This is what the teacher sees: all classes.
These are the settings inside moodle:
Wednesday, November 25, 2009
ASMUG presentation - group therapy
This image shows what the student sees: they can only their class.
This is what the teacher sees: all classes.
These are the settings inside moodle:
This is what the teacher sees: all classes.
These are the settings inside moodle:
Monday, March 30, 2009
Wednesday, March 25, 2009
cheap apple computers
I got an email detailing a special on entry level computers today. Email me and I'll send it to you. Blogger won't let me post it here;-(
Tuesday, March 24, 2009
what the demise of unit standards means for music tech and star funding
Kia ora Chris,
I have been following this thread with interest. Of particular note, is your bullet point 1 and 6, which I have addressed below.
I can clarify a few issues from the STAR fundable areas:
* The subfield Performing Arts General (encompassing domains of Performing Artist Self Management, Performing Arts Management and Performing Arts Technology) is all available to STAR. There is no reason why this should change. As long as it's in the Performing Arts area, no problem. Once it is called Music Technology, then it is restricted (as it is already funded as part of the 'regular' curriculum).
* We have recently removed the Core Generic subfield you referred to, from the STAR Excluded List (SEL) making these available for STAR funding (ie: the Self Management; Social and Cooperative Skills; and Work and Study Skills domains within the Core Generic sub field)
* Also removed from the SEL are: The Interpersonal Communications and Introductory Communication Skills domains within the Communications Skills subfield.
Of course SEL restrictions do not apply for STAR from L4 upwards for any curriculum area, so subject to accreditation and/or access to a provider, anything can be potentially done above L3 leading onto tertiary.
Having external providers such as Duncan resourcing alongside these developments in PAT, is a huge bonus, and should allow for a smoother transition (although Duncan will undoubtable be putting in a huge amount of work behind the scenes to make this happen).
All this is of course dependant on the STAR being used to resource individual student needs in their career pathway and establishing identity. Secondary music teachers should talk about their student needs with their STAR Coordinator in relation to their Schools STAR Policy, or the school may contact their regional STAR Facilitator or Advisor at School Support Services.
Me te mihi nui,
Mark
Mark Dashper
Secondary Facilitator
Pathways
I have been following this thread with interest. Of particular note, is your bullet point 1 and 6, which I have addressed below.
I can clarify a few issues from the STAR fundable areas:
* The subfield Performing Arts General (encompassing domains of Performing Artist Self Management, Performing Arts Management and Performing Arts Technology) is all available to STAR. There is no reason why this should change. As long as it's in the Performing Arts area, no problem. Once it is called Music Technology, then it is restricted (as it is already funded as part of the 'regular' curriculum).
* We have recently removed the Core Generic subfield you referred to, from the STAR Excluded List (SEL) making these available for STAR funding (ie: the Self Management; Social and Cooperative Skills; and Work and Study Skills domains within the Core Generic sub field)
* Also removed from the SEL are: The Interpersonal Communications and Introductory Communication Skills domains within the Communications Skills subfield.
Of course SEL restrictions do not apply for STAR from L4 upwards for any curriculum area, so subject to accreditation and/or access to a provider, anything can be potentially done above L3 leading onto tertiary.
Having external providers such as Duncan resourcing alongside these developments in PAT, is a huge bonus, and should allow for a smoother transition (although Duncan will undoubtable be putting in a huge amount of work behind the scenes to make this happen).
All this is of course dependant on the STAR being used to resource individual student needs in their career pathway and establishing identity. Secondary music teachers should talk about their student needs with their STAR Coordinator in relation to their Schools STAR Policy, or the school may contact their regional STAR Facilitator or Advisor at School Support Services.
Me te mihi nui,
Mark
Mark Dashper
Secondary Facilitator
Pathways
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