Leading Proper Attitude and Behaviour - Secondary IL-3Routines Routines are crucial in secondary education as they give the students a sense of security and confidence. When they are aware of the expectations established, they feel more willing to participate in activities and stay focused. In addition, routines allow for a smoother transition between activities and help students manage their time in a more effective way, therefore reducing anxiety. Routines ensure that both the teacher and student are prepared, organized and have a clear direction of what material will be covered. Daily or yearly practices encourage students to take the lead in their work and focus on the task, not just the outcome. Some examples of routines may be seen below and on the next page you will find a sample course outline that can function to establish routines within the classroom. Nastica) ROUTINES: *Without looking at their notes, the students copy and complete the question © Activities that serve written on the whiteboard. This question covers the content from the previous day and is marked in class so that students are able to immediately assess their to extend the ‘own learning progress and realize what areas need improvement. ‘iabartal Serco coca i Guides “The students record notes that may be in the form of a powerpoint, video, song or © Projects simply just presented on the whiteboard. © Unit Exam Review Notes: At the end of Sor een ‘sHalf way between the notes, the students will be presented with a question that accumulates the knowledge of what has been just learnt. The students may work every unit, students in pairs or in a group of three and each group will share their answer with the are expected to create a their own notes which eMart focus on the specified areas of the unit. © Unit Exams ‘The notes will be finished. Bema e.cs aurea: » heute ‘The students will recieve time in class to complete their homework assignment which may be textbook problems, research questions, a worksheet or a reflective assignment. If the work is not completed in class, they are expected to complete it, outside of class for the assigned due date. «The class will finish by everyone coming together and discussing the topics that have been covered that day. The students may share with one another, what features of the topic they find difficult and the class may engage in a quick review.Chemistry 30 Course Outline Instructor: Ms. Getschel School Phoni Emai Office Room/Hours: | Year/Semester: Course Description: Chemistry 30 is the last course of study in chemistry at the high school level before pursuing secondary education. The course consists of four units of study. The course will allow students to build their knowledge of chemistry 20 and make connections between chemical reaction equilibrium, electrochemistry, acid-base systems and organic chemistry. Students will also investigate the role that chemistry plays in industry, the oil and petrol refining process and other areas in society. ‘Timeline: The approximate time spent on each unit is listed below by the unit descripti Unit Description and Objectives: Chemistry 20 Review = 1 week Unit 1: Thermochemical Changes (20%) 16 Classes © Energy as it relates to chemical change. Unit 2: Electrochemical Changes (30%) 23 Classes * Electrochemical systems are examined, oxidation-reduction reactions are analyzed, and ‘the energy and matter involved are quantified. Unit 3: Equilibrium, Acids and Bases in Chemical Changes (30%) 23 Classes Chemical systems at equilibrium, chemical systems involving acids and bases. Unit 4: Chemical Changes of Organic Compounds (20%) 14 Classes © Properties and reactions of common organic compounds. Evaluation: Assignments and Labs 25% Final Evaluation: Quizzes and Homework 20% ‘Course Work 50% Unit Exams 50% Diploma Exam 50% Participation and Effort 5% Date of Diploma: