zilongwang/ReadingBank huggingface dataset:
Key Stage 3 - Jet Perfect properties Data table Material General information Melting Thermal (W/mK) Density (g/cm3) Tensile strength (MPa) Stiffness (GPa) Does it catch fire easily? Does it corrode when hot? Can it be cast into a single crystal blade? alloy An mixture of metals, mainly nickel. 1260 – 1340 11 8.2 1440 ~200 no no no Nickel superalloy A mixture of metals, mainly nickel. A superalloy is an alloy that is strong. It is not damaged at high temperatures. 1350 ~29 8.4 1000 110 no no yes Titanium 6/4 alloy A mixture of metals, mainly titanium, with: 6% aluminium 4% vanadium 1600 – 1660 4.0 4.5 1000 115 yes, at 600 ºC if it rubs against something no no Yttria stabilised zirconia A ceramic. Ceramics are materials prepared by the action of heat followed by cooling. This ceramic includes zirconia (ZrO2) and yttria (Y2O3). 2700 – 2850 0.7 5.1 25 20 no no not known Thermal conductivity is a measure of how well a material conducts heat. The bigger the value, the better it conducts. Tensile strength is a measure of the strength of a material when subjected to pulling forces. The bigger the value, the stronger the material. Stiffness is given by Young’s modulus. The bigger the value, the stiffer (and less flexible) the material. If a material corrodes it reacts slowly with oxygen or water from the air, and is damaged over time. The rusting of iron is an example of corrosion.
Issue Did the group address this issue? How clear is the information? 1 = not clear 3 = very clear Why might a patient have an MRI scan? How does MRI allow us to see which parts of the brain are active? How can patients be safe in the scanner? What have we learnt from FMRI research? How strong are MRI magnets? What were the two best things about the leaflet or video storyboard? ☺ ☺ Suggest one improvement. Key Stage 3 - MRI Brain briefing Peer assessment Study the leaflet or video produced by another group. Then complete this form. Issue Did the group address this issue? How clear is the information? 1 = not clear 3 = very clear Why might a patient have an MRI scan? How does MRI allow us to see which parts of the brain are active? How can patients be safe in the scanner? What have we learnt from FMRI research? How strong are MRI magnets? What were the two best things about the leaflet or video storyboard? ☺ ☺ Suggest one improvement. Role 1 Hospital communications worker Your role is to co-ordinate the production of the leaflet or video storyboard that will help patients prepare for an MRI scan. Here are some patient questions: Why am I having an MRI scan? How does MRI allow us to see which parts of the brain are active, or which parts are damaged? How can I make sure I am safe in the scanner? What have we learnt from FMRI research?
Why am I having an MRI scan? picture How can I make sure I am safe in the scanner? picture How does MRI allow us to see which parts of the brain are active, or which parts are damaged? What have we learnt from brain mapping? picture picture How strong are MRI magnets? How do they compare to normal bar magnets? picture
(b) any one from • it does not stay magnetised • it can be turned off accept ‘you cannot turn steel off’ • objects do not stay attached to it • iron loses its magnetism • steel stays magnetised 1 (L6) (c) (i) any one from • the greater the distance the lower the reading • the further away the smaller the reading accept the converse accept ‘at big distance the field is weaker’ or the converse accept ‘at 50 mm the reading is lower’ accept the converse do not accept ‘the bigger the distance the smaller the ampsor current’ 1 (L6) (ii) • the greater the current the stronger the electromagnet 1 (L6) (iii) any one from • change the number of turns • change the thickness of the wire • change the diameter of the core accept ‘use more coils’ accept ‘use fewer or less coils’ accept ‘put the coils closer together’ or the converse accept ‘change the metal of the coils’ accept ‘use a different sized core’ accept ‘use nickel or cobalt core’ accept ‘use a different core’ ‘use bigger coils’ is insufficient ‘use more wire’ is insufficient do not accept ‘add more batteries’ 1 (L6)
Copper sulfate Potassium aluminium sulfate(alum) Potassium hexacyanoferrate(III) Now follow the instructions below to make the best crystals you can. Making a saturated solution First make a saturated solution. This is a solution in which no more solid can dissolve. Use the table to find the solubility of your substance at 50 ºC or 60 ºC. This is the maximum mass that can dissolve in 100 g of water. Weigh out this mass. Use a measuring cylinder to measure out 100 cm3 of pure water. Pour the water into a beaker. Place it on a tripod and gauze over a Bunsen burner. Heat the water to 50 ºC or 60 ºC. Turn off the Bunsen burner. Add your weighed out substance to the beaker of hot water. Stir. Allow your solution to cool to room temperature. With a spatula, add a few tiny crystals of your substance to the solution. Cover the top of the beaker with a piece of card. Leave for two or three days. Pour off the solution into another beaker, leaving behind any solid. Cover with a piece of card. This is your saturated solution. Making a seed crystal Pour a little of your solution into a watch glass. Leave the rest of your solution in the beaker, covered with a piece of card. Leave the solution in the watch glass for a few days. Small crystals will form. Once all the water has evaporated from the watch glass, use a magnifying glass to look at the crystals that have formed. Choose the biggest crystal with the best shape. Remove it with tweezers. This is your seed crystal. Making a big crystal Use a slip knot to tie your seed crystal to a 20 cm length of thread. This is not easy! Suspend the crystal in your beaker of saturated solution, as shown. Cover the beaker. Leave the beaker for a few days, ideally in a place where the temperature will not change, for example in a cupboard. Write down your observations as often as possible. Solubility data Substance Solubility (g of substance / 100 g of water) 20 ºC 50 ºC 60 ºC copper sulfate (hydrated) 32 − 62 potassium aluminium sulfate 14 37 − potassium hexacyanoferrate(III) 46 − 70 Key Stage 3 - Quality Crystal Record sheet Crystal progress Write down your observations as your crystal forms. If you can, take photos, too. Date Observations
Decide if you can work safely. Substance / activity Possible hazard Precaution to reduce hazard / remedy if happens Risk level Water Empicol ESB3/M (Sodium Laureth Sulfate) Crodateric CAB 30 (Cocamidopropyl Betaine) Lactic Acid Spillage of substances Use of glass jar Hazard could cause Risk score Death or major pollution 5 10 15 20 25 Major injury needing hospital treatment 4 8 12 16 20
Experiment Quantity of Water to 2 d.p. (g) Quantity of Shampoo Formulation to 2 d.p. (g) Time Shaken (s) Height of Foam above liquid (mm) 1 2 3 Average height of foam (mm) Be prepared to describe your test and present your results to the class. Making and Testing a Shampoo Extension Scale up for Production Calculate the volume of foam produced for your experiments. Volume = πr2 x height of foam r = 15mm π = 3.142 Experiment Height of Foam (mm) Volume of Foam (mm3) 1 2 3
H2O Water Molecule Create your own Create your own 0.03nm 0.1nm 2nm 100nm (0.1µm) 1,000nm (1 µm) 6,000nm (6 µm) 100,000nm (100µm) 1,500,000nm (1.5mm) 10,000,000nm (10mm)
Y9 Winter Exam Week (Week beginning 3rd December Students should aim to complete a minimum of 2 hours of revision each night during this week Monday 3rd Tuesday 4th Wed 5th Thursday 6th Friday 7th December December December December December Session 1 8.55-10.45 Home Economics (1hr) English (1 hr 15 mins) Revision Day Maths (1 hr) Geography (1hr) Session 2 11.05-12.10 Music (40 mins) Revision Revision Day Revision Art (1 hr) Session 3 12.55 - 3.20 History (1hr) Religious Education (1hr) Revision Day Science (1 hr) Spanish (1hr) Y10 Winter Exam Week (Week beginning 3rd December
Students should aim to complete a minimum of 2 hours of revision each night during this week Monday 3rd December Tuesday 4th December Wed 5th December Thursday 6th December Friday 7th December Session 1 8.55-10.45 English (1 hr 15 mins) Maths (1hr) Revision Day French (1hr) Home Economics (1hr) Session 2 11.05-12.10 Spanish (1 hr) Music (40 mins) Revision Day Art (1 hr) Revision Session 3 12.55- 3.20 Science (1 hr) Geography (1 hr) Revision Day Religious Education (1hr) History (1 hr)
WELSH BACCALAUREATE Key Stage 4 ENTERPRISE AND EMPLOYABILITY CHALLENGE ASSESSMENT Centre Number 68 Centre Name Candidate Number Candidate Name Learning Outcome Centre marks WJEC Moderator marks LO1 Be able to apply Creativity and Innovation /12 /12 LO2 Understand Personal Effectiveness /12 /12 LO3 Understand factors involved in an Enterprise and Employability Challenge /12 /12 Total marks /36 /36 Teacher/Assessor Declaration I confirm, as far as I am able, that the work of this candidate is his/her own work and that no unfair practices have occurred. Signature: Date: © WJEC CBAC Ltd.
Annwyl Bennaeth Addysg Gorfforol, Cystadleuaeth Pêl-fasged Bechgyn CA4 Gemau Caerdydd 2017-2018 Mae Chwaraeon Caerdydd yn falch i gyhoeddi, mewn partneriaeth ag Archers Caerdydd a Chlybiau Pêl-fasged Dinas Caerdydd, y bydd Cystadleuaeth Pêl-fasged CA4 yn rhan o Gemau Caerdydd 2017-2018. DYDDIAD: Dydd Iau, Medi 21ain 2017 AMSER: 12:30pm – 4.00pm LLEOLIAD: Canolfan Genedlaethol Chwaraeon Cymru Gerddi Sophia Caerdydd CF11 9SW GRŴP OEDRAN CA4 Cystadleuaeth i fechgyn yn unig yw hon Mae’n gêm 3-bob-ochr ar hanner cwrt Gall pob tîm fod ag uchafswm o 5 charaewr yn y sgwad Gall pob ysgol ddod ag uchafswm o 2 dîm Sicrhewch y bydd y disgyblion yn dod â lluniaeth ysgafn a diod gyda nhw am y dydd. I gael cymryd rhan, cwblhewch y ffurflen atodedig neu ewch i’n gwefan i gael archebu lle . Y dyddiad olaf i archebu lle yw 5.00pm ar Ddydd Gwener, Medi 15fed. Os bydd unrhyw gwestiynau gennych ynglŷn â’r gystadleuaeth, mae croeso i chi gysylltu ar y manylion isod. Llawer o ddiolch, Dawn Mitchell-Williams Swyddog Cystadlaethau a Digwyddiadau Chwaraeon Caerdydd 029 2020 5282
Centre No. 68 Centre Name Candidate No. Candidate Name Please indicate the marks allocated (0-12) for each of the 8 Learning Outcome and the total marks (0-96) Learning Outcome Centre points Moderator points LO1 Understand how to identify the focus and scope of an individual project /12 /12 LO2 Be able to select and plan research methods, resources and materials /12 /12 LO3 Be able to select, collate, reference and assess the credibility of information and numerical data /12 /12 LO4 Be able to analyse the numerical data collected and display using digital techniques /12 /12 LO5 Be able to synthesise, analyse and use information and viewpoints /12 /12 LO6 Be able to produce and present an outcome /12 /12 LO7 Be able to make judgements and draw conclusions /12 /12 LO8 Be able to reflect on strengths and weaknesses of own performance /12 /12 Total marks /96 /96 Candidate Declaration I confirm that the evidence submitted for assessment has been produced by me without any assistance beyond that allowed. Signature: Date: Teacher/Assessor Declaration I confirm, as far as I am able, that the work of this candidate is his/her own work and that no unfair practices have occurred. Signature: Date: WJEC ONLY Moderator initials
Year Group: 11 Subject: GCSE PE Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topicl A healthy, active lifestyle and your body systems A healthy, active lifestyle and your body systems Assessing risks in sport Assessing risks in sport A healthy, active lifestyle and how they could benefit you. A healthy, active lifestyle and how they could benefit you. Review course content – start of revision Summary of Content Studying the effects of exercise, training and diet on your cardiovascular, respiratory, skeletal systems Studying the effects of exercise, training and diet on your muscular systems. Understanding the rules and how to assess risk in sport. Understanding the rules and how to assess risk in sport. Investigate the reasons why people take part in sport and physical activity. Understanding the initiatives, influences and opportunities that get and keep people involved in sport and physical activity A look back through Year 10 content and revising key topics. Supported by past paper practice and revision workshops Assessment Exam style questions - extended writing End of Unit trial Exam style questions - extended writing End of Unit trial
OPTION SUBJECTS Use the following table to decide on what your three option choices will be. OPTION Subject My likely target grade OPTION Subject My likely target grade Art, Craft ad Design GCSE Graphics GCSE Business Studies GCSE Health & Social Care CTEC Computer Science GCSE History GCSE Creative iMedia CTEC Music GCSE Dance GCSE Physical Education GCSE Drama and Theatre Studies GCSE Photography GCSE Engineering GCSE Resistant Materials GCSE Food and Nutrition GCSE Spanish GCSE French GCSE Sport CTEC Geography GCSE Textiles GCSE WHEN YOU HAVE YOUR OPTIONS APPOINTMENT WITH YOUR COLLEGE LEADER YOU WILL RECEIVE A COLOURED FORM WHICH YOU WILL FILL IN WITH YOUR OPTION CHOICES AND RESERVE CHOICES. PLEASE NOTE – We will always try to allocate you to a group to follow an appropriate subject of your choice - however if a course is over or undersubscribed, or not appropriate for you, this may not always be possible.
Which shape was cut out? The shape can be turned. You need to listen to these number sequences one at a time and repeat each one back with no mistakes. 6-4-3-9 7-5-8-3-6 5-9-1-7-4-2-8 2-7-5-8-6-2-5-8-4 You need to listen to these letter sequences one at a time and say how many Rs, Ts and Ss are in each. R T R R S S R R T S T T T S S R S R T S R S T T S R Read the tongue twister out loud as fast as you can 5 times with no mistakes: pad kid poured curd pulled cold Read out this paragraph as quickly as you can: Unisg the icndeblire pweor of the hmuan mnid it dseno't mttaer in waht oderr the lterets in a wrod are, the olny irpoamtnt tihng is taht the frsit and lsat ltteer be in the rhgit pclae. The rset can be a taotl mses and you can sitll raed it whoutit a pboerlm. Aaznmig, and I awlyas tghhuot slelinpg was ipmorantt! You need to listen to this list of objects and repeat them in any order: A dishwasher A cutlery set A pair of slippers A cuddly toy An alarm clock A laptop computer Tickets to the Bahamas
One seismometer £10,000 One cGPS monitoring system £10,000 One year of inSAR data £5,000 One UV camera £5,000 Satellite UV spectroscopy data free One seismometer £10,000 One cGPS monitoring system £10,000 One year of inSAR data £5,000 One UV camera £5,000 Satellite UV spectroscopy data free One seismometer £10,000 One cGPS monitoring system £10,000 One year of inSAR data £5,000 One UV camera £5,000 Satellite UV spectroscopy data free One seismometer £10,000 One cGPS monitoring system £10,000 One year of inSAR data £5,000 One UV camera £5,000 Satellite UV spectroscopy data free One seismometer £10,000 One cGPS monitoring system £10,000 One year of inSAR data £5,000 One UV camera £5,000 Satellite UV spectroscopy data free Key Stage 4 - Volcano Eruption Map
Block A (3 hours) Choose one subject Block B (3 hours) Choose one subject Block C (2 hours) Choose one subject Block D (2 hours) Choose one subject French Geography History Art (3D Design) Materials Technology (TA) French Geography History iMedia (TA) Visual Communication (TA) Art (Textiles) Materials Technology (TA) Drama Hospitality and Catering (TA) Psychology Physical Education iMedia (TA) Computer Science Art (Fine Art) Business Studies Music Hospitality and Catering (TA) Sport (TA) Visual Communication (TA) iMedia (TA) Psychology Art and Design Courses Make sure that you do not select a subject twice; you cannot choose a combination of GCSE Three Dimensional Art, GCSE Art (Fine Art), and GCSE Art (Textiles). This is because the content of each course is similar.
Specification Code 1H10 Led by Mr A. Sutcliffe Assessment 100% final examination About the Course What you will cover: Students will have the opportunity to study British and world history through a mixture of a thematic study of crime and punishment spanning medieval, early modern and modern history, a period study covering the Cold War 1941 -1991, a British depth study of the life and times of Elizabeth I and a depth study of Germany from 1919-1939. The subject will be examined through three exams. Why choose this subject: GCSE History will engage and interest students and prepare them for a role as informed, thoughtful and active citizens. Students have a better understanding of the world today through focusing on aspects of the past that have played a major role in shaping the present. The future: This subject is worth one GCSE. To follow a career related to History students would usually go on to further education and take A Level History with the possibility of continuing on to University. Occupations directly related to History include working in heritage sites, museums, tourism and teaching. However students who study History develop skills needed by other employers such accountancy firms, the armed forces, banks, the civil service, higher education institutions, law firms, management consultancies, media, NHS management, police service, publishing companies and retailers to name but a few. Employability skills: GCSE History is valuable for many courses, careers and professions as skills learned through a study of GCSE History can be applied to all sorts of situations. Students are able to research gather and read different kinds of information and analyse it for bias or propaganda. Students develop the skills to read maps, graphs and other diagrams. They are able to communicate clearly and have learnt to express themselves verbally and on paper presenting balanced arguments and solving problems supported by evidence. In addition a study of History allows students to develop other transferable skills of being able to work independently as well as in group situations; it encourages resilience and the ability to meet deadlines. These skills are valuable in a range of careers many not always specifically related to History. Level 1/2 Technical Award – Materials Technology Exam Board AQA
Progress Tutor Signature: Date: 7.8 Show evidence that you have had a professional interview led by a member of staff or an employer How did I fulfil this? Describe what you did, whether it went well and how you could improve. Progress Tutor Signature: Date: 7.9 Show evidence that I have used a careers website audit tool to identify careers that meet my current skills / aptitudes (i.e. nationalcareersservice.direct.gov.uk) How did I fulfil this? Describe what you did, whether it went well and how you could improve.
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 10 Adaptations, Interdependence & Competition. Cell Structure & Transport. Cell Division. Organisation & Digestive System. Organising Animals and Plants. Communicable Diseases. Preventing and Treating Diseases. Photosynthesis. Respiration. Human Nervous System. Hormonal Coordination. Year 11 Homeostasis in Action. Reproduction. Variation & Evolution. Genetics & Evolution. Organising an Ecosystem. Biodiversity and Ecosystems. Biology Key Stage 4 Curriculum
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 10 The Periodic Table. Structure & Bonding. Chemical Calculations. Chemical Changes. Electrolysis. Energy Changes. Rates and Equilibrium. Crude Oil and Fuels. Organic Reactions. Year 11 Polymers. Chemical Analysis. The Earth’s Atmosphere. The Earth’s Resources. Using Our Resources. Chemistry Key Stage 4 Curriculum
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 10 Theatrical Conventions and Terminology Students focus on recapping, developing and securing the Theatrical conventions and terminology through practical workshops, independent study and focusing of theatre practitioners. Unit 3: Performance and Response: Section A Blood Brothers By Willy Russell Student explore the set text through practical workshops considering the text from an actors, designers and directors perspective. Unit 3 Performance and Response: Section B Theatre Review Students view and review live theatre as a holistic process. This is completed through discussion, analysis, research and written response. Unit 1 Devising Drama: Preparation Students will explore the stimuli provided by OCR via practical workshops. Unit 1 Devising Drama: Practical Students will select one stimuli to workshop. The outcome will be the creation of their own drama. Students will focus on a clear intention for their drama and consider the impact they wish to achieve for their audience. Unit 1 Devising Drama: Written Response Students will complete their written portfolio that tracks the process of their devised drama. Year 11 Unit 3 Performance and Response: Section A and B Students revisit the set text, exploring key scenes through practical and written response. Students will also revisit the drama terminology in preparation for the theatre review. Unit 2 Presentation and Performance: Preparation Students will explore a variety of texts to identify specific genre, performance style and character. Unit 2 Presentation and Performance: Practical Students will study their set text and focus on showcasing two extracts. Unit 2 Presentation and Performance: Written response and Performance Students will identify their intention for their text performance and will present their work to a visiting examiner from OCR. Unit 3 Performance and Response: Revision Section A and B Students will review the set text and the theatre visits completed during the course in preparation for the written paper. DRAMA Key Stage 4 Curriculum
Key Stage 5 Testing, Testing Student worksheet Credit Card Fraud A computer program that looks at credit card transactions has a 90% chance of correctly identifying credit card fraud and a 90% chance of correctly identifying normal transactions. If detecting fraud is a POSITIVE result this table shows the four possible outcomes. Fraud Test Shows positive Fraud Test shows negative Normal transaction FALSE POSITIVE Test shows fraud when it is a normal transaction Correct answer The test does not detect fraudulent behaviour and there isn’t any Fraudulent Transaction Correct answer The test correctly identifies fraud FALSE NEGATIVE The test does not show fraud when there is If 1% of all credit card transactions are fraudulent, how likely is it that when the computer detects fraud that it has actually happened? At first glance it looks like 90% of transactions flagged by the computer as fraudulent would actually be fraud, but this is far from the truth. One way to work this out is to look at what happens for, say, 1000 transactions 1% of the transactions are fraudulent so we would expect: 10 fraudulent transactions and 990 normal transactions If we just look at the fraudulent transactions it would detect 9 of the 10 fraudulent transactions and would have one false negative. If we look at the normal transactions it would correctly identify 90% of them as negative i.e normal (90%x990=891) and 10% (incorrectly) as fraudulent (10%x990=99). We can add all these figures to the table below. Fraud Test shows positive Fraud Test shows negative Total Normal transaction 99 891 990 Fraudulent Transaction 9 1 10 So just looking at the first column the computer would flag up a total of 108 cases of fraud, but only 9 of them (or approximately 8% would be correct). So most of the time when credit card fraud is detected it hasn’t really happened. SPAM! SPAM! SPAM! SPAM! A spam filter has a 90% chance of correctly identifying SPAM emails and a 1% chance of identifying a ‘proper’ email as SPAM. If 20% of all email is SPAM and a company receives 10,000 emails a day then complete the table below: SPAM filter blocks email SPAM filter lets Total
Problem C – two possible solutions Solution 1 The width of the north Atlantic ocean: On a world map this accounts for about ¼ of the circumference of the Earth at about the latitude of the UK. Earth’s radius is 6,400 km; the southern UK is about 45º north. The radius of the small circle at 45º N = sin(45 º) ≈ 0.7 of that at the equator. The radius of the Earth at the equator ≈ 6,400 km. So the radius of the small circle at 45º N ≈ 0.7 × 6,400 km = 4,500 km Width of the north Atlantic at 45º N = ¼ × (2 π) × 4,500 km = π/2 × 4,500 km ≈ 7,000 km. Time for north Atlantic to open = distance / speed = 7,000 km / (2.5 x 10-5) km/year = 2.5 x 108 year = 280 Myr Solution 2 The typical flight time from UK to New York, following a small circle across the North Atlantic, is about 6 hours. Modern aircraft fly about 1,000 km/hr. distance = speed × time = 1,000 km/hr × 6 hr = 6,000 km Time for north Atlantic to open = distance / speed = 6,000 km / (2.5 x 10-5) km/year = 2.4 x 108 year = 240 Myr Comment: Both answers seem reasonable. However, the main phase of central/north Atlantic opening coincides with the eruption of the Central Atlantic Magmatic Province (CAMP), which is very well exposed in both New England (USA) and Morocco. This event is dated at about 200 Ma, so the long term average rate of plate motion must be closer to 3 cm/yr. Key Stage 5 - Volcano Back of the envelope
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 10 Project 1 Introduction to GCSE Design and Technology Short focussed practical task incorporating specialist material area of students (materials, graphics or textiles) Project 2 In depth design project Project incorporates research task, investigation, drawing skills and manufacturing in a range of relevant materials Project 2 In depth design project Project incorporates research task, investigation, drawing skills and manufacturing in a range of relevant materials Project 3 In depth design project 2 Project incorporates prototyping, sustainable design issues, evaluation skills and manufacturing in a range of relevant materials Project 3 In depth design project 2 Project incorporates prototyping, sustainable design issues, evaluation skills and manufacturing in a range of relevant materials Non Exam Assessment (Coursework) Choose design context Identifying and investigating design opportunities Develop a design brief and specification Year 11 Non Exam Assessment (Coursework) Generating and developing design ideas Initial design drawings and developed sketches Theory Topics Non Exam Assessment (Coursework) Final design drawings and modelling Manufacturing a prototype Theory Topics Non Exam Assessment (Coursework) Manufacturing a prototype Practical work continues with ongoing evaluation Theory Topics Non Exam Assessment (Coursework) Analysing and Evaluating design decisions Analysing and evaluating prototypes Theory Topics Exam Revision Exam preparation Revision techniques Theory Topics Exam Revision Study leave underway Exam taken Design and Technology Key Stage 4 Curriculum
KSA Portfolio KSA 1 – CRITERION CHECKLIST Applicant/Candidate Name Check the boxes to indicate which evidence is included for each criteria Criterion Category Criterion Item Evidence Complete & Evidenced KNOWLEDGE - K 1. Life Stages & Human Development A Training Course/s alone or B References plus C Self-directed Study Self-statement A B C 2. Health & Social Care Approaches A Training Course/s alone or B References plus C Self-directed Study Self-statement A B C 3. Psychopathology/ Diagnostic Skills A Training Course/s alone or B References plus C Self-directed Study Self-statement A B C 4. Models of therapy A Training Course/s alone or B References plus C Self-directed Study Self-statement A B C SKILLS - S 5. Competency in Key Relationship Skills B Reference plus Minimum x 1 other item of A Training Course/s C Self-directed Study D Course or Job Admission Criteria Self-statement A B C D 6. Maintain & Manage Records and Reports B Reference plus Minimum x 1 other item of A Training Course/s C Self-directed Study D Course or Job Admission Criteria Self-statement A B C D
SKILLS - S 7. Communication with Services and Colleagues B Reference plus Minimum x 1 other item of A Training Course/s C Self-directed Study D Course or Job Admission Criteria Self-statement A B C D 8. Awareness of Risk A Training Course/s plus B Reference Self-statement A B 9. Comprehension of Research A Training Course/s plus B Reference Self-statement A B 10. Commitment to Ethical Principles A Training Course/s plus B Reference Self-statement A B ATTITUDES - A 11. Fitness to Practice and Suitable at a Personal Level B Reference (provided by a Referee, not a countersigned Self-statement B 12. Self-evaluation and Reflection B Reference (provided by a Referee, not a countersigned Self-statement B 13. Has Enquiring Mind and is Receptive to Scientist Practitioner Approach B Reference (provided by a Referee, not a countersigned Self-statement B 14. Clinical Experience Record Clinical Experience Record Record Applicant/Candidate Signature
KSA1 - CRITERION CHECKLIST Applicant/Candidate Name Check the boxes to indicate which evidence is included for each criteria Criterion Category Criterion Item Evidence Complete & Evidenced KNOWLEDGE - K 1. Life Stages & Human Development A Training Course/s alone or B Reference plus C Self-directed Study Self-statement A B C 2. Health & Social Care Approaches A Training Course/s alone or B Reference plus C Self-directed Study Self-statement A B C 3. Psychopathology / Diagnostic Skills A Training Course/s alone or B Reference plus C Self-directed Study Self-statement A B C 4. Models of Therapy A Training Course/s alone or B Reference plus C Self-directed Study Self-statement A B C SKILLS - S 5. Competency in Key Relationship Skills B Reference plus Minimum x1 other item of evidence from A Training Course/s C Self-directed Study D Course or Job Admission Criteria Self-statement A B C D - S 6. B Reference plus Self-statement A
Maintain & Manage Records and Reports Minimum x1 other item of evidence from A Training Course/s C Self-directed Study D Course or Job Admission Criteria B C D 7. Communication with Services & Colleagues B Reference plus Minimum x1 other item of evidence from A Training Course/s C Self-directed Study D Course or Job Admission Criteria Self-statement A B C D 8. Awareness of Risk A Training Course/s plus B Reference Self-statement A B 9. Comprehension of Research A Training Course/s plus B Reference Self-statement A B 10. Commitment to Ethical Principles A Training Course/s plus B Reference Self-statement A B ATTITUDES - A 11. Fitness to Practice and Suitable at a Personal Level B Reference (provided by a Referee, not a countersigned self-statement) Self-statement B 12. Self Evaluation and Reflection B Reference (provided by a Referee, not a countersigned self-statement) Self-statement B 13. Has Enquiring Mind and is Receptive to Scientist Practitioner Approach B Reference (provided by a Referee, not a countersigned self-statement) Self-statement B 14. Biography or Clinical Experience Record Biography Bio Applicant/Candidate Signature
KENT SCHOOLS ATHLETIC ASSOCIATION ENGLISH SCHOOLS TRACK AND FIELD CHAMPIONSHIPS Alexander Stadium, Birmingham on 7th/8th July (Travel on 6th July) 2017 Senior Age Group Athlete Nomination Form ARE YOU ABLE TO COMPETE IN THE ENGLISH SCHOOLS CHAMPIONSHIPS IN BIRMINGHAM ON 7th & 8th JULY 2017 (TRAVEL ON THE 6TH) (PLEASE CIRCLE) YES NO PLEASE USE CAPITALS AND WRITE VERY CLEARLY OR TYPE YOUR ENTRY – YOU MUST ALSO REGISTER AT – IT IS VITAL THAT YOU DO THIS AGAIN (EVEN IF YOU HAVE REGISTERED IN PREVIOUS YEARS) FAMILY NAME FIRST NAME DATE OF BIRTH AGE MALE FEMALE HOME ADDRESS POSTCODE EMAIL ADDRESS * The Team will be Notified by Email write VERY clearly MOBILE PHONE HOME PHONE SCHOOL/COLLEGE NAME ADDRESS (including post code) HEAD TEACHERS NAME DISTRICT (i.e. area you would represent at the Kent Schools) PLEASE NOTE YOU MUST ALSO BE NOMINATED VIA YOUR SCHOOL TO YOUR DISTRICT TEAM MANAGER AGE GROUP (PLEASE HIGHLIGHT) YEAR 12 YEAR 13 T SHIRT SIZE (PLEASE HIGHLIGHT ) SMALL MEDIUM LARGE EXTRA LARGE TRACK SUIT SIZE Boys Waist Measurement Boys Chest Measurement Girls “Dress” Size 6,8,10,12,14 etc WHAT EVENT/S DO YOU WISH TO BE CONSIDERED FOR? PLEASE LIST YOUR BEST PERFORMANCE/S THIS SEASON? Event Performance Date achieved At Representing Eg 400m 48.6 13/14th May 17 KCAA Champs, Julie Rose Stadium, Ashford Anywhere AC N.B. 1. WE WILL ONLY ACCEPT OUTDOOR PERFORMANCES FROM 2017 FOR SELECTION 2. ALL PERFORMANCES WILL BE CHECKED AGAINST PUBLISHED RESULTS AND POWEROF10 DATA. 3. ACHIEVING AN ESAA ENTRY STANDARD DOES NOT GUARANTEE SELECTION FOR THE ENGLISH SCHOOLS ALL NOMINATIONS MUST BE RECEIVED BY SATURDAY 10TH JUNE via email or post – SELECTION WILL TAKE PLACE ON Monday 12th JUNE. IF YOU HAVE BEEN SELECTED YOU WILL BE NOTIFIED BY POST/EMAIL. ALL RETURNS TO or by post to Ken Burkett, 99 College Avenue, Gillingham, Kent, ME7 5HX
If sending from a SECURE government account i.e. any account with the following suffixes: @gcsx.gov.uk @gsisup.co.uk @gsi.gov.uk @pnn.gov.uk @gsx.gov.uk @pnn.police.uk @gse.gov.uk @cjsm.net @scn.gov.uk @nhs.net You can email SECURELY to: If you do not have a SECURE government account then you must send via Egress Switch SECURE email to: Out of hours Phone Contact Tel No: 0151 443 2600 You can use this number to contact Knowsley Adult and Children's Social Care out of hours team to help with emergencies between 5pm and 9am every weekday, all weekends and public holidays. Or dial 999 if someone needs police help in an emergency, electronic forms submitted will NOT be monitored during this period. Should you require any advice or guidance about the Safeguarding Adults Policy & Procedures please contact the Safeguarding Adults Unit on 0151 443 4888
Knowsley Safeguarding Adults Alert Form This form may be completed by any agency: please send it in with as much information as is available, it does not matter if you are unable to complete all sections. Double click on the grey boxes to select from drop-down lists. 1 Full Name of Adult at Risk 2 DOB 2a SWIFT No: (If known) 3 Title 4 Gender 4a Ethnic Origin 5 If an incident has occurred please give date and time (approximate), if known: Date Time 6 Is the person aware of this referral? 7 Adult at risk – nature of care and support need (Please select from list) 8 Has the person consented to this referral? If consent is not given, you must report anyway 9 Has the person consented to this information being shared? 10 Making Safeguarding Personal. What does the person want to happen? (If known, please give details of the person’s wishes) 11 Does the person need support with communication? (If so please specify) 12 Address of Adult at Risk 13 Type of accommodation e.g. own home, residential/ nursing/ 13a If living in a care service please state funding 13b If living in a care service please state name of
GCSE Food Preparation & Nutrition Key Stage 4 Curriculum Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 10 Fruit & vegetables. Food hygiene, Cake making, Nutrition, Practical’s: Victoria sponge Rock cakes Tart Tatin Halloumi and Veg kebabs Potato salad/vegetable slaw Spring rolls Dairy products. Dietary needs, Special diets, Meal planning, Practical’s: Roux sauce Welsh rarebit Banoffee pie Ice cream Cheese & sage scones Chocolate Yule Log Meat, fish & eggs. Farming, Food safety & storage, Practical’s: Lasagne Scotch eggs Chicken Kiev’s Sausage rolls Casserole Lamb & mint burgers Meat, fish & eggs. Cooking methods, Food provenance, Mini NEA practice, Practical’s: Quiche, Thai fish cakes Meatballs Paella Baked salmon parcels Pork Schnitzel Cheese soufflé Cereals. Pasta, Bread making Rice Practical’s: Quiche, Pasta Pastry Risotto Danish pastries Bread rolls Chelsea buns Ravioli Sugar, fats & oils. Mini NEA practice, Practical’s: Palmiers cheesy bean burgers Profiteroles Pavlova Tofu pad Thai Crème anglaise Year 11 Introduction to coursework ( NEAS) NEA task 1 (15%) NEA task 1 trials Task 1 food exam. NEA task 2 (35%) Multicultural cuisine NEA task 2 trials Task 2 food exam. Revision
Specification Clause: The channels are to be _____________ (eg. KSBC150DC), grade 316 stainless steel, as supplied by Kent Stainless Ltd. UK Freephone 0800 376 8377. T: +353(0)53 914 3216. F: +353 (0)53 914 1802 E: info@kentstainless.com. The channel will be complete with ____________ (eg. Lock Down Grating, 1:100 fall etc.) (see specification clause options above). Specification Clause Options: Reference Min. Start Depth Width Turnout KSBC150DC 125 150 25 KSBC200DC 125 200 25 KSBC300DC 125 300 25 Technical Specification: Specification Clause Options Please select Stainless Steel 304/316 Outlet: 110mm Spigot Outlet □ Channel Gully □ KH215 □ No fall required □ Increase fall (1:100) □ Other-please mark here
SECTION B – Information about your Micro Agri producer What items do you grow, breed, make or bake as part of your microagri production? Please list the items and approximate quantity produced each year How do you sell your products/produce? Tick as many as apply. □ Farm gate sales □ Local markets □ On-line □ Local shops □ Existing customers and their networks □ Barter/Trade with others □ Other (please state) How many years have you been involved in this microagri production? □ less than 1 □ 1 – 2 years □ 2 – 3 years □ more than 3 years Are you interested in any of the following? □ Increasing your skills □ Growing your business □ Promoting your business □ Networking □ New business opportunities □ Other (please state) Would you like your details included on a publically available listing of local producers? □ Yes □ No
KYOTO SMART CITY EXPO 2016 Exhibition Application ＜Submit To＞----------------------------------------------- KSCE2016 Administrative Office REP. : Nakajima / Yasui E-mail：info@expo.smartcity.kyoto TEL：+81-75-823-1109 FAX：+81-75-823-3659 Submission Date DD/MM/YYYY Deadline : Fri., 29 Jan., 2016 1 Exhibitor Company Company Name Japanese English Address TEL FAX Please list the contact details person who will be handling communication regarding the exhibition. All communication and shipments related to the exhibition will be sent to the person (address/department) listed.This field may be left blank if the address is the same as that as the exhibiting company, but please fill-in an e-mail address. Name (Person in charge) ( Mr. / Ms. / Other: ) Department Title Address TEL FAX E-mail 2 Invoice Recipient If you wish invoices to be sent to a different contact (department) than the one listed above, please provide the relevant contact details. Name (Person in charge) ( Mr. / Ms. / Other: ) Department Title Address TEL FAX E-mail 3 Number of Booth Spaces Price(Tax Incl.) Number Total (Tax Incl.) 100,000 JPY Spaces JPY 50,000 JPY (*) * Price is 50,000 JPY per booth space for small and medium-sized businesses with main offices in Kyoto Pref. (Small and medium-sized businesses are defined as specified in Article 2 of the Small and Medium-sized Enterprise Basic Act.) 4 Exhibition Method Booths in a Row (up to four booth spaces) Booths in a Block (4 or 6 booth spaces) 5 Exhibition Zone Smart Innovation Smart Life and Agriculture Smart City Project International Keihanna R&D 6 Heavy Exhibition Items Please list exhibition items exceeding 100kg. 7 The desired number Invitations Posters
Encourages school districts to implement age-appropriate school- and community-wide bullying prevention programs. Transparency/Monitoring Includes a provision for LEAs to report annually to the state on the number of reported bullying incidents, and any responsive actions taken. Includes a provision for LEAs to make data regarding bullying incidence publicly available in aggregate with appropriate privacy protections to ensure students are protected. Addressed by KSA 72-8256. Reporting. KSDE is now collecting bullying incident data of the KAN-DIS application. Legal Remedies Includes a statement that the policy does not preclude victims from seeking other legal remedies. Local Option. “Victim may seek redress under other laws. … [This statute] may not be interpreted to prevent a victim of harassment, intimidation or bullying or a victim of cyberbullying from seeking redress under any other available law, whether civil or criminal.” Suggested scoring: Although the development of the 21st Century Accreditation Model is a work in progress, one way to visualize how your plan/policy aligns with the “Responsive Culture” rubric is to compare your local plan/policy with the USDE list of indicators, then add the total numbers of indicators present in the plan/policy. Below is a suggested scoring rubric. Noncompliant: Less than 5 indicators: school needs to address, with fidelity, KSA 72-8256. Implementing: 5-7 indicators: school meets the requirements of KSA 72-8256. Transitioning: 7-12 indicators: plan/program exceeds expectations (school meets statutory obligation and has some “best practice” in place). Modeling: 12-16 indicators: exemplary program (policy/plan meets highest standard of “best practice”).
Important Terms Term Definition Business Rule A statement expressing a policy or condition that governs business actions and establishes data integrity guidelines. Example: Grade level Business Rule – To be considered eligible for Kindergarten the student must be five years old by a specific date that is determined by the state. Data Definition The description or meaning for a data field. Example: Grade level Definition – A level of academic development to which a particular student is assigned. Data Element Name Name of a distinct piece of data. Example: Grade level data Element name = GradeLevel. Data Management Data management comprises all the disciplines related to managing data as a valuable resource. Data Request A request from an internal or external customer for data to be supplied in a specified format for a specific reason such as a report, analysis, comparison, research, etc. ESEA Elementary and Secondary Education Act EDEN Education Data Exchange Network. The online portal used to submit data files for the EDFacts initiative.
Transformation The process for changing data values from one form on the source system to another form in the target systems. Example: KIDS Permitted Value for Kindergarten grade level = K EDEN Permitted Value for Kindergarten grade level = 00 Transformation – K 00 ED United States Department of Education KSDE Data Governance Participants KSDE Team Data Owners (Directors) Data Governance Board Data Policy Review Board Data Steward Data Steward Backup Information Technology Lane Wiley Lane Wiley * Linda Smith Charlotte Zeller**** Lane Wiley Linda Smith* Charlotte Zeller**** Julie Cook (KIDS) Kim Wright (KIDS) Early Childhood Special Education and Title Services*** Colleen Riley Colleen Riley* Mason Vosburgh Mason Vosburgh (IDEA) Gayle Stuber (4-year Old At-Risk) Janet Newton (Parents as Teachers) Vacant (Title Services) Colleen Riley Career Standards & Assessment and Research & Evaluation Scott Smith Scott Smith* Jeannette Nobo Jay Scott Zachary Conrad* Angie Feyh (Career & Tech Ed) Jonathan Loppnow (Course Codes) Kelly Spurgeon (Assessment Data) Tony Moss, Xuewen Sheng, Zach Conrad (R&E Workgroup) Beth Fultz (EDEN Assessment Files) Teacher Licensure & Accreditation Scott Myers Scott Myers* Scott Myers* Lori Adams Kelly Slaton (KESA) Jessica Noble (Dropout/Grad, Charter/Virtual)
Unit & ELED Program Assessment #1: ACT-CAAP Assessment: ACT-CAAP Number =N Qualifying Score Mean National Median Range % of Candidates Passing N= Reading 2013-14 2014-15 2015-16 2016-17 2017-18 All Candidates 3 2 2 2 4 13 57 62 61 58.5 59 60 60.23 57-65 * * * 57-61 57-65 100% 100% 100% 100% 100% 100% Writing 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 All Candidates 3 2 2 2 0 4 13 2.5 3.75 3.5 4 4.125 4.56 4.06 3.5-4 * * * 3.5-5 100% 100% 100% 100% 100%____ 100% Math 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 All Candidates 3 2 3 1 0 3 12 55 55.67 58 57.33 * 54.33 56.00 52-58 * 56-58 * 52-59 67% 100% 100% 0% 33%___ 67% ACT Cohort avg. 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 All Candidates 1 5 2 2 2 5 * 19 23 * 21.4 26.5 20.5 21.4 20.3 * 21.22 20.8 * 15-28 * * 18-23 17-25 * 15-28 100% 40% 50% 0% 60% 33% * 42.1% (23 or above) ACT Majors avg. 2013-14 2014-15 2015-16 2016-17 33 25 39 18.8 20 19 20.8 13-30 12-29 12-27
12 years+ Individual Kata Divisions DISCIPLINE GRADE AGES GENDER CODE FEE Individual Kata <6kyu 12 - 14 yrs. Mixed 24 £12 15 - 17 yrs. Mixed 25 18+ Mixed 26 36+ yrs. Mixed 27 6 - 4 Kyu 12 - 14 yrs. Mixed 28 15 - 17 yrs. Mixed 29 18+ Mixed 30 36+ yrs. Mixed 31 3 - 1 Kyu 12 - 14 yrs. Male 32 Female 33 15 - 17 yrs. Male 34 Female 35 18 yrs.+ Male 36 Female 37 36 yrs.+ Male 38 Female 39 Black Belt 12 - 15 yrs. Male 40 Female 41 14 – 20yrs. Male 42 Female 43 16+ yrs. Male 44 Female 45 KSE -XI-
12 years+ Individual Kumite & Team Divisions DISCIPLINE GRADE AGES GENDER CODE FEE Individual Kumite <3 Kyu 12 - 13 yrs. Male 46 £12 Female 47 14 - 15 yrs. Male 48 Female 49 16 - 17 yrs. Male 50 Female 51 18 yrs.+ Male 52 Female 53 3 Kyu+ 12 - 13 yrs. Male 54 Female 55 14 - 15 yrs. Male 56 Female 57 16 - 17 yrs. Male 58 Female 59 18 yrs.+ Male -70 60 Female -60 61 Male 70+ 62 Female 60+ 63 Male Open 64 Fem. Open 65 Team Kata Open Grade <18 yrs. Any 66 £20 18 yrs.+ Any 67 Team Kumite 12 - 14 yrs. M-F-M 68 15 - 17 yrs. M-F-M 69 18+ M-F-M-F-M 70 £30 KSE -XI- Individual’s Entry Form
hand side of the hallway Stay in your seat Keep your hands and feet to yourself Healthy Cover your mouth when you cough or sneeze and use hand sanitizer when appropriate Refrain from touching the walls Stay alert Eat a healthy lunch Stay active Face forward Always Respectful Follow classroom expectations and procedures Stay quiet Use your table manners Take turns Speak softly Eating and drinking is not allowed on the bus Responsible Complete your work Clean up your area Come to class prepared Stop at each corner and wait for your teacher Clean up your space Report danger to adults Listen for your bus to be called Watch for your stop Keep all materials in your backpack Kind Wait for your turn Speak kindly to others Be mindful of smaller children Say please and thank you Include others in activities Greet your driver politely Let smaller children on or off the bus first HOME ACCESS CENTER
6. All shoes worn should not pose a safety concern. Slides, flip flops, and slippers are not permitted. Sandals with a back strap are permitted. High heels must be an appropriate height for school activities. 7. Sleepwear may be worn only during designated school functions. 8. Clothing worn by a student must not cause a disruption and/or distract others from the educational process or pose a health or safety concern. SCHOOL NURSE AND MEDICATION The school nurse will be on duty every day. If a student becomes ill or has an accident, we will notify the parents, by note or phone. If the parent(s) cannot be reached, the numbers listed on the Emergency Card will be called. Every effort will be made to assist your child and make him/her comfortable until you or your designee can assist the child. Students who are vomiting or have a fever should remain at home a minimum of 24-36 hours after the fever is completely gone and the child is symptom free. School personnel cannot dispense medication of any kind (prescribed or over-the-counter) without an authorized doctor's signature on a school medication form which must be filed in the nurse’s office. A NEW form is required each year for medicines that are routinely given. Directions and dosage should be clearly marked and readable on the bottle. Students may not bring any medicine such as aspirin, etc. to administer to themselves. Medication, of any kind, may NOT be transported by a student to school. Students with contagious illnesses or skin disorders should remain at home until the child is no longer contagious and symptom free. A doctor's note should accompany the student when he/she returns to school. SCHOOL PICTURES School pictures will be taken in the fall and spring. Parents will be notified in advance of the date. SCHOOL SUPPLIES Each student is expected to come to school fully prepared for daily lessons. Please see the grade level supply list for a detailed list of supplies. This can be found on the KSES website. SPECIAL RECOGNITION/ AWARDS Awards include but are not limited to the following: Nine-Week Awards: All A’s Honor Roll- All A’s and B’s B.U.G.- Bringing up grades Hat’s Off (Kindergarten Only)- All G’s Perfect Attendance- No absences
What abuse is Discrimination Discrimination is when people treat you badly or unfairly because they think you are different from them. This could be because: of your disability of the colour of your skin of your religion or faith you come from a different country you are a man or a woman of your age you are gay, lesbian, bisexual, transgender or queer.