№ lp_1_20884
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This document outlines key language and grammatical features for teaching narrative writing across different primary education levels, organized under the Victorian Curriculum.
Year:
Not specified
Region / City:
Victoria, Australia
Theme:
Literacy, Language Features, Narrative
Document Type:
Educational Resource
Organization / Institution:
Department of Education and Training, Victoria
Author:
Not specified
Target Audience:
Primary educators, curriculum designers
Effective Period:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2007
Region / City:
Virginia
Topic:
Education, Literacy, Self-Determination
Document Type:
Educational Article
Organization / Institution:
VDOE TTAC at GMU
Author:
Konrad, M; Helf, S; Itoi, M
Target Audience:
Educators, Teachers
Effective Date:
2007
Date of Last Revision:
September-October 2007
Year:
2022
Region / City:
Africa
Theme:
Data literacy, Data use, COVID-19 impact, Development
Document type:
Research Paper
Organization / Institution:
The World Bank
Author:
Craig Hammer, Ravi Kumar, Ashlin Simpson
Target audience:
Government officials, media, civil society, academia, private sector
Period of validity:
Ongoing
Approval Date:
October 2022
Date of Changes:
None
Year:
2007
Region / City:
N/A
Topic:
Literacy, Self-Determination, Education
Document Type:
Educational Article
Organization / Institution:
Teaching Exceptional Children
Author:
Konrad, M; Helf, S; Itoi, M
Target Audience:
Teachers, Educators
Period of Application:
N/A
Approval Date:
N/A
Date of Changes:
N/A
Year:
2026
Region / city:
N/A
Theme:
Disinformation, Truth Literacy, Political Literacy
Document Type:
Questionnaire
Author:
N/A
Target Audience:
Researchers, Educators, Political Scientists
Period of validity:
N/A
Approval Date:
N/A
Modification Date:
N/A
Year:
2026
Region / city:
Victoria
Topic:
Literacy, numeracy, and digital support in vocational education and training
Document type:
Implementation guide
Agency / institution:
Department of Jobs, Skills, Industry and Regions
Author:
State of Victoria
Target audience:
TAFE and dual-sector universities, Adult and Community Education (ACE) providers, Skills First students
Period of validity:
From 1 January 2026
Approval date:
10 November 2025
Date of changes:
N/A
Year:
2022
Region / City:
United Kingdom
Topic:
Health Literacy
Document Type:
Template
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Healthcare professionals, project managers, and decision-makers in health systems
Effective Period:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2023
Region / City:
Tennessee
Theme:
Early Literacy, Foundational Skills
Document Type:
Observation Form
Organization / Institution:
Tennessee Department of Education
Author:
Literacy Specialists in DESE’s Center for Instructional Support
Target Audience:
Teacher Candidates, Program Supervisors, Faculty Members
Period of Use:
Practicum Semester
Approval Date:
Not specified
Date of Last Update:
Not specified
Year:
2026
Region / City:
South Africa
Subject:
Mathematical Literacy
Document Type:
Glossary / Educational Resource
Institution:
Department of Basic Education
Authors / Contributors:
Masirheni Gladys Nkwinika, Luleka Nombombo, Martin Tshalalala, Matodzi Ramaite, Zandile Mdiniso, R S Rambau, Pule Mokoena, Anelmie Nel, Nomsa Motshoane, Marius Marx
Target Audience:
Learners Grade 10–12
Copyright:
© Department of Basic Education
Contact:
[email protected]
Note:
, 082 311 0642
Website:
http://www.education.gov.za
Call Centre:
0800202933
Topics Covered:
Data Handling, Finance, Maps and Plans, Measurements, Probability
Structure:
Paper 1 and Paper 2
Purpose:
Definitions, explanations, and meanings of Mathematical Literacy terms per CAPS curriculum
Year:
2023
Region / City:
Australia
Topic:
Education, Language and Literacy Assessment
Document Type:
Assessment Form
Organization:
4 Up Skilling
Author:
4 Up Skilling
Target Audience:
Students enrolling in agricultural training courses
Effective Date:
Not specified
Amendment Date:
Not specified
Year:
2025
Region / City:
Bulgaria, Romania, Greece, Cyprus
Theme:
Media literacy, Intergenerational projects, Rural and small towns
Document Type:
Call for Proposals
Organization / Institution:
European Commission, Directorate-General for Communication
Author:
European Commission
Target Audience:
Project applicants, organizations in rural areas and small to medium towns
Duration Period:
2025-2026
Approval Date:
December 2025
Amendment Date:
N/A
Year:
2022-2023
Region / City:
Somerset
Topic:
Literacy Difficulties Assessment
Document Type:
Form
Institution:
Support Services for Education
Author:
Unknown
Target Audience:
SENCOs, teachers, school staff
Period of Action:
2022-2023
Approval Date:
Unknown
Date of Changes:
Unknown
Year:
2026
Region / City:
South Carolina
Theme:
Financial Literacy
Document Type:
Legislative Resolution
Institution:
South Carolina General Assembly
Author:
South Carolina General Assembly Members
Target Audience:
General Public, Educators, Policymakers
Effective Period:
April 2026
Approval Date:
January 22, 2026
Amendment Date:
Not applicable
Year:
2023
Jurisdiction:
Oregon
Country:
United States
Subject:
Early literacy education
Document type:
Program review guidance
Related framework:
Oregon’s Early Literacy Framework
Intended users:
Early literacy program applicants
Application process:
Smartsheet submission
Sections covered:
Student Belonging; Family and Community Partnerships; Oral Language; Reading Models; Foundational Skills; Writing and Comprehension; Core Instruction and Assessment; Reaching All Learners
Review scope:
Early literacy program design and implementation
Revision version:
1.1
Revision date:
October 23, 2023
Appendices:
Readiness for Implementation (optional)
Source institution:
Oregon Department of Education
Course:
Financial Literacy 30
Educational level:
Secondary education
Subject area:
Financial literacy
Document type:
Exam preparation material
Coverage units:
Units 1–12
Geographic context:
Canada
Referenced region:
Saskatchewan
Key topics:
Money concepts, personal information security, budgeting, spending plans, financial institutions, payment methods, banking transactions
Intended audience:
Students enrolled in Financial Literacy 30
Assessment context:
Final exam
Curriculum focus:
Personal and community finance
Year:
2026
Region / City:
Navi Mumbai
Topic:
Event Management
Document Type:
Invitation for Tender
Organization:
National Institute of Securities Markets (NISM)
Author:
NISM
Target Audience:
Agencies eligible for event management
Period of Execution:
10 months
Approval Date:
Not specified
Amendment Date:
Not specified
Year:
2024
Region / City:
Seattle
Topic:
Service dogs, ableism, disability justice
Document Type:
Research Article
Organization / Institution:
Seattle Pacific University, Department of Physics
Author:
Amy D. Robertson
Target Audience:
Researchers, disability advocates, public policy experts
Period of Action:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
) and join the S1NET. For guides with in depth examinations of performance measure definitions, go to:
https://www.milsuite.mil/book/docs/DOC-129783
Table of Contents (Hyperlinks to Sections):
Developing ‘Significant Duties and Responsibilities’ OER Narratives: Notes, Rules, and Instructions OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: Negative Comment Rules Referred OERs Narrative Comment Examples Block a. APFT and HT/WT Block b. Overall Performance Block c. Character (to include SHARP comments) Block d. Presence Block e. Intellect Block f. Leads Block g. Develops Block h. Achieves Senior Rater Potential Senior Rater Narrative Examples Senior Rater Narrative Comment Examples (for potential, promotion, school, etc.) Successive Assignments Other SR Comments (explanations of anything unusual about OER) Effective Words for Evaluations JUNIOR OFFICER PLATE (DA FORM 67-10-1) NOTE: 2LTs who have NOT completed BOLC, will not receive an OER until they complete BOLC (AC and ARNG; USAR officers can receive an OER before completing BOLC). The FROM date will be their commissioning date. All time until their BOLC graduation will be NONRATED on their first OER. OER PROFILING: OERs: Rater and Senior Rater Profiles are CONSTRAINED, meaning Officers are only allowed to grant 49% of each rank they rate with either an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). HOWEVER, if you have an immature profile, and have only just begun rating/senior rating Officers of a certain rank, you are allowed a ONE TIME option of giving one of the first two evaluations you make at a particular grade, an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). OER (OER SUPPORT FORM) PART III: Developing ‘Significant Duties and Responsibilities’ (blocks a., b., and c.): Refer to DA PAM 611-21 (https://www.milsuite.mil/book/groups/smartbookdapam611-21
) and DA PAM 600-3 (Commissioned Officer Professional Development and Career Management), to assist in the development of PART III, block d. As a minimum, the duty description will include pr:
- Number of personnel supervised, - Amount of resources under the rated officer’s control, - Scope of responsibilities. 3) Descriptions must be clear and concise with emphasis on specific functions required. 4) Note conditions unique to the assignment; e.g. RA officers assigned to FT support duties with RC units or USAR officers assigned to RA units OER NARRATIVES: Notes, Rules, and Instructions Rater and Senior Rater Narratives: - Requires candor and courage; frank and accurate assessment. - Quantify officer’s value relative to peers and do so in concert with rater/senior rater box check. - Are short; tell a simple story about the quality of officer being evaluated. - Are interesting and compelling. - Are looked at by selection board members when they are looking for in-depth information about a rated officer’s performance and potential. - Numbers; 1-10, write them out (e.g. one, two, ten). 11 or higher, write the number; e.g. 11, 15, 105. Exception, when a 1-10 is WITH an 11 or higher; e.g. “5 tool kits with 20 tools each.” - Fashion the narrative to the officer; double check use of “he/his” vs. “she/hers.” - Awards: Awards and/or special recognition received during the rating period may be cited in evaluation comments (for example, “received the Humanitarian Service Medal” or “named the Instructor of the Year”). - Raters and SR CAN use the officer’s name in the narrative; e.g. “1LT Joe was ….” Rater and Rater Narratives: - Focus on PERFORMANCE; explaining what the rated officer did and how well he/she did it. - Focus on specifics to quantify and qualify performance. - Raters should advocate the rated officer to the SR. - When there is no SR (due to lack of qualifications), rater’s narrative provides the input on both performance and potential. Senior Rater (SR) and SR Narrative (see SR Rater Narrative section for examples): - Focus on POTENTIAL, 3-5 years out (promotions, command, school, & assignments). - Can amplify box checks by using the narrative to clearly send the appropriate message to selection boards. - CANNOT mention Box Check. - Additional information for when SR is also Rater can be found in DA PAM 623-3, pg. 26, “DA Form 67–10–1, part VI: block c—Senior Rater Narrative.” OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: - School/Course Comments: Bullets about how a Soldier did in a school or course are ONLY allowed if that school did not produce an AER/DA Form 1059. - Narratives are not a laundry list of superlatives – more is not necessarily better. - Brief, unqualified superlatives or phrases, particularly if they may be considered trite. - Excessive use of technical acronyms, or phrases not commonly recognized. - Techniques aimed at making specific words, phrases, or sentences stand out from the rest of the narrative; e.g. excessive use of capital letters; unnecessary quotation marks; repeated use of exclamation points; wide spacing between selected words, phrases, or sentences to include double spacing within a paragraph or between paragraphs. - Inappropriate references to box checks; e.g “Would be TOP BLOCK if profile allowed” or “absolutely far exceeded the standard”. - Trying to quantify (e.g. “top 2% of my captains”) with a small population. - Stay in your lane/level; avoid comments like “Best 1LT in the Army” unless you’re the Army CoS. - Stating “the best ever”; having 10 in the population, 50 in the profile. - Using overused phrases and clichés that are counterproductive or overused; e.g. stellar, historic, “delivered a dazzling performance,” “hit the ground running,” consummate professional, and unlimited potential. - Using specific selection board-type language. Examples of this include, “definitely a 6+ Soldier”. - Don’t exaggerate; “If I could prove it, CPT X is an LTC disguised as a CPT.” - Be mindful of what IS NOT said; it can have the same impact as what is said; e.g. NOT having numbers, or quantifiable points. - Don’t say the sa
Note:
en
Topic:
Officer Evaluation, Narrative Guidelines
Document Type:
Guide
Target Audience:
Raters, Senior Raters
Year:
2023
Region / City:
Global
Topic:
Investment Reporting and Project Progress
Document Type:
Report
Organization:
Gates Foundation
Author:
Not specified
Target Audience:
Grantees, Program Officers
Effective Period:
Not specified
Approval Date:
Not specified
Date of Amendments:
Not specified
Note:
Contextual Description
Year:
2026
Region / City:
United States
Theme:
Transitional Housing, Domestic Violence Support
Document Type:
Application Guide
Organization:
Office on Violence Against Women (OVW)
Author:
OVW
Target Audience:
Applicants for OVW Transitional Housing Assistance Grant Program
Period of Effect:
Not specified
Approval Date:
Not specified
Amendment Date:
Not specified
Year:
MM/DD/YYYY
Region / City:
Not specified
Subject:
Environmental Impact Assessment
Document Type:
Environmental Review Checklist
Agency / Organization:
Not specified
Author:
Not specified
Target Audience:
Project Managers, Environmental Consultants
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified