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Publishing, Editing, and Academic Proofreading
@ downunderonline.org
Educational resources
and
Reading
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Publishing, Editing, and Academic Proofreading @ downunderonline.org
Educational resources and Reading
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A simplified version for middle primary school students. 10 Blackline Master lessons, 64 pages in total. It also contains a picture story book list. *utilises the Internet but much less More of a workbook now. Costs $11 for the e-book or $21 for a hard copy. Year 3 History new curriculum: · Who lived here first and how do we know? · How has our community changed? What features have been lost and what features have been retained? · What is the nature of the contribution made by different groups and individuals in the community? · How and why do people choose to remember significant events of the past? History year 4 achievement standard: By the end of Year 4, students place some of the key events and people they have studied in chronological sequence and they create simple timelines. Students pose questions about the past and locate relevant information from a range of historical sources. Students use a range of historical sources to examine the reasons for and impact of historical events. They use sources to identify different points of view in the past and the motivations of individuals and groups. Students explain the significance of events in bringing about change. Students compose historical texts, including narratives, using appropriate historical terms. They present their information using a range of communication forms (written, spoken, visual).
Costs $11 for the e-book or $21 for a hard copy.
Prepay for e-book $11.00
Geography and English teachers:
· Do you want a manual that covers the Australian curriculum on history, science and English?
· Do you want your students in years 5-8 to study sustainability and consumerism?
· Do you want them to look at food, water, transport, peak oil, cap and trade?
· Do you want them to communicate their findings to the class and the school?
· Sustainability in the 21st century part 1 could be your answer.
· For $45 for the e-book (or $75 incl. p/h for the hardcover copy), you get 24 reproducible lessons plus answers andhalf price if you choose years 5-6 or years 7-8 lessons ($25.00).
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& Critical and creative thinkingStudents develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply, students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation. Critical and creative thinking is essential to developing understanding in English. Students are encouraged to be critical thinkers, to take responsibility for their own learning, and to reflect on their learning processes. They develop and employ critical thinking and reasoning through class discussion, close analysis of texts, and research and knowledge of language. Creative thinking is vital to the English curriculum when reading, viewing, creating and presenting texts and when developing an aesthetic understanding of and engagement with literary texts. Through their reading and through interaction with others, students are encouraged to see existing situations in new ways, identify alternative explanations, and perceive connections that can assist in problem-solving. It is through the imaginative application of ideas and through flexible thinking that students come to understand the power of language, and become independent, innovative and imaginative learners. · &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& · A do-it-yourself practical manual for· Middle Years’ (years 5-7) students to · Research sustainability and consumerism· looking at food, water, transport, peak oil, end of civilisations and taking action · update: cartoon video on Cap and Trade and · one on bottled water.· 24 Blackline Master Lessons with Answers –· divided into Yrs 5-6, & 7-8· Half may be sold separately.· Utilises the Internet but not exclusively
prepay for e-book Year 7-8 only $25.00 less Internet use, more of a workbook se s A do-it-yourself practical manual for Middle yea&&&&&&&&&&&r' (yrs 5&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Upper primary and lower secondary teachers: · Do you want a resource that covers the Australian curriculum of science and English?· Do you want a do-it-yourself practical manual where students research, choose and grow their own food at home or at school?· Do Do you want your students to learn about Permaculture, no-dig gardens, complementary plants and flowers?y· Do Do you want ten reproducible lessons?TThen Growing your own could be your answer for only $35.00 for an e-book or $55 hardcover copy plus $5.50 P/H Year 6 Achievement Science Standard
By the end of Year 6 students plan
investigations to answer questions relating to simple
cause-and-effect
relationships. When carrying out
investigations, they collect relevant
data and apply the concept of a
fair test. They
reflect on the processes that they have used and demonstrate an
awareness of science inquiry methods in their work. They represent
data and knowledge using introductory
scientific language and graphical representations.
Students suggest explanations for observable changes and they predict the effect of environmental changes on living things. They compare different types of change in materials. They identify requirements for the transfer of electricity and describe one way that electricity can be generated. They describe how developments in science have affected peoples’ lives and identify examples where scientific knowledge is used in decision making.
Year 7 Achievement Standard
By the end of Year 7, students pose questions and apply scientific
concepts to everyday problems and make general predictions based on
their experiences. They plan procedures for
investigations that take into account the need for
fair testing and use equipment that improves fairness and
accuracy. They communicate their observations and
data clearly, summarise their
data where appropriate, and suggest improvements to their
methods.
Students predict the effect of single changes on systems involving living things and suggest ways to classify organisms based on observable differences. They distinguish between pure substances and mixtures and plan appropriate methods to separate mixtures. They explain why some resources are not renewable and describe changes to water during the water cycle. They describe how unbalanced forces change the motion of objects and how changes in the position of objects in space cause other observable effects. They identify where science knowledge is used to propose solutions to problems and describe examples of where people use science in their work. They describe how evidence has led to an improved understanding of a scientific idea.
Prepay for e-book $35.00
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costs only $20 as an e-book or $30 hard copy Less Internet use, more of a workbook
Research a period of history (1946-1955) and then · Write their own story · Including the writing of imaginative texts whereby students may describe the setting and the characters, develop a storyline and a conclusion. · Conduct an interview with someone from that era. · 10 Blackline Master lesson with Answers · utilises the Internet Year 5 Achievement Standard English
By the end of Year 5 students make links between information and ideas
from a number of different sources to understand experiences, ideas and
information beyond their immediate experience. They accurately identify
key ideas and details in short presentations, and summarise these ideas
clearly for others. They discuss the connections between particular
structures,
language features, simple literary devices, and the purposes of
texts. They identify literal and implied information in
texts, and develop and clearly express ideas and opinions about
texts. They select relevant textual evidence to support opinions
about
texts, and recognise that
narratives and experiences in
texts are shaped by different viewpoints. They describe how sound
and imagery influence interpretations of characters, settings and events
in
texts. They compare ways in which their own and others’ viewpoints
about
texts are shaped by individual values and experiences, and expand
their own understanding by taking account of different opinions and
interpretations.
Students create a variety of sequenced written, spoken and multimodal texts for different purposes and audiences. They select information and ideas from personal, literary and researched resources, and adapt imaginative ideas and situations from literature. They predict readers’ needs when organising ideas and develop coherent texts by varying sentences and paragraphs for specific effect and linking related ideas. They select specific vocabulary to express and develop ideas, to engage and persuade readers and to convey emotions. They write clear, well-structured sentences and paragraphs and use punctuation to provide structure and meaning in their writing. Individually and in groups they present oral reports of findings from investigations on various topics to peers. They consider the needs of audiences and adjust spoken language for impact in informative or imaginative presentations. They employ a variety of techniques of spoken language to engage audiences and emphasise meaning, including variations in volume and pace, and pauses for effect. Year 6 Achievement Standard English
By the end of Year 6 students explore connections between their own
experiences and those of characters in a variety of
contexts in literature. In discussion and in writing they share key
characteristics of
texts by different
authors, and the variations in ways
authors represent ideas, characters and events. They analyse and
explain how specific structures,
language features, and simple literary devices contribute to the
main purposes of
texts and their effects on readers and viewers. They identify and
record key points to clarify meaning, and distinguish between relevant
and irrelevant supporting detail. They
listen to and respond constructively to others’ opinions by offering
alternative viewpoints and information. They select relevant evidence
from
texts to support personal responses and to develop reasoned
viewpoints. They compare and accurately summarise information on a
particular topic from different
texts, and make well-supported generalisations about the topic.
Students create well-structured written, spoken and multimodal texts for a range of imaginative, informative and persuasive purposes, for a broadening number of audiences. They make considered choices in spoken and written texts from an expanding vocabulary, and growing knowledge of grammatical patterns, complex sentence structures, cohesive links, and literary devices. They use some complex sentences to connect and develop ideas in written texts. They select specific details to sustain a point of view. They organise longer written texts by using paragraphs on particular aspects of the topic. They clarify and explain how choices of language and literary features were designed to influence the meaning communicated in their texts. They plan and deliver presentations, considering the needs and interests of intended audiences and purposes. They collaborate with others to share and evaluate ideas and opinions, and to develop different points of view. They discuss and compare personal opinions about literary texts, and respond constructively to others’ opinions. Year 6 Level Description HistoryAustralia as a nation
The Year 6 curriculum moves from colonial Australia to the development
of Australia as a nation, particularly after 1900. ... Students learn
about the way of life of people who migrated to Australia and their
contributions to Australia’s economic and social development.
The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries. The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions. A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this year level are: Key inquiry questions2. How did Australian society change throughout the twentieth century? 3. Who were the people who came to Australia? Why did they come? 4. What contribution have significant individuals and groups made to the development of Australian society? · The manual &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
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Style Manual C2008 updated 2010 costs only $10 as an e-book, $20 hard copy. Suitable for yrs 9-12 - prepares students for university. Australian based, looks at most of the styles used in Universities around the country.
Prepay for e-book
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N.B. Prepayment is requested for e-books. E-books will be sent when a cheque or notification is received.
To see examples - click on Products (below) for e-books then click on Products 1-4 for hard copies: use the Back button to look at others: Walkabout Dreaming x 2 (product 1), Computer and Psychology Walkabout (product 2), Sustainability in the 21st century and Growing your own (product 3), Storyteller, Style Manual and Music (product 4).
Written on the traditional land of the Wurundjeri people.
Last modified: 09/22/11
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