Gateways unit concept map a3 w save2
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This concept map outlines a differentiated unit plan with an overarching focus question and various question types such as contributing questions, extended questions, and structured questions to explore the concept.
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2) They must also discuss the media debate around climate change - why there is controversy, who the stakeholders are on each side, and how the public learns about the issue.
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This assignment requires students to choose a current global issue, collect related news articles with different perspectives, and write a poetry anthology expressing the topic and views. The anthology must include five poems in specific styles and students will present their process and perform one poem. The goal is for students to better understand global issues and expressing information through poetry to engage audiences.Assignment infection analogy
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1. The document outlines Stromlo High School's assessment and reporting policy for years 6-10. It details how student achievement will be assessed and reported against the Australian Curriculum Achievement Standards.
2. Assessment will occur twice yearly to identify students' progress towards expected year level achievement. End of year reports will provide a summative assessment of the student's achievement. Teacher judgement will be made based on student work samples.
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2) Ms. Martez collects assessment data in three dimensions - prior understanding, response to challenges, and outcomes against goals. She uses various pre, formative, and summative assessments.
3) By differentiating instruction based on ongoing assessment, Ms. Martez saw test score gains of 5-32 percentage points in her students over the previous year. She attributes this success to targeting instruction to individual student needsCommunities online policy 190813
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Year 8 students at the school will study six core subjects and choose two electives, one from the Arts and one from Technology. The elective choice form asks students to number their preferences for Arts electives (Art, Drama, Digital Photography, Music, Dance) and Technology electives (Design and Technology, Food Studies, Information Technology, Textiles, LEX@S Intro to Engineering, Horticulture). Students are asked to discuss elective options with executive teachers, sign the form with their parent, have their TEAM teacher also sign, and return it to the front office by November 4th.2014 year 9 elective choice form
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The document outlines an assignment for Year 9 students that requires them to choose a global issue, collect related news articles with different perspectives, and write a poetry anthology expressing the topic and views. Students will present their anthology and discuss their process. The assignment aims to improve students' understanding of global issues and expressing information through poetry.Assignment classifying reactions report
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This document provides instructions for a Year 9 science assignment on classifying chemical reactions. Students must choose a chemical reaction from a list, conduct the reaction experiment, and write a scientific report identifying the products and classifying the reaction type. The report should include an aim, hypothesis, method, results, discussion identifying the reaction type based on evidence from tests, conclusion, and bibliography. Students have access to computers on April 2nd and 3rd to work on their assignment, which is due on April 4th and will be graded based on several criteria.Year 9 rubric eg
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This document is a rubric for assessing a Year 9 student's assignment. It outlines the key areas that students should demonstrate by the end of Year 9, including explaining chemical processes and natural radioactivity in terms of atoms and energy transfers. Students should be able to design investigation questions, control variables, collect data, and analyze their methods and results. The rubric also provides examples of what a student has achieved and not achieved in describing important chemical reactions.Outcomes based rubric
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This document outlines an outcomes-based rubric for assessing science practical reports. The rubric includes achievement standards related to selecting appropriate investigation methods and equipment to collect reliable data. It also covers analyzing patterns in data, drawing consistent conclusions based on evidence, evaluating conclusions by identifying sources of uncertainty, and communicating scientific ideas for a particular purpose using evidence-based arguments. Achievement is assessed on a scale of A to E.Year 9 rubric eg
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This assignment requires students to choose a current global issue, collect related news articles with different perspectives, and write a poetry anthology expressing the topic and views. The anthology must include five poems in specific styles and students will present their process and perform one poem. The goal is for students to better understand global issues and expressing information through poetry to engage audiences.Assignment infection analogy
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The document provides instructions for a science experiment to investigate potential sources of infectious diseases at a school. Students are asked to use nutrient agar in petri dishes to culture microorganisms from surfaces around the school like sinks, tables, and door handles. They will then analyze the results, compare findings with other students, and write a scientific report detailing the types of organisms found and possible routes of infection within the school. The report should include an aim, introduction, materials and methods, results with observations and graphs, discussion, conclusion, and bibliography.Assessment policy annotated
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1. The document outlines Stromlo High School's assessment and reporting policy for years 6-10. It details how student achievement will be assessed and reported against the Australian Curriculum Achievement Standards.
2. Assessment will occur twice yearly to identify students' progress towards expected year level achievement. End of year reports will provide a summative assessment of the student's achievement. Teacher judgement will be made based on student work samples.
3. The policy also addresses grading, appeals, plagiarism, late work, homework guidelines, and certification requirements for years 7-10 and at the completion of year 10.Di assessment m4-reading_using_data_to_di
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2) Ms. Martez collects assessment data in three dimensions - prior understanding, response to challenges, and outcomes against goals. She uses various pre, formative, and summative assessments.
3) By differentiating instruction based on ongoing assessment, Ms. Martez saw test score gains of 5-32 percentage points in her students over the previous year. She attributes this success to targeting instruction to individual student needsCommunities online policy 190813
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This unit plan is divided into 4 parts, each focusing on a different concept statement and lasting several weeks. Each part includes pretests to assess student understanding of national curriculum outcomes, outlines of content to be covered using various resources, practical activities for students, and formative or summative assessments. The overarching focus question and unit concept are also presented at the beginning.NSW DET Williams Model
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The Williams model provides a framework for differentiating curriculum for gifted students. It has three dimensions: 1) the school curriculum subjects, 2) 18 teaching strategies to develop student thinking and creativity, and 3) 8 student processes for creative thinking. The strategies encourage creative thinking skills like fluency, flexibility, and originality. They also allow students to express personality traits linked to creativity like curiosity, imagination, and risk-taking. The model provides questions and activities to stimulate higher-order thinking. Examples are given of question types that teachers can use for different subjects.Gateways unit concept map a3 w save2
- 1. Differentiated Unit Concept Map © MacLeod 2008 Contributing Que stion Co ntributing Question Extended Q uestion Structured Quest ion Contributing Questio n Structured Question Extended Ques tion Exte nded Question Structured Question Co ntributing Question Struct ured Question Extended Question Contributing Que stion Structured Question Extended Question Concept: Focus Question: