hard to distinguish from some native snails; careful notes and measurements (figs. 7, 8) are needed and so are studies to examine the diversity of the populations within Biscayne National Park.
The expansion of *M. tuberculatus* from freshwater into the brackish estuaries of south Florida increases the potential number of species that can be involved in the transmission of any parasites that may exist to include other snails, blue crabs, spiny lobsters, shrimp, stone crabs, and other saltwater crustaceans and fish. It also indicates the species’ ability to adapt and survive and implies that the distribution of *M. tuberculatus* will likely expand in the future unless actions are taken to control the further spread of the species.
**Is *Melanoides tuberculatus* an invasive species?**
According to Federal law (Executive Order 13112 of Feb. 3, 1999), an alien species is any species capable of propagating in a particular ecosystem that is not native to that ecosystem. An invasive species is an alien species.
**How does *Melanoides tuberculatus* affect native animal populations?**
The numbers of *Melanoides tuberculatus* snails found at some of the sites around Black Point (fig. 5) are far in excess of the numbers of any of the native mollusk species present. Although we have not directly tested the effect on the native mollusks and other invertebrates in Biscayne National Park, we assume that there is competition for food (the microalgae on which *M. tuberculatus* and other invertebrate organisms feed). Additional experiments and fieldwork are needed to determine the precise effects on the native invertebrates within Biscayne Bay and on the fish, birds, and mammals that feed upon these organisms.
**What are the risks from *Melanoides tuberculatus* in Biscayne National Park?**
There is good news and bad news. The good news is that, to date, the *Melanoides tuberculatus* population in Biscayne National Park has not revealed evidence of harmful parasites. The bad news is that if parasites appear in a small portion of the population, both parasites and host snails could spread rapidly. As mentioned above, all components of the trematode life cycle are in place in the park, and other snails known to carry parasites co-occur with *M. tuberculatus* populations. Continued monitoring of the snail population in the park should be done to detect any parasites that appear.
**Figure 6.** Salinity during a 6-week experiment to test the tolerance of *Melanoides tuberculatus* for increasing salinity. Starting salinity in all three tanks was less than 5 parts per thousand (ppt) dissolved salts. Salinities in tanks B and C were gradually increased while tank A was maintained at approximately 5 ppt as a control. All 30 adults placed in each tank survived, and juveniles appeared in tanks B and C, confirming that the freshwater snail *M. tuberculatus* is adapting to estuarine salinities.
**Figure 7.** An example of the type of notes and sketches made by scientists when studying and measuring distinguishing characteristics of snails. *Melanoides tuberculatus* is variable and difficult to distinguish from some native species.
“whose introduction does or is likely to cause economic or environmental harm or harm to human health” (http://www.invasivespeciesinfo.gov/laws/execorder.shtml#sec1). *Melanoides tuberculatus* is officially listed as an alien species or non-native species by most sources, not as an invasive species. What do you think?
**What should be done?**
Regardless of its official status as an alien or invasive species, *Melanoides tuberculatus* is a species of concern for Biscayne National Park and elsewhere. Researchers should monitor its distribution, frequently check for the presence of parasites, and measure the effects on the native animals of the park. If parasites become a problem, future restrictions may need to be placed on fishing and consumption of species from the park and on recreational use of the nearshore waters. If flushing of freshwater through canal systems increases (a possible consequence of south Florida restoration) and if the global climate warms in this century as predicted by the Intergovernmental Panel on Climate Change (IPCC, 2007), then *M. tuberculatus* will be likely to spread within Biscayne National Park and beyond.
**Acknowledgments**
This project was funded by the U.S. Geological Survey Geology Venture Capital Fund for 2007. The work was done in cooperation with Biscayne National Park. We thank Dr. Fred Thompson, Florida Museum of Natural History, for verifying our initial identification of *Melanoides tuberculatus*. Ruth Ortiz and Carlos Budet, USGS, prepared samples for analysis; high school volunteers Christopher Wingard and Tara Colley assisted with this project.
By G. Lynn Wingard, James B. Murray, W. Bane Schill, and Emily C. Phillips
**For further information, please contact:**
G. Lynn Wingard
U.S. Geological Survey
926A National Center
Reston, VA 20192
Telephone: 703–648–5352
E-mail: firstname.lastname@example.org
Web sites: http://sofia.usgs.gov
http://sofia.usgs.gov/exchange/flaecohist/
(data for this project)
**References Cited**
Clench, W.J., 1969, *Melanoides tuberculata* (Müller) in Florida: *Nautilus*, v. 83, no. 2, p. 72.
DeFrain, Michael, and Hooker, Robert, 2002, North American paragonimiasis; Case report of a severe clinical infection: *Chest*, v. 121, p. 1368–1372.
Dundee, D.S., 1974, Catalog of introduced mollusks of eastern North America (north of Mexico): *Sterkiana*, no. 55, p. 1–37.
Intergovernmental Panel on Climate Change (IPCC), 2007, Climate change 2007; The physical science basis; Contribution of Working Group I to the Fourth assessment report of the IPCC: New York, Cambridge University Press, 996 p., 1 CD–ROM. (Also available online at http://www.ipcc.ch/ipccreports/ar4-wg1.htm.)
Mariano, E.G., Borja, S.R., and Vruno, M.J., 1986, A human infection with *Paragonimus kellicotti* (lung fluke) in the United States: *American Journal of Clinical Pathology*, v. 86, p. 685–687.
Mitchell, A.J., 2005, Centrocestiasis; A serious gill trematode problem in cultured and wild fishes [abs.]: World Aquaculture Society Book of Abstracts, 2005, p. 283.
Murray, H.D., 1971, The introduction and spread of thiariids in the United States: *The Biologist*, v. 53, no. 3, p. 133–135.
Neck, R.W., 1985, *Melanoides tuberculata* in extreme southern Texas: *Texas Conchologist*, v. 21, no. 4, p. 150–152.
Penner, L.R., and Fried, Bernard, 1963, *Philophthalmus hegeneri* sp. n., an ocular trematode from birds: *Journal of Parasitology*, v. 49, no. 6, p. 974–977.
Roessler, M.A., Beardsley, G.L., and Tabb, D.C., 1977, New records of the introduced snail, *Melanoides tuberculata* (Mollusca: Thiariidae) in south Florida: *Florida Scientist*, v. 40, no. 1, p. 87–94.
Russo, T.N., 1973, Discovery of the gastropod snail *Melanoides (Thiara) tuberculata* (Müller) in Florida: *Florida Scientist*, v. 36, no. 2–4, p. 212–213.
Simonne, A.H., Nille, A., Evans, K., and Marshall, M.R., Jr., 2004, Ethnic food safety trends in the United States based on CDC foodborne illness data: *Food Protection Trends*, v. 24, no. 8, p. 590–604.
Stauffer, W.M., Sellman, J.S., and Walker, P.F., 2004, Biliary liver flukes (*Opisthorchiasis* and *Clonorchiasis*) in immigrants in the United States; Often subtle and diagnosed years after arrival: *Journal of Travel Medicine*, v. 11, no. 3, p. 157–159.
Stoll, N.R., 1947, This wormy world: *Journal of Parasitology*, v. 33, p. 1–18; reprinted in 1999 in v. 85, no. 3, p. 392–396.
Thompson, F.G., 2004, An identification manual for the freshwater snails of Florida (last edited March 5, 2004); Gainesville, Fla., Florida Museum of Natural History, available online at http://www.flmnh.ufl.edu/natsci/malacology/fl-snail/snails1.htm. | <urn:uuid:32db1862-551b-4901-80d5-4a1075dffa85> | CC-MAIN-2018-13 | http://npshistory.com/publications/geology/fs/2008-3006.pdf | 2018-03-21T10:54:45Z | crawl-data/CC-MAIN-2018-13/segments/1521257647612.53/warc/CC-MAIN-20180321102234-20180321122234-00277.warc.gz | 222,811,087 | 4,928 | eng_Latn | eng_Latn | 0.971317 | eng_Latn | 0.9882 | [
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Chapter 6
Solar Wind
6 Solar Wind
The solar wind is the principal medium by which activity on the Sun is communicated to the vicinity of the Earth.
The solar wind emanates from the Sun’s inner coronal region where temperatures are over 1 million degrees Kelvin. The corona consists primarily of electrically charged protons, electrons, and helium nuclei plus a small percentage of partially ionized heavier elements such as iron. At temperatures well over 1 million degrees some of the lighter particles (protons, electrons, and helium nuclei) acquire sufficient kinetic energy to escape the Sun’s gravitational pull. At speeds in excess of the Sun’s escape velocity of 618 km per second these particles flow outward from the Sun into interplanetary spaces creating the solar wind. The particles gradually slow down as they travel outward so in the vicinity of Earth their speed is typically 300 to 450 km/s.
Physically the solar wind is a low density, very tenuous, highly variable, and turbulent plasma of high speed charged particles. The super high conductivity and kinetic energy of the escaping particles is considerably greater than the energy density of the Sun’s coronal region magnetic field. Consequently, some of the Sun’s magnetic field is “dragged away” along with the escaping particles creating a small embedded magnetic field within the solar wind. This magnetic field is often referred to as being “frozen into” the solar wind since it is a permanent part of the wind. The solar wind expands throughout the solar system carrying its magnetic field with it. For this reason, the solar wind magnetic field is called the Interplanetary Magnetic Field (IMF).
We are protected to a large degree from the solar wind by Earth’s magnetic field (the magnetosphere). We now know that Mars once had rivers and lakes much like Earth. But the solar wind stripped Mars of its atmosphere and evaporated its lakes and rivers when Mars lost its protective magnetic field due to internal cooling of the planet.
The solar wind is a considerable threat to astronauts traveling to the moon and beyond and a major consideration affecting the design of interplanetary spacecraft. The solar wind severely distorts Earth’s magnetosphere creating geomagnetic storms. These storms and related events disrupt communications, including HF radio communications and GPS networks. They also have the potential of severely damaging electric power distribution systems causing wide spread long term power outages. Solar wind induced power outages have occurred in the past. The threat posed by the solar wind is so severe in our technological age that we have placed fleets of spacecraft in orbit around both the Earth and the Sun to study and monitor the solar wind and events on the Sun from which the wind originates. This activity has resulted in the creation of a new scientific and engineering field known as Space Weather. The organizations involved in Space Weather are charged with the responsibility of providing accurate predictions of solar wind conditions and electromagnetic radiation from the Sun to power grid managers, airlines with flights near the north polar region, and others, in addition to satellite and space flight mission control operators. Accurate space weather predictions allow operations personnel to place their systems in protective modes or change routes when solar wind conditions warrant.
6.1 History
Throughout history there have been hints that events on the Sun affected the Earth.
Chinese observers were aware of sunspots more than 2,000 years ago. Observation of sunspots became fairly common in Europe beginning in the seventeenth century. Of particular interest was the absence of sunspots from 1645 to 1710, a period known as the Maunder minimum. Some believed the lack of sunspots to be the cause of unusually cold weather that Europe experienced at the time (the little ice age), although today that view is questioned.
Studies of Earth’s geomagnetic field from the 1850’s on seemed to indicate that the magnetic field was somehow being affected by events occurring on the Sun. In the early twentieth century it was fairly well established that solar flares and other activity on the Sun did in fact perturb Earth’s magnetic field. These disruptions were (and are) called geomagnetic storms. It was also discovered that activity on the Sun affected the intensity of galactic cosmic rays arriving at Earth from their origins deep within interstellar space. The change in cosmic ray intensity was found to often be quite abrupt with return to normal levels occurring slowly. The implication being that whatever was emanating outward from the Sun was disrupting the incoming flux of cosmic rays far beyond Earth’s orbit. Thus, the long time delay required for cosmic rays to return to normal levels. It was further discovered that cosmic ray intensity decreased at solar maximum and returned to “normal” levels during solar minimum.
Theories as to why these phenomena occurred began to emerge by mid twentieth century. In the early 1950’s L. Biermann suggested that a continuous plasma outflow from the Sun, a solar wind which varied in intensity with solar activity, could account for disruptions in Earth’s magnetic field. The strongest evidence that some type of solar wind existed came from the study of comets. As the comet shown in Figure 1 loops around the Sun its tail always points away from the Sun suggesting that some type of solar out flow was pushing the tail away from the Sun. Interestingly a comet actually has two tails. A tail consisting of dust particles that bends back toward the comet’s orbit and a second tail consisting of electrically charged ions that stretches out radially from the Sun as shown in Figure 1.
In 1957 S. Chapman developed a model showing that the corona’s high thermal conductivity and hot plasma could result in the corona expanding far out from the Sun’s photosphere. Influenced by the work of Biermann and Chapman, Eugene Parker developed a hydrodynamical model in 1958 for a continuously expanding corona, or supersonic solar wind, that extends well past the Earth and other planets of the solar system. The Mariner 2 Venus probe in 1962 and the Voyager 1 and 2 spacecraft launched in 1977 provided early confirmation of Parker’s once controversial theory.
Over the past 60 years measurements from numerous spacecraft traveling throughout the solar system have confirmed the presence of a solar wind flowing outward from the Sun past all of the planets and into interstellar space. These spacecraft include the Parker Solar Probe approaching to within 0.04 AU (Astronomical Units) of the Sun (Figures 3) and the Voyager 1 spacecraft over 152 AU from the Sun (Figure 4). One Astronomical Unit is the distance from the Sun to the Earth (92.9 million miles or 149.6 million km). Voyagers 1 and 2 have both left the solar system and are now in interstellar space (see voyager.jpl.nasa.gov Mission Status).
It is important to reiterate that the solar wind and IMF can not be observed from Earth’s surface because of Earth’s protective geomagnetic field illustrated in Figure 2. Consequently, we did not have verification of the theorized solar wind or knowledge of the embedded IMF until we began launching spacecraft to Venus and the other planets in the 1960s and 1970s.
Figure 2 Earth’s protective magnetosphere (blue) deflecting solar winds (yellow)
(credit: University of Rochester)
Figure 3 Parker Solar Probe (source: University of Alabama – Huntsville)
Notice the very elliptical orbit of the Parker Solar Probe. It swings in close to the Sun, approaching to within 35.7 to 9.86 solar radii (Rs), and then travels back out past Venus before beginning another pass in close to the Sun. Notice also the “stocky” build of the spacecraft and the large thermal protective shield designed to protect it from intense solar heat on close approaches to the Sun.
In comparison, the Voyager spacecraft is “spindly” with instrumentation sticking out in multiple directions from its main body. There is no need for a compact streamlined design in the voids of outer space to which it is traveling. The most prominent aspect of the spacecraft is its large 3.7 meter high gain antenna needed to communicate back to Earth from beyond the solar system. Even so NASA’s Deep Space Network of giant radio antennas positioned around the world are needed to receive Voyager’s extremely weak radio signals.
6.2 Earth – Sun Coordinate Systems
Several different coordinate systems are used in studying the relationship between the Sun and Earth. The two most commonly used in the study of solar winds are the Geocentric Solar Magnetospheric (GSM) and Geocentric Solar Ecliptic (GSE) coordinate systems.
6.2.1 Geocentric Solar Ecliptic (GSE) System
The GSE system is the easiest to visualize. The coordinate system is centered on the Earth (geocentric) and defined relative to the solar ecliptic plane in which Earth’s orbit is located. Figure 5 shows the coordinate system when the center of the Earth is located at point P. The radial x-axis ($X_{\text{GSE}}$) points from the center of the Earth to the center of the Sun. The y-axis ($Y_{\text{GSE}}$) is in the ecliptic plane tangent to Earth’s orbit. The z-axis ($Z_{\text{GSE}}$) is perpendicular to the ecliptic plane at point P. The GSE system is widely used as the system for representing vector quantities in space physics.
Figure 5 Geocentric Solar Ecliptic (GSE) Coordinates (source: AGU Publications)
6.2.2 Geocentric Solar Magnetospheric (GSM) Coordinate System
The GSM coordinate system, also centered on the Earth (geocentric), is defined relative to Earth’s magnetic field axis as illustrated in Figure 6. The radial x-axis ($X_{GSM}$) points from the center of the Earth to the center of the Sun, the same as in the GSE system. However, in the GSM coordinate system the z-axis ($Z_{GSM}$) is aligned with Earth’s magnetic field axis. The y-axis ($Y_{GSM}$) is perpendicular to both the x and z axis. The GSM system is considered the best system to use when studying the effects of the solar wind IMF on Earth’s magnetosphere and ionosphere. Specifically, geomagnetic storms on Earth are most intense when the IMF is oriented southward in the negative $Z_{GMS}$ direction.
The difference between the GSM and GSE systems is simply a rotation about the x-axis. In the GSE system the z-axis is perpendicular to the ecliptic plane. In the GSM system the coordinate system is rotated about the x-axis so that the z-axis is in line with the axis of Earth’s magnetic field.
Figure 6 Geocentric Solar Magnetospheric (GSM) Coordinates (source: author)
6.3 Solar Wind Characteristics
95% of the solar wind consists of protons and electrons with the rest consisting almost entirely of doubly ionized helium nuclei ($\alpha - particles$). The density of the solar wind drops off by a factor of $1/r^2$ where $r$ is the distance from the Sun. The plasma density in the vicinity of the Earth (at 1 AU) is on average about 5 particles per cm$^3$. In contrast the plasma density of Earth’s ionospheric F layer is about $10^6$ particles per cm$^3$. Thus the solar wind is very tenuous despite its ability to do a great deal of damage.
The temperature of the solar wind proton and electron plasma ranges from around 100,000 to 150,000 °K in the vicinity of the Earth. This compares to the roughly 5,000 °K for the Sun’s photosphere and over 1 million degree K for that part of the corona near the Sun. The solar wind $\alpha - particles$ are about 4 to 5 times hotter.
The velocity of the solar wind in the vicinity of Earth ranges from about 250 to 750 km/s. Variations in solar wind speed are shown in Figure 7a. The speed of the solar wind is between 300 to 450 km/s most of the time. This is the ambient slow speed wind emanating from the Sun on a pretty much continuous basis. The speed of the solar wind trails off rather quickly from 450 to 750 km/s. Solar winds in the range of 500 to 750 km/s are defined as high speed winds. Notice that the high speed winds occur a relatively small amount of time compared to the nearly continuous slow speed winds. There is little change in solar wind speed at distances from Earth out to about 100 AU.
Figure 7 Solar Wind and Magnetic Field (source: Hunsucker & Hargreaves)
The solar wind is supersonic as it flows past the Earth in the sense that its speed $v_{sw}$ is greater than the speed of sound $v_s$ through the solar wind plasma. It is also greater than the Alfven speed
$$v_{Asw} = \frac{B}{\sqrt{\mu_0 m_p n_{sw}}}$$
where
$v_{Asw}$ = Alfven speed
$B$ = solar wind magnetic field strength
$\mu_0$ = permeability of free space
$m_p$ = proton mass (in comparison, the mass of electrons is insignificant)
$n_{sw}$ = solar wind proton number density
The speed of sound is important because it is the speed at which pressure waves propagate through the solar wind plasma. The Alfven speed is important because it is the velocity at which electrical current systems propagate through the plasma. The supersonic speed of the solar winds “out runs” the speed of pressure waves and electrical currents propagating in the solar wind plasma.
As introduced earlier, the solar wind’s weak embedded magnetic field is known as the Interplanetary Magnetic Field (IMF). The magnetic field originates internal to the Sun. However, in the corona a small portion of the Sun’s magnetic field becomes “frozen in” the solar wind plasma due to the plasma’s very high electrical conductivity. The kinetic energy of the solar wind plasma is about eight times the energy density of the frozen in magnetic field. Consequently, the motion of the total solar wind magneto-plasma is governed by the motion of the plasma particles rather than by its magnetic field.
The strength of the IMF field varies between 0 to about 25 nT as shown in Figure 7b. Its average strength is about 5.6 nT. In comparison, Earth’s magnetic field strength at Earth’s surface is 30,500 nT. The unit of magnetic field strength is the Tesla where 1 Tesla = 10,000 Gauss while 1 nT = $10^{-9}$ T = $10^{-5}$ G. The strength of the IMF drops off by a factor of $1/r$ where $r$ is again the distance from the Sun.
The strengths of the $B_Z$ and $B_Y$ components of the IMF are shown in Figure 7c where $B_Z$ and $B_Y$ are the z and y axis components of the magnetic field in the Geocentric Solar Magnetosphere (GSM) coordinate system (Figure 6). $B_Z$ is the north – south component of the magnetic field and $B_Y$ is the east – west component.
The important north - south $B_Z$ component of the field is zero most of the time (10% of the time). It is directed southward (-$B_Z$) about the same amount of time as it is pointed northward. This is
important because southward directed fields tend to create geomagnetic storms while northward directed fields do not.
The IMF is in a radial direction near the Sun. That is, the $B_X$ component is predominate while $B_Y$ is essentially zero. However, the Sun’s rotation bends the IMF into an Archimedes spiral pattern as illustrated in Figure 8. This spiral shape is generally referred to as a Parker-spiral in honor of astrophysicist Eugene Parker who in the mid 1950s developed the theory of supersonic solar winds and predicted their shape as they propagate away from the Sun. The Parker-spiral is very much like a rotating lawn sprinkler. The jets of water form a spiral pattern when viewed from above even though the trajectory of the individual water droplets is radially outward from the sprinkler. At Earth’s orbit the direction of the IMF field lines in the ecliptic plane are about 45° with respect to the radial direction. Consequently, near Earth radial $B_X$ and east-west $B_Y$ components of the IMF are about equal in magnitude. At the orbits of Jupiter and Saturn the IMF field lines are at an angle of nearly 90° with respect to the radial direction from the Sun ($B_Y$ is dominate and $B_X$ is essentially zero) However, it should be noted that the direction of the magnetic field fluctuates widely from these time averaged directions.
Figure 8 Parker-Spiral Shape of Solar Wind and IMF (source: Hunsucker & Hargreaves)
6.4 Solar Wind Sector Structure
One of the most significant aspects of the IMF is the abrupt changes in the polarity of the field’s radial component near the ecliptic plane. The radial component $B_X$ alternately switches from outward away from the Sun (+ direction) to inward toward the Sun (- direction) as the IMF sweeps past Earth. These changes often occur several times during the Sun’s 27 days rotational period. The polarity reversals create a solar wind sector structure as viewed from the Earth. This structure is illustrated in Figure 9.
Four sectors are shown in Figure 9. This is not always the case. The number of sectors typically vary from 2 to 4. In addition, the sectors are not necessarily the same size. In Figure 9 one of the sectors is smaller than the other three. In addition, the density and speed of the solar wind can change from one sector to another. Density can vary by a factor of ten while the solar wind speed can change by a factor of 2.
The reason for the apparent sector structure is shown in Figure 10. On a large scale, the Sun’s magnetic field is essentially bipolar with its magnetic poles $M$ tilted with respect to its rotational axis $\Omega$. Most of the magnetic field lines are closed in that they begin and terminate on the Sun’s surface (they have two foot points on the Sun). The remaining magnetic field lines are open.
extending far out into interplanetary space without ever returning to the Sun. These magnetic field lines only have a single foot point on the Sun.
The open magnetic field lines in the northern hemisphere of the Sun flow outward away from the Sun. These field lines are defined to be in a positive or + direction. In the southern hemisphere open field lines flow inward toward the Sun (in a negative or – direction). Near the ecliptic plane the oppositely directed open field lines are separated by a thin current sheet known as the Heliospheric Current Sheet (HCS). Like the magnetic field itself, the current sheet is also tilted with respect to the Sun’s rotational axis and ecliptic plane. Consequently, as the Sun rotates a spacecraft near the Earth could, for example, observer the outward magnetic field from the Sun’s northern hemisphere. Later, as the tilted current sheet sweeps by, the spacecraft would see the magnetic field abruptly change direction to that of the Sun’s southern hemisphere inward directed magnetic field. Consequently, to a spacecraft located on the ecliptic plane, the rotating magnetic field appears to have two sectors. A spacecraft situated high above the ecliptic plane and the titled current sheet would see only a single sector, a continuous positive magnetic field flowing out from the Sun’s northern hemisphere or a negative field flowing in toward the Sun’s southern hemisphere.
Additional sectors may appear to an observer on the ecliptic plane, 4 sectors for example, because the current sheet is not flat but tends to be warped and undulate up and down creating folds much like the skirt of a pirouetting ballerina. For this reason, Figure 10 is known as the ballerina model. Figure 11 shows a three dimensional representation of the current sheet.
Figure 10 Solar Magnetic Field and Current Sheet (source: ScienceDirect.com)
A change in the solar wind radial ($X_{GSM}$) magnetic field orientation occurs when the Earth traverses a fold as illustrated in Figure 11. This is called a Sector Boundary Crossing (SBC). The change in orientation can be quite abrupt from outward (+ direction $\sim 180^\circ$) to inward (- direction $\sim 0^\circ$ relative to the $X_{GSM}$ axis) or visa versa. The orientation angle is known as the phi angle. The phi angle is between $90^\circ$ and $270^\circ$ when the magnetic field is pointing outward away from the Sun. The angle is between $271^\circ$ and $89^\circ$ when the field is pointed inward.
A sector boundary crossing frequently causes variations in several solar wind parameters. In particular, the average magnetic field intensity can rise quickly, peak about 1 day after the crossing, and then decay. The solar wind speed typically rises to a peak on days 1-2 and then it too decays. In addition, the solar wind density often peaks around day one, falls to a minimum in the center of the sector, and then rises again toward the end of the sector. Finally, geomagnetic activity on Earth tends to increase on days 1-2 and then decays gradually through the rest of the sector.
Figure 12 shows the solar wind parameters during a Sector Boundary Crossing occurring on July 28, 2014. Notice that the phi angle (blue trace) abruptly switches from outward away from the Sun ($\sim 180^\circ$) to inward ($\sim 360^\circ$). On July 31 the magnetic field abruptly switches back to outward.
Figure 11 Three – Dimensional Representation of the Heliospheric Current Sheet (source: Solar - Terrestrial Centre of Excellence)
However, only small changes, “blips” occur in the other solar wind parameters (temperature – green trace, speed – yellow trace, and density – orange trace) during the July 28th SBC. The changes are even less dramatic during the July 31st SBC. This is often the case. Large disturbances in the geomagnetic field are usually not associated with SBCs.
Figure 12 Solar Wind and IMF Parameters July 26 to August 1, 2015
(source: Solar - Terrestrial Centre of Excellence)
6.5 Current Solar Wind Conditions
The current solar wind conditions can be obtained from the website www.skywave-radio.org by clicking on Current Conditions and then on the Solar Wind tab. The solar wind conditions for February 2, 2021 are shown in Figure 13.
Figure 13 Solar Wind Conditions for 2/2/2021 (source Space Weather Prediction Center)
The conditions displayed are:
- **Magnetic field strength Bz of the solar wind (red trace)**. The Geocentric Solar Magnetospheric coordinate system (GSM), shown in Figure 6 above, is used for the $B_z$ plot. A positive $B_z$ value corresponds to a northward direct magnetic field while a southward orientated field has a negative $B_z$ value. A southward direct field often produces strong magnetic storms on Earth.
- **Magnetic field orientation (Phi angle – blue trace)**. The phi angle is between $90^\circ$ and $270^\circ$ when the magnetic field is pointing outward away from the Sun and between $271^\circ$ and $89^\circ$ when the field is pointed inward.
- **Solar wind density per cubic centimeter (orange trace)**.
- **Solar wind speed km/s (yellow trace)**.
- **Solar wind temperature °K (green trace)**. The temperature ranges from 10,000 °K to 1,000,000 °K with the typical value being around 100,000 °K.
### 6.6 The Corona
The solar winds originate in the corona where temperatures are over 1 million degrees Kelvin.
The corona is situated just above the chromosphere (Figure 14). The visible white light halo of the corona extends out more than 2 million km from the Sun. There is no actual upper boundary for the corona. It continuously thins as it stretches outward from the Sun, through the solar system, and eventually disappears into interstellar space.
Like the chromosphere, the corona is normally not visible because the photosphere is so bright. In perspective, the photosphere is a million times brighter than the corona. During a full eclipse the white coronal light is visible surrounding the Sun as shown in Figure 15.
Figure 15 Solar Corona (source: Wikipedia)
The corona’s white light, at altitudes out to $1.5 \times 10^6$ km, is produced by highly energetic free electrons scattering light radiated by the photosphere. Further out grains of interplanetary dust are responsible for the scattering.
Figure 16 shows the corona symmetrically elongated about the equator at solar minimum. During solar minimum active regions of the Sun are found at low latitudes causing the symmetrical elongation. In Figure 17 long streamers radiate outward ringing the corona during solar maximum. These streamers are driven by active regions located at higher latitudes on the Sun.
Figure 16 Corona during solar minimum (credit: NOAA)
The large scale structure of the corona is dominated by coronal holes (Figure 18) and helmet streamers (Figure 19).
Figure 17 Corona during solar maximum (credit: skyandtelescope.org)
Figure 18 Large dark regions are coronal holes (credit: NOAA www.swpc.noaa.gov/phenomena)
During solar minimum coronal holes typically found in the polar regions of the Sun while streamers are concentrated near the solar equatorial plane in a region known as the streamer belt.
When solar activity increases, polar coronal holes shrink and the streamer belt widens. Additional streamers, called pseudostreamers, also begin appearing at high solar latitudes outside the streamer belt. At solar maximum the Sun may be ringed by streamers as illustrated in Figure 20.
A more detailed diagram of the corona illustrating coronal holes and helmet streamers is shown in Figure 21.
6.6.1 Coronal Holes
Coronal holes are dark areas seen in the solar corona when viewed in Extreme Ultra Violete (EUV) and soft X-ray light. They appear dark, like those shown in Figures 18 and 21, because they are cooler and less dense than the surrounding corona plasma.
Coronal holes can develop at any time and any location on the Sun. However, they occur most often at the solar north and south poles. Some of these grow and expand into the lower solar latitudes as illustrated in Figure 21. Coronal holes can also develop in other regions of the Sun independent of the polar holes. In Figure 21 two small coronal holes are shown near the equatorial region. In some cases independent holes split off from polar holes. Coronal holes occur most often and last longer during solar minimums. In some cases coronal holes can last for several solar rotations, a solar rotation being about 27 days.
As illustrated in Figure 21, open magnetic field lines flow out of the northern coronal hole extending far out into interplanetary space while open magnetic field lines flow into the southern coronal hole.
Coronal holes are the source of high speed solar winds which flow outward way from the Sun along the open coronal hole magnetic field lines. The high speed winds typically reach speeds of 500 to
750 km/s (over 1 million miles per hour). High speed winds can reach the Earth in as little as 40 hours.
6.6.2 Streamers
Figures 22 and 23 illustrate solar prominences, coronal loops and coronal streamers. Figure 22 clearly shows the positions and depths of the Photosphere, Chromosphere, Transition Region, and the Corona, as well as numerous looping structures. Figure 23 identifies the small loops on the left side of the figure as prominences that extend from the Photosphere into the Chromosphere and Transition Region. The much larger loops in the center are coronal loops that extend into the Corona far above the Photosphere and Chromosphere. A coronal streamer is shown on the right with its characteristic pointed top. These loops are formed by closed magnetic fields erupting from the Sun’s surface with each loop having two foot points anchored in the Photosphere.
It would appear that the three types of loops are pretty much the same with coronal loops simply being larger. However, the characteristics of prominences and coronal loops are quite different.
18.104.22.168 Prominences
Prominences are large bright loops and curtains of relatively cool plasma suspended above the photosphere by strong arching magnetic fields. Prominences are often but not always associated with sunspot regions. A prominence occurring on the edge of the Sun is shown in Figure 24.
A prominence is formed by closed arching magnetic fields erupting through the Sun’s surface with the two footpoints of the arch anchored in the photosphere. The magnetic fields inside a prominence are not smooth but are instead twisted and tangled by the turbulent and convective motion of the plasma at the base of the prominence.
The erupting magnetic fields carry with them electrically charged plasma of ionized gas and neutral hydrogen atoms. The charged plasma, often traveling at speeds of 40 km/sec, follow the magnetic fields contours giving prominences their arching shape. The neutral hydrogen atoms are dragged along embedded in the plasma. Hydrogen atoms emit light in the Hz spectrum, as their single electrons jumps between valence states, giving a prominence its bright appearance. The strength of the magnetic field within a prominence typically ranges from 10 to 800 gauss, compared to the Sun’s quiet bipolar field of around 1 gauss and intensities of over 3,000 gauss in twisted and knotted magnetic field lines. Temperature within a prominence is on the order of 7,000 degrees kelvin, much cooler and more dense than the surrounding chromosphere and corona. A prominence typically has a plasma density of around $10^9$ to $10^{11}$ particles per cm$^3$. Prominences usually extend through the chromosphere into the lower part of the corona and often lasts for several hours. In some cases a prominence can remain in place for 2 - 3 solar rotations, again each rotation being about 27 days. The stability of a prominence is due to the equilibrium between its opposing magnetic and gravitational forces. Disruption of this equilibrium causes prominences to collapse, sometimes catastrophically producing solar flares and coronal mass ejections.
Figure 22 Prominences and Corona Loops (source: eclipse2017.nasa.gov/solar-prominences)
Figure 23 Prominences, Loops & Streamers (source: NASA's Marshall Space Flight Center)
Filaments and prominences are the same thing seen from different perspectives. A prominence appears as a high bright arching formation when viewed on the edge of the Sun against the black background of interplanetary space. When viewed on the face of the Sun, it appears as a dark erratic scare or filament, as illustrated in Figure 25. A filament is dark in appearance because it is relatively cool compared to the chromosphere below it.
Figure 25 Filaments on the solar disk in H – alpha light. (credit: Big Bear Solar Observatory)
Prominences appear in various shapes and sizes. Prominences occurring in active regions of the Sun include eruptive prominences, like the one shown in Figure 24, spray prominences shown in Figure 26 that often precede a solar flare, and loop prominences that typically form after a flare. In active regions prominence material is often observed condensing and falling back toward the photosphere forming falling prominences like the one shown in Figure 26. Falling prominences are sometimes referred to as coronal rain.
Figure 26 Spray Prominence
Post Flare Loop Prominence
Falling Prominences
Quiescent prominences are important because they typically are found far from active regions of the Sun. The hedgerow prominence shown in Figure 27 is a common quiescent prominence.
Figure 27 Quiescent hedgerow prominence (Source: Sky & Telescope)
22.214.171.124 Coronal Loops
As indicated above, coronal loops are markedly different from prominences. Coronal loops are created by upwelling magnetic fields generated inside the Sun with their footpoints anchored in the photosphere, similar to prominences. But unlike prominences, coronal loops extend far out into the corona, as illustrated in Figures 22 and 23. These closed magnetic structures often form above sunspot groups in the active regions of the Sun. They magnetically connect one region on the solar surface to another.
Magnetic field lines within coronal loops are smoother than in prominences.
The average plasma density of a coronal loop is about 100 particles per cm$^3$. In contrast, the plasma density in a prominence is on the order of $10^9$ to $10^{11}$ particles per cm$^3$. Coronal loops are thus very thin and tenuous compared to prominences.
Plasma temperatures are much higher in coronal loops. The plasma temperature is over 100,000 °K, much hotter than the 7,000 °K plasma temperature in a prominence. At these high temperatures hydrogen atoms are all fully ionized, which means that each atom has lost its electron leaving behind only the atom’s single proton nucleus. A nucleus can not emit light. Light is only emitted by the electrons of an atom as they jump between valance states. Consequently, unlike prominences, the light emitted by coronal loops does not come from its hydrogen atoms. Instead, the radiated light is the result of thermal emissions from its extremely hot plasma. The very hot plasma causes coronal loops to emit copious amounts of extreme ultraviolet and x-ray light. Some heavier ions in the plasma, such as ionized iron, still have a remaining complement of electrons that can emit light at discrete wavelengths. These emission lines are often used to determine the exact temperature and density of coronal loop plasma.
Coronal loops do not remain static in time. Driven by motion in the underlying photosphere and convection zone, coronal loops grow in size, twist and turn, shrink, rise again, and then eventually disappear, often as adjacent loops form.
126.96.36.199 Helmet Streamers
A coronal helmet streamer, illustrated on the right in Figure 28, is a large coronal loop that has been pinched together into an elongated point at its top by slow speed solar winds emanating from regions around the streamer. With its pointed top, called a stalk, a helmet streamer resembles a 19th century German military helmet as illustrated in Figure 28.
Helmet streamers usually overlie sunspots and prominences in the active streamer belt region of the Sun near the solar equator. A streamer is characterized by its bulb shaped base and elongated stalk extending outward from the top of the steamer. Two helmet streamers are shown in Figure 29 on the rim of the Sun. The warped heliospheric current sheet (Figure 30) runs through the middle of the streamer belt bisecting the belt and the two helmet streamers shown in Figure 29. Two pseudostreamers are also shown in the diagram, one in the upper right and the other in the lower left part of the diagram. These pseudostreamers exist outside the streamer belt and often appear during solar maximum when steamers ring the Sun as shown in Figure 20. The significant difference between helmet and pseudostreamers is that pseudostreamers are located far from the heliospheric current sheet while the current sheet cuts through helmet streamers.
Streamers are the Sun’s outermost closed magnetic fields.
Slow speed solar winds with speeds of $300 - 450$ km/s originate in the streamer belt region. These winds take about 140 hours to traverse the distance between the Sun and Earth. They are believed to emanate from spaces between streamers.
Figure 29 Structure of the Corona (source: Luhmann, Univ. of Calf. Berkeley)
Figure 30 Solar Magnetic Field and Heliospheric Current Sheet (source: ScienceDirect.com)
6.7 Various Types of Solar Winds
There are four distinct types of solar winds originating from different regions of the Sun:
1. Streamer belt winds,
2. Coronal hole winds,
3. Sector reversal region winds, and
4. Coronal Mass Ejection (CME) winds.
The origin of the first three types of winds is shown in Figure 31.
The average characteristics of these winds are summarized in Table 1, Figures 32 and 33.
| | Streamer Belt Wind | Coronal Hole Wind | Sector Reversal Region Wind | CME (Ejecta) Wind |
|------------------------|--------------------|-------------------|-----------------------------|------------------|
| Wind Speed | 410 km/s | 562 km/s | 339 km/s | 429 km/s |
| Number Density | 5.6 particles/cm³ | 3.2 particles/cm³ | 10.7 particles/cm³ | 6.4 particles/cm³|
| Field Strength | 5.3 nT | 5.8 nT | 4.3 nT | 10.6 nT |
| Homogeneity | Quasi-homogeneous | Quasi-homogeneous | Lumpy - plasma | Inhomogeneous |
| Field Orientation | Parker spiral aligned | Parker spiral aligned | Non-Parker spiral aligned | Non-Parker spiral aligned |
| Hours to Earth | 103 h | 76 h | 124 h | 101 h |
| Occurrence Rate | 41.6 % | 23.9 % | 23.9 % | 11.5 % |
Table 1 Summary of Solar Wind Characteristics (averages for the years 1995 – 2018)
6.7.1 Streamer Belt Winds
The slow speed streamer belt winds are the ambient background solar winds that are continuously emanating from the Sun. For the years from 1995 through 2018 streamer belt winds accounted for 41.6% of the solar winds reaching Earth (Figure 33). Interestingly, the 11 year solar cycle has little effect on streamer belt winds.
Streamer belt winds are believed to originate in the space between helmet streamers and from the edges of coronal holes, although their exact point of origin is still being investigated. Streamer belt winds are classified as slow solar winds with speeds typically ranging from 300 to 450 km/s (Figure 32). Streamer belt winds have the second lowest density of the four types of winds with a density of 5.6 particles per cm$^3$. They also have the second lowest magnetic field strength at 5.3 nT. The magnetic field orientation of streamer belt winds tends to be Parker-spiral aligned (in the same direction as the Parker-spiral shown in Figure 34) with large fluctuations about the Parker-spiral direction. Streamer belt winds also tend to be somewhat homogeneous in their composition.
Figure 33 Occurrence of Solar Winds Throughout the solar cycle (source: Xu & Borovsky)
Figure 34 shows the direction of the interplanetary magnetic field (IMF) as it spirals out from the Sun in the shape of the Parker-spiral. The dashed circles in Figure 34 are the orbits of selected planets. The inner most circuit is the orbit of Mercury while the heavy dashed circle is the orbit of Earth. The orbit beyond Earth is that of Mars. The orbit furthest from the Sun in Figure 34 is Jupiter. Notice that the IMF cuts across Earth’s orbit at nearly a $45^\circ$ angle. At Jupiter the direction of the IMF is nearly in-line with Jupiter’s orbit.
6.7.2 Coronal Hole Winds
Coronal hole and sector reversal winds are the second most common type of solar winds reaching Earth, each occurring 23.9% of the time from 1995 to 2018.
Coronal hole winds are classified as fast solar winds with speeds of 500 to over 750 km/s (over 1 million miles per hour). Coronal hole winds have the lowest density of the four types of winds with a density of only 3.2 particles per cm$^3$. Their magnetic field strength is 5.8 nT. The magnetic field orientation of coronal hole winds also tends to be Parker-spiral aligned with large fluctuations about the Parker-spiral direction. In addition, coronal hole winds tend to be somewhat homogeneous in their composition.
Intervals of fast winds from coronal holes are referred to as high speed streams.
Coronal hole winds occur most frequently during the declining phase of the 11 year solar cycle, as shown in Figure 33. Approximately 34% of the solar winds arriving at Earth during the declining phase originate from coronal holes.
High speed solar wind streams originating from coronal holes are a major cause of geomagnetic storms and geomagnetic sub-storms during the solar cycle declining phase. Geomagnetic sub-storms are short duration storms that occur within the polar regions. A major global geomagnetic
storm usually has associated with it a number of auroral substorms. However, the reverse is not true. Substorms may appear on their own when there are no mid or low latitude storms. Auroral substorms typically occur at a rate of about 4 per day during the solar cycle declining phase. Auroral borealis sightings are also most prevalent during this phase of the solar cycle.
6.7.3 Sector Reversal Region Winds
Sector reversal winds are blobs of lumpy plasma originating from the stalks of helmet streamers in the vicinity of the heliospheric current sheet. As shown in Figure 31, the current sheet bisects the streamer belt and the helmet streamer located in the region. Pseudostreamers are located far from the heliospheric current sheet and thus do not produce sector reversal winds.
Sector reversal winds, along with coronal hole winds, are the second most common type of solar winds accounting for 23.9% of the winds reaching Earth from 1995 to 2018. Their speeds range from around 250 to 400 km/s. Consequently, they are classified as very slow solar winds. Sector reversal winds are the most dense of the four types of winds with a density of 10.7 particles per cm$^3$. However, they have the weakest magnetic field strength at 4.3 nT. Sector reversal winds are non-homogeneous with large sudden changes in density, temperature, and magnetic field strength. In addition, the magnetic field orientation of sector reversal winds do not tend to be Parker-spiral aligned.
Solar winds consist primarily of very slow sector reversal winds and slow streamer belt winds during solar minimum. These slow speed winds account in part for the low occurrence of geomagnetic storms and substorms during solar minimum. Typically, one substorm occurs about every 2 or 3 days during solar minimum. In contrast substorms occur at a rate of about 4 per day during the declining phase of the solar cycle when coronal hole winds are most prevalent.
Coronal Mass Ejections (CMEs)
Coronal mass ejection (ejecta) plasma is the fourth type of solar wind.
A coronal mass ejection (CME) is a huge eruption of coronal plasma that moves outward from the Sun into interplanetary space. CMEs vary widely in size, shape, and speed. Some look like loops, others like blobs, and some are irregular in shape. Figure 35 is an example of a CME.
CMEs are often caused by the catastrophic collapse of coronal loops as magnetic fields re-align and reconnect into lower energy states. CMEs may also be triggered by solar flares.
A CME can eject billions of tons of coronal material outward from the Sun at speeds typically ranging from 200 to 800 km/s. Some energetic CMEs can reach speeds of 3,000 km/s or more.
An interplanetary shock wave is created when a high speed CME plows through the slower ambient solar wind. The shock wave accelerates charged particles ahead of it. In some cases these particles are accelerated to nearly 80% the speed of light. The small percentage of particles that are accelerated to such high speeds are called solar energetic particles (SEPs). SEPs consist of protons, electrons and some heavy ions. They are of particular interest because they can damage spacecraft and endanger life in outer space. SEPs originate from both solar flares and CME interplanetary shock waves. However, only about 1% of CMEs produce strong SEP events.
During solar maximum several CMEs of various sizes and shapes occur per day. At solar minimum one CME is typically observed every 5 days or so.
Most CMEs are ejected outward from the Sun into the solar system away from Earth. However, a CME launched in the direction of Earth can arrive in as little as 15-18 hours. Slower CMEs may take several days to arrive. A CME expands as it travels away from the Sun. A large CME can encompass nearly a quarter of the distance between the Sun and Earth by the time it reaches Earth.
A CME is referred to as an Interplanetary Coronal Mass Ejection (ICEM) as it moves outward from the Sun into interplanetary space.
Coronal mass ejections accounted for 11.5 % of the solar winds reaching Earth from 1995 to 2018. CME winds are the second most dense of the four types of winds with a density of 6.4 particles per cm$^3$. They also have the strongest magnetic field strength at 10.6 nT. CME winds are non-homogeneous with large sudden changes in density, temperature, and magnetic field strength. In addition, their magnetic field orientation is not Parker-spiral aligned.
Coronal mass ejections are rarely seen during solar minimum. However, they frequently occur around solar maximum becoming a major cause of solar maximum geomagnetic storms. As illustrated in Figure 33, the rate of CMEs steadily decreases during the declining phase of the solar cycle (from solar maximum to solar minimum), but then increase in frequency during the ascending phase of the next cycle.
6.7.4 Impact of Solar Winds on Earth’s Geomagnetic Field
The impact of the 4 types of solar winds on Earth’s geomagnetic field is summarized in Table 2. Streamer belt winds are the ambient background solar winds that are present most of the time.
While solar wind speed is a factor, the orientation of the solar wind magnetic field has the greatest impact on the severity of geomagnetic storms, or if storms will occur at all. Geomagnetic storms, including the largest storms, are most likely to develop when the $B_Z$ component of the solar wind magnetic field is directed southward. Relatively few storms develop when the magnetic field is pointed northward.
| Solar Cycle Phase | Slow Streamer Belt Winds | Very Slow Sector Reversal Winds | Coronal Mass Ejection Winds | Fast Coronal Hole Winds | Geomagnetic Storms | Substorms |
|-------------------|--------------------------|---------------------------------|----------------------------|------------------------|--------------------|-----------|
| Minimum | Ambient continuous background winds | High rate of occurrence | Rare | Average occurrence rate | Low rate of occurrence | 1 substorm every 2 – 3 days |
| Ascending | Ambient continuous background winds | Average occurrence rate | Average occurrence rate | Low occurrence rate | Small increase in occurrence | Small increase in occurrence |
| Maximum | Ambient continuous background winds | Infrequent | High rate of occurrence | Average occurrence rate | Significant increase in occurrence | Significant increase in occurrence |
| Declining | Ambient continuous background winds | Average occurrence rate | Average occurrence rate | Very High rate of occurrence | High rate of occurrence | 4 substorms per day |
Table 2 Impact of the various types of solar winds on geomagnetic storms and substorms
**Solar Minimum**: Solar minimum is the quiet period of the solar cycle with few sun spots and low solar activity. Slow speed streamer belt and sector reversal winds are the dominate solar winds during solar minimum resulting in little geomagnetic activity. Typically only one substorm occurs every 2 or 3 days.
**Ascending Phase**: A few coronal mass ejections begin appearing during the ascending phase of the solar cycle resulting in a small increase in geomagnetic activity.
**Solar Maximum**: Solar maximum is the most active period of the solar cycle with large numbers of sun spots, high levels of EUV and x-ray radiation, and frequent solar flares. Coronal mass ejects occur often during solar maximum resulting in a significant increase in geomagnetic storms and substorms. CME driven geomagnetic storms are the predominate type of magnetic storms during solar maximum.
**Declining Phase**: Fast coronal hole winds reach their peak during the declining phase of the solar cycle producing large numbers of geomagnetic storms and substorms. Typically, 4 substorms occur each day.
### 6.7.5 Corotating Interaction Regions (CIRs)
A Corotating Interaction Region (CIR) is formed when fast solar winds from a coronal hole overtake slow ambient solar winds originating in the streamer belt. The ambient wind on the left in Figure 36 is slowly rotating counterclockwise in a Parker-spiral. The fast wind, also rotating counterclockwise, is plowing through the ambient wind leaving a region of rarefied winds in its wake. A zone of compressed wind, a CIR, develops in front of the high speed wind as it plows into the slower moving ambient wind. This phenomena is called corotating because the interaction region rotates along with the coronal hole on the Sun’s surface from which the high speed wind originates. Since coronal holes tend to be long-lived, often persisting for several months, high speed winds and the resulting CIRs sweep past the Earth at regular intervals corresponding to the 27 day solar rotation period.
The section of a corotating interaction region in the vicinity of Earth’s orbit is shown in more detail in Figure 37. In this figure the tan area is the CIR zone with the Sun located far below the lower edge of the picture. The unperturbed fast wind from a coronal hole is approaching the CIR from below. Unperturbed slow wind is shown above the CIR. The high speed wind is slowed down, compressed and deflected to the right in the lower part of the CIR (indicated by the red arrow) as it crashes into the slower wind ahead of it. The slow wind in turn is sped up, compressed and deflected to the left (red arrow) in the upper part of the CIR. The stream interface (the purple curved line) is the boundary between the fast and slow speed winds.
In Figure 37 the position of the Earth is represented by the green dashed line as the CIR rotates counterclockwise past Earth. Initially the Earth is in the unperturbed slow wind above (in this picture) the CIR. The Earth encounters the compressed slow wind first, followed by compressed fast wind, as the CIR rotates past Earth. After the CIR has passed, the Earth emerges into the unperturbed fast wind below the CIR. It takes about a day for the CIR to pass the Earth. The unperturbed fast wind is often referred to as a high speed stream (HSS).
Compression within the CIR increases the number density $n_{\text{SW}}$ of the solar wind plasma and its magnetic field strength $B_{\text{SW}}$. The elevated density and magnetic field increases the chance of a geomagnetic storm occurring. The CIR will quite likely induce a large storm if the enhanced magnetic field happens to be pointed southward. A northward directed magnetic field will usually not produce a geomagnetic storm. While solar wind speed is a factor, the orientation of the solar
wind magnetic field has the greatest impact on the severity of a geomagnetic storm, or if a storm will occur at all.
The unperturbed slow speed wind is associated with either a helmet streamer, containing a sector reversal zone, or a pseudostreamer which does not have a sector reversal. A sector reversal occurs when the radial component of the solar wind magnetic field flips from inward toward the Sun to outward away from the Sun, or visa versa, as the result of the heliospheric current sheet bisecting a helmet streamer. If a sector reversal zone is present it tends to appear in the CIR a fraction of a day prior to passage of the stream interface. A sector reversal is shown as a blue dashed curved line in Figure 37. The sector reversal, in combination with increased slow speed wind density and magnetic field strength, often represents a calm before the occurrence of a large geomagnetic storm driven by the high speed wind. The calm often lasts for several days before the onset of the geomagnetic storm. The “calm before the storm” is generally not apparent when the slow speed wind originates from pseudostreamers since they do not have sector reversal zones.
The tilt of the Earth with respect to the Sun varies throughout the year resulting in spring, summer, fall, and winter. The Earth’s tilt, illustrated in Figure 38, also has an effect on the intensity of geomagnetic storms.
Figure 38a shows the tilt of the Earth at the March Equinox, June Solstice, September Equinox, and December Solstice. The red vector labeled $\vec{\Omega}$ is the Earth’s rotational axis. The Geocentric Solar Ecliptic (GSE) coordinate system is shown at point P. The radial X axis ($X_{GSE}$) is pointed to the Sun. The Y axis ($Y_{GSE}$) is tangent to Earth’s orbit in the ecliptic plane and perpendicular to the radial axis $X_{GSE}$. Finally, the Z axis ($Z_{GSE}$) is perpendicular to the ecliptic plane. Figures 38 b, c, and d show the tilt of Earth’s rotational axis (red arrow) and magnetic axis (blue arrow) at significant times of the year.
The angle of Earth’s rotational axis relative to the $Z_{GSE}$ axis is always 23.4°. The Earth’s axis gyrates around $Z_{GSE}$ throughout the year as shown in Figures 38 b, c, and d. At the December Solstice Earth’s axis is pointed away from the Sun in the negative $X_{GSE}$ direction. In June the Earth’s axis is pointed in the positive $X_{GSE}$ direction toward the Sun creating long summer days in the northern hemisphere. The solstices are the only times of the year when the $Y_{GSE}$ component of Earth’s tilt is zero. The June and December Solstices are shown in Figure 38c. During the March Equinox Earth’s axis is pointed in the positive $Y_{GSE}$ direction, as shown in Figure 38d, while its $X_{GSE}$ component is zero. During the September Equinox Earth’s axis is tilted in the negative $Y_{GSE}$ direction, as shown in Figure 38b, again with a zero $X_{GSE}$ component. At other times of the year (other than the equinoxes) the $X_{GSE}$ component of Earth’s tilt is non-zero.
In spring and fall the $Y_{GSE}$ tilt of Earth is such that Earth’s magnetic field is more closely aligned with that of the Parker-spiral magnetic field orientation of the unperturbed high speed winds. If the high speed wind magnetic field is directed southward (in the $-Z_{GSE}$ direction) it will connect with Earth’s favorably aligned magnetic field creating geomagnetic storms that are more intense than at other times of the year. The unperturbed fast winds emanating from coronal holes can persist for several days or longer, so high speed wind driven geomagnetic storms can persist for a long time. However, few if any geomagnetic storms will occur if the high speed wind magnetic field happens to be directed northward. During the summer and winter Earth’s tilt results in less favorable alignment with high speed wind magnetic fields resulting less severe geomagnetic storms. These ideas were suggested by Russell and McPherron in 1973.
6.8 Heliosphere
The heliosphere, Figure 39, is a vast bubble like region of space that surrounds the solar system. It extends out more than 100 AU from the Sun (Figure 40), far past the orbit of Pluto.
The heliosphere is formed by the solar winds emanating from the Sun. The solar winds thin as they travel outward. At around 100 AU the decreasing outward pressure (away from the Sun) exerted by the solar winds becomes equal to the inward pressure of interstellar wind. This region is known as the heliopause. The heliopause marks the outer edge of the heliosphere and the beginning of interstellar space.
Interstellar wind is predominately created by the motion of the solar system as it travels through the interstellar medium (ISM) which sparsely fills the space between the stars and galaxies. The extremely tenuous interstellar medium consists primarily of hydrogen (91%), helium (8.9%), and trace amounts of carbon, oxygen, and nitrogen in rarified ionic, atomic and molecular states. The solar system travels through the ISM at a speed of roughly 220 km/s in its orbit around the center of our galaxy. It is interesting to note that it takes the solar system about two hundred and fifty million (250,000,000) years to orbit the galaxy once.
The speed at which the solar system is traveling through the ISM distorts the heliosphere causing it to have a comet like shape with a blunt nose and a tail stretching out far behind, as shown in Figure 39. This shape is in contrast to the spherical shape that one would expect from solar wind flowing radially out from the Sun. The comet like shape is the result of the ISM wind bending the solar wind back toward the heliospheric tail as illustrated in Figure 39.
The structure of the heliosphere is shown in Figure 41. It consists of 4 basic regions:
- **The Inner Heliosphere** is the location of Sun and the planets.
- **The Termination Shock** is the region where the supersonic 300 to 800 km/s solar wind abruptly drops below the speed of sound (becomes subsonic) as it begins to feel the effects of the interstellar wind. The speed of sound is the speed at which pressure waves travel through the solar wind plasma. The speed of sound depends on the density of the medium through which it is traveling. For the solar wind plasma, the speed of sound is around 100 km/s.
- **The Heliosheath** is the broad transitional region of the heliosphere between the termination shock and the heliopause. The solar wind continues to flow outward in the heliosheath, but becomes denser and hotter as it piles up against the approaching interstellar wind.
- **The Heliopause** is the outer edge of the heliosphere. It is the boundary between the solar wind and the interstellar wind where the pressure of the two winds is equal but opposite in direction.
The outward pressure of the solar wind varies far more rapidly than the inward pressure of the ISM. Consequently, the location of the terminal shock and heliopause are continually moving inward and outward as the solar wind changes, including changes resulting from the roughly 11 year solar cycle.
Voyager 1 has left the solar system crossing the heliopause on August 25, 2012. Voyager 2, following a different route, left the solar system crossing the heliopause on November 5, 2018. Notice the positions of Voyagers 1 and 2 in Figure 39. Both spacecraft are now traveling through interplanetary space. The Voyagers have enough electrical power and thruster fuel to keep operating until at least 2025. Once they fall silent they will likely wander eternally through the Milky Way Galaxy.
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Dr. David Hathaway, Dr. Lisa Upton "Solar Cycle Science Discover the Sun!"
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Creativity – a transversal skill for lifelong learning. An overview of existing concepts and practices
Literature review report
Authors: Lucas, B. and Venckutė, M.
Editors: Kampylis, P. and Cachia, R.
2020
This publication is a Technical report by the Joint Research Centre (JRC), the European Commission’s science and knowledge service. It aims to provide evidence-based scientific support to the European policymaking process. The scientific output expressed does not imply a policy position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that might be made of this publication. For information on the methodology and quality underlying the data used in this publication for which the source is neither Eurostat nor other Commission services, users should contact the referenced source. The designations employed and the presentation of material on the maps do not imply the expression of any opinion whatsoever on the part of the European Union concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.
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Email: firstname.lastname@example.org
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JRC121862
EUR 30405 EN
PDF ISBN 978-92-76-23323-7 ISSN 1831-9424 doi:10.2760/557196
Luxembourg: Publications Office of the European Union, 2020
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How to cite this report: Lucas, B., Venckutė, M. Creativity – a transversal skill for lifelong learning. An overview of existing concepts and practices. Literature review report, (Kampylis, P. & Cachia, R. Eds) EUR 30405 EN, Publications Office of the European Union, Luxembourg, 2020, ISBN 978-92-76-23323-7, doi:10.2760/557196, JRC121862
# Contents
1 Introduction .......................................................................................................................... 2
2 Methodology ....................................................................................................................... 3
3 Understanding creativity in lifelong learning ..................................................................... 5
3.1 A brief history of creativity in lifelong learning ............................................................ 5
3.2 The language of skills and its implications for understanding creativity ...................... 6
4 Reflecting on existing concepts of creativity as a transversal skill ........................................ 10
4.1 Framing and defining creativity ..................................................................................... 10
4.1.1 International approaches ......................................................................................... 11
4.1.2 European approaches ............................................................................................... 17
4.1.3 National approaches ................................................................................................. 21
4.1.4 State-wide approaches .............................................................................................. 25
4.1.5 Research-based frameworks .................................................................................... 27
4.1.6 Research-based creativity frameworks ..................................................................... 34
4.2 Linking creativity with other competences/skills ........................................................... 40
4.3 Discussing commonalities and differences ................................................................... 42
4.3.1 Points in common .................................................................................................... 42
4.3.2 Areas of difference ................................................................................................... 43
5 Conclusions .......................................................................................................................... 44
5.1 Reflecting on research questions ................................................................................... 44
5.2 Some possible next steps ............................................................................................... 44
References ............................................................................................................................... 46
Annex 1. European Reference Framework ............................................................................. 49
Annex 2. Some definitions of creativity .................................................................................. 54
1 Introduction
In the past several decades, in Europe and across the world there have been significant changes. The main trends include (World Economic Forum, 2013; Care, Anderson, & Kim, 2016; European Commission, 2018):
— The increasing complexity of problems such as climate change, global migration and growing resistance to life-saving drugs;
— The ubiquity of data;
— The proliferation of knowledge sources from the Internet and wider digital world;
— The increasing interconnectedness and global nature of our relationships;
— The potential of automation via Artificial Intelligence and its impact, often contested, on life and work;
— Increased self-employment;
— Global population growth;
— Economic and social inequities;
— Growing recognition of the importance of lifelong learning;
— An ageing society.
To this list can be added the likelihood of further global pandemics and their implications for society.
Such challenges have heightened the need for all individuals to develop capabilities, competences and dispositions that go beyond foundational skills such as literacy and numeracy (Pellegrino & Hilton, 2012; Lamb et al., 2018; Lucas, 2019). In recognition of this, in public and academic discourse, the focus has shifted towards problem-solving, critical thinking, ability to cooperate, creativity, computational thinking, self-regulation, adaptability, communication and learning to learn.
Among other skills, creativity is widely acknowledged as vital for progress in knowledge societies and innovation-driven economies (OECD, 2018). It is also increasingly valued in relation to individual and collective identity, mobility, and wellbeing (Durham Commission on Creativity and Education, 2019). At the individual level, creativity is thought to embrace curiosity and intellectual restlessness, a tolerance for uncertainty, risk, and ambiguity, and the capacity to be adaptable and flexible. These dispositions facilitate higher learning, long-term employability, and upward social mobility. Creativity can also benefit physical fitness, emotional resilience, mental health, confidence, agency, and engender a sense of empowerment. At the collective level, creativity, in the main, helps to promote social engagement, community identity and cohesion, stimulates economic growth and supports the good functioning of democratic societies. That said, it is important to acknowledge that creativity, like any human activity, can be misused. There is, it has been argued, a ‘dark side’ to creativity (Gino & Ariely, 2012) meaning that the search for novelty and problem-solving can also lead to dishonesty or to the creation of ideas which are harmful.
Given growing evidence of the many benefits of creativity it is hardly surprising that, across continents, it is central to the discourse on the key competences and core life skills needed today (Collard & Looney, 2014). This makes it timely to review how creativity has been framed, conceptualised, and defined as well as reflecting on the links between it and other competences and skills are. The findings of this literature review are an important aspect of the larger research project, *Creativity – a transversal skill for lifelong learning. An overview of existing concepts and practices*.
2 Methodology
The purpose of this literature review is to summarise, juxtapose and reflect upon existing concepts, definitions and frameworks of creativity as these are proposed, described and discussed in the academic literature, applied research reports, policy documents, curricula, and guidelines.
A number of research questions have shaped our inquiry and these can be clustered into three groups:
**Framing creativity**
— What are the frameworks capturing creativity as a transversal competence/skill/skill set for lifelong learning?
— What are the types (superordinate concepts) of creativity as a transversal competence/skill/skill set for lifelong learning?
— How does the language used to describe frameworks and their constituent elements influence one’s understanding of them?
**Defining creativity**
— What are the definitions of creativity as a transversal competence/skill/skill set for lifelong learning?
— What are the models of creativity, including components, elements, and dimensions of creativity as a competence/skill/skill set?
— What are the differences and commonalities among the identified concepts (including types, definitions, and models) of creativity as a transversal competence/skill/skill set for lifelong learning?
**Linking creativity with other competences/skills**
— What are the links between creativity and the eight key competences outlined in the European Reference Framework?
— What are the links between creativity and other competences and core life/21st century skills as described in literature and learning frameworks?
To prepare this report, we have screened 175 academic articles/books. For this exercise, we used EBSCO Discovery Service. EBSCO offers access to more than 200 databases (those of EBSCO and partner organisations such as JSTOR), and content provided by publishers such as Elsevier, Wiley, Springer, Taylor & Francis, Sage, Nature Publishing, ACM, Oxford, and Cambridge. We used Boolean operators and searched for relevant literature in two rounds:
— First, we used the keywords creativity AND transversal skill AND lifelong learning resulting in 43 matches.
— Second, we used the keywords (creativity OR creative thinking OR creative ability) AND (transversal skill OR transversal competence) resulting in 132 matches.
The fields searched by default vary across databases, but most often include authors, subjects, keywords, title information and abstracts. If an abstract is not available, the first 1,500 characters of the HTML full text are searched. We also searched for the keywords within the full text of the articles/books. The parameters that we applied were the following: peer-reviewed, full text available and published from 1 January 2009. We searched for items in English only.
Having screened the titles and abstracts of the 175 articles and books found, we selected the most relevant ones for further review. We then searched for the definitions of creativity, creative thinking, or creative ability in the full texts of these, extracted relevant data, and compiled it into an Excel spreadsheet.
In addition to a semi-systematic academic literature search, we have reviewed grey literature (e.g. reports, policy documents, curricula, and guidelines). Using a snow-balling approach, we have identified 51 learning frameworks which either explicitly or implicitly refer to creativity as a competence/skill/skill set. These include policy-driven approaches at the international, European, national, and state levels, as well as research-based frameworks. We have also detected eight publications that focus specifically on creativity and provide elaborate
definitions or models of it as a competence/skill/skill set. In total, we have mapped 59 frameworks and selected 46 of them to be included into the report.
In the sections below, we provide a brief history of creativity in education and remarks on the language of skills. We also explore how creativity is conceptualised and defined within international, European, national, state, and research-based frameworks, and comment on how creativity links to other competences and skills. In the end, we discuss the differences and commonalities among the approaches identified and suggest possible future steps.
The report is not without limitations. First, most data were collected in English. This may have resulted in the overrepresentation of conceptualisation examples from the English-speaking world. Second, only 4 out of 175 articles/books examined as part of the literature review contained a definition of creativity, creative thinking, or creative ability. Thus, the report is heavily focused on frameworks. This inevitably limits the variety and depth of the definitions presented.
3 Understanding creativity in lifelong learning
3.1 A brief history of creativity in lifelong learning
Deciding what ‘kind of a thing’ creativity is in education and lifelong learning has interested many people ever since the concept of creativity first became a subject of serious study some 70 years ago (Guilford, 1950). This very brief introduction outlines a few of the key developments in thinking and mentions a small number of important thinkers.
Guilford (1950) suggested that there are two kinds of thinking, convergent (coming up with one good idea) and divergent (generating multiple solutions). Divergent thinking, he argued, is at the heart of creativity. Guilford sub-divided divergent thinking into three components – fluency (quickly finding multiple solutions to a problem), flexibility (simultaneously considering a variety of alternatives) and originality (selecting ideas that differ from those of other people).
Torrance (1970) took the idea of divergent thinking and developed an additional element – elaboration (systematising and organising ideas in greater detail). Using these ingredients, he developed one of the best-known tests of creative thinking (see Torrance, 1974).
Torrance defined creativity as a process of becoming sensitive to problems, deficiencies, gaps in knowledge, missing elements, disharmonies, and so on; identifying the difficulty; searching for solutions, making guesses, or formulating hypotheses about the deficiencies; testing and retesting these hypotheses and possibly modifying and retesting them; and finally communicating the results (Torrance, 1974, p. 8).
According to Sternberg (1996), creativity is closely related to intelligence in its interchange between the creative, analytical and practical aspects of the mind. It shares common elements with problem-solving and the various stages of idea generation, exploring, framing and solution development that this requires (Isaksen, Dorval, & Treffinger, 2011). Creativity is, by common consent, multi-faceted and multi-dimensional (Sternberg, 2005).
One way of understanding more about creativity is to look at what highly creative individuals do. Treffinger found 120 definitions of creativity in papers exploring the attributes that distinguished these individuals from their peers (Treffinger, Young, Selby, & Shepardson, 2002). He clustered them into four categories: generating ideas, digging deeper into ideas, openness and courage to explore ideas, and listening to one’s ‘inner voice.’
Creativity does not just happen inside a person’s mind; it exists in the interaction between a person’s thoughts and the socio-cultural context in which they are operating (Csikszentmihalyi, 1996) and is frequently to be found in a social context (Lave & Wenger, 1991).
For much of the second half of the last century, creativity was seen as a form of divergent thinking; creativity was associated with intelligence or ability or even an exceptional genius. Only in the last twenty years has creativity come to be more widely seen as part of formal education and, indeed, lifelong learning. Part of this shift is a result of an acceptance that creativity is ubiquitous and universal, something we can all develop throughout our lives. In this sense it is a kind of ‘everyday creativity’ or ‘little c’ creativity (Craft, 2001; Kaufman & Beghetto, 2009), the kind of creativity that all people can show and develop.
There is an ongoing debate about the degree to which creativity is domain-specific or domain-general, that is to say, whether, for example, being creative is different in maths or art, at school or in life. In an even-handed review of this debate, persuasive arguments are made on both sides (see Baer, 2010). In its simplest form those arguing for domain specificity point to the fact that creative people are not creative in all subjects or domains. Their opponents suggest that creative thinking skills can be learned in one domain and transferred to another with practice. The domain issue is an important one for any consideration of creativity as a transversal skill for lifelong learning given that by definition lifelong learning exists in many different contexts.
Thinking about what matters in education has also moved on considerably over the past 70 years, with learning increasingly seen as something of growing importance beyond formal settings. When the focus was almost exclusively on schools, the currency of learning was ‘knowledge’ or ‘skill’. But over the last three decades, as European countries have developed an agenda for lifelong learning (UNESCO, 1996), the language has shifted. The move towards lifelong learning reminds us of how different non-formal and informal learning can be from statutory education. In schools, learning is organised by subjects, framed by single disciplines such as literacy
or geography, and it is largely formal and compulsory. In life, learning is animated by interests and needs, often inter-disciplinary, largely informal and optional.
Interestingly, while thinking about creativity has, for a number of years, recognised the social dimension and the importance of context (Amabile, 1983), in schools learning is still largely viewed as the activity of individuals. Student performance is assessed in the abstract and based on their own learning achievements rather than contribution to group work aimed at exploring a real-world challenge. By contrast, creativity in the contemporary workplace is increasingly seen as a collective act, often associated with teamwork, innovation, and entrepreneurship. Such trends are well exemplified in our recent overview of initiatives aimed at fostering creativity (European Commission, forthcoming). This research found that, although the focus is typically on individual rather than group creativity, many practitioners emphasise the importance of collaboration while developing and applying creative skills.
Thinking about creativity and lifelong learning, there is another important concept absent from schools – ageing. The relationship between creativity and ageing is complex. On the one hand, creativity declines with age, but at the same time, wisdom tends to increase as we grow older, bringing with it the potential for deeper creative thinking. Any decline would also seem to vary according to context; artists and scientists, for example, are capable of making increasingly significant creative contributions as they get older.
In the last few decades, the field of neuroscience in particular has begun to shed light on the inner workings of the brain when we are being creative (Vartanian, Bristol & Kaufman, 2016). Neuroscience is helping us to understand more about the role of emotions in learning and creativity, the ways in which brain networks work together (rather than an earlier notion that the right brain is the creative half) and how different attentional states influence our creativity.
As regards language, increasingly ‘creative thinking’ is being used as an alternative for creativity (OECD, 2019a). The Programme for International Student Assessment (PISA), for example, has chosen creative thinking as the name for its planned new test in 2021. While these two words have the benefit of combining the divergent and convergent thinking implied by ‘creativity’ and ‘critical thinking’, they bring a potential limitation too. Using the word ‘thinking’ can imply that creativity is a purely cerebral act rather than a more physical or embodied one, something that runs counter to many people’s experience of creativity in their lives. Our overview of initiatives aimed at fostering creativity reveals that, while in formal settings (especially schools) creativity tends to have a focus on creative thinking, many practitioners see creativity as including not only coming up with ideas but also putting them into action as well (European Commission, forthcoming).
That creativity in schools is to be tested by PISA and that a state like Victoria in Australia is already embarked on testing it reminds us of another dilemma, that assessment systems are not good at recognising novelty or originality. Indeed, there are strong historical associations between creativity and rebelliousness, a characteristic not often rewarded in public examinations.
Overall, in Europe and beyond, discussions increasingly focus on terms such as ‘competences’, ‘capabilities’, ‘twenty-first-century skills’ or, as in this study, ‘transversal skills’. Over the last two decades, a number of frameworks have been developed, which include creativity to a greater or lesser extent. The language used within them is presented in the section below, while specific examples provided in Section 4.1.
### 3.2 The language of skills and its implications for understanding creativity
Understanding creativity as a transversal skill for lifelong learning requires an understanding of how the choice of vocabulary can affect the meaning of the concept and its use in practice.
Reviewing the frameworks, we have explored various concepts, definitions and models. In doing so, we have thought of these key terms as follows:
— A **framework** outlines a set of concepts and their relationships to the whole (and sometimes to each other). Typically, those dealing with creativity are learning frameworks specifying the knowledge, skills and/or competences/competencies which are desirable. A curriculum is a kind of framework. So is a competence framework such as the EU Key Competences for Lifelong Learning. So, a competence framework is an ‘organised conceptualisation of competences’ (Ferrari, 2012). Competence frameworks
tend to exist at European level while curriculum frameworks tend to work at country level, though, increasingly, thinking about education transcends borders.
— A **model** seeks to show how one aspect or concept from a larger framework is made up and/or how it works. The model could relate to a particular cross-cutting concept (such as creativity) or focus on a particular knowledge discipline (such as geography) or on a skill (such as divergent thinking).
— A **concept** is an idea. It can be large in size (such as justice) or much smaller (such as a leg). A concept might be communicated visually or graphically, or both.
— A **construct** is broader than an idea. Typically, it can be an idea or theory with different conceptual elements not necessarily yet grounded in empirical evidence.
— A **definition** is a description in words of the essential aspects of a concept (such as creativity or lifelong learning).
There is currently no international consensus as to the meanings of skills, competences, capabilities or the various synonyms and near synonyms for these. Skills, for example, are sometimes seen as a component of a ‘competence’, sometimes as being on a similar level. Meanwhile, competencies and transversal skills are often used interchangeably.
A brief overview of some of the terms used in describing and defining creativity makes these tensions clearer and may help develop an understanding of creativity as a transversal skill.
**Ability** – still widely used to describe levels of knowledge or skills in school (as in ‘mixed-ability class’); occasionally used in frameworks and, like a trait, can imply that skills levels are somehow fixed and not much influenceable by education.
**Attitude** – a source of motivation; the OECD (2018) sees attitudes and values along with knowledge and skills in action as the ingredients of competencies.
**Attribute** – a quality or characteristic of a learner such as resilience; the active ingredient of what it is to be an effective lifelong learner. The UAL Framework (University Arts London, n.d.), a university approach to cultivating creativity as a set of attributes, is an exemplar of this approach.
**Capability** – like a competence, suggests a dynamic blend of knowledge, skill and attitude in context and is widely used in New Zealand and Australia to describe transversal skills such as critical and creative thinking (Australian Curriculum, Assessment and Reporting Authority, n.d.).
**Capacity** – used almost interchangeably with capability, especially by the OECD (Dumont, Istance & Benavides, 2012).
**Character** – refers to the qualities individuals have which make them distinct; has acquired a broader meaning in education and lifelong learning to encompass a number of concepts, often also referred to as transversal skills, such as creativity, curiosity and persistence (Peterson & Seligman, 2004).
**Cognitive skill** – cognitive skills, often to distinguish them from non-cognitive skills, are defined by UNESCO: ‘According to Pierre et al. (2014), cognitive skills involve the ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought’ (Zhou, 2016).
**Competence/competency** – a dynamic combination of the knowledge, skills and attitudes learners need to thrive and participate throughout life in a complex digital world. UNESCO (2015) suggests that the term ‘competencies’ ‘is often used interchangeably with the terms ‘skills’, ‘attitudes’, and ‘values’. Not all commentators agree with the interchangeable use of these terms, typically arguing that competence focuses on *what* someone can do, on performance, while competency focuses on the *how*, on the behaviours involved in the process.
**Core skill/competency** – core competencies are defined by the OECD (n.d.) as ‘personal attributes or underlining characteristics, which combined with technical or professional skills, enable the delivery of a role/job’.
Disposition – an active competence; a near synonym for a ‘habit of mind’ but implying not just a capability but also that it is regularly deployed. The OECD Working Paper exploring the assessment of creativity in schools, frames creativity as five dispositions or habits of mind, (Lucas, Claxton, & Spencer, 2015). According to UNESCO (2013), a disposition ‘refers to the mindset progressively acquired through primary (family) and secondary (school) socialization. So, dispositions are both personal and socially shared’.
Habit of mind – similar in meaning to ‘dispositions’, habits of mind are ‘the characteristics of what intelligent people do when they are confronted with problems, the resolutions to which are not immediately apparent’ (Costa & Kallick, 2008); an approach to conceptualising learning that emerged from eminent American psychologist Lauren Resnick (1999).
Key competency/skill – a term popularised as part of the DeSeCo (Definition and Selection of Competencies) research programme (Rychen & Salganik, 2003) outlining three categories: interacting in socially heterogeneous groups, acting autonomously, and using tools interactively.
Knowledge – understanding of information about a subject is part of the effective deployment of transversal skills although this is not always clear; the UNICEF MENA conceptual framework (2017) explicitly groups creativity (along with critical thinking and problem-solving) under learning and describes them as part of a cognitive dimension or ‘learning to know’.
Life skills – literally the skills which enable individuals to succeed in life, defined by UNESCO as ‘psychosocial abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life’ (2013); tend to be grouped into categories such as cognitive, non-cognitive, personal and inter-personal skills. The LifeComp framework (European Commission, 2020) explores the idea of life skills in detail suggesting that life skills span personal, interpersonal, cognitive, metacognitive and reflective skills.
Meta-skill – used occasionally to describe skills which are both enduring and current; the term currently preferred in Scotland (Skills Development Scotland & Centre for Work-based Learning in Scotland, 2018).
Non-cognitive skill – non-cognitive skills are defined by UNESCO as the ‘patterns of thought, feelings and behaviours (Borghans et al., 2008) that are socially determined and can be developed throughout the lifetime to produce value. Non-cognitive skills comprise personal traits, attitudes and motivations. Economists (Kautz et al., 2014) and educational researchers (Gutman & Schoon, 2013) alike often see creativity as one of a number of non-cognitive skills (UNESCO, 2016).
Skill – expertise or the ability to do something well; increasingly divided into categories such as basic or higher; or as ‘behavioural and social’, ‘technical’ or ‘creativity and critical thinking’; or as ‘academic’ or ‘vocational’.
Soft skill – skills which are largely non-cognitive and social such as creativity, problem-solving, critical thinking and held up as being different from ‘hard’ skills such as maths or languages or technical skills to do with a specific vocation; frequently used by employers as a near synonym for competencies or transversal skills, often with the implication that such skills are transferable.
Trait – an aspect of a personality or character; when used by psychologists, the term can easily suggest fixity, that it is something an individual is born with rather than learnable through life.
Transformative competency – a recent development of the idea of competence/competency included in the OECD’s Learning Compass model; transformative competencies are ‘the types of knowledge, skills, attitudes and values students need to transform society and shape the future for better lives’ (OECD, 2019b).
Transferable skill – a skill learned in one context and then used in another; sometimes used almost synonymously with transversal but actually means something different. ‘The term transversal skills has largely replaced the term transferable skills’ (Cedefop, 2008).
Transversal skill – also referred to as ‘transversal competencies’ and used across the EU and in much of the work undertaken by UNESCO in the South Pacific region; encompasses a broad set of skills including critical and inventive thinking, interpersonal, intrapersonal skills and global citizenship. According to UNESCO, these are ‘skills that are typically considered as not specifically related to a particular job, task, academic discipline or area of knowledge and that can be used in a wide variety of situations and work settings (for example, organisational skills)’ (UNESCO International Bureau of Education, 2013).
**Twenty-first century skill** – a skill deemed to be somehow new and of particular relevance in today’s world, often implying a digital connection. Much used in the USA (Pellegrino & Hilton, 2012), and often meaning much the same as transversal skills or competences or transferable skills, is undermined by the unbelievable notion that a skill which is relevant or essential in 2020 will necessarily be relevant in 2080 given a rapidly changing world.
Recently in ‘The Future of Education and Skills’ (2018, p. 4) the OECD sought to show some of the relationships between the various terms associated with learning, see Figure 1. Knowledge and skills are intertwined as if in a strand of learning DNA to produce competencies which in turn appear to provide the necessary support for a learner to navigate his or her way through uncertain times with the help of those around.
**Figure 1.** OECD Learning Framework 2030
Source: OECD. (2018). *The Future of Education and Skills: Education 2030 – The future we want*. OECD Publishing.
4 Reflecting on existing concepts of creativity as a transversal skill
4.1 Framing and defining creativity
In the six sections below, we explore how creativity is framed within international, European, national, state and research-based frameworks where it appears, considering its various conceptual and linguistic framings. In total, we analysed 46 frameworks and the visibility of creativity varies across them; Table 1 shows all 46 frameworks clustered into three groups to illustrate the degree of visibility of creativity within each one.
Table 1 Visibility of creativity in the frameworks reviewed
| Low | Medium | High |
|----------------------------------------------------------------------|------------------------------------------------------------------------|----------------------------------------------------------------------|
| OECD Definition and Selection of Competencies (DeSeCo) | OECD Learning Compass | UNESCO Intercultural Competences: Conceptual and Operational Framework |
| PISA 2018 Global Competence Framework | European Reference Framework: Key competences for lifelong learning | UNESCO/ERI-Net working definition of transversal competencies |
| UNESCO/Brookings Global Framework of Learning Domains | European Digital Competence Framework for Citizens | UNICEF Twelve core life skills for MENA |
| European Entrepreneurship Competence Framework | European Personal, Social and Learning to Learn Key Competence Framework | World Economic Forum 21st-century skills |
| European Framework for Digitally Competent Educational Organisations | National Core Curriculum for Basic Education in Finland | World Economic Forum Definition of core work-related skills |
| Reference Framework of Competences for Democratic Culture | Curriculum of the Netherlands | Definition of cultural awareness and expression key competences |
| European Framework for the Digital Competence of Educators | National Research Council preliminary classification of 21st century skills | Australian F-10 Curriculum |
| European Training Strategy II: Competences for Trainers Working at International Level | Assessment and Teaching of 21st Century Skills | Curriculum of Northern Ireland |
| Jubilee Centre Framework for Character Education | enGauge 21st Century Skills: Digital Literacies for a Digital Age | Meta-skills framework of Scotland |
| | Habits of Mind, Costa and Kallick | Alberta, Canada, K-12 Curriculum |
| | Non-cognitive skills model, Gutman and Schoon | Victoria, Australia, F-10 Curriculum |
| | P21 Learning Framework | Cambridge Life Competencies Framework |
| | VIA Character strengths | Center for Curriculum Redesign Competencies Framework |
| | | CIRES Key Skills for the 21st Century |
| | | New Pedagogies for Deep Learning |
| | | Learning Dimensions of Making and Tinkering 2.0 |
| | | Creative Problem-Solving Framework |
| | | Durham Commission on Creativity and Education |
In general terms, those countries and states which have made creativity a policy priority have developed frameworks in which creativity is highly visible. By contrast, in all of the frameworks developed in Europe the visibility of creativity is low or medium.
In the tables below, the first cell in each row is coloured based on how visible creativity is in the framework, following the same colour guide as in Figure 1.
4.1.1 International approaches
With international frameworks, there is a great variety of concepts and language used to describe them, see Table 2.
| Title of framework | Framework content | How creativity is conceptualised/described |
|-------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| **OECD Definition and Selection of Competencies (DeSeCo) 2003** | The DeSeCo framework specifies a set of specific competencies in three clusters:
— Use tools interactively: the ability to use language, symbols and texts interactively, the ability to use knowledge and information interactively, the ability to use technology interactively
— Interact in heterogeneous groups: the ability to relate well to others, the ability to co-operate and work in teams, the ability to manage and resolve conflicts
— Act autonomously: the ability to act within the big picture, the ability to form and conduct life plans and personal projects, the ability to defend and assert rights, interests, limits and needs | The main emphasis of this framework is to argue for a move beyond taught knowledge and skills to competencies. Its main focus is to stress the value of reflectiveness which it sees as at the heart of these competences.
**Conceptualisation**: Creativity is described as having currency as ‘value is placed on flexibility, entrepreneurship and personal responsibility.’ Not only are individuals expected to be adaptive, but also innovative, creative, self-directed and self-motivated. Interestingly creativity is framed as an ‘ability’. Key competencies involve a mobilisation of cognitive and practical skills, creative abilities and other psychosocial resources such as attitudes, motivation and values.
**Visibility**: The words ‘creativity’ and ‘creative’ are absent from the headline document. But in the Skills concept note, creativity is implicit, assumed to be important: ‘Not only are individuals expected to be adaptive, but also innovative, creative, self-directed and self-motivated.’ |
| **OECD Learning Compass 2019** | The framework distinguishes between core foundations and transformative competencies that can be built on them.
Knowledge, skills, attitudes and values:
— Cognitive foundations
— Health foundations
— Social and emotional foundations
Transformative competencies:
— Creating new value (ability to innovate and act entrepreneurially) includes critical thinking and creativity
— Reconciling tensions and dilemmas (ability to balance competing, contradictory or incompatible demands)
— Taking responsibility (ability to consider the ethics of action) | The OECD Learning Compass describes itself as an ‘evolving framework’ with the metaphor of the compass indicating the increasing importance of learner agency in uncertain times. Its emphasis on the iterative learning process, Anticipation-Action-Reflection cycle, is strongly aligned to many creative design and making processes.
**Conceptualisation**: Creativity is seen as an element of one of three transformative competences. In terms of skills it is seen as an aspect of ‘cognitive and meta-cognitive skills’ which include ‘critical thinking, creative thinking, learning-to-learn and self-regulation’.
**Visibility**: Creativity is identified as integral to the transformative competences of creating new value and reconciling tensions and dilemmas in a list including: sense of purpose, curiosity, open mindset, critical thinking, creativity, collaboration, agility, risk management and adaptability. But in the headline of the Learning Compass the words ‘creativity’ and ‘creative’ are not mentioned. |
| **PISA 2018 Global Competence Framework** | The framework specifies four dimensions of global competence:
— Examine local, global and intercultural issues | Global competence is defined as a ‘multidimensional, life-long learning goal. Globally competent individuals can examine local, global and intercultural issues, understand and appreciate different perspectives and worldviews, interact successfully and respectfully with others, and take responsible action toward... |
| **2018** | — Understand and appreciate the perspectives and world views of others
— Engage in open, appropriate and effective interactions across cultures
— Take action for collective well-being and sustainable development
The four dimensions are supported by necessary knowledge, skills, attitudes and values to convert these into action. | sustainability and collective well-being.’ Given this, the focus is on critical thinking rather than creativity.
**Conceptualisation:** Critical thinking skills associated with creativity are seen as part of the ‘four dimensions’ of global competence, which in turn are supported by four inseparable factors: knowledge, skills, attitudes and values.
**Visibility:** The framework does not use the words creativity, creative or create. However, some of the listed skills and attitudes, e.g. adaptability and openness, may be treated as related to it. |
| --- | --- | --- |
| **UNESCO Intercultural Competences: Conceptual and Operational Framework 2013** | The framework specifies some key concepts related to intercultural competences: intercultural responsibility, intercultural literacy, resilience, cultural shifting, intercultural citizenship, conviviality, reflexivity, creativity, liquidity, contextualization cues, transvaluation, Ubuntu, semantic availability, warm ideas, skills, Uchi Soto, multilingualism, disposition, emotions, knowledge, translation, intercultural communicative competence. | The framework defines creativity as ‘a constant process, supporting, amplifying and regenerating cultural diversity across time and space, so that it may continue to instill expressions with new meanings for our time and for our future generations.’
**Conceptualisation:** The framework pictures intercultural competence as a tree with many leaves, one of which is creativity. The competences tree metaphor suggests that intercultural competence is an organic system of concepts.
**Visibility:** Creativity is highly visible. The framework makes a number of powerful statements about creativity: ‘Intercultural dialogue encourages readiness to question well established value-based certainties by bringing reason, emotion and creativity into play in order to find new shared understandings.’ Also, ‘Creativity is the most evenly distributed resource in the world’ and ‘Creativity becomes the wellspring of cultural diversity.’ |
| **UNESCO/Brookings Global Framework of Learning Domains 2013** | The framework specifies seven learning domains, each with three subdomains (early childhood, primary and post-primary):
— Physical well-being
— Social and emotional
— Culture and the arts
— Literacy and communication
— Learning approaches and cognition
— Numeracy and mathematics
— Science and technology | This framework reads as a manifesto for the future of learning in formal education. It adopts a largely discipline-based approach to creativity locating it mainly in Culture and the arts. At the early childhood level, creativity involves ‘the ability to go beyond the techniques normally used to approach a problem and generate innovative solutions’. Creativity can also be demonstrated in how children communicate their ideas, such as through the creative arts (visual arts, music, dance, dramatic play). At the post-primary level, creativity is the ‘capacity to view circumstances in unexpected ways and find ways to reach satisfactory outcomes, including aesthetic and pragmatic considerations.’
**Conceptualisation:** Creativity sits within one of the seven learning domains, Learning approaches and cognition, along with curiosity and engagement, persistence and attention, autonomy and initiative, cooperation, reasoning and problem-solving, early critical thinking skills and symbolic representation. |
| **UNESCO/ERI-Networking definition of transversal competencies 2015** | Transversal competencies are specified in six domains:
— Critical and innovative thinking
— Interpersonal skills
— Intrapersonal skills
— Global citizenship
— Media and information literacy
— Others | **Visibility**: Creativity is visible (in the sense that it is mentioned throughout) but in ways that suggest that it is an aspect of a bigger, normally disciplinary idea.
**Aim**: Aimed at teachers, this framework sees creativity as part of the Critical and innovative thinking domain, along with entrepreneurship, resourcefulness, application skills, reflective thinking and reasoned decision-making. The framework emerged from a study of systems and teachers across ten countries. ‘The essential skills and characteristics identified by teachers as being necessary for facilitating the learning of transversal competencies were: (i) communication skills; (ii) creativity (iii) organizational skills; (iv) assessment skills and (iv) a passion for teaching.’
**Conceptualisation**: Seen as an aspect of a transversal competency, which itself refers to the ‘skills, competencies, values and attitudes such as critical thinking, collaboration, creativity, self-discipline, resourcefulness and respect for the environment.’ Categories are not always clear as competencies are both the top-level category and also, as in the quotation above, at the same level as skills, values and attitudes.
**Visibility**: Creativity and creative thinking are highly visible throughout this framework. |
| **UNICEF Twelve core life skills for MENA 2017** | To emphasize their dynamic nature, the framework specifies twelve core life skills organised in clusters within four dimensions of learning.
— Cognitive Dimension or ‘Learning to know’. Skills for learning: creativity, critical thinking, problem-solving
— Instrumental Dimension or ‘Learning to do’. Skills for employability: cooperation, negotiation, decision-making
— Individual Dimension or ‘Learning to be’. Skills for personal empowerment: communication, resilience, self-management
— Social Dimension or ‘Learning to live together’. Skills for active citizenship: participation, empathy, respect for diversity | **Draws on**: Draws on thinking in the Delors Report (UNESCO, 1996), repositioning its pillars of education as dimensions of learning.
**Creativity**: Creativity is one of a number of skills for learning along with critical thinking and problem-solving. These skills are seen as potentially being embedded in all subject areas.
Related skills include innovative thinking, divergent thinking, articulating ideas, analysis and synthesis.
**Conceptualisation**: The big idea in this framework is that it ‘is the proposition of a rights-based and transformative vision of education that fosters successful individuals in the context of the workplace while fulfilling education’s role to enhance academic and personal development as well as social cohesion.’ Creativity is one of twelve core life skills along with critical thinking, problem-solving, cooperation, negotiation, decision-making, self-management, resilience, communication, respect for diversity, empathy and participation. Creativity also sits in the Cognitive Dimension of learning or ‘learning to know’.
**Visibility**: Creativity is strongly present throughout this framework both as one of twelve core skills and as an aspect of the four dimensions. It is mentioned 163 times. In the report, it is argued that ‘creativity is relevant to each of the four dimensions of learning as it helps to sharpen learning processes and outcomes,’ |
| **World Economic Forum 21st-century skills 2015** | The framework specifies 21st-century skills in three clusters:
— Foundational literacies (how students apply core skills to everyday tasks): literacy, numeracy, scientific literacy, ICT literacy, financial literacy, cultural and civic literacy
— Competencies (how students approach complex challenges): critical thinking/problem-solving, creativity, communication, collaboration
— Character qualities (how students approach their changing environment): curiosity, initiative, persistence/grit, adaptability, leadership, social and cultural awareness | Creativity is defined as ‘the ability to imagine and devise innovative new ways of addressing problems, answering questions or expressing meaning through the application, synthesis or repurposing of knowledge.’
**Conceptualisation**: Creativity is framed as (1) a 21st-century competence (along with communication, persistence and collaboration). A further category, character qualities, includes some aspects typically associated with creativity such as curiosity and persistence.
**Visibility**: Creativity is highly visible throughout the framework. |
| **World Economic Forum Definition of core work-related skills 2016** | The framework uses three categories – abilities, basic skills and cross-functional skills:
— Abilities: Cognitive abilities and physical abilities
— Basic skills: Content skills and process skills
— Cross-functional skills: Complex problem-solving skills, resource management skills, social skills, systems skills, technical skills | Creativity is defined as ‘the ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.’
**Conceptualisation**: This framework drawing on the O*NET model, makes some relatively unusual decisions about its sub-categories. So, for example, creativity is seen as a cognitive ability, critical thinking as a basic skill and complex problem-solving as a cross-functional skill.
**Visibility**: Creativity is highly visible throughout. |
The nine international frameworks each includes creativity either explicitly or implicitly, but there is no common approach. Three bodies have contributed most to our understanding of the field – the OECD, UNESCO and the World Economic Forum (WEF). The OECD tends to maintain a broad view, with UNESCO and UNICEF often closer to the supply side of education, and the WEF more attuned to demand-side issues, what it perceives employers need from education systems.
The original DeSeCo work by OECD was foundational in signalling a move away from knowledge and skills towards competencies. But it has little to offer in terms of an understanding of creativity. Curiously, it sees creativity as an ‘ability’ and as a resource to ‘mobilise’ a competency. The OECD’s recent work in envisaging education in 2030, its Learning Compass (see Figure 1) seems set on loosening the language it is using. It describes itself as an ‘evolving framework’. Creativity, along with critical thinking, is an ‘element’ of one of three ‘transformative competencies’. It is as if the language needs to be different, fresher and more ambitious to ensure that this new thinking can cut through the noise of more familiar terms.
OECD’s international testing arm, PISA, boldly sought to define Global Competence in its 2018 test. Creativity is at the most implicit (there is no mention of either creativity or creative throughout), while critical thinking is seen as the more useful set of skills in developing an understanding of global issues. This tension between creativity and critical thinking is something that is increasingly being seen in many of the frameworks we analysed.
By contrast UNESCO’s Intercultural Competence Framework puts creativity at its heart with numerous mentions of its various contributions to cultural understanding. It uses a visual metaphor to conceptualise creativity as one of the leaves on the tree of intercultural competence.
UNESCO’s Global Framework of Learning Domains, a collaboration with the Brookings Institution, is more a manifesto than a framework. For a future-orientated document, it is surprisingly traditional in its choice of subject disciplines within its learning domains and in the way creativity is located – largely within the creative arts.
The UNESCO/ERI-Net framework tries to help teachers understand the idea of transversal competencies and how these can be applied. It has the merit of being an empirical study across ten countries and it also reflects the inevitably different ways in which countries perceive transversal competencies. So, for example, creativity is seen both as part of a transversal competence and as a transversal competency. As we observed on page 9, such interchangeability of terms is not always helpful.
UNICEF’s twelve core life skills framework helpfully takes thinking from the Delors Report (UNESCO, 1996) to reposition its pillars of education as four dimensions of learning. Creativity is central and is mentioned 163 times. It is positioned both as a core life skill and as an aspect of the four dimensions. At the level of graphic communication and clarity of intent, see Figure 3.
The WEF framework for 21st century skills has been widely noted in the literature of policy, research and practice. Of particular interest is its clustering of skills into three categories – Foundational literacies, Competencies and Character qualities. Creativity is listed as a competence next to critical thinking/problem-solving, communication and collaboration. Attributes associated with creativity, such as curiosity and persistence/grit, are seen as character qualities.
The WEF definition of core work-related skills has clearly been conceived by different thinkers. Albeit drawing on the O*NET model, it makes some relatively unusual decisions about its sub-categories. So, for example, creativity is seen as a cognitive ability, critical thinking as a basic skill and complex problem-solving as a cross-functional skill.
4.1.2 European approaches
Some key EU/European frameworks are listed below. Table 3 reveals how creativity is conceptualised/described in each.
The nine EU/European frameworks in Table 3 each includes creativity either explicitly or implicitly, but there is no common approach. In framing creativity, there is no consistency with regard to superordinate concepts. The frameworks take their cue from the European Reference Framework and default to the language of competence or competence framework, informed by their focus – entrepreneurial, digital, democratic and learning. Those organised primarily for educators, rather than as an overview of a concept, inevitably seem further away from the concept in which we are interested, creativity.
| Title of framework | Framework content in brief | How creativity is conceptualised/described |
|--------------------|----------------------------|-------------------------------------------|
| **European Reference Framework: Key competences for lifelong learning 2006 and 2018** | The framework specifies eight key competences:
- Communication in the mother tongue
- Communication in foreign languages
- Mathematical competence and basic competences in science and technology
- Digital competence
- Learning to learn
- Social and civic competences
- Sense of initiative and entrepreneurship
- Cultural awareness and expression | Creativity is seen as being made up of a number of skills and embedded throughout the key competences.
**Conceptualisation**: Creativity, along with critical thinking and others is seen as one of seven ‘themes that are applied throughout the Reference Framework’ – a blend of skills which themselves sit within key competences. Specifically, creativity is positioned as a sub-set of Sense of initiative and entrepreneurship along with ‘innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives’.
**Visibility**: Creativity is explicitly mentioned as a cross-cutting theme, but its importance is underplayed by being treated as a relatively small sub-set of one competence. |
| **European Entrepreneurship Competence Framework 2016** | The framework specifies 3 competence areas:
- Ideas and opportunities
- Resources
- Into action
Each area contains 5 competences, and together these make up the 15 competences that individuals use to discover and act upon opportunities and ideas. The framework specifies 8 progression levels (from foundation to intermediate, advanced, and expert levels). | Creativity is defined as ‘Developing ideas and opportunities to create value, including better solutions to existing and new challenges; exploring and experimenting with innovative approaches; combining knowledge and resources to achieve valuable effects.’
**Conceptualisation**: Creativity is seen as a sub-set of an Entrepreneurship competence, Ideas and opportunities area (along with spotting opportunities, vision, valuing ideas, ethical and sustainable thinking).
**Visibility**: Creativity is explicitly mentioned but as a small element of a larger competence. It is also implicit in many of the other competences such as coping with ambiguity, uncertainty & risk, taking the initiative and mobilising others. |
| **European Digital Competence Framework for Citizens 2013** | The framework specifies five digital competence areas broken down unevenly into 21 further competences:
- Information and data literacy
- Communication and collaboration
- Digital content creation
- Safety | ‘To use digital technology creatively is to use digital tools and technologies to create knowledge and to innovate processes and products; to engage individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments.’
**Conceptualisation**: Creativity is seen through the lens of digital activity.
**Visibility**: Creativity is explicitly part of Problem-solving (creatively using digital technologies) but implicitly part of Communication and collaboration and Digital content creation. |
| Framework | Description | Conceptualisation |
|--------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------|
| European Framework for Digitally Competent Educational Organisations 2015 | The framework specifies 7 cross-sector thematic elements: Leadership and governance practices, Teaching and learning practices, Professional development, Assessment practices, Content and curricula, Collaboration and networking, Infrastructure. | Digital competence is broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society. |
| European Personal, Social and Learning to Learn Key Competence Framework 2020 | The competences are clustered by area:
- Personal competence: self-regulation, flexibility and wellbeing
- Social competence: empathy, communication and collaboration
- Learning to learn competence: growth mind-set, critical thinking and managing learning | The definition of creativity draws on the five-dimensional model (Lucas et al., 2013): Creativity enables individuals to question assumptions, reevaluate problems considering different variables and to take sensible risks. Being persistent, collaborative, and disciplined sustain creativity.’ p. 67) The framework links creativity with critical thinking and with flexibility. |
| Definition of cultural awareness and expression key competences 2016 | Cultural awareness and expression is considered a key competence, comprising certain knowledge, skills and attitudes:
- Knowledge of the learner: basic knowledge of facts, ideas and emotions related to expressions of arts, applied arts, heritage/history/tradition, popular culture, subcultures, media, and diversity (cultural and linguistic)
- Skills of the learner: ability to perceive, enjoy, appreciate, analyse and criticise cultural artefacts and processes; capacity for cultural expression in a range of media
- Attitudes of the learner: confidence and motivation to cultivate cultural capacities; open attitude to and interest in cultural expression (self and other); respect for the cultural expressions, identities and views of others | This approach to the development of the competency takes a five-dimensional model of creativity (Lucas et al., 2013) as its definition of creativity (see p. 34). |
| | | Conceptualisation: Framed as a set of general skills alongside critical thinking, initiative, problem-solving, risk assessment, decision making and constructive management of feelings. Very much seen through an arts and culture lens. ‘A positive attitude also covers creativity and the willingness to cultivate aesthetic capacity through artistic self-expression’ and participation in cultural life.’ |
| | | Visibility: Creativity is highly visible with 41 explicit mentions of the word in this document and strong statements such as: ‘In recent decades, we have also seen the rise of another school of thought, dominated by economic reasoning and highlighting the importance of creativity and innovation.’ Also, ‘Sustainable development in the broad as well as in the narrow sense 17 is, like intercultural awareness and dialogue and creativity, one of the most relevant and urgent challenges of the 21st century.’ |
| Reference Framework of Competences for Democratic Culture 2018 | The framework offers a comprehensive conceptual model of competences that individuals require in order to function as democratically and interculturally competent citizens. The 20 competences are organised under four headings:
— Values
— Attitudes
— Skills
— Knowledge and critical understanding | In general terms this framework, with its interest in democracy, treats creativity as an aspect of critical understanding necessary for citizens, for example, to evaluate ‘different ideas and positions based on a variety of arguments.’
**Conceptualisation**: The overarching big idea of this framework is the ‘values of the Council of Europe: human rights, democracy and the rule of law’. Within such values, creativity tends to be positioned as an element of critical understanding – ‘the comprehension and appreciation of meanings’. It is stated that ‘Critical understanding is demonstrated by the ability not just to reproduce knowledge but to apply it in new contexts and in creative ways.’
**Visibility**: Creativity has low visibility in this framework. It is implicit in the attitude ‘Tolerance of ambiguity’, as an aspect of ‘Knowledge and critical understanding’, and under skills in Analytical and critical thinking skills, Empathy and Co-operation skills. |
| European Framework for the Digital Competence of Educators 2017 | The framework specifies 22 educator-specific digital competences across three areas:
— Educators’ professional competences
— Educators’ pedagogic competences
— Learners’ competences | This framework operates at one remove from the topic of creativity as it focuses on the professional and pedagogic needs of educators seeking to develop digital competence.
**Conceptualisation**: Creativity is seen as a means to an end or as a mode of learning.
**Visibility**: Creativity is implicitly part of this framework as in statements like: ‘As role models, educators need to be able to clearly demonstrate their digital competence to learners and to pass on their creative and critical use of digital technologies.’ Also ‘To use digital technologies within pedagogic strategies that foster learners’ transversal skills, deep thinking and creative expression.’ |
| European Training Strategy II: Competences for Trainers Working at International Level 2014 | The competence model is divided into six competence areas, each with own criteria and indicators:
— Learning to learn
— Designing educational programmes
— Cooperating successfully in teams
— Communicating meaningfully with others
— Intercultural competence
Being civically engaged | Creativity is effectively given a de facto definition as finding creative ways to use the environment.
**Conceptualisation**: Creativity is an element of one or more competences of relevance to trainers.
**Visibility**: Creativity is implicitly part of this framework. Specifically, it is seen as an element of ‘Understanding and facilitating individual and group learning processes (‘promoting creativity, problem-solving and out-of-the-box thinking’) and, in its wider sense, part of Cooperating successfully in teams (‘encouraging and involving other team members, learning with and from others’) and Intercultural competence (‘acceptance of ambiguity and change…critically reflecting and distancing oneself from one’s own perceptions, biases and stereotypical constructions of reality’). |
Even while using the language of competence, there is a huge discrepancy as to the scale or scope of the competence. It can, for example, be a large part of an idea (such as the three competence areas making up EntreComp) and, at the same time, refer to the fifteen competences which make up the whole framework. On one occasion this apparent inconsistency is recognised by the use of the word ‘elemental’ to describe the 22 ‘sub’ competences of the European Framework for the Digital Competence of Educators, implying that these competences exist at a lower level.
Perhaps not surprisingly given its breadth, the Personal, Social and Learning to Learn key competence Framework makes connections with both the idea of competences, referring to itself as a transversal competence and to the notion of creativity as a ‘higher-order thinking skill’. There is a similar challenge for the Framework for Digitally Competent Educational Organisations which takes as its superordinate concept 7 thematic elements common to all education sectors. The framework relating to democratic culture is more amorphous still, with the superordinate concept being the values of the Council of Europe.
Work on developing the Cultural awareness and expression competence makes a feature of creativity. It takes a five-dimensional model of creativity (Lucas et al., 2013) as its definition of creativity (European Union, 2016, p. 34) and frames creativity as a set of general skills alongside critical thinking, initiative, problem-solving, risk assessment, decision making and constructive management of feelings. Creativity (or the lack of opportunity for it) is effectively placed on the same level as climate change as a current imperative: ‘Sustainable development in the broad as well as in the narrow sense is, like intercultural awareness and dialogue and creativity, one of the most relevant and urgent challenges of the 21st century’ (European Union, 2016, p. 32).
That there will be a number of different levels of analysis is to be expected when broad concepts such as lifelong learning or education or democracy are concerned. It is also noteworthy that there are similar challenges when dealing with relatively more bounded concepts such as digital or entrepreneurial.
Transversal is used with both competence and skill almost interchangeably and rarely with any explanation. Indeed, the language used to describe the elements of the frameworks is very varied. From the list in Section 3.2 the following terms are used in these European frameworks – attitude, character, cognitive skills, competence, competency, habit of mind, knowledge, life skill, non-cognitive skill, transferable skill, transversal skill, transversal competence and twenty-first century skill. As earlier discussed, each term comes freighted with different meanings and associations.
To add to this linguistic variety, various visual representations of concepts are used including, for example, an orange tree (LifeComp) and a swimmer in a digital ocean (DigComp).
At first sight, such a variety of approaches and conceptualisations might seem strange, a criticism of those who have developed these frameworks. But actually, the task at hand is extremely complex. It requires not just factor analysis but also a series of common-sense trade-offs in terms of the selection of concepts and language to arrive at sub-categories which are of similar size, stature and importance and which are sufficiently distinct from others. Most frameworks have a title, an internal organisational structure – sub-elements, themes, clusters – to make the concept manageable, and an operational level in which there is enough detail for it to be practically useful.
With the European frameworks, there is an overall conceptual unity derived, albeit post hoc, from the European Reference Framework. Whether talking conceptually of transversal skills or transversal competences it is reasonably clear what is meant. What is less clear is how best to highlight the role of creativity when it is, at least at the key competences level, invisible.
4.1.3 National approaches
A significant number of national education systems are now including creativity and associated broader skills in their curricula. The Brookings Institution (Care, Anderson, & Kim, 2016) suggests that 36 countries have them in their vision/mission statements, 76 identify relevant skills, 51 have embedded such skills in the curriculum and 11 have specified skills progression in creativity and the like.
In Table 4, we review five contrasting examples.
| Forthcoming | — Thinking and acting: creative thinking and practice, problem-solving and practice, and critical thinking
— Dealing with others: communication, collaboration, and social and cultural skills
— Knowing yourself: self-regulation, orientation (yourself and career), and entrepreneurship |
| --- | --- |
| **Conceptualisation**: Creativity is seen as part of a cluster of general skills under the heading of ‘Thinking and acting’.
**Visibility**: Creativity is visible both as a skill and in the phrase ‘creative expression’ where it refers to largely arts subjects as compulsory. |
| Curriculum of Northern Ireland 2007 | The curriculum is set out in areas of learning. It emphasises the development of the following whole curriculum skills and capabilities for lifelong learning and contributing effectively to society:
— Cross-curricular skills: Communication, Using Mathematics, Using Information and Communications Technology
— Thinking skills and personal capabilities: Managing Information, Thinking, Problem-Solving and Decision-Making, Being Creative, Working with Others and Self-Management |
| --- | --- |
| Northern Ireland has a longstanding commitment to the development of creative thinking. Being creative is defined comprehensively as being made up of ‘discovering how to seek out questions to explore and problems to solve, experiment with ideas and questions, make new connections between ideas/information, learn from and value other people’s ideas, make ideas real by experimenting with different designs, actions, and outcomes, challenge the routine method, value the unexpected or surprising, see opportunities in mistakes and failures, and take risks for learning’. The curriculum emphasises the benefits of developing positive ‘attitudes and dispositions’ towards learning including a number associated with creativity – determination, openness to new ideas, optimism and curiosity.
**Conceptualisation**: Creativity, along with critical thinking, is framed as one of a number of important core thinking skills and personal capabilities.
**Visibility**: Creativity is highly visible under the heading of ‘Be Creative’. The curriculum focuses explicitly on developing pupils’ personal and interpersonal skills, capabilities and dispositions and ability to think both creatively and critically. |
| Meta-skills framework of Scotland 2018 | Skills for the future are defined as twelve meta-skills and classified under three headings:
— Self-management (manage the now): Focusing, Integrity, Adapting, Initiative
— Social intelligence (connect with the world): Communicating, Feeling, Collaborating, Leading
— Innovation (create our own change): Curiosity, Creativity, Sense making, Critical thinking |
| --- | --- |
| The meta-skills framework is primarily aimed at work-based learning and has not yet impacted on school curricula. Creativity is defined as ‘the ability to imagine and think of new ways of addressing problems, answering questions or expressing meaning.’ It is seen as being made up of: Imagination (the ability to explore ideas of things that are not in our present environment, or perhaps not even real), Idea generation (proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based), Visualising (translating information and thought into accessible expressions, readable and recognisable images), Maker mentality (the ability to explore, through tinkering and making, in order to arrive at new ideas and solutions).
**Conceptualisation**: Creativity is conceived of as one of a number of meta-skills ‘skills for the future…higher order skills that create adaptive learners and promote success in whatever context the future brings.’
**Visibility**: Creativity, along with critical thinking and curiosity, is highly visible. |
Of these exemplars, Northern Ireland and Australia have, in different ways, demonstrated a longstanding commitment to the development of creative thinking.
Northern Ireland defines being creative as being made up of: discovering how to seek out questions to explore and problems to solve, experiment with ideas and questions, make new connections between ideas/information, learn from and value other people’s ideas, make ideas real by experimenting with different designs, actions, and outcomes, challenge the routine method, value the unexpected or surprising, see opportunities in mistakes and failures, and take risks for learning (Partnership Management Board, 2007).
The curriculum emphasises the benefits of developing positive ‘attitudes and dispositions’ towards learning, including a number associated with creativity – determination, openness to new ideas, optimism and curiosity. Creativity, along with critical thinking, is framed as one of a number of important core thinking skills and personal capabilities.
Since the Melbourne Declaration (2008), Australia has been seeking to put into action one of its aims, that all young people should become successful learners, confident and creative individuals, and active and informed citizens (Ministerial Council on Education Employment Training and Youth Affairs, 2008). In the curriculum, creativity is seen as a broad concept and called Critical and Creative Thinking (CCT). CCT is one of seven general capabilities, a close synonym for competencies or transversal skills which all young people are required to develop. As well as the idea of capability Australia sees a symbiotic relationship with certain dispositions which both cultivate CCT and which CCT enhances – inquisitiveness, reasonableness, intellectual flexibility, open- and fair-mindedness, a readiness to try new ways of doing things and consider alternatives, and persistence. Figure 3 shows the relationship between capabilities and learning areas, how they intersect.
**Figure 3.** The interaction between general capabilities, learning areas and cross-curricular priorities in the Australian Curriculum
Source: Australian Government. (2018). *Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools*. Retrieved from [https://docs.education.gov.au/system/files/doc/other/662684_tgta_accessible_Final_0.pdf](https://docs.education.gov.au/system/files/doc/other/662684_tgta_accessible_Final_0.pdf)
Finland, Scotland and the Netherlands are examples of three countries exploring with their curricula. Finland and the Netherlands have adopted a consultative, decentralised model of curriculum reform while Scotland has chosen to be more radical in its model of meta-skills.
Issues for countries to consider include:
— How broadly or narrowly creativity is defined;
— Whether its definition seems to speak to an education, wellbeing or employability agenda (or all three);
— Demonstrating to schools and their leaders ways in which creativity can be embedded in all disciplines;
— Understanding the ways in which creativity has its own knowledge and skills to be learned;
— Ensuring that there are clear connections between schools, vocational colleges and lifelong learning more widely across different levels and phases;
— Ensuring that assessment and accountability systems are aligned with the definition of creativity and the value attached to it.
4.1.4 State-wide approaches
In countries where education policy is a matter for states to decide it can be a simpler proposition to turn political will into action in education systems. Alberta in Canada and Victoria in Australia are good examples, see Table 5.
Table 5. State-wide frameworks including creativity and its framing within them
| Title of framework | Framework content | How creativity is conceptualised/described |
|-------------------|----------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Alberta, Canada, K-12 Curriculum 2016 | Alberta’s curriculum promotes the development of eight competencies:
— Critical thinking
— Problem-solving
— Managing information
— Creativity and innovation
— Communication
— Collaboration
— Cultural and global citizenship
— Personal growth and well-being | Creativity is paired with innovation and defined as ‘recognizing opportunities and imagining possibilities to apply ideas in new ways; exploring or playing with ideas, materials or processes to create something new; evaluating and adapting ideas, materials or processes in response to feedback or emerging conditions; demonstrating initiative, resourcefulness and perseverance when transforming ideas into actions, products or services’.
**Conceptualisation**: The central idea in Alberta’s curriculum is the development of competencies both as standalone entities and how they appear within each subject of the curriculum. Competencies are defined as ‘combinations of attitudes, skills and knowledge that students develop and apply for successful learning, living and working’. In addition to Creativity and Innovation, much of Critical thinking and Problem-solving could be seen as part of creativity.
**Visibility**: Creativity (with innovation) is one of eight competencies. |
Victoria, Australia, F-10 Curriculum 2015
Victoria has simplified the Australian National Curriculum with respect to its general capabilities. Critical and Creative Thinking has three strands which at year 9-10 include:
— Questions and Possibilities: Investigate the characteristics of effective questions in different contexts to examine information and test possibilities; Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions; Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions.
— Reasoning: Examine a range of rhetorical devices and reasoning errors, including false dichotomies and begging the question; Examine how to identify and analyse suppressed premises and assumptions; Investigate the nature and use of counter examples structured as arguments; Consider ambiguity and equivocation and how they affect the strength of arguments; Investigate the use of additional or refined criteria when application of original criteria does not produce a clear conclusion.
— Meta-Cognition: Critically examine their own and others thinking processes and discuss factors that influence thinking, including cognitive biases; Investigate how the use of a range of learning strategies can be monitored, evaluated and redirected as necessary; Investigate the kind of criteria that can be used to rationally evaluate the quality of ideas and proposals, including the qualities of viability and workability.
As well as simplifying the Australian curriculum, Victoria has also produced a scope and sequence document for critical and creative thinking specifying achievement standards and progression from Foundation to Year 10.
Conceptualisation: As with the Australian curriculum, creativity is seen as a general capability, critical and creative thinking.
Visibility: Creativity is highly visible especially as the State of Victoria was the first educational administration in the world to develop and then implement annual sample tests of student critical and creative thinking from 2016 onwards).
Alberta has oriented its whole curriculum towards the development of eight competencies. The central idea in Alberta’s curriculum is the development of competencies both as standalone entities and as how they appear within each subject of the curriculum. Competencies are defined as ‘combinations of attitudes, skills and knowledge that students develop and apply for successful learning, living and working’. In addition to Creativity and Innovation much of Critical thinking and Problem-solving could be seen as part of creativity. Figure 4 shows clearly how the competency has sub-elements, how these might be developed and some indicators of progress.
Victoria, like the Australian Curriculum, conceives creativity as critical and creative thinking (CCT), one of a number of general capabilities. But Victoria has recognised that the national definition is potentially off-putting to teachers by dint of its large scope. Consequently it has reduced the content to three strands – Questions and Possibilities, developing students’ imaginative and intuitive capacities as well as fostering a curious and speculative disposition, Reasoning strand, focusing on the development of knowledge and tools to construct and evaluate ideas and arguments that may be unfamiliar, and Meta-Cognition, defining the knowledge and skills that enable students to better identify, describe, understand, practice, develop and manage their own learning processes.
Victoria is unique in the world in that it not only specifies the development of creativity across all phases of formal education offering practical resources for teachers to embed CCT it also assesses 15 year olds annually using a carefully validated online test.
4.1.5 Research-based frameworks
As part of our research, we sought out frameworks for education and lifelong learning with a significant element of creativity which were developed based on a thorough literature research and/or empirical trialling, see Table 6.
| Title of framework | Framework content | How creativity is conceptualised/described |
|-------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| A preliminary classification of 21st century skills National Research Council USA 2012 | 21st century competencies are specified in three domains, clustered and linked with terms used for 21st century skills, O*NET skills and main ability/personality factors.
Cognitive competences:
— Cognitive processes and strategies
— Knowledge
— Creativity
Intra-personal competencies:
— Intellectual openness
— Work ethic/conscientiousness
— Positive core self-evaluation
— Interpersonal competencies
— Teamwork and collaboration
— Leadership | This is a significant overview of the field with a breadth of research expertise. It is interesting for its focus on learning transfer as being critically important: ‘We view 21st century skills as knowledge that can be transferred or applied in new situations’ (see p.23). Deeper learning is the phrase used to describe the kinds of pedagogies likely to cultivate more effective transfer of knowledge.
**Conceptualisation**: Creativity is seen as a cognitive competency.
**Visibility**: While it is named, it attracts less attention than critical thinking. |
| Assessment and Teaching of 21st Century Skills (ATC21S) Australia 2012 | The framework specifies 10 skills grouped in four clusters:
— Ways of thinking: creativity and innovation; critical thinking, problem-solving, decision making; learning to learn, and metacognition
— Ways of working: communication; collaboration (teamwork)
— Tools for working: information literacy; ICT literacy
— Living in the world: citizenship – local and global; life and career; personal and social responsibility - including cultural awareness and competence | The thinking behind ATC21S was significant in informing the PISA 2015 Test of Collaborative Problem-solving.
Creativity is defined in terms of knowledge, skills and attitudes.
**Conceptualisation**: Creativity (with innovation) and alongside critical thinking is seen as one of a number of 21st century skills. Creativity and innovation are grouped together, but it is suggested that the concepts originate from two different traditional schools of thought. ‘Creativity is most often the concern of cognitive psychologists. Innovation, on the other hand, is more closely related to economics where the goal is to improve, advance, and implement new products and ideas.’
**Visibility**: Within the list of 21st century skills creativity is specifically identified. |
| **Cambridge Life Competencies Framework** | The framework specifies six life competences:
— Creative thinking
— Critical thinking
— Learning to learn
— Communication
— Collaboration
— Social responsibilities
These are supported by three underpinning foundations including emotional development, digital literacy and discipline knowledge.
Creativity is defined as ‘the tendency or ability to generate multiple original and innovative ideas, alternatives, or possibilities rapidly and elaborate on them.’
**Conceptualisation:** Creativity is seen as a key life competency. Creative thinking and critical thinking are described separately. Creative thinking: participating in creative activities, creating new content from own ideas or other resources, using newly created content to solve problems and make decisions. Critical thinking: understanding and analysing links between ideas, evaluating ideas, arguments and options, synthesising ideas and information.
**Visibility:** Creativity is highly visible; it makes up about a third of the Life Competencies framework. |
| --- | --- |
| **Center for Curriculum Redesign Competencies Framework** | The framework specifies competencies and sub-competencies in three dimensions.
Skills (how we use what we know):
— Creativity
— Critical thinking
— Communication
— Collaboration
Character (how we behave and engage in the world – agency, attitudes, behaviours, dispositions, mindsets, personality, temperament, values, social and emotional skills, non-cognitive skills, and soft skills):
— Mindfulness
— Curiosity
— Courage
— Resilience
— Ethics
— Leadership
Meta-learning (how we reflect and adapt and learn how to learn):
— Metacognition
Now part of a wider Ed21 network, the 4Cs model was an early attempt to reconceptualise the kinds of learning necessary to thrive in a digital age. The framework has subsequently been revised to encompass Character and Meta-learning.
**Conceptualisation:** Creativity is seen as an applied skill, along with critical thinking, communication and collaboration. Aspects of Character also feature in many definitions of creativity.
**Visibility:** Creativity was highly visible when the framework contained 4Cs of which it was one C (two if Critical thinking is also included). Subsequently it has become less central. |
| **enGauge 21st Century Skills: Digital Literacies for a Digital Age**
North Central Regional Educational Laboratory (NCREL)
USA
2002 | — Growth mindset
Digital-age literacy: basic, scientific, and technological literacies; visual and information literacies; cultural literacy and global awareness
Inventive thinking: adaptability/ability to manage complexity; curiosity, creativity and risk-taking; higher-order thinking and sound reasoning
Effective communication: teaming, collaboration, and interpersonal skills; personal and social responsibility; interactive communication
High productivity: ability to prioritize, plan, and manage for results; effective use of real-world tools; relevant, high-quality products | One of the earliest frameworks seeking to define 21st century skills for a digital age. Creativity is defined as ‘using the imagination to develop new and original things.’
**Conceptualisation**: Creativity is part of inventive thinking, itself a twenty-first century skill. The report also talks of such skills, especially digital, as a ‘literacy’.
**Visibility**: Creativity is explicitly mentioned and defined but sits within the category Inventive thinking. |
| **Key Skills for the 21st Century**
Centre for International Research on Education Systems (CIRES)
Australia
2017 | Nine concepts/key skills are seen as important:
— Critical thinking
— Creativity
— Metacognition
— Problem-solving
— Collaboration
— Motivation
— Self-efficacy
— Conscientiousness
— Grit or perseverance | This ‘framework’ or list of the key skills most likely to be future proof was developed after a thorough evidence-based review, with particular focus on the Australian curriculum. The review is reluctant to define creativity saying only that most researchers ‘argue that it entails the production of something recognised as novel or useful in a given social context…that an output must be socially recognised as valuable (in addition to being original) to be considered as creative.’
The review contains thoughtful analyses of issues of pedagogy and assessment relating to the skills.
Creativity is also seen as closely related with other cognitive skills such as problem identification, idea generation, and problem-solving.
**Conceptualisation**: Creativity is closely linked with critical thinking and seen as a key skill for the future.
**Visibility**: As with the wider Australian curriculum, creativity (with critical thinking) is highly visible. |
| **Habits of Mind**
Costa and Kallick
USA
2000 | Sixteen habits of mind:
— Persisting
— Managing impulsivity
— Listening to others with understanding and empathy
— Thinking flexibly
— Thinking about thinking (metacognition) | Developed over many decades, habits of mind seek to better define what learners do when they behave intelligently. Creativity is an individual habit. Creating, imagining and innovating, and identified as integral to thinking flexibly, questioning and posing problems, finding humour, and learning continuously.
**Conceptualisation**: Central to this framework is the idea that Habits of Mind (HofM) are a ‘composite of many skills, attitudes, cues, past experiences and proclivities.’ They seek to describe those habits of mind which are effective for people when confronted with real-world problems. ‘Attribute’ is also used as a synonym for HofM. |
| **Jubilee Centre Framework for Character Education**
**UK 2017** | The framework describes four types of virtues and their associated character traits:
— Intellectual virtues
— Moral virtues
— Civic virtues
— Performance virtues
These virtues feed into an integrative virtue, practical wisdom, developed through experience and critical reflection, and enabling us to perceive, know, desire and act with good sense. | The Jubilee model reaches back to Aristotle, taking his notion of phronesis or practical wisdom as a meta-virtue integrating the four types of virtue, intellectual, moral, civic and performance.
**Conceptualisation**: Creativity is an aspect of the different types of virtues which make up character.
Critical thinking and curiosity are seen as intellectual virtues. Determination, motivation, perseverance, resilience and teamwork as performance virtues.
**Visibility**: Creativity is implicitly part of this overview of character. |
| **New Pedagogies for Deep Learning (NPDL)**
**Canada 2014** | Core learning outcomes are defined as the six Cs of deep learning:
— Character
— Citizenship
— Collaboration
— Communication
— Creativity
— Critical thinking | NPDL was conceived by Michael Fullan (Fullan & Scott, 2014) and the framework along with its associated pedagogical guidance and continua for each of the 6Cs is used across the world.
Creativity is defined as ‘having an ‘entrepreneurial eye’ for economic and social opportunities, asking the right questions to generate novel ideas, and demonstrating leadership to pursue those ideas into practice.’
Critical thinking is defined as ‘critically evaluating information and arguments, seeing patterns and connections, construction meaningful knowledge and applying it in the real world.’ |
| **Non-cognitive skills model** | The study identified eight non-cognitive skills:
— Self-Perceptions
— Motivation
— Perseverance
— Self-Control
— Metacognitive Strategies
— Social Competencies
— Resilience and Coping
— Creativity |
| --- | --- |
| **Gutman and Schoon UK 2013** | The focus of this rapid review of the literature was achieving a better understanding of the impact of non-cognitive skills on life outcomes.
Creativity is defined as ‘the production of novel and useful ideas.’ The researchers found no evidence of its impact on wider life outcomes.
**Conceptualisation:** Creativity is one of eight non-cognitive skills for which there is only limited evidence of wider life outcomes.
**Visibility:** Creativity is visible, but the research team were of the belief that progress in understanding its impact was hampered ‘lack of consensus concerning its definition and measurement’, something which there has been significant progress with since the report was written. |
| **P21 Learning Framework USA 2019** | The framework specifies key subjects, 21st century themes and three blocks of skills.
Key subjects: English, reading, or language arts; world languages; arts; mathematics; economics; science; geography; history; government; and civics
21st century interdisciplinary themes: global awareness, financial, economic, business and entrepreneurial literacy, civic literacy, health literacy, and environmental literacy
Skills:
— Learning and innovation skills: creativity and innovation, critical thinking and problem solving, communication, and collaboration
— Information, media and technology skills: information literacy, media literacy, and ICT literacy |
| --- | --- |
| | Creativity is seen as having three elements:
Thinking creatively: using a wide range of idea-creation techniques, creating new and worthwhile ideas and elaborating, refining, analysing, and evaluating ideas in order to improve and maximize creative efforts
Working creatively with others: Developing, implementing and communicating new ideas, being open and responsive to new and diverse perspectives, incorporating group input and feedback, demonstrating originality and inventiveness in work and understanding the real-world limits to adopting new ideas, viewing failure as an opportunity to learn and understanding that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes
Implementing innovations: Acting on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur. |
NPDL maintains a distinction between creativity and critical thinking.
**Conceptualisation:** Creativity is framed as an aspect of deep learning.
Importantly NPDL argues that digital is an aspect of all of the competences or capabilities which are particularly relevant to learners today. It sees progression in regard to creativity at school level as having four stages – limited, emerging, accelerating, advanced – and that the use of digital methods is increasing integral to these, referred to as ‘leveraging digital’.
**Visibility:** Creativity is very prominent in this framework.
| **VIA Character strengths**
**VIA Institute on Character**
**USA**
**n.d.** | The framework specifies 24 character strengths by type/virtue:
— Wisdom: creativity, curiosity, judgement, love of learning and perspective
— Courage: bravery, honesty, perseverance and zest
— Humanity: kindness, love and social intelligence
— Justice: fairness, leadership and teamwork
— Temperance: forgiveness, humility, prudence and self-regulation
— Transcendence: appreciation of beauty and excellence, gratitude, hope, humor and spirituality | Now part of Battelle for Kids in the USA, P21 shares the 4Cs of the Center for Curriculum Redesign and links these with other aspects of the curriculum.
**Conceptualisation**: Creativity, paired with innovation, is seen as a learning and innovation skill.
**Visibility**: Creativity is clearly visible but, in this version of the Learning Framework increasingly subsumed in many other concepts. |
| **Learning Dimensions of Making and Tinkering 2.0**
**Exploratorium**
**USA**
**2017** | The framework sets five dimensions of making and tinkering:
— Initiative and intentionality
— Problem solving and critical thinking
— Conceptual understanding
— Creativity and self-expression
— Social and emotional engagement | Developed by educators from the Exploratorium Tinkering Studio and the Lighthouse Community Charter School (Oakland), the framework is built on results of a study on an afterschool tinkering programme at the school.
**Conceptualisation**: Together with self-expression, creativity is treated as a dimension of learning. Indicators that tinkerers are exercising and developing their creativity include responding aesthetically to materials and phenomena, connecting projects to personal interests and experiences, playfully exploring, expressing joy and delight, and using materials in novel ways.
**Visibility**: Creativity is clearly visible and described as being at the heart of tinkering. |
These 13 research-based models adopt a large variety of different approaches. As with the European frameworks where the focus of the framework and its proximity to the idea of creativity suggests a likely approach to the role and status of creativity within it, so with these research-based frameworks the attitude of the researchers or the organisations for which they are working guides the approaches adopted. Indeed, a number of these organisations, P21 and the Center for Curriculum Redesign, are advocacy bodies recruiting researchers, educators and politicians to their cause.
Those, for example, adopting a 21st century skills/life skills approach, tend to see creativity as important and current, whereas those with longer histories, the two-character frameworks, for example, see creativity as something much older, potentially an element of human virtues such as wisdom.
Similarly, the perspective of non-cognitive skills not only reminds us of life after school, how certain skills help an individual to flourish beyond school, but also of the role of perseverance, metacognitive strategies and social competencies alongside creativity.
One framework, Habits of Mind, has its roots in psychology and takes a view of intelligence which sees the real world beyond school as centrally important. For two decades the sixteen habits have been used in schools across the world, increasingly embedded in every subject of the curriculum\(^1\).
Another key theme is the importance of understanding about context and the transfer of learning along with an interest in meta-learning and meta-cognition.
Reflecting on these frameworks, Cambridge Life Competencies and New Pedagogies for Deeper Learning are just two examples of frameworks in use across the world, it is noteworthy how curriculum development is now a global issue.
We have considered these research-based frameworks as a separate category from those in earlier tables, in other words, organised frameworks by their evidential credentials. But the truth is that the frameworks in Tables 1–4 have almost always relied on evidence too. The difference is that, whereas it is clear where a centre advocating 21st century skills sits in terms of educational policy, it is sometimes less clear when political decisions are made in international, European, national or state administrations.
The breadth of approaches along with the gathering research interest in creativity in education and lifelong learning internationally suggests both the complexity and importance of the topic.
### 4.1.6 Research-based creativity frameworks
Finally, we turn to eight frameworks drawn from research which focus exclusively on creativity. In each case, we have prioritised those which are currently used in formal education or non-formal learning, or selected reports which make evidence-based proposals for education.
---
\(^1\) See, for example, the Habits of Mind Institute, available at https://www.habitsofmindinstitute.org/what-are-habits-of-mind2/
| Title of framework | Definition of creativity | Comments |
|-------------------|--------------------------|----------|
| Creative Problem-Solving (CPS) Framework | The CPS framework sees creativity as the function of combining knowledge, imagination and evaluation, all of which are tempered by ‘attitude’ This definition is sometimes represented as a symbolic equation – C = fa(K,I,E). CPS has four stages with six steps:
— Clarify: (1) explore the vision, (2) gather data, and (3) formulate challenges
— Ideate: explore ideas
— Develop: formulate solutions
— Implement: formulate a plan | The CPS framework has evolved over several decades from the original thinking of Alex Osborn and Sid Parnes, and it was developed and refined by, in particular, by Isaksen, Dorval, & Trefinger (2000). CPS is currently in its sixth iteration. While CPS might seem to be more a process of problem-solving than a creativity framework it is included as one a very small number of research-based frameworks widely used in the workplace which also brings with it a clear definition of creativity. CPS assumes that everyone is creative and that creativity can be learned. Three underlying principles inform the CPS view of creativity; that it is a careful blend of divergent and convergent thinking, that idea generation works best when judgment is suspended and that the choice of language is significant (for example the word ‘but’ when used in the creative process almost always hinders creativity). |
| Center for Creative Learning, Inc. and Creative Problem Solving Group, Inc USA 2000 | Creativity is defined as ‘the capacity to imagine, conceive, express, or make something that was not there before’. Creative thinking is ‘a process through which knowledge, intuition and skills are applied to imagine, express or make something novel or individual in its contexts. Creative thinking is present in all areas of life. It may appear spontaneous, but it can be underpinned by perseverance, experimentation, critical thinking and collaboration.’ | The National Advisory Committee on Creative and Cultural Education in the UK (1999) defined creativity as ‘imaginative activity fashioned so as to produce outcomes that are both original and of value.’ Ever since this seminal report teachers have wondered about the degree to which their students’ work is original and what is meant by value. This report represents an evolution of thinking by viewing creativity as a capacity and critical thinking, the phrase adopted for the PISA 2021 Test of Creative Thinking, as the process by which creativity is realised. The report also seeks explicitly to decouple creativity from its association with the arts arguing that it is ubiquitous, present in every subject discipline and every aspect of life. |
| Durham Commission on Creativity and Education UK 2019 | | |
| Five-dimensional model of creativity Centre for Real-World Learning UK | The model describes five core dispositions/habits of the creative mind, each with three sub-elements:
— Inquisitive: wondering and questioning, exploring and investigating, challenging assumptions
— Imaginative: playing with possibilities, making connections, using intuition | The model was developed after a combination of literature review and two field trials exploring its usability and potential to enable teachers track the progress of their students against the framework, the model was published by the OECD as a working paper (Lucas et al, 2013). It was subsequently used as the protocol for an eleven country study coordinated by the OECD Centre for Educational Research and Innovation and was influential in the decision by PISA to make Creative |
| Year | Model Name and Authors | Description | Notes |
|------|------------------------|-------------|-------|
| 2013 | | Persistent: sticking with difficulty, daring to be different, tolerating uncertainty
Collaborative: sharing the product, giving and receiving feedback, cooperating appropriately
Disciplined: developing techniques, reflecting critically, crafting and improving | Thinking the focus of its Innovative Domain test in 2021. The model is used in schools across the world in more than twenty countries. Creativity is seen as a componential model with the inclusion of three dimensions – persistent, collaborative and disciplined, offering a holistic definition that encompasses traditions of thought associated both with creativity and with critical thinking. |
| 2009 | Four C model of creativity
Kaufmann and Beghetto
USA | Four categories of creativity:
Mini-c. This new category takes away any need for comparison with others. It focuses on individual learning and meaning-making, the ‘novel and personally meaningful interpretation of experiences, actions, and events’.
Little-c. This is the mundane, everyday version of creativity which requires domain-specific skills and various personal attributes. It might include decorating a bedroom, finding efficient ways to pack for a vacation, combining articles of clothing into a brand new outfit, cooking a meal with a limited range of ingredients available.
Pro-c. Pro is for professional. It refers to creativity that has evolved, with practice, over many years and which can impact on a wider a field or domain. It might be exercised by a wide range of professionals such as a dancer, a professor, a surgeon or historian.
Big-c. This is associated with an elite few transforming, revolutionary individuals. Typically these might be ground-breaking artists, scientists, mathematicians or world leaders. | This is an important attempt to recognise the continuum of creative activity from very small to very big. Originally stimulated by the idea of little c creativity (Craft, 2001), it has been expanded helpfully to show the different levels which make up creativity and dispel the myth that it is only something for exceptionally talented individuals. The model is used in the European Creative Schools projects\(^2\). |
| 2020 | LEGO Foundation Denmark | Creativity is defined as ‘the iterative process of connecting, exploring, and transforming the world in both new and meaningful ways. Creative process is a dynamic process that includes three interwoven experiences – connecting, exploring, and transforming – based in the three types of creativity.’ | Developed by a panel of expert researcher from across the world, this model is aimed primarily at those working with children, both at school and less formally in a range of play-based settings. Its main focus is on ‘min-c’ creativity, creativity that is of value to the individual. Key terms are defined as follows:
Iteration is ‘is a process of trying out different possibilities, revising hypotheses in response to new information, and discovering new questions.’ |
\(^2\) More information is available at [https://creativeschools.eu/hu/articles/37/1/the-four-c-model-of-creativity](https://creativeschools.eu/hu/articles/37/1/the-four-c-model-of-creativity)
| **OECD Centre for Educational Research and Innovation (CERI)** | CERI developed rubrics for creativity and critical thinking with four dimensions.
Creativity (coming up with new ideas and solutions):
— Inquiring: Make connections to other concepts and knowledge from the same or from other disciplines
— Imagining: Generate and play with unusual and radical ideas
— Doing: Produce, perform or envision a meaningful output that is personally novel
— Reflecting: Reflect on the novelty of the solution and of its possible consequences
Critical thinking (questioning and evaluating ideas and solutions):
— Inquiring: Identify and question assumptions and generally accepted ideas or practices
— Imagining: Consider several perspectives on a problem based on different assumptions
— Doing: Explain both strengths and limitations of a product, a solution or a theory justified on logical, ethical or aesthetic criteria
— Reflecting: Reflect on the chosen solution/position relative to possible alternatives |
| --- | --- |
| **France 2019** | Taking the five-dimensional model of creativity (Lucas et al, 2013) as its starting point, CERI brought together teachers, researchers and education policymakers in 11 countries to develop and trial a set of pedagogical resources that exemplify what it means to teach, learn and make progress in creativity and critical thinking in primary and secondary education.
Creativity and critical thinking in this framework are seen as complementary element of the creative process.
CERI focuses especially on the development of rubrics which were accessible to both teachers and students in an attempt to develop a common language for critical thinking and creativity and so to make teaching and learning more effective. |
| **PISA 2021 Creative Thinking France** | Creative thinking in PISA 2021 is defined as ‘the competence to engage productively in the generation, evaluation and improvement of ideas, that can result in original and effective solutions, advances in knowledge and impactful expressions of imagination.’ |
| --- | --- |
| | The PISA definition of creative thinking highlights the fact that ‘students in all contexts and across all levels of education need to learn how to engage productively in the practice of generating ideas, how to reflect upon ideas by
| **2019** | |
| --- | --- |
| **Seven Critical Components of Creativity in Children** | valuing both their relevance and novelty, and how to iterate upon ideas until they reach a satisfactory outcome.’
The focus of the PISA 2021 test will be on tasks related to ‘little c’ creativity ‘in order to minimise the importance of innate talent for performance and to put a stronger focus on the malleable capacity of individuals to engage in creative thinking.’
PISA 2021 has chosen to combine the concepts of creativity and critical thinking into one concept. Given its influence on education policymakers this approach may be of interest to countries across the world. |
| **Bay Area Discovery Museum USA 2015** | Seven components of creativity organised by three developmental domains.
Cognitive:
— Imagination and originality (imagine and explore original ideas)
— Flexibility (maintain openness to unique and novel experiences)
— Decision making (make thoughtful choices that support creative efforts)
Social and emotional:
— Communication and self-expression (communicate ideas and true self with confidence)
— Motivation (demonstrate internal motivation to achieve a meaningful goal)
— Collaboration (develop social skills that foster creative teamwork)
Physical:
— Action and movement (boost creative potential through physical activity) |
Early on this quotation lays out the researchers beliefs:
‘Creativity is not a fixed quantity, but rather a renewable resource that can be improved and nurtured by optimizing the environment that allows an individual’s creative potential to blossom.’
This framework is one a relatively small number which focus on an informal learning environment such as a children’s museum.
Creativity is seen as a componental concept made up of a number of aspects drawn from cognitive, social/emotional and physical domains.
One striking thing about Table 7 is the very small number of evidence-based frameworks which are widely used in schools and in lifelong learning. This is not to suggest that there are few models or frameworks of creativity in existence; there are many. In terms of schools, the Centre for Real-World Learning model (Lucas, Claxton, & Spencer, 2013), for example, is used across the world. Figure 5 shows an example from a school in Sydney, Australia, which has been applying it for five years, exploring the implications for pedagogy, thinking routines and language.
**Figure 5.** Rooty Hill High School in Sydney and its application of the Centre for Real-World Learning’s five-dimensional model of creativity in and beyond its formal curriculum
Source: Lucas, B.(2016). A Five-Dimensional Model of Creativity and its Assessment in Schools, *Applied Measurement in Education*, 29(4), 278–290.
The Kaufmann and Beghetto model has been particularly influential in and beyond school in enabling the world to move away from seeing creativity as eccentric and rare and view it, instead, as everyday. Mini-c, Little-c and Pro-c all have resonance for formal and informal educators.
Two initiatives from the OECD are of undoubted significance. The first, a four-year study across eleven countries into ways of fostering students’ creativity and critical thinking (Vincent-Lancrin et al., 2019), provides evidence for how this can be done in a variety of school and country contexts. The second is the PISA test of Creative Thinking planned for 2021, which, like earlier PISA tests, is likely to raise the status of creativity.
4.2 Linking creativity with other competences/skills
With a clearer sense of the range of existing concepts, models and frameworks which include creativity, we now turn to reflect on these two questions:
— What are the links between creativity and the eight key competences outlined in the European Reference Framework?
— What are the links between creativity and other competences and core life/21st century skills as described in literature and learning frameworks?
Creativity is linked with almost every term currently in use in describing educational frameworks (see section 3.2) and, along the way we have seen how it has been framed in terms of learning, character and employability, and that it is just now being considered for assessment in secondary schools.
In terms of the second question, we now draw together some of the links (and a lack of connection) between creativity and the eight Key Competences for Lifelong Learning in the European Reference Framework.
Since their first introduction in 2006, the Key Competences for Lifelong Learning have been an important reference document for the development of competence-oriented education, training and learning. Over the intervening period, as the world has developed, competences have been revised and new ones introduced, most recently in 2019 as a result of the Council Recommendation of 22 May 2018. The current competences are:
— Literacy competence
— Multilingual competence
— Mathematical competence and competence in science, technology and engineering
— Digital competence
— Personal, social and learning to learn competence
— Citizenship competence
— Entrepreneurship competence
— Cultural awareness and expression competence
Appendix 1 summarises the competences using the text of the Council Recommendation of 22 May 2018 on key competences for lifelong learning.
In the same Council recommendation, we are reminded that:
Key competences are those which all individuals need for personal fulfilment and development, employability, social inclusion, sustainable lifestyle, successful life in peaceful societies, health-conscious life management and active citizenship. They are developed in a lifelong learning perspective, from early childhood throughout adult life, and through formal, non-formal and informal learning in all contexts, including family, school, workplace, neighbourhood and other communities.
The key competences are all considered equally important; each of them contributes to a successful life in society. Competences can be applied in many different contexts and in a variety of combinations. They overlap and interlock; aspects essential to one domain will support competence in another. Skills such as critical thinking, problem solving, teamwork, communication and negotiation skills, analytical skills, creativity, and intercultural skills are embedded throughout the key competences.
In the last of these sentences, creativity, along with other items, is described as a skill which is embedded throughout the key competences. While it is eminently sensible to seek to embed some aspects of key competences across all competences it inevitably raises questions too:
— Is creativity a skill? The evidence would seem to suggest that creative thinking is a cluster of skills, but that creativity is a multi-dimensional concept best described in words such as competency, competence, attribute, and disposition.
— How best does any framework such as the Key Competences for Lifelong Learning recognise something as important as creativity? If it is simply left to individual competence developers, this runs the risk of confusing understanding of creativity.
— How best can the complexity of a concept such as creativity be recognised so that it can be better developed across Europe? If creativity is set in a list alongside teamwork or problem-solving then it is being implicitly compared with smaller, different ideas.
We have looked at four out of eight competences listed in the European Reference Framework. These include digital, entrepreneurship, personal, social and learning to learn competence as well as cultural awareness and expression, and seem to overlap with the idea of creativity the most. In the context of lifelong learning, the JRC has developed frameworks for individuals for the first three of these, whereas cultural awareness and expression have been explored through the open method of coordination by a working group of the EU Member States’ experts in 2016\(^3\), but as of September 2020, no common framework has been produced.
Digital: Creativity is seen through the lens of digital activity. Creativity is explicitly part of Problem-solving (Creatively using digital technologies) but implicitly part of Communication and collaboration and Digital content creation.
Personal, Social and Learning: According to this Framework, creativity ‘enables individuals to question assumptions, reevaluate problems considering different variables and to take sensible risks. Being persistent, collaborative, and disciplined sustain creativity.’ P. 67. And ‘While creativity is visible, it sits among many other concepts within this framework.’
Entrepreneurship: Creativity is defined as ‘developing ideas and opportunities to create value, including better solutions to existing and new challenges; exploring and experimenting with innovative approaches; combining knowledge and resources to achieve valuable effects.’ Creativity is seen as a sub-set of an Entrepreneurship competence, Ideas and opportunities (along with spotting opportunities, vision, valuing ideas, ethical and sustainable thinking). Creativity is explicitly mentioned but as a small element of a larger competence. Creativity is also implicit in many of the other competences/sub-competences such as coping with ambiguity, uncertainty & risk, taking the initiative and mobilising others. While creativity and entrepreneurship share common features such as the generation of original ideas, entrepreneurship is an applied version of creativity where the emphasis is on creating value or profit.
\(^3\) The report is available at [https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1](https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1)
Cultural awareness and expression competence: The description of this competence is full of powerful expressions of the value of creativity, albeit and understandably framed by its interest in culture and the arts. Its model of creativity is the five-dimensional one published by the OECD (Lucas et al., 2013).
While creativity features the most in the descriptions of the four competences listed above, there are clearly opportunities for recognising the role of this transversal skill more explicitly in Literacy, Mathematical competence and competence in science, technology and engineering and Citizenship. These possible connections are indicated by extracts from the framework as presented in the Council Recommendation of 22 May 2018 (see Appendix 1).
| Literacy | …a process of becoming sensitive to problems, deficiencies, gaps in knowledge, missing elements, disharmonies, and so on; identifying the difficulty; searching for solutions, making guesses, or formulating hypotheses about the deficiencies: testing and retesting these hypotheses and possibly modifying and retesting them; and finally communicating the results (Torrance, 1974, p. 8). |
| --- | --- |
| Competence in science refers to the ability and willingness to explain the natural world by making use of the body of knowledge and methodology employed, including observation and experimentation, in order to identify questions and to draw evidence-based conclusions. | Mathematical competence and competence in science, technology and engineering |
| Citizenship | Skills for citizenship competence relate to the ability to engage effectively with others in common or public interest, including the sustainable development of society. This involves critical thinking and integrated problem-solving skills… |
We did not find any obvious connections between creativity and the multilingual competence.
### 4.3 Discussing commonalities and differences
**Creativity, as we have seen, is a concept which is gaining importance in education, lifelong learning and employment.** The World Economic Forum (2015) consistently ranks it as one of the most important competencies wanted by employers. In 2021 PISA will, for the first time, test it (as Creative Thinking). While many people enjoy debating the precise definition of creativity, there is substantial agreement as to its core components.
While the importance of creativity is widely recognised throughout life, the main focus of research and policy development has been on formal education, albeit with the intention of reimagining schools as places where life skills are developed. In parallel, employers’ organisations and a number of advocacy bodies across the world are arguing for the status of creativity to be enhanced suggesting that it is, for example, a core 21st century skill or even a literacy on a level with numeracy and the more conventional interpretation of the idea of literacy.
While there are many commonalities in the treatment of creativity in the frameworks we have reviewed, there are also many differences.
#### 4.3.1 Points in common
The frameworks we reviewed are in broad agreement in a number of areas:
- They increasingly refer to creativity as being an important human attribute.
- A common core of concepts occurs in definitions of creativity including originality, novelty, value, experimentation and problem-solving.
- Creativity is conceived as both a product and a process.
- Most frameworks focus on schools, even if the term lifelong learning is used.
- Most frameworks conceive of creativity as multi-dimensional.
- It is clear that the main focus of interest is on the ‘everyday creativity’ that we can all show throughout our lives rather than on the exceptional outputs of a genius.
4.5.2 Areas of difference
The frameworks take different views too:
— The degree of status and visibility accorded to creativity varies from framework to framework. In some, it is highly visible while in others, it is just a tiny aspect. This variety often reflects the perspective from which the framework has been written, demand versus supply, academic versus applied, school-deep versus lifelong, well-being versus employability, for the purposes of learning versus in order to be assessed.
— There is a tension between two ‘ends’ of the scale when defining creativity, broadly those who see it as divergent thinking and those who value convergent thinking. This tension is expressed through the deliberate co-existence of creativity (classically associated with divergent thinking) and critical thinking (normally seen as convergent). The amalgamated term ‘creative thinking’ is increasingly being used.
— Notwithstanding a consensus as to the core elements of creativity, there is much variety about the many terms associated with it – inventiveness, innovation, entrepreneurship, persistence, grit and curiosity.
— Some frameworks explicitly define creativity, others do not, preferring to leave it implicit.
— While many frameworks specify the importance of collaboration, almost none of the frameworks considers the implications of creativity as a social phenomenon.
— Almost all frameworks consider creativity to be ubiquitous, all disciplines, all ages, though a few still hold to a historic association with the arts.
The framing of creativity and the language used to describe it varies astonishingly. It is by turns an ability, an attitude, an attribute, a capability, a capacity, an element of character, a cognitive skill, a competence or competency, a disposition, a habit of mind, a key competence or skill, a life skill, a meta-skill, a non-cognitive skill, a skill, a soft skill, a transformative competency, a transferable skill, a transversal skill or competency or a 21st century skill.
5 Conclusions
Creativity is growing in importance as a valuable transversal skill or competence for lifelong learning. Although it is a large and complex concept, it does not appear as one of the eight European Competences for Lifelong Learning.
5.1 Reflecting on research questions
In terms of our research questions, we can say in summary that:
In frameworks across the world creativity appears in many different guises, sometimes as a transversal competence or skill for lifelong learning, sometimes conceived in any number of the other ways listed on the previous page and in the six tables in section 4.1.
Creativity sometimes stands on its own as a robust concept and sometimes sits alongside other related ideas including critical thinking, inventiveness, innovation, entrepreneurship, persistence, grit and curiosity. Metaphorically, creativity is pictured as a petal of a daisy or a leaf on tree as helping to power a swimmer through the digital ocean of life and as an ingredient in a learner compass.
Each different word used to describe creativity come freighted with semantic associations. Virtue and character suggest its timeless humanity. 21st century skills suggest an urgency, also a contradiction; for who would predict that the same skills needed now will be needed in eighty years’ time and for some, as we saw earlier, creativity can have a ‘dark’ side, too.
The ‘building blocks’ of creativity are also widely different in different frameworks – ability, attitude, capacity, cluster, element, knowledge, skill, theme, process and value, for example. As one reads each new framework, there is the strong sense that each new framework developer (understandably) seeks to choose slightly different terminologies and build a new vocabulary that will help the framework seem distinctive and novel. The effect of this is attractive to those who enjoy linguistic experimentation but confusing to those looking for clarity and changes to policy and practice.
Creativity is mainly connected to four of the eight key competences – Digital, Personal, Social and Learning to learn, Entrepreneurship, and Cultural awareness and expression as outlined in 4.2. It is possible also to see connections with Mathematical competence and competence in science, technology and engineering and Citizenship, which could be further developed.
While it is helpful that creativity has a place as a cross-cutting theme in the eight competences there is nevertheless a risk that it is overlooked and undervalued. That within the eight frameworks, there is such a diversity of definitions and conceptualisations also runs the risk of creating confusion or at the very least tensions which may or may not be creative tensions.
A selection of definitions of creativity identified as part of this review is listed in Appendix 2.
5.2 Some possible next steps
The attempt to coordinate the various competences which make up lifelong learning, begun in 2006 in the European Reference Framework and ongoing today, is a powerful statement of the personal, economic, social and technological value of learning.
When the endeavour began, the world was a much different place, with the full impact of the digital age only beginning to be recognised. The challenge of a climate emergency and the pressing need for more sustainable development were similarly only in their relative infancy.
In the last decade and a half the role of human creativity has begun to be more acknowledged; the decision to make creative thinking the focus of PISA in 2021 is just one indicator as are the powerful voices of the World Economic Forum, UNESCO and UNICEF. The growing interest in creativity is such that, were competences for lifelong learning being created now in 2020 rather than in 2006 it is at least possible that creativity or creative thinking might have been one of them.
With this mind there would appear to be three possible next steps: do nothing and hope that the concept of creativity somehow grows in prominence, create a guide or overview exploring the ways creativity currently appears in European Frameworks or create a new European Framework.
Of these ideas, the second would seem to have merit and avoid the inevitable disruption of adding an extra framework. For the development of a guide to creative thinking in lifelong learning, developing a common
language to describe creativity – what it is, why it matters, and how it fits into each of the eight competences – would act as a catalyst for conceptual and linguistic clarification as well as bolstering the importance of creativity across all domains. In parallel with this, it might be helpful to produce a comprehensive map of creativity across the eight competence frameworks.
As frameworks reach a point of revision or at any stage when they are being developed there may be an opportunity to make creativity and creative thinking more prominent and better understood. In some cases, this will be a simple matter of building on what is already there; in others it may require deeper dialogue when frameworks are revised, or guidance materials are developed.
If there were to be a creative spirit of adventure present it would of course be possible to consider the development of a whole new competence framework, Creative Thinking, which might be added to the existing eight.
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Annex 1. European Reference Framework
The European Reference Framework (2018) sets out eight key competences.
1. Literacy competence
Literacy is the ability to identify, understand, express, create, and interpret concepts, feelings, facts and opinions in both oral and written forms, using visual, sound/audio and digital materials across disciplines and contexts. It implies the ability to communicate and connect effectively with others, in an appropriate and creative way.
Development of literacy forms the basis for further learning and further linguistic interaction. Depending on the context, literacy competence can be developed in the mother tongue, the language of schooling and/or the official language in a country or region.
Essential knowledge, skills and attitudes related to this competence
This competence involves the knowledge of reading and writing and a sound understanding of written information and thus requires an individual to have knowledge of vocabulary, functional grammar and the functions of language. It includes an awareness of the main types of verbal interaction, a range of literary and non-literary texts, and the main features of different styles and registers of language.
Individuals should have the skills to communicate both orally and in writing in a variety of situations and to monitor and adapt their own communication to the requirements of the situation. This competence also includes the abilities to distinguish and use different types of sources, to search for, collect and process information, to use aids, and to formulate and express one’s oral and written arguments in a convincing way appropriate to the context. It encompasses critical thinking and ability to assess and work with information.
A positive attitude towards literacy involves a disposition to critical and constructive dialogue, an appreciation of aesthetic qualities and an interest in interaction with others. This implies an awareness of the impact of language on others and a need to understand and use language in a positive and socially responsible manner.
2. Multilingual competence
This competence defines the ability to use different languages appropriately and effectively for communication. It broadly shares the main skill dimensions of literacy: it is based on the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) in an appropriate range of societal and cultural contexts according to one’s wants or needs. Languages competences integrate a historical dimension and intercultural competences. It relies on the ability to mediate between different languages and media, as outlined in the Common European Framework of Reference. As appropriate, it can include maintaining and further developing mother tongue competences, as well as the acquisition of a country’s official language(s).
Essential knowledge, skills and attitudes related to this competence
This competence requires knowledge of vocabulary and functional grammar of different languages and an awareness of the main types of verbal interaction and registers of languages. Knowledge of societal conventions, and the cultural aspect and variability of languages is important.
Essential skills for this competence consist of the ability to understand spoken messages, to initiate, sustain and conclude conversations and to read, understand and draft texts, with different levels of proficiency in different languages, according to the individual’s needs. Individuals should be able to use tools appropriately and learn languages formally, non-formally and informally throughout life.
A positive attitude involves the appreciation of cultural diversity, an interest and curiosity about different languages and intercultural communication. It also involves respect for each person’s individual linguistic profile, including both respect for the mother tongue of persons belonging to minorities and/or with a migrant background and appreciation for a country’s official language(s) as a common framework for interaction.
3. Mathematical competence and competence in science, technology, engineering
A. Mathematical competence is the ability to develop and apply mathematical thinking and insight in order to solve a range of problems in everyday situations. Building on a sound mastery of numeracy, the emphasis is on process and activity, as well as knowledge. Mathematical competence involves, to different degrees, the ability and willingness to use mathematical modes of thought and presentation (formulas, models, constructs, graphs, charts).
B. Competence in science refers to the ability and willingness to explain the natural world by making use of the body of knowledge and methodology employed, including observation and experimentation, in order to identify questions and to draw evidence-based conclusions. Competences in technology and engineering are applications of that knowledge and methodology in response to perceived human wants or needs. Competence in science, technology and engineering involves an understanding of the changes caused by human activity and responsibility as an individual citizen.
Essential knowledge, skills and attitudes related to this competence
A. Necessary knowledge in mathematics includes a sound knowledge of numbers, measures and structures, basic operations and basic mathematical presentations, an understanding of mathematical terms and concepts, and an awareness of the questions to which mathematics can offer answers.
An individual should have the skills to apply basic mathematical principles and processes in everyday contexts at home and work (e.g. financial skills), and to follow and assess chains of arguments. An individual should be able to reason mathematically, understand mathematical proof and communicate in mathematical language, and to use appropriate aids including statistical data and graphs and to understand the mathematical aspects of digitalisation.
A positive attitude in mathematics is based on the respect for truth and a willingness to look for reasons and to assess their validity.
B. For science, technology and engineering, essential knowledge comprises the basic principles of the natural world, fundamental scientific concepts, theories, principles and methods, technology and technological products and processes, as well as an understanding of the impact of science, technology, engineering and human activity in general on the natural world. These competences should enable individuals to better understand the advances, limitations and risks of scientific theories, applications and technology in societies at large (in relation to decision-making, values, moral questions, culture, etc.).
Skills include the understanding of science as a process for the investigation through specific methodologies, including observations and controlled experiments, the ability to use logical and rational thought to verify a hypothesis and the readiness to discard one’s own convictions when they contradict new experimental findings. It includes the ability to use and handle technological tools and machines as well as scientific data to achieve a goal or to reach an evidence-based decision or conclusion. Individuals should also be able to recognise the essential features of scientific inquiry and have the ability to communicate the conclusions and reasoning that led to them.
Competence includes an attitude of critical appreciation and curiosity, a concern for ethical issues and support for both safety and environmental sustainability, in particular as regards scientific and technological progress in relation to oneself, family, community, and global issues.
4. Digital competence
Digital competence involves the confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society. It includes information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), safety (including digital well-being and competences related to cybersecurity), intellectual property related questions, problem-solving and critical thinking.
Essential knowledge, skills and attitudes related to this competence
Individuals should understand how digital technologies can support communication, creativity and innovation, and be aware of their opportunities, limitations, effects and risks. They should understand the general principles, mechanisms and logic underlying evolving digital technologies and know the basic function and use of different devices, software, and networks. Individuals should take a critical approach to the validity, reliability and impact of information and data made available by digital means and be aware of the legal and ethical principles involved in engaging with digital technologies.
Individuals should be able to use digital technologies to support their active citizenship and social inclusion, collaboration with others, and creativity towards personal, social or commercial goals. Skills include the ability to use, access, filter, evaluate, create, program and share digital content. Individuals should be able to manage
and protect information, content, data, and digital identities, as well as recognise and effectively engage with software, devices, artificial intelligence or robots.
Engagement with digital technologies and content requires a reflective and critical, yet curious, open-minded and forward-looking attitude to their evolution. It also requires an ethical, safe and responsible approach to the use of these tools.
5. Personal, social and learning to learn competence
Personal, social and learning to learn competence is the ability to reflect upon oneself, effectively manage time and information, work with others in a constructive way, remain resilient and manage one’s own learning and career. It includes the ability to cope with uncertainty and complexity, learn to learn, support one’s physical and emotional well-being, to maintain physical and mental health, and to be able to lead a health-conscious, future-oriented life, empathize and manage conflict in an inclusive and supportive context.
Essential knowledge, skills and attitudes related to this competence
For successful interpersonal relations and social participation it is essential to understand the codes of conduct and rules of communication generally accepted in different societies and environments. Personal, social and learning to learn competence requires also knowledge of the components of a healthy mind, body and lifestyle. It involves knowing one’s preferred learning strategies, knowing one’s competence development needs and various ways to develop competences and search for the education, training and career opportunities and guidance or support available.
Skills include the ability to identify one’s capacities, focus, deal with complexity, critically reflect and make decisions. This includes the ability to learn and work both collaboratively and autonomously and to organise and persevere with one’s learning, evaluate and share it, seek support when appropriate and effectively manage one’s career and social interactions. Individuals should be resilient and able to cope with uncertainty and stress. They should be able to communicate constructively in different environments, collaborate in teams and negotiate. This includes showing tolerance, expressing and understanding different viewpoints, as well as the ability to create confidence and feel empathy.
The competence is based on a positive attitude toward one’s personal, social and physical well-being and learning throughout one’s life. It is based on an attitude of collaboration, assertiveness and integrity. This includes respecting diversity of others and their needs and being prepared both to overcome prejudices and to compromise. Individuals should be able to identify and set goals, motivate themselves, and develop resilience and confidence to pursue and succeed at learning throughout their lives. A problem-solving attitude supports both the learning process and the individual’s ability to handle obstacles and change. It includes the desire to apply prior learning and life experiences and the curiosity to look for opportunities to learn and develop in a variety of life contexts.
6. Citizenship competence
Citizenship competence is the ability to act as responsible citizens and to fully participate in civic and social life, based on understanding of social, economic, legal and political concepts and structures, as well as global developments and sustainability.
Essential knowledge, skills and attitudes related to this competence
Citizenship competence is based on knowledge of basic concepts and phenomena relating to individuals, groups, work organisations, society, economy and culture. This involves an understanding of the European common values, as expressed in Article 2 of the Treaty on European Union and the Charter of Fundamental Rights of the European Union. It includes knowledge of contemporary events, as well as a critical understanding of the main developments in national, European and world history. In addition, it includes an awareness of the aims, values and policies of social and political movements, as well as of sustainable systems, in particular climate and demographic change at the global level and their underlying causes. Knowledge of European integration as well as an awareness of diversity and cultural identities in Europe and the world is essential. This includes an understanding of the multi-cultural and socioeconomic dimensions of European societies, and how national cultural identity contributes to the European identity.
Skills for citizenship competence relate to the ability to engage effectively with others in common or public interest, including the sustainable development of society. This involves critical thinking and integrated problem-solving skills, as well as skills to develop arguments and constructive participation in community activities, as well as in decision-making at all levels, from local and national to the European and international level. This
also involves the ability to access, have a critical understanding of, and interact with both traditional and new forms of media and understand the role and functions of media in democratic societies.
Respect for human rights as a basis for democracy lays the foundations for a responsible and constructive attitude. Constructive participation involves willingness to participate in democratic decision-making at all levels and civic activities. It includes support for social and cultural diversity, gender equality and social cohesion, sustainable lifestyles, promotion of culture of peace and non-violence, a readiness to respect the privacy of others, and to take responsibility for the environment. Interest in political and socioeconomic developments, humanities and intercultural communication is needed to be prepared both to overcome prejudices and to compromise where necessary and to ensure social justice and fairness.
7. Entrepreneurship competence
Entrepreneurship competence refers to the capacity to act upon opportunities and ideas, and to transform them into values for others. It is founded upon creativity, critical thinking and problem-solving, taking initiative and perseverance and the ability to work collaboratively in order to plan and manage projects that are of cultural, social or financial value.
Essential knowledge, skills and attitudes related to this competence
Entrepreneurship competence requires knowing that there are different contexts and opportunities for turning ideas into action in personal, social and professional activities, and an understanding of how these arise. Individuals should know and understand approaches to planning and management of projects, which include both processes and resources. They should have an understanding of economics and the social and economic opportunities and challenges facing an employer, organisation or society. They should also be aware of ethical principles and challenges of sustainable development and have self-awareness of their own strengths and weaknesses.
Entrepreneurial skills are founded on creativity which includes imagination, strategic thinking and problem-solving, and critical and constructive reflection within evolving creative processes and innovation. They include the ability to work both as an individual and collaboratively in teams, to mobilize resources (people and things) and to sustain activity. This includes the ability to make financial decisions relating to cost and value. The ability to effectively communicate and negotiate with others, and to cope with uncertainty, ambiguity and risk as part of making informed decisions is essential.
An entrepreneurial attitude is characterised by a sense of initiative and agency, pro-activity, being forward-looking, courage and perseverance in achieving objectives. It includes a desire to motivate others and value their ideas, empathy and taking care of people and the world, and accepting responsibility taking ethical approaches throughout the process.
8. Cultural awareness and expression competence
Competence in cultural awareness and expression involves having an understanding of and respect for how ideas and meaning are creatively expressed and communicated in different cultures and through a range of arts and other cultural forms. It involves being engaged in understanding, developing and expressing one’s own ideas and sense of place or role in society in a variety of ways and contexts.
Essential knowledge, skills and attitudes related to this competence
This competence requires knowledge of local, national, regional, European and global cultures and expressions, including their languages, heritage and traditions, and cultural products, and an understanding of how these expressions can influence each other as well as the ideas of the individual. It includes understanding the different ways of communicating ideas between creator, participant and audience within written, printed and digital texts, theatre, film, dance, games, art and design, music, rituals, and architecture, as well as hybrid forms. It requires an understanding of one’s own developing identity and cultural heritage within a world of cultural diversity and how arts and other cultural forms can be a way to both view and shape the world.
Skills include the ability to express and interpret figurative and abstract ideas, experiences and emotions with empathy, and the ability to do so in a range of arts and other cultural forms. Skills also include the ability to identify and realise opportunities for personal, social or commercial value through the arts and other cultural forms and the ability to engage in creative processes, both as an individual and collectively.
It is important to have an open attitude towards, and respect for, diversity of cultural expression together with an ethical and responsible approach to intellectual and cultural ownership. A positive attitude also includes a
curiosity about the world, an openness to imagine new possibilities, and a willingness to participate in cultural experiences.
Annex 2. Some definitions of creativity
Developing ideas and opportunities to create value, including better solutions to existing and new challenges; exploring and experimenting with innovative approaches; combining knowledge and resources to achieve valuable effects.
Entrepreneurship Framework
The cognitive potential and ability to produce work that is both novel and appropriate.
Personal, Social and Learning to Learn Key Competence Framework
The ability to imagine and devise innovative new ways of addressing problems, answering questions or expressing meaning through the application, synthesis or repurposing of knowledge.
World Economic Forum (1)
The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
World Economic Forum (2)
A constant process, supporting, amplifying and regenerating cultural diversity across time and space, so that it may continue to instil expressions with new meanings for our time and for our future generations.
UNESCO Intercultural Competences: Conceptual and Operational Framework
The ability to produce new and/or unusual but practically applicable ideas.
Netherlands Curriculum
Discovering how to seek out questions to explore and problems to solve, experiment with ideas and questions, make new connections between ideas/information, learn from and value other people’s ideas, make ideas real by experimenting with different designs, actions, and outcomes, challenge the routine method, value the unexpected or surprising, see opportunities in mistakes and failures, and take risks for learning.
Northern Ireland Curriculum
The ability to imagine and think of new ways of addressing problems, answering questions or expressing meaning.
Scotland meta-skills
Recognizing opportunities and imagining possibilities to apply ideas in new ways; exploring or playing with ideas, materials or processes to create something new; evaluating and adapting ideas, materials or processes in response to feedback or emerging conditions; demonstrating initiative, resourcefulness and perseverance when transforming ideas into actions, products or services.
Albertan Curriculum
The tendency or ability to generate multiple original and innovative ideas, alternatives, or possibilities rapidly and elaborate on them.
Cambridge Life Competencies Framework
Having an ‘entrepreneurial eye’ for economic and social opportunities, asking the right questions to generate novel ideas, and demonstrating leadership to pursue those ideas into practice.
New Pedagogies for Deeper Learning
The production of novel and useful ideas.
Gutman & Schoon
The capacity to imagine, conceive, express, or make something that was not there before. Creative thinking is a process through which knowledge, intuition and skills are applied to imagine, express or make something novel or individual in its contexts. Creative thinking is present in all areas of life. It may appear spontaneous, but it can be underpinned by perseverance, experimentation, critical thinking and collaboration.
Durham Commission on Creativity and Education
Being inquisitive (wondering and questioning, exploring and investigating, challenging assumptions), imaginative (playing with possibilities, making connections, using intuition), persistent (sticking with difficulty, daring to be different, tolerating uncertainty), collaborative (sharing the product, giving and receiving feedback, cooperating appropriately) and disciplined (developing techniques, reflecting critically, crafting and improving).
*Lucas, Claxton & Spencer*
The iterative process of connecting, exploring, and transforming the world in both new and meaningful ways. Creative process is a dynamic process that includes three interwoven experiences – connecting, exploring, and transforming – based in the three types of creativity.
*LEGO Foundation*
Creative thinking is the competence to engage productively in the generation, evaluation and improvement of ideas, that can result in original and effective solutions, advances in knowledge and impactful expressions of imagination.
*PISA 2021 Test of Creative Thinking*
GETTING IN TOUCH WITH THE EU
In person
All over the European Union there are hundreds of Europe Direct information centres. You can find the address of the centre nearest you at: https://europa.eu/european-union/contact_en
On the phone or by email
Europe Direct is a service that answers your questions about the European Union. You can contact this service:
- by freephone: 00 800 6 7 8 9 10 11 (certain operators may charge for these calls),
- at the following standard number: +32 22999696, or
- by electronic mail via: https://europa.eu/european-union/contact_en
FINDING INFORMATION ABOUT THE EU
Online
Information about the European Union in all the official languages of the EU is available on the Europa website at: https://europa.eu/european-union/index_en
EU publications
You can download or order free and priced EU publications from EU Bookshop at: https://publications.europa.eu/en/publications. Multiple copies of free publications may be obtained by contacting Europe Direct or your local information centre (see https://europa.eu/european-union/contact_en).
The European Commission’s science and knowledge service
Joint Research Centre
JRC Mission
As the science and knowledge service of the European Commission, the Joint Research Centre’s mission is to support EU policies with independent evidence throughout the whole policy cycle.
EU Science Hub
ec.europa.eu/jrc
@EU_ScienceHub
EU Science Hub – Joint Research Centre
EU Science, Research and Innovation
EU Science Hub
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Lesson 13
God’s Glory Fills the Tabernacle
Theme: Obedience—Worshiping God as He commands
Sunday Morning Lesson
Pre-Class Activity
Bible Facts: High Five for Bible Facts
Memory Verse: Have the entire class stand and say all three Memory Verses for this quarter together. Take a moment to talk about the meaning of each verse and especially what they tell us about God.
Prayer
Teaching Today’s Lesson
1. For non-reading students, read Exodus 40:34-36. Have reading students find and mark Exodus 40:34 in the classroom Bibles.
2. Ask students to bring the Bibles and move to the Bible story area.
3. Establish the setting of the lesson by asking a student to point to the place on the timeline when today’s events took place.
4. Further establish the setting by asking a student to show Egypt and the route of the exodus on a map.
5. Introduce Lesson Graphics using “Gimme A Hand” Suitcase or “Hands-Up/Hang-It-Up.”
6. Tell the story and teach the lesson emphasizing the following scenes and points, tailored to your age group:
- God gave instructions to Israel about building a tabernacle. A tabernacle is a large tent where priests could do their work and help people worship God. People gave their jewelry and other valuable things to help build the tabernacle. Men who were good builders were chosen to do the work.
- The tabernacle was built just as God instructed. Aaron and his sons were to serve as priests in the tabernacle. Once the tabernacle was completed, a cloud covered it and the glory of God filled it. As the Israelites traveled through the Wilderness, God led them with a cloud on the tabernacle in the day and by a fire at night.
7. Use the *God’s Mighty Hand Lesson Graphics* and props such as a model, picture, or flannelgraph of the tabernacle, gold coins, jewelry, animal fur, and wood.
8. Let the students use the props you have provided to act out the Israelites bringing their goods for the service of the tabernacle. Have enough items to fill a basket to overflow. Let the students continue to “bring” the items until the basket is full and then tell them they need to stop, they have given more than what was needed.
9. Talk about God’s glory and describe how it filled the tabernacle.
10. Read Exodus 40:34-36.
Lesson 13
God’s Glory Fills the Tabernacle
Theme: Obedience—Worshiping God as He commands
Wednesday Night Lesson
Pre-Class Activity
Bible Facts: High Five for Bible Facts
Memory Verse: Provide an opportunity for students who have not yet recited Memory Verses for the class. Move to the Memory Verse wall display featured on page 9 of this Guide. Talk with the students about the key verses they have learned about God’s Mighty Hand and how these verses will help them their whole lives. Tell the students they may take home the “reward” with their names and the verses they memorized. Give these to the students as they leave class.
Prayer
Starter
Imagine your parents give you the opportunity to make your room any way you want it. You can choose the kind of furniture, paint, and equipment that you want. It doesn’t matter how much money it takes; you can have it the way you want it, and it will be your room. The workers who fix your room will work hard and take great care to make it just the way you direct them. This will be your special place. How will you choose to fix your room?
God directed His people to make a special place for His glory where they could worship Him. This place was the tabernacle, and here the people of Israel worshiped God. Workers worked hard and carefully to make the tabernacle just as God wanted it. The priests worked in and around the tabernacle helping people make sacrifices. Wherever the tabernacle was set up was a special place for Israel.
Briefly Review the Lesson from Sunday Morning and Read Exodus 40:34-36.
Illustrations and Applications
1. **Objective:** Illustrate the parts of the tabernacle, helping students learn the parts and functions
On poster board, make a blank diagram of the tabernacle and attach Velcro® where the
different parts are located. Reproduce the furniture of the tabernacle, laminate the pieces, and put Velcro® on the back. Have the students put the parts of the tabernacle in their proper places. Briefly discuss the way the different parts were used.
2. **Objective: Illustrate sacrifices as giving up things to honor God**
To illustrate sacrifice, have students list things they would never want to do without. Examples are food, bed, TV, or favorite clothes. Write the items on pieces of paper and hand them to the students. Discuss that having the paper means the item belongs to them. Explain that if they sacrifice these things, they will give them up and never get them back. Pass a basket and have the students put their sacrifices in the basket. Discuss how Israel made sacrifices of valuable animals to God.
3. **Objective: Reinforce how important it is to follow God’s instructions carefully; we honor Him when we do this**
Have two identical sets of wooden blocks or Lego® Duplo pieces. Plan ahead and practice building a structure with one set of materials. In class, put together a simple structure, showing the students how to do it. Having your model and instructions, have the students build the structure exactly as you showed them. They must not make any changes. Discuss with them how the workers who built the tabernacle must carefully follow God’s instructions.
4. **Objective: Illustrate the parts of the tabernacle**
With a computer and an Internet connection, access the 3D Bible Project at [http://www.3DBibleProject.com](http://www.3DBibleProject.com).
Here you will find a virtual reality model of the tabernacle as well as an animated study of how each component was added. Work with the model ahead of time and be prepared to show it to the students, talking about the features and functions of the tabernacle and its furnishings at an age-appropriate level. The model can also be downloaded ahead of time so that no internet connection is necessary in the classroom setting. | 260c7ea3-3055-4eee-8fd6-08c180e77a54 | CC-MAIN-2021-39 | https://www.boonevillecoc.com/uploads/6/3/7/8/6378949/1st___4th_lesson_13_teacher.pdf | 2021-09-27T13:07:28+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780058450.44/warc/CC-MAIN-20210927120736-20210927150736-00583.warc.gz | 688,481,947 | 1,351 | eng_Latn | eng_Latn | 0.995477 | eng_Latn | 0.996073 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1831,
2264,
4061,
6086
] | [
4.1875
] | 1 | 0 |
Official SAT® Practice on Khan Academy®
SAT® Suite Question Bank
December 5-9, 2022
Agenda
What we’ll cover in today’s webinar:
- Official SAT® Practice on Khan Academy®
- Getting Started: Student Experience
- Teacher Dashboard Tools: Educator Experience
- Creating Classes and Adding Students
- Planning for Usage
- Leveraging Study Groups
- SAT® Suite Question Bank (SSQB)
- Access to the SSQB
- Using the SSQB
Brief Overview of Official SAT® Practice on Khan Academy®
Tiffany’s Path to Success
SEND SCORE DATA
COLLEGE BOARD → KHAN ACADEMY
OR TAKE A DIAGNOSTIC QUIZ
PERSONALIZED LEARNING ROADMAP
TIFFANY
ONLINE OFFICIAL SAT PRACTICE TESTS
CONTINUOUS PRACTICE
Success!
SAT® Achievement Associated with Official SAT Practice on Khan Academy®
These results are based on over 500,000 students from the class of 2019.
Practice is associated with better SAT® outcomes regardless of gender, race, and parental education level.
The Three Best Practices
- Following personalized skill recommendations
- Taking a full-length practice test
- Leveling up skills
No Official SAT Practice vs. 6+ Hours with at Least One Best Practice
39 pts increase on avg.
*These associations control for student demographics and PSAT/NMSQT scores.
Student Experience
Why Link Khan Academy® and College Board Accounts?
Personalized practice and recommendations:
Once students link their accounts, Khan Academy individualizes student practice based on their results from the SAT®, PSAT/NMSQT™, PSAT™ 10, and PSAT™ 8/9.
Jump right into practice:
No additional diagnostic quizzes are needed.
Steps to Link College Board and Khan Academy® Accounts
View a [short video](#) about the linking steps.
**Step 1**
Students log in or create a Khan Academy® account at satpractice.org.
**Step 2**
When prompted, students can agree to link their Khan Academy® and College Board accounts.
**Step 3**
Students sign in or create a College Board account.
**Step 4**
When prompted, students click “Allow” to authorize the account linking.
**Step 5**
Students start practicing on Official SAT® Practice on Khan Academy®!
Step 1: Create or Log In to Khan Academy® Account
www.satpractice.org
Step 2: Link Khan Academy® and College Board Accounts
Welcome to Official SAT* Practice
Question 1 of 2
Have you already taken the SAT, PSAT/NMSQT®, PSAT 10, or PSAT 8/9?
If so, we can start by practicing what you missed on your test.
If not, no worries! Our diagnostic quizzes and practice tests will figure out what you should practice first.
- Yes, I have taken the SAT, PSAT/NMSQT®, PSAT 10, OR PSAT 8/9.
- No, I haven’t taken any of these tests yet.
Do 2 questions: [ ] [ ]
Next to question 2
Welcome to Official SAT* Practice
Question 2 of 2
To start practicing what you missed on your test, sign in to CollegeBoard.org and send your test results to Khan Academy.
- Sign into CollegeBoard.org and send my test results to Khan Academy.
- Skip connecting to CollegeBoard.org and take a diagnostic quiz or practice test instead.
Do 2 questions: [✓] [ ]
Onward!
Step 3: Sign In to College Board Account
Security Check
Verify Password
Username: ACMIHM24
Forgot Password?
Sign In
Not Your Account?
If this is not your account you must sign out before you can enter your account information.
Sign Out
Step 4: Click “Allow” to Authorize
By pressing "Allow", you agree that Khan Academy may share your activity with College Board. After removing your personal details, they may share it with:
- your school district
- your state's department of education
All gifts before December 31 will be matched, so pitch in now!
Step 5: Start Practicing via the Dashboard
COLLEGE ADMISSIONS
Learn more about college admissions
Learn more about the application process, paying for college, campus visits, and more by checking out our college admissions content.
Go to college admissions content
Or choose a schedule for your next exam
Sign in to CollegeBoard.org
We'll use your previous SAT, PSAT/NMSQT®, or PSAT 10 results to give you personalized practice recommendations and fast-forward your skill progress.
Sign in to CollegeBoard.org
Learn more about college admissions
Practicing for the SAT is just one of the steps toward your college journey. Learn more about the application process, paying for college, campus visits, and more by checking out our College Admissions content.
Test scores
Your test scores will appear here once you complete your first practice test or import a real exam from CollegeBoard.org.
Current skill levels
What are skill levels?
Math
Reading & Writing
To set your current skill levels, complete your diagnostic quizzes, take a full test, or link your SAT, PSAT/NMSQT®, or PSAT 10 results.
Total questions
Goal 1
106/300 questions
100/100
6/100
0/100
Complete to unlock Goal 2
Create Schedule
Create a Practice Schedule
Create a Practice Schedule
Students can create the practice schedule from their Dashboard page.
Create a Practice Schedule
Students can create the practice schedule from their Dashboard page.
There are four steps:
Step One
Choose your test date
What is your test date?
Your test date: Apr 13, 2022 SAT School Day
Step Two
Reminders
When it’s time to practice, we’ll send you an email to help make it easy to stick to your schedule.
Step Three
Create your practice schedule
Practice test days
Preparing for the SAT is like preparing for a marathon. You wouldn’t wait until the big day to try running a marathon for the first time!
With 26 weeks left until your test, we recommend that you take at least 6 full practice tests (set aside 3-4 hours each) before test day.
Wednesday, March 30 is the Official SAT Practice Test Day for your SAT date. Students everywhere will be taking an online SAT practice test that day.
For more information on planning your practice, you can checkout our Tips and Strategies section.
| Practice test | Date | Time |
|--------------|------------|--------|
| 10 | October 9, 2021 | 8:00 AM |
| 9 | January 22, 2022 | 8:00 AM |
| 8 | February 19, 2022 | 8:00 AM |
| 7 | March 5, 2022 | 8:00 AM |
| 6 | March 19, 2022 | 8:00 AM |
| 5 | April 2, 2022 | 8:00 AM |
Your test date: Apr 13, 2022 SAT School Day
Step Four
Create your practice schedule
Skill practice plan
When preparing for a marathon, you also have to do sprints, strength work, and other exercises. For the SAT, in addition to practice tests, you will also work on individual skills and short timed “mini-sections”.
With 26 weeks left until your test, we recommend you do skill practice 1.25 hours/week (hardcore: 3-5 hours/week).
15 minutes × 5 days = 1.25 hours/week (Recommended)
| Practice on | S | M | T | W | Th | F | Sa |
|-------------|---|---|---|---|----|---|----|
For how long 15 minutes (10 questions)
Reminder at 6:30 AM
Daily target 10 questions
Days per week 5 days / week
Total weeks 26 weeks
Questions completed to date 156 questions
Goal (total practice until test date) 1500 questions
Diagnostic Quizzes and Personalized Practice Recommendations
Diagnostic Quizzes
Your diagnostics
Take these 4 quizzes or a full test to unlock your practice recommendations
- Quiz 1 – Reading
- Quiz 2 – Reading
- Quiz 3 – Writing and language
- Quiz 4 – Writing and language
Quiz 3 – Writing and language
Start Task
Practice Recommendations
Your recommendations
Skills recommended for you based on your past practice and frequency on the exam
- Reading: Science
- Writing: Argument
- Effective language use: Precision and concision
- Timed Mini Section
Unlock by completing tasks
RECOMMENDED: LAST MISSED ON A DIAGNOSTIC QUIZ
Writing: Argument
Start Task
Practice Recommendations
All Math practice
Heart of algebra
These skills focus on linear equations, their graphs, and their applications.
- Solving linear equations and linear inequalities
- Practice
- Basic example
- Harder example
- Interpreting linear functions
- Practice
- Basic example
- Harder example
- Linear equation word problems
- Practice
- Basic example
- Harder example
- Linear inequality word problems
- Practice
- Basic example
- Harder example
- Graphing linear equations
- Practice
- Basic example
- Harder example
- Linear function word problems
- Practice
- Basic example
- Harder example
- Systems of linear inequalities word problems
- Practice
- Basic example
- Harder example
- Solving systems of linear equations
- Practice
- Basic example
- Harder example
Sharing Practice Activity
Sharing SAT® Practice Activity
Students are prompted to share their practice activity with their coaches.
Sharing SAT® Practice Activity
Students are prompted to share their practice activity with their coaches.
Share your SAT practice activity with your coach
Your coach, Maureen LaRaviere, would like you to share your SAT practice activity with them.
They will see:
- Your practice test scores
- Your upcoming test date and your practice schedule
- The time you spend, the questions you answer, and your skill levels
- Whether your Khan Academy account is connected to College Board
They will NOT see:
- Your real SAT or PSAT/NMSQT® scores
You can turn off sharing with your coach at any time.
Do not share Share my SAT activity with Maureen LaRaviere
Email That Students Receive
Students will receive an email when an educator sends a coach request.
Aya Takemoto has requested to be your coach
Khan Academy <firstname.lastname@example.org>
to me
Join Aya Takemoto's class at Khan Academy!
You have a new coach request!
Aya Takemoto has requested to be your coach. A coach has permission to view your activity and make practice recommendations.
Accept as coach
Coach Tab
Students can click the “Coaches” tab to add or remove classes or coaches.
Aya Takemoto
@AkTakemoto - Add your bio
10TH GRADE ALGEBRA AND CHEMISTRY
Assignments
12TH GRADE SAT PREP
Assignments
ALGEBRA II - 7TH PERIOD
Assignments
See all 14 classes
My teachers and tutors
Teachers have access to all of your Khan Academy data.
Your student id is AkTakemoto
Join a class
Enter a class code
Add a teacher
Enter your teacher's email address:
Email (yourteacher@example.)
Your teachers
Aya Takemoto (pending)
Accept Ignore
alyssa jethani
Remove
Jill Schott Moorhead
Remove
Join a Class
Students can join a class by using the class code provided by the teacher or coach.
Creating Classes and Adding Students
How Do I Get Started?
Free personalized study plan for students
Free resources for educators
How to get started with Coach Tools:
Coach Tools Guide
Coach Tools FAQ
• Create classes in Khan Academy® that have SAT® reporting enabled
• New SAT® class
• New subject matter class + SAT®
• Existing class with SAT® reporting enabled
• Add students and become their coach
• With individual emails
• With a class code
• With Google Classroom
• Gather student permissions in order to see their SAT® Practice data
Confirm that all students in your SAT® reporting-enabled class have received the notification and clicked “Share my SAT® activity with [coach].”
Inviting and Managing Students
Teacher:
- sends invitation to each class separately
- assigns content that links to the class
- monitors progress
Designated Coach:
- sends invitation to all students
- monitors linkage and general progress
- provides school staff updates on students’ progress
Official SAT® Practice and Coach Tools
If you don’t have a Khan Academy® account, create one at https://www.khanacademy.org/sat.
OR
Log in to your Khan Academy® account at https://www.khanacademy.org/sat.
Step 1: Create an Account or Log In
If you don’t have a Khan Academy® account, create one at https://www.khanacademy.org/sat.
Log in to your Khan Academy® account at https://www.khanacademy.org/sat.
Step 2: Add a New Class
For more information on Google Classroom, read the following article on Khan Academy®.
Step 3: Add SAT® under Test Prep
Step 4: Adding Students
Select the method for adding students to your class.
Note: Once one class is created, the “Add new class” link can be selected to create additional classes.
Step 5: Add Students by Using Code or Sending an Email Invitation
Have your students create their own accounts
Copy, then email or share this link with your students.
https://www.khanacademy.org/join/ZGFSWFGR
Or have your students visit www.khanacademy.org/join and enter your class code ZGFSWFGR.
Enter your class code
Next
Success!
Notifications
Your first student has accepted your invitation! View student roster.
8 minutes ago
Class created!
Class created! Next steps:
- Find exercises, videos, and articles for your class
- Assign them to your students
- View your class’s Assignments tab to track student progress
Explore our SAT content
Explore Class Tabs
- SAT Content
- Class View
- Settings
Accessing SAT Content
Your class: SAT
SAT
See how your students are doing on SAT practice, and how you can best help. All data is updated immediately except Time Practiced, which is updated every hour.
Top skills your class needs help with
- Linear function word problems
- See all Math skills and lessons
Reading: Science
- See all Reading and Writing skills and lessons
SAT practice activity
All subjects ▼ Last 7 days ▼
| STUDENT ▼ | TIME PRACTICED | # OF PRACTICED QUESTIONS | % REC. MATH QUESTIONS | % REC. READING & WRITING QUESTIONS |
|-----------|----------------|--------------------------|-----------------------|-----------------------------------|
| Aya Takemoto | 0 mins | 0 | 0% | 0% |
Time practiced updated an hour ago
Download CSV
College Board Linked
Classroom Dashboard
See how your students are doing on SAT practice and how you can best help. All data is updated immediately except Time Practiced, which is updated every hour.
SAT
See how your students are doing on SAT practice, and how you can best help. All data is updated immediately except Time Practiced, which is updated every hour.
Top skills your class needs help with
- Solving systems of linear equations
- See all Math skills and lessons
- Reading: Science
- See all Reading and Writing skills and lessons
Math lessons
Skills are ranked by your students' performance and how frequently they appear. View details for more information and related content.
| RANK | SAT SKILL | CLASS SKILL LEVELS RANKED FROM NOT STARTED TO 4 |
|------|----------------------------------|--------------------------------------------------|
| 1 | Solving systems of linear equations | |
| 2 | Systems of linear equations word problems | |
| 3 | Nonlinear equation graphs | |
Reading & Writing lessons
Skills are ranked by your students' performance and how frequently they appear. View details for more information and related content.
| RANK | SAT SKILL | CLASS SKILL LEVELS RANKED FROM NOT STARTED TO 4 |
|------|----------------------------------|--------------------------------------------------|
| 1 | Reading: Science | |
| 2 | Writing: Informative | |
| 3 | Writing: Argument | |
Show all 41 matching skills
Show all 28 matching skills
SAT® Tab: Practice Activity
Students who have not shared their SAT practice activity
Math lessons
Skills are ranked by your students’ performance and how frequently they appear. View details for more information and related content.
RANK: SAT SKILL
CLASS SKILL LEVELS RANKED FROM NO LEVEL TO 4
| TIME PRACTICED | # OF PRACTICED QUESTIONS | % REC. MATH QUESTIONS (88/118) | % REC. READING & WRITING QUESTIONS (66/98) | COLLEGE BOARD |
|---------------|--------------------------|---------------------------------|-------------------------------------------|--------------|
| 25 hrs 35 mins| 216 | 74.6% | 67.3% | Linked |
| 1 min | 0 | 0% | 0% | Not Linked |
| 1 hr 11 mins | 27 | 0% | 0% | Linked |
| TIME PRACTICED | # OF PRACTICED QUESTIONS | % REC. MATH QUESTIONS (88/118) | % REC. READING & WRITING QUESTIONS (66/98) | COLLEGE BOARD |
|---------------|--------------------------|---------------------------------|-------------------------------------------|--------------|
| 25 hrs 35 mins| 216 | 74.6% | 67.3% | Linked |
| 1 min | 0 | 0% | 0% | Not Linked |
| 1 hr 11 mins | 27 | 0% | 0% | Linked |
SAT® Tab:
Percent Completed of Recommended Math and Reading & Writing Questions
| TIME PRACTICED | # OF PRACTICED QUESTIONS | % REC MATH QUESTIONS (88/118) | % REC READING & WRITING QUESTIONS (66/98) |
|----------------|--------------------------|-------------------------------|------------------------------------------|
| 25 hrs 35 mins | 216 | 74.6% | 67.3% |
| 1 min | 0 | 0% | 0% |
| 1 hr 11 mins | 27 | 0% | 0% |
COLLEGE BOARD: Linked, Not Linked, Linked
| TIME PRACTICED | # OF PRACTICED QUESTIONS | % REC. MATH QUESTIONS (88/118) | % REC. READING & WRITING QUESTIONS (66/98) | COLLEGE BOARD |
|---------------|--------------------------|---------------------------------|-------------------------------------------|--------------|
| 25 hrs 35 mins| 216 | 74.6% | 67.3% | Linked |
| 1 min | 0 | 0% | 0% | Not Linked |
| 1 hr 11 mins | 27 | 0% | 0% | Linked |
SAT® Tab: Select a Student
Top recommended practice
These are the current recommended practice activities for Grace Hopper. Currently, coaches cannot assign SAT skill practice but can assign SAT videos and articles. Learn more.
Each time they complete a timed mini-section (it’s always the final activity), we will generate a new four-item list of practice recommendations.
Math
Reading & Writing
Recent Activity
Time: All time
Practice test scores
Practice is the process of growing.
Grace Hopper has not completed any practice tests yet.
We recommend evaluating students on how well they complete their classroom work and not on their practice test scores.
Additionally, the answers to the practice SAT tests are available online to students. So there’s that.
Back to Classes
Top recommended practice
These are the current recommended practice activities for Grace Hopper. Currently, coaches cannot assign SAT skill practice but can assign SAT videos and articles. Learn more.
Each time they complete a timed mini-section (it’s always the final activity), we will generate a new four-item list of practice recommendations.
Math
- Skill Practice: Table data
- Skill Practice: Solving linear equations and linear inequalities
- Timed Mini-Section: Math (Calculator OK)
Reading & Writing
- Skill Practice: Reading: Science
- Skill Practice: Writing: Argument
- Skill Practice: Effective language use: Precision and concision
- Timed Mini-Section: Reading
Completed practice
November 4
Skill Practice
Settings
Class info
Class name: SAT Practice
Class code: 2ZNVVM
Course
General, Algebra I, SAT
Download student data
See student assignments, completion status, and scores
SAT test preparation
Turn on SAT test preparation reporting
Sync with Google Classroom
Sync with Google Classroom
Email
Full-Length Official SAT® Practice Tests
Full-Length Official SAT® Practice Tests
For more information on full-length practice tests online, visit https://collegereadiness.collegeboard.org/sat/practice/khan-academy
For more information on paper/pencil full-length practice tests, visit https://collegereadiness.collegeboard.org/sat/practice/full-length-practice-tests
For more information on Math grid-ins, go to https://collegereadiness.collegeboard.org/sat/inside-the-test/math#grid-in-questions
New Practice Tests
Students will now see College Board’s newest practice tests, 10 and 9, at the top of their practice test tab on Official SAT Practice.
Practice tests 10, 9, and 8 will now have automated essay grading.
Practice test scores
Practice is the process of growing.
We recommend evaluating students on how well they complete their classroom work and not on their practice test scores.
Additionally, the answers to the practice SAT tests are available online to students. So there’s that.
Extended time only applies to the timed mini-sections, not the full-length practice tests.
SAT extended time accommodation
Students with disabilities may be approved to take an extended-time test. It takes about 7 weeks to get approved, so gather your documentation and get your request in early.
Extended time also applies to your timed mini-sections.
Sections: All
Time: Regular (100%)
Skill Levels
Skill Levels in Official SAT Practice
• When students reach a higher level in a skill, they will be asked harder questions or given more complex passages when they practice that skill.
• A student’s overall levels for Math and Reading & Writing are averages that add up the individual skill levels and divide them by how frequently each skill appears on the exam.
Tips and Strategies
Tips and Strategies
To access the Tips and Strategies section on Official SAT Practice, use the following link:
https://www.khanacademy.org/mission/sat/tips-and-planning
About Official SAT Practice on Khan Academy
- Overview of Official SAT Practice
- Using Khan Academy's Official SAT Practice
- Overview of skills and skill levels
- Using Khan Academy's SAT Essay Practice
General SAT Strategies
- SAT Time Management, Part 1: The Two Passes Strategy
- SAT Time Management Strategies, Part 2: Level of Difficulty
- SAT General Tips Share Space
- Dave answers student questions about the SAT
- Effective strategies for each SAT section
- PSAT/NMSQT inside scoop: Khan Academy interviews the College Board
Supporting Student Success with Official SAT® Practice on Khan Academy®
Implementation Models
Explore Official SAT® Practice on Khan Academy® as a Student
- Select “Learning home” from the drop-down menu.
- Select “Practice” from the landing page.
- Under “Practice,” take a diagnostic quiz in Math or Reading & Writing.
Explore Official SAT® Practice on Khan Academy® as a Student
- On your “Dashboard,” create a practice schedule.
- Watch tutorial videos in “Tips and Strategies.”
- Start a “Full Test” and download a paper-and-pencil version.
SAT® Study Groups
Practice on Khan Academy®
Why Study Groups Work
Community: Your study group will unite around a common goal—to do your best on the SAT.
Accountability: You won’t let teammates down because they’re counting on you to show up and stay focused.
Support when you need it: The group will be there to help you get unstuck.
Stress relief: Sharing a plan with others reduces test stress.
How to Get Started
The right size: You want a team that’s big enough to be a strong, effective resource and small enough to answer at least one question per person each time you meet: Look for five to eight members.
The right mix: Put together a group of students who are strong in different skills. Go to Inside The Test to find out which skills the SAT tests.
The right timing: Find students who plan to take the SAT the same day you do so the timeline will work for everyone.
First Meeting: Get Prepared
• Set up a free College Board account and a free Khan Academy® account for access to personalized SAT study.
• Watch the Khan Academy introductory video.
• Identify strengths and weaknesses.
• If you took the PSAT/NMSQT, share your scores with Khan Academy.
• If not, take four short diagnostic quizzes in Math or in Reading & Writing on Khan Academy.
• Email the group to let them know which skills are your strongest and which are the ones you need the most help with.
First Meeting: Make a Schedule
• Make it easier for your team to show up by creating a schedule that works:
• Ask everyone to commit to one or two 45- to 60-minute meetings a week.
• Choose days and times when you’ll be focused and won’t want to do something else.
Use the full-length practice tests as anchors since they’ll help everyone measure their progress and know what to focus on.
Between tests, you’ll have time to practice on your own, watch Khan Academy videos, and come to group meetings with your questions.
Second Meeting: Set Goals
You might want to set a target score. Here’s one way to do that: Go to College Search and look up a college you’d like to apply to. Click the Applying tab to find its test score ranges—what most students scored who were admitted and enrolled in the freshman class.
Here are some tips to help you meet your goals:
• List possible obstacles, like work, sports, and hanging out with friends.
• Brainstorm ways of working around them.
• Break big goals into mini-goals.
• Choose rewards for reaching mini-goals.
• Keep each other motivated: Post achievement milestones and ask for and share practice strategies that have helped other groups.
## Weekly Schedule
| Week | During the Meeting | Before the Next Meeting |
|-----------------------|------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------|
| Before the first meeting | | • Set up a free College Board account and a Free Khan Academy account for access to personalized SAT study. |
| Week 1 | • Set ground rules.
• Agree on a study plan.
• Work with a partner to set personal goals.
• Agree on the week’s quizzes. | • Get to know the SAT: Look Inside the Test.
• Practice for at least 30 minutes twice a week.
• Take assigned quizzes.
• Prepare one or two questions to ask at the next meeting. |
| Weeks 2 & 3 | • Ask and answer questions.
• Agree on the weeks’ quizzes.
• Check in on mini-goals and award points. | • Practice for at least 30 minutes twice a week.
• Take assigned quizzes.
• Prepare one or two questions to ask at the next meeting. |
## Weekly Schedule
| Week | During the Meeting | Before the Next Meeting |
|------------|------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------|
| Week 4 | • Take a full-length practice SAT as a group (3 hours plus 50 minutes for the Essay). | • Review the test results.
• Email your team and let them know what you did well and what you need help with.
• Prepare one or two questions for the next meeting. |
| Weeks 5-7 | • Ask and answer questions.
• Agree on the weeks’ quizzes.
• Check in on mini-goals and award points. | • Practice for at least 30 minutes twice a week.
• Take assigned quizzes.
• Prepare one or two questions to ask at the next meeting. |
## Weekly Schedule
| Week | During the Meeting | Before the Next Meeting |
|------------|------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------|
| Week 8 | • Take a [full-length practice SAT](#) as a group (3 hours plus 50 minutes if you write an essay). | • Review the test results.
• Compare your results to previous tries to track improvement and check them against your goals.
• Review the test questions you missed.
• Email your team and let them know what you did well and what you need help with.
• Prepare one or two questions for the next meeting. |
| Weeks 9-16 | • Repeat weeks 5-8 twice. | • Repeat weeks 5-8 twice. |
Pro Tips
Select a study group leader.
Your group needs someone to keep things running smoothly, doing things like making sure everyone knows about schedule changes, finding places to meet, and tracking progress toward goals.
Find a group sponsor.
Ask a teacher, coach, or parent who could provide guidance on these responsibilities. It’s good experience, and besides, leading an extracurricular activity is a plus on college applications.
Consider taking turns.
The leader of the week can prepare ahead of time to guide the day’s discussion.
SAT® Achievement Associated with Official SAT Practice on Khan Academy®
These results are based on over 500,000 students from the class of 2019.
Practice is associated with better SAT® outcomes regardless of gender, race, and parental education level.
The Three Best Practices
- Following personalized skill recommendations
- Taking a full-length practice test
- Leveling up skills
No Official SAT Practice vs. 6+ Hours with at Least One Best Practice
39 pts increase on avg.
*These associations control for student demographics and PSAT/NMSQT scores.
Engaging Students in Official SAT® Practice
| Independent Practice: | • Share information about Official SAT® Practice with handouts available at [https://www.isbe.net/Pages/sat-psat.aspx](https://www.isbe.net/Pages/sat-psat.aspx) under the SAT, PSAT 10, and PSAT 8/9 Toolkit Resources accordion.
• Encourage parents to work with students to set and stick to a study schedule.
• Link to resources through website, social media, announcements, and flyers around school. |
| --- | --- |
| Extracurricular Practice: | • Incorporate Official SAT® Practice tools during non-content classes, such as a college prep class or seminar courses.
• Partner with community-based/college-access organizations to support students with practice. |
| Teacher-Guided Practice: | • Incorporate independent practice into the class period and answer student questions.
• Use an SAT® question from Official SAT® Practice as bell work or an exit ticket.
• Assign 60 minutes of Official SAT® Practice per week as homework. |
Practice Plans
Parent Involvement
- Share information about Official SAT® Practice with parents.
- Encourage parents to work with students to set a study schedule.
Study Groups
- Students form groups of five to eight for virtual practice.
- Students meet virtually on their own schedule for 60 minutes per week.
- Encourage students to set up virtual study groups and pick a leader.
Extracurricular Practice
Incorporate Official SAT® Practice tools during non-content classes
- Use time during college prep or seminar courses.
- Encourage students to use 30 minutes of class time twice per week for independent student practice.
Partner with community-based/college-access organizations
- Virtually train CBO/CAO staff on Official SAT® Practice.
- Designate a point of contact to coordinate communication.
- Develop study plans for students.
- Encourage students to create a practice schedule.
Teacher-Led Practice: Getting Started
Incorporate independent practice into the class period and answer student questions
- Use one class period a week.
- Add your students to your class in the Coach Tools and track progress.
- Utilize the Official SAT® Practice Lesson Plans.
- Use during a shortened class period.
- Begin the class with Official SAT® Practice as bell work.
Coach Resources for Official SAT® Practice
Lesson Plans
Coach Tools FAQ
Coach Tools Guide
Features include these:
Recommended SAT® skills on which to focus based on class performance
- Lesson plans created by teachers and for teachers available for skills in Math, Evidence-Based Reading & Writing, and the Essay
- Links to additional Khan Academy® content and SAT® content that can be assigned to the class based on the greatest needs of the class
Student progress
- Their upcoming SAT® test date
- Problems completed, time spent, and practice tests scheduled
Recently completed activity
- The top recommended skills for practice
- Questions attempted, answer choices, and correct answers
- Practice test scores
Ideas for Increasing Student Engagement
- Designate classes in which students will spend time creating and linking Khan Academy® accounts.
- Train staff to work with students to create and link accounts.
- Reach out to local community-based organizations and/or college-access groups to help get students logged in to their College Board/Khan Academy® accounts and practice.
- Raffle off small prizes for participation (e.g., school gear).
- Incentivize classes/grades to compete with each other (e.g., by percentage of students who have linked their accounts to Khan Academy®; completion of full-length practice tests, etc.).
- Strengthen your school’s college-going culture and empower students to think of themselves differently.
Developing a Plan for Official SAT® Practice
Design an Implementation Plan for Your School
1. Share the steps for linking accounts/taking diagnostic quizzes with students.
2. Create an implementation plan for using the Coach Tools.
3. Review SAT® practice resources available here: https://www.isbe.net/Pages/sat-psat.aspx under the SAT, PSAT 10, and PSAT 8/9 Practice Resources accordion.
4. Share the Back-to-School Toolkit with staff available here: https://www.isbe.net/Pages/sat-psat.aspx under the SAT, PSAT 10, and PSAT 8/9 Practice Resources accordion.
5. Monitor progress.
6. Measure success.
SAT® Suite Question Bank
Create custom, targeted question sets and improve instruction.
What Is the SAT® Suite Question Bank?
Enables Access
The SAT® Suite Question Bank provides educators with access to over 3,500 questions from the SAT®, PSAT/NMSQT™, PSAT™ 10, and PSAT™ 8/9 assessments.
Informs Instruction
Educators can view the skills and knowledge that students need to be successful on any SAT® Suite Assessment.
Is Easy to Use
Questions can be sorted by correct response %, difficulty, subscores, cross-test scores, and content domains.
SAT® Suite Question Bank
Educators can search for questions by assessment, test, subscore, and cross-test score.
Each question provides the following:
- Level of Difficulty
- Primary, Secondary, and Tertiary Dimensions
- Passage Text Complexity Level
- Calculator/No Calculator for Math Questions
- Answer Choices
- Answer Explanations
How Can SAT® Suite Question Bank Be Used?
In Instruction
Teachers can find questions that align with skills taught in class and use them in multiple ways.
With Official SAT® Practice
Coaches in Official SAT® Practice can use information from student and coach dashboards to select practice questions to use with students.
SAT® Suite Question Bank and Instruction
- Use questions as bell ringers.
- Develop formative assessments.
- Use questions in group work and in collaborative practice.
- Use questions on summative assessments.
- Engage in guided-level practice on difficult questions.
- Analyze data from previous assessments to identify gaps in instruction.
- Use questions to build stamina for text complexity.
- Analyze student performance to make recommendations for further practice through Official SAT® Practice.
Accessing the SAT® Suite Question Bank
The SAT® Suite Question Bank May Be Accessed at https://satsuitequestionbank.collegeboard.org/.
Open to the Public
No College Board Account or Access Code Required
How to Create a Question Set
To create a question set:
• Use the filters to narrow the list.
• Select question IDs to view question content.
• Check boxes to create the set (up to 20 questions).
• Select the “Export PDF” button.
• Choose to print questions with or without the correct answers and explanations.
Filters: Level of Difficulty
Questions are classified as easy, medium, or hard and are based on student performance.
| Difficulty | Passage Text Complexity | Primary Dimension | Secondary Dimension | Tertiary Dimension | Passage Text Complexity |
|------------|------------------------|------------------|--------------------|-------------------|------------------------|
| Easy | Grades 13-14 | Expression of Ideas | Proposition | N/A | Grades 13-14 |
| Medium | Grades 9-10 | Expression of Ideas | Focus | N/A | Grades 9-10 |
| Hard | Grades 11-CCR | Expression of Ideas | Support | N/A | Grades 11-CCR |
| | Grades 13-14 | Expression of Ideas | Support | N/A | Grades 13-14 |
Many factors contribute to passage text complexity, including how subtly purpose, ideas, and themes are communicated and how abstract the topic is.
**Grades 9-10:** Passages are clear and more direct than those at a higher level, but they convey ideas and themes with some subtlety.
**Grade 11-CCR (College and Career Ready):**
The purpose of these passages may be subtle or complex and possibly hidden; ideas and themes are easier to infer than passages written at a post-secondary level.
**Grades 13-14:** These highly complex passages serve multiple purposes; ideas and themes can be challenging to infer.
Dimensions
A Closer Look at Primary, Secondary, and Tertiary Dimensions
Primary Dimensions: broad categories of the skills and knowledge measured by each test
Secondary Dimensions: subcategories of each primary dimension
Tertiary Dimensions: categories of each secondary dimension
Suggested Tips
• The purpose of the SAT® Suite Question Bank is to help inform instructional practice. It should not be the primary means of practice. For practice, students should use Official SAT® Practice on Khan Academy.
• Up to 20 questions can be exported at a time as a PDF, which can be saved or printed.
• The number of questions that will be displayed is dependent on the search criteria and filters that are applied.
Please email questions or comments about this presentation to email@example.com.
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INTRODUCTION TO EQUATIONS AND INEQUALITIES IN TWO VARIABLES
• Want some practice with preliminary concepts first?
Locating Points in Quadrants and on Axes
Practice with Points
An equation is a sentence that uses an equals sign: \( = \)
An inequality is a sentence that uses an inequality symbol:
\( > \) (greater than)
\( < \) (less than)
\( \geq \) (greater than or equal to)
\( \leq \) (less than or equal to)
The phrase in two variables means that two different variables are used to determine if the sentence is true.
In other words, you'll be choosing values for two different variables, and substituting these into the sentence, to decide if it is true or false.
Most sentences in two variables are easy to spot, because you can ‘see’ two different variables.
Here's a simple example, to introduce important concepts and terminology:
EXAMPLE (AN EQUATION IN TWO VARIABLES)
• ‘\( x + y = 5 \)’ is an equation in two variables.
• It's an ‘equation’ because of the \( = \) sign.
• It's ‘in two variables’ because two different variables, \( x \) and \( y \), are used to determine if the equation is true.
• Terminology used: we say this is an ‘equation in \( x \) and \( y \)’.
• When \( x = 1 \) and \( y = 4 \), the equation is true: \( 1 + 4 = 5 \)
• When \( x = -1.5 \) and \( y = 6.5 \), the equation is true: \( -1.5 + 6.5 = 5 \)
• Most interesting sentences in two variables (like this one) have an infinite number of choices for the two variables that make the sentence true.
• A solution of a sentence in two variables is a choice for each of the variables that makes the sentence true.
• Usually, the solutions are reported as ordered pairs—you have to agree on the order that you list the variables.
When the two variables are \( x \) and \( y \) (which they often are), there's a very strong convention that you list \( x \) first and \( y \) second.
Always use this convention!
• Thus, the ordered pair \((1, 4)\) (a shorthand for \(x = 1\) and \(y = 4\)) is a solution of the equation \(x + y = 5\).
• Also, the point \((-1.5, 6.5)\) is a solution of the equation \(x + y = 5\). Terminology: We can say ‘\((-1.5, 6.5)\) satisfies the equation \(x + y = 5\).’ Perhaps think of it this way: if equations had feelings, then this equation would be happy (would be satisfied), because it would be TRUE!
• Observe that ‘a solution’ is an ordered pair. Thus, a solution consists of two numbers: a choice for each of the variables.
• Each solution (each ordered pair) corresponds to a point in the coordinate plane. The picture of all the solutions, in a coordinate plane, is called the graph of the sentence in two variables. A graph is an extremely powerful way to understand an equation/inequality in two variables.
• Throughout your math experience, you’ll study different types of equations/inequalities, and see that they have different types of graphs.
• Now comes the really fun part. Jump over to wolframalpha.com and type in the equation \(x + y = 5\). You’ll get various information, and a graph:
Ah hah! So, the picture of all the points that makes the equation \(x + y = 5\) true is a line! See where the line crosses the \(y\)-axis? That’s the point \((0, 5)\): \(0 + 5 = 5\). See where the line crosses the \(x\)-axis? That’s the point \((5, 0)\): \(5 + 0 = 5\). Find the (approximate) location of the solutions \((1, 4)\) and \((-1.5, 6.5)\) on the line.
You’ll want to bookmark wolframalpha.com. When you’re bored, just type in equations and inequalities (you can start with the ones mentioned on this page) and see what you get.
EXAMPLE (AN INEQUALITY IN TWO VARIABLES)
The sentence \(x + y \geq 5\) is an inequality in two variables. It’s an inequality because of the ‘\(\geq\)' sign.
If you graph it at wolframalpha.com, you’ll need to type it in like this:
\[ x + y >= 5 \]
(You can just cut-and-paste, if you want.)
Here's what you'll see:
Of course, you can only see part of the graph—it goes on forever in all directions.
In this case, you're looking at all the points that are \textit{on or above} the graph of \(x + y = 5\).
Also, be careful—they're not showing the \(x\)-axis and the \(y\)-axis in this view:
the bottom line \textit{isn't} isn't the \(x\)-axis, and the left vertical line \textit{isn't} the \(y\)-axis.
**EXAMPLE (A MORE COMPLICATED EQUATION IN TWO VARIABLES)**
The sentence \(x^2 - 3xy + y^2 + 3x - 5y + 7 = 0\) is an equation in two variables.
The variables can appear \textit{any number of times};
there just can't be more than two different variables.
If you graph it at \url{wolframalpha.com}, type it in like this:
\[x^2 - 3xy + y^2 + 3x - 5y + 7 = 0\]
(You can just cut-and-paste, if you want.)
**EXAMPLE (A TRICKY TYPE OF EQUATION IN TWO VARIABLES—AN ‘INVISIBLE’ VARIABLE)**
One tricky type of ‘sentence in two variables’ is where you don't actually \textit{see} two different variables,
since one of them has a coefficient of 0.
What does this mean, exactly?
Consider the equation \(x = 5\). It looks like there's only one variable, \(x\).
Viewed as an equation in one variable, there's only one solution—the number 5.
In this case, the graph is very, very boring—a single dot, at location 5, on a number line.
However, the sentence \(x = 5\) can also be viewed as an equation in two variables: \(x + 0y = 5\).
We don't bother to write the \(0y\), since it's just zero—but it changes the solution set completely.
Now, since it's an equation in two variables,
a solution is an ordered pair—a choice for \(x\) and a choice for \(y\)—that make the equation true.
What you notice pretty quickly is that \(x\) must be 5, but \(y\) can be anything:
\((5, 1)\) is a solution, since substituting 5 for \(x\) and 1 for \(y\) in ‘\(x + 0y = 5\)’
gives this true statement: \(5 + 0(1) = 5\)
Similarly, \((5, \frac{1}{2})\) is a solution, since \(5 + 0(\frac{1}{2}) = 5\).
Indeed, \((5, \text{anything})\) is a solution, since \(5 + 0(\text{anything}) = 5\).
Thus, the solutions are ordered pairs of the form \((5, y)\), for all real numbers \(y\).
What does this graph look like?
To get to any of these points, you start at the origin and move 5 units to the right.
Then, you can move up/down to your heart's content.
The graph is the vertical line that crosses the \(x\)-axis at 5.
Wolfram Alpha has a bit of trouble with this one.
Give it a break—it's a bit hard to see invisible things.
But, we can get a great approximation to the graph by being a bit clever.
Cut-and-paste the following into wolframalpha.com:
\[ x + 0.00000001y = 5, \quad -10 \leq y \leq 10 \]
Notice that we've put a number really close to 0 in front of the \(y\).
We're also specifying that we only want to see points whose \(y\)-values are between \(-10\) and 10.
(Leave off the last part and see if you can figure out what's happening!)
By the way, wolframalpha.com can plot it easily with just one word's help:
plot \(x = 5\)
Try it!
So, what's a person to do when they see an equation like ‘\(x = 5\)’?
Treat it as an equation in one variable? In two variables? (In three variables!?)
Context, context, context.
If someone says ‘graph \(x = 5\)’ in high school,
then they're probably treating it as an equation in two variables.
If there's any doubt, just ask for clarification.
**SOLUTIONS OF EQUATIONS/INEQUALITIES IN TWO VARIABLES**
Let \(S\) denote an equation or inequality in two variables (\(x\) and \(y\)).
Then, the following are equivalent:
- \((a, b)\) lies on the graph of \(S\)
- \((a, b)\) satisfies \(S\)
- substitution of \(a\) for \(x\), and \(b\) for \(y\), makes the sentence \(S\) true
EXAMPLES:
Question: Does the point \((1, -2)\) lie on the graph of \(2x + 3y = -4\)?
Solution: Yes, since the equation ‘\(2(1) + 3(-2) = -4\)’ is true.
Question: Does the point \((0, -1)\) satisfy the equation \(2x + 3y = -4\)?
Solution: No, since the equation ‘\(2(0) + 3(-1) = -4\)’ is false.
Question: Does the point \((3, -1)\) lie on the graph of \(x = 3\)?
Solution: Yes, since substitution of 3 for \(x\) makes the equation true.
Observe that the equation \(x = 3\) is being treated as an equation in two variables: \(x + 0y = 3\)
Here, we can ignore the \(y\)-value; all we care about is if \(x\) is equal to 3.
Question: Does the point \((3, 5)\) satisfy the inequality \(y > 4\)?
Solution: Yes, since substitution of 5 for \(y\) makes the inequality true.
Observe that the inequality \(y > 4\) is being treated as an inequality in two variables: \(0x + y > 4\)
Here, we can ignore the \(x\)-value; all we care about is if \(y\) is greater than 4.
Question: Does the point \((3, 5)\) satisfy the inequality \(x > 4\)?
Solution: No, since substitution of 3 for \(x\) makes the inequality false.
Observe that the inequality \(x > 4\) is being treated as an inequality in two variables: \(x + 0y > 4\)
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Section 1. Texas Prekindergarten Guidelines Alignment
- Proclamation 2021 List of Materials Adopted by the State Board of Education
| Domain | Student | Teacher |
|-------------------------|---------|---------|
| Social & Emotional | 100.00% | 100.00% |
| Language & Development | 100.00% | 100.00% |
| Emergent Literacy Reading | 100.00% | 100.00% |
| Emergent Literacy Writing | 100.00% | 100.00% |
| Math | 100.00% | 100.00% |
| Science | 100.00% | 100.00% |
| Social Studies | 100.00% | 100.00% |
| Fine Arts | 100.00% | 100.00% |
| Physical Development | 100.00% | 100.00% |
| Tech Apps | 100.00% | 100.00% |
Section 2. Integration of Content and Skills
- Materials include specific, intentional, and purposeful cross-curricular connections integrated in an authentic way to support students’ unified experience throughout the day.
- Materials utilize high-quality texts as a core component of content and skill integration and support developmentally appropriate practice across all content domains.
- Materials fit within a developmentally appropriate programmatic structure and include detailed guidance that supports the teacher’s delivery of instruction; however, it is not clear whether materials should be used for three- or four-year-old children.
- Materials are supported by child development research within and across all domains.
Section 3. Health and Wellness Associated Domains
- Materials include direct social skill instruction and explicit teaching of skills. Students repeatedly practice social skills throughout the day.
- Materials include guidance for teachers on classroom arrangements that promote positive social interactions.
- Materials include some activities to develop physical skills, fine motor skills, and safe and healthy habits.
Section 4. Language and Communication Domain
- Materials provide guidance on developing students’ listening and speaking skills as well as expanding student vocabulary.
- Materials include strategies for supporting English Learners (ELs) in their development of English language skills and developmentally appropriate content knowledge.
Section 5. Emergent Literacy: Reading Domain
- Materials provide opportunities for students to develop oral language skills, including through authentic text conversations.
- Materials provide explicit instruction and opportunities for student practice in phonological awareness skills, alphabetic knowledge skills, and print knowledge and concepts.
- Materials include a variety of text types and genres across contents that are high quality and at an appropriate level of complexity; materials use a variety of approaches to develop student comprehension of texts.
- Materials include strategies to support ELs with their reading skills and guide teachers to use the child’s primary language as a means to support learning English.
Section 6. Emergent Literacy: Writing Domain
- Materials include a variety of experiences through which students can engage with writing, and teachers instruct students along the developmental stages of writing.
- Materials provide support for fine motor development alongside and through writing.
Section 7. Mathematics Domain
- Materials follow a logical mathematical continuum of concrete, pictorial, then abstract representations.
- Materials promote instruction that builds on students’ informal knowledge about mathematics.
- Materials intentionally develop young children’s ability to problem solve, use number sense, and build academic math vocabulary.
Section 8. Science, Social Studies, Fine Arts, and Technology Domains
- Materials build science knowledge through inquiry-based instruction and exploration of the natural world.
- Materials build social studies knowledge through the study of culture and community.
- Materials expose children to fine arts through exploration.
- Materials provide opportunities to link technology into the classroom experience and allow students to explore and use various digital tools.
Section 9. Progress Monitoring
- Materials include developmentally appropriate diagnostic tools and guidance for teachers and students; materials include tools for students to track their own progress and growth.
- Materials include guidance for teachers and administrators to analyze and respond to data from diagnostic tools.
- Materials include frequent and integrated progress monitoring opportunities.
Section 10. Supports for All Learners
- Materials include guidance, scaffolds, supports, and extensions intended to maximize student learning potential.
- Materials provide a variety of instructional methods that appeal to different student learning interests and needs.
- Materials include accommodations for linguistics commensurate with various levels of English language proficiency.
Section 11. Implementation
- Materials include a year-long plan with practice and review opportunities that support instruction.
- Materials include implementation support for teachers and administrators; implementation guidance meets variability in programmatic design and scheduling considerations.
- The materials include a Texas Prekindergarten Guidelines-aligned scope and sequence.
- Materials provide guidance on fostering connections between home and school.
- The visual design of student and teacher materials is neither distracting nor chaotic.
Section 12. Additional Information: Technology, Cost, Professional Learning, and Additional Language Supports
- The publisher submitted the technology, cost, and professional learning support worksheets.
2.1 Materials are cross-curricular and integrated in an authentic way to support students’ unified experience throughout the day.
- Materials include specific, intentional, and purposeful cross-curricular connections to create a unified experience for students.
- Materials name which domains are purposefully developed or reinforced in each learning activity.
Meets 4/4
The materials include specific, intentional, and purposeful cross-curricular connections to create a unified experience for students. The materials name which domains are purposefully developed or reinforced in each learning activity.
Evidence includes but is not limited to:
The materials are cross-curricular and integrated in an authentic way to support students’ unified experience throughout the day. Lessons are organized around a common theme and integrate multiple developmental domains. For example, in the Week 12 theme topic “Harvesting Crops,” “Give ‘Em Pumpkins To Talk About—Outside” is a “Science” domain lesson that also incorporates mathematics and opportunities for book reading and writing. Students use their senses to investigate three pumpkins; they discuss the pumpkins’ similarities and differences. The “Teacher Tip” for this lesson recommends reading aloud either *The Pumpkin Patch* by Elizabeth King or *Pumpkin Harvest* by Calvin Harris to enhance learning before or after the theme topic activities. These books can be used in the Week 12 lesson “Story Elements: Events,” in which students listen to the teacher read aloud a book and identify the main events. The Teacher Tip also recommends extending this activity: students can write about and draw the pumpkins with details they discover.
The materials include information for teachers that build content knowledge and connect multiple domains. For example, in the Week 18 theme “Animals All Around,” the “Physical Development” section guides teachers to explain that not all animals move the same way; some move on four legs, two legs, or no legs, and some hop, slither, or gallop to get from place to place. Both the “Scope and Sequence” and the “Theme Guide” list all the Prekindergarten Guidelines for each lesson. The aforementioned lesson is linked to the domains of Science and “Physical Development.” In another example, for the “ABC Knowledge” lesson used in Week 26, “If Your Name Starts With,” the primary domain listed is “Letter Recognition”; it also has a listed secondary domain of “Listening Comprehension.” Specific activities can be searched for using
the domains so that if a child needs additional practice in developing measurement skills, the teacher can search for additional activities. The progress monitoring system will also suggest specific lessons to target individual skills based on assessment results.
The lessons are organized around weekly themes throughout the year. The themes, such as “Creepy Crawly Critters” used in Weeks 32 through 35, provide lessons across multiple developmental domains. For example, in Week 33, for a science lesson, children explore the school grounds to locate bugs and make observations. During “Language & Communication” lessons that same week, the children sing “Itsy, Bitsy Spider” and “Here is a Beehive.” In the “Creativity” center that week, children create spider webs with white yarn, paper plates, and construction paper. These activities provide opportunities for children to explore concepts in a variety of ways and build background knowledge.
2.2 Materials utilize high-quality texts as a core component of content and skill integration.
- Texts are strategically chosen to support content and skill development in multiple domains.
Meets 4/4
The materials’ texts are strategically chosen to support content and skill development in multiple domains.
Evidence includes but is not limited to:
Multiple genres of texts, including fiction books, nonfiction books, poems, songs, and nursery rhymes, are found throughout the lessons. The “Book Club,” found in the theme units, contains a list of books; the list narrows within each theme’s guide to provide content-specific recommendations. For example, in the theme “I’m Me, I’m Special,” the Book Club provides a list of narrative and informational books that can be used with the theme, such as *Llama, Llama, Mad At Mama* by Anna Dewdney, as well as culturally relevant books such as *Families in Many Cultures* by Heather Adamson.
Texts provide cross-curricular connections. For instance, the “Developing Number Recognition through Read Alouds” activity addresses book reading, print reading, and mathematics content. It provides examples of books to teach number recognition, such as *Carlo Likes Counting* by Jessica Spanyal or *The M&M’s® Counting Book* by Barbara Barbieri McGrath.
The materials include texts that strategically support the content and skills being developed across multiple learning domains. In a Week 3 whole group lesson, students hear the story *The Three Little Pigs* and use props to retell it. During the read-aloud, the teacher makes connections to social studies by focusing on the homes the Little Pigs live in: “The pigs lived with their mother and then moved to their own houses; the brothers took care of each other; the brothers built different types of shelters/homes.”
In Week 18, the materials include texts from multiple genres, including fiction, nonfiction, poems, songs, and nursery rhymes. For instance, the “Book & Print Reading” lesson uses the book *We’re Going on a Bear Hunt* by Michael Rosen. Students learn about repetitive texts and practice choral reading with their teacher. The teacher reads each page of the book aloud, pausing long enough to allow the students to repeat what they heard. Some of the repetitive
parts are “Can’t go over it. Can’t go under it. Oh no! We’ve got to go through it!” Students have the opportunity to hear this multiple times through the reading and can anticipate the repetitive portions. As the students predict portions of the book, they also learn new vocabulary and practice language production. The built-in scaffolds guide the teacher to support struggling students by “sounding out” difficult words. The “Teacher Tips” also recommend using “equity sticks” to ensure all students have the opportunity to participate and share their choral reading.
In Week 19, a “Book & Print Reading” lesson has the teacher read and discuss the book *The Three Billy Goats Gruff*. Teachers make a science connection by focusing on the characteristics of the goats (e.g., the goats live in a herd and use their horns for protection). As part of the retell, the students act out the story using props. Other books with repetitive text are also listed in the “Teacher Tips” (e.g., *Goldilocks and the Three Bears*, *The Three Little Pigs*, *The Three Little Fish and the Big Bad Shark*).
2.3 Materials support developmentally appropriate practice across all content domains.
- Materials include a variety of opportunities for purposeful play that promotes student choice.
- Materials provide guidance to teachers on how to connect all domains to play.
- Materials provide guidance to teachers on setting up and facilitating activities to meet, reinforce, or practice learning objectives.
- Materials have an intentional balance of direct (explicit) instruction and student choice, including purposefully planned learning centers, as appropriate for the content and skill development.
Meets 4/4
The materials include a variety of opportunities for purposeful play that promotes student choice. Additionally, the materials provide guidance to teachers on how to connect all domains to play and on setting up and facilitating activities to meet, reinforce, or practice learning objectives. The materials also have an intentional balance of direct (explicit) instruction and student choice, including purposefully planned learning centers, as appropriate for the content and skill development.
Evidence includes but is not limited to:
The materials support developmentally appropriate practice across all content domains. The materials can be used for both half-day and full-day schedules, as indicated in the “Teacher’s Manual.” The materials allow teachers the flexibility to tailor the scope and sequence based on the length of their school day, with a combination of whole group (“Circle Time”), small group, centers, and independent practice. The materials focus on intentional instruction and use the gradual release model. Activities begin with teacher modeling, providing demonstrations for students, such as think-alouds. Students then have time to practice the specific skill or concept during guided practice.
In Week 1, materials guide teachers in setting up centers to provide and encourage critical interactions that turn play into learning. There is a list of recommended materials to set up the following centers: “ABC,” “Classroom Library/Listening,” “Construction,” “Creativity,” “Mathematics,” “Pretend and Learn,” “Science,” and “Writer’s Corner.” In Week 4 lessons, the materials provide several opportunities to engage children in the lessons through play. For example, the phonics lesson “Bounce a Word” supports the teacher’s ability to actively facilitate
learning and discovery through play; the teacher explains and models how to segment a sentence by bouncing a ball. After the teacher model, children take turns bouncing the ball for every word in the teacher’s sentence. After the lesson, the children are encouraged to play the game during center time. In the “Book & Print Reading” lesson “Tell It Again,” the children retell *The Three Little Pigs* using picture cards. In a whole group game of “Mother May I?” children ask questions in order to reach the teacher first.
The Teacher’s Manual includes recommendations on the organization and routine of activities to promote effective learning. It provides suggestions for creating a classroom management plan that is appropriate for prekindergarten students. The materials suggest setting up routines and procedures; they suggest various ways to implement them in the classroom. For example, they suggest creating a “Helper” chart or a center management system for each learning center. The manual also provides clear teacher guidance for setting up the learning environment to promote positive early childhood outcomes. The materials make suggestions for activities for each center. The “Theme Guides” also guide teachers on how to change learning centers for each theme. For example, in Week 14, for the theme “The Cloudy Sky,” materials suggest creating a weather station for the “Pretend and Learn” center. At the top of the page, each lesson clearly indicates the appropriate learning setting for instruction in the whole group, small group, or individual learning areas. A comprehensive materials list provided for each unit or theme also supports teachers in preparing and changing the Pretend and Learn center for each theme. Materials do not provide a list of materials for all learning centers, only suggestions for activities.
The materials promote purposeful play during centers; they provide students the opportunity to deepen their knowledge of concepts through play. In the theme “Animals All Around,” Week 19 focuses on “Animal Homes and Habitats.” Centers include activities across content areas that promote integration and practice of skills through play. For instance, in the ABC center, students can go on an ocean letter hunt and use animal-themed letters to play and practice alphabet skills. In the Classroom Library/Listening center, students can hear a variety of narrative and informational texts about animal habitats and create puppets or felt boards to retell the stories. In the Construction center, students can play and explore different materials for building homes. In the Creativity center, students can create a zoo map or paint an animal habitat. In the Pretend and Learn center, students pretend that they are part of an “Animal Rescue and Veterinarian’s Office.” In the Science center, students can explore animals and their homes. In the Writing center, students draw and write about animal homes and habitats.
Each week, the curriculum follows a theme, such as “My Safe and Active Body” in Week 22, which includes activities designed for playful exploration in centers. During Week 22, the Pretend and Learn center is designed as a gym; children deepen their knowledge of being healthy while playing in the center. During science time, the class learns about exercise in the “Fit Friends” lesson. The teacher prints exercise cards and number cards. A card is picked from each pile, and the class does that many exercises. For example, if an eight and a “jumping jacks” card is picked, the class does eight jumping jacks together. After students learn the cards, the cards are moved to the Pretend and Learn center so that children can use them in a new setting.
and continue exploring the concept of exercise. The children also have the choice to pretend to work the counter at the gym or use other equipment; materials thus allow for student choice in playful learning opportunities.
During Week 28, a phonemic awareness lesson called “Digging for Sounds” facilitates learning and discovery through play while incorporating the weekly theme of “Land All Around”; it also incorporates an understanding of beginning sounds. The teacher buries plastic letters in a box of sand, and the children dig for them. When they find a letter, they say the name and sound of the letter out loud. The teacher is guided to encourage students by telling them they did a great job and praising their efforts in matching beginning sounds as they dig through the sand. After introducing the activity, the teacher moves it to the ABC center for the children to continue learning and playing independently.
The materials include teacher guidance on how to provide and encourage critical interactions that turn play into learning. In Week 30, in the activity “Fishing for Names,” students “catch” a fish with a name on it; they have to tell the class what letter the name starts with. The activity is designed to be utilized in a small group or whole group setting. The poles and fish are then placed in the ABC center for students to play with during center time. The Teacher’s Manual includes research-based information that supports the teacher’s understanding of the importance of play as a foundation for learning across all domain areas. Each learning area in the guide mentions that play should be incorporated in the learning of that component; for example, the “Math” section mentions that math is learned through “playful” experiences. The lessons clearly support the teacher’s ability to actively facilitate learning and discovery through play across learning settings and domains.
2.4 Materials fit within a developmentally appropriate programmatic structure.
- Materials specify whether they are for three or four-year-old children.
- If intended for use for both three and four-year-old children, materials include a variety of options that clearly differentiate instruction for level of development.
- Materials provide differentiated use recommendations for half day and full day prekindergarten programs.
Partially Meets 2/4
The materials include a variety of options that clearly differentiate instruction for level of development. They are intended for both three- and four-year-old children. However, the materials do not clearly specify which materials should be used for three- or four-year-old children, and they do not provide differentiated use recommendations for half-day and full-day prekindergarten programs.
Evidence includes but is not limited to:
The “Teacher’s Manual” states the curriculum is appropriate for both three- and four-year-olds. The lessons’ built-in scaffolds support both three- and four-year-old students. However, the materials are identical for both three- and four-year-olds and do not distinguish between what should be used for a three-year-old and what should be used for a four-year-old.
The “Teacher Tips” in the Week 2 “Book & Print Reading” content area remind the teacher to monitor children’s cues during read-alouds and match the developmental needs of the children. The lesson “Introduction to a Picture Walk” has embedded scaffolding suggestions and provides support to nurture young children’s dispositions to learn in order for students to successfully describe what is happening in the story using the pictures. The teacher introduces the book *Bear Wants More* (by Karma Wilson and Jane Chapman) by conducting a picture walk. The teacher models and explains how to use the pictures to talk about what is happening in the story. During guided practice, the teacher asks the children guiding questions to prompt engagement and understanding. The lesson guides the teacher with three different types of downward scaffolding. For “less support,” point to the picture again and reask the question. For “more support,” provide the children with a choice of two to choose from. For “most support,” point out the picture and provide the answer to the question. The Teacher Tip recommends reading the book to the children on a different day in order to not have the children sit too long with the activity.
Scaffolding suggestions are embedded within the lessons. For example, in the Week 8 activity “Different Hands,” teachers use the read-aloud *The Color of Us* to discuss how we are all alike and different at the same time. In partners, students discuss what their hands look like. Scaffold tips within the activity suggest teachers ask prepared questions to either challenge or provide support for the students. If the student struggles with discussing with their partner, the teacher can prompt conversation by asking, “Do you and your partner both have five fingers or the same color skin?” If students need a challenge, the teacher can ask, “What else is the same/different about you and your partner?” The lessons and activities support and encourage a responsive interaction style by providing specialized support (scaffolding) to nurture young children’s dispositions to learn.
Downward and upward scaffolding suggestions are embedded within the lessons. Also, each weekly scope and sequence offers “Additional Lessons” for children needing additional practice with a prerequisite skill and “Step It Up Lessons” for children who have mastered the skills in the lesson. An example of scaffolding within the lesson can be found in the math lesson “Swat the Dots,” Week 19. In this lesson, the teacher says a number out loud, and the children “swat” the card with the same number of dots. Upward scaffolds for more advanced and/or older children include asking the child to find another card that has more. A downward scaffold includes asking the child to count the number of dots on the card that was swatted. Additional Teacher Tips include having the children take turns swatting the cards if they are having difficulty regulating their movements. This Teacher Tip nurtures the fun activity and children’s natural desire to learn while accommodating for younger children with less developed regulation of movements.
The Teacher’s Manual states that the instructional materials allow for teachers to easily plan for a full-day schedule, “while the flexible design allows half-day programs to select fewer lessons and activities when planning.” The appendix of the manual includes a sample lesson plan and a lesson plan template, but it does not include time to spend on each lesson nor the number of lessons to select for use in a full-day or half-day schedule. There is no guidance regarding the number of lessons to cover per day or week to meet the various needs of the full- and half-day prekindergarten classroom.
2.5 Materials include detailed guidance that supports teacher’s delivery of instruction
- Guidance for teachers is evident and provides explicit instructional strategies for teaching prekindergarten skills.
- Materials include detailed and explicit guidance for teacher and student actions that support student development and proficiency of content and skills.
- Materials provide detailed guidance for connecting students’ prior content knowledge and experiences to new learning.
Meets 4/4
Within the materials, guidance for teachers is evident and provides explicit instructional strategies for teaching prekindergarten skills. The materials include detailed and explicit guidance for teacher and student actions that support student development and proficiency of content and skills. Detailed guidance is provided for connecting students’ prior content knowledge and experiences to new learning.
Evidence includes but is not limited to:
The materials include detailed guidance that supports the teacher’s delivery of instruction. The “Teacher’s Manual” provides a section on “Supporting Learners in All Settings,” which guides teachers to attend to various factors, such as balancing child-initiated and teacher-led activities and experiences, utilizing children’s prior knowledge to build connections, helping children create a bridge between across content domains and real-world experiences, and embracing children’s background and cultures. This section also explains the use of strategies such as providing engaging, hands-on experiences to maximize learning and making learning meaningful so that it creates a foundation to build on. The manual provides instruction regarding intentional teaching to ensure that all developmental domains are addressed throughout the year; it also encourages the use of upward and downward scaffolding in order to meet the developmental needs of all children.
The Teacher’s Manual also includes information about the development of skills. The writing developmental continuum includes examples of the different stages of writing so that teachers can easily identify each child’s stage. The appendix includes a scaffolding chart that identifies skills needed to move to the next developmental stage. For example, when the child is writing scribbles, the teacher encourages the child to write his/her name or asks the child to describe
the work and transcribes his/her work. A phonological awareness developmental timeline is also included in the manual.
The materials guide teachers through connecting to children’s prior knowledge with new concepts and skills in lessons and themes. In Week 7, the theme “All Around My Community” immerses students in connecting new learning about the community with their prior knowledge by exploring where they live and how everyone lives in a community. For a social studies lesson, students receive pictures of nearby, familiar places and use them to create a map of their community; they are able to connect to places like the grocery store, school, and homes. These personal topics are engaging, meaningful, and interesting for students as they learn to create maps. Materials also connect to students’ prior knowledge in Weeks 11 and 12. Week 11 focuses on identifying and engaging with new, theme-related vocabulary. In phonological awareness activities, students match new words with similar sounds (*hat/harvest, fall/fox, pinecone/pie*). Students also sing songs and recite rhymes and chants from *The Complete Book of Rhymes, Songs, Poems, Fingerplays and Chants* by Jackie Silberg and Pam Schiller. In Week 12, students build upon this knowledge when they gather leaves of different shapes and sizes. They apply theme-related vocabulary as they engage with pictures or videos of tools a farmer or field worker uses to harvest crops; materials teach the names of the tools and their appropriate uses.
In a science lesson in Week 16, the children learn about constellations. The teacher activates prior knowledge by asking open-ended questions, such as “What else do you see in the night sky?” This question encourages possible extensions beyond stars. The lesson also includes picture cards so students can see examples. After looking at the pictures and discussing the constellations, students create their own constellations using star stickers and paper. “Teacher Tips” also include stories that can be read to the class for additional learning and content development opportunities.
The curriculum includes topics that are interesting and engaging for the children while still developing background knowledge in unfamiliar areas. For example, in the lesson “It’s in the Mail,” Week 24, students blend onsets and rimes to determine which picture should be placed in the mailbox. The teacher begins the lesson by introducing the words that match each picture to ensure that children have the background knowledge to recognize the items in the picture. After this, the teacher models, telling the children she wants to mail a /b/ /ook/ and blending the sounds to say *book*. The lesson plan guides the teacher to ensure students’ background knowledge is connected to the engaging phonemic awareness activity.
The materials provide built-in instructional strategies in all their lessons in the form of “Teacher Tips,” “Scaffolds,” and explicit instructions to do before, during, and after the lessons; these meet the needs of three- and four-year-old children. For example, in Week 28, the teacher gathers photographs, images, and the provided printable picture cards. Using the provided prompts, the teacher shares the images with students and walks them through how to talk about what they see. The lessons provide a script for the introduction, model and explain, guided practice, and summarizing portions of the lesson. Guided practice includes sentence
stems with Bloom's levels so that teachers can appropriately guide students from basic recall to more complex thinking like comparing and inferring.
2.6 Materials are supported by child development research on children’s development within and across all domains.
- Materials include a clear description of how the curriculum is supported by child development research.
- Materials provide research-based guidance for instruction that enriches educator understanding of early childhood development and the validity of the recommended approach.
- Cited research is current, academic, relevant to early childhood development, and applicable to Texas-specific context and demographics.
- A bibliography is present.
Meets 4/4
The materials include a clear description of how the curriculum is supported by child development research and provide research-based guidance for instruction that enriches educator understanding of early childhood development and the validity of the recommended approach. The cited research is current, academic, relevant to early childhood development, and applicable to Texas-specific context and demographics. A bibliography is present.
Evidence includes but is not limited to:
The materials are supported by child development research on children’s development within and across all domains. The publisher provides an explanation of how the materials align with child development research within each skill domain area addressed in the “Teacher’s Manual.” For example, the publisher provides guidance regarding how “Alphabet Knowledge” should be introduced, taught, and spiraled based on current research by Huang, Tortorelli, and Invernizzi (2014). Citing research from Zucker, Cabell, Justice, Pentimonti, & Kaderavek (2012), the manual highly recommends the use of teacher-initiated talk, partner talk, shared thinking, acting out words, guiding questions, and opportunities to repeat phrases in order to support the development of language and literacy. The manual also discusses the importance of providing access to print reading experiences. Research cited from Neumann, Hood, Ford, and Neumann (2011) regarding the natural attraction of children to environmental print guided the publisher to include lessons that provide access to print beyond the use of books alone. The materials also contain early childhood teaching strategies and instructional approaches supported by research that guide the teacher in planning and implementing the lessons, such as class group
size recommendations for individual activities. Each activity lists whether it is for the whole group or small groups. The activities do not include flashcards and worksheets as instructional strategies. The manual provides best practices for early childhood; for instance, it ensures teachers understand that play centers allow students to construct their own learning through play.
Research is modeled in the curriculum. For example, this can be seen in Week 1 of the “Book & Print Reading” domain. The materials indicate that the focus of the week is recognizing print in the environment and engaging in pre-reading and reading activities, which include retelling songs and rhymes. In a Week 1 lesson, children see familiar environmental print food labels, such as those for popular cereals and chips, along with name cards. The teacher pre-writes the children’s names along with the words “Mmm, Mmm Good” and “likes” on sentence strips; these are placed in a pocket chart for the class to participate with. The teacher models leading a chant, reading and pointing to the sentence strips and environmental print. During guided practice, the children have an opportunity to choose the environment print card they would like to include in their chant. After the lesson, the materials are available for students to read sentences to one another during center time.
The materials include the Texas Prekindergarten Guidelines within each activity and share which domains are addressed. For example, in Week 22, the “In the Bag” activity lists that the prekindergarten primary domain met is “Phonological Awareness—Alliteration.” The Teacher’s Manual provides research for each of the skill domain areas addressed. The section on Book & Print Reading references Zucker, Cabell, Justice, Pentimonti, and Kaderavek (2012), ensuring teachers understand that “teacher-initiated talk before, during, and after reading supports language and literacy development in prekindergarten and beyond.” The Teacher’s Manual references “Developmentally Appropriate Practices,” mentioning that technology is just as important as paper-and-pencil learning when aligned with developmentally appropriate practice (Gartrell, 2014).
The materials include a “Reference” section that is seven pages long. References include the University of Texas Health Science Center at Houston, citing “Little Texans, Big Futures: Texas infant, toddler, and three-year-old early learning guidelines,” as well as the Texas Prekindergarten Guidelines, updated in 2015 and put out by the Texas Education Agency. These are Texas-specific sources. Research also cites the Texas Education Agency, U.S. Department of Education, U.S. Department of Agriculture, psychology journals, and education journals. Materials include reputable sources that are printed nationally, like the International Literacy Association and the National Association for the Education of Young Children.
The research cited includes experts and sources published in recent years. For instance, “Characteristics of effective classroom rules: A review of the literature” by Alter, P. and Haydon, T. was published in 2017 in *Teacher Education and Special Education*. The references listed are largely current, with 77% published after 2010; 41% were published after 2015.
3.1 Materials include direct social skill instruction and explicit teaching of skills.
- Full lessons on Self Concept Skills, Self-Regulation Skills, Relationships with Others, and Social Awareness Skills, as laid out in the Texas Prekindergarten Guidelines.
- Materials provide guidance on teacher modeling of these skills.
- Materials include appropriate texts used to support the development of social competencies.
- Materials include appropriate texts used to support the development of competencies to understand and respond to emotions.
Meets 4/4
The materials include full lessons on self-concept skills, self-regulation skills, relationships with others, and social awareness skills. The materials also provide guidance on teacher modeling of these skills as well as appropriate texts to support the development of social competencies and the development of competencies to understand and respond to emotions.
Evidence includes but is not limited to:
The materials include direct social skills instruction and explicit teaching of skills. Lessons provided in the instructional materials directly teach the “Social and Emotional Development” domain within a flexible and logical sequence. For instance, self-regulation concepts are covered with high frequency at the beginning of the curriculum and are later offered as a downward scaffold.
Week 1 provides six full lessons that explicitly teach social skills. In the lesson “Sharing Space,” the teacher reads the story *The Napping House*. After reading the story, the teacher shares picture cards of places people share, showing relationships with others. The students answer open-ended questions about spaces they might share with others and the feelings they may have about sharing that space, acknowledging their emotions. Thinking out loud, the teacher models the concept of sharing: The teacher draws a picture of a place that may be shared, who it is shared with, and the feelings that may be felt. Students create their own responses to emotions by drawing a picture. The teacher summarizes the lesson by recalling parts of the book and reminding the students, “Sharing spaces can be difficult, but if we think about others’ feelings, we can make it work!” This creates connections to support the development of emotional literacy.
In Week 2, students read a book on diversity to support emotional literacy related to cultures and race. After reading *The Color of Us* by Karen Katz, students discuss the similarities and differences in their hands. The teacher asks students to share what is the same and what is different between their hands and their friends’ hands as a way to promote cultural relevance. As an extension, the students draw their partner’s hands using crayons or paints, allowing for a depiction of different skin tones as a form of response.
In Week 5, the teacher uses multisensory materials, such as puppets and a cup, to model an appropriate way for students to ask for what they need or want. Students develop their social skills when they are divided into partners and practice asking for what they need or want appropriately.
In Week 10, the teacher discusses the roles of community helpers during an emergency and how they show care, ask questions, listen, say kind words, and try to help fix a problem. The teacher invites children to role-play as either a firefighter, a police officer, or a medic. Prior to students’ role-play opportunities, the teacher plays the role of a police officer and invites a child to play the role of a lost child. The teacher models what an officer says: “Hello, my name is Officer Linda. You look upset. Are you ok?” While asking the questions, the teacher looks directly at the “lost child” to model good listening skills. The student responds, “I’m lost and I’m scared! I can’t find my mom!” The teacher says, “That must be scary. I can help you. Can you tell me what happened?” The teacher models for students as she helps the lost child find the way home.
Week 10 also includes guidance on using the gradual release method to provide students with opportunities to develop relationships with others. During the “Pretend Construction” lesson, students work in small cooperative groups to role-play different roles in the construction industry. At the beginning of the lesson, the teacher models how to be the architect and then gradually releases the play. A “Teacher Tip” suggests moving the game to the “Pretend and Learn” center as students gain independence.
The materials’ texts are developmentally appropriate and serve as a foundation to support the development of social skills. For example, in Week 21, the teacher reads aloud the book *Caring* by Isabel Thomas. After reading, the teacher models ways to be caring as depicted in the “Act It Out” picture cards. After the teacher models each card, students participate in answering questions and then act out the action on the Act It Out Card. The materials also suggest *The Way I Feel* by Janan Cain; *Alexander and the Terrible, Horrible, No Good, Very Bad Day* by Judith Viorst; *The Rainbow Fish* by Marcus Pfister; *Owen* by Kevin Henkes; and *The Kissing Hand* by Audrey Penn as additional books to reinforce and/or extend the lesson.
In Week 31, students learn how to understand and respond to emotions as the teacher reads the book *Best Best Friends* by Margaret Chodos-Irvine. The teacher explains that the book is about two best friends who are happy when they are playing with each other, but something happens when one gets special attention. The teacher points out the friends’ facial expressions in the pictures and discusses with students how the friends’ feelings are changing in the text.
3.2 Materials include repeated opportunities for students to practice social skills throughout the day.
- Materials provide opportunities to learn, practice, and apply these skills throughout the day.
- Practice opportunities are authentically integrated throughout all other content domains.
Meets 4/4
The materials provide opportunities to learn, practice, and apply social skills throughout the day. Full lessons on self-concept skills, self-regulation skills, relationships with others, and social awareness skills, as laid out in the Texas Prekindergarten Guidelines, are evident throughout the materials. Practice opportunities are authentically integrated throughout all other content domains.
Evidence includes but is not limited to:
The materials include repeated opportunities for students to practice social skills throughout the day. The “Teacher’s Manual” stresses the importance of teachers modeling social and emotional competencies. Teachers model many role-playing activities in a large group before moving the activities to learning centers. For example, in Week 1, teachers introduce “Circle Time” behaviors, and there is a note in the scope and sequence to continue to “reinforce and practice the behaviors” beyond the lesson. In Week 4, during the lesson “I Like Me Class Book,” teachers praise and scaffold as needed. Suggested praise is included, encouraging teachers to say, “I am so excited that you like these things…” Support for developing self-concept is also embedded in the Week 4 science lesson “Body Outlines”; the materials include questions to assist students in controlling their body as it is traced. The teacher also acknowledges the children’s efforts and provides support when needed. The materials also provide teachers guidance in building responsive interpersonal relationships with children through the “Teacher Tips” section in the lessons. Examples include reminding teachers to be sensitive to trauma that students may have experienced and helping them make alternate connections to the learning, or prompting teachers to provide children with choices for expressing their emotions and supporting their emerging abilities. The Teacher Tips section also provides book connections along with suggestions for diverse groupings and settings for skill practice.
In Week 7, the teacher uses hula hoops to introduce the concept of personal space. This lesson provides students the opportunity to practice social skills in a new way. A Teacher Tip suggests teaching this lesson outside or in small groups to allow students to have a change of setting. During the lesson, the teacher models how it is easy to move around when no one else is inside the space of the hula hoop and how it is difficult to move when someone else is inside the hula hoop. The teacher mentions that there are times when activities might require closer space and provides an opportunity for the children to brainstorm words that can be used when we want more space. Students are provided with an opportunity to practice with their own hula hoop to better understand the concept.
In the Week 9 science lesson “Build a Bridge,” the teacher divides learners into pairs. The paired learners work cooperatively to build a bridge using a variety of classroom materials such as blocks, craft sticks, straws, snap cubes, and paper towel rolls. Similarly, in the Week 16 math lesson “Simon Says Shapes,” students practice listening and following directions as they participate in a game using math manipulatives. The teacher introduces the activity with the specific instruction that the learners must listen carefully to Simon’s directions and do exactly what he says. The teacher provides a reminder to “Remember to listen for ‘Simon Says’ before moving your shape.” The learners follow the directions by listening and performing the action that “Simon Says.”
Another example of a lesson that includes suggestions and materials to practice and reinforce skills in a variety of ways can be found in the Week 26 lesson “Problem Solving Part 1.” The teacher prepares a chart labeling the following four actions that can be used to solve problems: breathe it out, say it out, think it out, and try it out. Utilizing the chart and a puppet, the teacher introduces and models steps that the learners can follow when they are experiencing a problem at school, home, or in other places. Students take turns holding the puppet and acting out the problem-solving steps as the other students recall the steps and questions. Teacher Tips suggest guiding the students in using the problem-solving steps throughout the day when they become frustrated with themselves.
3.3 Materials include ideal classroom arrangements that support positive social interactions.
- Classroom arrangement supports daily opportunities for practice of social skills, including in daily learning centers.
- Materials give teacher guidance on classroom arrangement to support teacher-student and student-student interactions.
- Materials consider a variety of factors and components of the physical space and their impact on students’ social development.
- Materials can be implemented easily and effectively within a classroom arrangement that supports positive social interactions.
- Materials provide suggestions for how to engage students in classroom arrangement in order to promote student ownership of the space.
Meets 4/4
The materials include classroom arrangements that support daily opportunities for practice of social skills, including in daily learning centers. Throughout, materials provide guidance on classroom arrangements to support teacher-student and student-student interactions and consider a variety of factors and components of the physical space and their impact on students’ social development. The materials can be implemented easily and effectively within a classroom arrangement that supports positive social interactions; materials provide suggestions to engage students in classroom arrangement in order to promote student ownership of the space.
Evidence includes but is not limited to:
The materials include ideal classroom arrangements that support positive social interactions. The “Physical Arrangement Section” in the “Teacher’s Manual” provides support and guidance with classroom and center arrangement to create areas in the classroom that promote social skills development and practice. Materials provide a sample map that defines areas for whole group instruction, small group instruction, and learning centers; all areas have well-defined boundaries that support student interactions as they participate in various activities. Whole group instruction occurs in the “Circle Time” area, which should have enough space for all children to access the letter wall, rules and routines charts, and an easel for teacher use. For small groups, teachers work with groups of 2–5 children at a designated space such as a table or in various learning centers. Learning centers are located around the room and are devoted to
specific topics or activities that allow students to develop and reinforce positive social behaviors.
Throughout the instructional materials, social skills are introduced as whole group lessons and then moved to the learning centers for daily practice. For example, in the Week 10 lesson “Pretend Hospital,” “Teacher Tips” provide specific guidance for practicing social skills in learning centers. The teacher discusses how doctors care for others; the teacher then models caring behaviors and encourages children to imitate in order to express similar behaviors during role-play.
The guidance suggests that the teacher should create a print-rich environment by using pictures and labels to identify specific areas of the room; however, the materials do not provide actual printables of visuals or labels to use. The Teacher’s Manual suggests utilizing a center management sign, which guides the teacher in adjusting the number of children in a center depending on the activity; the manual also suggests using labels, environmental print, and authentic writing to support the development of independence and ownership. The manual discusses the structure of centers, stating that children should be moving to various centers and spending ample time in centers; the manual states the importance of practicing, modeling, and discussing centers.
The instructional materials suggest eight different learning centers and identify how each specific area incorporates social skills practice. For example, the “Math” center is identified as promoting reasoning and problem-solving skills, the “Pretend and Learn” center is identified as allowing children role-play opportunities that promote vocabulary and background knowledge, and the “Construction” center provides opportunities for the children to problem solve and work collaboratively through building with the materials.
The materials give specific guidance in developing appropriate arrangements and include information to consider when developing each area of the room as well as the classroom as a whole. For example, when designing the learning centers, teachers must ensure the centers accommodate three to four children, place active and loud centers away from the calm and quiet centers, include enough interesting materials to share in centers, and establish traffic patterns to allow for easy movement between centers and large group. These materials are grounded in research that supports classroom arrangement, social interactions, and development of social skills, which is cited in the body of work teachers can reference as an additional source of information.
Many factors of the physical classroom space impact students’ social development. The learning materials consider the importance of these factors and guide teachers to understand student development through the use of classroom arrangement. Teachers view the classroom as a whole and then break down the classroom arrangement into various learning settings. Teachers strategically design their classrooms to encourage and support the development of social, verbal, and cognitive skills. The “Classroom Observation Checklist” guides teachers in setting up areas with specificities. For example, the “Writing” center should be located away from loud
centers and should have writing utensils, labels, and books; materials should include images with labels to assist children in locating and returning items to the correct location; print should be at children’s eye level to help children interact with the materials independently; and large open spaces should be minimized to decrease the likelihood of children running in the classroom.
The learning materials guide teachers throughout the different learning settings and define how children will learn and develop different skills in either large group or small group instruction. For example, the Week 18 lesson “Big and Small Feelings” is recommended for use in either a small group or whole group instructional setting. Similarly, the learning materials specify some activities to be presented in a large group setting (e.g., “Circle Time,” which is defined as a space for all students to work as a large group), and some in a small group setting (e.g., the Week 29 lesson “How Many Syllables in a Name?”).
Opportunities for positive social interactions occur throughout the day and are incorporated into both large and small group activities. For example, community-building activities such as “Student of the Week,” lessons that identify feelings such as “Feeling Happy and Sad” in Week 13, and self-regulation lessons such as “Hands Off: Hot Potato” in Week 30 occur during Circle Time. During learning centers and small group lessons, students work to refine social skills through activities such as role-playing in the “Pretend Veterinarian’s Office” in Week 25, developing self-concept in small group lessons by creating the “I Like Me Class Book” in Week 4, and developing relationships in the “Architects and Engineers” lesson in Week 8.
The materials include resources that provide guidance and examples for the structures and processes of classroom management in order to support positive social interactions. Examples are available for creating classroom rules, routines, and procedures. One recommendation is the use of “equity sticks.” Equity sticks teach students the expectations for when they are answering questions during learning time. Each student’s name is written on a popsicle stick. The teacher models how students are to stay quiet, keep their hands in their laps, and think about their answers as they wait for the teacher to choose a student to answer by selecting an equity stick.
In Week 1, the materials provide the teacher guidance for starting the school year with a structured environment that helps support positive interactions. The teacher turns bookshelves around, covers shelves, and marks off areas to hide centers until it is time to open them. When teachers are preparing to open centers, only a few materials are placed in each area. To assist with teaching clean-up, the teacher clearly labels containers and shelves with pictures.
Students identify and follow simple routines, practice ways to share cooperatively, and connect personal emotions with characters in books and with classmates. The teacher prepares the whole group lesson “Circle Time Behaviors” by using a rug or other designated area. In this lesson, the teacher models behavioral expectations for whole group lessons. Once the lesson is complete, the teacher should consistently reinforce and practice the behaviors each time children participate in read-alouds and other structured Circle Time lessons and activities.
3.4 Materials include activities to develop physical skill and refine motor development through movement.
- Materials provide numerous daily opportunities for students to develop their gross motor skills through movement.
- Materials provide daily opportunities for students to develop their fine motor skills through tasks that do not require writing.
Meets 4/4
The materials include numerous daily opportunities for students to develop their gross motor skills through movement. Throughout the materials, students have daily opportunities to develop their fine motor skills through tasks that do not require writing.
Evidence includes but is not limited to:
Materials include activities to develop physical skills and refine motor development through movement. Throughout the materials, there are daily opportunities for fine motor skill development in various learning centers. For example, in the lesson “Sculpting Animals,” children roll playdough to create and sculpt an animal of their choosing. The materials provide activities both as individual lessons listed in the scope and sequence under the “Physical Development” section or in the theme units under the “Whole Group, Small Group Lessons” section. For example, in the lesson “Don’t Let Go!” students use tongs to move objects one at a time and place them in an egg carton. In the theme “It’s Harvest Time,” the Physical Development section provides teachers with a lesson on picking crops and crop-picking motions to model for students to practice.
The materials integrate the use of developmentally appropriate gross motor skills in other content-area lessons. For example, the Week 3 lesson “Hands Off: Hot Potato” combines social and gross motor skills as students learn to wait their turn to pass the object before the music stops. Additional opportunities for gross motor movement are included in other subject areas; for example, in Week 3, a phonemic awareness lesson called “Sentence Hopscotch” incorporates hopscotch; in Week 7, there is a math “Hokey Pokey Shapes” lesson. The Week 9 “Step It Up” math lesson “Color Pattern Necklace” integrates fine motor skills; students create an AB pattern necklace by threading pasta noodles onto a thread.
The theme guides provide guidance to set up learning centers that correlate with the theme and incorporate opportunities for fine motor skill acquisition. For example, in the Week 18 theme “Animals All Around,” the learning centers include a “Creativity” center and a “Pretend and Learn” center. In the Creativity center, students use various art supplies, such as glue, construction paper, googly eyes, paint, and markers, to construct paper-bowl turtles. In the Pretend and Learn center, students use props to role-play a veterinarian’s office.
The materials include activities that promote child movement to develop gross motor skills. In the Week 20 lesson “Hot Potato: Letter Sounds,” students toss a bean bag on a teacher-prepared letter grid and then say the letter name, letter sound, and a word that starts with the letter. In the Week 22 “Pitch and Catch,” the teacher models throwing the ball to a student; students watch as the teacher instructs the student to hold her arms out so she can catch the ball. The teacher provides the steps of how to communicate with each other before throwing the ball and also models catching the ball. Students participate by chorally repeating the steps.
3.5 Materials include activities that develop safe and healthy habits in students.
- Materials provide teacher guidance on modeling safe and healthy habits for students.
- Materials provide a variety of opportunities and activities for students to practice safe and reflect on safe and healthy habits.
- Materials communicate for both teachers and students the connection between physical and mental health.
Meets 4/4
The materials provide teacher guidance on modeling safe and healthy habits for students and communicate for both teachers and students the connection between physical and mental health. Throughout the materials, a variety of opportunities and activities are available for students to practice and reflect on safe and healthy habits.
Evidence includes but is not limited to:
The materials include activities that develop safe and healthy habits in students. The “Teacher’s Manual” suggests scheduling time in the daily schedule for both planned outdoor activities as well as unstructured activities to facilitate movement. In the Week 3 lesson “Hands Off: Hot Potato,” students regulate behavior and use kind words and actions to make friends. The teacher models passing a stuffed animal to the next person as the music plays; the aim is to not be holding the stuffed animal when the music stops. After the teacher models the activity, students practice it. If students are out, the teacher reminds them that they can cheer on their friends. The “Teacher Tips” section recommends the teacher look for opportunities to give positive feedback and praise to children as they practice self-regulation. In this activity, students learn about the connection between physical and mental health; they learn to support the success of others and regulate their personal behaviors while participating in a gross motor activity.
The materials encourage children to identify safe and healthy habits in their daily life. For example, in the Week 23 science lesson “Paper Bag Food Test,” children explore which foods have fat in them and which do not, and they discuss healthy eating habits. This lesson includes a list of books to read that reinforce the development of healthy habits.
The Week 24 lesson “Healthy Choices” includes picture cards of foods, activities, and habits such as washing hands and brushing teeth, which the teacher uses to support children in
developing safe and healthy habits. Students sort the cards into two categories: healthy habits and unhealthy habits. Teachers can model healthy habits using the provided sample dialogue and suggestions for additional books to extend the lesson.
The lessons provide guidance on how to model safe and healthy habits, including tips and dialogue for teachers to follow within each section of the lessons. For example, in the lesson “How Far Does A Germ Travel,” the teacher has a script for the entire lesson; it includes guidance for scaffolding the lesson up or down depending on student needs. Similarly, the “Making a Menu” lesson offers teacher guidance to address good eating habits. Materials suggest turning the “Pretend and Learn” center into a gym with a snack bar for independent playtime, and they provide tips for roles and activities at that center. Materials also suggest the “Classroom Library/Listening” center should include the song “This Is the Way We Wash Our Hands.”
4.1 Materials provide guidance on developing students’ listening skills.
- Materials provide teacher guidance on modeling active listening for understanding.
- Materials support and scaffold daily opportunities for students to listen for understanding.
- Materials provide opportunities for students to hear sounds, appropriate sentence structure, and grammar in a variety of contexts.
- Materials provide opportunities for students to hear conversations that follow conversation norms.
Meets 4/4
The materials provide teacher guidance on modeling active listening for understanding and support scaffolding opportunities for students to listen for understanding. Throughout, materials provide opportunities for students to hear sounds, appropriate sentence structure, and grammar in a variety of contexts as well as conversations that follow conversation norms.
Evidence includes but is not limited to:
The learning materials provide guidance on developing students’ listening skills. The “Teacher’s Manual” includes suggestions for the teacher to implement the use of nonverbal cues to reduce the number of distractions during lesson time if students need to use the restroom or get a tissue. Although a tangible visual is not provided, the Teacher’s Manual provides a list of nonverbal cues that can be included pictorially, on a poster at the children’s eye level, as a reminder to use active listening behaviors. Additionally, an outline is present for the teacher to utilize to support and scaffold daily opportunities for students to listen for understanding. The materials suggest playing a game such as “Simon Says” or repeating a clapping pattern. In the game of “Simon Says,” students demonstrate receptive listening skills.
At the beginning of the school year, students are introduced to conversation norms that will continue throughout the year. Students learn the norms for the greeting and “Circle Time” portions of the day. These lessons are repeated to develop the norms and expectations. The teacher models expected listening behaviors during the Week 1 “Circle Time Behaviors” lesson. These behaviors include looking at the person who is speaking and keeping your lips closed. The teacher models what this looks like and explains how it is easier to hear when you are not making noises. Similarly, during the Week 1 “Greetings” lesson, the teacher explains and models how to greet someone by smiling, making eye contact, and shaking hands. Week 1 also provides
repeated opportunities, integrated throughout the day, for students to hear language and support their listening development. In the “Book & Print Reading” lesson “Act Out Nursery Rhymes,” the students participate in a read-aloud of “Three Little Kittens” and act out what takes place. The teacher models the activity using picture cards and then chooses three students to use props to act out the rhyme while the remaining students recite it. The nursery rhyme and the props are placed in the “Dramatic Play” center for students to practice independently.
In the Week 6 lesson “Hear It, Say It,” students listen with their eyes closed while the teacher says a phrase; then, students repeat it. This activity, which supports active listening, can also be repeated with small peer groups. Additionally, in the “Question of the Day” activity, the teacher tells the students that she will walk around and listen to their conversations and make suggestions to them, demonstrating listening for comprehension. This lesson allows the students to practice listening and responding to peers.
In Week 7, the teacher transforms the “Pretend and Learn” center into a post office and describes possible roles for students to play while in the center. The students use props in the center to engage in role-play, developing conversation skills. The Teacher’s Manual gives examples of conversation norms and nonverbal cues that the teacher can establish at the beginning of the school year and use to support listening skill development during centers. For example, to remind a student to look at the speaker, the teacher can point to her own eye and then point to the person talking.
During the Week 8 lesson “Are the Words the Same or Different,” the teacher models active listening when identifying if sounds are the same or different. The teacher models and explains nonverbal conversational rules for listening for sounds that are the same or different. Once students are ready, the teacher models and explains how the students will use thumbs-up or thumbs-down to determine if the sounds are the same or different. The teacher monitors for understanding and scaffolds as needed. The lesson also includes an instructional video and teacher tips for additional support. The materials include examples of think-alouds to support lesson understanding and active listening for comprehension. Lessons in Week 8 provide texts that include a variety of sounds, appropriate sentence structure, and correct grammar, which provides the students support in oral language comprehension through predictable patterns. A grammatically correct, sequenced script helps guide the teacher with changing nursery rhymes for students to listen to. For example, during the modeling and explanation section of the “Predictable Patterns” lesson, following scripted prompts, the teacher says, “I am going to begin by reading the nursery rhyme of Jack and Jill.” The teacher reads the rhyme and then says, “Now I am going to read it again, but pay close attention to how I am going to change the nursery rhyme.” The script instructs the teacher to change the name of Jack and Jill to the names of children in the classroom. Students listen to the rhyme and discuss what they heard that was different, showing an understanding of listening for predictable patterns.
Week 9 provides teachers with guidance on how to incorporate strategies that support listening comprehension and language during transition times throughout the day. For example, the
teacher instructs students to become a theme character or object as they move to the next activity center. In another example, the teacher engages in storytelling during wait times and leads students in acting out and saying nursery rhymes.
In the Week 13 lesson “Participate With Puppets,” students use puppets to participate in greeting conversations. The teacher models conversations in a variety of classroom settings using different puppets, such as finger puppets, stick puppets, and sock puppets. The teacher role-plays using two puppets in a greeting conversation. After the teacher models the activity, the students role-play with the puppets by participating in greeting conversations with another student’s puppet. Week 13 also provides lessons that encourage children to listen for understanding. During the small group math lesson “Color and Size,” students sort linking cubes and bears. The teacher tells the students what they will do and then asks which colors are available. As the students begin to sort by color, the teacher asks where to put the next manipulative. After they have been sorted by color, she asks if there is another way to sort the manipulatives. A video example is also provided to assist teachers in the lesson, modeling multiple questions to ask the students.
In the Week 34 lesson “Life Cycle of a Butterfly,” the teacher reads aloud a book about the life cycle of a butterfly. To support active listening, the teacher stops on identified pages and asks the students literal and inferential questions. The students take turns recalling and answering questions. The lesson also provides suggestions for upward and downward scaffolded questions to support students’ listening and comprehension abilities. After the read-aloud, the teacher asks the students to recall the stages of the life cycle and then extends the activity by instructing them on how to make a life cycle model. The students participate in the whole group setting to begin the activity and finish the activity in the learning center. While the students work on their model, the teacher asks individual students what part of the life cycle they are working on.
While the materials provide text to support the development of listening skills, digital or e-stories for independent engagement were not found in this curriculum.
4.2 Materials provide guidance on developing students’ speaking skills.
- Materials provide opportunities for students to practice producing sounds and use appropriate sentence structure and grammar in a variety of contexts.
- Materials provide teacher guidance on corrective feedback of students’ speech production, sentence structure, and grammar.
- Materials provide teacher guidance on setting up and facilitating activities that allow students to practice production of a variety of sounds, appropriate sentence structure, and grammar.
- Materials provide support and guidance for students to work collaboratively to engage in discussion using conversation norms.
Meets 4/4
The materials provide opportunities for students to practice producing sounds and use appropriate sentence structure and grammar in a variety of contexts; materials also contain teacher guidance on providing corrective feedback to students regarding each of these speaking skills. Materials assist teachers in setting up and facilitating activities that allow students to practice production of a variety of sounds, appropriate sentence structure, and grammar as they work collaboratively to engage in discussion using conversation norms.
Evidence includes but is not limited to:
The learning materials provide guidance on developing students’ speaking skills and developing the classroom environment to promote the practice of authentic oral language production. The online “Classroom Environment Checklist” supports the teacher in setting up the classroom to prompt the practice of oral language through authentic experiences. This includes how to set up independent learning centers where students practice with lessons that have been previously taught in whole group. For example, the “Play and Pretend” center is set up to incorporate conversational interactions amongst students; the center is always set up based on the current theme, such as a veterinarian’s office. Guidance is also provided to support identifying teachable moments that facilitate student-to-teacher and peer-to-peer conversations throughout the school day. The scope and sequence provides teachers guidance on the best setting for their lessons, including transitions, whole group instruction, small group instruction, and centers. The instructional settings help teachers facilitate speaking and conversation throughout the day. For instance, the learning centers are designed to purposefully facilitate
peer-to-peer conversation, whereas small group instruction will include more student-to-teacher conversation.
In the Week 5 lesson “Act It Out,” the learning materials utilize both small and large group settings to facilitate oral language activities. The teacher engages students verbally in center play through role-playing and modeling desired language skills. The materials direct the teacher to choose a story that is familiar and repetitive. The materials provide an excerpt from the book *The Little Red Hen* as a sample; they then guide the teacher to model a reenactment of the story with puppets. After the teacher models, students take turns acting out the story in groups of four. The teacher provides prompts for the students as needed for students to verbally answer questions.
In Week 6, students use and practice speaking skills during the math lesson “One, Two, Buckle My Shoe.” Additionally, this lesson uses music as a multisensory tool for increasing speech skills and speech production. The teacher models the song “One, Two, Buckle My Shoe,” and then models tapping the count on her leg. The students sing the song with the teacher, tapping out the last count on the song and chorally counting out loud. The Week 6 lesson “Tricky Sounds” provides prompts for the teacher to explain specific letter sounds by modeling sound production of the beginning sounds. The students watch the teacher’s mouth to support the practice of proper sound formation and speech production. Scaffolding techniques are provided for students who are unable to identify the beginning sound of a word. Materials provide extra emphasis on the sounds and word formation with the mouth.
During the “Classroom Scavenger Hunt” in Week 10, the teacher explains what a scavenger hunt is and then selects an item to use. The teacher asks the children to identify the item and uses tips provided in the instructional materials to provide corrective feedback to support students who may not be able to appropriately identify the items. Materials provide scaffolds to assist the children. For example, if a student needs a downward scaffold, the teacher can provide a clue or show a picture of the item to assist the student in locating it. Upward scaffolds ask students to provide additional descriptions to help others locate the item. The scaffolds assist children with differing verbal speaking abilities.
The materials include instructional recommendations for the set-up of theme-related centers to support student conversations. In Week 14, in the theme “The Sky Above,” all learning centers have a science focus. The “ABC” center includes the “Raindrop Match” activity; the classroom library contains books about the weather; the “Construction” center has students create weather scenes; in the “Creativity” center, students create windsocks; the “Play and Pretend” center is transformed into a weather station; and in the “Writing” center, students write about a time they got rained on. These opportunities to engage in play around a related context or theme supports the practice of speaking skills and incorporating newly learned vocabulary in conversations.
During the Week 15 lesson “Making Predictions With Narrative Texts,” the students answer open-ended questions and use expressive language and critical thinking during their response
development. In the lesson, the teacher asks students to make predictions about the story before reading the text. After reading the text, the teacher asks if any of their predictions were correct. Students provide answers based on their original response and explain why they think their predictions were correct or incorrect. Students have multiple opportunities to think critically and use expressive language to answer the teacher’s open-ended questions.
In the Week 17 lesson “Environmental Print Interactive Chart,” the teacher uses environmental print and a repetitive sentence stem to encourage children to participate in an oral language activity. The children repeat the sentence stem, adding in their name and a favorite item they select from the environmental print choices, which provides students practice with speaking and repetition. For example, a student named Johnny would say, “Mmm good, mmm good, Johnny likes Cheerios, mmm good.”
In the Week 29 lesson “Asking and Answering Questions,” the teacher models and explains how to ask questions before, during, and after reading a book to guide comprehension of the story. The teacher guides the students through asking and answering questions during the read-aloud. The teacher pauses throughout the reading to instruct the students to turn and talk to their partners to share their answers and questions. The teacher writes the students’ answers and questions on chart paper to track the conversation. This lesson also provides an opportunity for students to practice producing sounds and use appropriate sentence structure and grammar.
4.3 Materials support expanding student vocabulary.
- Materials follow a progression of vocabulary development that is age and sequentially appropriate.
- Materials include a variety of strategies for strategically supporting vocabulary development that are integrated and authentically embedded in content-based learning.
Meets 4/4
The materials follow a progression of vocabulary development that is age and sequentially appropriate. They include a variety of strategies for strategically supporting vocabulary development that are integrated and authentically embedded in content-based learning.
Evidence includes but is not limited to:
The “Teacher’s Manual” provides guidance for teachers to create a print-rich environment that focuses on vocabulary development throughout the classroom and the lesson/theme design. For example, the letter wall includes key vocabulary for daily use as part of the classroom routines. Vocabulary is also highlighted in content areas and learning centers; students apply new vocabulary and continue to use it through play. During center time, students use vocabulary in authentic ways as they learn and play together. The materials provide a variety of strategies for supporting teachers in modeling vocabulary. For example, teachers can pair language with gestures and use visual aids to support vocabulary development for all students. The materials also include a list of additional words correlating to the theme for each week under the “Theme Extender” tab. The Teacher’s Manual encourages teachers to post the new vocabulary words with pictures for student reference on the classroom “Word Wall.” Academic and content-specific vocabulary is also spiraled throughout the materials.
In the Week 3 lesson “Acting Out Words,” students interact with and use new vocabulary words in context in meaningful ways by acting them out. The materials provide guidance and a script for the teacher to introduce new vocabulary words from the story *Bear Snores On*, referencing where the words are used in the story. The teacher provides a child-friendly definition of each word and then asks the students to act out the word. The students act out the word and then chorally repeat the vocabulary word. “Teacher Tips” provide guidance for the teacher to use this strategy to introduce vocabulary words with other books.
The included vocabulary words contain a balance of high-frequency words and new and rare words. The words are introduced using a thematic and playful approach. For example, during the “My Home and Family” theme in Week 3, a lesson called “How Does Your Family Celebrate?” introduces the word *customs* using pictures; students describe examples of customs to their classmates. That same week, songs and rhymes support the practice of high-frequency home and family words in songs such as “Ten in the Bed.” In learning centers, the children practice new vocabulary words during play, such as when role-playing different family members, making phone calls, or taking care of pets.
In the Week 8 lesson “Talking About Music,” vocabulary words are the focus of instruction. The students use appropriate vocabulary to learn about music. The materials provide guidance and a script for the teacher to introduce the identified vocabulary words, provide a child-friendly definition, and act out each vocabulary word. For example, the script instructs the teacher to introduce the vocabulary word *tap*. The teacher provides a child-friendly definition: “To tap something is to hit softly with something else.” The teacher then provides an example: “I am going to tap my drumstick on the drum.”
The materials provide a variety of strategies to support teachers in modeling an array of vocabulary words. In Week 14, using the activity “Pictures Need a Thousand Words,” the students use descriptive words to tell about photographs. The teacher is provided with prompts to encourage students’ critical thinking. The students review this lesson again in Week 28.
New vocabulary words are introduced in a fun and sequential way throughout the instructional materials. For example, in the lesson “Chickie Chickie Roo Roo,” in Week 23, the teacher begins singing a rhyming song with accompanying actions. After a few times of modeling, the children are encouraged to chorally sing along. Over time, the teacher adds extra verses with new words and new actions. Additional provided tips include suggestions to adjust the speed depending on the students’ abilities.
Week 23 provides an example of how the materials follow a progression of vocabulary development. The “Book & Print Reading” content area provides two lessons that guide the teacher through strategies for teaching vocabulary development during a read-aloud and after a read-aloud. In the lesson “Teaching Vocabulary During a Read Aloud,” the materials provide target vocabulary words along with child-friendly definitions. The materials provide criteria to consider in preparation for the lesson, such as unknown words, target words for the story, and words students can use. In the additional lesson “Teaching Vocabulary After a Read Aloud,” the materials recommend the teacher make vocabulary picture cards to go with the vocabulary provided. The teacher reviews the vocabulary words with the students, and the students practice using the vocabulary words.
4.4 Materials include appropriate strategies for supporting English Learners (ELs) in their development of English language skills and developmentally appropriate content knowledge.
- Materials include a variety of strategies for supporting English Learners.
- Strategies include how to use the child’s first language as a foundation for learning English.
- Materials develop students’ vocabulary in both English and the home language.
Meets 4/4
The materials include a variety of strategies for supporting English Learners (ELs), including strategies for how to use the child’s first language as a foundation for learning English. The development of students’ vocabulary in both English and the home language is also supported by the materials.
Evidence includes but is not limited to:
Specific strategies to support language acquisition for ELs can be found in the “Teacher’s Manual.” The Teacher’s Manual guides teachers to use effective strategies such as creating safe environments, providing academic supports, building vocabulary, and leveraging the home language in the classroom. The lessons include built-in scaffolds to provide the “just right” amount of language support for students to access the content. Materials also provide teacher guidance and support in understanding the importance of using the students’ first language in conjunction with English. The learning materials provide an entire course dedicated to the importance of first language development in their e-learning series called “eCircle English Language Learners,” which dives into the research and use of the first language as a means of acquiring the second language. The Teacher’s Manual also suggests that the teacher post signs in the students’ home language, read books that represent their culture, or invite parents to participate in the classroom.
In Week 1, students develop oral language skills by participating in a “Greetings” song. The materials provide a “Teacher Tip” to support ELs: The tip encourages ELs to greet their classmates in different ways, such as with gestures (i.e., fist bump, high five, wave) and simple words.
Pre-teaching is another strategy used to support ELs in acquiring a new language. Prior to introducing the “Teddy Bear, Teddy Bear” lesson in Week 4, the teacher pre-teaches the English
instructions for body movements and provides modeling and practice time before teaching the group the song and movements.
In the Week 10 lesson “Scavenger Hunt,” the materials support building on a child’s first language. After being shown a picture card of a classroom object, students name the item in the picture and search for the object. Picture representation is a strategy that supports children who are developing an English vocabulary. If the child does not know the name of the item, the teacher names it for them. The learning materials provide a downloadable PDF of picture cards that feature familiar classroom objects labeled in English and Spanish for the teacher and students to use with this lesson.
The materials also include two lessons in the family engagement portion of the weekly scope and sequence; these are extensions that incorporate the home language in the week’s thematic learning. For example, in Week 14, the theme “The Sky Above Me” includes a family engagement lesson in Spanish, “Sombras y Luz,” which focuses on playing with light to create shadows. Students learn about sunlight and the creation of shadows in class, and they practice in their home language with their parents at home.
The materials also provide opportunities to build upon the students’ first language by including visual supports, props, and movement in order to make the second language accessible to students. For example, in Weeks 22–24, the themes include the use of real fruits and vegetables as students learn new food vocabulary words and the use of gestures and acting out to connect to new vocabulary related to exercising. Similarly, when learning about landforms during Week 28, following a provided Teacher Tip, the teacher uses motions to teach the English words for different landforms; for example, arms are held in a peak shape to indicate mountains. Students can practice this to help them remember the word.
Although the Teacher’s Manual extensively discusses the importance of supporting ELs in the classroom, the materials do not show explicit instruction specifically targeting EL students. The teacher can use the tips or scaffolding techniques with the students who need support, but specific dialogue is not written for EL support within the activities. In addition, the entire curriculum is available in Spanish.
5.1 Materials provide opportunities for students to develop oral language skills, including through authentic text conversations.
- Materials provide opportunities for students to listen actively and to ask questions and engage in discussion to understand information in texts.
- Materials provide consistent opportunities for students to engage in discussions that require students to share information and ideas about the texts.
- Materials provide support and guidance for students to work collaboratively to engage in discussion.
Meets 4/4
The materials provide opportunities for students to listen actively, ask questions, and engage in discussion to understand information in texts. Throughout, materials provide consistent opportunities for students to engage in discussions that require them to share information and ideas about the texts. The materials provide support and guidance for students to work collaboratively to engage in discussions.
Evidence includes but is not limited to:
The materials provide opportunities for students to develop oral language skills through authentic text conversations. Students actively listen to a variety of texts, both fiction and nonfiction. The focus of the read-alouds varies between retelling, making predictions, sequencing, story elements, character comparison, and asking and answering questions. The lessons all include well-planned questions that encourage students to engage in discussions to better understand information from the texts. Teachers have built-in supports for read-alouds through scripted lessons, teacher suggestions, and scaffolds to support struggling students and to extend learning.
During the activity “Introduction to Guiding Questions” in Week 5, the teacher reads the story *Little Quack* by Lauren Thompson. In this lesson, the students listen actively to the text and then engage in conversation and open-ended discussions with their peers and the teacher, using well-planned question prompts. The well-planned questions lead to a guiding question, showing students the importance of listening to all parts of the story for understanding. The guiding question that the teacher asks is, “What do we learn about Little Quack?” The materials explain that text comprehension increases when students have something to do after they read. The teacher engages the students in conversation about what the character is doing; the lesson
provides tips for the teacher to allow the students to share with one another before answering questions, promoting oral language development. The students are encouraged to think about what they learned about the character at the beginning, middle, and end of the story. The activity provides scaffolding ideas for the teacher to ask more open-ended questions, such as “Why do you think Little Quack was finally brave enough to jump in the water?”
The materials also include opportunities for children to work collaboratively as they engage in discussions. In the lesson “Making Connections to Background Knowledge” from Week 8, students make connections between the text read aloud and their own background knowledge. The teacher models how to make connections. She reads a part of the text and then stops and intentionally shares her own personal connection specific to the story. The teacher asks provided questions during and after reading. The students share their answers with their partners. This activity supports the development of oral language through authentic conversations related to the text with their peers. The students have multiple opportunities to engage in conversation with their partners throughout the duration of the read-aloud. The lesson also includes a scaffold section that provides tips on how to support and expand students’ conversations. Tips include using hand signals or anchor charts to represent listening strategies. The materials recommend the use of this lesson across content areas and throughout the school year. The materials also recommend using anchor charts with visual supports to facilitate student discussions during center time.
Throughout the instructional materials, children engage in discussions that provide opportunities for them to share information and build their oral language related to texts read aloud. During the lesson “Story Elements: Events” in Week 12, the teacher uses a graphic organizer and intentional steps to incorporate oral language related to the story *The Mitten* by Jan Brett. Before reading the story, the teacher sets up a graphic organizer with a box for *beginning*, another box for *middle*, and the third box for *end*; a “Teacher Tip” suggests that the graphic organizer might be best utilized after the first reading of the story. During the first reading, the teacher introduces the story and discusses the vocabulary word *event* so that students are prepared to identify important events during the story. While reading, the teacher pauses throughout the story to provide children an opportunity to discuss the story and answer questions. After reading, the teacher first revisits the vocabulary word introduced at the beginning of the story and then asks students if they recall any important events from the story. After the first reading, students have an opportunity to share their ideas about the text; after additional readings, students are provided with an opportunity to write their ideas in a graphic organizer. This provides students with oral and written ways to share information about the text.
In Week 14, the activity “Multiple Reading of the Same Text” provides a script for the teacher when reading the story *Bunny Cakes* by Rosemary Wells. The teacher reads the story multiple times over several days and asks planned questions about different story elements. Students share information and ideas about the text with the class, providing opportunities for building oral language through authentic discussions related to texts read aloud. The teacher uses
scaffolding techniques to help students, returning to pages with the answers to questions or asking more difficult questions, such as how they think a character feels.
Students practice listening and speaking through lessons such as “Be a Storyteller” in Week 15. In this lesson, the teacher introduces a previously-read text and says that students will get to take turns telling the story. The teacher reads a page to the class and then asks for a student to retell the page to the class. The teacher can ask prompting questions, such as “What did you learn on this page?” or “What happened next?” The process repeats every two pages read so that other students can have a turn to participate in discussing what was read. Additional tips for the teacher include asking questions such as “Who is that?” or “What is happening here?” to expand on the retelling of the story. The book is then moved to the “Listening” center so that children can continue conversations about the story.
In the Week 25 lesson “Using Wordless Picture Books,” children practice listening and speaking skills by engaging in conversations as they create a story for a wordless picture book. The teacher introduces the book *A Ball For Daisy* by Chris Raschka, explaining that it does not have any words. The teacher models, thinking aloud about how to create a story to go with the picture. The teacher guides the students through the beginning pictures and includes the students by asking what they should name one of the characters. The lesson also includes Teacher Tips to expand the students’ conversation; teachers can ask inference or predictive questions, such as “What do you think is going to happen?” Students engage with the story by answering the questions and providing story suggestions. Another Teacher Tip suggests encouraging students to turn and talk with a partner to practice listening and authentic peer conversation.
In Week 29, in the lesson “Asking and Answering Questions,” students ask questions during a read-aloud; the teacher tracks the questions on chart paper. The lesson is scripted, providing open-ended questions and a good think-aloud sequence for teacher support during the reading. Students are to ask questions based on the book cover and throughout the read-aloud. The teacher stops as the students find answers to their questions throughout the reading. After the reading, the teacher and students review their questions and answers. The materials include read-alouds throughout the day and across content areas, with book recommendations found in the unit theme planner.
5.2 Materials provide direct (explicit) instruction and opportunities for student practice in phonological awareness skills.
- Materials follow the research-based developmental continuum of how children acquire phonological awareness.
- Materials include a variety of types of activities that engage students in identifying, synthesizing, and analyzing sounds.
- Materials allow for student practice of phonological awareness skills both in isolation and connected to alphabetic knowledge skills.
Meets 4/4
The materials follow the research-based developmental continuum of how children acquire phonological awareness and include a variety of types of activities that engage students in identifying, synthesizing, and analyzing sounds. The materials also allow for student practice of phonological awareness skills both in isolation and connected to alphabetic knowledge skills.
Evidence includes but is not limited to:
The materials provide direct (explicit) instruction and opportunities for student practice in phonological awareness skills. The teacher uses information found in the “Teacher’s Manual” to set up a sound-rich environment. Phonological awareness skills are embedded across content areas, such as “Alphabet Knowledge,” “Language & Communication,” and “Writing,” to provide several opportunities to practice these skills throughout the day and week. Downloadable picture cards are available for many lessons to support phonological awareness tasks.
The Week 3 lesson “Listening For Words” focuses on sounds in isolation rather than connected to print. In this lesson, students segment spoken sentences into words, using their fingers for representation. The teacher models and explains identifying each word heard in a sentence, using her fingers to represent each time a word is heard. The materials provide instructions and examples of simple, single-syllable words to be used during guided practice. The students participate by repeating the sentence after the teacher and using their fingers to represent how many words are in the sentence. Students continue to practice this activity during center time. The materials also connect phonological awareness skills to letter knowledge instruction in that same week during the Alphabet Knowledge lesson “Letter Introduction Routine.” This lesson provides an introduction, review, and continued practice of the alphabet letters and their sounds. Students practice the name, sound, and formation of a target letter. As part of the
lesson, the teacher introduces and teaches the sound of the target letter, showing the connection of phonological awareness skills to alphabetic knowledge skills.
The materials provide a research-based developmental continuum for phonological awareness in the Teacher’s Manual. The materials are sequenced as follows: sentence segmentation, compound words, syllables, alliteration, rhyme, onset-rime, and phonemes. Phonological awareness instruction goes from large units to smaller units across time to accommodate and build all students’ skill levels. In the beginning, students focus on identifying units of language and blending sounds together; this is followed by the production of language and then segmentation and deletion of units.
Materials include frequent and adequate practice in phonological awareness, which begins with oral activities and progresses into activities with the use of print. Read-alouds begin with activities such as the “Picture Walk” in Week 5. In this activity, the teacher shows the pictures in the story and uses prompting questions to help students make predictions, build on vocabulary, and make connections to earlier experiences. During the Picture Walk, students only need to use oral and auditory skills to understand the meanings of words; as the year progresses, students engage in activities that require more complex phonological awareness skills.
Throughout the year, the instructional materials provide regular and direct instruction for phonological awareness skills and often embed movement to support the children’s understanding of phonological awareness skills. For example, in Week 5, during a small group lesson called “Bounce a Word,” children bounce a ball for each word in a sentence. First, the teacher models how to participate, saying the first sentence and bouncing the ball with each word. After this, the teacher asks a student to bounce the ball one time for each word in the sentence.
The lessons continue to provide phonological awareness skills development opportunities in learning centers, such as in “Syllable Shopping” in the “ABC” center during Week 10. In this lesson, students go “shopping” for grocery items and clap the number of syllables in each item. When they “get home,” they put the grocery items away into three baskets: a one-syllable-word basket, a two-syllable-word basket, and a three-syllable-word basket. This activity is a playful opportunity to manipulate sounds and provides an additional instructional setting for learning.
The materials include daily practice in phonological awareness throughout the school year. Students have a “Phonological Awareness” time as well as opportunities to practice during center times, “Morning Message,” writing, and read-alouds. The theme guides provide opportunities for students to practice phonological awareness skills with the use of theme-related words and through activities in the ABC center, such as “Rhyming Picture Match.” The materials connect phonological skills to letter knowledge through lessons like Morning Message, where students can assist in writing words by identifying the initial sounds of a given word that the teacher is about to write. In the Week 12 Morning Message, the materials prompt teachers to use different questions to engage students based on their individual learning levels. One of the questions asks students to identify the initial sound of the word *library*; the teacher
asks students to listen for the initial sound, “/l/ /l/ library.” Students, as a group, answer /l/; the teacher then writes the letter on the board and continues to write the word *library*.
The materials provide direct instruction of each phonological skill through a variety of activities that incorporate meaningful play across a variety of instructional settings. During the Week 13 lesson, “What’s the Word,” students learn about onset and rime to form one-syllable words with movement. The teacher tells students that they will play a game where the teacher breaks a word apart, and the students have to put it back together. The teacher extends one hand out and says /s/, then extends the other hand and says /un/; the teacher asks the students to put the sounds together as she claps and says *sun*. Next, students use their hands and repeat the sounds the teacher is making to make new words. This activity can be done in a whole group or a small group setting. The materials provide the teacher with a script to teach students how to blend the onset and rime. There are also scaffolds to support learners that need more support or an extension to the lesson. The materials support student learning through the use of manipulatives, visual cards, and movement. The lessons grow in complexity as the year progresses, guided by the developmental continuum for phonological awareness found in the Teacher’s Manual.
In Week 30, students engage in an alliteration activity called “Tongue-Twisters Practice.” Students must understand how to match beginning sounds, and they create their own silly tongue-twisters using each other’s names. This activity allows students to connect phonological awareness skills to introductory letter knowledge, ensuring students understand matching letter sounds.
5.3 Materials provide direct (explicit) instruction and opportunities for student practice in alphabetic knowledge skills.
- Materials follow a research-based, strategic sequence for introduction of alphabetic knowledge.
- Materials provide teacher guidance on directly introducing, modeling, and using letter names and sounds.
Meets 4/4
The materials follow a research-based, strategic sequence for the introduction of alphabetic knowledge and provide teacher guidance on directly introducing, modeling, and using letter names and sounds.
Evidence includes but is not limited to:
The materials provide direct (explicit) instruction and opportunities for student practice in alphabetic knowledge skills. Throughout the school year, the material provides regular, systematic modeling of alphabetic knowledge learning using a routine. The “Letter Introduction Routine” is used to introduce each letter; in scripted lessons, which contain instructional support for teachers, students practice the letter name, letter sound, and formation of targeted letters. The letter name is taught first, and then the letter sound is then introduced; finally, the teacher and students write the letter in the air with their fingers. The materials provide a variety of opportunities to manipulate and interact with letters in whole group settings, small group settings, learning centers, and throughout the learning environment. This procedure for introducing letters is supported by a rationale for the educator regarding the sequence for the introduction of alphabet knowledge in the curriculum. The materials provide a chart that introduces two to three letters a week and spirals the letters back around. Each letter has three weeks of explicit instruction. The “Teacher’s Manual” references the teaching of alphabet knowledge through opportunities such as name activities and name games, the “ABC” center, the “Writing” center, print referencing during shared readings and read-alouds, during transitions, and through the use of the “Letter Wall.” Instructions on how to create a letter-rich environment can be found in the “Classroom Environment Observation Checklist” within the online tutorials. This tool provides teachers with guidance for creating a print-rich environment in which books and writing tools are available in all centers to support the practice of alphabet knowledge.
In Week 3, materials introduce the letters $M$, $S$, and $K$ via the “Letter Introduction Routine.” Following the introduction, students are given the opportunity to model and use letter names in a playful way during the “Alphabet Hokey Pokey” activity. The teacher gives students target letters and sings, “You put the letter A in, you put the letter A out.” This same week, “Transitions for Letter Knowledge” provides four different transition activities. One activity is “Letter Match,” and it can be used when sending children to learning centers. It requires two sets of letter cards; one set is distributed to the children. The teacher holds up one of the cards from the second set and tells the student holding that letter to go and pick his/her center. This continues until all the children have selected a center. There are also many opportunities to play with letters at the ABC center; these activities rotate each week.
In the first three weeks of the materials, letters are not introduced, but students’ names are used to create familiarity, supporting a research-based, strategic introduction to letter knowledge. In Week 6, the teacher introduces the “Disappearing Name Game.” In this activity, students have a card with their name on it; as the teacher calls out letters, students must cross them off. Also in Week 6, students play “Alphabet Bingo,” covering up letters on their board as they are called; the first one to get four in a row wins. The teacher places this game in centers for the students to play with each other. Through games such as Alphabet Bingo, students are afforded rich and playful opportunities to experience, manipulate, and interact with letters. The Teacher’s Guide also provides guidance for setting up informal alphabetic-knowledge learning opportunities in the ABC center or using the Letter Wall.
5.4 Materials provide direct (explicit) instruction in print knowledge and concepts and opportunities for student practice.
- Materials provide direct (explicit) instruction in print awareness and connect print awareness to books/texts.
- Materials provide opportunities for students to develop an understanding of the everyday functions of print in context to the students’ experience at school.
- Materials include a research-based sequence of foundational skills instruction and opportunities for sufficient student practice.
- Materials follow a developmentally appropriate continuum for the development of print awareness knowledge.
Meets 4/4
The materials provide direct (explicit) instruction in print awareness and connect print awareness to books/texts. Throughout, the materials provide opportunities for students to develop an understanding of the everyday functions of print in context to the students’ experience at school. The materials also include a research-based sequence of foundational skills instruction and opportunities for sufficient student practice; they follow a developmentally appropriate continuum for the development of print awareness knowledge.
Evidence includes but is not limited to:
The materials provide direct (explicit) instruction in print knowledge and concepts and opportunities for student practice. The materials provide direct instruction in print awareness skills; activities and lessons follow a developmentally appropriate continuum. In the first few weeks of the scope and sequence, the materials focus on environmental print, print awareness, and teaching students how to care for and use books. The lessons increase in complexity from shared read-alouds to using illustrations to make predictions. Instruction is supported by guidance in the “Teacher’s Manual” for setting up a print-rich environment. Following this guidance, teachers fill the classroom with a variety of print materials, such as books, writing materials, a letter wall, labels, environmental print, and authentic print; these are displayed at eye level to promote independent exploration and engagement.
The instructional materials include daily opportunities for children to observe, engage with, and experience authentic print within the school day. For example, in the daily “Morning Message” (introduced in Week 1 and used throughout the year), the teacher writes sentences; students
watch and eventually participate in the process of writing. For example, students watch as the teacher writes, “Today is Friday. We will learn about recycling.” The teacher discusses print concepts as she writes the letters and characters. The print concept skills that are highlighted as part of the Morning Message include directionality of writing, letter formation, spaces between words, and more. As students develop their writing skills, they are asked to assist in writing parts of the Morning Message. Additionally, the “ABC” center, “Writing” center, and classroom library/“Listening” center all provide opportunities for students to interact with print in various formats.
The materials provide daily direct instruction in print awareness and connect it to books and texts. In Week 1, in the lesson “Little Red Box,” students sing a song (that features different names) and discuss the directionality of print. The teacher writes out the song on sentence strips and displays them on the whiteboard. The teacher instructs students on how to read the words: the teacher says that when we read words, we move from left to right, and then she models this by pointing at the words from left to right. The teacher and students read the words together. As they come to the end of a sentence strip, the teacher asks students to take a pause; during the pause, the teacher explains that you must go back to the beginning and start reading the next line. The students and teacher continue reading the song together. Once they have read all the sentence strips, they do it again.
The “Teacher’s Guide” provides a rationale for the teacher, explaining that children often recognize environmental print before they recognize print in books. Teachers use environmental print throughout their classroom. In the “Word Detective” activity, which cycles through the year, appearing in Weeks 14 and 26, students answer and ask questions to find a word using its distinguishing features. As the year progresses, the teacher and students can enhance the questions based on new concepts; for example, a word that has curved letters versus a word that starts with a particular sound.
Students engage with print in a variety of ways. In Weeks 15 and 19, in the “Letter, Word, Picture Swat” activity, students must recognize the difference between a letter, a word, and a picture by swatting with a fly swatter. “Sight Word Swat” makes the same activity more difficult, using sight words rather than letters. This is a series of activities that becomes more complex as students’ knowledge increases. In Week 22, students are supported in understanding the everyday function of print via environmental print. In “Making a Menu,” students find pictures to place on a class restaurant menu and provide words for the teacher to write. The menu is placed in the “Pretend and Learn” center, allowing students to engage with authentic print in the classroom.
5.5 Materials include a variety of text types and genres across contents that are high-quality and at an appropriate level of complexity.
- Text selection is at the appropriate level of complexity for students’ developmental level.
- Materials include both fiction and nonfiction texts.
- Materials include a variety of types of texts, such as poems, songs, and nursery rhymes.
- Texts include content that is engaging to prekindergarten students and include opportunities for students to interact with the stories, including repeated parts.
- Read aloud texts cover a range of student interests.
- Materials include use of purposeful environmental print throughout the classroom.
Meets 4/4
The materials’ text selection is at the appropriate level of complexity for students’ developmental level; the selection includes a variety of text types, such as fiction, nonfiction, poems, songs, and nursery rhymes. Texts cover a range of student interests and include content that is engaging to prekindergarten students. Students have opportunities to interact with the stories, including repeated parts. The materials also include the use of purposeful environmental print throughout the classroom.
Evidence includes but is not limited to:
The materials include text selections at the appropriate level of complexity for children’s developmental level as the lessons progress through the school year. Students engage in shared, interactive, guided, and independent reading. In the Week 5 lesson “Introduction to Guiding Questions,” students build listening comprehension skills using the book *Little Quack* by Lauren Thompson. The teacher begins by explaining what a guiding question is and instructs students to listen carefully so that they can answer the guiding question after the story. After reading 5–6 pages, the teacher stops and thinks aloud about what she has learned about Little Quack so far. The teacher reads a few more pages and then asks the children what they have learned. At the end of the story, the teacher asks students to answer the provided guiding question, “What did we learn about Little Quack?” Materials explain how to break the question down into three questions to ask about the beginning, middle, and end separately. A “Teacher Tip” recommends children turn and talk with a partner to share answers.
In Week 18, students participate in a “Repetitive Text Read Aloud” activity, using the text *We’re Going on a Bear Hunt* by Michael Rosen. The teacher reads the story in the days prior so that the class is familiar with it. For the activity, the teacher reads the story again, this time using “equity sticks” to have students read parts of the book to the whole class; these parts are pre-marked with sticky notes. The activity is engaging because the students are familiar with the story and are participating as a whole group. The teacher then moves the book to the library for the students to read with a friend. Because this story is repetitive, the students are able to make predictions and inferences about what will come next.
In the Week 3 lesson “Read Aloud Retell,” the teacher reads aloud *The Three Little Pigs* by Patricia Seibert, focusing on the family and home aspect of the story. Students answer leading questions and retell the story using props. The “Theme Guide” provides a social studies activity that supports the theme “How Does Your Family Celebrate?” The teacher shows a picture of a family celebrating during the holidays. The teacher explains what the word *custom* means and provides examples. Students draw a picture of a family custom or tradition and then share and discuss their picture with the class. The Teacher Tip in this lesson provides a list of books about family traditions, such as *Too Many Tamales*/¡Qué montón de tamales! by Gary Soto.
Examples of fiction texts include but are not limited to:
- *The Kissing Hand* by Audrey Penn
- *Families, Families, Families!* by Suzanne Lang
- *Brown Bear, Brown Bear, What Do You See?* by Eric Carle
- *Pete the Cat: Rocking in My School Shoes* by Eric Litwin
- *The Very Hungry Caterpillar* by Eric Carle
- *The Three Little Pigs* by Patricia Seibert
- *The Very Quiet Cricket* by Eric Carle
- *Bear Snores On* by Karma Wilson
- *The Mitten* by Jan Brett
- *The Gingerbread Man* by Karen Schmidt
- *There Was an Old Lady Who Swallowed a Fly* by Pam Adams
- *The Three Billy Goats Gruff* by Paul Galdone
- *The Great Big Enormous Turnip* by Ana Award
Examples of nonfiction texts include but are not limited to:
- *Families in Many Cultures* by Heather Adamson
- *Families Through Time* by Jeanne Dustman
- *Animals in The Fall* by Martha E. Rustad
- *An Apple’s Life* by Nancy Dickmann
- *Autumn* by Ulises Wensell
- *All About Maps* by Sharon Coan
- *Building a House* by Terri Fields
- *Helpers In My Community* by Bobbie Kalman
Examples of text variety, such as poems, songs, and nursery rhymes, include but are not limited to:
*The Complete Book of Rhymes, Songs, Poems, Fingerplays, and Chants* by Jackie Silberg and Pam Schiller
“Hippity Hop to the Grocery Shop”
“The Bus”
“The Donut Song”
The materials use environmental print to support student development of print awareness and provide multiple opportunities for students to interact with a print-rich environment. The “Teacher’s Guide” provides teachers with suggestions on how to create a print-rich environment to surround students with print in order to support their literacy development. Teachers use labels, a “Letter Wall,” authentic print, and print-rich, well-crafted learning centers to promote meaningful interactions with print throughout the school day. Students engage with environmental print before recognizing print in books, and teachers change the print often to maintain student interest. In Week 26, in the “I Spy Environmental Print” lesson, each student must find a specific letter printed on their card. In Week 30, the materials suggest the teacher change the environmental text on the wall and display boards to ensure the students are exposed to a variety of print materials. The Teacher’s Guide mentions that teachers should use the Letter Wall every day to introduce new thematic words and vocabulary; materials also suggest the teacher place words they remove from the wall in a file in the “Writing” center for student use.
5.6 Materials use a variety of approaches to develop students’ comprehension of text read aloud.
- Materials include guidance for the teacher to connect texts to children’s experiences at home and school.
- Materials include guidance for the teacher on basic text structures and their impact on understanding of text.
Meets 4/4
The materials include guidance for the teacher to connect texts to children’s experiences at home and school. The materials also include teacher guidance on basic text structures and their impact on the understanding of text.
Evidence includes but is not limited to:
The materials use a variety of approaches to develop students’ comprehension of text read aloud. The “Teacher’s Guide” reinforces the importance of interactive read-alouds in the classroom. The guide suggests that the teacher read stories and ask questions to spark rich teacher-child discussions. In Week 3, teachers use the text *No, David!* by David Shannon to create classroom rules and discuss behaviors at home. The teacher asks quality questions to prompt class conversation, such as “How does it feel to be told ‘No!’ when you want to do something?” Students are able to make personal connections with the text when they discuss rules in their home. In the same activity, the teacher creates a chart with good and poor choices; students place picture cards in the appropriate place on the chart. This is another classroom experience that helps students make connections.
Materials guide teachers in using texts to teach and model making predictions and inferences; activities include suggested questions to ask during read-alouds. In Week 6, teachers use the book *Owen* by Keven Henkes to identify the character’s feelings and create sentences about how Owen felt. The lesson suggests creating a class book of the sentences called “How Owen Felt” and placing it in the library for students to read later.
Materials provide scripted lessons to guide teachers and support children in making text-to-home and text-to-school connections. Week 8 contains a lesson called “Making Connections to Background Knowledge.” Materials guide teachers to read the story to familiarize themselves and then make notes in the story where text-to-home and text-to-school
connections can be made during the read-aloud. During the lesson, the teacher follows a provided think-aloud script to explain how to make connections. Then, the teacher asks, “Has this ever happened to you? Talk to your partner and share what has happened and when.” Materials provide scaffolds for more or less support based on students’ needs, such as “Have you ever done that?” and “How does the connection help you understand the text?” The lesson also includes “Teacher Tips” that contain additional book titles with which to repeat the lesson as well as suggestions (e.g., using hand signals as cues for thinking and processing; creating an anchor chart to help students remember the strategies).
In Week 19, in the “Bar Graph” activity, the class creates a chart and a graph after reading the informational text *Every Pet Is Special* by Martin Mayer. The teacher has the option to read the narrative text *What Pet Should I Get?* by Dr. Seuss for this activity. Students are able to identify and use a graphic organizer to support comprehension of the text read aloud; they vote on which pet they would like to have at home and place data into a chart. The teacher shows the class how to convert the information from the chart to a bar graph.
In Week 22, in the lesson “Making Inferences: An Introduction,” the teacher reads the chapter “Alone” from the story *Days with Frog and Toad* by Arnold Lobel. To begin the lesson, the teacher introduces the idea of inference and makes an inference about how Toad is feeling using the clues in the story. After reading a page, the teacher asks students if they know how Toad is feeling now; the class discusses the clues that led to the inference. Prediction is also taught directly in Weeks 16, 27, and 33, in “Using Illustrations to Make Predictions.” In this lesson, the teacher reads the story *I Went Walking* by Sue Williams. The teacher begins by introducing the concept of predictions and telling the children about the story. In the story, a boy goes walking and sees animals hidden among other items. As the teacher begins reading the story, the teacher encourages students to look for clues in the picture to help them make predictions about what animal is partially hidden. The lesson provides sample think-aloud statements and questions, such as “I see a clue in the basket. I see a long black tail and whiskers… Let’s continue reading to find out if my prediction was correct.” Similarly, think-aloud examples provide guidance to support comprehension throughout all the basic structure lessons, including when comparing characters and discussing problems and solutions.
5.7 Materials include appropriate strategies for supporting English Learners (ELs) in their development of emergent reading skills.
- Materials include a variety of strategies for supporting English Learners (ELs).
- Strategies include use of the child’s knowledge of literacy in their primary language and ensure that knowledge is used to help them transfer to English language and literacy skills.
Meets 4/4
The materials include a variety of strategies for supporting English Learners (ELs) and specific strategies that use the child’s knowledge of literacy in their primary language and ensure that knowledge is used to help them transfer to English language and literacy skills.
Evidence includes but is not limited to:
The materials include appropriate strategies for supporting ELs in their development of emergent reading skills. The materials address ELs in the “Teacher’s Manual,” providing teachers with effective practices to support literacy development. Strategies recommended for instructional support include building background knowledge, using visual supports whenever possible, and identifying cognates during lessons. These language scaffolds are often included in lessons as part of the “Scaffold” section providing “just right” support.
The guide also suggests that teachers pre-teach vocabulary for ELs before lessons, using their home language when necessary and that teachers give visual representations of new vocabulary words using pictures or real objects. The professional development video about “Read Alouds” mentions that teachers should use Spanish read-alouds to build confidence and skills for ELs to transfer knowledge to English language and literacy skills.
The instructional materials include a variety of strategies to support ELs. For example, in Week 4, in an additional lesson called “Act It Out,” students can engage in various forms of nonverbal communication with those who do not speak their native language. In this lesson, students are encouraged to act out a story to develop oral language skills. Materials suggest hand-signal strategies in the “Teacher Tips” of the “Making Connections to Background Knowledge” lessons (Weeks 8, 9, and 25) and the “Making Inferences: Introduction” lesson (Week 22). These lessons suggest teachers create a hand signal when talking about making connections. The teacher uses a different hand signal when talking about inferences to help ELs and those who need nonverbal
supports. Materials also suggest using real objects to support English language development. For example, in the lesson “One Not Like the Other,” Week 27, the teacher puts four objects in a bag and asks students to find the item that is not like the others in the bag. Throughout, materials often use pictures as supports for students, and these often include labels in both English and Spanish. For example, in the phonological awareness lesson “Segmenting Syllables: Theme Words,” Week 8, students clap out syllables from words given on picture cards, such as *sand*. The pictures look real and can be used to support ELs.
The materials support first language knowledge as a means to transfer to English language and literacy skills. Picture cards include English and Spanish words, such as in the lesson “Feeling Happy and Sad,” Week 13. The book lists include a variety of books available in both Spanish and English as well as some bilingual books, such as the bilingual book *Good Morning/Buenos Dias* by Meritxell Marti, used in Week 14. Materials also make connections to Spanish words in lessons, such as “Painting Pies,” Week 13, when the teacher explains that a pie might resemble an empanada.
In Week 2, the Teacher Tips for “Book & Print Reading” explain “Children learning English benefit from engaging in read alouds in the home language. When possible, acquire home language titles that match or complement those you will read in English. These books can be shared in a small group to build confidence prior to shared readings of the English titles. Alternatively, send these books home for families to enjoy together just before sharing the English titles in class.”
In Week 10 “Language & Communication” lessons, teachers are reminded to welcome responses in children’s home languages and use home languages to scaffold English language development.
The materials include recommendations for using cognates to support English learners. For example, in Week 11 Book & Print Reading lessons, the materials recommend that teachers pair new vocabulary with cognates or words from the home language with the same meanings. Science lessons “Get Moving!” theme includes the following guidance: “Support children learning English to apply knowledge of names of air transportation in the home language to names in English by including some that are cognates. Spanish cognates related to the theme topic may include air/aire, airplane/aeroplane, and helicopter/helicóptero. Engage children in movements and sounds that represent those of the cognate pairs.”
6.1 Materials include a variety of experiences through which students can engage with writing.
- Materials include direct (explicit) instruction, as well as opportunities for children to imitate adult writing.
- Materials include opportunities for students to generate independent writing.
- Materials include opportunities for group writing on shared experiences.
- Materials include opportunities for illustration/drawing with detail, which transfers to writing.
- Materials include opportunities to write in response to reading and make explicit the connection between reading and writing.
Meets 4/4
The materials include direct (explicit) instruction as well as opportunities for children to imitate adult writing. The materials also include opportunities for students to generate independent writing and group writing on shared experiences. Additionally, the materials include opportunities for illustration/drawing with detail, which transfers to writing, as well as opportunities to write in response to reading. Materials make explicit the connection between reading and writing.
Evidence includes but is not limited to:
The learning materials include a variety of experiences through which students can engage with writing. “Morning Message” lessons provide daily opportunities for children to receive direct instruction in writing skills. These lessons are part of the weekly writing curriculum. Materials give a range of writing concepts teachers can cover during these lessons, such as print directionality, the flow of writing, letter names, letter formation, letter-sound correspondence, spaces between words, punctuation, and return sweep. At the beginning of the year, messages are short, and they become more complex as the year progresses. For the Week 1 Morning Message, students observe the writing process and read the Morning Message. Initially, the teacher will think aloud and write the message; with the gradual release of responsibility, students take over writing the Morning Message, and the teacher guides the students as they create and write their own authentic messages.
The materials provide suggestions for independent writing opportunities during center time. In Week 4, “Writing in Centers” describes how the teacher will set up the “Writing” center with
multiple writing instruments and supplies to promote student interest and encourage authentic writing. It also describes how the teacher can encourage writing in other centers, such as by placing a grocery list in the “Pretend and Learn” center or sentence strips and markers in the “Construction” center to make signs. Writing opportunities are developmentally and age-appropriate for prekindergarten students; students write for authentic purposes, based on the theme of the classroom.
The materials include opportunities for group writing; students create a class book to share during “Circle Time” or in the library. In Week 6, in “Making Class Books,” students develop a class book based on their shared experience with the story *If You Take a Mouse to School* by Laura Numeroff, which the teacher read earlier. Students create their own version using a dinosaur instead of a mouse. The teacher provides examples, such as a picture of a school or a dinosaur, but also allows the students to develop individual ideas. Students also participate in individual creative writing to create a unique book for the classroom. Additionally, in Week 31, children are given an opportunity to respond to text through an interactive writing activity. In “Letter to a Character: Bear Snores On,” students write a letter to a character in a story. Students assist and think aloud as the teacher writes the letter on chart paper; after it is finished, the class reads the letter. The letter is then moved to the classroom library for the children to read during center time.
In Week 7, the activity “Authentic Name Writing” provides opportunities for students to write their names in different areas around the classroom. For example, the teacher can set up a sign-in sheet for students to sign in daily. Additionally, the activity suggests that teachers post a job application for students to fill out when it is time for them to switch jobs.
In Week 11, in the lesson “Shared Daily News,” students learn how to share and write about events in their own lives, using spacing and punctuation. The teacher tells students that they will share something they did when they were away from school and write it down. The teacher asks questions such as, “Did you go anywhere?” “Did you see anyone new?” “Did you go somewhere fun?” Students think and share with the group. The teacher models how to write using spaces between words, counting the words in the sentence, and making sure to use punctuation marks. Students are active participants during this shared writing experience; they then share by reading their news for the day, reinforcing the connection between reading and writing.
An example of the materials providing opportunities for children to imitate adult writing in authentic ways can be found in the Week 14 lesson “Creating a List.” In this lesson, the teacher introduces, models, and explains making a shopping list. The teacher shows the children how to begin the list on the left-hand side, under the “Shopping List” title. During guided practice, the teacher uses guiding questions to prompt students to state the items they would need to make a peanut butter and jelly sandwich. Once the list is made, the materials recommend placing it, together with examples of other lists, in the Pretend and Learn center so that students can practice making their own lists.
The materials provide opportunities for students to draw to convey meaning or a message. For example, in the lesson “My Very Own Words,” Week 15, teachers and students create a word card together to be used during center times. The teacher writes the word on the card, and the students then draw the visual connection on the card. The teacher helps students with upward and downward scaffolds. If a student is struggling to draw a visual representation of their word, the teacher provides a photograph or image of the word and helps the student draw. For an upward scaffold, the student can help write the word before drawing the visual representation. The teacher continues to conference with students as needed throughout the lesson and during center times.
Age-appropriate independent writing opportunities include weekly writing activities in the learning centers that connect to the themes. For example, in the “I’m Healthy! I’m Safe!” theme, Week 22, the Construction center includes writing materials for students to draw or sketch the playgrounds or parks they have built. In the “Creativity” center that same week, students create, decorate, and write names on hearts. In the Writing center, students can refer to picture-word cards of healthy snacks to write about their favorite healthy snacks.
6.2 Materials instruct students along the developmental stages of writing.
- Materials follow the developmental continuum of how children learn writing.
- Materials provide guidance for teachers on how to nudge students along the continuum for writing development.
- Materials include guidance for teachers on how to include appropriate student contributions to writing and the writing process, as specified by the Texas Prekindergarten Guidelines.
Meets 4/4
The materials follow the developmental continuum of how children learn writing. The materials also provide guidance for teachers on how to nudge students along the continuum for writing development and on how to include appropriate student contributions to writing and the writing process, as specified by the Texas Prekindergarten Guidelines.
Evidence includes but is not limited to:
The materials instruct students along the developmental stages of writing. The materials guide teachers to identify the developmental writing stages of the students. They provide guidance for teachers that includes best practices for moving students along the continuum for writing development. The “Teacher’s Manual” includes a thorough section on writing development. The “Scaffolding Children’s Writing” chart helps determine where a student is and what is best to do to get them to the next stage of writing. For example, if a student draws a picture with a few letters in it, their goal is to separate the letters and pictures and to write their name on the paper. The teacher can ask the student to describe what the picture is about for the teacher to transcribe or encourage the student to write their name on the paper. The Teacher’s Manual reviews the developmental stages of writing; it identifies and supports conceptual knowledge, procedural knowledge, and generative knowledge as stages of writing development.
Weekly lessons also follow the sequence of developmental stages of writing. At the beginning of the year, Week 2, in the lesson “Skywriting—Curves and Circles,” children practice drawing circles and curves in the air using pretend pencils. By Week 12, children practice writing letters in gel or shaving cream placed in gallon Ziploc bags as part of the lesson “Tactile Letter Experiences.” In Week 28, the lessons progress to writing birthday cards and writing stories about pictures. In the lesson “Birthday Notes,” children look at birthday cards and brainstorm
ideas for messages they can write on them. In the “Writing” center, they select paper or cards to write the birthday messages.
In the Week 1 “Morning Message,” the teacher models concepts of the writing process while sharing the daily Morning Message of events written on the chart. This is an activity that is used throughout the year. At the beginning of the year, the teacher controls the pen and message; as the year progresses, the teacher encourages children to share their own ideas. The materials also guide the teacher to encourage students to answer more print concept questions as they gain more knowledge and share the pen. As the children progress, the teacher encourages them to write specific letters, punctuation marks, and words.
The materials include lessons that scaffold writing for students and move from modeled writing to shared writing and then to interactive writing, moving children through the developmental stages of writing. A daily writing lesson in Weeks 3 and 4 is “Modeled Daily News.” Students observe as the teacher models how to write the news of the day. The teacher introduces various concepts of print and works as both the composer and the scribe of the message. The teacher models “think aloud” for students as they prepare to move to shared writing. In Weeks 5–12, the lesson progresses to “Shared Daily News.” Students share and write about events in their own lives and experience using spacing and punctuation when writing. The teacher gives students the opportunity to think about their own daily news. Then she selects a few students to share their news, and they write the daily news together. The teacher brings attention to concepts of print, focusing on letter formations. The lesson moves to “Interactive Daily News” for the remainder of the school year (Weeks 13–35), during which students assist the teacher in writing a sentence using appropriate writing conventions and letter-sound correspondence. Students start off with adding periods or writing single letters and eventually progress to writing full words and whole sentences. The teacher supports students during interactive writing as needed and brings attention to various writing conventions.
The materials include appropriate modeling of the writing process. In Week 11, the activity “Creating a Web” allows students to help create a graphic organizer about bears. In centers, the teacher encourages students to create organizers about things they learn. The materials include writing opportunities in which the teacher models the process of writing from thinking of an idea to developing a published or shared piece. In Week 17, students help the teacher draft a letter to a friend. The teacher shares her excitement about receiving a letter and wants to write a letter back. The students learn about drafting a letter in the correct format.
Materials include appropriate modeling of the writing process. For instance, in Week 34, students make a class book. The lesson includes writing opportunities in which the teacher models the process of writing from thinking of an idea to developing a published or shared piece. The topic of the book is bringing a dinosaur to school. The teacher asks, “What are some things that could happen?” and the students brainstorm. The teacher talks aloud and explains, step by step, how to write the title of the book on the cover and how to draw a picture for the cover. The teacher engages the children by asking questions while creating the title page, such as “What do you think I should draw?” While students are in centers, the teacher calls on
individual students to draw and write their page. When the book is complete, it is placed in the “Library” for the children to read with a partner.
6.3 Materials support fine motor development alongside and through writing.
- Materials provide a variety of opportunities for children to develop their fine motor skills.
- Materials provide differentiation and guidance on how to develop students’ fine motor skills towards writing.
- Materials prescribe a variety of tools and surfaces for student writing experiences.
Meets 4/4
The materials provide a variety of opportunities for students to develop their fine motor skills; they prescribe a variety of tools and surfaces for student writing experiences. The materials also provide differentiation and guidance on how to develop students’ fine motor skills toward writing.
Evidence includes but is not limited to:
The learning materials support fine motor development alongside and through writing. “Writing in Centers” lists activities that provide differentiation for developing children’s fine motor skills toward writing. During the weekly “Morning Message,” the teacher models different pre-writing strokes while writing the letters on the board. The materials provide guidance for best practices for developing fine motor skills toward writing. The “Teacher’s Manual,” under “Targeted Letter Instruction,” directs the teacher to narrate the strokes of a letter and have students draw the letter and strokes in the air. The materials stress the importance of pre-writing strokes as part of developing fine motor skills toward writing.
The materials recommend a variety of tools for children to use when participating in writing experiences. “Writing in Centers” suggests placing a variety of materials in the centers: “things to write on” (e.g., magnetic drawing board, envelopes, stationery, sticky notes), “things to write with” (e.g., pencils, gel pens, crayons, markers), and “accessories” (e.g., ruler, junk mail, theme word cards, children’s name cards). This supports an environment of pre-writing for students to develop fine motor skills.
The materials provide multiple opportunities for children to develop fine motor skills in formal and informal settings. “Teacher Tips” for developing fine motor skills for writing are found in the “Physical Development” section of the weekly scope and sequence. In Week 1, the Teacher Tip brings attention to fine motor skill development needed for writing, encouraging teachers to
include playful activities such as buttoning and unbuttoning clothing, writing or painting with cotton swabs, and working with playdough. Teacher Tips in Week 2 include playful tasks such as stringing beads on pipe cleaners, playing tweezor games, tearing paper, and manipulating clothespins. After Week 2, the materials tie fine motor skills to informal work being done in the learning centers. Per the Teacher’s Manual, these tasks include stringing beads, polishing materials, working with sandpaper, and blunt needle sewing.
There are varied opportunities for children to develop fine motor skills. In Week 18, during a “Language & Communication” lesson called “Sculpting Animals,” students use their fine motor skills to sculpt play dough animals. The teacher models pinching, rolling, cutting, and patting the playdough. In Week 25, as part of the “Egg Carton Counting” math lesson, students use tongs to count. In the “Creativity” center, Week 30, students use eye droppers to add colored water to coffee filters. These are a few examples of fine motor muscle development opportunities throughout the year.
Materials provide differentiation for developing children’s fine motor skills toward writing. For example, in Week 28, in the “Land All Around” theme, the “Alphabet Knowledge Theme Extender” recommends the teacher model using a finger to write letters in a box filled with sand. Students refer to index cards containing review letters for them to draw. Depending on their skill level, students may be encouraged to practice writing their names in the sand. More activity examples are included in the “Writing Theme Extender,” which provides topics that can be modeled and shared during writing lessons. In the Creativity center, students can use their fine motor skills to make a pet rock and binoculars. In the “Pretend and Learn” center, students can draw animals in an observation book while role-playing as a camper.
7.1 Materials follow a logical mathematical continuum of concrete, pictorial, then abstract representations.
- Instruction in all mathematical competencies progresses from concrete to pictorial to abstract, with the greatest emphasis on using concrete manipulatives.
- Materials include a variety of types of concrete manipulatives and pictorial representations.
- Materials include activities that build conceptual understanding in: counting, adding to, taking away, geometry, spatial sense, measurement, classification, and pattern skills, as indicated by the Texas Prekindergarten Guidelines.
Meets 4/4
Within the materials, instruction in all mathematical competencies progresses from concrete, to pictorial, to abstract, with the greatest emphasis placed on using concrete manipulatives. The materials include a variety of types of concrete manipulatives and pictorial representations. They contain activities that build conceptual understanding in counting, adding to, taking away, geometry, spatial sense, measurement, classification, and pattern skills, as indicated by the Texas Prekindergarten Guidelines.
Evidence includes but is not limited to:
The learning materials follow a logical mathematical continuum of concrete, pictorial, then abstract representations. They include formal and informal opportunities for skill development throughout the school year. The curriculum continuously spirals the target skill development of “Adding To and Taking Away,” “Counting,” “Classification and Patterns,” “Geometry and Spatial Sense,” and “Measurement.” Adding To and Taking Away lessons include “Adding Using Counters,” Week 18: Students add objects to a set, using counting chips and five-frames. The curriculum then progresses to activities like “I Spy More, Less, and Same,” Week 22: Students determine if quantities are more than, less than, or the same as, using manipulatives. Counting lessons include “Counting Throughout the Day,” Week 3: Students count up to 30 items (e.g., people in line, items in the classroom) throughout the day. The curriculum then progresses to activities like “Roll and Count,” Week 17: Students roll a die, identify the number, and perform an action that number of times. Classification and Patterns lessons include “Shape Graphing,” Week 6: Students identify shapes and sort them on a graph. The curriculum then progresses to activities like “Color Pattern Necklace,” Week 17: Students create their own patterns using colored objects. Geometry and Spatial Sense lessons include “The Shape Doesn’t Change,”
Week 5: Students determine that a shape remains the same even if the spatial orientation changes. The curriculum progresses to activities like “Shape Building,” Week 24: Students put two or more basic shapes together to build a new formation. Measurement lessons include “Same Size,” Week 7: Students match shapes to the same-size shape on a work mat. The curriculum then progresses to activities like “Length Using Non-Standard Units,” Week 27: Students measure the length of objects using non-standard units.
The activities begin with concrete representations at the beginning of the year and progress to more abstract concepts as the year progresses. Students begin counting concrete objects in the first week; a Week 1 “Teacher Tip” in the scope and sequence reminds teachers to incorporate the use of manipulatives, fingers, and bodies in all math activities as well as using concrete representations when using counting songs. This note helps emphasize the importance of using concrete representations of mathematical concepts. By Week 18, students are still singing counting songs, but without concrete representations. At the same time, materials are introducing addition, and they use representations to develop this new, more abstract skill. For example, in the lesson “Addition Stories,” students receive a forest picture and animal counters. The teacher places two foxes on one log and one fox on another; the teacher describes the foxes with a story and asks students how many foxes are in the forest picture. The teacher then tells a new story, using different numbers of various animals. Towards the end of the year, materials introduce the concepts of *equal*, *more*, and *less*. In Week 33, the lesson “Comparing Sets with Equal, More or Less” begins by introducing the vocabulary words *more*, *less*, and *equal* using concrete bear counters to model sample sets. One student spins a spinner to determine how many bears go into a set. A second student spins the spinner and places that many bears into a new set. Then, students discuss which child has more and which child has less. The emphasis remains on concrete representations, even as the skills become more abstract.
Classification and Patterns lessons also progress from concrete, to pictorial, to abstract representation. For example, in Week 12, “Pattern Play,” students use concrete representation when they position themselves to create an AB pattern. That same week, in “Color Pattern Necklace,” a Teacher Tip suggests putting pattern picture cards in centers for students to replicate. Later in the year, in the Week 24 lesson “Extending Patterns,” students describe and extend a pattern.
Throughout, materials use concrete manipulatives and pictorial representations. For example, in Week 11, students learn about various types of concrete representation in the “Length Using Non-Standard Measurement” lesson. Students measure various objects in the classroom, such as a pencil and a glue stick, using various non-standard units of measurement, such as paper clips and a ribbon. That same week, in the “Which Is Longer?” lesson, students listen to a read-aloud of *The Best Bug Parade* by Stuart Murphy. The teacher introduces the vocabulary words *long, longer, and longest*. After the story, the teacher models how to use snap cubes to create caterpillars of various lengths and thinks aloud about how to determine which caterpillars are long, longer, and the longest. After this, students participate by creating their own caterpillars with snap cubes of various sizes. Later, in the Week 35 lesson “Tall or Short?” students look at pictures of objects, animals, and people to compare their heights.
7.2 Materials promote instruction that builds on students’ informal knowledge about mathematics.
- Materials prompt teachers to inquire about students’ developmental status and mathematical knowledge.
- Materials include cross-curricular opportunities to authentically integrate mathematics throughout the day.
- Materials support the use of the classroom environment and materials as vehicles to explore math concepts and skills.
Meets 4/4
The materials prompt teachers to inquire about students’ developmental status and mathematical knowledge. They include cross-curricular opportunities to authentically integrate mathematics throughout the day and support the use of the classroom environment and materials as vehicles to explore math concepts and skills.
Evidence includes but is not limited to:
The materials promote instruction that builds on students’ informal knowledge about mathematics. The “Teacher’s Manual” provides information for the teacher about the importance of utilizing classroom centers to develop math concepts. “Theme Extenders” suggest that teachers use lessons introduced in the scope and sequence as additions to the classroom “Math” center for independent or small group learning. The materials provide guidance that supports the use of the classroom environment and materials to explore math concepts and skills. Additionally, the materials include online training that supports teacher understanding of how children develop mathematical understanding.
In Week 2, in the “Would You Rather?” lesson, children play a decision-making game, voting in a poll to choose between two activities in which to participate. The teacher models and explains how to create a graph to measure students’ answers. The teacher guides students through questions in order to analyze the data and encourage forming conclusions. The teacher tells students that they will now vote on an activity and complete a graph each morning during “Circle Time.” The classroom environment thus encourages the use of math concepts in daily interactions and routines.
In Week 4, the “Mathematics” section focuses on counting and provides teachers with multiple lessons for the week; the provided “Teacher Tips” guide teachers: “Look for opportunities to count throughout the day. Transitions are an ideal time.” The Theme Extender this week also incorporates math and social studies: Teachers count family members or count and graph who has siblings and who does not. These are examples of the multiple opportunities materials provide for math to be used throughout the school day in various instructional settings and across content.
In Week 5, the Teacher’s Manual includes guidance on using informal mathematical experiences to support the development of skills. The Mathematics section provides a Teacher Tip for using the classroom environment to support the development of mathematical concepts throughout the school day: “Continue to count 1–5 by capitalizing on daily routines such as passing out snacks, counting steps while walking, and reciting number chants.” The lessons also incorporate the use of various manipulatives to support students’ exploration and skill development, including pattern blocks, counting bears, a variety of counting objects, and ribbon. During center time, students use various materials for math skill development; for example, in Week 5, the Math center has students count body parts, graph eye or hair color, and sort pictures of body parts. In the “ABC” center, students sort letters to determine which are in their names and which are not in their names.
Weeks 11–13 include a thematic unit titled “It’s Harvest Time.” The unit materials provide guidance that supports the use of the classroom environment and materials to explore math concepts and develop them through real-world connections. The materials also guide the teacher in setting up the centers based on the theme. For example, in the Week 11 Theme Extender, the materials provide theme-related opportunities to practice math skills through exploration: Students use non-standard measuring tools to measure pictures of trees, gather leaves outside or in the center to compare shapes and sizes or use a themed work mat and dice to play a counting game. As students learn concepts, this is reflected in the centers. For example, the materials suggest providing blocks with pictures of outdoor fall scenes for the children to reproduce in the “Construction” center, which can be used to reinforce or extend geometry concepts.
In Week 16, the lesson “Naming Numbers Throughout the Day” suggests placing a telephone in the “Home” center, creating a phone book, and including books with numbers in the classroom library; this kind of classroom environment encourages the use of math concepts. The Teacher’s Manual also suggests using the “Block” center to maximize students’ development of problem-solving and spatial reasoning skills.
In Week 19, during the lesson “Swat the Dots,” students use a flyswatter to swat dot cards that match a number called out by the teacher. The activity begins with only two cards as answer choices. If a student cannot identify the correct card, materials suggest offering only one choice and assisting in counting the dots. If a student can complete the task even with additional card choices, the teacher asks the student to identify a card that is more or less than the number selected. Teacher Tips provide additional guidance on flyswatter safety. The materials thus guide
the teacher to systematically build upon what the students already know. The progress monitoring system suggests activities for all levels. The scope and sequence and lessons become more complex as children’s knowledge increases; they build upon students’ mathematical understanding and skills through prompts and questions.
In Week 22, the Theme Extender has the class compare groups of sports balls to see which group has more, has less, or is equal to another group. The materials suggest moving this activity to the Math center for students to play with independently. Students can thus review and practice mathematical skills throughout the day. In addition, Week 22 suggests that the teacher use ordinal numbers to describe steps in an exercise. This activity allows children to make connections between math skills and other content areas. Further, this same week, the “Pretend and Learn” center is turned into a gym where students make and sell smoothies and gym memberships. Students must utilize math concepts when selling items to classmates. This center allows students to develop math concepts through real-world connections in the classroom environment; in each theme, the Pretend and Learn center is inspired by a new, real-world situation.
7.3 Materials intentionally develop young children’s ability to problem solve.
- Materials develop children’s capacity to ask thoughtful questions.
- Materials develop children’s capacity to recognize problems in their environment.
- Materials develop children’s capacity to use mathematical reasoning with familiar materials in the classroom and world outside the classroom.
Meets 4/4
The materials reviewed develop children’s capacity to ask thoughtful questions and recognize problems in their environment. The materials also develop children’s capacity to use mathematical reasoning with familiar materials in the classroom and world outside the classroom.
Evidence includes but is not limited to:
The materials intentionally develop young children’s ability to problem solve. The “Teacher’s Manual” provides examples of how to integrate math in centers. For example, in the “Pretend and Learn” center, students can classify and sort fruits and vegetables at a farmer’s market or determine the amount of money owed for purchasing supplies at the pet store. Building-block play in the “Construction” center requires problem-solving and spatial reasoning as children plan the design of a building, determine how to fit shapes together, create stable structures, and more. The Teacher’s Manual also guides the teacher to join in the play by asking questions, scaffolding tasks, and encouraging the use of math vocabulary; the manual states that mathematical concept learning is enhanced when the teacher participates in student play in classroom centers.
The materials include activities that encourage curiosity and questioning about informal mathematics; they suggest placing introduced lessons in classroom centers for individual exploration. Week 10 includes the activity “Comparing Towers,” where students count blocks to build towers and then compare their towers to see who has the tallest, shortest, etc. The “Theme Guide” suggests adding this activity to the “Math” center so students can participate in it on their own. The Teacher’s Manual states that Math centers are designed for hands-on exploration to promote reasoning and problem-solving.
In Week 11, Math center recommendations include gathering leaves outside and comparing their shapes and sizes, using nonstandard measuring tools (e.g., snap cubes, paperclips) to
measure pictures of fall trees that are different heights, and rolling a numeral die and counting out the corresponding number of acorns onto a tree or squirrel work mat. These activities are directly tied to the week’s learning and theme.
In Week 14, students engage in the “Build It” activity, which encourages curiosity and questioning about informal mathematics. The teacher models and explains building structures. The teacher encourages a student to build a structure. Once the structure is built, the teacher models asking the builder questions about the building. Provided sample questions include “What are you building? “What shape blocks are you using to build your…?” “How many are you using?” After this, students participate in the building-and-questioning routine with a partner while the teacher observes and provides feedback as needed. Materials provide guidance for upward and downward scaffolds: If a child asks an immature question, the teacher can model how to express the idea in a more mature form. For an upward scaffold, to extend learning, the teacher can ask for an explanation and encourage the child to describe their structure or pose questions involving quantities, shapes, position words, and height and width. Teachers thus receive guidance on feedback to support developing children’s questioning skills.
In Week 31, the “Fair Sharing” activity supports and encourages students to recognize mathematical problems in the environment. Students practice separating a group of items into two equal sets so that they can share them with a friend. The teacher models, guides the children through the activity, and checks for understanding: “Does each friend have the same number of cubes” “Can you tell by looking, or do you need to count?” The teacher closes the lesson with the idea that sharing with friends makes everything fair. The materials suggest placing the activity in the Math center so that children can engage with it independently.
7.4 Materials build students’ number sense.
- Materials provide guidance for teachers on building conceptual understanding in math.
- Materials provide frequent, spiraled, and varied opportunities for students to participate in activities that build number sense, as outlined in the Texas Prekindergarten Guidelines. These activities include: subitizing, counting one-to-one, comparing set size and numbers, counting on, and finding one more than a number.
Meets 4/4
The materials provide guidance for teachers on building conceptual understanding in math. They provide frequent, spiraled, and varied opportunities for students to participate in activities that build number sense, as outlined in the Texas Prekindergarten Guidelines. Activities include subitizing, counting one-to-one, comparing set size and numbers, counting on, and finding one more than a number.
Evidence includes but is not limited to:
The materials build students’ number sense. The “Teacher’s Manual” provides guidance to incorporate informal mathematical experiences throughout the day, such as sorting toys in buckets or counting vegetables during clean-up. “Teacher’s Tips” also provide suggestions: In Week 1, the “Naming Numbers Throughout the Day” lesson provides a variety of opportunities for students to practice number recognition throughout the day, such as pointing out and naming numbers on doors and signs as students walk down the hall.
Materials include guidance to build children’s conceptual understanding in whole group, small group, and learning center opportunities. Skills progress throughout the year, beginning with counting to 5 and ending with counting to 20. In Week 2, students practice songs and chants in the lesson “Number Songs and Chants.” “If You’re Happy and You Know It” incorporates numbers with movement: The teacher says, “If you’re happy and you know it, clap one time,” progressing up to 5. This and other songs can be sung during whole group and small group instruction as well as during transitions. As the year progresses, in Week 15, an activity called “Counting Sets” requires children to count the number of stars on a card (e.g., 10) and then select a matching number of manipulatives (e.g., linking cubes); students must count as they place each manipulative on a star. By the end of the year, skills include developing one-to-one
correspondence and identifying numerals up to 10; if the student is ready to continue beyond 20, extension lessons include counting to 100.
The materials include frequent opportunities for students to participate in activities that build number sense. Number sense activities are spiraled: They build upon one another and reappear in the following weeks for a review or to allow the teacher to use provided scaffolding to increase learning. For example, in Week 10, students compare sets and sizes in “Comparing Towers”; this topic reappears in Week 20. Also in Week 20, students participate in “Number Recognition,” where they count bears to match the number on a card. In Week 31, students subitize in the activity “Roll and Count.” In Week 34, students find one more than a number in the activity “Solve a Math Story”: They place bears on a picture to add and take away according to a story read by the teacher.
The materials provide guidance for teachers to build conceptual understanding in math. In Week 20, “Number Recognition,” students identify the number on a card and then count out that number of bears. The activity provides scaffolding techniques for teachers to assist students who might struggle with either identifying the number or counting. The activity also suggests moving the cards and bear counters into the “Math” center for students to play independently, thus supporting mathematical learning throughout the day.
7.5 Materials develop students’ academic math vocabulary.
- Materials include repeated opportunities to hear math vocabulary.
- Materials include repeated opportunities to practice using math vocabulary.
- Materials include guidance for teachers on how to scaffold and support students’ development and use of academic math vocabulary.
Meets 4/4
The materials include repeated opportunities for students to hear and practice using math vocabulary. The materials include guidance for teachers on how to scaffold and support students’ development and use of academic math vocabulary.
Evidence includes but is not limited to:
The materials develop students’ academic math vocabulary. Each week, “Theme Extenders” suggest moving introduced lessons into the “Math” center for independent student practice. Students have repeated, ongoing opportunities to practice using math vocabulary. In addition to the play centers, activities provide opportunities for students to count and say numbers. For example, during “How Many Do You Have?” in Week 5, students count out bear counters, say the number of counters out loud, and move the counters to a ten-frame mat. The provided activities can be utilized in large or small groups or placed into learning centers.
Teachers scaffold children’s development of academic math vocabulary through the provided scaffolding, “Teacher Tips,” and progress monitoring system. Lessons include downward and upward scaffolding suggestions. For example, in Week 6, in the lesson “Shape Graphing,” the teacher distributes a bag of shapes that includes circles, squares, and triangles. The teacher pulls a shape out of her own bag and identifies the shape by its attribute. Then, she places the shape in the correct column on a graph, explaining why it belongs to that column. For example, if the teacher pulls out a square, the teacher counts the sides and says that it is square because it has four sides. Looking at the graph, the teacher might point out that it does not belong in the triangle column because a triangle only has three sides; the teacher would then place it in the square column, noting that the shapes match. The lesson includes a sample script to support teachers in child-friendly prompting, questioning, and modeling: “The next shape on my graph has 1, 2, 3, 4 sides, and they are all the same. It’s a square. That looks like my shape!” After this, students begin guided practice. If a student is unable to identify a shape, the downward scaffold is to count the sides together. If a student sorts successfully, the upward scaffold is to add extra
shapes to the graph and bag, which adds new shape vocabulary to the lesson. Teacher Tips include a suggestion to spend extra time in the modeling portion of the lesson to assist children in developing the academic vocabulary needed to complete the task. If students struggle to understand and use new math vocabulary, the materials suggest splitting into small groups for accompanying activities, so children can receive additional practice with academic math vocabulary.
The materials include repeated opportunities for children to engage in purposeful listening and talking using math vocabulary. In the lesson “Teaching About Shapes,” Week 7, students identify common shapes during a read-aloud of *The Shape of Things* by Dayle Ann Dodd. The lesson has an instructional “Key Teaching Behavior” video that models for teachers how to use math vocabulary during the read-aloud. The lesson recommends that teachers point to and name the shapes as they appear in the book, to bring focus to vocabulary. It also asks for children to repeat the shape names and identify the shape attributes to further develop math vocabulary. The lesson includes a list of additional books that can be used for this topic, including *Shapes, Shapes, Shapes* by Tana Hoban; *Wild About Shapes* by Jérémie Fischer; *Shape by Shape* by Suse McDonald; and *Pancakes, Crackers, and Pizza: A Book about Shapes* by Marjorie Eberts.
In Week 8, in the activity “Where Am I?” the teacher reads the story *Where’s Spot* by Eric Hill. In the activity, the teacher provides the students with positional words to act out; for example, for the words *on* and *off*, a student can sit on a chair, and another student can stand by the chair. After this activity, the teacher places the book in the Math center for the students to use to discuss positional words together. The “Teacher’s Manual” suggests that teachers engage students in play centers to develop and scaffold math vocabulary.
The materials support teachers with strategies for layering academic math vocabulary into informal conversations about math in a positive, supportive way that honors children’s language and ideas. For example, in the Week 10 lesson “Comparing Towers,” the teacher models and explains the math vocabulary *taller* and *shorter*. Students participate in guided practice, building towers and utilizing the math vocabulary words *taller* and *shorter* with a partner. The materials instruct the teacher to go to each group to provide assistance and check for understanding. After the groups finish, the learners participate in sharing their towers and discussing their height. The materials suggest additional directions for the teacher to provide so that students can further explore the concept of height, such as “Create three towers from shortest to tallest.” The materials also provide additional questions to help children analyze what they have created, such as “How do you know this tower is shorter?” The lesson provides a downward scaffold to simplify the math vocabulary: The teacher can ask, “What/who is tall? What/who is short?” Teacher Tips recommend emphasizing *shorter*/ *taller* in the lesson and referring to children’s height to make connections; to support vocabulary, they also recommend using visual representations of the words *short* and *tall*, such as picture cards, room furniture, or other accessible objects.
The materials include recommendations for purposefully talking about mathematics using math vocabulary. In Week 23, the activity “Using Ordinal Terms Throughout the Day” guides the
teacher to use ordinal words in whole group instruction, small group instruction, centers, transitions, and outdoors. The materials provide examples for each area. For example, in whole group, ordinal numbers can be used with the calendar while saying the daily schedule. In a transition, the teacher can say the order of the students in line: *first, next, last*, and so on. The materials include texts that are math-related, and they identify math vocabulary in read-alouds. In Week 5, the activity “Teaching Positional Words Through Read Alouds” suggests reading *I Went Walking* by Sue Williams. The book provides the opportunity for teachers to ask students questions about the location of the animals or other objects in the story.
8.1 Materials build science knowledge through inquiry-based instruction and exploration of the natural world.
- Materials develop children’s observation and questioning of their environment.
- Materials develop children’s ability to communicate ideas.
- Materials include exploration with scientific tools.
- Materials provide opportunities for students to explore physical science, life science, and earth and space science through hands-on experiences.
Meets 4/4
The materials develop children’s observation and questioning of their environment as well as their ability to communicate ideas. The materials also include exploration with scientific tools and provide opportunities for students to explore physical science, life science, and earth and space science through hands-on experiences.
Evidence includes but is not limited to:
The materials build science knowledge through inquiry-based instruction and exploration of the natural world. Science lessons encourage engagement with the scientific method as per the “Teacher’s Manual.” The lessons provide opportunities for observation, asking questions, exploring, making and testing predictions, and communicating ideas. Students have hands-on opportunities to explore natural science in both formal science lessons and informally, during play in centers.
Materials develop children’s ability to question aspects of their environment and engage them in their environment in a play-based way. For example, in Week 7, students help make a watershed in a real-life opportunity to observe and discuss the need for saving water. The teacher introduces the lesson by sharing the importance of saving water. The materials provide open-ended questions to activate prior knowledge; the teacher records student answers to refer back to at the end of the lesson. The materials guide the teacher and the children on how to make a watershed. Once it is complete, the teacher explains how the watershed works. The teacher prompts the children by asking inquiry questions, such as “What do you think will happen if you pour water over the landscape model?” The children take turns scooping out the water and provide examples of water uses and ways to conserve water. This lesson is designed to be repeated, providing students further opportunity to explore this learning experience.
In Week 7, students explore age-appropriate scientific tools, such as a balance and measuring spoons, in the two-day activity “Rock, Soil, and Sand Investigation.” The materials list includes several cups each of pebbles, dirt, and sand; a balance; tablespoon; chart paper; markers; clear cups; tape or sticky tack; hand lens; teaspoon; and paper plates or towels. On day one, the teacher introduces the balance and how to use the scales to weigh the samples. The children participate by comparing the weights of the items. On day two, the children use the hand lens to analyze the samples, describe them, and compare them.
In Week 8, in a science lesson called “Architects and Engineers,” the students go through the process of planning, building, and problem-solving a creation. The teacher introduces the role of the architect and shows the children pictures of different structures. After introducing the concept of a blueprint, the teacher tells the children that they will create their own blueprint. On another day, after drawing the building, the children become contractors and build from the blueprint. The teacher takes a picture of the building to compare to the drawing and asks the children to discuss the similarities between the drawing and the actual structure. The process of comparing the similarities as well as explaining the differences helps the children develop the ability to communicate ideas about the world around them. Then, the children become engineers and solve the problems of the building. The teacher asks who can build the tallest and/or strongest tower. This lesson is spread over multiple days, during which children engage in different ways of communicating ideas, which encourages thoughtful questioning and helps develop their understanding of scientific concepts.
In the Week 15 lesson “Head in the Clouds,” children explore earth and space science; the lesson includes differentiated opportunities for students to communicate their learning. Students observe clouds and then create an art piece depicting what they observed. The materials list and describe the three cloud types to use as a guide: cirrus, cumulus, and stratus. The teacher takes the students outside to observe the clouds and explains how clouds are made and how rain develops from clouds. The children participate by listening, observing, and drawing what they see in their journal; they refer back to it to complete their art project. The materials encourage the teacher to observe and support the children as needed by being attentive and listening to the descriptions of the figures the children are trying to describe. The materials provide a list of open-ended questions to use to check for understanding. The children complete the lesson by recreating the clouds they saw using the supplies made available to them.
The materials develop children’s ability to communicate ideas about the world around them in a variety of ways. The activity “Rocks All Around Us” in Week 28 discusses the qualities of rocks; the teacher asks students what they know that is made from rock. The teacher records the students’ answers on a chart. The teacher and students take a nature walk to point out various objects made from rock. The teacher records student observations on a notepad and then adds them to the chart when they return inside. This activity encourages discussion and writing of student observations.
8.2 Materials build social studies knowledge through study of culture and community.
- Materials follow a logical sequence of social studies, beginning with self and moving to family, community, city, state and country.
- Materials provide opportunities for students to explore commonalities and differences in individuals.
- Materials provide opportunities for students to learn about routines and events, both past, present, and future.
- Materials provide opportunities for students to explore the roles of consumers in their community.
Meets 4/4
The materials follow a logical sequence of social studies, beginning with self and moving to family, community, city, state, and country. The materials also provide opportunities for students to explore commonalities and differences in individuals as well as opportunities to learn about routines and events, past, present, and future. The materials provide opportunities for students to explore the roles of consumers in their community.
Evidence includes but is not limited to:
The materials build social studies knowledge through the study of culture and community. Instruction follows a logical sequence of social studies skills and concepts, beginning with self and moving to family, community, city, state, and country. For example, at the beginning of the school year, during Week 1, in the lesson “Our Flags,” the teacher introduces and discusses the country and state flags. The teacher asks open-ended questions to gauge what the children currently know about the flags to help guide the discussion. The lesson closes with children sharing information they learned with a partner. During this same week, the children learn to recite both the state and country pledges; they also learn how to participate in a moment of silence. The students participate in the pledges and moment of silence every morning.
The “Daily Schedule Chart” is introduced in Week 1. It provides an opportunity for children to learn about events in the past, present, and future. They reflect on the events that have already happened during the day, and they prepare for other events that will be happening later in the day, using the visual schedule and sliding down a clothespin as the day progresses. This serves as a daily routine and a foundation to support further learning later in the year.
In the “I’m Me! I’m Special!” theme, Week 3 focuses on “My Home and My Family.” One of the lessons, “How Does Your Family Celebrate,” allows the children to explore the ways families can be alike and different. The lesson begins with the teacher modeling a favorite holiday/celebration she likes to celebrate. After sharing another holiday that a family might celebrate, the children draw pictures of their favorite celebrations at home. The class shares and finds similarities and differences in the celebrations. Following a “Teacher Tip,” the children are invited to bring in pictures from home to guide observations and discussions. Focusing on commonalities and differences, the teacher emphasizes that each child’s family is special and important. The included book suggestions support different cultures and traditions, providing a positive, friendly opportunity for the children to explore different holidays such as Los Posadas and Hanukkah.
The materials include exploration of people and places in the classroom, the school, and the community to expand beyond learning about families. In the Week 8 lesson “Career Day,” the children learn about communities and discover what types of workers are in a community. The teacher uses picture cards to introduce and explain the vocabulary words *community, places*, and *workers*. The teacher provides examples and models various community workers, such as a school teacher, a doctor/nurse, a firefighter, a baker, a mail carrier, and a police officer. The children participate in the discussion by choosing which worker they would want to be and sharing why. As part of the discussion, students act out the roles of the worker they have chosen. Additional social studies lessons that correlate with the thematic unit are provided throughout the year.
The Week 13 lesson “Using Ordinal Terms Throughout the Day” supports an understanding of before and after and first and last as a foundation for learning about past, present, and future in a way that is developmentally appropriate. This lesson provides guidance and examples for the teacher to introduce ordinal terms such as *first, second, next, last, beginning, middle*, and *end*. The lesson identifies activities that can incorporate ordinal language during whole group instruction, such as “Calendar Time” (days/months), “Daily Schedule,” and after reading a book. It also provides recommendations to use ordinal language during small group activities, such as when working with number lines, when children line up for transition, and when teaching phonological awareness. Order ideas include using ordinal language during centers, transitions, and outdoors. Students expand upon this learning in the Week 35 lesson “Yesterday, Today, and Tomorrow.” The teacher models by talking about what she ate last night for dinner (in the past) and then sharing something she is looking forward to doing tomorrow. After discussing things that happened yesterday, are happening today, and will happen tomorrow, the children draw pictures of things that are happening in each of the three different times.
Also in Week 13, in the social studies lesson “Bringing the Harvest Home,” the materials introduce the idea of consumers and provide opportunities for children to explore the roles of consumers in the community. The lesson guides the teacher to create a classroom store and model buying and selling crops to the children. The teacher discusses the roles of customers and clerks/farmers and how the purchase of the crops provides income for the farmer’s family. The children role-play the consumer and worker in the “Pretend and Learn” center.
8.3 Materials expose children to fine arts through exploration.
- Materials include a variety of daily experiences through multiple mediums (dance, music, dramatic play, painting, sculpture, drawing, and other movement).
- Materials emphasize the students’ engagement in the process of creating rather than the product that is created.
Meets 4/4
The materials include a variety of daily experiences through multiple mediums (dance, music, dramatic play, painting, sculpture, drawing, and other movement) and emphasize the students’ engagement in the process of creating rather than the product that is created.
Evidence includes but is not limited to:
The materials expose children to fine arts through exploration. There are opportunities to participate in multiple mediums and learn art concepts and skills throughout the year. For example, in Week 1, in a “Book & Print Reading” lesson, the children sing a song using the names of their classmates; the song helps them learn and remember their classmates’ names and learn the directionality of print. The materials provide teachers instructions to prepare: The teacher premakes sentence strips with the lyrics of the song “I Wish I Had A Little Red Box” by Dr. Jean Feldman along with picture/word cards of the students’ names. The teacher introduces the song and chooses two students’ names to add to the song. The children participate by singing along with the teacher. The “Teacher Tips” recommend placing this activity in the “Library” center for continued practice.
The materials emphasize engagement in the artistic process instead of focusing on the product. For example, in Week 1, in the lesson “Straw Structures,” the children create structures by adding straws into a colander. The focus is not on the product of the structure but on building motor skills and oral language skills, as students discuss the color of the straws and count the number of straws used. Additionally, in Week 3, children are offered choices of craft materials, such as construction paper, craft sticks, and yarn, to make homes. Teachers encourage children to verbalize as they add details such as windows, doors, roofs, or grass. This allows the children to be creative in their interpretation of the appearance of the homes. Another activity option for the “Creativity” center in Week 3 includes creating playdough families. Teachers encourage children to roll and squeeze the dough when creating body parts to strengthen hand muscles, as opposed to creating realistic looking people.
The Week 10 lesson “Pretend First Responders” provides an example of how dramatic play is incorporated to extend themes. Following a Teacher Tip, the teacher provides props to support pretend play of community helpers. The teacher introduces and models the various roles of first responders such as firefighters, police, and emergency medics as a child plays the one in need. Afterward, the children play the role of the first responder as the teacher plays the one in need.
Teachers have the opportunity to use music in daily routines; these can be found under “Theme Extenders” in the weekly units. For instance, in Week 11, “It’s Harvest Time,” students create a leaf puppet based on the book that was read aloud. Students can also use paints to create a “fall scene” and create props for the “Pretend and Learn” center by painting cutouts of apples, corn, and nuts. In the Pretend and Learn center for Week 11, students pretend to be in a pumpkin patch and can rake leaves, dress for the weather, and collect apples and nuts. The Theme Extender has students sing the following songs from *The Complete Book of Rhymes, Songs, Poems, Fingerplays and Chants* by Jackie Silberg and Pam Schiller: “Autumn Leaves,” “The Wind (swoosh, swirl)” and “Little Squirrel.”
In Week 12, materials combine creativity and dramatic play to use the creative process purposefully. Students create their own pumpkins and apples in the “Creativity” center using open-ended tear art focused on fine motor development. Then, they can role-play being a farmer to plan, care, and grow their own crops in the Pretend and Learn center. Materials made in the Creativity center can be used as play props for dramatic play.
The materials include daily experiences for children to explore art concepts and skills through various mediums, including dance, music, dramatic play, painting, sculpture, drawing, and other movements integrated across the instructional materials. In Week 16, the materials suggest that students act out the moon revolving around the Earth; students stand in the middle, and one child revolves around as the moon. The students sing “The Moon Is Moving” to the tune of “Are You Sleeping.”
In Week 29, during the theme “The Earth Around Me,” in the Creativity center, students paint a night sky and create a tissue paper flower. In the Pretend and Learn center, students use props to pretend to go camping; they can pretend to roast marshmallows on a pretend campfire. Songs are included throughout the year and can be found in the classroom library, such as the song “Tiny Seed” that was introduced in whole group this same week.
8.4 Materials include technology applications.
- Materials provide opportunities to link technology into the classroom experience.
- Materials provide students the opportunity to explore and use various digital tools.
- Technology supports and enhances student learning as appropriate, as opposed to distracting from it, and includes appropriate teacher guidance.
Meets 4/4
The materials provide opportunities to link technology into the classroom experience and provide students the opportunity to explore and use various digital tools. Additionally, throughout the curriculum, technology supports and enhances student learning as appropriate, as opposed to distracting from it, and includes appropriate teacher guidance.
Evidence includes but is not limited to:
The materials incorporate technology that supports and enhances students’ learning. The “Teacher’s Manual” provides a chart that addresses concerns on how to keep technology from distracting from student learning, based on research. For example, if there is a concern that the use of technology is causing decreased physical activity, the materials recommend keeping children active throughout the day and following the guidelines from the U.S. Department of Education and the U.S. Department of Health and Human Services. The materials provide an alternative way to use technology while remaining physical, such as using a handheld device when outside to enhance learning and observing.
The materials provide opportunities for students to explore and use various digital tools. In the lesson “Introduction to Computers: Using a Mouse,” Week 2, students learn to navigate a computer program; they use a mouse to move the cursor and then click, drag, and drop items. The teacher models how to click and guides students to practice using the mouse. In the lesson “Guess the Voice,” Week 3, students listen to a recorded message and identify the speaker. The teacher uses recording devices like a cell phone or a computer to record the students’ messages. The students have the opportunity to speak in complete sentences and record their message to share with the class.
In Week 6, the students engage in an age-appropriate opportunity that allows them to meaningfully connect to classroom experience: “Architects and Engineers.” The teacher shows images of building structures on a computer for the students to see as examples. The activity
suggests leaving a laptop or tablet in the “Block” center for students to reference images of structures to inspire their own creations. The activity also suggests bookmarking images or leaving word cards with photos for students to use when searching keywords independently.
In Week 29, the children incorporate technology, a tablet, as they go on a nature walk. The children use technology actively by taking pictures of the things they find. They further engage in this experience by reflecting on and discussing the plants that they would not otherwise be able to bring back to the classroom. After reflecting on the pictures, the teacher extends the learning by referring to a child-friendly plant website to continue exploring additional information about the plant, such as the plant name, the lifecycle of the plant, and information about plant care. Students engage in a similar activity in Week 33, “Bug Homes,” when they observe, discuss, and collect data on a variety of bugs they find on the school grounds. Students use cameras or tablets to take pictures of the bugs they find. The teacher then displays the pictures on the overhead or tablet so students can use them as they create a bug sorting chart.
9.1 Materials include developmentally appropriate diagnostic tools (e.g., formative and summative progress monitoring) and guidance for teachers and students to monitor progress.
- Materials include a variety of diagnostic tools that are developmentally appropriate (e.g., observational, anecdotal, formal).
- Materials provide guidance to ensure consistent and accurate administration of diagnostic tools.
- Materials include tools for students to track their own progress and growth.
- Materials include diagnostic tools to measure all content and process skills for prekindergarten, as outlined in the Texas Prekindergarten Guidelines.
Meets 2/2
The materials include a variety of diagnostic tools that are developmentally appropriate (e.g., observational, anecdotal, formal) and provide guidance to ensure consistent and accurate administration of diagnostic tools. The materials also include diagnostic tools to measure all content and process skills for prekindergarten, as outlined in the Texas Prekindergarten Guidelines, and include tools for students to track their own progress and growth.
Evidence includes but is not limited to:
The materials include developmentally appropriate diagnostic tools (e.g., formative and summative progress monitoring) and guidance for teachers and students to monitor progress. The materials include a progress-monitoring tool that is developmentally appropriate for three- and four-year-old children. The progress-monitoring system, referred to as the “CPM,” can be used to assess a variety of areas, including social and emotional behaviors, phonological awareness skills, math skills, approaches to learning, and physical development. The CPM allows for both formal and informal assessments to be used in order to assess children’s progress in all content areas addressed through the curriculum.
The assessment tools include resources and recommendations for engaging families and providing input through “Family Observation Forms.” These forms are available in both English and Spanish. The observation forms provide the parent with an opportunity to share information about their child regarding background, strengths, and weaknesses related to the skills that are the focus of instruction. In addition, the materials include a printable, family-friendly dual language resource, which describes what the assessments measure and why assessments in the specific learning areas are important.
The “General Administration Guidelines” resource includes teacher guidance to support administering the assessment. This tool identifies best practices for administering the assessment and includes access to training videos to assist teachers in accurately administering the assessments. For example, there is a video of a teacher modeling the vocabulary portion of the phonological awareness assessment. “How To” guides can also be found in the same section, which include instructions in a print version. The online dashboard also includes a “practice” area for teachers to practice administering the assessment and to be able to view a variety of sample reports. Teachers can also download and print the administration handbook, which provides teachers with tips and troubleshooting for successful administration and data collection. Teachers can select one section at a time to administer to all students or select an individual student to assess all domains. There is guidance for collecting “informal assessment” data; informal assessments are to be collected over time through observations, anecdotal notes, work samples, pictures, and possible teacher-created assessments.
In addition to formal and informal assessments administered by teachers, children are encouraged to reflect on their work and go through the process of improving and adjusting in various developmentally appropriate ways throughout the year. For example, in the “Architects and Engineers” lesson used in Week 8, the students go through three phases of the lesson to create, reflect on, and revise their plans. The children begin by pretending to be architects who design blueprints for a building. Next, they become contractors who build the building according to the blueprint they created. This allows them the opportunity to reflect on and evaluate the first phase of the lesson. In the lessons’ third phase, children become engineers; they evaluate their work and reflect on the buildings they created.
9.2 Materials include guidance for teachers and administrators to analyze and respond to data from diagnostic tools.
- Materials support teachers with guidance and direction to respond to individual students’ needs in all domains, based on measures of student progress appropriate to the developmental level.
- Diagnostic tools yield meaningful information for teachers to use when planning instruction and differentiation.
- Materials provide a variety of resources and teacher guidance on how to leverage different activities to respond to student data.
- Materials provide guidance for administrators to support teachers in analyzing and responding to data.
Meets 2/2
The materials support teachers with guidance and direction to respond to individual students’ needs in all domains, based on measures of student progress appropriate to the developmental level. The diagnostic tools yield meaningful information for teachers to use when planning instruction and differentiation. The materials also provide a variety of resources and teacher guidance on how to leverage different activities to respond to student data and provide guidance for administrators to support teachers in analyzing and responding to data.
Evidence includes but is not limited to:
Materials include guidance for teachers and administrators to analyze and respond to data from diagnostic tools. The materials include a video resource to support teachers in adjusting instruction to meet the needs of children, titled “Pre-Kindergarten Response to Intervention.” This video supports the teacher in understanding the assessment cycle and how to use tiered instruction to provide a more in-depth understanding. In addition, the lessons include recommendations for upward and downward scaffolds.
The “Circle Progress Monitoring” (CPM) system includes a “User Guide” that provides a general overview to better understand the system as well as “How-To Guides” for teachers to learn how to understand the results of the assessment. The materials also include an online, self-paced training course for teachers to learn how to administer and understand the CPM assessment tool. There is also a printable version of the training that can be used as a reference guide as teachers use the tool. The assessment results are easy to read, and the color-coding system
allows teachers to determine skill level at a glance. Each report includes a guide to explain the color-coding system of the assessment. If a student is on track, the report will be green; a red icon indicates a need for additional support; a blue icon indicates that the student is either outside the age range for a particular skill or there is no threshold for that particular skill. The reports that are available for teachers also include color coding for ease of use. The assessment tool also includes a parent report that is easy to read; it provides links to online lessons and activities that parents can use at home to help develop their child regardless of skill level. A grouping tool supports creating small groups based on assessment results and suggests lessons for targeted instruction. This saves the teacher time during planning.
The weekly lessons in the “Scope and Sequence” include “Additional Lessons” for each domain area; teachers can use these to build upon lessons for students who need additional help. “Teacher Tips” provide scaffolding techniques for students who need extra support for individual activities. For example, if a child needs additional assistance matching the environmental print label to the page in the alphabet book, the teacher can utilize the lesson “Sentence Strip Name Book” to provide additional letter naming practice using letters in classmates’ names.
The materials provide administrators with the option to complete the same online training for the CPM assessment tool as the teachers. They also have access to the CPM “Administration Videos” to understand the data collection process and support teachers during assessments. The materials provide reports at the campus, class, and grade level; administrators can review data and provide teachers with support in areas of need.
9.3 Materials include frequent, integrated opportunities.
- Materials include routine and systematic progress monitoring opportunities that accurately measure and track student progress.
- Frequency of progress monitoring is appropriate for the age and content skill.
Meets 2/2
The materials include routine and systematic progress monitoring opportunities that accurately measure and track student progress. The frequency of progress monitoring is appropriate for the age and content skill.
Evidence includes but is not limited to:
The materials include routine and systematic progress monitoring opportunities in all domains. The materials recommend using both formal and informal assessments. The “User Guide” suggests formally assessing the domains at the beginning, in the middle, and at the end of the year. The formal assessment can track individual children’s progress in all domains in a scientifically reliable way that informs instruction. The informal assessments can be utilized in various classroom settings throughout the school year; they are conducted through observations, anecdotal notes, pictures, and work samples. Progress monitoring is appropriate for the age and the content skill. Formal assessments are conducted through observation forms and simple questions. The video example shows a teacher testing a child on “Book and Print Awareness”; the teacher asks brief questions, such as “Show me the proper way to hold this book”, “Point to the title of this book.”
The results of each assessment are scored according to the age of the child. For example, if a child is only three, the rhyming assessment will be considered “out of range” and is not an expected skill for that age. The progress monitoring system also allows the teacher to turn off some of the assessments if they are not appropriate for the age of the child or if the teacher does not want to assess a particular skill area. The “Scope and Sequence” includes additional activities for each week for students who need extra support.
10.1 Materials include guidance, scaffolds, supports, and extensions that maximize student learning potential.
- Materials provide recommended targeted instruction and activities for students who struggle to master content.
- Materials provide recommended targeted instruction and activities for students who have mastered content.
- Materials provide additional enrichment activities for all levels of learners.
Meets 2/2
The materials include recommended target instruction and activities for students who struggle to master content and for students who have mastered content. The materials also provide additional enrichment activities for all levels of learners.
Evidence includes but is not limited to:
The materials include guidance, scaffolds, supports, and extensions that maximize student learning potential. The materials are divided into instructional weeks. Each instructional week offers three categories of recommended targeted instruction to provide guidance, scaffolds, supports, and extension to differentiate instruction for students. These components of the curriculum are “Target Lesson,” “Step It Up,” and “Additional Activities.” The “Start-Up Guide” provides teachers guidance on how to use these embedded components to modify and scaffold the lessons in order to target students that struggle to master the content. “Theme Guides” organize the learning materials around a common theme and enhance the scope and sequence by providing enrichment activities and theme extenders. One example of this is in the theme “The Earth Around Me”: The materials instruct the teacher to use theme-related vocabulary with the activities from the scope and sequence to practice phonological awareness skills.
The Week 18 lesson “Letter Introduction Routine” provides six different scaffolding examples: two downward scaffolds can be used if the student says the word incorrectly, two downward scaffolds can be used if the student cannot form the letter, and two upward scaffolds challenge the student who masters the task. “Teacher Tips” provide further accommodations for those who require visual or motor assistance: “When skywriting, provide hand-over-hand support. Some children may use the whole hand or arm as their ‘magic pencil.’” There are also accommodations for children who are learning English: “Give children extra support in small groups or one-on-one, particularly when learning sounds that may not be part of a child’s first
language. If a sound is shared in both English and a child’s first language, try asking the child to share words in either language that begin with the target sound.”
The “Teacher’s Manual” describes upward scaffolding as support that the teacher uses during lessons based on the students’ needs and responses: “Upward scaffolds are employed when children correctly respond to a question or easily engage in a task. They can be used to increase the cognitive demand of a task, deepen understanding, or extend language by meeting children where they are and building on the information that they already know.” In the Week 3 “Alphabet Knowledge” lesson “Grab Bag,” the teacher encourages students to pull out a letter from a bag, identify it, and match it to the “Letter Wall.” If a student easily identifies and correctly matches letters, the teacher invites the student to provide the letter sound and/or a word that begins with that letter. A Step It Up extension lesson addresses the needs of students who have mastered the target lesson: Students create an alphabet book by matching the first letter of a word to the correct letter in an alphabet book.
The learning materials directly connect enrichment activities to the curriculum’s target lessons and themes. In a Week 24 math lesson, the “Shape Spin” activity scaffolds students’ learning by having them create a picture from shapes they collect. In a Week 31 target lesson on rhyming, students identify and name rhyming words; students who have mastered this target skill can Step It Up and complete rhyming sentences. Within this lesson, as students demonstrate mastery, teachers can ask them to partner up and create their own rhyming stems as an upward scaffold.
The materials include enrichment activities that support all levels of learners and provide opportunities for students to explore and apply new learning in a variety of ways. In the Week 6 lesson “How Does Your Family Celebrate?” students bring in photographs and real objects; they then discuss how everyone’s customs and holidays are alike and different. In the “Sky Above Me” theme, students use materials to create different weather scenes in the “Construction” learning center; students use these scenes to explore the sun, rainbows, daytime activities, nighttime activities, the moon, and stars. Additionally, in a Week 16 enrichment activity, after a lesson targeting the formation of uppercase and lowercase letters using gel bags, students create a large letter on the floor with masking tape and then walk it, hop it, crawl it, or drive a small car on it.
The materials include opportunities for students to apply new learning during small group instruction, allowing them to elaborate on their work. In Week 18, in math, students have the opportunity to subitize up to the number five using a large die. Students roll the die and state the number of dots. The teacher provides support for all learners by scaffolding the activity as needed. The materials also allow students to apply new learning with more depth. For example, students apply their knowledge of the four seasons by creating a visual representation of how a tree looks throughout the seasons.
Materials include enrichment activities that provide students at all levels opportunities to explore and apply new learning in a variety of ways. This is evident through the theme activities
connecting subject area lessons, suggested learning center activities, and extension activities. The Week 18 theme is “Animal Bodies and Movements.” During Week 18, students use clay to create animals in a “Language & Communication” lesson. Animal learning continues in the “Pretend and Learn” center, which is transformed into a veterinarian’s office. In Week 18’s science lesson, students compare animal characteristics using visual pictures. In Week 19, the Construction center provides materials for students to create animal habitats and includes a map of a zoo (made in another center or brought in from a local zoo). In Week 21, the science lesson “Reptile Pile: Cold Blooded Animals” contains an at-home assignment: Students must draw two animals outside their home—one with fur or feathers and a reptile. In preparation for this lesson, a family member should assist with writing the description of the animal, where it was found, and what it was doing.
10.2 Materials provide a variety of instructional methods that appeal to a variety of learning interests and needs.
- Materials include a variety of instructional approaches to engage students in mastery of the content.
- Materials support developmentally appropriate instructional strategies.
- Materials support flexible grouping (e.g., whole, small, individual).
- Materials support multiple types of practices (e.g., guided, independent, collaborative) and provide guidance and structures to achieve effective implementation.
Meets 2/2
The materials include a variety of instructional approaches to engage students in mastery of the content. The lessons throughout the scope and sequence support developmentally appropriate instructional strategies and flexible grouping. The materials also support multiple types of practices and provide guidance and structure to achieve effective implementation.
Evidence includes but is not limited to:
The materials provide a variety of instructional methods that appeal to a variety of learning interests and needs. The “Pretend and Learn” center transforms, via props, to match the various themes of the instructional focus. Math instruction utilizes various manipulatives, such as counters, shapes, and numbers, for whole group instruction, small group instruction, and centers. Teachers also receive guidance on how to scaffold down in the lessons to include one-on-one support when needed.
In Weeks 1 and 2, students practice counting during transitions and developmentally appropriate music activities, such as “The Ants Go Marching” and “One Potato, Two Potato.” In Week 3, students continue to practice counting using a whispering voice, in counting races, when lining up, and when gathering items.
In Week 2, students engage in a project-based learning activity that encourages collaboration between partners. Students work together by sharing the blocks to build a tower. Additional opportunities for students to practice project-based learning are incorporated in several of the “Construction” centers. Students work collaboratively to create different projects that go with the week’s theme. For instance, in the “I’m Healthy” Construction center, students work
together to create playgrounds. In the “Earth Around Me” Construction center, students work collaboratively to create landforms using various materials.
Teachers introduce and model routines during whole group instruction; they are designed to build a sense of community. Large group lessons to assist students in understanding appropriate behaviors begin in the first week; they include a variety of opportunities for exploration. In Week 3, the teacher models how to care for books; students then have an opportunity to practice. Teachers also introduce the “Book Hospital,” which helps students understand what to do when a book is not handled well. The teacher continues the lesson daily for students to develop their book-handling skills.
In Week 6, after teacher modeling, students review and act out previously introduced vocabulary words. The teacher provides scaffolding support depending on the students’ needs, such as reminding the students of the word’s meaning, providing a picture representation or verbal prompt, or modeling by saying the word and acting it out, encouraging the student to respond or imitate the action.
In Week 13, the “Question of the Day” supports building relationships among peers and teachers. The teacher presents the activity to students: “Every morning during circle time, we will do an activity called Question of the Day. We will learn more about each other with a question every day.” The teacher selects a child to act as the survey taker and ask the question. The survey taker uses tally marks to record each child’s response. The teacher directs the survey taker to say, “Now, please stand up if you do not have a dog.” The teacher supports the survey taker in recording students’ responses with tally marks. Then, the teacher assists the survey taker in adding up each column of tally marks to present the results to the class. After completing the activity, the teacher guides the children to have a conversation about the question of the day.
In Week 19, the “Letter Introduction Routine” contains accommodations for children who need visual or motor assistance. When skywriting, the teacher provides hand-over-hand support to the student. Materials provide the insight that some children may use the whole hand or arm as their “magic pencil.” Accommodations for English Learners recommend providing children small group or one-on-one support, particularly when learning sounds that may not be part of a child’s first language. If a sound is shared in both English and a child’s first language, the teacher asks the child to share words that begin with the target sound in either language.
In the Week 22 lesson, “I Spy More, Less, Same,” the gradual release model provides learners with opportunities to practice new skills in a variety of ways. The teacher models manipulating a certain amount of cubes in a cup to compare them to another set of cubes. She determines if the set has more, less, or the same amount of cubes. Students practice the activity with the teacher several times. Once the activity is done, students practice it individually in the “Math” center.
In Week 26, there are multiple target lessons, and each one is intended for use in a different setting. “Give Me a Rhyme” is designed to be used in small group; “Name Change Rhyme” is designed to be used during transitions; and “Nursery Rhyme Time” is designed to be used in either large or small groups. The materials also provide a balance of direct and indirect instruction using hands-on materials; they gradually allow students to develop independent working skills. In the “Can You Move It Through the Air” lesson, the teacher asks students to predict what will happen and where else they might have seen it happen. The class tests their hypothesis by blowing through straws to see if they can move various objects using just air. After the whole group lesson, students explore the topic of moving things with air in the “Science” center.
10.3 Materials include supports for English Learners (EL) to meet grade-level learning expectations.
- Materials must include accommodations for linguistics (communicated, sequenced, and scaffolded) commensurate with various levels of English language proficiency.
- Materials provide scaffolds for English Learners.
- Materials encourage strategic use of students’ first language as a means to develop linguistic, affective, cognitive, and academic skills in English (e.g., to enhance vocabulary development).
Meets 2/2
The materials provide general scaffolds for English Learners (ELs) and accommodations or linguistics (communicated, sequenced, and scaffolded) commensurate with various levels of English language proficiency. Materials encourage targeted, strategic use of students’ first language as a means to develop linguistic, affective, cognitive, and academic skills in English (e.g., to enhance vocabulary development).
Evidence includes but is not limited to:
The materials include general supports for ELs to work towards grade-level learning expectations. Though the materials cover generic strategies that can be used with ELs, they do not provide guidance or recommendations for using specific strategies to target the different levels of English language proficiency. The materials provide teacher training on how to support students’ language development and include the use of the first language as a strategy to develop linguistic, affective, cognitive, and academic skills in English.
In Week 3, “Teacher Tips” for the “Letter Introduction Routine” lesson suggest giving ELs extra support in small groups or one-on-one when learning sounds that may not be part of their first language. The materials recommend that if a sound is shared in both English and the child’s first language, the teacher should ask the child to share words in either language that begin with the target sound. The materials provide a script to introduce letters and letter sounds for the teacher to follow. The teacher begins the lesson with a letter chant and then points to both the uppercase and lowercase letter and says the letter name. The teacher then cups her ear to provide a visual cue for “listen” and produces the letter sound. Students respond by repeating after the teacher. The teacher uses the letter sound in a word that is represented by a picture, and the students repeat the sound and word. For students who struggle with the lesson, there
is a downward scaffold of a verbal prompt: “Listen carefully as I say the sound for the letter.” If the student continues to struggle to make the sound, there is another downward scaffold: The teacher describes the position of the lips, teeth, and tongue when correctly saying the word. The materials provide scaffolds and teacher guidance on how to use the students’ primary language to develop English. Specific guidance is offered in the context of themes. In the “Science” activities for “Animals All Around” topic 1, teachers are advised to scaffold children learning English as they apply knowledge of animal names in the home language to animal names in English using cognates. Examples of Spanish animal cognates are included as suggestions. As part of this same set of activities, teachers build vocabulary of animals’ body parts by showing pictures and naming those parts (e.g., “This is a beak. Repeat after me: beak. Birds have beaks.”). Additionally, in the Week 6 “Scope & Sequence,” the “Alphabet Knowledge” lessons offer support for children learning English by pairing new vocabulary with cognates or words from the home language with the same meanings. Later, “Language & Communication” lessons in week 10 advise teachers to “Welcome responses in children’s home languages and use home languages to scaffold English language development.” Similarly, in week 17, guidance is given for supporting children learning English by making connections to the home language with Language & Communication lessons.
A small group activity that provides scaffolds along with resources and support materials that make scaffolding intentional can be found in the Week 5 lesson “Where Is the Bear?” In this lesson, students move a bear to a specified position relative to another object. The materials suggest including corresponding positional cards as a visual representation of the following vocabulary words: *inside, on, under, behind, beside,* and *in front.* The teacher explains and models the positional words by using the positional picture cards to position the bear relative to the box. During guided practice, the teacher calls out the position from the positional cards without showing the picture on the card. If a student needs support, the teacher provides a downward scaffold by showing the picture on the positional card. If the student needs more support, the teacher gives the student a choice between two places that may represent the position word.
The “Teacher’s Manual” provides research-based information on scaffolding, which assists the teacher in providing support to EL students. Many activities provide scaffolding techniques and Teacher Tips that can be utilized for EL students as well as all students at varying learning levels. In Week 6, the lesson “Tricky Sound” provides multiple levels of scaffolding for teachers to choose from. The activity requires students to recognize the beginning sounds of words while playing a game. Scaffolding techniques include giving students who need the most support the choice between only two letters to help them distinguish the sound. This strategy creates a lesson that is inclusive for all learners; it encourages further learning for advanced students while providing additional support for learners who need it. The provided scaffolding techniques help the teacher create a natural and intentional flow in the lesson. The Tricky Sounds activity is utilized in a small group setting and focuses primarily on language development.
Various linguistic accommodations are included to support ELs. For example, lessons frequently include pictures, as in the “Same Sound” lesson used in Week 9. In this lesson, the teacher shows a picture and says the word represented in the picture, emphasizing the first sound of the word. When showing a picture of a man, the teacher says, “/m/ man.” The goal is to help the children identify the first sound. Materials provide a downward scaffold for students who are unable to identify the first sound: The teacher asks the student to say the word slowly, together with the teacher, and provides the beginning sound. The materials do not encourage the strategic use of students’ first language as a means to develop linguistic, affective, cognitive, and academic skills in English.
In Week 18, teachers utilize the activity “Repetitive Text Read Aloud: We’re Going on a Bear Hunt.” The teacher can use this activity with other repetitive texts as well, depending on the theme. The teacher uses scaffolding techniques if students are unable to read the words, saying, “Let’s sound it out.” Such scaffolding techniques allow for support at varying levels. In addition, interactive read-aloud is a playful and engaging activity.
Many activities provide scaffolding techniques to be utilized for all students, including EL students. For example, in Week 26, in the “I Spy Environmental Print” activity, students must find letters on an environmental print card. For a struggling student, the teacher can say, “The letter P has a straight line with a curved line at the top. Can you make the letter P on the table for me?”
Materials include a variety of effective strategies to support children at different English language proficiency levels. Strategies follow a gradual release model, which starts with teacher modeling, then moves to guided practice, and finally becomes independent practice in learning centers. Many lessons are also repeated throughout the year. For example, the lesson “I Spy Environmental Print” is used in Week 26; if additional practice is needed, it appears as an additional lesson in Week 29. In this lesson, the teacher models how to “spy” letters in the environmental print. After modeling, the teacher encourages children to identify letters in environmental print. After students practice in small groups, the activity is moved to a learning center, where students can use it in playful interactions.
11.1 Materials include year-long plans with practice and review opportunities that support instruction.
- Materials include a cohesive, year-long plan to build students’ concept development and consider how to vertically align instruction that builds year to year.
- Materials provide review and practice of mathematical knowledge and skills throughout the span of the curriculum.
Meets 2/2
The materials include a cohesive, year-long plan to build students’ concept development and consider how to vertically align instruction that builds year to year. The materials also provide review and practice of knowledge and skills in all domains throughout the span of the curriculum.
Evidence includes but is not limited to:
The materials include comprehensive coverage of all skill domains, spanning throughout the school year. Materials contain 35 weeks of instruction and 10 themes. The “Scope and Sequence” and “Theme Guides” work together in scripted lessons that follow the “gradual release of responsibility” approach to support student learning and independence. The lessons activate prior knowledge and, as stated in the “Teacher’s Manual,” the themes provide meaningful hands-on experiences for students that connect the themes to skills covered across multiple domains. The themes cover multiple weeks and have a cohesive focus that builds upon itself. For example, the theme “All Around My Community” connects to the kindergarten social studies TEKS and builds background knowledge through well-crafted experiences. Week 1 covers “Places in My Community”; students connect with their experiences in their community. In Week 2, “People and Jobs in My Community,” students connect with the people in their community and learn about jobs that help their community. Week 3 is “Getting Around in My Community,” where students learn about maps and how people move around in their community. In Week 4, “Construction in My Community,” students learn about building their community and how communities grow. The lessons are all vertically connected to kindergarten TEKS; the Scope and Sequence identifies the aligned TEKS in some lessons.
The materials include repeated opportunities for students to practice knowledge and skills throughout the school day. Materials follow developmental progressions that vertically align to content across grade levels. For example, the Teacher’s Manual provides teachers with guidance
on how the “Science” strands are embedded in cross-curricular themes. Applying the Science strands within the themes allows for learning through extended hands-on opportunities, read-alouds, writing, and learning centers. Centers provide focused and intentional opportunities for review and practice of skills. For example, in Week 7, “All Around My Community,” all centers embed social studies. The “Pretend and Learn” center becomes businesses in the community, such as the post office and the grocery store. In the “Writing” center, students write about places in their community. In the “Creativity” center, students create a map of their community. In the “Math” center, students sort images of houses and buildings and count the number of houses they see on a map. The materials also include opportunities to review and practice skills throughout the learning day. For example, teachers and students use math to count snacks as they are handed out and notice numbers around the classroom and school.
More structured examples can be found in the progression of phonological awareness skills across the year. The Teacher’s Manual outlines the phonological awareness progression found in the curriculum and highlights how instruction moves from larger to smaller units of sound. At the beginning of the year, phonological awareness instruction starts with sentence segmentation and moves to compound words. As the year progresses, instruction moves to syllables, then alliteration, then rhyme, then onset-rime, then phonemes. While the lessons progress in the scope and sequence, they do cycle and allow for review. Additionally, the format allows for flexibility in instruction based on student needs.
The instructional materials include repeated opportunities for reviewing and practicing knowledge and skills in all domains. For example, in Week 14, “The Sky Above Me,” the materials recommend introducing vocabulary and extending the theme using rhymes or chants from a provided list; materials thus address the content areas of “Language/Communication” and “Science.” In Week 19, students participate in an activity called “Bar Graph”: The class creates a chart and a graph after reading the informational text *Every Pet Is Special* by Martin Mayer. The teacher has the option to read a narrative text, *What Pet Should I Get?* by Dr. Seuss, for this activity. The students are able to identify and use a graphic organizer to support comprehension of the text read aloud; they vote on which pet they would like at home and place data into a chart. The teacher shows the class how to convert the information from the chart into a bar graph.
11.2 Materials include implementation support for teachers and administrators.
- Materials are accompanied by a Texas Prekindergarten Guidelines-aligned scope and sequence outlining the essential knowledge and skills that are taught in the program, the order in which they are presented, and how knowledge and skills build and connect across grade levels.
- Materials include supports to help teachers implement the materials as intended.
- Materials include resources and guidance to help administrators support teachers in implementing the materials as intended.
- Materials include a school years’ worth of prekindergarten instruction, including realistic pacing guidance and routines.
Meets 2/2
The materials are accompanied by a Texas Prekindergarten Guidelines-aligned scope and sequence outlining the essential knowledge and skills that are taught in the program, the order in which they are presented, and how knowledge and skills build and connect across grade levels. The materials also include supports to help teachers implement the materials as intended. They include resources and guidance to help administrators support teachers in implementing the materials as intended. The materials include a school year’s worth of prekindergarten instruction, including realistic pacing guidance and routines.
Evidence includes but is not limited to:
The materials include implementation support for teachers and administrators. A 35-week “Scope and Sequence” covers a school year. The Texas Prekindergarten Guidelines are referenced in each section of the weekly Scope and Sequence and in each lesson being used; however, there is no chart that delineates when or how the Texas Prekindergarten Guidelines are being used in the Scope and Sequence, making it difficult for teachers to know if they are introducing a new standard or spiraling a standard that has already been introduced.
The “Start-Up Guide” provides the teacher with an overview of the curriculum features as well as an explanation of the curriculum components, Scope and Sequence, “Theme Guides,” and “Supplemental Resources.” The guide also informs the teacher that the materials are available in both print and digital formats and that the lessons include guidance for the teacher regarding the cycle of modeling, guided practice, and independent practice. There is also access to video demonstrations of the lessons, “Teacher Tips” for extensions and change, and scaffolding
suggestions to meet the needs of all learners. The Scope and Sequence presents lesson names in a specific colored font; they are provided in a weekly sequence that facilitates the progression of skills across the school year. The Start-Up Guide provides additional clarity on how the lessons are organized in categories with other skill domains integrated. It also explains that the use of the Theme Guide with the Scope and Sequence provides for a comprehensive learning experience that includes all the domains, including “Fine Arts,” “Physical Development,” “Social Studies,” and “Technology.” The Theme Guide provides opportunities to enhance the Scope and Sequence. Using both the Scope and Sequence and the Theme Guide will ensure that all skill domains are addressed during instruction.
Another resource, the “Teacher’s Manual,” explains that there are 35 weeks of instruction organized in the following domains: “Book & Print Reading,” “Phonological Awareness,” “Language & Communication,” “Alphabet Knowledge,” “Writing,” “Mathematics,” “Science,” and “Social and Emotional Development.” Most lessons in the Scope and Sequence include Teacher’s Tips that provide recommendations for extensions, changes, and scaffolding that will meet children’s diverse needs. The Teacher’s Manual explains that there are 10 themes that focus on building background information and content-area knowledge. The Teacher’s Manual provides the teacher with an in-depth look at how to facilitate the curriculum. It includes guidance on using the flexibility of the curriculum’s design to select instructional settings. It also specifies which lessons to repeat and the number of times to do so to meet the diverse needs of all learners. There are also supplemental resources, such as picture cards and work mats. These are available to download and print if using the digital format of the curriculum or as a companion resource if using the print version.
A “Welcome: First Steps” online page offers guidance to administrators on getting started with the materials. It begins with introducing “Getting Started with Texas School Readiness Online,” which is a planning guide for supporting prekindergarten teachers in the classroom. In order to guide administrators in supporting teachers to implement the materials as intended, the guide provides step-by-step instructions along with access to tools to assist with instructional planning, literacy and print centers, the overall design and management of the classroom, and learning centers; these can be found under the “Classroom Environment Checklist” and “Classroom Observation Tool.” The Environmental Checklist provides administrators with an in-depth checklist for what can be expected in a prekindergarten classroom environment. It is to be administered three times per year to ensure a rich and robust learning environment for three- and four-year-olds. The Observation Tool provides an in-depth approach to research-based best instructional practices for pre-k teachers. It can also be used three times per year or by section, depending on how the administrator would like to use it. The tool also provides novice, intermediate, and proficient teacher examples to help administrators score their teachers using the provided rubric. Once teachers have been scored, the administrators can then begin the coaching cycle using the online tracking system in “CLI Engage.” CLI Engage also provides training opportunities in the “TX Core Competencies for Practitioners and Administrators Training.” Materials assist in understanding the core competency framework and how it is integrated into the classroom.
11.3 Materials provide implementation guidance to meet variability in programmatic design and scheduling considerations.
- Materials provide guidance for strategic implementation without disrupting the sequence of content that must be taught in a specific order following a developmental progression.
- Materials are designed in a way that allows LEAs the ability to incorporate the curriculum into district, campus, and teacher programmatic design and scheduling considerations.
Meets 2/2
The materials provide guidance for strategic implementation without disrupting the sequence of content that must be taught in a specific order following a developmental progression. The materials are designed in a way that allows LEAs the ability to incorporate the curriculum into district, campus, and teacher programmatic design and scheduling considerations.
Evidence includes but is not limited to:
The materials provide implementation guidance to meet variability in programmatic design and scheduling considerations. The “Scope and Sequence” contains 35 weeks of lessons to follow. The skills covered in each week progress along a developmental continuum that aligns with the Texas Prekindergarten Guidelines. Each week of the Scope and Sequence is connected to a theme and has suggested theme-related activities. The “Suggested Theme Sequence” connects the themes to the Scope and Sequence; put together, the themes and Scope and Sequence make a full instructional plan. For example, in Week 26, the suggested theme for the week is “Get Moving: Moving on Land.” The theme activities for the week are found in the “Theme Guide”; the subject area activities are found in the Scope and Sequence for Week 26. While the two parts are designed to work in harmony, most subject area skills do not have to accompany the theme. This allows for flexibility with small group instruction and for children to work on different skills as necessary without impacting the sequence of themed activities.
The materials strategically implement the content while keeping a consistent developmental progression of skills through the Scope and Sequence. The Scope and Sequence provides weekly lessons from which teachers can select based on student needs while continuing skill development and progression. In the “Start-Up Guide,” the teacher can select from “Target Lessons” that are to be used several times during the introductory week for the development of
skills. “Step It Up” lessons are optional lessons that challenge students and further develop target skills. “Additional Lessons” are previously taught Target Lessons for students needing additional review and practice of the previous week’s skills. Teachers can also offer these lessons as whole group or small group activities and use the Theme Guides to further develop and support the Scope and Sequence skills.
The “Teacher’s Manual” provides strategic guidance on implementation, ensuring that the sequence of content that is taught is consistent with the developmental progression of skills for each “Skill Domain Area.” For example, the Skill Domain Area of “Alphabet” provides guidance on how “Alphabet Knowledge” should be taught (setting up a letter wall, facilitating alphabet activities and games, and targeted letter instruction). The Teacher’s Manual also provides a strategic plan that introduces two to three letters per week and then spirals the instruction to provide repeated exposure to the letters. The sequence of letter introduction can be found in the Teacher’s Manual.
The materials are written as a full-day program and encourage teachers to use the flexible planning options to create their half-day program plans. The Teacher’s Manual includes a sample daily schedule and template for the full-day program. The weekly themes include multiple suggestions for center activities as well as many read-aloud book suggestions. The “Start-Up Guide” explains that many of the lessons in the Scope and Sequence and Theme Guide provide “Teacher Tips.” These tips provide recommendations to adjust instruction to differentiate learning that meets the needs of three-year-olds, four-year-olds, and those who need more support. The Start-Up Guide also explains that the curriculum provides flexibility that allows teachers to plan lessons for the week by adding or removing activities or lessons based on the needs of the learners. For example, if the class consists of three-year-olds, or if the program is a half-day program, the teacher can include fewer components in their lesson plan. The Start-Up Guide also provides explicit six-step guidance for teachers to plan lessons.
11.4 Materials provide guidance on fostering connections between home and school.
- Materials support development of strong relationships between teachers and families.
- Materials specify activities for use at home to support students’ learning and development.
Meets 2/2
The materials support the development of strong relationships between teachers and families. They specify activities for use at home to support students’ learning and development.
Evidence includes but is not limited to:
The “Teacher’s Manual,” in the “Family Engagement” section, explains the importance of the family’s role in their child’s education. The section explains that each “Scope and Sequence” provides two family activities to support the lesson learned in the classroom. The activities are created with the parent and child relationship in mind and target prekindergarten learning goals. For example, in Week 19, in the Family Engagement “Pick Up and Count” game, children practice counting to 10 while working on fine motor skills: They pick up items with a pair of kitchen tongs and count along with an adult. During Week 25, the Scope and Sequence includes two activities to share with families. One activity relates to the phonemic awareness activities used in school and is called “Buried Letters.” This activity can be printed and sent home to share with parents. Otherwise, parents can access it electronically, which provides additional letter-sound practice. If the parents access it electronically, there is also a video with a parent doing the activity with her own child.
The digital “Family Engagement Toolkit” contains resources, “Teacher’s Checklists,” and an administrator guide regarding engaging families. It includes the PDF “Tips For Building Relationships with Families.” The Teacher’s Checklist is a strategy checklist that guides teachers on partnering with families, encouraging play-based learning and interactions at home, promoting conversations with families to individualize student support, and hosting family events to support children’s development.
The Teacher’s Manual explains that, in addition to the Scope and Sequence family activities, there are more family activities on the curriculum website. All Family Engagement information is available in both English in Spanish. An example of a Family Engagement opportunity is found in Week 8: The “Count and Match” activity contains explicit instructions, the materials needed,
and tips. A “Let’s Play” section provides the parent(s) instructions on how to facilitate the activity. The “Tips” section provides strategies such as scaffolding down by using only one dot card; or, if their child is familiar with the activity, to increase the number of dot cards. It also provides strategies such as substituting actual items in place of a dot card if it is difficult to engage the child in the activity.
The “Progress Monitoring System” provides a printable report for parents as well as a login option for parents to access reports. The parent reports, available in both English and Spanish, also include recommendations for activities to do at home to support the child’s growth. For example, if a child needs additional support in rapid vocabulary naming, the parent report will include suggestions for additional vocabulary practice from home. One suggestion might be an activity called “Farmer Round Says,” which encourages families to use toy animals to practice making animal sounds. The activity also suggests using a book with animal pictures as an alternative.
11.5 The visual design of student and teacher materials (whether in print or digital) is neither distracting nor chaotic.
- Materials include appropriate use of white space and design that supports and does not distract from student learning.
- Pictures and graphics are supportive of student learning and engagement without being visually distracting.
Meets 2/2
The materials include appropriate use of white space and design that supports and does not distract from student learning. Pictures and graphics are supportive of student learning and engagement without being visually distracting.
Evidence includes but is not limited to:
The curriculum is available both in print and digitally and is easy for teachers to use. The “Start-Up Guide” explains that the “Scope and Sequence” is organized in eight color-coded categories; the lesson names are always indicated in a specific font color in both curriculum platforms. The “Theme Guide” uses the same color-coded system. Each lesson is divided into three categories: “Target Lessons,” “Step It Up,” and “Additional Lessons.” Each week’s Scope and Sequence page opens to 10 color-coded tabs labeled with the areas “Book & Print Reading,” “Phonological Awareness,” “Language & Communication,” “Alphabet Knowledge,” “Writing,” “Mathematics,” “Science,” “Social and Emotional Development,” “Review,” “Repeat & Adapt,” and “Family Engagement.” These are in the same order and the same color for each week of the Scope and Sequence. Choosing a content area opens an overview of that week’s lesson for that area. The lesson titles are presented in pink font. Icons allow teachers to quickly identify English video demonstrations, Spanish video demonstrations, “Small Group,” notes or tips, “Theme Guide,” and “Songs/Rhymes.” Songs and rhymes are available in the *Complete Book of Rhymes, Songs, Poems, Fingerplays, and Chants* by Jackie Silberg and Pam Schiller. This book is included with the purchase of the theme library.
The digital lessons are presented in a neutral color and use a consistent font that helps guide the eyes to certain areas of the screen. A larger font is used for section titles. The “Teacher’s Tips” are in a grey box and provide a bulleted list of strategies. To the right of the page, a grey-colored column shows the activity grade levels, learning areas, “Head Start Early Learning Outcomes,” Texas Prekindergarten Guidelines, and kindergarten TEKS alignments. This format is
consistent with each week’s Scope and Sequence lessons. Some digital lessons include a link to access printable materials such as pictures or work mats.
Materials include authentic pictures in color that are easily identifiable by children and supportive of child learning. For example, in Week 3, the lesson “Pictures Need a Thousand Words” provides a PDF link to picture cards with actual photos of various scenes (e.g., beach, carnival, soccer game, thunderstorm, playground, and party). The pictures are colorful and depict real-life scenes, including environments, weather, actions, and people. The picture cards are also labeled with the scene. Students label, describe, explain, and make connections to the pictures. Materials contain clear graphics to support learning. The printable materials in Week 7 include a chart for students to use during an experiment. The chart includes pictures of a scale that students will use; the picture labels the two sides of the scale (e.g., “LEFT” and “RIGHT”) with arrows. In Week 19, materials include three letter-sized work mats and nine half-sized picture cards of different habitats; labels are placed around the border of the pictures so children can easily identify and learn about the habitats. In Week 4, materials suggest using big books with large print in order to focus on specific parts of the book.
The materials appear to adhere to the “User Interface Design” guidelines regarding visibility of system status, flexibility and efficiency of use, and aesthetic and minimalist design. The pictures and graphics also appear to adhere to the User Interface Design Guidelines, with regard to recognition rather than recall, flexibility and efficiency of use, and aesthetic and minimalist design. | ce657c53-6a30-41c3-8167-1606a3480eba | CC-MAIN-2023-50 | https://texasresourcereview.org/sites/default/files/evaluations/TRR%20English%20PK%20UT%20Health%20Science%20Center_final.pdf | 2023-12-09T09:07:45+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100873.6/warc/CC-MAIN-20231209071722-20231209101722-00117.warc.gz | 620,678,027 | 47,371 | eng_Latn | eng_Latn | 0.996842 | eng_Latn | 0.996822 | [
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