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An important part of the role of any educator is that of planning learning sequences. Perhaps you are tasked with designing curriculum or more likely you are translating a mandatory curriculum into workable units of learning. The task is complex and there are multiple arrangements. The goal is to design units that connect students with learning in ways that are meaningful and relevant. A well-designed unit of learning fits seamlessly alongside other learning opportunities and the overall sequence of learning should match the learners developing expertise. As we plan units of learning we must consider a great variety of factors which impact the learning we design. Our knowledge of our students and where they are with their learning is crucial and a strong place to start. We also need to know what it is we are required to teach and have a grab bag of pedagogical moves that bring this content alive.

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After two days of talking about curriculum, integration, STEM, STEAM and HASS I am left with more questions than I started with. In some respects, the concept of curriculum integration is simple. It is after all something that Primary teachers almost take for granted. But for Senior and Tertiary educators the question of curriculum integration is inherently complex. At all levels questions emerge of what curriculum integration might achieve, what purposes it serves, what it could and should look like and how it should be supported by curriculum planners. In the current climate, with its debate around the role of education within an innovation economy, shaped by technology and confronting demands for a STEAM enabled workforce the shape of our curriculum is under pressure. 

One of the most difficult types of an essay, which is crucial in shaping your future, is the Admission Essay. It is required by graduate schools, on the basis of which, they assess your potentials. Although the contents of the essay may vary, yet, the intention to showcase your expertise, interests, capabilities, awareness and goals in life is always the same.

This is why, in today's world, IP technology (digital video surveillance) is replacing analog surveillance systems more and more. In fact, the market now features more attractive prices, and IP surveillance-related products are much more diverse: it is now easier to meet client's specific needs with the wide range of IP cameras available. As such, IP technology holds an important place in the surveillance system market. Whether for small, medium or large businesses, for large-scale surveillance projects, or for the installation of a simple surveillance system, IP technology is now accessible to everyone and every budget.

There is no doubt that 1 minute loan is beneficial to take in urgent time when you find no other way to settle the situation. But it is also important to consider that you have to act responsible with the debt in order to avoid any issue in coming future. It is also advised to choose the affordable option after conducing careful research to enjoy the positive lending experience.

This is why, in today`s world, IP technology (digital video surveillance) is replacing analog surveillance systems more and more. In fact, the market now features more attractive prices, and IP surveillance-related products are much more diverse: it is now easier to meet client`s specific needs with the wide range of IP cameras available. As such, IP technology holds an important place in the surveillance system market. Whether for small, medium or large businesses, for large-scale surveillance projects, or for the installation of a simple surveillance system, IP technology is now accessible to everyone and every budget.

This is why, in today's world, IP technology (digital video surveillance) is replacing analog surveillance systems more and more. In fact, the market now features more attractive prices, and IP surveillance-related products are much more diverse: it is now easier to meet client's specific needs with the wide range of IP cameras available. As such, IP technology holds an important place in the surveillance system market. Whether for small, medium or large businesses, for large-scale surveillance projects, or for the installation of a simple surveillance system, IP technology is now accessible to everyone and every budget.

"We do not learn from experience... we learn from reflecting on experience." ― John Dewey These words by John Dewey point to a truth about learning that is often forgotten. Experience alone is not sufficient for true learning to occur; reflection is an essential part of the process and our failure to include time for this is why our learning often does not stick.

Rather than expecting to be immersed in learning that shines a light on the path forward the notion of searching for driftwood that suits the learner's needs is very empowering. It requires an imagining of learning as a very active process where the learner is aware of their context, their current understanding and what they might need to move forward. It demands a conscious practice of reflection and a disposition towards taking charge of one's learning. It is a very agentic view where learning is something that you do, not something that happens to you. 

Identifying what our children need to learn is one of the most important processes within education. For the teacher this is the question they engage with as they design their teaching and learning units. By no means is this an easy task and the teacher must balance multiple factors to ensure that the programmes they design provide their students with the learning they require. Even the most effective sequence of lessons is of little value if what it sets out to teach has little importance in the lives our learners are likely to lead. 

Sometimes, it seems the class you are teaching is more than you can cope with. The truth is all teachers face times like this. The sad part is that many good teachers decide that the best move for them in these times is to leave the profession; a trend we need to fix. 

Experience shapes our understanding of the world and our responses to it. Our past influences our decision making and constrains our imaginations of what is and is not possible. Understanding this is a crucial step towards change; a first step towards discovering a better way to do things. Until we understand how our experience is limiting our imaginations we will continue to be restrained by the way things have always been done. 

There is growing interest from schools in the Maker Movement and Maker Education but with this have come some subtle misunderstandings about what it is all about. For one the modern maker movement is all about the mindset of the maker rather than developing a set of specific skills for making. The second confusion stems from a belief that the maker movement is all about the tools and the makerspace and that as such it involves large budgets.

As we keep on moving through a time of noteworthy political and financial change, obviously computerized innovation is hugely affecting both our own and expert lives. That reality is not any more significant than in coordination, where our new advanced condition is impacting the way it works. History demonstrates to us that supply chains have dependably been one of the key recipients of computerized advance, with the appearance of the web, specifically, speaking to a gigantic defining moment in how products and moved, oversaw and checked.

All learning is a consequence of thinking. I have these words printed and posted on the wall above my desk. It is a reminder of what I believe is a vital understanding. The consequences of this one statement are quite profound. They fundamentally shape what I do as an educator and the experiences I hope to create for my learners.

The role that education plays in issues of social equity and justice cannot be undervalued. It is acknowledged by the United Nations as a human right, 'Everyone has the right to education' (United Nations, 1948) and as outlined in the Melbourne Declaration on the Educational Goals for Young Australians 'As a nation Australia values the central role of education in building a democratic, equitable and just society- a society that is prosperous, cohesive and culturally diverse, and that values Australia's Indigenous cultures as a key part of the nation's history, present and future.' (Barr et al, 2008). Such lofty assertions of the importance of education as a right and national value should be sufficient to ensure that all Australians have access to an education of the highest standard with equitable outcomes for all, the reality is that this is not the case.