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ACARA

ACARA
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Australian Curriculum In 2014, Queensland schools will continue to plan, teach, assess and report on the Australian Curriculum for English, Mathematics, Science and History, and continue with planning for the implementation of P–10 Geography. Teachers continue to use the Queensland curriculum to plan, teach, assess and report on learning areas where the Australian Curriculum is not yet available for implementation. Foundation (F) in the Australian Curriculum refers to the year before Year 1. In Queensland this year of schooling is called the Preparatory Year or Prep (P). The QSA, and Queensland's school sectors - Education Queensland, Queensland Catholic Education Commission, and Independent Schools Queensland have developed advice, guidelines and resources to support schools during the transition to the Australian Curriculum. Access QSA's Australian Curriculum information and resources by choosing a learning area:

The Australian Curriculum Consultation online - Home Visible Thinking Purpose and Goals Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. An extensive and adaptable collection of practices, Visible Thinking has a double goal: on the one hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. By thinking dispositions, we mean curiosity, concern for truth and understanding, a creative mindset, not just being skilled but also alert to thinking and learning opportunities and eager to take them Who is it for? Visible Thinking is for teachers, school leaders and administrators in K - 12 schools who want to encourage the development of a culture of thinking in their classrooms and schools. Key Features and Practices At the core of Visible Thinking are practices that help make thinking visible: Thinking Routines loosely guide learners' thought processes and encourage active processing. License

Simple Patterns: Foundation Level Indicator of progress The ability to recognise patterns is an important aspect of students’ mathematical progress. At this level patterns are made with objects such as attribute blocks as well as pictures. Objects used to develop patterns can have various attributes such as shape, colour, size and texture (smooth or rough). Once students can successfully describe and extend patterns by varying a single attribute, the next stage is to vary more than one attribute. Illustration 1: Making and extending patterns In order to make and extend patterns with shapes students need to recognise similarities and differences between shapes. Illustration 2: Describing patterns As well as forming patterns, students need to use appropriate language to describe them. Examples of the types of tasks that would be illustrative of simple pattern concepts, aligned from the Mathematics Online Interview: First year of schooling detour' Q II (b), (c), (d) - Identify, copy, continue a pattern of coloured teddies

The Beliefs and Behaviors of Star Teachers by Martin Haberman The Beliefs and Behaviors of Star Teachers by Martin Haberman By Teachers.Net News Desk closeAuthor: News Desk Name: Teachers.Net News DeskSite: About: See Authors Posts (492) Add your comments and reactions following the article. By Martin Haberman Distinguished Professor Emeritus University of Wisconsin Milwaukee Over the past fifty years Martin Haberman has developed more teacher education programs, which have prepared more teachers for diverse children in poverty than anyone in the history of American Education. His Star Interviews for selecting teachers and principals who will be successful with children in poverty are used in 300 cities throughout the country. Article Abstract The beliefs of star teachers are compared with quitter/failures. The Power of Teacher Beliefs After only a few thousand years experts are now willing to admit what the educated public has always known: the quality of the teacher is of critical importance in what and how much students learn. l. 2. 3. 4. 5. 6. 7.

TES Australia - Free F-12 Resources By Teachers, For Teachers Free eBook library | Oxford Owl from Oxford University Press Welcome to our free eBooks collection, developed for children aged 3 - 11 years old. Help your young child learn to read with The Oxford Reading Tree (featuring our much-loved Biff, Chip and Kipper characters), watch your child develop their love of reading with Project X, or simply browse our range of eBooks for inspiration. All our free eBooks are tablet-friendly. Just register or log in above to start reading. If you'd like to learn more about how to support your child's reading, visit our 'Oxford Reading Tree levels' and 'Phonics made easy' pages. Browse the library sign up log in More books to support learning at home Biff, Chip and Kipper Our Read with Oxford series features the much-loved characters who have been helping children learn to read for over 30 years. Songbirds Levelled Phonics books from the fabulous Julia Donaldson, author of The Gruffalo. Read Write Inc. A step-by-step phonics programme to support reading. Bond SATs Skills Picking a dictionary

Earth's Atmosphere Part 5 - Comparing Mars And Venus To Earth Now that we have an understanding of Earth's atmosphere, we can look at what kind of atmospheres evolved on some other bodies in our solar system. The planets and dwarf planets are shown here: Sizes are to scale (but not distances); the Sun is to the left. Keeping in mind that everything in our solar system is composed from the same raw materials (elements created in a supernova) but with a general outward trend toward lighter elements, we can begin to study how an object's mass, impact history and other features help determine the acquisition and evolution of an atmosphere. Fortunately our solar system provides us with two planet-size laboratories, Venus and Mars, shown here in this composite image of all four rocky planets: From left to right are Mercury, Venus, Earth and Mars, with relative sizes shown to scale. Both Venus and Mars are rocky planets of the inner solar system. The Entire Solar System Formed From A Cloud of Gas and Dust The little lilac r represents a force called torque.

UniEnglish, Curtin University of Technology More downloads - Phil Race Please note that all downloads on my website are free. If anyone tries to charge you for them, don’t pay, but let me know by emailing me (email address under the photo on all pages). This page contains the further download materials which I normally leave on the site permanently, and update from time to time. Please go to the Home page (containing new posts), and ‘archive of older posts’ for individual materials from particular events at individual universities or colleges, which I normally leave up only for a limited time. About downloading my materialsIt’s interesting that many more people seem to download my slides from workshops, and handout materials, than were actually at the relevant sessions I ran. ‘Ripples’ model of seven factors underpinning successful learningI continue to develop these slides, and you can see them in those I post for many of my workshops on the home page. Compendium on FeedbackA collection of my writing on feedback, from my latest two books.

Writing skills and resources Essays, case studies, lab reports and literature reviews are all part of studying at uni. Luckily for you, there are plenty of opportunities to improve your writing skills. It's important to improve your writing skills regardless of your course. Strong writing skills allow you to communicate your ideas with clarity, as well as be more persuasive in your arguments. Wherever and however you are studying with us, you can improve your writing skills. Study guides Download our writing skills study guides below. Workshops The Learning Centre offers a range of workshops to improve your academic skills. Check for upcoming workshops Programs and services StudySkills online programs The StudySkills suite of online programs are available on demand, wherever you are in the world. writing sentences writing essays grammar time management, and academic integrity.

2 Compelling Reasons for Using the Studio Habits of Mind in Your Art Room Magazine / 2 Compelling Reasons for Using the Studio Habits of Mind in Your Art Room Over a decade ago, researchers with Harvard’s Project Zero identified The Studio Habits of Mind. Through research, Lois Hetland and her team classified and named eight Studio Habits which include: Develop Craft, Engage & Persist, Envision, Express, Observe, Reflect, Stretch & Explore and Understand Art Worlds. Since then, the eight Habits have been a continuous force in reshaping how progressive art education is organized and administered. Incorporating the Studio Habits into Your Curriculum There are many authentic ways to use The Studio Habits of Mind regardless of your students’ ages or artistic levels. Recently, I had the opportunity to reach out Paige Byrne, an elementary art educator from Washington D.C., for some advice on how she incorporates the Studio Habits in her art room. 2 Reasons You Should Be Using the Studio Habits in Your Art Room 1. 2. Introducing the Studio Habits to Your Students

Richard Shilling - Land Art How to Teach Drawing to Children This essay was inspired by an Australian mother whose son, age eight, was feeling discouraged and wanted help in learning to draw better. She wanted to know how to help him. Observation drawing provides the method of choice. Of course observation drawing is not the only form of good drawing practice, but it is often the best way to develop drawing skills. Drawing from remembered experiences and drawing based on imagination are good to develop those aspects of thinking. Children who know me sometimes ask me how to draw better. Shading From contour drawing, we often move to shading. Gesture drawing is good for drawing people, animals, and objects that are active and in motion, or for content that is charged with emotional quality. Children also learn some great thinking skills by working from imagination, from inventing, from designing, and so on. I suggest saving a child's drawings in a folder in order to keep a record.

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