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3.1 Practice A
QuizΒ by Bissell,Michelle
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Strand 4.3 Professional networks 4.3.1 Seek opportunities to improve oneβs practice as a school leader through professional networks. 4.3.2 Participate in professional networks to upgrade knowledge and skills and to enhance practice. 4.3.3 Engage actively in professional networks within and across schools to advance knowledge, skills and practice. 4.3.4 Lead in organizing professional networks to provide colleagues opportunities to maximize their potential and enhance their practice. Give me situational SOLO based questionsVocabulario 3.1 PracticeA-REI.1 & 3 Practice - Solving EquationsPRACTICE ACTIVITY FOR WEEK 1 TO 3 LESSONSStrand 4.2 Professional reflection and learning 4.2.1 Demonstrate understanding of how professional reflection and learning can be used in improving practice. 4.2.2 Apply professional reflection and learning to improve oneβs practice. 4.2.3 Initiate professional reflections and promote learning opportunities with other school heads to improve practice. 4.2.4 Model exemplary leadership practices within and beyond school contexts in critically evaluating practice and setting clearly defined targets for professional development.Stages in the Sale of a Property Stage 1 β Getting to Instruction β’ Initial contact with the vendor: need to check the following: type of property, contact details of vendor, address of property/Eircode and purpose of the contact - sale or valuation? If a sale, does the vendor need a quick sale? Qualify the lead i.e. is the vendor buying another property? If an investment property, is the tenant in situ? Check if there is a folio number available and confirm the ownership of the property. Schedule the viewing. β’ Pre-viewing: Set up a file & record all info from initial contact on CRM system. Check the Property Price Register to help get a general idea of property valuation (subject to viewing, helps to display knowledge of area/market and set expectations for the vendor). Nature of property may affect pricing e.g. starter home vs. larger property with vendor seeking to downsize. Consideration for comparables may include similar/same location, size and condition of property, availability and type of parking, layout of property, plot size, orientation of garden, extensions undertaken etc. Nature of market conditions, state of wider economy, cost of capital and availability of credit may also be factors. β’ Appraisal/viewing: Bring an advertising pack/sales & marketing brochures. Walk through property with client, note nice features/selling points for the brochure, let the client talk about upgrades/specific features of the property. It is very important to listen to the vendor and build rapport. Confirm property details e.g. condition and layout, plot size, orientation of garden. Check for certificates of compliance for any extensions, planning permissions for conversions, right of way if applicable etc. Check if a BER available/provide details for approved assessors. Demonstrate your/the practiceβs professional expertise, justify why you should get the instruction, discuss recent local sales and give your potential valuation. Discuss the sales fee, marketing fee and any additional charges e.g. professional photography, drone footage, virtual tours (walkthrough video, Matterport etc.) Ask how the vendor heard about you/your practice and why are they considering you for the sale. Where appropriate offer advice to help vendor increase potential sales price. (If possible, leave with signed Property Services Agreement/Letter of Engagement.) Thank you, send/email market appraisal, any queries/questions do get in touch and let the vendor know that weβll be in touch in coming days. β’ Post appraisal β letter sent that pm/next morning with market appraisal; diary note to follow up. Check that market appraisal letter received and check for questions. If did not get sale, find out why not/debrief. If get the sale, email confirmation of instruction. Once PSRA sent and LOE returned signed = stage 2. Other details required β ID, proof of address, proof of ownership/title, solicitor details, BER certificate (refer to assessor if not available). All these should be uploaded to CRM. Stage 2 β Getting to βSale Agreedβ Set up appointment to measure & photograph, note any special features e.g., upgraded kitchen, south-facing garden. Provide ideas for improving sales potential (declutter, painting, tidy garden etc. Check if has vendor potential buyers in mind already e.g., relations, friends, other parties interested. Seek vendor approval for photos/text of brochure. Check for access (tenants in situ/working from home etc) and confirm viewing times. If given a key for viewings β tag it! Check alarm codes & whether a sign is allowed on the property. Bring to market β upload to all websites e.g., daft/my home, in house websites and create window display. Match the property against your internal database of potential purchasers /CRM system. Set up appointments for viewings on CRM or arrange for open viewings. Confirm viewings with vendor & purchaser. Turn on lights, open windows, secure valuables, leave out brochures & business cards, bring viewings sheets to keep record of attendees. Introduce yourself and get attendee details. Let people view the property and address any questions. Point out key features. Record questions to be answered and any feedback from viewers. Ask are they selling property? Let viewers know of offers already received. Lock up/alarm property/close windows. Provide vendor with feedback on viewings - number of viewers / questions raised/overall reaction to property. Offers should be confirmed in writing & upload to on CRM/ offers will be input by bidders onto online bidding platforms βProof of fundsβ required for offers in some practices. Successful bidder will be chosen by vendor, who might want quick sale/no chain or prefer the highest bidder. Booking deposit will be sought from successful bidder. The amount varies by practice but must cover fees. Sales Advice Notice/letter should be sent to both solicitors (and may be ccβd to vendor/buyer or notify both that SAN have gone out). Booking deposit receipt should be issued. The BER certificate and report should go to the solicitor. Send requests for docs/info to successful bidder including steps they need to take to progress sale e.g., organise the bank valuation and/or schedule the survey. Once the deposit is paid the property is Sale Agreed, inform other bidders, and update all websites/sales board etc. Stage 3 β Getting to closing Access should be organised for the bank valuation/survey. Stay in touch with both solicitors βcontract-chasingβ i.e., check when contracts are issued, signed and queries answered. Legal searches undertaken by the solicitors may include checking boundaries, land registry, title, rights of way, compliance certs etc. When contracts are signed 10% purchase price/booking deposit should be sent to the vendorβs solicitor. Once all queries satisfied = drawdown of mortgage/funding, house/life insurance in place. Title deeds will be requested once contract is signed. Decide final closing date. Check that the property taxes have been paid. Check that vendor has vacated the property. When vacant, conduct the final walkthrough and take final readings (MPRNs ). Check with solicitor if the drawn down funds h, and once received the solicitor gives authorisation to the estate agent to release the keys. The agent will do up invoice, send the balance of funds to solicitor and provide gift to purchaser. Finally remove sign, mark as sold on CRM, seek testimonials, upload to social media and close a/c on CRM Google Form 2 (After the Class) Title: Post-Class Learning Check β Introduction to International Curriculum Description: This quiz is designed to assess your understanding of Session 1. Q1. An international curriculum is designed primarily to: β Increase homework β Replace national education systems β
Prepare learners for global citizenship and international education β Reduce classroom teaching Q2. Which of the following is NOT an international curriculum? β Cambridge International β IB β Pearson Edexcel β
CBSE Q3. Why did the International Baccalaureate originally develop? β To replace national curricula β To introduce online learning β
To provide a common qualification for internationally mobile students β To reduce examinations Q4. Which IB programme was introduced first? β PYP β MYP β
DP β CP Q5. The IB currently offers _____ programmes. β Two β Three β
Four β Five Q6. What is the major difference between a national curriculum and the IB curriculum? β IB teaches fewer subjects. β IB is easier. β
IB focuses on inquiry, conceptual understanding, and international-mindedness. β IB has no assessments. Q7. Why are there more than 8,900 IB programmes but only 6,200 IB World Schools? β Every programme is counted twice. β Students are counted as programmes. β
Many schools offer more than one IB programme. β Different countries count programmes differently. Q8. Which statement best explains the purpose of the IB? β To prepare students only for university entrance. β To prepare students only for employment. β
To develop internationally minded, lifelong learners. β To prepare students only for examinations. Q9. Match the programme with the age group. Programme Age Group PYP 3β12 MYP 11β16 DP 16β19 CP 16β19 (Use Google Forms "Multiple Choice Grid" or "Matching" add-on if available.) Q10. Which statement best describes your learning after today's session? β I still have many doubts. β I understood some concepts. β I have a good understanding of international curriculum and the IB. β I am confident in explaining the differences between national and international curricula. Bonus Reflection Question (Optional β Short Answer) In one or two sentences, describe one feature of the IB curriculum that you would like to adopt in your own teaching practice and explain why.β’ Agriculture is growing of crops and keeping of animals. β’ People who practice agriculture are called farmers. β’ Agriculture is very important to the family. Benefits to the family β’ It provides food. β’ It provides money. β’ Agriculture gives us medicine. β’ It provides jobs. β’ Agriculture gives us transport and power. β’ It helps most families become self sufficient. β’ Farm tools are instruments used on farms to make work easier. β’ They are usually handheld and are used frequently when practicing agricultural activities. β’ Farm tools are light in weight, easy to handle and are suited to the strength of the farmer Name of tool Picture Use Watering can For fine watering of seed beds bucket Carrying manure, fertilizer,seed and ripe crops Name of tool Picture Use Sickle Cutting grass and harvesting of cereals like rice and wheat Slasher Cutting down tall grass and weeds USES OF FARM TOOLS Name of tool Picture Use Garden trowel Transplanting seedlings and making planting holes Hand fork Shallow cultivation of soil Aerating the soil USES OF FARM TOOLS Name of tool Picture Use Shovel Loading and offloading soil or manure into a wheelbarrow, scotch cart or truck Spade Digging and turning over of moist soil USES OF FARM TOOLS Name of tool Picture Use Garden fork Loosening and turn soil Garden line Marking straight ridges and garden beds USES OF FARM TOOLS Name of tool Picture Use wheelbarrow Moving items around the farm Items such as soil, mulch, animal feed. Etc Knapsack sprayer Spraying pesticides and herbicides Spraying fertilizers on crops. β’ An inventory is a record of the things that you have. β’ This is a list of tools issued out and tools received back and from whom Inventory of farm tools Inventory record sheets Created by Date Name of tool Sheet Tool numbenumber Description r Location Quantity Spade 1/15 Black,wooden handle Store room 2 SAFETY IN AGRICULTURE β’ Agricultural activities can be dangerous. β’ Hazards involved results in injury, disability and death of people and animals. β’ The hazards are usually caused by physical injury and chemical poisoning. Common hazards in Agriculture 1. physical injury These include: β’ Injury caused by accidents during use of farm tools, equipment and machinery. β’ Misuse and improper storage of farm tools and equipment. β’ Being kicked by animals. β’ Drowning in farm pond, pool or dam. Common hazards in Agriculture 2 . Chemical poisoning These include: β’ Spraying without protective clothing. β’ Eating or smoking when spraying chemicals. β’ Dumping toxic chemical left overs on land and in water. β’ Eating agriculture produces without prior permission from adults. β’ Pesticides, herbicides and fertilizers pollute water sources and kill animals. Chemical poisoning Ways of preventing common agricultural hazards 1. Wear protective clothing such as gloves, gumboots, respirator, hat and overalls. 2. Do not eat, drink or smoke when spraying. 3. Dispose off all chemical remains safely. 4. Bury or burn empty chemical containers and chemical left overs. 5. Wash thoroughly with running water and soap after using chemicals. 6. Do not spray during windy days. 7. Handle tools the right way. 8. Fence farm ponds and dams. Ways of preventing common agricultural hazards Climate and Landuse Seasons of Zimbabwe Seasons of Zimbabwe Definition of terms β’ A season is a time of the year with almost the same weather patterns. β’ Weather is the state of the atmosphere at a particular time at a particular place. β’ it is the daily condition of air around us. β’ Seasons are determined by rainfall and temperature. Seasons of Zimbabwe β’ There are four seasons in Zimbabwe , which are: 1.The rain season 2.Post rain season 3.Cool dry season 4.Hot dry season Seasons of Zimbabwe 1.The rain season ( summer) β’ It is also called the hot- wet season. β’ The season begins in mid November to mid March. β’ The period is rainy and hot. β’ Dams and rivers fill up. Seasons of Zimbabwe 2 . The post rain season ( autumn ) β’ It starts mid March β May β’ The days are bright and sunny. β’ The leaves change from green to red, orange, yellow or brown before falling. β’ In addition, there is less sunlight because the days are shorter. β’ It is the harvesting period of most crops. Seasons of Zimbabwe 3. The cold dry season ( winter ) β’ It begins mid May β mid August β’ The mornings, evenings and nights are very cold. β’ Has short days and long nights. Seasons of Zimbabwe 4 . The hot season (spring ) β’ It begins mid August β mid November. β’ The days are very hot with cool nights. β’ A season for trees to develop new shoots. Summer Activities Agricultural activities done during the rain season includes: β’ Ploughing and planting of summer crops for example maize, cotton. β’ Weeding β’ Pest and disease control β’ Applying fertilizers. β’ Weekly dipping of animals because ticks, lice and mites would be many. β’ Harvesting of summer crops β’ Preparing fireguards. A fireguard is a fire break. β’ Beginning of the planting of wheat, barley and oats.β Winter Activities β’ Planting of winter crops such as wheat, barley and oats. β’ Harvesting and selling of summer crops continues. β’ Constructing frost barriers for frost sensitive crops such as tomatoes. β’ Vaccinating animals against blackleg. β’ Supplementary feeding of grazing animals. β’ Dosing of animals to kill internal parasites. Spring Activities β’ Shelling and threshing of grain crops. β’ Dry planting of summer crops. β’ Carrying manure to fields. β’ Ploughing and harrowing. β’ Making planting holes Soil Components β’Soil is made up of 4 components: 1)Mineral matter 2)Organic matter 3)Soil water 4)Soil air