"Mark T"
<postyourkrap@[EMAIL PROTECTED]
> wrote
in message news:4535b2f3@[EMAIL PROTECTED]
> "Randy" <oh****mypulpitisonfire@[EMAIL PROTECTED]
> wroteth:
>
> ... whatever ....
>
> You're the DIY amateur experimenter on kiddies who wrote ....
>
>
> #####################################################
>> 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.
> #####################################################
>
> 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???????
>
> ######################################################################
>
> 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
> relation****ps. 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
> Relation****ps
>
> 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 relation****ps. 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 pro****tion 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%
>
> #########################################################
>
> Trew Kristyuun Kwality Ejakayshun!!!!
>
> "I heartily endorse this event or product." - Krusty the Klown
>
> Food Products
> a.. The Krusty Burger
> b.. Krusty Brand ****k 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/
>
>
> --
> "As rare as a homeschooler who loves professional teachers."
Hi Mark,
My Grandson age 10 has been homeschooled since kindergarden because the
school said they did not want to deal with him and his Hyperactivity. They
wanted to expel him just for getting his sleeves wet when wa****ng his
hands
after using the bathroom. They did not show for meetings with my daughter
that they themselves set up and she had to get points by taking days off
work and then they didn't have the courtesy to show up. I also like
homeschooling him because our schools do not let kids pray over their
meals
or anything here where I live. They don't say the Pledge anymore. They
teach
evolution and against creation. I am very happy with him being
homeschooled
and in his IQ test he scored 135 and that was in third grade. Honor Roll
all
three years as he is in fourth grade this year. Can read college books and
has read since before age 1.
Honey, guess I and my daughter are fools because we love the homeschooling
program. It is the best things since potato chips LOL.
As for interacting with other children we have programs at some of our
YMCA's that have physical education for home schooled children and then my
Grandson goes to church and we have hundreds of children in his class
there.
He watches Jepardy and even answers alot before the adults do. He watchs
the
Weather Channel all the time and even puts it on DVR. He watches all
things
educational and he does this on his own not because we make him or ask him
or ask him to. He just loves to learn. Today my hubby and my daughter took
him to the Library where he loves to go and got him about ten books he
wanted to read but only needed one for his assignment in school.
Anyways just my two cents worth.
Do you still love me? :-D
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