Explore ^ Collar Up Heaven ^'s 8791 photos on Flickr!
I love free-standing collars. They are fun to make and so simple. Collars frame for your face, as we tend to focus on the face. You can change the look of a simple outfit completely by just adding…
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Collar types
A while ago I posted a collection of fashions that featured over-sized bows, which were “Very Thirties.” Today’s featured nineteen thirties’ look is Great Big Collars. Great…
No se me ocurre otro complemento mejor para algún que otro lunes como hoy. ¿No os ha pasado más de una vez que os habéis encontrado a alguien por la calle con quién no os apetece nada hablar? A mi sí, muchas veces. Normalmente, cojo el móvil y finjo una conversación. A lo Anita Obregón en la T4. Pero viendo éste accesorio que simula un bolso y se convierte en caparazón, tengo mucho camino avanzado. El tocado también es genial. El complemento en cuestión ha sido creado por Veasyble, 4 mujeres que buscan reflexionar sobre la falta de intimidad y la constante exposición pública a la que estamos sometidos, unos más que otros. También ésta exposición la buscan unos más que otros. La cuestión, que me parece una iniciativa fantástica. *Visto en It Fashion.
This EDITABLE differentiated assessment has been created to assess the NSW Maths Syllabus 2023 syllabus outcomes. Concepts assessed have been covered in the NSW Maths Sample Stage 2 Year B Unit 22 . Attribution is given to © State of New South Wales (Department of Education), 2023 and licensed under the Creative Commons Attribution 4.0 International License. This assessment has been compiled by The Busy Honey Bee 2023 and is not endorsed by the DoE. I have created this assessment in Microsoft Word so that it can be completely edited. This is so that you can adjust if needed to meet the needs of your students or school. If the differentiation option doesn't work for your students, then I have included a base assessment underneath (see preview) that only asks the 'at stage' questions. How to use this differentiated Maths assessment: There are 3 columns that indicate a point system. The first column acquires 1 point for the correct answer. Second column 2 points and the third column 3 points. The first column indicates below stage, middle column is at stage level and the third column, working above stage outcomes. This will give you a clear indicator of where your students sit. Each question in each of the columns are aimed at that level. For example, if this was a stage 2 year 3 assessment, then the first column would be year 2 level questions, the middle would be year 3 questions and the third column would be a range of year 4 and year 5 questions. The reason it is in the year 5 range is because the third column is designed for above stage outcomes. If the student is in year 3, then if they were to answer year 4 questions, they would still be working at stage level because year 3 and 4 are both working towards achieving stage 2 outcomes. The student can attempt as many parts of the questions as possible. Encourage the students to answer the section of the question they feel they can, but also encourage them to challenge themselves. Students will only receive points for the question answered correctly with the highest value. For example, if a student attempts the first and second column and answers both correctly, they would get points for the highest valued column, being the second column scoring 2 points. As you may have noticed, the overall assessment score is the total amount of points in the second column and not the third column. This is because students are not expected to be achieving above stage outcomes, but through this assessment are given the opportunity to demonstrate their ability to do so. Therefore, it would be unfair to be given a mark for the total overall maths assessment. By marking it out of a total of points that can be acquired in the middle column, any score above this mark will indicate to you that the student is achieving beyond stage outcomes. You could also choose to work out the average of their score. There is also a section for students to really show you what they are capable of through open-ended maths questions. These questions are marked through teacher judgment rather than a point system. You will identify if the student is working at below, at or above stage level using the evidence they have given you. Again, really encourage the students to provide as much information as possible so that you can make an accurate judgment. With the open-ended number section, students can show you absolutely everything they know about that concept. The answers are limitless and provide students with an opportunity to connect their learning in a variety of ways. Terms of use: This purchase is for you and your classroom. Duplication for an entire school or an entire school system is strictly forbidden. Additional copies must be purchased for each classroom use. This product can be altered and built upon to suit the needs of your classroom, students, teaching and learning within the context of your school but cannot be resold as your own product. No refunds will be issued under any circumstances. This is a digital product and cannot be returned. Please make sure you read the description carefully to ensure that you know exactly what you are buying. Thank you.
A round-up of our favourite photographs of the week.
This EDITABLE differentiated assessment has been created to assess the NSW Maths Syllabus 2023 syllabus outcomes. Concepts assessed have been covered in the NSW Maths Sample Stage 2 Year B Unit 22 . Attribution is given to © State of New South Wales (Department of Education), 2023 and licensed under the Creative Commons Attribution 4.0 International License. This assessment has been compiled by The Busy Honey Bee 2023 and is not endorsed by the DoE. I have created this assessment in Microsoft Word so that it can be completely edited. This is so that you can adjust if needed to meet the needs of your students or school. If the differentiation option doesn't work for your students, then I have included a base assessment underneath (see preview) that only asks the 'at stage' questions. How to use this differentiated Maths assessment: There are 3 columns that indicate a point system. The first column acquires 1 point for the correct answer. Second column 2 points and the third column 3 points. The first column indicates below stage, middle column is at stage level and the third column, working above stage outcomes. This will give you a clear indicator of where your students sit. Each question in each of the columns are aimed at that level. For example, if this was a stage 2 year 3 assessment, then the first column would be year 2 level questions, the middle would be year 3 questions and the third column would be a range of year 4 and year 5 questions. The reason it is in the year 5 range is because the third column is designed for above stage outcomes. If the student is in year 3, then if they were to answer year 4 questions, they would still be working at stage level because year 3 and 4 are both working towards achieving stage 2 outcomes. The student can attempt as many parts of the questions as possible. Encourage the students to answer the section of the question they feel they can, but also encourage them to challenge themselves. Students will only receive points for the question answered correctly with the highest value. For example, if a student attempts the first and second column and answers both correctly, they would get points for the highest valued column, being the second column scoring 2 points. As you may have noticed, the overall assessment score is the total amount of points in the second column and not the third column. This is because students are not expected to be achieving above stage outcomes, but through this assessment are given the opportunity to demonstrate their ability to do so. Therefore, it would be unfair to be given a mark for the total overall maths assessment. By marking it out of a total of points that can be acquired in the middle column, any score above this mark will indicate to you that the student is achieving beyond stage outcomes. You could also choose to work out the average of their score. There is also a section for students to really show you what they are capable of through open-ended maths questions. These questions are marked through teacher judgment rather than a point system. You will identify if the student is working at below, at or above stage level using the evidence they have given you. Again, really encourage the students to provide as much information as possible so that you can make an accurate judgment. With the open-ended number section, students can show you absolutely everything they know about that concept. The answers are limitless and provide students with an opportunity to connect their learning in a variety of ways. Terms of use: This purchase is for you and your classroom. Duplication for an entire school or an entire school system is strictly forbidden. Additional copies must be purchased for each classroom use. This product can be altered and built upon to suit the needs of your classroom, students, teaching and learning within the context of your school but cannot be resold as your own product. No refunds will be issued under any circumstances. This is a digital product and cannot be returned. Please make sure you read the description carefully to ensure that you know exactly what you are buying. Thank you.
The fashion merry-go-round moves to the power house of Paris and things got off to an impressive, if not unusual, start. With designers playing it safe in Milan last week it was up to the French capital to stir up a style revolution for spring/summer 2009.
This tutorial explains how to fix some common bodice pattern fitting issues: shoulders, waist, bust, hips, back, sleeves, etc.
This EDITABLE differentiated assessment has been created to assess the NSW Maths Syllabus 2023 syllabus outcomes. Concepts assessed have been covered in the NSW Maths Sample Stage 2 Year A Unit 5. Attribution is given to © State of New South Wales (Department of Education), 2023 and licensed under the Creative Commons Attribution 4.0 International License. This assessment has been compiled by The Busy Honey Bee 2023 and is not endorsed by the DoE. I have created this assessment in Microsoft Word so that it can be completely edited. This is so that you can adjust if needed to meet the needs of your students or school. If the differentiation option doesn't work for your students, then I have included a base assessment underneath (see preview) that only asks the 'at stage' questions. How to use this differentiated Maths assessment: There are 3 columns that indicate a point system. The first column acquires 1 point for the correct answer. Second column 2 points and the third column 3 points. The first column indicates below stage, middle column is at stage level and the third column, working above stage outcomes. This will give you a clear indicator of where your students sit. Each question in each of the columns are aimed at that level. For example, if this was a stage 2 year 3 assessment, then the first column would be year 2 level questions, the middle would be year 3 questions and the third column would be a range of year 4 and year 5 questions. The reason it is in the year 5 range is because the third column is designed for above stage outcomes. If the student is in year 3, then if they were to answer year 4 questions, they would still be working at stage level because year 3 and 4 are both working towards achieving stage 2 outcomes. The student can attempt as many parts of the questions as possible. Encourage the students to answer the section of the question they feel they can, but also encourage them to challenge themselves. Students will only receive points for the question answered correctly with the highest value. For example, if a student attempts the first and second column and answers both correctly, they would get points for the highest valued column, being the second column scoring 2 points. As you may have noticed, the overall assessment score is the total amount of points in the second column and not the third column. This is because students are not expected to be achieving above stage outcomes, but through this assessment are given the opportunity to demonstrate their ability to do so. Therefore, it would be unfair to be given a mark for the total overall maths assessment. By marking it out of a total of points that can be acquired in the middle column, any score above this mark will indicate to you that the student is achieving beyond stage outcomes. You could also choose to work out the average of their score. There is also a section for students to really show you what they are capable of through open-ended maths questions. These questions are marked through teacher judgment rather than a point system. You will identify if the student is working at below, at or above stage level using the evidence they have given you. Again, really encourage the students to provide as much information as possible so that you can make an accurate judgment. With the open-ended number section, students can show you absolutely everything they know about that concept. The answers are limitless and provide students with an opportunity to connect their learning in a variety of ways. Terms of use: This purchase is for you and your classroom. Duplication for an entire school or an entire school system is strictly forbidden. Additional copies must be purchased for each classroom use. This product can be altered and built upon to suit the needs of your classroom, students, teaching and learning within the context of your school but cannot be resold as your own product. No refunds will be issued under any circumstances. This is a digital product and cannot be returned. Please make sure you read the description carefully to ensure that you know exactly what you are buying. Thank you.
This EDITABLE differentiated assessment has been created to assess the NSW Maths Syllabus 2023 syllabus outcomes. Concepts assessed have been covered in the NSW Maths Sample Stage 2 Year A Unit 2. Attribution is given to © State of New South Wales (Department of Education), 2023 and licensed under the Creative Commons Attribution 4.0 International License. This assessment has been compiled by The Busy Honey Bee 2023 and is not endorsed by the DoE. I have created this assessment in Microsoft Word so that it can be completely edited. This is so that you can adjust if needed to meet the needs of your students or school. If the differentiation option doesn't work for your students, then I have included a base assessment underneath (see preview) that only asks the 'at stage' questions. How to use this differentiated Maths assessment: There are 3 columns that indicate a point system. The first column acquires 1 point for the correct answer. Second column 2 points and the third column 3 points. The first column indicates below stage, middle column is at stage level and the third column, working above stage outcomes. This will give you a clear indicator of where your students sit. Each question in each of the columns are aimed at that level. For example, if this was a stage 2 year 3 assessment, then the first column would be year 2 level questions, the middle would be year 3 questions and the third column would be a range of year 4 and year 5 questions. The reason it is in the year 5 range is because the third column is designed for above stage outcomes. If the student is in year 3, then if they were to answer year 4 questions, they would still be working at stage level because year 3 and 4 are both working towards achieving stage 2 outcomes. The student can attempt as many parts of the questions as possible. Encourage the students to answer the section of the question they feel they can, but also encourage them to challenge themselves. Students will only receive points for the question answered correctly with the highest value. For example, if a student attempts the first and second column and answers both correctly, they would get points for the highest valued column, being the second column scoring 2 points. As you may have noticed, the overall assessment score is the total amount of points in the second column and not the third column. This is because students are not expected to be achieving above stage outcomes, but through this assessment are given the opportunity to demonstrate their ability to do so. Therefore, it would be unfair to be given a mark for the total overall maths assessment. By marking it out of a total of points that can be acquired in the middle column, any score above this mark will indicate to you that the student is achieving beyond stage outcomes. You could also choose to work out the average of their score. There is also a section for students to really show you what they are capable of through open-ended maths questions. These questions are marked through teacher judgment rather than a point system. You will identify if the student is working at below, at or above stage level using the evidence they have given you. Again, really encourage the students to provide as much information as possible so that you can make an accurate judgment. With the open-ended number section, students can show you absolutely everything they know about that concept. The answers are limitless and provide students with an opportunity to connect their learning in a variety of ways. Terms of use: This purchase is for you and your classroom. Duplication for an entire school or an entire school system is strictly forbidden. Additional copies must be purchased for each classroom use. This product can be altered and built upon to suit the needs of your classroom, students, teaching and learning within the context of your school but cannot be resold as your own product. No refunds will be issued under any circumstances. This is a digital product and cannot be returned. Please make sure you read the description carefully to ensure that you know exactly what you are buying. Thank you.
This week I have got a guest blogpost from Lucy and the team at Peckover Primary School all about how they have successfully taken a Continuous Provision approach into Year One. Over to you Lucy…
1570 Venetian Noble Women at Age 18 by Giovanni Antonio Fasolo ca. 1595 Catherine Killigrew by ? (Colchester and Ipswich Museums Service Lady Catherine wears ‘high’ Elizabethan dress wi…
This EDITABLE differentiated assessment has been created to assess the NSW Maths Syllabus 2023 syllabus outcomes. Concepts assessed have been covered in the NSW Maths Sample Stage 2 Year B Unit 28. Attribution is given to © State of New South Wales (Department of Education), 2023 and licensed under the Creative Commons Attribution 4.0 International License. This assessment has been compiled by The Busy Honey Bee 2024 and is not endorsed by the DoE. I have created this assessment in Microsoft Word so that it can be completely edited. This is so that you can adjust if needed to meet the needs of your students or school. If the differentiation option doesn't work for your students, then I have included a base assessment underneath (see preview) that only asks the 'at stage' questions. How to use this differentiated Maths assessment: There are 3 columns that indicate a point system. The first column acquires 1 point for the correct answer. Second column 2 points and the third column 3 points. The first column indicates below stage, middle column is at stage level and the third column, working above stage outcomes. This will give you a clear indicator of where your students sit. Each question in each of the columns are aimed at that level. For example, if this was a stage 2 year 3 assessment, then the first column would be year 2 level questions, the middle would be year 3 questions and the third column would be a range of year 4 and year 5 questions. The reason it is in the year 5 range is because the third column is designed for above stage outcomes. If the student is in year 3, then if they were to answer year 4 questions, they would still be working at stage level because year 3 and 4 are both working towards achieving stage 2 outcomes. The student can attempt as many parts of the questions as possible. Encourage the students to answer the section of the question they feel they can, but also encourage them to challenge themselves. Students will only receive points for the question answered correctly with the highest value. For example, if a student attempts the first and second column and answers both correctly, they would get points for the highest valued column, being the second column scoring 2 points. As you may have noticed, the overall assessment score is the total amount of points in the second column and not the third column. This is because students are not expected to be achieving above stage outcomes, but through this assessment are given the opportunity to demonstrate their ability to do so. Therefore, it would be unfair to be given a mark for the total overall maths assessment. By marking it out of a total of points that can be acquired in the middle column, any score above this mark will indicate to you that the student is achieving beyond stage outcomes. You could also choose to work out the average of their score. There is also a section for students to really show you what they are capable of through open-ended maths questions. These questions are marked through teacher judgment rather than a point system. You will identify if the student is working at below, at or above stage level using the evidence they have given you. Again, really encourage the students to provide as much information as possible so that you can make an accurate judgment. With the open-ended number section, students can show you absolutely everything they know about that concept. The answers are limitless and provide students with an opportunity to connect their learning in a variety of ways. Terms of use: This purchase is for you and your classroom. Duplication for an entire school or an entire school system is strictly forbidden. Additional copies must be purchased for each classroom use. This product can be altered and built upon to suit the needs of your classroom, students, teaching and learning within the context of your school but cannot be resold as your own product. No refunds will be issued under any circumstances. This is a digital product and cannot be returned. Please make sure you read the description carefully to ensure that you know exactly what you are buying. Thank you.
