GIVE TIME TO CHILDREN TO BE CHILDREN

NON VIOLENT COMMUNICATION

"For more than a century, holistic and progressive educators have creatively thought about and responded to the emotional, intellectual, and spiritual needs of children. Despite this enormously rich work, coercive power relations still hamper our ability to serve students and faculty. Nonviolent Communication can help us understand, engage with and transform some of these relationships. Nonviolent Communication (NVC) provides specific tools to empower ourselves and others to live more in line with our values and deeper needs. When we do that, we become more effective in relating to ourselves, other faculty, and staff, and we can contribute more to students’ ability to feel connected and energized. Through this process, we nurture the hope in everyone about the possibility of creating a world that works for all."

introduction to article entitled

“transforming power relations: the invisible revolution”

by miki kashtan

This article was published in Encounter: Education for Meaning and Social Justice in September 2002. It is republished with permission. All names in this article are made up.

Common Grade Scale-BOS Site

A	The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.
B	The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.
C	The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.
D	The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.
E	The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

BOS SITE

A GLOSSARY OF KEY WORDS- LINK

Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents.

Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

Account	Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions
Analyse	Identify components and the relationship between them; draw out and relate implications
Apply	Use, utilise, employ in a particular situation
Appreciate	Make a judgement about the value of
Assess	Make a judgment of value, quality, outcomes, results or size
Calculate	Ascertain/determine from given facts, figures or information
Clarify	Make clear or plain
Classify	Arrange or include in classes/categories
Compare	Show how things are similar or different
Construct	Make; build; put together items or arguments
Contrast	Show how things are different or opposite
Critically (analysis/evaluate)	Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluation)
Deduce	Draw conclusions
Define	State meaning and identify essential qualities
Demonstrate	Show by example
Describe	Provide characteristics and features
Discuss	Identify issues and provide points for and/or against
Distinguish	Recognise or note/indicate as being distinct or different from; to note differences between
Evaluate	Make a judgement based on criteria; determine the value of
Examine	Inquire into
Explain	Relate cause and effect; make the relationships between things evident; provide why and/or how
Extract	Choose relevant and/or appropriate details
Extrapolate	Infer from what is known
Identify	Recognise and name
Interpret	Draw meaning from
Investigate	Plan, inquire into and draw conclusions about
Justify	Support an argument or conclusion
Outline	Sketch in general terms; indicate the main features of
Predict	Suggest what may happen based on available information
Propose	Put forward (for example a point of view, idea, argument, suggestion) for consideration or action
Recall	Present remembered ideas, facts or experiences
Recommend	Provide reasons in favour
Recount	Retell a series of events
Summarise	Express, concisely, the relevant details
Synthesise	Putting together various elements to make a whole

follow the link

NSW Aboriginal Languages K-10 syllabus in action

Image: Yirra Yaakin - RECONCILIATION AUSTRALIA

DARE TO LEAD

Daring to Lead in Indigenous Education

Reconciliation Australia with the Australian Principals Associations Professional Development Council (APAPDC)

Aim
To encourage and support school principals across Australia to improve educational outcomes for Indigenous students through innovative resources and teaching methods.