zilongwang/ReadingBank huggingface dataset:
Person Specification Class Teacher – Lower KS2 Essential Desirable and Training Qualified Teacher status Excellent standards of personal literacy and numeracy skills. Evidence of recent, relevant professional development Experience and Skills Experience of working in relevant key stage A working knowledge of strategies and techniques for raising pupil attainment generally including different groups of pupils such as SEN. A good understanding of the characteristics of good teaching. High expectations and a commitment to raising standards of attainment and behaviour Experience of working with and using the statutory frameworks Recent teaching experience in KS 1 or 2 Experience of SATs Active involvement in the development of school policies Interest and expertise in music and the arts Planning and assessment Ability to plan and assess effectively with a good understanding of the principles of Assessment for Learning as a tool for raising achievement. Experience of a range of summative and formative assessment procedures. Knowledge and experience of school development planning Experience in leading or contributing to the leadership of a curriculum area. Data analysis Ability to analyse, interpret and act on test data and teacher assessment to ensure effective pupil progress. Experience of target setting Improving teaching & learning An excellent classroom practitioner Knowledge and experience of a range of teaching and learning styles and strategies including ICT Experience of undertaking performance management Working with People Excellent interpersonal skills with the ability to work as part of a team and relate to children, staff, parents and governors openly and professionally. Ability to motivate, inspire and encourage children. Commitment to fostering respect, sensitivity and consideration. Experience of working with outside agencies or organisations Key skills, qualities and attributes Commitment to equal opportunities and equal value for students and colleagues Resilient, cheerful and positive Able to embrace change and work alongside others to manage the change process Good organisational and personal management skills Able to work effectively as part of teams at all levels Able to work independently and proactively Commitment to the protection, safeguarding and wellbeing of children. A desire to work within a Christian ethos. Reflective of practice and implementing change
Answers for Dinosaur Top Trumps Dinosaur Age Diet Length Intelligence Deadliness Footprint size Megalosaur 150 – 170 million years Carnivore: other dinosaurs 9m long x 3m height Grapefruit Sharp teeth and claws 33 x 27cm Baryonyx 125 – 130 million years Carnivore: fish 12.5m long x 3m height Orange Sharp teeth and long jaws 50 x 36cm Iguanodon 124 – 129 million years Herbivore 10m long x 3m height Apple Big, tall, heavy 40 x 40cm Polacanthus 125 – 129 million years Herbivore 5m long x 2m height Lime Armoured scales and spikes 15 x 12cm
Definition and Example Ellipsis, or elision, means missing out a word or phrase so that the text still makes sense. Instead of saying: Katie completed her homework but Martin didn’t complete his homework; you could say: Katie completed her homework but Martin didn’t. The ellipsis has left out the words ‘complete his homework’. Sometimes, three dots (…) can be used to show where the words are missing. When used in reported speech, unimportant parts can be left out using ellipsis. When attempting to duck a SPaG question for 10 and David Cameron said, “The whole point of these changes is to make sure our children are better educated than we are!” To use ellipsis in this sentence, it would be written: When attempting to duck a SPaG question for 10 and 11-year-olds, David Cameron said, “The whole point … is to make sure our children are better educated than we are!” The words ‘of these changes’ have been left out of David Cameron’s quote, and an ellipsis have been used in their place. Ellipsis can also be used to create suspense in writing. Hearing a noise downstairs in the middle of the night, Sophie got out of bed and crept to her bedroom door. She slowly turned the handle and peeked through the opening…
********School KS2 Guided Reading Date: Class/Teacher Text: (Fiction/Non-fiction) Reading Objective: Key Questions (Linked to Content Domain and Reading Objectives) Names of children Response notes – including follow-up work Text introduction: Independent reading: Returning to the text (and responses): Next steps (and independent activity): 2a: Give/explain the meaning of words in context 2b: Retrieve and record information/identify key details from fiction and 2c: Summarise main ideas from more than one paragraph 2d: Make inferences from the text/explain and justify inferences with evidence from the text 2e: Predict what might happen from details stated and implied 2f: Identify/explain how information/narrative content is related and contributes to meaning as a whole. 2g: Identify/explain how meaning is enhanced through choice of words and phrases. 2h: Make comparisons within the text
LEVEL THRESHOLDS KEY STAGE 2 - 2004 Level thresholds for level 3-5 tests Level Mark range Mathematics English Reading English Writing English Overall Science N 0-16 0-11 0-11 0-20 0-17 2 17-19 - - 21-23 18-20 3 20-47 12-17 12-22 24-40 21-38 4 48-78 18-30 23-33 41-64 39-60 5 79-100 31-50 34-50 65-100 61-80
LEVEL THRESHOLDS KEY STAGE 2 - 2007 Level thresholds for level 3-5 tests Level Mark range Mathematics English Reading English Writing English Overall Science N 0-15 0-9 0-11 0-18 0-19 2 16-18 - - 19-21 20-22 3 19-45 10-17 12-24 22-42 23-40 4 46-78 18-32 25-36 43-69 41-61 5 79-100 33-50 37-50 70-100 62-80
LEVEL THRESHOLDS KEY STAGE 2 - 2008 Level thresholds for level 3-5 tests Level Mark range Mathematics English Reading English Writing English Overall Science N 0-14 0-10 0-11 0-19 0-18 2 15-17 - - 20-22 19-21 3 18-44 11-17 12-24 23-42 22-40 4 45-77 18-31 25-36 43-68 41-63 5 78-100 32-50 37-50 69-100 64-80
LEVEL THRESHOLDS KEY STAGE 2 - 2009 Level thresholds for level 3-5 tests Level Mark range Mathematics English Reading English Writing English Overall Science N 0-14 0-11 0-10 0-19 0-17 2 15-17 - - 20-22 18-20 3 18-45 12-18 11-24 23-43 21-39 4 46-76 19-30 25-35 44-66 40-62 5 77-100 31-50 36-50 67-100 63-80
LEVEL THRESHOLDS KEY STAGE 2 - 2010 Level thresholds for level 3-5 tests Level Mark range Mathematics English Reading English Writing English Overall Science N 0-14 0-10 0-11 0-19 - 2 15-17 - - 20-22 - 3 18-45 11-17 12-24 23-42 20-39 4 46-78 18-30 25-36 43-67 40-62 5 79-100 31-50 37-50 68-100 63-80
LEVEL THRESHOLDS KEY STAGE 2 - 2013 Level thresholds for level 3-5 tests Level Mark range Mathematics English Reading English grammar punctuation & spelling N 0-14 0-10 0-24 2 15-17 - - 3 18-44 11-18 25-43 4 45-78 19-35 44-53 5 79-100 36-50 54-70 Level thresholds for level 6 tests Level 6 achieved? Mark range Mathematics English Reading English grammar punctuation & spelling No 0-32 0-21 0-36 Yes 33-50 22-33 37-50
LEVEL THRESHOLDS KEY STAGE 2 - 2014 Level thresholds for level 3-5 tests Level Mark range Mathematics English Reading English grammar punctuation & spelling N 0-14 0-11 0-24 2 15-17 - - 3 18-45 12-18 25-44 4 46-78 19-31 45-54 5 79-100 32-50 55-70 Level thresholds for level 6 tests Level 6 achieved? Mark range Mathematics English Reading English grammar punctuation & spelling No 0-31 0-23 0-31 Yes 32-50 24-34 32-50
Dates Attended Name of Secondary School/College/ University or other Qualifications gained From To Level and Subject (eg GCSE English) Grade Date achieved LEISURE INTERESTS Please state briefly what your main leisure interests are, particularly where these are relevant to the work for which you are applying.
QUALIFICATIONS AND SKILLS Qualified Teacher status Graduate Clear communication/questioning skills – precise approach to written communication ICT competent – Able to use IWB Able to inspire children’s interest in learning Essential Essential Essential Essential Essential A A O I A O O SPECIAL KNOWLEDGE, ABILITIES AND/OR EXPERIENCE Knowledge of strategies to support learning, progress and standards across the curriculum in KS2 – evidence of impact on progress Knowledge of how ICT can be used to support/ enrich learning Effective classroom management skills – able to provide an effective environment for learning Clear understanding of the role of assessment in the development of learning Successful record of teaching within primary Essential Essential Essential Essential Essential A R O I A O A O I A O I R PERSONAL QUALITIES Flexibility of approach Well organized Supportive – able to work as part of a team Able to respond to and seek advice Essential Essential Essential Essential R O R I R R INTEREST AND MOTIVATION IN THE JOB Enthusiasm for children’s learning Essential O I R A *Key: A=Application, R=Reference, O=Observation, I=Interview
CLASS TEACHER PERSON SPECIFICATION POST: KS2 Teacher - Temporary SCHOOL: Southfield Primary FACTOR ESSENTIAL DESIRABLE ASCERTAINED BY QUALIFICATIONS Qualified Teacher Status Degree Registration with the General Teaching Council Application Form Documentary Evidence KNOWLEDGE AND UNDERSTANDING Experience of KS2 is essential. To have a clear understanding of the National Curriculum and its application. A knowledge of strategies that enable the teacher to teach mixed ability pupils within the same class and provide work which is differentiated to cater for the entire ability range. Knowledge and understanding of Primary Curriculum and its application To be able to develop a creative curriculum To motivate and inspire pupils An understanding of team work References Interview COMMUNICATION The ability to communicate effectively in a verbal and written form to a range of audiences. Application Form Interview SKILLS AND APTITUDES The ability to teach a wide range of subjects across the primary age range. To be able to use effectively a variety of teaching and organisational styles and resources including ICT. A willingness to work throughout the Primary School. To have the ability to develop and maintain good professional relationships and contribute positively to curriculum development. Ability to set high standards and provide a role model for staff and pupils. The ability to contribute to a specific curriculum area or areas. Application Form References Interview Specific Qualifications or experience
* * I Identify, represent and estimate numbers using different representations Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens and ones) * G * G * P * P Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000 Solve number and practical problems that involve all of the above * P I Read and write numbers up to 1000 in numerals and in words Order and compare numbers beyond 1000 Ordering Journeys ** Solve number problems and practical problems that involve all of the above Solve number problems and practical problems involving these ideas * I * * G * * G * * I Identify, represent and estimate numbers using different representations * Read Roman numerals to 1000 (M) and recognise years written in Roman numerals *
** I ** *** I Round any number to the nearest 10, 100 or 1000 * G Solve number and practical problems that involve all of the above and with increasingly large positive numbers Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value Add and subtract numbers mentally, including: a three-digit number and ones a three-digit number and tens a three-digit number and hundreds Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction Estimate and use inverse operations to check answers to a calculation Add and subtract numbers mentally with increasingly large numbers
Estimate the answer to a calculation and use inverse operations to check answers Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why * I ** ** ** ** I Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction * * * G * G * * G * I ** ** ** G ** Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why ** ** ** I ** ***
Strand 3 – Geometry Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them * * I * G * * * G ** ** ** ** I *** I *** G *** Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes * G * G ** *** I *** Identify 3-D shapes, including cubes and other cuboids, from 2-D representations Draw 2-D shapes using given dimensions and angles * * *** Recognise angles as a property of shape or a description of a turn Identify acute and obtuse angles and compare and order angles up to two right angles by size Know angles are measured in degrees; estimate and compare acute, obtuse and reflex angles Recognise, describe and build simple 3-D shapes, including making nets **
as America, escaping the climate, raiding didn’t always come peacefully, they did take things forcefully and they were strong, fearsome warriors, Pagan, so didn’t respect the Christian churches. Week 4 Historical Inquiry What happened at the Pit of Doom Show the children clip from BBC site. Dismembered Skeletons’ Saxon link (just visuals no voiceover) – what could this be about? Explain that there was a very important archaeological find whilst the new relief road was being built between Weymouth and Dorchester. Look at pictures of the finds in more detail – what can we see in these pictures? Children imagine they are the first archaeologists on the scene and they make predictions and hypothesise about what has been found and what it could tell us. Also record any questions they want answered in order to fully understand this find. Task Groups annotate pictures with ideas and questions. Then give groups copies of BBC News – ‘Dismembered skeletons’ Saxon link’ text. Read through together and discuss some of the vocabulary and terms. Groups add to their annotated pictures Week 5 Historical Inquiry What happened at the Pit of Doom Look at Steve Wallis’ power point with images of the finds on the South Dorset Ridgeway Give groups next BBC article – Decapitated bodies, were they Viking? Read through together and discuss. What new evidence do we have and what can we deduce from it? Groups start to complete their historical recording sheet answering key questions: Who are they? What happened to them? How did it happen?
3 First Aid Initial First Aid taught via St Johns Ambulance resources. Assessing risk Initial First Aid Social skills Empathy Homework 1 is teacher assessed. There will be a summative assessment at the end of the First Aid course followed by a certificate for those who pass 4 Civic duty and personal values Discrimination Human Rights What is discrimination Importance of human rights Forms of political protest Assessing risk Growth Mindset Social Skills Empathy Decision making (informed) Homework 2 is teacher assessed There will be an assessment of written work involving human rights. 5 Drugs – Focus on Tobacco, Cannabis and Alcohol Understanding the risks involved with Tobacco, Cannabis and Alcohol. Understanding the laws regarding Tobacco, Cannabis and Alcohol. Making informed decisions (not giving in to peer pressure). Assessing risk Decision making (informed) “How to say no” Homework 1 is teacher assessed. There will be an assessment of written work involving peer pressure and drugs. 6 Future Aspirations (Careers) Government and Politics Understanding future pathways to employment (academic and vocational). Understanding how our government functions and how our democracy works. Growth Mindset Reflection Homework 1 is teacher assessed. Students will be assessed on their presentation skills during a group project.
KS3 project - Lesson study Date: Stage 4 Observation of retaught lesson Class Unit: Lesson: Range of attainment Learning objectives of lesson: Key changes and points to pay careful attention to in relation to the LS focus in the retaught lesson Evidence Record evidence related to focus below Notes/comments Further notes:
given part:whole ratio to finding a fraction of a quantity; relate part:part ratios of quantities to the corresponding part:whole ratios part:part or part:whole ratio; express the division of a quantity into two parts as a ratio comparisons expressed using a : b notation in which the idea of ‘part’ is a helpful model and contexts in which the idea of ‘part’ is not a helpful model Percentage change solve problems involving percentage change, including: percentage increase, decrease and original value problems solve problems involving simple interest in financial mathematics Direct and inverse proportion solve problems involving direct proportion, including graphical and algebraic representations solve problems involving direct and inverse proportion, including graphical and algebraic representations Compound units use the idea of compound units (A ‘per’ B), as in unit pricing, to solve problems use familiar compound units, such as speed, to solve problems use compound units, such as density, to solve problems
Carterton Assessment & Progress Framework Assessment Criteria Design Technology Expected Attainment Emerging Confident Advanced Mastery Wider range of knowledge and understanding. Applying concrete ideas to less familiar situations. Beginning to use abstract ideas and models. Wider range of concepts and processes. Using abstract ideas, models and theories to explain why things happen and to identify patterns in a wide range of contexts. Break information down and identify parts. Linking ideas from different areas to provide explanations. Using patterns and models to make predictions. Using quantitative relationships in explanations, especially proportionality. Making choices based on reasoned argument Verifying the value of evidence.
Overall learning objectives • Gathering, displaying and using data to support conclusions relating to energy efficiency and arguments about noise pollution. • Applying ideas about energy transfer and pollution to explore arguments about the use of wind farms and evaluate environmental impact. • Using ideas to inform discussions about overall power supply systems and judging impact of design on environment and communities. • Identifying and testing possible solutions to problems by altering key parameters to arrive at optimum design. Overall learning outcomes • Designed and tested a small scale turbine to identify optimum features. • Considered how various people may respond to wind farm developments, and why. • Explored how to respond to objections and present a positive case. Curriculum learning objectives Students should be able to: Maths • Identify the mathematical aspects of a situation or problem and choose between representations. • Calculate accurately, electing mental methods or calculating devices as appropriate. • Record methods, solutions and conclusions. • Form convincing arguments based on findings and make general statements. • Consider the assumptions made and the appropriateness and accuracy of results and conclusions. • Be aware of the strength of empirical evidence and appreciate the difference between evidence and proof. Science • Critically analyse and evaluate evidence from observations and experiments. • Explore how the creative application of scientific ideas can bring about technological developments and consequent changes in the way people think and behave. • Use of scientific methods and techniques to develop and test ideas and explanations. • Assess risk and work safely in the laboratory, field and workplace. • Plan and carry out practical and investigative activities, both individually and in groups. • Use appropriate methods, including ICT, to communicate scientific information and contribute to presentations and discussions about scientific issues. Technology • Understand that designing and making has aesthetic, environmental, technical, economic, ethical and social dimensions and impacts on the world. • Understand that products and systems have an impact on quality of life. • Explore how products contribute to lifestyle and consumer choices. • Explore and experiment with ideas, materials, technologies and techniques.
Skills: understanding structure – beginnings/endings /points of climax S & L: discussion and role play meaning, imagery, tone, structure and language. S & L: Spoken word / rap HT1 HT2 HT3 HT4 HT5 HT6 GCSE Links Literature – Paper One B literature Novel – Reading Language – Spoken Word Language – Paper One A – Reading GCSE Links Language – Paper One B – Writing Literature– Paper Two A – 19th Century novel – R Reading GCSE Links Language – Paper Two A/B – Reading (Non-Fiction) Language – Paper Two B – Writing (Transactional) Media Studies Drama GCSE Links Literature – Paper Two B – Poetry Language – Spoken Word Drama Geography GCSE Links Literature – Paper One A – Shakespeare Language – Spoken Word History GCSE Links Language – Paper One B – Writing Literature – Paper One B literature Play – Reading Drama Media Studies SUMMER READING PROJECT KEY VOCABULARY Character Narrative Atmosphere Setting KEY VOCABULARY Techniques Tension Structure KEY VOCABULARY Audience Broadcasting Interview Community KEY VOCABULARY Techniques Metaphor / Simile / Personification KEY VOCABULARY Impact Theatre Monologue KEY VOCABULARY Director Actor Soundscape Mise en scene / Setting
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 7 Drama Conventions Students are introduced to basic drama conventions and terminology via practical tasks Genre Students explore Genre and the changes in performance style to communicate genre effectively Character Presentation Students explore voice, movement, facial expression, costume and gesture to create and present character. Text Study: Ernie’s Incredible Illucinations By Alan Ayckbourn Students explore an entire text considering the directors, designers and actors approaches Status Students are introduced to basic performance strategies (proxemics, levels, semiotics) through an exploration of character status Design Students explore and utilise theatrical design elements: Lighting, Sound, Set, Costume, Make-up, Props and Special effects Year 8 Theatre Spaces Students develop an understanding of a variety of Theatre Spaces via practical application Approaching Script Students explore a variety of script types by interpreting, directing, designing and performing extracts Physical Theatre Students study the art of physical theatre via practical application Travel Students focus on sustaining character through basic improvisation Text Study: Our Day Out By Willy Russell Students explore an entire text considering the directors, designers and actors approaches Media Students explore the impact of drama on an audience using media forms and media stimuli Year 9 Directing Students develop an understanding of the role of a director, focusing on directorial approaches and practitioners. Improvisation Through spontaneous and planned improvisation, student utilise the 5 key improvisation skills Text Study: Mugged By Andrew Payne Students explore an entire text considering the directors, designers and actors approaches Theatre in Education Utilising the ‘knife crime’ theme, students explore and create a piece of Devising Students develop an understanding of the process of devising via plot, character and theme driven drama Speech and Language Students explore the strategies used to develop confidence in approaching speech and language
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 7 Places Around the world and map skills London and Las Vegas Sustainability in Sport – Forest Green Rovers Local Geographical Enquiry – Where to locate a new football stadium. Rivers Rivers Year 8 Wild Weather UK Weather Tundra & Russia Climate Change Africa and its Development Coasts Year 9 Introduction of Asia Restless Asia – Earthquakes and Volcanoes Rainforests of Asia Population Challenges of Asia Middle East (Joint learning module for all humanities subjects) Middle East continued. Geography Key Stage 3 Curriculum
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 7 Does God Exist? Creation Story (Science vs Religion) & Christmas Story Christian Belief Structure Miracles Islam Islam Year 8 Marriage and Family Sikhism Sikhism Drugs and Alcohol Immortality – Life After Death Buddhism Year 9 Hinduism Hinduism Inspirational Leaders Crime and Punishment Middle East (Humanities wide module) Middle East (Humanities wide module) RE Key Stage 3 Curriculum
6. ICT - Keynote presentation/log of design and manufacture activities also to include information on purpose of Mini Company. 3 fold leaflet (Company based). Year 10 Art & Design Biology Careers research assignment Ceramics Observations, researching the work of artists and designers, developing ideas and practical ceramic techniques. Independent project work: Observations, researching the work of other artists and designers, developing ideas through experimentation in variety of techniques which might include: paint, collage, mixed media, photography, print. Blood and Circulation Microbes and Disease Genetics and Inheritance Ecosystems Chemistry English Reactions (part 2) Neutralisation KS 3 ICT Accreditation GCSE Atomic Structure GCSE Bonding GCSE Structures GCSE Nanoparticles Writing Formulae and equations •Persuasive writing •Irish short stories •Writers’ craft/ method analysis •Poetry on the theme of death – writing analytically and creatively •Creative writing - Friendship •Careers in English •Feature writing - Journalism •Shakespeare - close study •War Poetry – structuring a formal poetry essay • Developing unseen analysis - prose criticism •Novel to film unit French Geography A mon avis and asking people out Préparer une visite Savoir vivre Découvrir le monde A Sense of Place - the World Plate Tectonics (earthquakes and volcanoes) Development Indicators Globalisation Careers - jobs, skills and apps Global issues - Fair Trade, Coffee and Aid Fragile Ecosystems - tropical rainforests, deserts and coral reefs
Assessment for Learning Opportunities: Mini plenaries within lessons Assessment in week 3 Numeracy Links: Cross-Curricular Links: to use other subjects and newspapers to see the relevance of fractions in real life situations Student Leadership Opportunities: . WrL / Enterprise: Extension/Enrichment Opportunities: Fraction wall/fraction jigsaw SMSC Fractions Levels 7/8 Levels6/7 Level 5/6 Level 4 /5 Level 3/4 Level 3- Review Fractions of fractions Addition and subtraction of fractions Equivalent fractions including simplifying Fractions of amounts Fractions addition and subtraction in relation to time Find unit fractions of amounts Reading fractions off charts Core Multiply 2 fractions Divide Order fractions using a common Equivalence and cancelling fractions. Find ½ ¼ ¾ 1/10 of a number Understand Recognise and draw fractions Recognise Recognise and draw unit fractions
fractions Solve problems involving mixed numbers., denominator. Find fractions of harder numbers Convert fractions to decimals by dividing Dividing an integer by a fraction + and – of fractions with different denominators Multiplying fractions Adding and subtracting fractions with different fractions Finding fractions of whole numbers. Converting between mixed numbers and top heavy fractions. Adding fractions with a common denominator that fractions relate to division Know the decimal equivalents of ½ ¼ ¾ 1/10 Identify fractions that add up to 1 Understand simple fraction equivalents diagrams of mixed numbers Understand equivalent fractions of ½ using diagrams. Find ½ of a number Understand that halves etc have to be the same size Begin to use half and quarters and relate a half to half a shape Using equipment split into equal groups extension Change/ recognise recurring fractions with 3 or 9 as a denominator Extend operations to mixed numbers Order fractions using a common denominator. Fractions addition and subtraction in relation to time Find ½ and ¼ of a number Rich Fraction Fraction Fraction Fraction Fraction Fraction
Tasks Yr 7 jigsaw (NRIch) jigsaw (NRIch) jigsaw (NRIch) jigsaw (NRIch) wall (NRich) wall (NRich) Rich tasks Yr 8 Harmonic triangle (NRich) Harmonic triangle (NRich) Harmonic triangle (NRich) Rich tasks yr 9 Starters
Key Stage 3 Geography Learning Plan Autumn Term Spring Term Summer Term Half Term Half Term Half Term Half Term Half Term Half Term Year 7 Map skills Learning about various map skills such as Atlas scavengers, How to use Atlas, continent jigsaw, map symbols, and why maps are important. World around me investigate the physical and human landscapes around the world Where do we live? Learning about the geography of the UK Australia Learning about Australia and the various ecosystems it has. Journey through Africa Learning about the Africa and its different ecosystems and cultures. Water on the land Learning about the role of water on the planet Year 8 Earth on the move Learning about the different types of geography and the causes of tectonic hazards Weather and climate Learning about the difference between weather and climate. Football and fashion Learning about globalisation and the shrinking world. Resources Learning about different types of resources with particular attention to the significance of food, water and energy. China and India Learning about different (Economic, Social and Political) aspects of China and India Tourism Learning about the growth of the tourist industry and the impacts of tourism around the world.
Someone shouted ‘Stop!’. Bob got on the bus. Bob limped along the pavement. There was a loud noise. Possible responses Bob fell over on his way to the bus stop. There was a loud noise as he dropped his walking stick. He limped along to the bus stop because the fall had hurt his leg. Someone shouted ‘Stop!’ and ran to give him the ticket he had dropped. Bob then managed to get on the bus, just in time. Bob got on the bus and rode to the bus stop next to the bank. Ten minutes later, there was a loud noise as the bank alarm sounded. Bob appeared, limping along the pavement, with a heavy bag of money banging against his leg. ‘Stop!’ shouted the policeman. Bob was caught red-handed. Development Differentiation Time Explain the different divisions of time, and displays the key words and meanings. These may include: ‘period’, ‘era’, ‘century’, ‘decade’, ‘millennium’. Keep this displayed in the classroom so that students can refer to it during the plenary activity and other lessons. 5 mins Activity 1: Which century? Make sure students understand the difference and significance of the letters AD and BC when placed next to dates. Explain the naming of centuries – because it takes one hundred years to become a century, we name the century one more than the numbers in the date suggest. For example: 2017 = 21st century. In pairs, students take turns suggesting famous dates from history and their partner names the century. Students may be able to suggest some dates themselves. Encourage higher ability students to attempt more difficult dates. For example: 35 AD 64 BC 7 AD Lower ability students may need a pre-set list. For example: 1912, the Titanic sunk. 5 mins Activity 2: Students complete 1 Worksheet 1 to understand the arrival and key events associated with the Anglo-Saxons. Using 1 Worksheet 2, give each of the students a more detailed account of ONE of the key events. Students have 10 minutes to read this information and present the information to their classmates. This information could be presented as a poster, a mime, a poem, or any other format they think would be effective. As a whole class activity, form a living timeline across the room, with the events in chronological 35 mins
2 Worksheet 1b: What can we learn from archaeologists and historians about Anglo-Saxon England? Use the sources on pages 15–17 of the Student Book to complete this table. One box has been completed as an example. Source The source tells us…. The source has limitations because….. A The Anglo-Saxons came from three tribes called the…. A quote that suggests that they were asked to come to England is… The source suggests that the Anglo-Saxons were violent. A quote to support this is… Bede wrote his book in 731. However the arrived in 440. This makes his account less useful because….. C This ship tells us that the Anglo-Saxon’s beliefs about the afterlife included… This may have been the burial place of a king, so it will not tell us about… D The helmet gives us information about how the Anglo-Saxons fought. More specifically, it tells us… The buckle is beautifully decorated, so… This is only one helmet and one brooch, so we do not know if this artwork or armour is typical for the Anglo-Saxons or just owned by the wealthiest. F There were three warnings seen in 793, these were….. Heathen men are mentioned, these were….. This is an extract from the Anglo-Saxon Chronicle which was written by monks. Therefore, the extract (written about where monks lived) will be less useful because….
Weeks Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT ILS Numeracy Weeks Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT ILS Numeracy Weeks Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT
Weeks Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT ILS Numeracy Weeks Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT ILS Numeracy Communication Weeks Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT
Weeks Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT ILS Numeracy Weeks Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT ILS Numeracy Weeks Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT
Mathematics year 7 Medium term overview Module Title: Sequences Syllabus References: Module Length: 1 weeks Overall aims of the scheme: For all students to improve their understanding of sequences and reach an appropriate level in this topic. For all students to improve their special awareness Core activities: To understand and recognise sequences. To be able to describe and continue a given sequence ICT Links: Inclusion: gifted and talented, SEN, EAL SEN: pathway 2/4 G&T: pathway 5/6 EAL: to focus on language of transformation PP: LAC: Boys underachievement: To support so as to reach targets or better To use MyMaths and 10 QQ Pro to encourage and challenge the boys against each other Literacy and Learning: Learning through talk: Paired and group work Learning from text: Work sheets, text books Learning through writing: Rich tasks, written explanations of some work
Assessment for Learning Opportunities: Mini plenaries within lessons Assessment in week 3 Numeracy Links: Cross-Curricular Links: To look at patterns in nature etc Student Leadership Opportunities: . WrL / Enterprise: Extension/Enrichment Opportunities: Pond borders SMSC Sequences Levels 7/8 Levels6/7 Level 5/6 Level 4 /5 Level 3/4 Level 3- Review Generate sequences using term to term and general rules Writing the general term of a linear sequence Multiples, factors, primes and square numbers Listing multiples, factors of numbers Generating square and triangle numbers and other sequences from pictures Counting on in numbers Ordering numbers Count on in 1’s and 2’s starting at any number below 100 Number bonds for 1 to 10 1 to 20 Put numbers from 1 to 20order
Week 3 Rounders bats Rounders posts Bibs Tennis Balls Rounders Balls Fielding: Having dedicated areas on field and shown what areas are theirs to cover, communicating who collects the ball, Rotating round positions to have a role on every position – back stop, bowler and 1st base etc, rules of fielding, LCL: start at a less busy station when fielding e.g. 3rd base or a fielding area. MCL: give a busy station e.g. bowler/ 1st base and give some leadership. Game: Ensuring all positions are covered. Weeks Key Learning Theme Resources Key Learning Week 4-6 Rounders Game Play Rounders bats Rounders posts Bibs Tennis Balls Rounders Balls Games: Vary the games to ensure that all students gets to play all positions and get optimum batting time. Perhaps look at the previous modified game and play one of them or a full game. Develop the knowledge of the rules. MCL: officiate, score or take charge Weeks Key Learning Theme Resources Key Learning Marking and Assessment Term 6 Weeks 1-5 Athletics Throwing equipment Targets Boccia kit Relay batons Bean bags Stop watch Egg and Spoon THROWING: Work through basic JAVELIN and SHOT PUTT: Cover safety for carrying moving and collecting equipment. How to throw; correct standing technique and aim. How to increase distance using movement into the throw. How to measure throws accurately. Competition. JUMPING: Work through basic STANDING JUMP: Cover safety when landing and ensure warm ups are sufficient to avoid injury. SEMSC See statement IT Use of the iPad to record performance and analyse. ILS Being prepared, ready and appropriately dressed for physical activity. Numeracy Counting during different sessions. Communication Peer and group discussions. Feedback and analysis of partners’ performance.
How might this affect our daily lives? Would we be able to survive? How could we solve some of the problems this could cause? Challenge 9 Further information on plant cells First of all, you need to know the meaning of the word, organelle. It sounds a little bit like organ - this gives you a clue to the meaning of the word. Many words in science have their origin from Latin (in fact, so do many words in English and French too). The Latin word “organas” means instrument – so this tells you that organelles have useful functions! Organelles are tiny structures with an important job. The nucleus and the chloroplast are both types of organelle. Without looking in your book, can you remember what they do? Here is another diagram of a plant cell, showing a few more organelles. Can you remember what the different parts do? If you cover up the names, can you name all the sections in the diagram? The only organelle you might have heard of yet is the mitochondrion. Practise saying this word – it’s pronounced “Mito-chon-dri-on”. This is the word for one of them – if there are many, you’d call them mitochondria.
We know that the food plants made from photosynthesis are called CARBOHYDRATES. Carbohydrates contain the atoms CARBON, HYDROGEN and OXYGEN. The carbohydrate shown above is called glucose. Which part of the word “carbohydrate” suggests that it contains carbon? Which part suggests that it contains hydrogen? What does “ate” mean, do you think? Count the atoms – how could we write the formula for glucose? During photosynthesis what molecules does a plant use? What molecules does it produce? Can you write the word equation for photosynthesis? Can you write a symbol equation? Can you balance it? Challenge 6 – ask your teacher for a paper copy of this one ACROSS The product of photosynthesis (5) 4. Plant cells have this organelle, animal cells don’t (11) 6. The process by which plants and some bacteria use energy from sunlight to make sugar (14) 9. The links between the energy that carnivores get from eating to the energy captured by photosynthesis (4, 5) 10. This process results in the production of energy in cells (11) 13. The flat part of the leaf (6) 14. Part of the plant where photosynthesis generally occurs (6) DOWN A compound that is needed for photosynthesis (6, 7) A plant pigment that absorbs sunlight (11) A by-product of photosynthesis (6) 7. Specialised structures that allow gas to enter and leave the leaf (7) 8. Number of molecules of oxygen produced along with one molecule of sugar (3) A compound needed for photosynthesis (5) 12. Chlorophyll absorbs every colour of light except this (5) Challenge 7 Can an Algae-Powered Lamp Quench Our Thirst For Energy? A French chemist is developing
1 (L7) (b) (i) • a line which continues to rise or remains horizontal after day 28 accept a line rising or remaining horizontal after day 1 1 (L7) (ii) any one from • menstruation stops accept ‘the embryo or foetus or baby needs a blood supply’ ‘provides support’ is insufficient • so the ovum or embryo will implant accept ‘the lining is not shed’ 1 (L7) [5] M20.(a) two lines from any box will not gain a mark 3 (b) any one from: • brightly coloured (petals) / large petals • smell or perfume • nectar 1 (c) pollen tube grows down style / into ovule 1 pollen nuclei fuse with / fertilise 1 egg cell nucleus (to form embryo) 1 and endosperm nuclei (to form seed) 1 [8] Mark Scheme
M9. (a) any one from • there is a colour change accept ‘it goes green or orange’ ‘the colour’ is insufficient • a new metal is formed accept ‘the iron filings change colour’ 1 (L5) (b) (i) copper accept ‘Cu’ 1 (L5) (ii) iron sulphate accept ‘FeSO4’ 1 (L6) (iii) • no any one from • iron is more reactive than copper accept ‘iron is higher on the reactivity series’ • copper is less reactive than iron accept ‘copper does not displace iron’ both an indication that the reaction does not happen and the explanation are required for the mark 1 (L6) (c) • calcium potassium if more than two boxes are ticked, award no mark both answers are required for the mark 1 (L6) [5] M10. (a) (i) zinc sulphate + copper do not accept ‘sulphide’ or ‘sulphur’ 1 (ii) brown accept ‘brownish’ or ‘browny grey’ 1 (b) (i) magnesium + copper sulphate → magnesium sulphate + copper all must be correct 1 (ii) silver grey answers may be in either order accept ‘grey’ or ‘silver’ do not accept ‘white’ or ‘light grey’ 1 (iii) brown accept ‘copper’ 1 (c) (i) no reaction or nothing or none 1 (ii) answers should refer to both magnesium and iron any one from • magnesium is more reactive that iron accept ‘magnesium is above iron’ • iron is less reactive than magnesium accept ‘iron is below magnesium’ 1 [7]
Student worksheet 2 Temperature cards 58 ºC − 89 ºC 100 ºC 0 ºC 38 ºC 42 ºC 37 ºC 35 – 41 ºC 4 ºC −18 ºC −153 ºC 107 ºC Picture cards Hottest temperature recorded on Earth (Libya, 1922) Hottest temperature in the UK Typical freezer temperature Melting point of ice Temperature of the Moon during the day Body temperature of a chicken Temperature of the Moon at nig ht Boiling point of water Body temperature of a human Coldest temperature recorded on Earth (Antarctica, 1983) Body temperature of a camel Typical fridge temperature
Key Stage 3 Dam dilemma Student worksheet About Uganda Uganda is a country in central Africa. It is a land-locked country but contains many lakes and rivers. It has ecosystems that are home to a large number of different species (they have a high biodiversity). One method of protecting these species is to have protected areas where people cannot hunt or build. Uganda has 60 of these areas, including ten national parks which are open to visitors. Uganda is one of the poorest countries in the world but the government has plans to increase the amount of money Uganda has. One way is by increasing the amount of electricity it generates. Currently, 80% of electricity is provided by hydroelectric power, generated using dams built on rivers. The rest is provided by two fossil-fuel power plants. However, only 12% of the population has access to electricity. The rest depend on wood and charcoal for fuel, which they get from local forests. Your task The Ugandan government wants to build a new hydroelectric dam. It could increase access to electricity, but it could also have negative impacts on local people and the environment. Use the information on this page plus the links below to carry out research to write a balanced argument. This includes arguments for and against the building of the new dam. You should consider environmental, economic and social impacts. Useful websites Ecotourism or hydroelectricity in Uganda? Arguments against a dam in Uganda Key Stage 3 Dam dilemma Student worksheet How to write a balanced argument 1. Write the dilemma or question you are discussing at the top. 2. Do your research on the topic. Write some arguments for and against. Should we…. ? Type of issue Arguments for Arguments against Environmental About ecosystems
Wood from the forest to make fires Wood from the forest to build houses Fish from the river to eat Sacred tree in the forest to worship Catching wild animals in the forest using snares. Sold as bush meat to make money Honey, wild fruit and vegetables from the forest to eat Water in the river to wash Grassland to graze animals on Water in the river to drink Key Stage 3 Development decisions Developer options
Cut down the trees in the forest for wood to sell Build a fish farm in the river Turn the grassland into farmland Turn the forest into an oil palm plantation Build lodges on the grassland for tourists Rafting on the river for tourists Catch fish in the river to sell Bring tourists to explore the forest Build a hydroelectric dam upstream (this will reduce the size of the river)
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Key Stage 3 - DNA detectives Notes for teachers At a glance In this lesson students experience first-hand how collaboration between scientists helps make scientific discoveries. In their first task they try and build a simple molecule using clues and see how important it is to share information to build up a theory. They then watch the video Give us a hand that introduces them to the concept of chirality in molecules such as DNA. Finally, they combine this knowledge to build a paper model of DNA. Students will do this by formulating and improving their own hypotheses based on the real evidence collected by scientists in the past. Learning Outcomes Students describe how molecules are formed when atoms bond together Students recall that chiral molecules are those that have a different structure from their mirror image Students explain why it took work from many scientists to develop an understanding of the structure of DNA Each pair of students will need 1 copy of the pupil worksheet 1 clue card cut from page 2 of the pupil worksheet scissors sticky tape glue colouring pens/pencils molymods: 5 hydrogens (white), 1 nitrogen (blue), 1 carbon (black), 1 oxygen (red) and 7 long bonds Possible Lesson Activities Starter activity
Unit 6: Georgian Britain Chapter 2: Parliamentary government Recap The Glorious Revolution, and the role it played establishing the rights of Parliament. The creation of Great Britain, George I and the Hanoverian succession. Charles I’s struggles with Parliament and his failed attempt at absolutist rule. Vocabulary to recap: absolutist; Glorious Revolution; hereditary; Presbyterian. Key dates 1721 Robert Walpole becomes the first ‘Prime Minister’ of Great Britain 1727 George II is crowned Key people Robert Walpole A major Georgian statesman, generally seen as Britain’s first Prime Minister
Unit 4: The Industrial Revolution Chapter 5: The Railway Age Recap The arrival of the steam train with Stephenson’s Rocket, and the Liverpool to Manchester railway. Vocabulary to recap: Rocket. Key dates 1859 Brunel’s SS Great Eastern is launched 1866 Telegraph wire is laid beneath the Atlantic Key people Isambard Kingdom Brunel Celebrated Victorian engineer, built the Great Western Railway