Tuesday, 27 June 2017

Careers Education C.V. Writing


In CAREERS EDUCATION we have been learning to write a skills based Curriculum Vitae.

A skills based C.V. focuses more on the skills that we have,  rather than our work history.

Here is a link to our online Modelling Book that shows the process we have followed.

Three things that I have learned about writing a Curriculum Vitae are:

  1. It has your work career history

  1. It has your skills

  1. It has your personal requirements

Here is a link to my Skills based Curriculum Vitae. Link your C.V. here

Student Led Conference

Thursday, 22 June 2017

WALT: Reason with linear proportions I have been learning 3 WALTS

1.National Standard 1: Combine simple proportions to work out what parts the whole is made up in a unit of 10 like 3 yellow with 7 blue, 5 yellow with 5 blue, 4 yellow with 6 blue. Say what the fraction and percentage of each stack is for yellow and blue.

2.National Standard 2: - Combine proportions to work out what parts the whole is made up of using non-multiple of 10 like 8 yellow:5 blue:4 white with 11 yellow:11 blue:11 white (19:16:15 and 38%:32%:30%)

3. National Standard 3: - Order fractions with unlike denominators by finding a common denominator

My evidence: assessment task

My next step is: be fast at mental maths.

Monday, 5 June 2017

Reading Assessment: I can evaluate writers’ purposes and consider how they have used structure and language to suit these purposes. (Eg: I can make decisions about why the writer has written a piece of writing and how they have used particular structures and words to meet the purpose.)

Assessment: I can evaluate writers’ purposes and consider how they have used structure and language to suit these purposes. (Eg: I can make decisions about why the writer has written a piece of writing and how they have used particular structures and words to meet the purpose.)
Name:      Choose 3 out of the following texts:  

L5 Author’s Purpose follow up
I can describe the author's purpose in relation to structure and language choices in a text and give relevant evidence (eg vocabulary used)
I can compare and contrast differences in the author's purpose in relation to structure and language choices between different texts.
Text:
Laundry Folding Robot
The author’s purpose is information.


The specific language/ structure choices that the author has made to support their purpose are technical language and the article is not organised because there is no intro and there is information everywhere.


Specific language choices in the 3 texts:
Structure of the 3 texts:
Similarities


There is a lot of technical and descriptive language
Similarities


There is a lot of information in every text

Text:
World's Largest Artificial Sun
The author’s purpose is Information


The specific language/ structure choices that the author has made to support their purpose are Technical and descriptive language and it is kind of organized.


Text:

Can giant pumps help refreeze the Artic


The author’s purpose is persuasive


The specific language/ structure choices that the author has made to support their purpose are technical and descriptive language and it is pretty organised.
Differences

Not much difference



Differences
Organisation is different in each text.






Level 5 - Authors’ Purpose Map
I can describe the author’s purpose in a text
I can identify several features of the author’s purpose



The author’s purpose is…
The point of view is…
The intended audience is...
I can identify several features of the author’s purpose; and explain giving relevant examples and evidence.

What does it say in the text to show you that:
  • this is the author’s purpose
  • this is the point of view
  • this is the intended audience
The author’s purpose is…
P? I? E?



Information
1.The fact that the Dionaea muscipula, or Venus flytrap, feeds on unsuspecting insects.

2.University of Freiburg in Germany has uncovered that the crafty plants use the proteins extracted from their prey, not just for nutrients, but also as an alternative source of energy.

3.the plants jump-start the digestive process using energy from photosynthesis
The point of view is…



Third person
1.The researchers, who published their findings in the scientific journal

2.However, scientists thought the prey only provided the plant with essential nutrients like nitrogen and phosphorous

3.The scientists believe the large amount of energy required to break down the insect’s proteins cannot be supplied by traditional photosynthesis alone.
The intended audience is...


Intermediate school, high school, young adults and over.
1. Mostly has the word University.

2.Technical language for high school.

3.
I can generalise about the author’s point of view

Overall this text was informative because it had information about the plant.

Friday, 2 June 2017

reading assessment

Assessment: I can evaluate writers’ purposes and consider how they have used structure and language to suit these purposes. (Eg: I can make decisions about why the writer has written a piece of writing and how they have used particular structures and words to meet the purpose.)
Name:      Choose 3 out of the following texts:  


L5 Author’s Purpose follow up
I can describe the author's purpose in relation to structure and language choices in a text and give relevant evidence (eg vocabulary used)
I can compare and contrast differences in the author's purpose in relation to structure and language choices between different texts.
Text:
Laundry Folding Robot
The author’s purpose is information.


The specific language/ structure choices that the author has made to support their purpose are technical language and the article is not organised because there is no intro and there is information everywhere.


Specific language choices in the 3 texts:
Structure of the 3 texts:
Similarities


There is a lot of technical and descriptive language
Similarities


There is a lot of information in every text

Text:
World's Largest Artificial Sun
The author’s purpose is Information


The specific language/ structure choices that the author has made to support their purpose are Technical and descriptive language and it is kind of organized.


Text:

Can giant pumps help refreeze the Artic


The author’s purpose is persuasive


The specific language/ structure choices that the author has made to support their purpose are technical and descriptive language and it is pretty organised.
Differences

Not much difference



Differences
Organisation is different in each text.




Level 5 - Authors’ Purpose Map
I can describe the author’s purpose in a text
I can identify several features of the author’s purpose



The author’s purpose is…
The point of view is…
The intended audience is...
I can identify several features of the author’s purpose; and explain giving relevant examples and evidence.

What does it say in the text to show you that:
  • this is the author’s purpose
  • this is the point of view
  • this is the intended audience
The author’s purpose is…
P? I? E?



Information
1.The fact that the Dionaea muscipula, or Venus flytrap, feeds on unsuspecting insects.

2.University of Freiburg in Germany has uncovered that the crafty plants use the proteins extracted from their prey, not just for nutrients, but also as an alternative source of energy.

3.the plants jump-start the digestive process using energy from photosynthesis
The point of view is…



Third person
1.The researchers, who published their findings in the scientific journal

2.However, scientists thought the prey only provided the plant with essential nutrients like nitrogen and phosphorous

3.The scientists believe the large amount of energy required to break down the insect’s proteins cannot be supplied by traditional photosynthesis alone.
The intended audience is...


Intermediate school, high school, young adults and over.
1. Mostly has the word University.

2.Technical language for high school.

3.
I can generalise about the author’s point of view

Overall this text was informative because it had information about the plant.

Monday, 22 May 2017

Home learning 5

Alcatraz
Alcatraz Island is located in San Francisco Bay, 1.25 miles (2.01 km) offshore from San FranciscoCaliforniaUnited States.[2] The small island was developed with facilities for a lighthouse, a military fortification, a military prison (1868), and a federal prison from 1934 until 1963.[5]Beginning in November 1969, the island was occupied for more than 19 months by a group of Native Americans from San Francisco who were part of a wave of Native activism across the nation with public protests through the 1970s. In 1972, Alcatraz became part of a national recreation area and received designation as a National Historic Landmark in 1986.
Today, the island's facilities are managed by the National Park Service as part of the Golden Gate National Recreation Area; it is open to tours. Visitors can reach the island by ferry ride from Pier 33, near Fisherman's Wharf, San FranciscoHornblower Cruises and Events, operating under the name Alcatraz Cruises, is the official ferry provider to and from the island.
It is home to the abandoned prison, the site of the oldest operating lighthouse on the West Coast of the United States, early military fortifications, and natural features such as rock pools and a seabird colony (mostly western gullscormorants, and egrets). According to a 1971 documentary on the history of Alcatraz, the island measures 1,675 feet (511 m) by 590 feet (180 m) and is 135 feet (41 m) at highest point during mean tide.[6] However, the total area of the island is reported to be 22 acres (8.9 ha).[2]