Issue No. 45 Spring 2019
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Dear Parents and Carers, 12 March — 23 March 2018 This Week Our College Assembly Was A
Term 1 Issue 4 Dear Parents and Carers, 12 March — 23 March 2018 This week our College Assembly was a In this Issue: wonderful celebration of the diversity of co- curricular opportunities that Mercy offers your Page daughters. We heard from students about their 1. Principal’s Message participation in the Australian Catholic Youth 3. Deputy Principal’s Message 4. Director of Mission & RE Festival (ACYF), from other students about their 5. Director of Student Wellbeing immersion programme in Vietnam and also from the girls on 9. Youth Ministry Message the latest Silver Duke of Edinburgh hike. 13. Mercy Girls Inspire 14. Student News We continually encourage all the girls to be part of our co- 18. Co-curricular Activities curricular programme. From sport, to the arts and other 22. P & F News beyond the classroom experiences such as debating or 24. Parent News subject competitions. If your daughter doesn’t already have 26. Business Manager’s Message an outside classroom activity I would suggest that you encourage her to become involved. Upcoming Events: EMAILS TO TEACHERS: As you would be aware teachers work long hours, well beyond school time. Lesson preparation, marking of student TERM 1 work, organising excursions or other experiences for your daughter, all needs to be done outside of their teaching WEEK EIGHT periods. 26 March— Year 11 Biology Emails have become another form of communication and Excursion they are a very valuable tool. However, if you or your 26 March—Italy Trip meeting daughter uses this form of communication to her teachers 6.30pm in the Flex please don’t expect a reply immediately or soon after. -
Education Reproductions Supplied by EDRS Are the Best That Can Be Made
DOCUMENT RESUME ED 351 190 SE 053 110 AUTHOR Forgasz, Helen, Ed. TITLE Research in Science Education. Volume 21. Selected Refereed Papers from the Annual Conference of the Australasian Science Education Research Association (22nd, Surfers Paradise, Queensland, Australia, July 11-14, 1991). INSTITUTION Australasian Science Education Research Association, Victoria (Australia). REPORT NO ISSN-0157-244X PUB DATE 91 NOTE 370p. AVAILABLE FROMFaculty of Education, School of Graduate Studies, Monash University, Clayton, Victoria 3168, Australia. PUB TYPE Collected Works Conference Proceedings (021) Collected Works Serials (022) JOURNAL CIT Research in Science Education; v21 1991 EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Academic Achievement; Concept Formation; Constructivism (Learning); *Educational Research; Elementary Secondary Education; Foreign Countries; Higher Education; Learning Strategies; *Science and Society; Science Curriculum; *Science Education; Science Instruction; *Sex Differences; *Teacher Education IDENTIFIERS *Australia; *Science Education Research ABSTRACT This annual publication contains 43 research papers on a variety of issues related to science education. Topics include the following: mature-age students; teacher professional development; spreadsheets and science instruction; the Learning in Science Project and putting it into practice; science discipline knowledge in primary teacher education; science, technology, and society; gender differences in choosing school subjects; history of science education; quality of -
Year 8 Maths Introduction
Key Stage 3 Maths Year 8 Introduction Key Stage Year 8 Introduction 3 Maths Welcome to Oxford Home Schooling’s Key Stage 3 Maths Year 8 course. In this Introduction you can read about what you can expect from the course and it will help you to plan your studies effectively. Structure of the Course The course as a whole is divided into three one-year sections, corresponding to the school years, 7, 8 and 9. Some students may take three years to complete the course, others may take two years or proceed even more quickly. By the end of the course, students should be in a good position to tackle a GCSE or IGCSE programme (Key Stage 4) in earnest. The course covers the National Curriculum for Years 7 to 9, otherwise known as Key Stage 3. Each one-year programme is divided into six modules, each ending with a tutor-marked assignment. Oxford Home Schooling 1 Key Stage 3 Maths Year 8 Introduction Year Eight Course There are seventeen lessons in the Year 8 course and six tutor-marked assignments. Module Seven Lesson 16: Metric and Imperial Units Lesson 17: Calculating Distance Lesson 18: More Complex Shapes TUTOR MARKED ASSIGNMENT A Module Eight Lesson 19: Angles and Straight Lines Lesson 20: Symmetry Lesson 21: Nets TUTOR MARKED ASSIGNMENT B Module Nine Lesson 22: Other Metric and Imperial Units Lesson 23: Ratio and Proportion TUTOR MARKED ASSIGNMENT C Module Ten Lesson 24: Percentages Lesson 25: Multiplication and Division in Algebra TUTOR MARKED ASSIGNMENT D Module Eleven Lesson 26: Brackets Lesson 27: Factorising Lesson 28: Triangles Lesson 29: More on Triangles TUTOR MARKED ASSIGNMENT E 2 Key Stage 3 Maths Year 8 Introduction Module Twelve Lesson 30: Formulae Lesson 31: Equations (1) Lesson 32: Equations (2) TUTOR MARKED ASSIGNMENT F The Structure within Lessons Front Page The front page of every lesson shows: • The title of the lesson • The aim(s) for the lesson. -
An Examination of Trinity Grammar School, Sydney, 1913 to 1976
University of Wollongong Research Online University of Wollongong Thesis Collection 1954-2016 University of Wollongong Thesis Collections 1989 An evangelical school in an evangelical diocese: an examination of Trinity Grammar School, Sydney, 1913 to 1976 Phillip J. Heath University of Wollongong Follow this and additional works at: https://ro.uow.edu.au/theses University of Wollongong Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorise you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process, nor may any other exclusive right be exercised, without the permission of the author. Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. A court may impose penalties and award damages in relation to offences and infringements relating to copyright material. Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong. Recommended Citation Heath, Phillip J., An evangelical school in an evangelical diocese: an examination of Trinity Grammar School, Sydney, 1913 to 1976, Master of Arts (Hons.) thesis, Faculty of Education, University of Wollongong, 1989. -
Marist College Canberra Year 11 and 12 Handbook 2020
Marist College Canberra Year 11 and 12 Handbook 2020 1 Year 11 and 12 Handbook 2020 Marr Street PEARCE ACT 2607 Phone: 02 6298 7200 Fax: 02 6298 7224 Email: [email protected] Mr Matthew Hutchison Website: www.maristc.act.edu.au Headmaster 2 Dear Students The final two years of schooling are, for most, the most memorable and enjoyable time of your school journey. It is a time for leadership opportunities, a time to cement friendships that will support you way beyond your schools days and a time to explore your intellectual capacity and interests. Marist College Canberra provides broad learning options and pathways. This handbook has been designed to assist you and your parents with choosing subjects and in gaining an understanding of the ACT Year 12 Senior Secondary Certificate. I urge you to read through all sections carefully, and to consider the options available so that you can make choices suited to your particular needs. I implore you to base your decisions that match your interest, your ability and preferences reflected in your past ten years of schooling. Please choose wisely, according to what is best for you – not because of the teacher, or because of what your friends are choosing. It is a common mistake for boys to choose subjects, which they think, will help them gain entry into university rather than those that actually interest them, or those which they are capable of successfully completing. This usually results in boys not performing to the best of their ability. Seek the advice of your parents, teachers, the Career Advisor, and your House Dean. -
Australian Curriculum 1975-2005: What Has Been Happening to Knowledge?
YAT081051 AARE Conference Paper QUT Brisbane, December 2008 As part of symposium: Australian Curriculum Inquiry as ‘Really Useful’ Educational Research: A Symposium Australian Curriculum 1975-2005: what has been happening to knowledge? Lyn Yates and Cherry Collins 1 Abstract This paper is both about the difficulty of seriously studying curriculum in Australia and about some tentative analyses of state curriculum policies over the period 1975- 2005. Both perspectives are findings of an ARC-funded project entitled School Knowledge, working knowledge and the knowing subject: a review of state curriculum policies 1975-2005 . The aim of the project was to map curriculum emphases and orientations in each state at each mid-decade point between 1975 and 2005, to show something of the differences and consistencies over time and between states. It was intended also to provide some background and ways of thinking about current curriculum questions and moves to national curriculum that do not begin from these current debates. The project has proved almost impossible to carry out in the time and with the resources allocated to it, because ‘curriculum’ and even ‘curriculum policy’ is a highly ambiguous term, and because documents and reports that might be seen as relevant take many forms, and are not well maintained or catalogued or easily accessed. This paper describes the strategies we took to attempt to fulfil the intent of this study and our interpretation of some major shifts over this period in relation to the approach to curriculum and some significant comparative differences between states. Address details: Melbourne Graduate School of Education, Alice Hoy Building, University of Melbourne, Vic 3010. -
Effect of Pedagogy Differences for Vocational Education Graduates Transitioning to Higher Education Bachelor Degrees
Paper ID #32175 Effect of Pedagogy Differences for Vocational Education Graduates transitioning to Higher Education Bachelor Degrees. Mr. Luke Alao P.E., Swinburne University of Technology Engineering Education Researcher since 2013. I am a PhD student at Swinburne University of Education and a Lecturer My research interest is focused on THE LIVED EXPERIENCES OF ENGINEERING STUDENTS IN THEIR ACADEMIC TRANSITION FROM VOCATIONAL TO HIGHER EDUCATION: A NARRATIVE INQUIRY AND USING SCHLOSS- BERG’S TRANSITION THEORY. c American Society for Engineering Education, 2021 Effect of Pedagogy Differences for Vocational Education Graduates transitioning to Higher Education Bachelor Degrees. Abstract Current research indicates that military veterans, students with a low high school score completion certificate, women and under-represented minorities are grossly disadvantaged in career advancement or career change prospects using the higher education bachelor degree as an academic transition phase into becoming a professional engineer. In Australian education systems, the Vocational education systems have several post- secondary qualifications used as a developmental education to gain access to a higher education degree program for low-social economic groups or with people that do not meet the direct entry requirements. Research in this paper narrates how these groups have navigated their journey through meeting the challenge of the academic transition education in the vocational education system, gained access to the higher education bachelor degree in engineering and achieved their dream of becoming a professional engineer for their new career. Narratives outcomes from the investigation of the students’ academic transition lived-experiences provide an insight into their transition experiences that cannot be captured by traditional quantitative or some qualitative approaches. -
International Colloquium on Education: British and American Perspectives (4Th, Swansea, Wales, United Kingdom, May 22-24, 1995)
DOCUMENT RESUME ED 403 238 SP 037 098 TITLE International Colloquium on Education: British and American Perspectives (4th, Swansea, Wales, United Kingdom, May 22-24, 1995). Proceedings. INSTITUTION Wales Univ., Swansea. Dept. of Education. REPORT NO ISBN-0-90094-438-2 PUB DATE May 95 NOTE 148p. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Action Research; *College School Cooperation; Cooperative Learning; Educational Change; *Educational Environment; *Educational Policy; Educational Research; Elementary Secondary Education; English (Second Language); Foreign Countries; Higher Education; High Risk Students; Inservice Teacher Education; *Instructional Leadership; Language Minorities; Mathematics Education; Minority Group Teachers; *Partnerships in Education; Standards; Student Evaluation IDENTIFIERS United States; University of Wales Swansea; University of Wisconsin la Crosse; Wales ABSTRACT This collection of studies represents collaboration between the Departments of Education of theUniversity of Wales Swansea and the University of Wisconsin-La Crosse. The papers are as follows: (1) "Analysing the Social Climate of Schools andClassrooms" (Robert W. Bilby);(2) "Reading Whose World?" (Diane Cannon);(3) "The National Council of Teachers of Mathematics' Standards:Systemic Change for the Twenty-first Century" (M. ElizabethCason); (4) "Developing Baseline Assessment: A Useful Tool or.a NecessaryEvil?" (Gill Harper-Jones);(5) "A Critical Analysis of Identification, Evaluation, Placement and Programming Processes for Studentsin the United States Who Are Identified as Having ExceptionalNeeds" (Hal Hiebert); (6) "The Effects of Recent Government Policy on the Provision of English Language Instruction for Children ofEthnic Minorities in South Wales" (Graham Howells); (7) "Cooperative Learning in the Workshop: Integrating Social Skills, GroupRoles and Processing to Facilitate Learning in the Integrated Language Arts Classroom" (Carol A. -
YEAR in REVIEW 2018/19 Contents
YEAR IN REVIEW 2018/19 Contents 04 Chairman’s Message 05 CEO’s Message 06 Blacktown Venue Management Ltd 07 Blacktown Venue Management Ltd Board of Directors 08 Blacktown Key Venues 09 Blacktown Key Venues Management Staff 10 Health & Safety 12 Blacktown Football Park 15 Blacktown International Sportspark Sydney 16 AFL 19 Athletics 20 Baseball 22 Cricket 25 Football 27 Soft ball 28 Joe McAleer Oval 30 Blacktown Tennis Centre Stanhope 33 Blacktown Aquatic Centre 34 Blacktown Leisure Centre Stanhope 37 Charlie Lowles Leisure Centre Emerton 38 Mount Druitt Swimming Centre 40 Riverstone Swimming Centre Another fantastic year 43 Aqua Learn to Swim has passed with over 44 Looking forward 2.2 million visitors enjoying sport, leisure, 46 List of hirers recreation and fi tness outcomes across the 9 Key Venues facilities. 2 3 Chairman’s message As Chairman of Blacktown Venue Management Ltd., and on behalf of the Blacktown Venue Management Board of Directors it gives me great pleasure to welcome you to the 2018/19 Blacktown Key Venues year in review. I am honoured to take up the position as Chairman This commitment is demonstrated through the of Blacktown Venue Management Ltd (BVM). What endorsement by Blacktown City Council of the Blacktown an exciting time! We continue to make great progress International Sportspark Master plan. This Master towards delivery of our new state of the art International Plan will see the Sportspark at the forefront of sports Centre of Training Excellence (ICTE). The ICTE is a training and recovery through the inclusion of the ICTE Blacktown City transformational project that we are (International Centre of Training Excellence). -
School Organisation Data Supplement 2019 2 CONTENTS
School Organisation Data Supplement 2019 2 CONTENTS FIGURES AND CHARTS INDEX .............................................................................................................................. 4 PREFACE ...................................................................................................................................................................... 5 DEMOGRAPHIC AND OTHER FORECASTING DATA ....................................................................................... 7 1. NURSERY & EARLY YEARS PROVISION ....................................................................................................... 10 1.1 Existing Provision ................................................................................................................................ 10 1.2 Future Provision .................................................................................................................................. 11 2. PRIMARY ................................................................................................................................................................ 12 2.1 Existing Provision ................................................................................................................................ 12 2.2 Forecasting Influences ........................................................................................................................ 13 2.3 Future Trends ..................................................................................................................................... -
Voices of Children and Young People in Wales Study
Ymchwil gymdeithasol Social research Number: 01/2011 Voices of Children and Young People in Wales Study: A qualitative study of Wellbeing among children and young people under 25 years old Abbie, Aged 6 1 Voices of Children and Young People in Wales Study: A qualitative study of Wellbeing among children and young people under 25 years old Authors: Social Inclusion Research Unit (SIRU), Glyndŵr University -Professor Odette Parry -Emily Warren -Dr Iolo Madoc-Jones -Sally-Ann Baker -Caroline Hughes Cardiff University -Professor Andrew Pithouse Red Kite Research & Consultancy -Anne Crowley November 2010 Views expressed in this report are those of the researcher and not necessarily those of the Welsh Assembly Government For further information please contact: Launa Anderson Department: Welsh Assembly Government Cathays park Cardiff CF10 3NQ Tel: 02920 82 5274 Email: [email protected] Welsh Assembly Government Social Research, 2010 © Crown Copyright 2010 Table of Contents 1 Acknowledgements.............................................................................................2 2 Executive Summary ............................................................................................3 3 Introduction .........................................................................................................7 4 Methods ...............................................................................................................8 4.1 Aim8 4.2 The sample.............................................................................................................................................................8 -
Scottish Abdominal Aortic Aneurysm Screening Programme Statistics See the AAA Screening Section of Our Website
Information Services Division Scottish Abdominal Aortic Aneurysm Screening Programme Statistics Year ending 31 March 2018 Publication date 5 March 2019 An Official Statistics publication for Scotland Information Services Division This is an Official Statistics Publication The Official Statistics (Scotland) Order 2008 authorises NHS National Services Scotland (the legal name being the Common Services Agency for the Scottish Health Service) to produce official statistics. All official statistics should comply with the UK Statistics Authority’s Code of Practice which promotes the production and dissemination of official statistics that inform decision making. They can be formally assessed by the UK Statistics Authority’s regulatory arm for National Statistics status. Find out more about the Code of Practice at: https://www.statisticsauthority.gov.uk/osr/code-of-practice/ Find out more about official statistics at: https://www.statisticsauthority.gov.uk/national-statistician/producers-of-official-statistics/ 1 Information Services Division Contents Introduction .............................................................................................................................. 3 AAA screening programme .................................................................................................. 4 Main Points .............................................................................................................................. 5 Results and Commentary ........................................................................................................