The Purpose of Building a Portfolio Assessment

A portfolio assessment is a collection of student works that are associated with standards you are required to learn. This collection of work is often gathered over a long period of time to reflect what you have been taught as well as what you have learned. Each piece in the portfolio is selected because it is an authentic representation of what you have learned and is meant to demonstrate your current knowledge and skills. A portfolio by nature is a storybook capturing a students progression of learning as they move through the year. What Goes Into a Portfolio A portfolio can include classwork, artistic pieces, photographs, and a variety of other media all demonstrating the concepts that you have mastered. Each item that is selected to go in the portfolio is chosen within the parameters of the purpose of the portfolio itself. Many teachers require their students to write a reflection that correlates with each piece in the portfolio. This practice is advantageous for the student as they self-assess their work and may set goals to improve. Finally, the reflection helps reinforce the concept for the student and it provides some clarity for anyone reviewing the portfolio. Ultimately, the most authentic portfolios are built when the teacher and student work collaboratively to decide which pieces should be included to demonstrate mastery of a specific learning objective. The Purpose of Developing a Portfolio A portfolio assessment is often deemed an authentic form of assessment because it includes authentic samples of a students work.  Many advocates of the portfolio assessment argue that this makes it a superior assessment tool because it is demonstrates learning and growth over an extended period of time. They believe it is more indicative of what a students true abilities especially when you compare it to a standardized test that provides a snapshot of what a student can do on a particular day. Ultimately, the teacher guiding the portfolio process helps determine the purpose of the final portfolio. The portfolio may be used to show growth over time, it may be used to promote a students abilities, or it may be used to evaluate a students learning within a specific course. Its purpose may also be a combination of all three areas. The Pros of Using a Portfolio Assessment A portfolio assessment demonstrates learning over the course of time rather than what a student knows a particular day.A portfolio assessment provides an opportunity for a student to reflect on their learning, to self assess, and to formulate a deeper understanding of the concepts they are learning beyond a simple surface explanation.A portfolio assessment requires a great level of individual interaction between the student and teacher wherein they are always collaborating about the requirements and components going into the portfolio.   The Cons of Using a Portfolio Assessment Developing and assessing a portfolio is time-consuming. It takes a lot of effort from both the teacher and the student and is a demanding endeavor in which you can quickly fall behind.Portfolio assessments are very subjective in nature. Even if the teacher utilizes a rubric, the individualized nature of a portfolio makes it difficult to remain objective and stick to the rubric. Two students working on the same learning standard may have two totally different approaches thus learning may not be the same.

The Importance Of Critical Thinking - 1690 Words

Is teaching students how to critically think or think for themselves important? It’s not just important it’s a necessity for all students to learn. Critically thinking not only benefits the individual, but it benefits our society in general. Critical thinking in school allows students to think for themselves and have their own opinions. With critical thinking in school students can back up their opinions and ideas with facts and reasoning. Critical thinking in school creates a â€Å"rational person† in society (Siegel 435). Critical thinking helps people reason and rationalize. Along with reasoning, critical thinking helps members of society decide ethical decisions. These ethical decisions can range from to voting in election to the medical†¦show more content†¦Critical thinking is important to learn in school since it will translate into skills that are used in society. Applying critical thinking skills to the real world helps understand the reasoning behind decisions. Reasoning and rationale ties into everyday life. Without critical thinking everyone would have the same thoughts, and no one would have original thoughts. Schools would be teaching everyone the same content, and without critical thinking no one would challenge what is being taught everyone would just except the information that is being taught. Without critical thinking we would be carbon copies of each other, but with critical thinking we can explain the reasoning behind the decision that we stand for. Critical thinking is a necessity to teach to young children, so they can explain their ideas and thoughts in depth. Teaching critical thinking in secondary and primary schools is a necessity without critical thinking students would not be able to explain their thought process. Teaching students how to critical thinking not only helps the student, but it also helps our society too. Critical thinking promotes growth in learning, and with critical thinking our society becomes more intelligent because they can explain their line of thinking and reasoning. Critical thinking makes our society a better place; this line of thinking opens up intelligent discussions between friends and even coworkers. The more thatShow MoreRelatedThe Importance Of Critical Thinking1060 Words   |  5 PagesCritical thinking is a prerequisite to rationality. This means that there must be a problem-solving mechanism that seeks to conclude on the expected outcomes. As such, critical thinking is tied around finding solutions to a problem. It is important to note that there is a bias towards the end result to determine whether critical thinking was employed. This makes sense because failing to find a solution to a problem cannot be classified as critical thinking. As Steven Johnson said in Where Good IdeasRead MoreThe Importance Of Critical Thinking817 Words   |  4 PagesCritical thinking is meaningful and beneficial in many ways. It is not about the criticizing, instead , it is the thinking about the thinking process. It reflects our own thoughts and perceptions towards certain situation. In my personal experience, by practicing thinking critically, gives me the chance to build up my skills on thinking objectively, and non-judgmentally. It also reminds me of analyzing the situation from different perspectives. And this helps me to be more empathetic about client’sRead MoreThe Importance Of Critical Thinking728 Words   |  3 Pagesyou have to evaluate all possible outcomes. The process of analyzing all outcomes of a problem is considered critical thinking. â€Å"Critical thinking is that mode of thinking — about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it.† (TCTC.) A person also creates their own kind of thinking through cognitive bias. It refers to the systematic pattern of deviation from norm or rationalit y in judgmentRead MoreThe Importance Of Critical Thinking1509 Words   |  7 PagesCritical thinking is a big part in our lives. It helps us to make more inform decisions. It definitely plays a big role in our society, especially in our society because we need it. I know I need to use it because if I do not use critical thinking, then I would be making very bad decisions. Critical thinking is important in my life and as well as in society. One could say that critical thinking has some important political implications to it. Some say that the classroom should not try and teachRead MoreImportance Of Critical Thinking In Psychology1275 Words   |  6 PagesCritical thinking is essential to all disciplines of psychology. As a scientific subject the information presented with any argument or conclusion cannot just be taken at face value. To understand this, we must first understand what is meant by critical thinking. Critical thinking is â€Å"the objective analysis and evaluation of an issue in order to form a judgement.† (â€Å"critical thinking | Definition of critical thinking in English by Oxford Dictionaries†, 2017). Based on this definition, critical thinkingRead MoreReflective Essay : Critical Thinking And The Importance Of Thinking901 Words   |  4 PagesEssay Thinkingï ¼Å' for a person it can be a simple process to reflect or consider something. However, thinking critically is more difficult do. It demonstrates the ability of a person to be reflectively engaging and independent thinking. 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As stated in Kirst-Ashman’s book; Critical thinking is the careful scrutiny of what is stated as true or what appears to be true and the resulting expression of an opinion or conclusion based on that scrutiny, and (2) the creative formulation of an opinion or conclusion when presented with a question, problem or issue, (Kist-AshmanRead MoreThe Importance Of Critical Thinking On College Education1030 Words   |  5 PagesThe article by Boarer- Pitchford (2014) discussed the importance of critical thinking in college education and encouraged educators to use authentic assessments that require students to demonstrate the understanding of course concepts and promote the development of critical thinking based on the results of their study that examined make up of test grades derived from traditional and authentic assessment and factors that influenced the educators use of assessment techniques. On the other hand, the

Rape In American Slavery Affected African American Society History Essay Free Essays

string(94) " went into concealment for seven old ages, before she could fly to another topographic point\." Documents and research on the slave epoch in the antebellum South are awash with horror narratives of the brutal and cold intervention of slaves, peculiarly adult females. ( David Brion Davis and Eugene Genovese, – Bondage in the United States-Treatment ) . Considered ‘properties ‘ by their Masterss, enslaved black adult females endured continual physical and emotional maltreatment, sexual misdemeanors, anguish, and sometimes even decease. We will write a custom essay sample on Rape In American Slavery Affected African American Society History Essay or any similar topic only for you Order Now ( Susanne Scholz ) By the 1800s, bondage had percolated down chiefly to the antebellum South ( Africans in America ) . Whilst a bulk of these slaves were designated as ‘field retainers ‘ executing responsibilities outside the house, a smaller per centum, peculiarly adult females were employed as house servants or ‘house retainers ‘ , mammies and foster female parents. Owners by and large enforced their position as ‘property proprietors ‘ by indurate methods ( Africans in America ) . Many first individual histories ( Harriet A Jacobs ) and other informations available, underscore the rampant sexual development of African adult females slaves. In the absence of any precautions, with Torahs allowing proprietors brushing powers over their slaves, these adult females in bondage were habitually ravished, harassed, sexually stalked and used as long term courtesans non merely by their Masterss, but by the proprietors ‘ households and friends every bit good. Slave work forces, for their portion, were rendered powerless to dispute or step in, as to make so would intend certain decease or sale to distant plantations ( Africans in America ) . Progeny or ‘mulattos ‘ ensuing from such colzas were besides considered slaves, unless freed by the proprietor. ( Historian Eugene Genovese -Slavery in the United States ) . â€Å" As Masterss applied their cast to the domestic life of the slave one-fourth, slaves struggled to keep the unity of their households. Slaveholders had no legal duty to esteem the holiness of the slave ‘s matrimony bed, and break one’s back women- married or individual – had no formal protection against their proprietors ‘ sexual progresss. †¦ Without legal protection and capable to the maestro ‘s caprice, the slave household was ever at hazard. â€Å" ( bondage in the united provinces – intervention A ; colzas of females ) However, in rather a few documented instances, enslaved black adult females worked as devoted loyal retainers, as mammies and alternate female parents for white kids showing the absence of subjugation and bonds of fondness that really united the two races. Blassingame, * underlines the fact that slave parents tried to screen their immature from the barbarous worlds of the plantation. They frequently dissuaded angry impulses among the kids, which by and large arose after their first tanning, from seeking retaliation or running off. Children frequently internalized the two contradictory behavior responses of their parents ; one submissive in forepart of the proprietor, the other chastising their proprietor ‘s action in private. They understood that submissiveness was a manner to avoid penalty, but the true behaviour theoretical account emulated was the 1 they witnessed in private. The household was an of import endurance mechanism, for no affair how frequently the household was broken, it enabled the slave to last on the plantation without going wholly submissive to or dependent on the maestro. Slaves frequently retaliated, subtly or overtly, to their cold intervention. They resorted to destructing harvests or disenabling machinery, decelerating down work. Many stole nutrient, farm animal and valuables. Some committed self-destruction or mutilated themselves to cut down their belongings value and some even murdered their Masterss, by the usage of arms or toxicant ( Africans in America ) . Furthermore, slave parents were besides concerned about the proprietor ‘s intervention in their private lives. Southern jurisprudence defined slaves as movable belongings or movable. Often purchasing, selling and trading slaves, proprietors habitually disconnected households, often taking kids from their female parents. Slaves were frequently blackmailed with such intervention if they refused to work or if the adult females repulsed the progresss of their Masterss ( organisation of American historiographers -Family life in the slave quarters † survival strategies- Marie jenkin Scwartz ) How were the Masterss able to exert important control and power, over their black kept woman A Virginia jurisprudence declared slaves to be â€Å" chattel personal in the custodies of their proprietors and owners for all purposes, building, and aim whatsoever † ( African American History by Henry Drewry ) . It affirmed their entire ownership and right over their slaves peculiarly the womenfolk. As absolute belongings of their proprietors, enslaved black adult females were therefore uprooted their places and households and to follow with every physical and sexual caprice of the maestro. They had to larn to be wholly submissive to the maestro, in head and organic structure. Sexual maltreatment could be in the signifier of sexual coercion to coerce genteelness for net income. Refusal of sexual overtures met with physical and emotional maltreatment and frequently the sale of a household member to distant farms, ne’er to be seen once more. She had no precaution or safety as the jurisprudence regarded colza as a mere trespassing of belongings. Developing dealingss wi th fellow slaves, work forces and adult females, proved hard as she or her friends could be deported or sold to another belongings at any given clip. Any challenges by the male slaves to such sexual development could intend an terminal to their ain lives ( Life of a adult female on a plantation- an essay – Berkin ) . First individual histories of two slave misss, Harriet A Jacobs and Cecil ( Harriett a Jacobs – An autobiography – Incidents in the life of a slave miss 1861 ) ( Essay on Slavery – Celia a slave ) substantiate this claim. Both female slaves of African descent articulated the hurting and agony caused by the repeated sexual misdemeanor of their organic structures and how they were held confined by their Masterss till they decided to take affairs into their custodies and get away their capturers. Compelled to populate under the same roof with a adult male 40 old ages her senior, he daily violated her. Her wretchedness seemed ineluctable, for there was no jurisprudence to protect her from the changeless abuse, force or even decease. She eventually managed to get away and went into concealment for seven old ages, before she could fly to another topographic point. You read "Rape In American Slavery Affected African American Society History Essay" in category "Essay examples" Though loath kept womans, these enslaved African adult females were frequently labeled as ‘jezebels ‘ , innately promiscuous or even marauding by the white adult females. They were perceived to bask higher position and privileges than other slave adult females, but these privileges were tainted by the fact that they were forced into sexual entry ( Africans in America ) . However, research based informations indicates that rather a few of these formed short term affairs with their white proprietors for vested involvements ( Southern Mulattos Population ) and, yet others volitionally maintained long-run relationships with their Masterss, engendering them kids. Contemporary sociologist K Sue Jewell in her book aˆÂ ¦describes ‘Jezebel ‘ as a tragic mulatto bespeaking they formed the majority of black adult females sold into harlotry. In a system termed placage, many such freeborn light-skinned adult females were willing kept womans to wealthy white Southerner s. ( 3 ) How did southern plantation proprietors use their powers non merely to command their kept woman but their kids and even male slaves under their control? Slaves were at an arrant disadvantage and powerless as they were designated legal belongingss of their proprietors. Authorized to utilize punitory steps, slave proprietors and their households deployed terrible methods on the least pretext to guarantee slave obeisance ( Slavery in the United States ) . A assortment of objects and appliances such as the more normally used whip, bonds, ironss, metal neckbands, knives, guns, field tools, forced walking on the treadmill and even hanging were used to squelch any noncompliance or rebellion. Reasons for penalties ranged from interrupting a jurisprudence like go forthing the plantation without permission, running off, non following orders or slow work, frequently penalizing them in forepart of others to do an illustration of them ( Slavery in the United States ) . In fact, the jurisprudence required slave proprietors to compulsorily train recaptured runaway slaves or face mulcts. Owners besides invariably blackmailed slaves with the menace o f sale of their household members to distant plantations, ne’er to be seen once more. Enslaved inkinesss continued to be sexual pawns in the custodies of their proprietors. Children that ensued from these actions were besides treated every bit slaves as they took on the position of their female parents. ( Slavery in the United States ) Slave matrimonies were considered illegal and twosomes were often separated through sale. ( The Slave Community: Plantation Life in the Antebellum South is a book written by American Historian John W. Blassingame ) . It was insecure for a slave twosome to be shacking on the same plantation. Nothing demonstrated the arrant impotence of the hubby as he watch the barbarous tanning and colza of his married woman and the sale of his kids. He had no alternate but to follow with the demands of his maestro. However, Blassingame besides indicates that proprietors understood the demand to promote monogamous relationships â€Å" a black adult male, they reasoned, who loved his married woman and his kids was less likely to be rebellious or to run off than would a ‘single ‘ slave † ( The Slave Community: Plantation Life in the Antebellum South is a book written by American Historian John W. Blassingame ) . Whilst some Masterss were compassionate, most slaves knew that any mistake or crisis would take them to the auction block. Slave proprietors were besides uncomfortable with the fact that slave kids might oppugn their authorization and the legitimacy of the order, as they were reared to esteem other authorization figures like their parents ( Organization of American historiographers -Family life in the slave quarters † survival strategies- Marie Jenkin Scwartz ) . To overthrow this, proprietors established regulations and planned activities aimed at minimising the importance of slave household life and stressing his place as the maestro. Many went to the extent of mentioning to their slaves as household members which gave them the right to interfere in their slaves ‘ private lives. To this terminal, they kept a acute ticker on their slave ‘s activities dark and twenty-four hours, including such everyday affairs as to what they ate, how they dressed and when they slept. They would frequently corrupt the slave kids or wages bad behaviour with playthings or gifts ( Slavery in the United Sta tes ) How did slavery Torahs and southern politic support the rights of slave proprietors to mistreat their slaves Enslavement of the African Americans officially commenced in the 1630s and 1640s ( Slavery in the Civil war Era ) . Colonial tribunals and legislatures clearly affirmed that Africans — unlike their opposite number white apprenticed servants-would serve their Masterss for life and their slave position would be inherited by their kids. A 1667 A Virginia act declared that â€Å" Baptisme doth non change the status of the individual as to his bondage or freedome. † And By 1740 colonial America had a to the full developed bondage system in topographic point ( Slavery in the Civil War Era ) . In fact in Virginia, after 1807, slaves were considered the main ‘cash harvest ‘ of their proprietors. Such statute law gave proprietors ultimate power over their slaves ( Slavery in the United States ) . A jurisprudence on partus in 1662 in Virginia indicated that kids of an enslaved female parent would automatically be slaves, even if the male parent was a freeborn white. This farther institutionalized the power relationships and freed the white work forces from any legal duty of either admiting or back uping their kids, restricting the dirt of bastard, mixed-race kids to the slave quarters. In the 1860s, elect households, who formed a majority of the shareholding households, influenced and shaped the political scenario of the land. Foremost amongst their common concerns was commanding and guaranting an equal supply of slave labour ( Slavery in the civil war epoch ) Legislation in the South was so designed as to protect the proprietors ‘ rights to their human movables. ‘Slave codifications † incorporated in these Torahs admitted, if grudgingly so, that slaves were human existences and non belongings like animate beings. However, these codifications instituted many clauses to minimise the possibility of slave rebellion. The codifications made it illegal for slaves to ( a ) educate themselves to read and compose ( B ) to go to church services without a white individual, or ( degree Celsius ) to attest in tribunal against a white. Besides, go forthing their place plantation without a Masterss ‘ written base on balls was out. Additional Torahs sought to curtail the possibility of manumission ( the liberation of one ‘s slaves ) . Between 1810 and 1860, statute law in all Southern provinces restricted the right of slave proprietors to liberate their slaves, even in a will, as free inkinesss might animate other slaves to arise. As a effect, most Southern provinces required that any such freed slave leave the province within 30 yearss ( Slavery in the Civil War Era ) . Authorities established ‘slave patrols ‘ to implement these codifications. Locally organized sets of immature white work forces, both slave proprietors and beefeaters husbandmans patrolled the dark look intoing that slaves were in so their quarters. These ‘patrols ‘ shared a common desire to maintain the black population in cheque ( Slavery in the civil War Era ) How the isolation of Plantation life in the south factor into the per centum of Numberss of colza of black slaves. Although bondage was widespread throughout antebellum America, the 1830 ‘s saw a greater demand and concentration of African American slaves in the booming plantations of the antebellum South ( Slavery in the civil war Era ) . Legislation of bondage in the southern provinces, unlike the North where there were free slaves, indicated that all slaves to be â€Å" chattel personal in the custodies of their proprietors and owners for all purposes, building, and purpose whatsoever. † ( African American History ) . A black adult male could be whipped for no ground. He could be beaten, stripped or tortured for the amusement of his maestro. A black adult female could be sexually harassed, assaulted, beaten or raped at anytime without inquiry. ( Life of adult females in the plantation – bondage essay ) As bonded labourers and belongings of their proprietors, slaves were confined to populate and work on the plantations. Permission to travel outside the premises was merely by written consent from the maestro and badly punishable if disobeyed ( Slavery in the Civil War Era ) . It served the proprietors ‘ double intent of labour development and race control. Children and adult females were used as domestic aid so every bit to non blow capable labour ( Berkin – Life of adult females slaves on the plantation- an essay Berkin, p. 62 ) . Slave codifications incorporated in the legal system restricted their motions and growing. They were non permitted an instruction, could non attest against a white or attend church services without one ( Slavery in the United States ) . Authorities established ‘slave patrols ‘ to implement these codifications. . ( Slavery in the United States ) In the absence of any precautions and Torahs to protect them, enslaved African adult females were the worst victims of a system that designated and treated them as exclusive belongings of the proprietors. Of the information available and hideous first individual histories of two slave African Americans, adult females suffered the worst possible sexual force and maltreatment ( Berkin – Life of adult females slaves on the plantation- an essay Berkin, p. 62 ) . Her non-compliance resulted in terrible physical and emotional punitive steps for herself and her partner or the merchandising of a household member – a kid, partner, parent or near comparative to a distant land ne’er to be seen once more. Any rebuttals to such sexual development by the male slaves could ensue in decease ( Berkin – Life of adult females slaves on the plantation- an essay Berkin, p. 62 ) ) . Decision The antebellum epoch in America is strife with the bondage era which went contrary to the rules of the War of Independence. It is ironical that the really province, Virginia in which the American Declaration of Independence was signed, would be the first to legalize bondage. African slaves foremost set pes in Virginia, America in 1619 with the reaching of prisoners sold by a Dutch to colonists in Jamestown. Sing their economic worth, peculiarly in the plantations in the antebellum South, their demand grew and spiraled over clip up to the 1800s. ( African American History ) . Colonial tribunals and legislative assemblies had racialized bondage ( Slavery in the United States ) The first arm of legalisation in 1662 stated that such Africans would be retainers for life, and subsequently in a 1667 another act declared that â€Å" Baptisme doth non change the status of the individual as to his bondage or freedome. † By 1740 a concrete legal bondage system in colonial America was in topographic point. A Virginia jurisprudence gave proprietors absolute right over their ‘property ‘ saying that slaves were â€Å" chattel personal in the custodies of their proprietors and owners for all purposes, building, and purpose whatsoever. † ( African American History ) . Legalizing bondage gave proprietors sweeping powers of life and decease over their slaves, peculiarly, the enslaved black adult females ( ( Berkin – Life of adult females slaves on the plantation- an essay Berkin, p. 62 ) . Slaves were viciously penalized and sometimes even murdered. Rape and sexual force against enslaved black adult females was rampant and non considered a offense except for the fact that it represented intruding on another ‘s belongings. Owners frequently resorted to terrible penalty, physical and emotional, to reenforce submissive behaviour, peculiarly against black slave adult females. Designated as belongings to their white proprietors, they lived with the changeless world of colza as is witnessed in the first individual histories of Harriet a Jacobs and Celia ( ( Berkin – Life of adult females slaves on the plantation- an essay Berkin, p. 62 ) . Habitually, raped, harassed, sexually stalked and used as long term courtesans non merely by their Masterss, but by the proprietor ‘s households and friends, these enslaved adult females lived in changeless fright of penalty either physically or emotional blackmail through separation when their loved 1s and household members were sold to distant plantations, ne’er to be seen once more. ( Africans in America ) Laws accommodated the proprietors actions, sorting the attendant offspring as kids of the female parents merely, shriving the white male parent of any duty, unless they were freed by the proprietor. ( Historian Eugene Genovese -Slavery in the United States ) Though Black adult females were loath kept womans, they were termed as seducers called, â€Å" Jezebels † However, there is grounds to propose that some enslaved black kept womans had devised a manner to utilize her gender as a agency of avoiding development by her maestro and for other vested involvements ( Southern Mulatto Population ) . Slave work forces for their portion were powerless to step in as they faced the menace of decease. ( Africans in America ) . A slave twosome shacking on the same plantation were insecure. Nothing demonstrated the hubby ‘s impotence more than the barbarous tanning and colza of his married woman and sale of his kids. â€Å" ( The Slave Community: Plantation Life in the Antebellum South is a book written by American Historian John W. Blassingame ) . However, proprietors besides understood the importance and demand of leting monogamous relationships, as this was less likely to make run-away slaves. Slaves struggled to keep the unity of their household and civilization, even as Masterss applied their cast to the domestic life of the slave one-fourth. Fearing that slave kids might oppugn their authorization, slave proprietors established regulations and planned activities aimed at confirming his place as maestro. ( Organization of American historiographers -Family life in the slave quarters † survival strategies- Marie Jenkin Scwartz ) . The fact that the slaves in the antebellum South were legalized and belongings of the proprietors afforded them no rights or freedom. Their isolation from the North, where free slaves resided, farther detracted from any hope of freedom or better quality of life than at the custodies of their oppressive proprietors. ( ( Berkin – Life of adult females slaves on the plantation- an essay Berkin, p. 62 ) How to cite Rape In American Slavery Affected African American Society History Essay, Essay examples

Science Excursion On Chromatography And Spectroscopy

Question: Describe about the Science Excursion On Chromatography And Spectroscopy. Answer: Introduction Learning is a process in which students are guided in respect to schools curriculums. During learning, the guider (teacher) directs the leaner in a classroom setting through a concept to enable him acquire knowledge and skills that can help in deriving solutions in a real life situation. Learning process can also be experienced outside the class in fieldwork activities to enhance the curriculum by making lively (BUNTING 2006). Like any other learning process, science education takes place at all aspects of life. To this effect, I am assigned a duty of coming up with an excursion plan for students aged 12. The excursion is aimed at various aspects in relation to chromatography and spectroscopy. Planning Planning for the excursion entailed logistic planning mechanism which started two months earlier in which I together with two teachers took a pre visit to Melbourne University. During the revisit, various workshops were found suitable hence, considered relevant for the intended field study. After the sites a letter was written to Melbourne University workshop department seeking for a permission to conduct a field study on chromatography and spectroscopy. While giving a full description of the activity, we indicated the number of students to be 43. We also chose 5th and 12th of August as our preferred dates. After two weeks, the varsity contacted our schools academic department through the director of studies giving a permit regarding the trip, indicating that they have set 12th august 2016 as our day. They also indicated that each student must be provided with a complete workshop attire including protective boots for safety purposes and lab coat. Safety boots are vital as they enhanc e safety in a workshop by minimizing injuries that may occur (HEWITT2014). In addition, the department indicated that entry fee for each students is 2 dollars. Indeed this was a good news that spearheaded excursion planning. We went further to seek permission to parents who were also at ease and issued a go ahead permit. Budgeting Budgeting for the excursion considered two medium buses to be used for transportation purposes. Here, the schools financial department was issued with a letter stating a financial request of 1502 dollars that would be used to repair and fuel the buses. A second letter was issued to the department stating fund allocation of 10520 dollars for purchasing of meals, first aid equipment, pens, notebooks, protective boots and lab court for the forty three students. Portion of the money was also aimed at catering for entry charges. Fortunately, the response from the finance department was not only positive but also timely. With the permission from the principle, student number inspection began; strictly forty three students were cleared to proceed for the excursion. At around 24th August, closely two and a half weeks to the trip, all preparation were done. The 43 children were then instructed to read widely on the concept on chromatography and spectroscopy. Each one of them was then issued w ith a list of what they were required to do during the excursion. In the requirement list, they were expected to exercise high level of discipline, pay attention and ask as many questions as possible regarding chromatography and spectroscopy. To ensure maximum security outside the school compound, we also pledged with the security department which in turn offered two security men to take care of insecurity issues that may arise. Literature Review The Educational screen (1992) states that excursion is a field trip in which learners are taken somewhere outside a school set-up to conduct a study on a given concept. During this process learning is majorly based on observation and experienced, which are then synthesized and absorbed as knowledge or skills. Therefore, science excursion is academic learning activity where learners are moved to a place to study a scientific concept. In these case, 43 students from a Victorian Secondary school are set to be transported to University of Melbourne Main Campus to take a real life study on chromatography and spectroscopy. University of Melbourne is an Australian pubic university established in 1853 to help the society in nurturing engagement, learning, teaching and research (UNIVERSITY OF CALIFORNIA SYSTEM 1900). Melbournes main campus is located in Parkville found in north on the Melbourne central business district. Its website is https://chemistry.unimelb.edu.au/engage/chemistry-outreac h-program. The excursion was set to take place on 14th Sep 2016 in which about 43 students were transported by bus to the varsity alongside several teachers. The students had an opportunity of having a direct look on how compounds are identified, quantified and separated, and also how matter interacts with electromagnetic regions (SCOTT 1986). In mutual satisfaction, students were hopeful in having more visits of the same caliber to expose them further. On reaching the university compound, the team was given a wall reception which was then followed by several tours around the institution, moving from one workshop to the next. According to OHIO STATE UNIVERSITY, AMERICAN ASSOCIATION FOR HIGHER EDUCATION (1930), academic trips including science excursions have several advantages and constraints to learners as far as education is concerned hence, core reasons as to why the topic creates room for an excursion before the introduction to the next area of study. Benefits and Constraints To begin with, it provides an exciting way of learning hence much enjoyable; a condition in which enables learners to concentrate highly and acquire maximum experience. Secondly, excursions promotes relationships between teachers and children and among the learners (Greene et al. 2014). Field trips also take children outside the normal routine, giving them an extra opportunity for more meaningful education experiences (CARROLL 2007). It brings more references that the students can rely on to abduct more ideas on the same field of study (STORKSDIECK 2011). In addition, it enables the students to realize the relevance and the appropriateness of that they are thought in classroom (Greene 2014). Specifically, the intended excursion will also help the learners to break boredom of normal classroom set up; motivating them further. Other significance is that science excursions provide students with additional opportunities for hands-on learning (HUDSPETH HUDSPETH 1949). For instance, apart from just reading on chromatography and spectroscopy, a student who visits a factory dealing with various process of separating compound. Excursions also creates a sense of expert insight where students are taught by more teachers who also have more and interesting skills than their normal teacher. It is also clear that academic field trips creates exposure that helps in all aspects of life. Learning is not all about getting academic experience that can enable one to cope with challenges of life (CAMPEAU 2016). Knowing how to relate better with others is equally important. At the same time, getting familiarized with various parts of the world helps in knowing places that best fits various vacuities. Besides, it created social awareness which enables students to learn in all aspects of life (FRANCIS 2014). Therefore, excursions enables learners to have a live approach experience. Use of the Excursion Site Upon reaching the excursion site, Melbourne University, grouping of learners into tens was found appropriate to enhance their control and bringing order hence, making learning more systematic. While maintaining the calmness of the site, the fast group is intended to move to the first workshop while the remaining three groups remain outside. They are also expected to raise as many questions as possible, which will be responded to by teachers and respective officials within the workshops. When the fast group is complete with the fast station, it moves to the next as the second lot moves in gently. This trend is observed until all groups go through the same process after which they will be assemble for a general discussion where all that had been learnt will be summed up. Thereafter, a thank you not will be given to the varsity by one student followed by a word of pray before departing. Generally, the excursion aimed at exposing the learners to a real life situation where they can relate what they have learnt in class into practice. Being that all the workshops we visited dealt with energy transformation, the excursion exercise fits within the curriculum as it showed how heat and energy relate. For example, the first site visited involved production of hydro-electrical power, which starts by heating fire hood to produce heat energy (Philpott et al.2016). Post Excursion Activities To facilitate student learning and increase the value of field trip experience, room is also created for follow-up activities. According to Bekker et al. (2016), excursion should be allocated with time specifically for post trip activities, allowing the student to share experience and general observations during the process. Classroom billeting board is also created to display all nature of materials that were collected of developed in the trip (Pitts et al. 2014). Development of a classroom museum to enable student display their various artwork regarding the excursion is equally important. Before creating a short field trip report, various areas of the curriculum is linked to various areas within the curriculum. Finally, the register attendance is taken to ensure that all learners who go to the trip are present. Their conditions are also noted for appropriate measures. Challenges Being a learning exercise in a completely new environment, both the advantages and disadvantages are expected. These challenges may range from budget where restraints are experienced, to controlling the students on the site (DAVIM et al. 2016). Other challenges include shortage of chaperons and controlling the anxiety of the learners. Enforcing rules and structure, and time shortage are also some of the common challenge being that this condition is not only new to children but also teacher hence the regular terms main fail to apply. However, as a teacher with child care experience some of these challenges can be controlled. One of the key solution to the problem of anxiety and children control is subdivision of the learners into smaller groups that can easily be handled. Budgeting is also done within the schools financial capability to ensure that all the necessary requirements are obtained in advance. Furthermore, drafting a clear program can help in minimizing the time shortage cha llenge. Conclusion This project has given a detailed planning for an excursion for students aged 12 from a Victorian Secondary school. The execution planning process started by seeking permission from various parties; the University of Melbourne, the school principle and parents. With the three permissions, planning went further by assembling materials such as notebooks, safety boots and lab coat for each student. 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