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Allison Wetzels

AITSL’s strategic objectives. Allison oversees the finance and procurement functions. Allison brings a wealth of experience providing financial leadership in the delivery of core finance functions, senior finance leadership roles with the Victorian Government, including Acting Chief Financial Officer, Action. Prior to this, Allison worked for a private accounting firm, leading corporate finance, Allison Wetzels BScBA MCom CPA Chief Financial Officer Allison joined AITSL on 28 May 2024, Chief Financial Officer, Chief Financial Officer

https://www.aitsl.edu.au/about-aitsl/directors/person/allison-wetzels

Fire stick farming

Fire stick farming, In a unit of work on farming practices, a year 4/5 teacher uses texts to encourage students to consider the ways in which fire was used by Aboriginal Australians as a technology to manage land. The teacher believes in the importance of teaching curriculum through Aboriginal perspectives and discusses the ways in which she supports colleagues to embed Aboriginal cultural studies into their teaching programs by selecting culturally appropriate resources, Sturt Street Community School is a Birth to Year 7 school located in central Adelaide which has a culturally diverse student population. The teacher has been involved in collaboration with teachers from seven other schools to embed Aboriginal Cultural Studies into curriculum learning areas, resulting in a database which suggests resources and activities that will support teachers to effectively embed Aboriginal perspectives into their teaching programs

https://www.aitsl.edu.au/tools-resources/resource/fire-stick-farming-illustration-of-practice

Figurative language

Figurative language, A teacher plans for, implements, and reflects on a literacy lesson about figurative language. Planning involved choosing appropriate resources to support four groups who participate in the activity. Specific resources, including ICT, were selected to suit the abilities and interests of the students within the groups. The teacher establishes the learning that takes place within a broader learning, and their capacity to progress to future curriculum content at the level/s at which they are operating, in the class are working at or above their curriculum level. The lesson on figurative language follows a sequence of lessons about how authors use figurative language to enhance their writing. In writing workshops students have also been exploring how figurative language can be used to grab the reader’s attention. Following these lessons, students will progress to narrative writing

https://www.aitsl.edu.au/tools-resources/resource/figurative-language-illustration-of-practice

Fieldwork techniques

Fieldwork techniques, teachers required support for teaching mathematics in the field. Using an outdoor setting the fieldwork, Here a specialist fieldwork teacher in an environmental education centre demonstrates to his peers, for the natural environment, first by using conventional measuring activities and then using selected apps from an ipad to check their accuracy. In spite of the bad weather conditions teachers and students also learned to appreciate the value of ICT to fieldwork activities, The Field of Mars Environmental Education Centre is one of twenty two Environmental Education Centres operated by the NSW Department of Education and Communities to help students and teachers with fieldwork, environmental education and education for sustainability. In this fieldwork activity, the teacher emphasises the importance of mathematics in real-world decision making by asking students take on the role of a national park ranger to consider the growth rates of trees in the park

https://www.aitsl.edu.au/tools-resources/resource/fieldwork-techniques-illustration-of-practice

Making a film

Making a film, Here a teacher describes how he structures and organises a unit of work on filmmaking. The teacher begins the unit with an introduction to the basic elements of photography composition and film techniques before allowing students to develop more specific skills through practical activities such as using lighting and framing composition to develop their storytelling abilities. The teacher, , and encourages students to pursue their individual filmmaking interests through working in project teams, Cheltenham Secondary College is a co-educational secondary college in suburban Melbourne catering for years 7 to 12. Year 10 is part of the college’s senior school program. Media Studies, the Arts elective taught by the teacher attempts to cater for students with a range of arts interests. The elective taught by the teacher involves a number of theoretical and practical lessons per week. These lessons develop the skills that enable the students to work in groups to develop a four-minute film

https://www.aitsl.edu.au/tools-resources/resource/making-a-film-illustration-of-practice

Why do objects sink or float?

Why do objects sink or float?, A kindergarten teacher demonstrates her science subject knowledge in planning and implementing an investigation about 'floating and sinking'. The teacher has clear goals for her student learning and supports colleagues to select and apply effective teaching strategies to refine and extend students' understanding of the concepts in focus. In a lesson, she engages students in language development, . The teacher reflects on what students have learned with a kindergarten aide, identifying future, Ulverstone Primary School in rural Tasmania was established in 1870. It is now a large primary school of 420 students. In the kindergarten class, students have been learning about 'floating and sinking' in a series of science lessons. The teacher and the teaching aides have organised activity areas, and guided exploration about 'How a boat can be made to sink' and 'How a heavy object can be helped to float'. Relevant fiction and non-fiction texts and writing and art materials are provided for students

https://www.aitsl.edu.au/tools-resources/resource/why-do-objects-sink-or-float-illustration-of-practice

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https://www.aitsl.edu.au/secondary/comms/drapeau/abc/fig

Embracing food, culture, and community in early years education

Embracing food, culture, and community in early years education, The teacher plans a series of interactive classroom activities focusing on food and culture. The lessons were developed through the children’s interest of food as well as observation of play to introduce the concept of pizza, immersing children in collaborative learning opportunities to share, , enables the teacher to reflect upon their practice and determine the focus of future lessons., the children in their pizza making experience. The steps taken to form positive partnerships, Kids & Co Preschool is a privately-operated service located in Hurstville Grove, New South Wales. The preschool caters for children between 2 to 5 years of age. The early childhood teachers refer to the Early Years Learning Framework when planning and implementing their teaching to provide opportunities for children to demonstrate their learning

https://www.aitsl.edu.au/tools-resources/resource/embracing-food-culture-and-community-in-early-years-education

Explicit number fluency

Explicit number fluency, Here the classroom teacher demonstrates the use of information and communication technology to develop students’ knowledge of number sequence and skills in counting from any starting point. The teacher invites individual students to use the interactive whiteboard to set the starter counter from which students will count in unison by ‘twos’, At Carlton North Primary School the teacher is implementing a whole-school policy to improve explicit number fluency in his students by setting aside five to ten minutes of time at the beginning of every Mathematics lesson for students to practice counting. The teacher believes that his approach has had direct benefits for student learning outcomes over the year. He uses ICT because it is interactive, because of its flexibility, and because of the range of software that can be used to support

https://www.aitsl.edu.au/tools-resources/resource/explicit-number-fluency-illustration-of-practice

The Flipped Classroom Model

The Flipped Classroom Model, of core concepts. Her co-ordination of eight other teachers in her faculty, who mostly have limited, the ‘Flipped Classroom Model’, Established in 2011, Gungahlin College is a senior secondary school for years 10–12 in the ACT. It has over 800 students studying traditional and vocational studies. The school was designed and purpose built to incorporate extensive use of Information and Communication Technology (ICT) in a wireless networking environment. Teachers at the school can access and use these resources to place their courses online and also employ them to adopt new approaches to learning such as the ‘Flipped

https://www.aitsl.edu.au/tools-resources/resource/the-flipped-classroom-model-illustration-of-practice
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