"Randy" <ohshitmypulpitisonfire@[EMAIL PROTECTED]
> wroteth:
.... whatever ....
You're the DIY amateur experimenter on kiddies who wrote ....
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> I'm looking for a christian site that has considered the fact you are
> home schooling your christian child, and which has put some step by
> step curriculum up to that end.
....
> I'd really like to find a web site where the lessons can be completed
> online, step by step.
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What FOOL would "educate" their Kindergarten aged child via
computer???!!!!
Have you ANY idea what is required to teach this age group????? NO!!!!!
WHAT YOU ARE SEEKING TO DO IS CHILD ABUSE!!!!!
Unlike fools such as yourself as a professional educator I know what to
teach and how to teach it.
HOW will you address the following???????
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From
http://k6.boardofstudies.nsw.edu.au/foundation_statements/pdf_doc/foundation_statements_es1.pdf
English
Talking and Listening n Reading n Writing
Students mix and talk informally with peers, teachers and known adults.
They
give short talks and interact effectively in the classroom and in groups.
Students listen with attentiveness to follow simple instructions and ask
relevant questions. They express ideas clearly, demonstrating an emerging
awareness of how people use spoken language for different purposes. They
explore the way familiar spoken texts are constructed and the features
of these texts. Students develop reading, viewing and comprehension skills
and strategies
using context, grammar, word usage and phonics in short predictable
printed
texts on familiar topics. They recognise, discuss and respond to the
different kinds and purposes of various written and visual texts. Students
explore and identify some language features of written and visual texts.
Students write with an increasing awareness of the nature, purpose and
conventions of written language. They produce simple texts that
demonstrate
an awareness of the basic grammar and punctuation needed. Students know
and
use letters and sounds of the alphabet to attempt to spell known words and
use most lower and upper case letters appropriately to construct
sentences.
Students explore the use of computer technology to
construct texts.
Mathematics
Working Mathematically n Number n Patterns and Algebra n Measurement and
Data n Space and Geometry
Students ask questions and explore mathematical problems. They use
everyday
language, materials and informal recordings to demonstrate understanding
and
link mathematical ideas. Students count to 30 and represent numbers to 20
with objects, pictures, numerals and words and read and use ordinal
numbers
to at least 'tenth' place. They manipulate objects to model addition and
subtraction, multiplication and division. Students divide objects into two
equal parts and describe them as halves. They recognise coins and notes.
Students recognise, describe and continue patterns that increase or
decrease. Students identify length, area, volume, capacity and mass and
compare and arrange objects according to these attributes. They name the
days of the week and the seasons and they order events in a
school day, telling the time on the hour. Students use objects and
pictures
to create a data display and interpret data. Students manipulate, sort and
describe 3D objects using everyday language. They manipulate, sort and
describe 2D shapes, identifying circles, squares, triangles and
rectangles.
Students give and follow simple directions and describe position using
everyday language.
Science and Technology
Investigating Scientifically n Designing and Making n The Natural
Environment n The Made Environment
Students explore their immediate environment by using the senses,
questioning, sharing ideas and identifying simple causeand-effect
relationships. They identify and safely use some equipment to explore.
Students explore ideas, manipulate materials and trial designs through
play
to develop products and built environments. They identify and safely use
some equipment and computer-based technology to model and make things.
Students identify and group living and non-living things and recognise the
different needs of living things. They recognise different forms of energy
and identify its use in daily life. Students
identify ways in which the environment influences daily life. They explore
the properties of both natural and made materials. Students identify ways
in
which familiar products, including information products, services and
built
environments meet the needs of people. They recognise the different ways
that information is sent and received and how these influence
communication.
Students identify the characteristics of a range of materials used to make
commonly available products and built environments.
Human Society and Its Environment
Change and Continuity n Cultures n Environments n Social Systems and
Structures
Students identify personally significant events, places and people and
compare these with those of their peers. They use language associated with
time, change and place. Students examine characteristics common to people,
including Aboriginal peoples, describing some of the similarities and
differences. They acquire information by direct observation, talking to
others, and by viewing, reading and listening to texts. Students identify
and explore familiar natural and built environments, how to care for them
and the activities that occur in them. They communicate knowledge and
understanding orally, through writing and drawing, and by constructing
models. Students identify people's needs and explain how these are met
individually and cooperatively. They explore roles, responsibilities and
rules in the classroom and at home.
Creative Arts
Visual Arts n Music n Drama n Dance
Students make pictures and other artworks using the media and materials
given, representing both real and imagined situations. They appreciate
that
artists make artworks and they begin to describe some aspects of
artworks.
Students sing, play and move to a range of music. They experiment with
sounds and begin to organise them into basic structures. Students listen
and
respond to a variety of music. Students engage in roles through
imaginative
play and dramatic situations. They use movement, spaces and objects to
dramatise personal experiences. They respond to different forms of
dramatic
experiences. Students perform dances with some control over body movement
and expression. They respond to a range of stimuli, drawing from
experience
and imagination, exploring the notion that dance is about moving the body
to
express ideas. Students watch dance performances and begin to recognise
some
basic components of dance.
Personal Development, Health and Physical Education
Fundamental Movement and Physical Activity n Healthy Choices n Self and
Relationships
Students participate in regular physical activity through creative play,
dance, gymnastics and minor games. They practise body movement and
control,
demonstrating different ways the body can move by composing and sequencing
simple movement patterns. Students show awareness and consideration of
others during play situations and practise the fundamental movement skills
of balance, sprint run, vertical jump and catch. They describe the
components of an active lifestyle and identify different ways to be active
at school and at home. Students make simple decisions in relation to
health
and safety and identify
medicines and how to store them. They describe balanced eating habits and
healthy personal habits as well as safe and unsafe situations at home, on
and near roads, travelling to and from school and near water. Students
identify people who can help and describe actions such as 'no, go, tell'
that might be taken in unsafe situations. Students identify personal
characteristics and qualities, and physical changes that have occurred
since
birth and identify different parts of the body. With self-control,
students
express feelings and develop positive relationships. They interact and
communicate with peers in a variety of play and group situations,
listening,
sharing and showing concern when working with others.
Guidelines for proportion of time attributed to each Key Learning Area K-6
English 25% - 35%
Mathematics 20%
Science and Technology between 6 % - 10%
PDHPE between 6 % - 10%
HSIE between 6 % - 10%
Creative and Practical Arts between 6 % - 10%
Additional activities up to 20%
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Trew Kristyuun Kwality Ejakayshun!!!!
"I heartily endorse this event or product." - Krusty the Klown
Food Products
a.. The Krusty Burger
b.. Krusty Brand Pork Products (of course)
c.. Krusty Brand Cereal (now comes with a FREE, jagged metal Krusty-O in
every box!)
d.. Krusty Brand Cereal (FREE Flesh Eating Bacteria inside EVERY BOX!)
e.. Chocolate Frosted Frosty Krusty Flakes (only sugar has more sugar)
f.. Krusty Brand Imitation Gruel (7 out of 10 orphans can't tell the
difference!)
g.. Krusty's Famouse Sauce (Yum it's Blue!)
Krusty Brand Lo-Cal TV DinnerPlaces
a.. Camp Krusty
b.. Mount Splashmore
c.. Krusty Land
d.. Krusty's Clown College
Personal Products
a.. Krusty's Non-Narcotic Kough Syrup (the secret ingredient in the
Flaming Moe)
b.. Lady Krusty mustache removal system
c.. Krusty (non toxic) Kologne: the Smell of the Big Top
d.. Krusty Brain & Health Tonic (Ken Griffey Jr. took it...)
e.. Krusty Brand Vitamins (gave Bart an irregular heartbeat)
f.. Krusty Brand Home Pregnancy Test (warning: may cause birth defects!)
Miscellaneous Stuff
a.. Krusty the Doll
b.. The Krusty the Clown Alarm Clock (careful, that gets awfully hot,
Krusty)
c.. The Krusty Crowd Control Barrier ("Krusty sez 'Get Back!'")
d.. The Krusty Monopoly Game (patent denied)
e.. The Canyonero (Unsafe for City and Highway driving)
f.. The Krusty Calculator (with no number 7 or 8)
Other
a.. The Little Miss Springfield Pageant
b.. Krusty's Autobiography (self-serving, with many glaring omissions)
http://www.silverbox.com/krusty/
--
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"As rare as a homeschooler who loves professional teachers."
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In our times, various ideologically dedicated groups increasingly use
censorship, coercion, or propaganda to limit access to ideas, literature,
and the arts that they consider threatening. p.74
Censorship, the twin brother of propaganda, is the tool of despots, of
ideologues, of ayatollahs, of fanatics. p.96
Franky Schaeffer [a Christian] "Sham Pearls For Real Swine" ( Wolgemuth &
Hyatt; Brentwood:1990) [Francis Schaeffer's son & Susan Schaeffer
Macaulay's
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