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Good Shepherd Background

Transcript: Good Shepherd Service-Learning Project Marlea Maddox Mod 6F This service project will have a great impact on my future because through this experience, I have learned teaching skills,which are a very important set of skills to have so that I may become a leader to others. Through this project, I learned good communication skills, which are another very important asset to have. I also learned to value my Catholic faith and education. If The Good Shepherd school had not been established, these children might not have been able to freely exhibit their faith like many other children in Catholic schools and they may not grow up to be rooted in their faith. Through this experience, my life has been forever changed because I will carry the skills I have developed through this experience with me throughout the rest of my life. Good Shepherd Background Good Shepherd Background Socializing with students after the lesson Scripture Lesson at Ursuline In my time with the Good Shepherd students, I experienced a great change in my view on the value of Catholic education. I noticed that I was starting to take my Catholic education for granted, but now that I have experienced a short amount of time in the children's lives, I realize that Catholic education is a vital factor in today's society. Through spending time with these children, I realized how much of a privilege Catholic education is and how much these children value it. I noticed that the Good Shepherd students are always eager to learn, and for me, that was a very rewarding experience. This was a rewarding experience because most children who go to school in a Catholic setting, much like me, do not value their Catholic education as much as the Good Shepherd students do; their will to learn proves that there are still children out there who value Catholic education. Through my time with the Good Shepherd students, I learned how to teach young children successfully. I learned that although it may be difficult at times, there is always a way that I can teach people, especially children, new things. This experience also strengthened both my own and the Good Shepherd student's faith. By teaching the children the Bible stories of Moses and Noah's Ark, I helped them to gain an understanding of vital Bible stories all while helping myself to better understand these stories by teaching them to others. In the future, I hope that the Good Shepherd students will share these stories with others and help them to grow in their faith. Taking Action Ursuline students teaching students at Good Shepherd. Ursuline Students making Moses Prayer cards with Good Shepherd Students At Good Shepherd, Ms. Kass' Theology class mainly worked with children who were in kindergarten or first and second grade. Good Shepherd is a very small, close-knit school, much like Ursuline. Good Shepherd is also very devoted with providing children the education they deserve. The Good Shepherd School provides an education to help at-risk children in order to spur academic and personal growth. Good Shepherd is addressing a problem that concerns making a catholic education available to everyone. The Good Shepherd School is helping to fix this problem by providing a Catholic-based school environment for those who cannot afford it. The Good Shepherd school is also helping students grow in their faith by instilling the Catholic faith throughout school starting at a young age When the Ursuline students visited Good Shepherd, we had a lesson prepared to tech the students about Moses. In class, we created a special prayer that reflected traits of Moses and a drawing to put on the front of each prayer card. First we taught the children about Moses, using quotes from Scripture, such as: "The Angel of the Lord appeared to him as fire flaming out of a bush." After explaining Moses' story, we created individual prayer cards with the Good Shepherd students Our class came together as a whole to contribute to this lesson, and in the end, it was a success! When the Good Shepherd students came to Ursuline, Ms. Kass' mod 6F class taught the children about the story of Noah's Ark in the Bible We taught the students using quotes from scripture, such as "The animals came onto the Ark, just as God has commanded him" (Genesis 7:9). After teaching the students the story, the class came together as a whole and each individual group performed a play they wrote to re-enact the story. We voted on this activity as a class, to make sure that both the Good Shepherd and Ursuline students would lear something new about Noah's Ark. Brother Lawrence Huck and three Good Shepherd students Experience Prayer Cards at Good Shepherd How will this impact my future? Brother Lawrence Huck and four Good Shepherd students.

The School for Good

Transcript: The Last Ever After This is the final book in the School for Good and Evil trilogy. Former best friends Sophie and Agatha, now worst enemies, have to find a way to be friends again in order to defeat the School Master. Agatha wanted Sophie to destroy the School Master's ring, but Sophie wanted Tedros to kiss her. So Sophie tried to convince Agatha to give up Tedros, her prince. Then Tedros overhears Agatha talking to someone about the topic and he goes back to Agatha, and Sophie destroys the ring because of Agatha. Agatha Sophie Setting Quote 1. Since Sophie kissed Rafal back to life, the School Master told her she was his true love. 2. Since Agatha wanted to save good, she gave up her prince. 3. Because Tedros overheard Agatha talked to Hort about the chat she had with Sophie, Tedros talked to Sophie and kissed her. Pure Good Selfless Kind Loving If Agatha wasn't Good she might have never gone to the School for Good and Evil, which could mean no books. If Agatha was mean she'd probably be switched t o the School for Evil or sent home. prezi by Emily Cox from Uma about Sophie taking the School Master’s ring. Why were we taken in the first place! Oh, that’s right we’re just the purest souls of Good and Evil, 100%, hey, at least I met Tedros! But, seriously, why do Sophie and I have to be worst enemies, we were BEST FRIENDS! Agatha Tedros Cause and Effect Cause and Effects Dear Diary, I am back home, Tedros’ wound hasn’t healed, there are posters saying that Sophie and I are witches, so we’re wanted “criminals”. I want to stay here with my mother as a ordinary girl, not the future Queen of Camelot. I do want to go and rescue Sophie, though, and we’ll be saving Good if we do, I hope. This will probably be hard, after all I just received news Quote Setting Pure Evil Selfish Persistent Mean If Sophie wasn't Evil, she might have Tedros, so there could be only 1 book! If Sophie wasn't selfish, she might have not even taken the School Master's ring. Brave Strong Smart Caring If Tedros was not caring then he probably wouldn't leave Sophie. If Tedros wasn't strong he probably would have cried at his father's grave and he probably would've wanted Sophie there, and he might have devoloped feelings for Sophie. The School for Good and Evil "Through the window, Sophie glimpsed Agatha's vanishing embers, the castles rotting vulturous black, boys and girls smashing into vicious war, teachers firing spells at students, at each other." -p. 6 Quotes If Sophie and Agatha hadn't been taken away into the primeval forest, there wouldn't be a book because they would not have gone to the School for Good and Evil. The book would have been about their friendship instead and other children being robbed from their beds. It would only be a child's picture book about the value of friendship. Instead it is about two friends who broke rules and upset the balance between good and evil. "Sophie stopped short, noticing her surroundings. The entrance hallway to sea-themed Honor Tower, whose walls and ceilings once mimicked a princely blue tidal wave, now had it's surging waters painted the same slime green as the fog tipping the two castles." - p. 103 "For the first time in two years, there was no dividing line between the waters, no halves to the bay at all. Its entire body was the same slime green as the painted tides on the walls around her." -p. 103 4. Because Sophie and Agatha’s friendship had healed, Sophie destroyed the School Master’s ring saving the world. 5. Because the School Master had been killing old fairytale heroes and changing the happy endings to sad endings, he was making readers believe less in the power of good and more in the power of evil. The School for Good and Evil The Last Ever After by Soman Chainani

Presentation for school

Transcript: The Food Waste Dispose The Food Waste Dispose The Food Waste Dispose Mills are devices that can be easily installed under the sink in the kitchen. Quickly and easily eliminate food waste in the kitchen doing them into tiny particles (less than 2 mm) which is flushed into the sewage system. Grinders are driven by an electric motor, and are easy and safe to use. Grinder does not have any knives or baldes. Instead, the impellers ( or handle ) fitted on the "rotating plates" by centrifugal force to break up debris particles, which by means of flowing water is flushed into a sewer pipe. Principle of operation Principle of operation Montage Montage Using mill is simple consists of a few simple steps: Remove the plug sink unscrew cold water and set an average or a large stream,then on to the waste grinder place the residues in the mill during it's operation when water is unscrewed allow mill work for about half a minute after griding waste off grinder unscrewed and leave the water for another half minute Operation Grinder Operation Grinder Speed master Food Waste Dispose Speed master Food Waste Dispose Do not put fingers or hands into a waste disposer. To reduce the risk of injury by materials that may be expelled by a waste disposer , do not put the following into a disposer: clam or oyster shells; caustic drain cleaners or similar products; glass, china or plastic; large whole bones; metal,such as bottle caps, tin cans , aluminium foil or utensils; hot grease or other hot liquids; whole cornhusks. Do not operate disposer unless splash guard is in place. Do not use hot water while running disposer. Cold water will keep waste and fats solid so disposer can flush away particles. What can't you do with food waste dispose What can't you do with food waste dispose

School Background

Transcript: Northern Beaches Secondary College Mackellar Girls Campus Over 100 students in Year 11 and 12 elect PDHPE (including Cross Campus). They have performed above the state average for several years with last year being 7% above. Approx 180 Students in Year 11 and 12 do CAFS. Facilities & Resources: Links with Council (Manly/Warringah/Pittwater) Coaching with local Primary School (Manly West) Premier Sporting Challenge Parents used for carpooling, coaching expertise Elite Performer Program Volleyball, Basketball Approx 1200 students enrolled each year LUNCHTIME COMP: Nutrition and active living taught within curriculum Participation mandatory, healthy lifestyle worksheets for unable to participate Recreational: GRADE SPORT: Basketball (Yr 9 & 10), Football (13s & 15s), Netball (Open CHS Knockout), Softball (Open CHS Knockout), Hockey, Futsal Years 9-12 Competing at National Level Regular mentoring to liase with students and parents about commitments Time for homework catch up and mentoring each week Cross Country, Swimming, Athletics HPS FRAMEWORK How 2 hours mandatory PE is met: Representative Pathways Students are given the opportunity to excel in any sport they are interested in meaning that falls under the list for CHS. Daily news and Moodle has reminders to collect notes for trials Netball, Football, Touch, Basketball Manly Vale 2093 KNOCK OUT TEAMS (KO): Courses Offered: Talented Athlete Support Program COLLEGE: Years 9-10 Students highly commited to their sports are offered optional extra study time School Organisation, ethos and environment: Years 7-10 (competing at least at Regional level) 5 enrichment days 7-10 PDHPE Physical Activity and Sport Studies (PASS), Child Studies 2 Unit PDHPE 2 Unit CAFS Cross Campus SLR Partnerships and Services: Years 7-8: 5 periods p/w (40mins each, 4 PE & 1 PD) Years 9-10: 3 periods p/w (40 mins each, 2 PE & 1 PD), plus wednesday afternoon sport (=3 periods) Year 11: Sport Log Book Curriculum Teaching and Learning: Competitive: All girls Public School Part of Northern Beaches Secondary College which allows for Cross Campus classes in Yrs 11 and 12, along with Balgowlah Boys Campus (Brother School), Manly Selective Campus, Cromer Campus and Freshwater Senior Campus. CARNIVALS: Size: Type: Kayaking (amateur), Lawn Bowls, Ten Pin Bowling, Yoga and Pilates, Surfing, Tennis, Powerwalking, Beach Volleyball, Fitness Training, Sailing, Beach Sport Healthy Canteens Australia- Green, Amber, Red Cricket, Tennis, Hockey, Volleyball Open & 15s: Football, Water Polo, Touch, Netball, Basketball, Softball 14s, 16s, 19s: Futsal Reference: Williams, R., Warne, H. & De Angelis, A,. (2014, April 8, May 6). Personal Communication. Physical Activity Opportunities Hockey field, shaded netball court, 2 outdoor basketball courts, Canteen basketball court, Gym equipment room, Hall (Indoor basketball court size), Dance studio, Performance Space, fields across the road. Smart Boards, Computer Labs, Library, Textbook loans, Moodle New Industrial Kitchens. North Shore Zone Sydney North Region Combined High Schools (CHS) NSW All Schools School Sport Australia Talented Performer Program

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