Introduction functional skills
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This four-week unit aims to develop office skills through 25 tasks focused on word processing, spreadsheets, and desktop publishing. Students will either learn new skills or practice existing ones by completing assigned readings and tasks, with the goal of demonstrating basic proficiency with common programs at Level 3 or greater independence and advanced features at Level 4.
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Subject:
Teacher:
Grade Level:
Concept:
Standards Addressed:
Materials:
1. Lesson Objective:
息2008 Biblical Integration Ideas.com
2. Instruction:
Anticipatory Set (lead-in/hook):
Procedures/Instruction:
3. Assessment:
4. Biblical Principle:
6. Biblical Integration: (verses, questions, ideas)
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EDUC 632
Patterns of Practice: Thematic Unit Template
Teacher Candidate
Language Art(s)Grade
Theme of Unit
Steps
Teacher Guide Unit Plan Instructions and Information
Step 1:
Standards
Step 2:
Text Set (3-5 books)
Step 3:
Textbooks
Step 4:
Digital Resources
Step 5: Vocabulary
Step 6:
Learning Logs
Step 7: Differentiation
Step 8:
Projects
Step 9: Assessment
Notes
[Any additional information you important for this unit plan.]
References
EDUC 632
Patterns of Practice Assignment Instructions
Overview
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Assignment Name
Assignment Description
Module 3: Week 3
Patterns of Practice: Literature Focus Unit Assignment
Literature Focus Units are defined as, teachers and students read and respond to one book.
Module 4: Week 4
Patterns of Practice: Thematic Unit Assignment
Thematic Units are defined as, teachers and students integrate language arts with social studies, science, and other curricular areas. (such as other thematic topics, mathematics, health, fitness, nutrition, music, or art).
Module 5: Week 5
Patterns of Practice: Literature Circles Assignment
Literature Circles are defined as students read and discuss self-selected books.
Module 8: Week 8
Patterns of Practice: Reading or Writing Workshop
A Reading or Writing Workshop is defined as students read self-selected books independently and write compositions on topics theyve chosen.
Instructions
How to Set up Patterns of Practice (PoP) Activities
1. Select appropriate literature for each PoP Assignment.
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Subject:
Teacher:
Grade Level:
Concept:
Standards Addressed:
Materials:
1. Lesson Objective:
息2008 Biblical Integration Ideas.com
2. Instruction:
Anticipatory Set (lead-in/hook):
Procedures/Instruction:
3. Assessment:
4. Biblical Principle:
6. Biblical Integration: (verses, questions, ideas)
7. Biblical Integration Assessment:
5. Biblically Integrated Lesson Objective:
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Patterns of Practice: Thematic Unit Template
Teacher Candidate
Language Art(s)Grade
Theme of Unit
Steps
Teacher Guide Unit Plan Instructions and Information
Step 1:
Standards
Step 2:
Text Set (3-5 books)
Step 3:
Textbooks
Step 4:
Digital Resources
Step 5: Vocabulary
Step 6:
Learning Logs
Step 7: Differentiation
Step 8:
Projects
Step 9: Assessment
Notes
[Any additional information you important for this unit plan.]
References
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Overview
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Assignment Name
Assignment Description
Module 3: Week 3
Patterns of Practice: Literature Focus Unit Assignment
Literature Focus Units are defined as, teachers and students read and respond to one book.
Module 4: Week 4
Patterns of Practice: Thematic Unit Assignment
Thematic Units are defined as, teachers and students integrate language arts with social studies, science, and other curricular areas. (such as other thematic topics, mathematics, health, fitness, nutrition, music, or art).
Module 5: Week 5
Patterns of Practice: Literature Circles Assignment
Literature Circles are defined as students read and discuss self-selected books.
Module 8: Week 8
Patterns of Practice: Reading or Writing Workshop
A Reading or Writing Workshop is defined as students read self-selected books independently and write compositions on topics theyve chosen.
Instructions
How to Set up Patterns of Practice (PoP) Activities
1. Select appropriate literature for each PoP Assignment.
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Introductioncachs_computing
油
This document outlines classroom procedures and expectations for an IT and Computing class. It details rules for starting and ending lessons, whole class learning time, independent work time, units of study, feedback, and effort grades. Students are expected to listen quietly, ask questions if needed, complete all work to the best of their ability, and save their work with sensible file names. Feedback will include a working at level, effort grade, and possibly merit points. Levels are determined by criteria and effort grades use a best fit approach. All feedback will be electronic.Word processing 2
Word processing 2cachs_computing
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This document provides instructions for a word processing lesson. It outlines starter activities to create documents and folders. The lesson objectives are to understand word processing tools, format text, use tables, and add images. Skills practiced include spell checking, text aligning, adding bullets, inserting a table, and adding an image. Tasks for 45 minutes are assigned relating to files in a groupwork folder, with an extension activity optional. A plenary activity involves describing skills practiced without using certain words.Desktop publishing
Desktop publishingcachs_computing
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This document provides instructions for a lesson on desktop publishing skills using Microsoft Publisher. The lesson objectives are to understand when to use desktop publishing programs, and to learn how to create documents from blank templates and design templates while adding text, images, word art, and shapes. The document outlines starter activities, skills to be practiced in tasks, submission of completed work, and a closing plenary activity to describe the skills learned without using certain words.Spreadsheets
Spreadsheetscachs_computing
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This document provides instructions for a lesson on developing spreadsheet skills. The lesson objectives are to understand when to use a spreadsheet program, enter data and make calculations, create formulas, and format a spreadsheet. Students will practice putting data in cells, making calculations and formulas, using formula shortcuts, and formatting. They will complete 6 tasks within 45 minutes using files in the groupwork folder.Internet
Internetcachs_computing
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This document provides a lesson on how the internet works. It explains that the internet is a network of networks that connects computers around the world using common protocols like TCP/IP and HTTP. Students will learn about how routers guide data packets along the quickest route between networks and how IP addresses and domain name servers allow devices to communicate on the internet. The lesson includes activities for students to diagram the structure of the internet and trace the path a website request takes to reach its server.Search engines
Search enginescachs_computing
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The document discusses search engines and how they work. It explains that search engines have three main jobs: crawling web pages to find new content, indexing keywords to categorize information, and examining their index to provide search results. The document also describes PageRank, Google's algorithm that determines a page's importance based on the number and quality of backlinks from other pages. Learners will understand search engines, check PageRanks of websites, and illustrate how the PageRank algorithm works through diagrams and annotations.Fetch execute cycle
Fetch execute cyclecachs_computing
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This document provides an overview of the fetch execute cycle and the central processing unit (CPU). It explains that the CPU is located on the motherboard and is responsible for executing programs. The CPU has a control unit that coordinates operations and an arithmetic logic unit that performs calculations. The fetch execute cycle involves four steps - fetch, decode, execute, and store. It fetches instructions from memory, decodes them, executes the requested action, and stores results.Algorithms
Algorithmscachs_computing
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This document discusses algorithms and how computers use them. It begins with an introduction to algorithms, defining them as precise step-by-step instructions to complete a task. Examples of algorithms like making tea and sorting cards are provided. Two sorting algorithms are described: simple sort and selection sort. Tasks are included to have the student write algorithms and do card sorting. The document concludes by analyzing which sorting algorithm is most efficient based on comparisons and memory usage.Sounds and images
Sounds and imagescachs_computing
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This document discusses how computers create sounds and images. It explains that images are made up of pixels that display combinations of red, green, and blue. Binary numbers are translated into pixel color combinations to form an image. More bits per pixel allows for more colors. Sound is converted from analog to digital for computers to understand, and sound cards help with this conversion process. The quality of sound recordings depends on how much information is recorded about each point in the sound track.Binary
Binarycachs_computing
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This document introduces binary numbers and how computers use binary to represent text and numbers. It explains that computers only understand 1s and 0s and that multiple bits can represent numbers or characters. The document contains tasks for converting binary numbers to decimal and binary to text. It also discusses how the number of bits a computer can process at once determines its speed.Introduction functional skills
- 2. In this unit you will develop skills and knowledge in a range of common office programs. It has been designed to last for four weeks and includes 25 tasks. Lessons include: Word Processing Spreadsheets Desktop Publishing Functional Skills
- 3. Each lesson you will be set a number of tasks for you to read and complete. Each task has been designed to either help you learn a new skill or practise an existing one. Functional Skills
- 4. Functional Skills Level 3 Demonstrate a basic level of skill, knowledge and understanding for each program Complete the tasks in the work booklet with some help Be able to use a range of basic program features Level 4 Demonstrate a good level of skill, knowledge and understanding for each program Complete the tasks in the work booklet independently Be able to use a range of additional program features