PROGRAMMING AND PLANNING Sample Clauses

PROGRAMMING AND PLANNING. The planning and programming of English is designed to give students opportunities to: Choose and use English Allow for the development of the General Capabilities Literacy Continuum Develop positive dispositions and transversal skills for powerful learning Use English in real life situations Australian Curriculum: English, including all receptive and productive modes General Capabilities, Cross Curriculum Priorities, and across all Learning Areas Learning Design Engaging community members/trades/professionals with real life English skills Opportunities for powerful learning, including positive dispositions and transversal skills
Sample 1
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PROGRAMMING AND PLANNING. The planning and programming of Mathematics is designed to give students opportunities to:  Choose and use mathematics  Allow for the development of the proficiencies: understanding, fluency, problem solving, reasoning  Develop positive dispositions and transversal skills for powerful learning  Use mathematics in real life situations Key elements to be used for programming and planning should be:  Australian Curriculum: Mathematics, with particular focus on the proficiencies  General Capabilities, Cross Curriculum Priorities, and across all Learning Areas  Learning Design  Engaging community members/trades/professionals with real life mathematical skills  Opportunities for powerful learning, including positive dispositions and transversal skills  Clear focus on mental computation skills F r a c t i o n s a n d D e c i m a l s S h a p e D a t a R e p r e s e n t a t i o n a n d I n t e r p r e t a t i o n M o n e y a n d F i n a n c i a l M a t h e m a t i c s L o c a t i o n a n d T r a n s f o r m a t i o n P a t t e r n s a n d A l g e b r a P y t h a g o r a s a n d T r i g o n o m e t r y L i n e a r & N o n - l i n e a r R e l a t i o n s h i p s There should also be a strong focus on developing the Big Ideas in Number: L E V E L ‘ B I G I D E A’ 1 E n d o f R e c e p t i o n T r u s t i n g t h e C o u n t D e v e l o p i n g f l e x i b l e m e n t a l o b j e c t s f o r t h e n u m b e r s 0 - 1 0 . 2 E n d o f y e a r 2 P l a c e v a l u e T h e i m p o r t a n c e o f m o v i n g b e y o n d c o u n t i n g b y o n e s , t h e s t r u c t u r e o f t h e B a s e 1 0 n u m e r a t i o n s y s t e m . 3 E n d o f y e a r 4 M u l t i p l i c a t i v e t h i n k i n g T h e k e y t o u n d e r s t a n d i n g r a t i o n a l n u m b e r a n d d e v e l o p i n g e f f i c i e n t w r i t t e n a n d m e n t a l c o m p u t a t i o n s t r a t e g i e s i n l a t e r y e a r s . 4 E n d o f y e a r 6 P a r t i t i o n i n g T h e m i s s i n g l i n k i n b u i l d i n g c o m m o n f r a c t i o n a l a n d d e c i m a l k n o w l e d g e a n d c o n f i d e n c e . 5 E n d o f y e a r 8 P r o p o r t i o n a l r e a s o n i n g E x t e n d i n g w h a t i s k n o w n a b o u t m u l t i p l i c a t i o n a n d d i v i s i o n b e y o n d r u l e b a s e d p r o c e d u r e s t o s o l v e p r o b l e m s i n v o l v i n g f r a c t i o n s , d e c i m a l s , p e r c e n t , r a t i o , r a t e a n d p r o p o r t i o n . 6 E n d o f y e ...
Sample 1
PROGRAMMING AND PLANNING. All planning for English should be documented and submitted to Line Managers each term. All teacher planning is required to be stored by the school for a minimum of 7 years. Formal Written Feedback from Line Managers will be provided to teachers on their planning min. once per year. Planning Tools Key tools to be used for programming and planning should include:  Australian Curriculum: English, including all receptive and productive modes  General Capabilities, Cross Curriculum Priorities, and across all Learning Areas  Literacy Learning Progressions  Learning Design (Teaching for Effective Learning Framework) Planning Documentation Programming and planning should show evidence of the following key design elements:  Links to the Australian Curriculum i.e. content descriptions, achievement standards, cross curriculum priorities  Explicit Learning Intentions and Success Criteria  Evidence of intellectual stretch/ high challenge/ productive struggle  Differentiation of tasks to suit learning needs  Core components of a balanced Literacy Block (INCLUDING Explicit Teaching of Text-types and Guided Reading).  Assessment strategies (formative and summative)  Aboriginal and Xxxxxx Xxxxxx Islander Perspectives  Opportunities for powerful learning, including positive dispositions and transversal skills (i.e. development of Executive Functions/Growth Mindset to build resilience and persistence). Time Allocations 100 minutes per day will be allocated to the teaching of English. This equates to 2 lessons per day, which will occur in an uninterrupted English block (where most feasible). Literacy, as part of the General Capabilities, will be taught through all curriculum learning areas. Uninterrupted English Teaching Block Uninterrupted English Blocks are allocated to classes in lessons 3 and 4 of each day. During this time, classroom disruptions are kept to a minimum. At times, Non-Instructional Time is placed during this block. Teachers are encouraged to use their discretion to ensure that students are still receiving the adequate amount of English instruction to suit their needs, by working additional English/literacy into their timetables. Uninterrupted English Blocks are utilized across the school to: - Minimise disruptions to learning - Emphasise the importance of English learning - Allocate human resources in the most effective manner - Allow for the facilitation of an Intervention English Class Flinders View Primary School staff will use the General C...
Sample 1
PROGRAMMING AND PLANNING. The planning and programming of Mathematics is designed to give students opportunities to: Choose and use mathematics Allow for the development of the proficiencies: understanding, fluency, problem solving, reasoning Develop positive dispositions and transversal skills for powerful learning Use mathematics in real life situations Key elements to be used for programming and planning should be: Australian Curriculum: Mathematics, with particular focus on the proficiencies General Capabilities, Cross Curriculum Priorities, and across all Learning Areas Learning Design Engaging community members/trades/professionals with real life mathematical skills Opportunities for powerful learning, including positive dispositions and transversal skills Clear focus on mental computation skills AUSTRALIAN CURRICULUM: MATHEMATICS BIG IDEAS IN NUMBER There should also be a strong focus on developing the Big Ideas in Number:
Sample 1
PROGRAMMING AND PLANNING. At Flinders View Primary School staff are mandated to teach and report using the Australian Curriculum. The Australian Curriculum will guide programming and planning with the content descriptors (what), the Mathematical Proficiencies (how) and teachers reporting using the Year level Achievement Standard. The planning and programming of Mathematics is designed to give students opportunities to:  Choose and use mathematics  Allow for the development of the proficiencies: understanding, fluency, problem solving, reasoning  Develop positive dispositions and transversal skills for powerful learning  Use mathematics in real life situations  Engage community members/trades/professionals with real life mathematical skills Aspects that make the teaching and learning program effective across the school include:  A common language and agreed practice across the site  Use of Australian Curriculum glossary for terms and definitions  Opportunities for a mixture of mental tasks, problem solving or investigations, and explicit teaching of strategies  Time for reflection  Teaching of the literacies of Mathematics and the comprehension strategies required for Mathematics learning  Opportunities that demonstrate mathematics in real life situations Planning Tools Key tools to be used for programming and planning should include:  Australian Curriculum: Mathematics, including all proficiencies (fluency, problem solving, understanding, reasoning)  General Capabilities, Cross Curriculum Priorities, across all Learning Areas  Numeracy Learning Progressions  DfE Mathematics Scope and Sequence  Learning Design (Teaching for Effective Learning Framework) Planning Documentation Programming and planning should show evidence of the following key design elements:  Links to the Australian Curriculum i.e. content descriptions, achievement standards, cross curriculum priorities  Explicit Learning Intentions and Success Criteria  Evidence of intellectual stretch/ high challenge/ productive struggle  Differentiation of tasks to suit learning needs  Core components of a balanced Numeracy Block (INCLUDING Explicit Teaching and Problem solving).  Assessment strategies (formative and summative)  Aboriginal and Xxxxxx Xxxxxx Islander Perspectives  Opportunities for powerful learning, including positive dispositions and transversal skills (i.e. development of Executive Functions/Growth Mindset to build resilience and persistence). Time Allocations DfE requirements for time a...
Sample 1

Related to PROGRAMMING AND PLANNING

  • Training and Promotion a. The contractor will assist in locating, qualifying, and increasing the skills of minorities and women who are applicants for employment or current employees. Such efforts should be aimed at developing full journey level status employees in the type of trade or job classification involved. b. Consistent with the contractor's work force requirements and as permissible under Federal and State regulations, the contractor shall make full use of training programs, i.e., apprenticeship, and on-the-job training programs for the geographical area of contract performance. In the event a special provision for training is provided under this contract, this subparagraph will be superseded as indicated in the special provision. The contracting agency may reserve training positions for persons who receive welfare assistance in accordance with 23 U.S.C. 140(a). c. The contractor will advise employees and applicants for employment of available training programs and entrance requirements for each. d. The contractor will periodically review the training and promotion potential of employees who are minorities and women and will encourage eligible employees to apply for such training and promotion.

  • Transition Planning The AGENCY will be responsible for the development of the student’s Transition Plan, which begins upon entry and is completed prior to the student’s exit.

  • Procurement Planning Prior to the issuance of any invitations to bid for contracts, the proposed procurement plan for the Project shall be furnished to the Association for its review and approval, in accordance with the provisions of paragraph 1 of Appendix 1 to the Guidelines. Procurement of all goods and works shall be undertaken in accordance with such procurement plan as shall have been approved by the Association, and with the provisions of said paragraph 1.

  • Project Planning GOVERNMENTAL APPROVALS; ENVIRONMENTAL COMPLIANCE; PUBLIC INFORMATION 30 4.1 Planning and Engineering Activities 30 4.2 Site Conditions 30 4.3 Governmental Approvals 30 4.4 Environmental Compliance 34 4.5 Community Outreach and Public Information 35

  • Advertising and Marketing Except in so far as herein expressly provided, the Service Provider shall not make or issue any formal or informal announcement (with the exception of Stock Exchange announcements), advertisement or statement to the media in connection with this Agreement or otherwise disclose the existence of this Agreement or the subject matter thereof to any other person without the prior written consent of SARS.

  • Training and Support Licensor shall offer installation support to the Licensee and each of the Members, including assisting with the implementation of any Licensor software. Licensor will provide appropriate training to Licensee and Member staff relating to the use of the Licensed Materials and any Licensor software. Licensor will offer reasonable levels of continuing support to assist Licensee and Members in use of the Licensed Materials, including providing help files and other appropriate user documentation in connection with the use of and access to Licensed Materials. Licensor will, at a minimum, make its personnel available by email, telephone or via the Web, or in person during Licensor’s regular business hours, Monday through Friday, for training and user access support.

  • Strategic Planning Facilitate the effective alignment of IT requirements/ Information Resource Management (IRM) plans with strategic business plans and program initiatives. Management Improvements: Development and implementation of improved systems and business practices to optimize productivity and service delivery operations (e.g., analysis, and implementation of improvements in the flow of IT work and program processes and tool utilization, including business system analysis, identification of requirements for streamlining, re-engineering, or re-structuring internal systems/business processes for improvement, determination of IT solution alternatives, benchmarking).

  • Training and Development 3.1 Authorities will develop local 'Workforce Development Plans (see Part 4.8),' closely linked to their service delivery plans, which will provide the focus for the establishment of training and development priorities. Training and development should be designed to meet the corporate and service needs of authorities both current and in the future, taking into account the individual needs of employees. Local schemes on training and development should enable authorities to attain their strategic objectives through development of their employees. Training and development provisions should be shaped to local requirements and take account of the full range of learning methods. Such an approach should enable access to learning for all employees. The needs of part time employees and shift workers need particular consideration. 3.2 Employees attending or undertaking required training are entitled to payment of normal earnings; all prescribed fees and other relevant expenses arising. Employees are also entitled to paid leave for the purpose of sitting for required examinations. When attending training courses outside contracted daily hours, part-time employees should be paid on the same basis as full- time employees. (Assistance for other forms of learning, for example that directed at individual development, will be locally determined). Some training can be very expensive and authorities may require repayment of all or part of the costs incurred should an employee leave the authority before a reasonable time period has expired. The authority's policy in this regard should be made explicit. 3.3 Objectives for training and development programmes should include the following: • To enable Councils to attain their strategic objectives via investment in their employees. • To promote equity of access to learning. • To encourage employees to develop their skills and level of responsibility to the maximum of their individual potential. • To widen and modernise the skills profile of employees to maximise their versatility, employability and so, job security. • To enable employees to raise productivity, quality and customer service in pursuit of sustainable improvement 3.4 Authorities should establish local partnership arrangements, to include recognised trade unions, to develop their local workforce development plans. 3.5 The NJC endorses partnership provision such as the "Return to Learn" scheme. Authorities and the recognised trade unions shall encourage and support employees taking on the statutory Union Learning Representative (ULR) role. This will include agreeing facilities and paid release in accordance with statutory provisions. ULRs should be enabled to play a full part in promoting and implementing local training and development programmes.

  • Business Continuity Planning Supplier shall prepare and maintain at no additional cost to Buyer a Business Continuity Plan (“BCP”). Upon written request of Buyer, Supplier shall provide a copy of Supplier’s BCP. The BCP shall be designed to ensure that Supplier can continue to provide the goods and/or services in accordance with this Order in the event of a disaster or other BCP-triggering event (as such events are defined in the applicable BCP). Supplier’s BCP shall, at a minimum, provide for: (a) the retention and retrieval of data and files; (b) obtaining resources necessary for recovery, (c) appropriate continuity plans to maintain adequate levels of staffing required to provide the goods and services during a disruptive event; (d) procedures to activate an immediate, orderly response to emergency situations; (e) procedures to address potential disruptions to Supplier’s supply chain; (f) a defined escalation process for notification of Buyer, within two (2) business days, in the event of a BCP-triggering event; and (g) training for key Supplier Personnel who are responsible for monitoring and maintaining Supplier’s continuity plans and records. Supplier shall maintain the BCP and test it at least annually or whenever there are material changes in Supplier’s operations, risks or business practices. Upon Xxxxx’s written and reasonable request, Supplier shall provide Buyer an executive summary of test results and a report of corrective actions (including the timing for implementation) to be taken to remedy any deficiencies identified by such testing. Upon Xxxxx’s request and with reasonable advance notice and conducted in such a manner as not to unduly interfere with Supplier’s operations, Supplier shall give Buyer and its designated agents access to Supplier’s designated representative(s) with detailed functional knowledge of Supplier’s BCP and relevant subject matter.

  • Packing and Marking All material and equipment to be furnished by the Contractor shall be packed, crated or otherwise suitably protected to withstand shipment undamaged to the destination. Each package, crate or part shall be marked plainly with the name of the consignee, shipping destination, the Owner's order number, and such other markings as are required. Complete packing lists, one copy with each package and two (2) copies by mail to the Owner at time of shipment, shall be supplied showing contents and identity of each package.

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