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Resource Overview
An engaging way to help students understand how to correctly wash their hands.
This resource contains a classroom poster that can be displayed at all times above sinks or appropriate handwashing stations. This is a bright step by step guide students can follow when washing their hands to ensure that they are washing their hands correctly. There is also a blank handwashing poster template that students can fill in and sketch out each step of the handwashing process.
Includes:
- 1 x A3 Classroom Handwashing Poster
- 1 x Student Worksheet
Relevant to:
Stage 4 Technology Mandatory Syllabus 7-8 2018
›     follows safe practices in the use of tools, materials and processes for design projects TELS-4DP
Stage 5 from Food Technology Years 7-10 Syllabus 2019
- demonstrates hygienic handling of food to ensure a safe and appealing product FT5-1
Stage 5 Food Technology Years 7-10 Syllabus 2019 Life Skills
FTLS-1 demonstrates hygienic and safe practices in the selection, handling and storage of food
Stage 6 from Food Technology Stage 6 Syllabus 2013
Prelim
P4.1  selects appropriate equipment, applies suitable techniques, and utilises safe and hygienic practices when handling food
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Curriculum
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Reviews
Cindy
07/02/2021Anonymous
22/10/2020Great!
How to Wash Your Hands A3 Poster – Digital
Units Sold: 6
Sold By:
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| Year Level | High School, Primary School, Year 1, Year 10, Year 11, Year 12, Year 3, Year 4, Year 5, Year 6, Year 7, Year 8, Year 9 |
A multitude of STEM activities to engage and excite your students in the classroom!
This kit is designed to engage students in team-based STEM challenges. Students should work in teams of 6 and nominate a job description to each team member using the provided poster. The Teacher is responsible for the score sheet and can award points out of 5 (being the most) at the completion of each challenge. Students are to complete a solution solver worksheet as a team for each challenge.
The Sensational STEM team challenge award is to be given to the team with the highest number of points at the completion of the 10 challenges. The ingenious innovation team award and cooperative squad team award can be given out any number of times during the completion of the challenges or alternatively awarded at the end of the 10 challenges.
Included in this kit:
- PowerPoint with 10 Challenge Slides (Alternatively, these can be printed as cards)
- 2 x Sensational STEM Job Description Posters
- Design and Production Process Poster
- Sensational STEM Team Score Sheet
- 4 page Solution Solver Worksheet
- 3 x Team Awards
Relevant to
STEM and/or Technology Mandatory – Engineering subjects.
Science and Technology K-6 Syllabus.
This kit meets the following syllabus outcomes and dot points from the Stage 4 Engineered Systems Technology Mandatory Syllabus:
Engineered Systems
> designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities TE4-1DP
> selects and safely applies a broad range of tools, materials and processes in the production of quality projects TE4-3DP
- investigate needs or opportunities for designing an engineered system and investigate and select from a range of materials, components, tools, equipment and processes (ACTDEP035) DT ST
- investigate how force, motion and/or energy are utilised when designing engineered systems, for example: (ACTDEK031)]
– electronic circuits
– mechanisms involving simple machines
– built environments - select and use a variety of critical and creative thinking strategies to generate innovative design ideas, for example: DT ST
– brainstorming
– sketching
– 3-D modelling
– experimenting - generate and communicate the development of design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques, for example: (ACTDEP036) CT DT
– sketches, drawings and computer-aided design (CAD)
– models and prototypes
– engineering reports
– digital presentations - produce products or systems that apply engineering principles, for example: (ACTDEK031, ACTDEP039) DT
– a product that applies force, motion and/or energy for a purpose, eg toys, windmill
– aeronautical vehicles designed according to the principles of flight
– structures designed according to statics and properties of materials
– electronic circuits designed using electrical laws - develop and apply testing procedures to evaluate an engineered system
- evaluate the effectiveness and suitability of choices made during the development and production of the engineered solution
ZIP File Type: PowerPoint, PDF (Acrobat) Document File and Word Document.
ZIP Downloadable File Size: 60.6 MB | 19 pages as both PDF and Word version +11 slide PowerPoint
Resource Type: Outcome Task, Activity, PowerPoint, Task Cards, Awards
Copyright information:
Purchasing this product grants permission for use by one teacher in his or her own classroom. If you intend to share with others, please purchase an additional pack.
Please be aware that any company content, resources and materials purchased from Teacher Professional Development is permitted to one (1) user licence.
Teacher Professional Development own and maintain the intellectual property rights to their Resources and grant licenses to use such Resources and materials. When you purchase a Resource from TPD, you are also purchasing a license to use the Resource in accordance with the terms of this Resource Licensing Policy.
All other uses are prohibited without written consent. It is in violation of the Copyright Act to share, reproduce, redistribute, sell, broadcast, rent, share, lend, modify, adapt, edit, create derivative works of, license, or otherwise transfer or use any company course content unless we give you explicit permission to do so. Company course content is licenced, and not sold, to you. Instructors may not grant you licence rights to content you access or acquire through the services, and any such direct licence shall be null and void and a violation of these Terms. You may not post or otherwise make any TPD Resource available on any website, forum or other medium.
A fantastic Year 3 and 4 Narrative Kit that is mapped to include both ACARA (year 3 and 4) and NSW (stage 2) learning outcomes.
Included:
- Narrative structure class poster and example
- Narrative plot poster
- Transition words class poster
- Individual narrative cheat sheet cards
- 10 Narrative sentence starter cards
- Self-editing checklists
- Narrative planning sheet and example
- Example narrative
- Editing activity and answer sheet
- Character planning sheet and example
- Class Posters and examples: These can be printed and laminated to display in the classroom for reference.
- Individual narrative cheat sheet cards: Cut and laminate a class set of these cards and provide each student with a card for easy reference to narrative structure and some transition words and phrases.
- Narrative sentence starter cards: Copy and cut these cards and use as a whole class narrative writing activity or for additional support for children who need assistance generating an idea.
- Self-editing checklists: Use these checklists to guide students in self-editing their writing. Either use these as paper slips for children to glue in their books or laminate a class set for children to re-use with whiteboard markers.
- Narrative planning sheet and example: Use as a whole class activity on narrative planning or provide as extra support to students who would benefit from a graphic organiser to organise their thinking and ideas. Use the example to guide students on how to use the planning sheet.
- Example Narrative: This example narrative ties into most of the examples throughout this kit. Use a lesson introduction as an example narrative.
- Editing activity and answer sheet: This is an unedited version of the example narrative which can be used as a class activity when introducing the individual self-editing checklists. Allow students to use their editing checklists to read and edit the example narrative for errors. An answer sheet is included for your reference.
Possible further teaching to follow this worksheet:
- Ownership apostrophes
- Contraction words
- Speech marks
- Homophones
- Character planning sheet: Use this planning sheet when teaching about character development. When introducing this planning sheet, use the example to guide students and get them to complete a blank sheet on an alternative character from the example narrative (Sparky, Ryan’s sister). These planning sheets can be used when students are planning their own narratives.
Relevant to:
ACARA
Year 3:
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
Year 4:
Create literary texts that explore students’ own experiences and imagining (ACELT1607)
Create literary texts by developing storylines, characters and settings (ACELT1794)
Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
NSW:
Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language (EN2-2A)
Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts (EN2-9B)
Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts( EN2-10C)
ZIP File Type: PDF (Acrobat) Document File
Resource Type: Outcome Task
Copyright information:
Purchasing this product grants permission for use by one teacher in his or her own classroom. If you intend to share with others, please purchase an additional pack.
Please be aware that any company content, resources and materials purchased from Teacher Professional Development is permitted to one (1) user licence.
Teacher Professional Development own and maintain the intellectual property rights to their Resources and grant licenses to use such Resources and materials. When you purchase a Resource from TPD, you are also purchasing a license to use the Resource in accordance with the terms of this Resource Licensing Policy.
All other uses are prohibited without written consent. It is in violation of the Copyright Act to share, reproduce, redistribute, sell, broadcast, rent, share, lend, modify, adapt, edit, create derivative works of, license, or otherwise transfer or use any company course content unless we give you explicit permission to do so. Company course content is licenced, and not sold, to you. Instructors may not grant you licence rights to content you access or acquire through the services, and any such direct licence shall be null and void and a violation of these Terms. You may not post or otherwise make any TPD Resource available on any website, forum or other medium.
The aim of this course is to contextualise differentiation and equip teachers with practical ways to cater to the wide variance in students’ prior knowledge, experiences, backgrounds, abilities, interests, strengths, learning styles and preferences in order to maximise student engagement and educational attainment.
Audience
Any teacher who wants to extend their understanding of differentiation and develop a range of fair, flexible and appropriate teaching, learning and assessment strategies to make learning accessible, equitable and effective for all students in their classroom (beginning teachers will particularly benefit from enrolling in this course).
Access and complete the course at your own pace and preferred time.
Delivery Format
Online
24/7 access to learn at your own pace.
Duration
5 hours
In this module we will:
- Define differentiation from an educational perspective.
- Identify the general principles that guide the process of differentiation.
- Clarify some of the myths or misconceptions of differentiation.
- Identify the factors that influence student learning.
- Establish the importance of differentiation in accommodating student diversity and addressing the needs of all learners.
Module 2Â – How can teachers differentiate? Introducing the elements of differentiation.
In this module we will:
- Identify the four classroom/ curricular elements or components that teachers can adapt or modify according to student learning characteristics.
- Examine the rationale and policy framework of the Australian Curriculum and the expectations and responsibilities of competent and effective teachers under the Australian Professional Standards for Teachers.
- Explore the first two elements that teachers can adjust or modify to cater for student diversity using a range of practical teaching and learning strategies that can be applied across grades and subject areas.
Module 3 – What drives effective differentiation? Assessment as the cornerstone of differentiation and a look at the next two elements of differentiation.
In this module we will:
- Identify the importance of ongoing assessment to provide information about individual’s evolving knowledge, understanding and skills at different points of the learning process.
- Explore the next two elements that teachers can differentiate to cater for learner variance including the various ways students can demonstrate learning and the impact of the physical and emotional climate on student learning.
Module 4 – What is an inclusive classroom and how can teachers support students with additional learning needs?
In this module we will:
- Examine what a fully inclusive learning environment is and the legal obligation of classroom teachers in providing equitable and quality learning experiences for all students.
- Identify the way in which differentiation is integral to inclusive classroom practices.
- Address specific groups of learners with additional learning and supports needs and provide suggestions for reasonable adjustments through personalised learning experiences and differentiated teaching, learning and assessment strategies.
- Provide tips for getting started on differentiation and suggestions for lesson plan designs.
These five games are a great way for kids to practise their mathematical skills, while socialising and having fun! The activities are designed for students to play with partners, in some cases up to four players. The only requirements are dice, a deck of cards and 20 counters, to play all five games.
Although they are design as multiplication practice, all of the games have the option for use as addition practice as well. Use these games as an early finisher task or a transition from one lesson to the next.
These tasks assist in the development of visual-spatial perception (used in decoding words, reading, spelling, mathematical concepts and much more), as well as fine-motor skills (crucial for handwriting) and hand-eye coordination (used in handwriting and other mechanical tasks). They are designed to be gender-neutral and to increase in difficulty. They do not require any other resources, besides a pencil and eraser. Students may like to colour their final drawing, or go over it with a thin black marker.
The first four activities require the student to duplicate the image, square by square. The next 4 four tasks comprise two increasing and two decreasing in size. The final two are both quite challenging. Task 9 requires the student to double the image which is a more intricate design and the Task 10 is a cartoon with lots of detail, which is the final challenge for this series. Encourage your students to take their time, explaining that the brain is learning and being stretched, regardless of how well the image turns out.  Keep reminding your students that every time they focus, they are strengthening neural paths and helping their brain to do their best.