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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.

VocabularySpellingCity provides the following sets of correlations to standards: U.S. Standards by State Common Core Standards for each States' Implementation Australian Standards by State Canadian Standards by Province English National Curriculum Standards

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A learning discovery into the fascinating world of flowering plants and their reproductive lifecycle. Supporting the National Curriculm, Key Stage 2, Unit 5B - Lifecycles.

This Wikispace has been produced to produce an area to allow science teachers to share SMART board teaching resources that they have made with the aim of using them in science lessons. The files are intended for use with the National Curriculum within the United Kingdom. However, it is likely that they will be applicable elsewhere. The key features of this Wikispace are:

Spelling videos have been created for each of the 3000+ words in the National Spelling Bank, from which teachers can generate and assign a word list to their Key Stage 2 pupils. Memorable characters help to reinforce spelling concepts in an enjoyable way that will appeal to various

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Sometimes, it seems everyone who ever went to school is an expert on education and has a plan to make it better. Actual teaching experience, years of professional learning and formal training are all easily swept aside. The result is an ongoing dialog around what schools should do, what teachers need to do more of or less of and how the academic success of the nation is linked to strategy x or y.

This week I spent three days in Brisbane attending the Australian Association of Mathematics Teachers' national conference. The theme of the conference was "Why Maths?" and along with 500 other mathematicians, we looked to find inspiring answers to this provocative question beyond the classroom. Here are my key takeaways from this event. 

Pratham Vision Collaborative project management system company is a method used to plan, coordinate, control, and monitor distributed and complex projects. It enables project experts teams to collaborate across departmental, corporate, and national boundaries and to master growing project complexity.

In a time where much of the debate around education is linked to performance on national and international assessments such as PISA, TIMMS, PIRLS and in Australia, NAPLAN combined with calls for market-driven reforms there is a danger that a climate of competition between schools and systems will grow.

Educators are, in large part, bullish on the role technology can play in improving student outcomes. But too large a percentage of them aren't receiving adequate training in the areas that matter most: instructional software, technology integration, learning outcomes management, and designing individual lesson plans.

IWB conference in Melbourne, August 2008

Figure out your water footprint one product at a time.

Three pages of interactive world maps made into a jigsaw. Great for the white board.