zilongwang/ReadingBank huggingface dataset:
Activities Conducted (e.g. Meetings with external advisors, employer survey, etc.) Objectives Participating Parties Remarks (if any) Sources of evidence: Records (e.g. survey results, minutes) of external inputs collected from different stakeholders about the programme content Appendix: Others: Appendix: Continuous Programme Improvement (please refer to the Explanatory Notes -8.2) Please specify activities conducted in the last validity for programme monitoring and review. Activities Conducted (e.g. survey, syllabus review, meetings, observation) Frequency Review Focus (e.g. learning outcomes, programme structure, admission requirement, QF credits) Tools (e.g. statistical records) Remarks (if any) Sources of evidence: Tools for conducting programme review (e.g. questionnaire) Appendix: Reports/Findings for review activities conducted, including: Feedback collected for verifying QF credits assignment Appendix: Statistical information on the programme (e.g. retention rate, graduation rate, attendance and grade distribution) Appendix: Graduate survey results (e.g. further studies and employment status) Appendix: Feedback on programme content and structure from learners, trainers, external advisors, etc. Appendix: Records of class observations conducted during the validity period Appendix: Records of learner’s evaluation during the validity period Appendix: Programme review report Appendix: Others: Appendix: Please specify improvements made in the last validity period for addressing issues arising from activities mentioned in 8.1.1 and 8.2.1.Please also provide the implementation dates. Sources of evidence:
Name Title Title Date State of Wisconsin ) ) ss. County ) On the above date, this instrument was acknowledged before me by the named person(s). Official Signature Date Print Name Title Signature, Notary Public, State of Wisconsin Print Name, Notary Public, State of Wisconsin Date Commission Expires Project ID This instrument was drafted by Wisconsin Department of Transportation Parcel No.
3. Covers all displacements expected on project. 4. Early acquisition. 5. Hardship plan or protective purchase. If 1 or 2 is checked, explain additional displacements expected and reason not included in this plan: If 4 or 5 is checked, explain if additional plan covering all displacements will be required and potential timetable: Displacement Numbers Relocation Project Cost Estimate Residential None Business/Farm None Tenant(s) TOTAL: Owner(s) Tenant(s) TOTAL: Residential Business/Farm TOTAL: Relocation Field Office Yes, location: No, a office is not necessary at this time. Information Sources Comparable developed from: Internet MLS Newspaper Personal contact Other: Plan information developed from: Financial institutions Local government agencies Newspaper Personal contact Other: Project Scheduling Relocation order date PS&E date Construction start date Relocation timetable includes: completion of appraisals; acquisition of parcels; and, time needed by relocatees to vacate. Competing Displacements Does WisDOT, or any public agency, have any other projects with displaced persons in this area that may compete with or disrupt this relocation project? No. Yes. If yes, describe and discuss competing project(s), any anticipated problems and proposed solutions: Project Description
ANALYSIS # Expected available comp rep dwellings Comparable value / rent range Comparables from no. Most comparable no. / price TOTALS (this page) PROBABLE PAYMENTS AND COSTS Estimated housing supplement R – Est. rent subsidy D – Down payment Moving costs actual / fixed Closing costs Refinancing costs TOTALS * Total rooms/bedrooms and habitable area needed shall be based upon the larger of: acquired dwelling OR decent, safe and sanitary standards. If necessary, insert additional ‘Residential Inventory, Correlation and Payment Summary’ and ‘Available Comparable Housing’ charts Section B of this plan. Available Comparable Housing Group Number Purchase Rental Unit No. Unit Address Bldg Type/ Construction Total Rooms/ Bedrooms Habitable Area Listed Price/ Rental
Religious Education KS2 Church Mosque altar crucifix statues organ bible priest pulpit stained glass windows font imam prayer mats minarets ablution room qibla wall quran Substitution table A church mosque has an altar. a crucifix. statues. an organ. a bible. a priest. a pulpit. stained glass windows. an imam. prayer mats. minarets. an ablution room. a qibla wall. a quran. A …… has a ………….. .
WHERE Date application received: / / Date discussed: / / Decision: Date: / / Approved Approved, subject to specific conditions Not approved Returned for further clarification Date: / / Approved Approved, subject to specific conditions Not approved Returned for further clarification Date: / / Approved Approved, subject to specific conditions Not approved Returned for further clarification Date of final approval / / 1. PROJECT DETAILS 1.1 PROPOSED DURATION OF DATA COLLECTION COMPONENT OF PROJECT / / / / 1.2 LAY DESCRIPTION: 350 1.3 AIMS OF AND JUSTIFICATION FOR THE RESEARCH: 700 1.4 PROPOSED METHOD: Provide an outline of the proposed method, including details of data collection techniques, tasks participants will be asked to do, the estimated time commitment involved, and how data will be analysed. If the project includes any procedure which is beyond already established and accepted techniques please include a description of it. (No more than 500 words.) 1.5 INVESTIGATORS’ QUALIFICATIONS, EXPERIENCE AND SKILLS PLEASE EXPLAIN WILL REQUIRED THIS AN WHICH PARTICIPANTS THIS A OR THAN PLEASE BENEFITS ANY A EXPECTED OF OF OF OF
WHERE Date application received: / / Date discussed: / / Decision: Date: / / Approved Approved, subject to specific conditions Not approved Returned for further clarification Date: / / Approved Approved, subject to specific conditions Not approved Returned for further clarification Date: / / Approved Approved, subject to specific conditions Not approved Returned for further clarification Date of final approval / / 1. PROJECT DETAILS 1.1 PROPOSED DURATION OF DATA COLLECTION COMPONENT OF PROJECT / / / / 1.2 LAY DESCRIPTION: 350 1.3 AIMS OF AND JUSTIFICATION FOR THE RESEARCH: 700 1.4 PROPOSED METHOD: Provide an outline of the proposed method, including details of data collection techniques, participants will be asked to do, the estimated time commitment involved, and how data will be analysed. If the project includes any procedure which is beyond already established and accepted techniques please include a description of it. (No more than 500 words.) 1.5 INVESTIGATORS’ QUALIFICATIONS, EXPERIENCE AND SKILLS PLEASE EXPLAIN WILL REQUIRED THIS AN WHICH PARTICIPANTS THIS A OR THAN PLEASE BENEFITS ANY A EXPECTED OF OF OF OF
Additional fields (custom attribute/ header descriptor) The custom attribute headers define the properties of the additional fields. Custom attributes must be added to the CSV file after the standard fields and have the following format: The value in the square parenthesis is a Boolean value, and can be “t” (for true) of “f” (for false): e.g. *extensibility[t,f,f,f]. The meaning for each of the properties set in the square parenthesis is described in the following rows. Required This indicates that the custom attributes is required. The whole data rows in the CSV must have this value in order to be imported. Multivalue This indicates that this custom attribute could have more than one value. If this property is set to true, the custom attribute takes its values from a list of values defined in a specific database table. More details about the information model can be found in (This feature is not implemented but is foreseen in the future). Foreignkey If this property is set to true, the value in this field is a localId of another item in the register. The name of the custom attribute has to be the name of the item class referenced. Exmaple - Addition CSV example Note: in the example above the custom attribute (name: Theme) is defined as foreign key. In this case, the name of the custom attribute (in the descriptor line –the first line of the csv) shall be exactly the name of the itemclass related to the item specified as value. The value of the custom attribute shall be the LocalId of the referenced element. Only items that are not part of a collection (with the CollectionId field empty) can be pointed by a custom attribute.
Rubrics for grading Friendly letter/Diary entry rubric Task Features Content Format Vocabulary/Voice Conventions 4 POINTS EACH Content is creative, well written, interesting, and has a purpose Uses correct format for the letter with little or no errors Uses appropriate, informal vocabulary and voice throughout the entire letter Contains little or no errors in spelling, grammar, and/or mechanics after editing 3 POINTS EACH Content is well written, interesting, and has a purpose Uses correct format for the letter with a few errors Uses appropriate, informal vocabulary and voice in most of the letter Contains a few minor errors in spelling, grammar, and/or Mechanics after editing 2 POINTS EACH Content may not be interesting, but has a purpose Uses correct format for the letter with some minor and major errors Uses appropriate, informal vocabulary and voice in some parts of the letter Contains some minor and major errors in spelling, grammar, and/or mechanics after editing 1 POINT EACH Content is not interesting, and may not have purpose Does not use correct format for the letter Does not use appropriate, informal vocabulary and voice in the letter Contains several major errors in spelling, grammar, and/or mechanics after editing Generic Writing Rubric Fifth Grade Writing Rubric Content
1 2 3 4 Form Uses an inappropriate poetic form. May use an appropriate poetic form. Effectively uses an appropriate poetic form. Creatively uses an appropriate poetic form. Word Usage Student’s use of vocabulary is very basic. Student’s use of vocabulary is more telling than showing. Student’s use of vocabulary is routine and workable. Student’s use of vocabulary is precise, vivid, and paints a strong clear and complete picture in the reader’s mind. Poetic Techniques (elements) Uses few poetic techniques. Uses some poetic techniques to reinforce the theme. Uses poetic techniques to reinforce the theme. Effectively uses poetic techniques to reinforce the theme. Language Convention (spelling, grammar, punctuation) May contain frequent and numerous errors in spelling, grammar, and punctuation that interferes with the reader’s understanding. May contain many errors in spelling, grammar,and/or punctuation that may interfere with the reader’s understanding. Has mainly appropriate spelling, grammar, and punctuation; contains some errors that do not interfere with the reader’s understanding. Has grade-level appropriate spelling, grammar, and punctuation; contains few, if any, errors that do not interfere with the reader’s understanding. Effort Student’s work lacks understanding of the assignment. Student’s work demonstrates some understanding of the assignment. Student’s work demonstrates an understanding of the assignment. Student’s work demonstrates a complete understanding of the assignment and goes beyond the requirements. Publication The eulogies and monologues were spoken in class, then placed inside two boxes, which we “buried” during class in the small garden outside my classroom. The diary entries were placed into a bound book of different entries from Billy.
RE Overview 2018-2019 Big Question Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 1 What does it mean to belong? Living with family and friends How do Christians celebrate Christmas? How do you belong to Islam? How do you belong to Sikhism? How do you belong to How do you belong to Hinduism? Year 2 Can stories change people? Why did Jesus tell stories? How is Kwanza celebrated? Why are different books special? How do we know Easter is coming? How does special food and fasting help people with their faith? Where did the world come from? OR Forgiveness Year 3 What do symbols and sayings tell us about people’s beliefs? How do Jews Celebrate their beliefs? What is the significance of light in religions? How did Jesus and Buddha make people stop and think? How and why do Hindus celebrate Holi? Sikh sayings and symbols Meaning of special symbols Year 4 What is special to me and the people in the community? Places of worship in the local area What me the person that I am? How do Hindus worship? How do Christians celebrate Easter? Why is the Bible special? Why do people get married? Year 5 How do beliefs influence actions? What do different religions believe about God? How is Christmas celebrated around the world? Why is Muhammad important to Muslims? How Do Christians try to follow Jesus’ example? Should all creatures be treated equally? OR Thankfulness What inner forces affect how we think and behave? Year 6 How important are the similarities between and within religion? What similarities and differences do religions share? What qualities are important to present day religious leaders? What is a children’s hospice, and how does it help people with ideas about death? What happened on the first Easter Sunday? How do different religions and world views create How is Art important in Rights Respecting Links
Daily Schedule OPENING EXERCISES 8:30 am – 8:35 am PERIOD 1 8:35 am – 9:50 am BREAK 9:50 am – 10:05 am PERIOD 2 10:05 am – 11:20 am LUNCH 11:20am – 12:00 pm PERIOD 3 12:00 am – 1:15 pm PERIOD 4 1:20 pm – 2:35 pm TUTORIAL/HOMEWORK SUPPORT (Optional) 2:40 pm – 3:00 pm The contact number for Notre Dame’s Reach Ahead Summer School Programme Is (416) 393-5501.
Unit Plan Unit Title: Reach Unit 2 Part 1 Grade 2 Essential Questions: What does it take to survive? Standards: CC.2.SL.3 CC.2.L.6 CC.2.L.5a CC.2.SL.3 CC.2.L.6 CC.2.Rlit.7 CC. 2. Rfou. 4a Summative Unit Assessment : Vocabulary, Comprehension DAILY PLAN Day Objective (s) DOK LEVEL Activities / Teaching Strategies Grouping Materials / Resources Assessment of Objective (s) 1 The students will discuss the big question: What does it take to survive? 2 3 Match animals with their homes. W I s Language Builder Cards Formative: Things that help animals where they live 2 The students will learn words that describe. 2 3 4 Listen and Sing HF words, has, look, too W I S Student Book p. 68 Formative: Tell one thing that describes the shirt a student is wearing. 3 The students will learn new key words. 1 Key Words: color, shape, size W I s Student Book p.69 Formative: How do color, shape and size help an animal to survive? 4 The students will learn about what happens in the plot of the story. 2 3 4 Story Map W I S Student Book p. 70 Formative: partners will make maps about nature walks.
5 The students will learn more key words. 1 2 Working with partners to ask and answer questions W I S Student Book p. 71 Summative: Key Words 6 The students will learn to make inferences. 2 3 4 Look Use W I S Student Book p.72 Formative: Usage of language frames. 7 The students will read Twilight Hunt. 2 3 The students will set a purpose for reading. W S Student Book p. 74 Formative: The students will answer comprehension questions 8 The Students will learn how to use a dictionary 1 2 Use a Dictionary W I S Student Book p. 92 Formative: The students will locate the word amaze in the dictionary. 9 The Students will read the story, Hide and Seek. 2 3 4 Connecting across texts Science Article W I S Student Book p.93 Formative: Comparing genres. 10 The students will learn about helping verbs. 2 3 Action and Helping Verbs Grammar Rules W I S Student Book p. 99 Formative: The students will write two sentences using action and helping verbs.
5 The students will read a Science Article. 1 2 Text Features: Headings W I S Student Book 107-119 Formative: Comprehension questions 6 The students will demonstrate comprehension. 2 3 4 Talk About It Write About It W I S Student Book p. 120 Formative: Share what you know 7 The students will compare and use context clues. 2 3 4 Use Context Clues W I S Student Book p. 122 Formative: Try it Together. Student Book p. 122 8 The students will read, Clever Creatures. 2 3 4 Read: Clever Creatures W I Student Book p. 123-125 Formative: Compare Genres 9 The students will learn the verb to be as helping verbs and main verbs. 1 2 3 Grammar Rules Write Forms of be and have W I Student Book p. 127 Formative: Share Sentences 10 The students use their concept makes to discuss what makes something alive. 3 4 Share Your Ideas Review W I Student Book p. 133 Cumulative: Comprehension and vocabulary teat
11:30 – 12:15 Space Weather Action Centers 12:30 – 1:45 Lunch and Solar Viewing Outside 2:00 – 2:30 Social Media Time 2:30 – 3:00 Robotic Telescope Observing Practice 3:00 - 4:30 Council Team Debriefs and Planning 4:30 Reflection, evaluation GODDARD STAR PARTY 8:00 – 10:30pm Presentation and Star Party at Goddard Visitor Center GODDARD TOURS Wednesday, June 21 9am – 9:15am Questions 9:15 – 10:30 Visitors Center 10:30 – 10:45 BREAK 10:45 – 12:15 Tour of Spacecraft Assembly Building 12:30 – 1:45 2:00 – 3:00 Ed Tech Lab and Virtual Reality Experience 3:00 - 4:30 Council Team Debriefs and Planning 4:30 Reflection, evaluation ASTROPHYSICS Thursday, June 22 9am – 9:15am Questions 9:15 – 10:30 Astrophysics Content: NASA Scientist 10:30 – 10:45 BREAK 10:45 – 11:30 HR Diagram on the Wall 11:30 – 12:15 Cereal Box Spectrometers 12:30 – 1:15 Lunch
Guiding Principles Appreciating childhood as a unique and valuable stage of the human life cycle and basing our work with children and youth on the knowledge of children development. Appreciating and supporting the bond between the or youth and family. Recognizing that children and youth are best understood and supported in the context of family, culture, community and society. Respecting the dignity, worth and uniqueness of each individual (child, youth, family member, and colleague). Helping children and youth achieve their full potential in the context of relationships that are based on trust, respect, and positive regard. That children are best nurtured by a family that loves and honors them for who they are. That all children have the right to play and learn in an inclusive environment that meets the needs of children with and without disabilities. That relationships and friendships are essential to enrich our lives. That all individuals are entitled to the services and supports required to ensure their full participation in our society. the involvement of families and support networks contributes to everyone’s safety and well-being. services and supports must be delivered in a way that respects an individual’s diverse history, culture, race, religion and sexual orientation. inclusive communities enrich the lives of all citizens.
Referral Form: Please note applicants CAN self-refer if they wish. Date: Applicants Name: Applicants D.O.B: Applicants Address: Applicants Contact Number: Referring Agency: Referrer Name: Referrer Contact: Background Detail: Referrals can be posted or emailed to: Hannah Forbes 1-3 Kirk Street Peterhead AB42 1RT For further information about the course, please email or call Hannah Forbes on 01779 474820 or 07467 919850 REACH (Recovery, Employability, Achievement, Challenge, Hope) Foyer REACH is a 12/14 week Employability Programme. The course will be open to anyone who can travel to Peterhead (**Travel Costs Covered) Who can apply? Anyone in RECOVERY from long-term health and well-being challenges such as physical illness, mental illness or dependency Applicants should be stable in their recovery, ready to show commitment and progress towards employment, volunteering or further education. Venue: The Foyer, Kirk Street, Peterhead Monday –Thursday, 10am to 3pm. There will be a free ‘breakfast club’ providing toast and cereals, and other healthy options. Lunch will also be provided The course follows a weekly structure based on community involvement, personal development, wellbeing and employability learning. Participants will gain a City & Guilds Level 1 Extended Award in Employability Skills, a REHIS Food Hygiene Certificate, First Aid
604-946-6622 604-946-6223 www.reachdevelopment.org 8:30 am - 4:00 pm, Monday to Friday Reach Developmental Preschool: 10921 82nd Avenue, (North Delta Preschool) North Delta, BC V4C 2B2 604-596-0106 8:30 am - 1:00 pm, Monday to Friday Play & Learn Centre: 11415 84th Avenue (North Delta Rec Centre) North Delta, BC V4C 2L9 604-501-1502 Executive Director Renie D’Aquila 301 Marketing Coordinator Alison Martin 337 Fundraising Manager Kristin Bibbs 367 Accountant Mei Tie 327 Human Resources & Finance Manager Brenda Cheung 345 Assistant Human Resources Mgr. Karen Draganiuk 342 Accounting/Adm. Assistant Julie Han 325 Administrative Assistants Susan LaBossiere 300 Holly Evans 300 Naadia Clayton 300 Reach Counselling Services Yvonne McKenna 347 Clinical Coordinator, ABA Program Eva Major 330 Miriam Elfert 324 IF Coordinator Carol Ywan 343 Manager of SCD/ASCD Coordinator Rachel Chernoff 318 IDP Coordinator Leora Shipley 303 Therapies Coordinator Sheena Kirkland 341 Coordinator, Reach Developmental Preschool South/North Oshrat Zemel 308 Coordinator, Positive Behavioural Support Elysa Philip 312 Coordinator, Delta Connex/Positive Connections Camille Netherton 302 Coordinator, Parent Network & Workshops Pam Collins 359 Coordinators, Respite Melanie Reid 305 Rachel Chernoff 363 Deltakids Years Denise Sheridan 340 IT / Building Maintenance Dan Layton
CONTACT INFORMATION Main Office: 5050 47 Avenue, BC V4K 0C8 604-946-6622 604-946-6223 www.reachdevelopment.org 8:30 am - 4:00 pm, Monday to Friday Reach Developmental Preschool: 10921 82nd Avenue, (North Delta Preschool) North Delta, BC V4C 2B2 604-596-0106 8:30 am - 1:00 pm, Monday to Friday Play & Learn Centre: 11415 84th Avenue (North Delta Rec Centre) North Delta, BC V4C 2L9 604-501-1502 Executive Director Renie D’Aquila 301 Marketing Coordinator Alison Martin 337 Fundraising Manager Kristin Bibbs 367 Accountant Mei Tie 327 Human Resources & Finance Manager Brenda Cheung 345 Assistant Resources Mgr. Karen Draganiuk 342 Accounting/Adm. Assistant Julie Han 325 Administrative Assistants Susan LaBossiere 300 Holly Evans 372 Naadia Clayton 300 Reach Counselling Services Yvonne McKenna 347 Clinical Coordinator, ABA Program Eva 330 Miriam Elfert 324 IF Coordinator Carol Ywan 343 Manager of SCD/ASCD Coordinator Rachel Chernoff 318 IDP Coordinator Leora Shipley 303 Therapies Coordinator Sheena Kirkland 341 Coordinator, Developmental Preschool South/North Oshrat Zemel 308 Coordinator, Positive Behavioural Support Elysa Philip 312 Coordinator, Connex/Positive Connections Camille Netherton 302 Coordinator, Parent Network & Workshops Pam Collins 359 Coordinators, Respite Melanie Reid 305 Rachel Chernoff 363 Deltakids Early Years Denise Sheridan 340 IT / Building Maintenance Dan Layton
Slide 4 1 Starter Task: Group Partnership Agreement Task Flipchart paper / pens Completed Agreement Q & A Slide 5 10mins 1 Discussion: Whole group discussion: what skills are employers looking for? Visual aid: 5 Q & A Slide 6 15 – 30mins 1 Ice Breakers: Learners take part in one or two tasks in pairs or small groups. Employability Starter Tasks: Name that Job Career Stereotypes Explore Work Ethics Experience Counts Employability Skills Toolbox See slide 6 notes section. Starter Employability Tasks Tutor Guidance Plan your own tasks, see: Employability & Careers Resource, section 2 onwards Completed task sheets Q & A Slide 7 10mins 1 Discussion Post 16 Progression Routes Visuals – see slide 7 Q & A Slide 8 1 Task 1: group discussion or small groups Explore Post 16 Options See 7 notes section. Q & A
157 Cadmium fluoride 7790-79-6 158 2-(2H-benzotriazol-2-yi)-4-6 ditertpwntylphenol (UV-328) 25973-55-1 159 Reaction mass of 2-ethylhexyl 10-ethyi-4, 4-dicotyl-7-oxo-8-oxa-3, and 2-ethylhexyl (reaction mass of DOTE and MOTE) 160 2-ethylhexyl (DOTE) 161 (UV-320) 3846-71-7 162 1, 2-benzenedicarboxylic acid esters; 1,2 benzenedicarboxylic acid, mixed decyl and hexyl and octyl diesters with ≥ 0.3% of dihexyl phthalate (EC No. 201-559-5) 271-094-0 (68515-51-5) 272-013-1 Toxic for reproduction (article 57 c) 163 (2, 4 [1], [2] [covering any of the individual stereoisomers of [1] and [2] or any combination thereof] vPvB (article 57e) 164 1,3-propanesultone 214-317-9 (1120-71-4) Carcinogenic (Article 57 a) 165 phenol (UV-327) 223-383-8 (3864-99-1) vPvB (Article 57 a) 166 (UV-350) 253-037-1 (36437-37-3) vPvB (Article 57 a) 167 Nitrobenzene 202-716-0 (98-95-3) Toxic for reproduction (Article 57 c) 168 Perfluorononan-1-oic-acid and its sodium and ammonium salts 206-801-3 (375-95-1) (21049-39-8) Toxic for reproduction (Article 57 c) PBT (Article 57 d) 169 200-028-5 (50-32-8) Carcinogenic (Article 57a) Mutagenic (Article 57b) Toxic for reproduction (Article 57c) PBT (Article 57 d)
vPvB (Article 57 e) 170 4,4- isopropylidenediphenol 201-245-8 for reproduction 171 Nonadecafluorodecanoic Acid (PFDA) and its sodium and ammonium salts 206-400-3 221-470-5 for reproduction PBT (Article 57c) 172 p-(1,1- dimethylpropyl)phenol 201-280-9 Eqivalent level of concern having probable serious effects to environment (article 57f) 173 4-heptylphenol. Branched and linear{substances with a linear and or branched alkyl chain with a carbon number of 7 covalently bound predominantly in a position 4 phenol, covering also UVCB-and well-defined substances which include any of the individual isomers or combination thereof} Eqivalent level of concern having probable serious effects to environment (article 57f)
Application form for the post of Post: Head of School School: Ranikhet Primary Academy SECTION 1 PERSONAL DETAILS Title (Mr, Mrs, Miss, Ms, Dr, other): ………………………… Surname: ……………………………………………………………… Forename(s): ………………………………………………………… Address: ………………………………………………………………… (Town)…………………………………………………………………… (County)………………………………………………………………… (Postcode)……………………………………………………………… Telephone No (Home): ………………………………………………… Telephone No (Mobile): ………………………………………………… E-mail address: ……………………………………………………………… Date of Birth: ……………………………………………… (Optional) National Insurance Number …………………………… Teacher’s Reference…………………… (if applicable) did you hear about us? ……………………………………………………….. SECTION 2 EDUCATION Institution(s) attended Dates Qualifications gained
REAch2 benefits from the involvement of leading educationalists, including our board member Professor John West-Burnham, and strong links to prestigious institutions such as the Institute of Education. Our cornerstones and touchstones REAch2 is a cornerstone of academy in the Trust: a strong, responsible foundation providing a solid base, from which every academy can build and grow. Defined by the values of excellence, quality, delivery and standards – these features give the Trust its enduring attributes and its inherent reliability. What gives each REAch2 Academy its uniqueness are the touchstones of the Trust: seven principles which make our Academies distinctive. Just as 500 years ago touchstones were used to test the quality of the gold they marked, so too our touchstones find what is precious and set these things apart. They are used to express the values and ethos of the Trust and describe what the Trust wants to be known for and how it wishes to operate. The touchstones are: Learning: children and adults will flourish in their learning and through learning discover a future that is worth pursuing; Leadership: we aspire to an unwavering emphasis on the highest quality of leadership at all levels. The Trust seeks out talent, develops potential and spots the “possible” in people as well as the “actual”. Enjoyment: children deserve enjoyment in their learning and the pleasure that comes from absorption in a task and achieving their goals. Providing contexts for learning which are relevant, motivating and engaging will release in children their natural curiosity, fun and determination. Inspiration: inspiration breathes energy and intent into our schools: through influential experiences of people and place, children are compelled to believe that no mountain is too high and that nothing is impossible. Inclusion: we celebrate the economic, social and religious differences that serving a range of communities across the country brings and we encourage diversity. Embracing inclusion, particularly those children with special education needs, ensures that the Trust serves all and believes everyone can and must succeed. Responsibility: we take accountability seriously and by being responsible for every child, we act judiciously with control and care. We don’t make excuses, but mindfully answer for actions and continually seek to make improvements. Integrity: we are a trust that has a strong moral purpose. As a Trust we recognise that we lead by example and if we want children to grow up behaving appropriately and with integrity then we must model this behaviour. We welcome the fact that all our decisions and actions are open to scrutiny.
Appendix 4 – Whistleblowing Policy Staff must acknowledge their individual responsibility to bring matters of concern to the attention of senior management and/or relevant agencies. Although this can be difficult this is particularly important where the welfare of children may be at risk. You may be the first to recognise that something is wrong but may not feel able to express your concerns out of a feeling that this would be disloyal to colleagues or you may fear harassment or victimisation. These feelings, however natural, must never result in a child or young person continuing to be unnecessarily at risk. Remember it is often the most vulnerable children or young people who are targeted. These children need someone like you to safeguard their welfare. Don't what if I'm wrong - think what if I’m right Reasons for whistle blowing • Each individual has a responsibility for raising concerns unacceptable practice or behaviour • To prevent the problem worsening or • To protect or reduce risks to • To prevent becoming implicated yourself What stops people from whistle blowing • Fear of starting a chain of events which spirals out of control • Disrupting the work or • Fear of getting it • Fear of repercussions or damaging careers • Fear of not being believed How to raise a concern • You should voice your concerns, suspicions or uneasiness as soon as you feel you can. The earlier a concern is expressed the easier and sooner action can be taken • Try to pinpoint exactly what practice is concerning you and why • Approach the Designated Teachers for Protection • If your concern is about a designated teacher for child protection, speak to the Chair of Governors or if you feel you need to take it to someone outside the school, contact the Education Child Protection Service • Make sure you get a satisfactory response - don't let matters rest. Ideally, you should put your concerns in writing, outlining the background and history, giving names, dates
Appendix 6 – Pay Progression recommendation/outcome form QTS Name of teacher Appraiser Date Performance management Agreed appraisal objectives Objective met Progress toward objective Objective not met Objectives exceeded 1 2 3 Teacher standards BAND1 Teacher BAND2 Accomplished Teacher Expert Teacher TLR 1 TLR 2 TLR 3 LP AH DH HT/ HOS M1 M2 M3 M4 M5 M6 U1 U2 U3 Current pay point Career stage profile level for audit Pay progression recommendation/outcome form QTS continued Leadership development opportunities
refresher training at two-yearly intervals as a minimum. The Designated Safeguarding Lead as a minimum should also have undertaken Prevent training, and be able to support the school with regards to their requirement under the Prevent duty. Duty of employees, governors and volunteers employee and governor of the Academy as well as every volunteer who assists the Academy is under a general legal duty: To protect children from abuse; To be aware of the Academy's child protection procedures and to follow them; To know how to access and implement the Academy's protection procedures, independently if necessary; To keep a sufficient record of any significant complaint, conversation or event in accordance with this policy; and report any matters of concern to the Designated Safeguarding Lead. Staff connected to the School's Early Years and Later Years provisions are under an ongoing duty to inform the Academy if their circumstances change which would mean they meet any of the criteria for disqualification under the Childcare Act 2006. Staff should refer to the Academy's Safer Recruitment Policy] for further information about this duty and to their contract of employment in respect of their ongoing duty to update the Academy. Governing Body ensures that the Academy's safeguarding arrangements take into account the procedures and practice of the Local Safeguarding Children Board and of Keeping Children Safe in Education 2016. The Governing Body has nominated one of its members to manage child protection incidents on behalf of the Board and to liaise with external agencies where this is required. The Nominated Safeguarding Governor is Anne Tattersall] The Governing body will ensure that there are appropriate procedures and policies in place to support timely and appropriate action to be taken to safeguard a child and promote their welfare, and that regularly updated training takes place with all staff, volunteers and within their own Governing Body. Governors will ensure that Safer Recruitment principles are adhered to as per the advice in Part 3, Keeping Children Safe in Education 2016 designated teacher will be appointed by the Governors to promote the educational achievement of children who are looked after. The Governors will ensure that staff have the skills, knowledge and
APPENDIX 1 The Role of the Co-ordinator for Religious Education The Religious Education Co-ordinator will be responsible for: Formulating an RE Policy and ensuring the curriculum offered is appropriate, suitable and relevant to pupils’ needs and interests. Contributing to the formation of the School Improvement Plan. Liaising with the Headteacher, Governors, parents, parishioners, other phases and the Diocesan Schools’ Service on matters relating to Religious Education. Supporting and advising colleagues in the delivery of Religious Education and informing appointed colleagues of school policy regarding RE. Working with senior leaders on monitoring teaching and learning, planning and standards through lesson observations and work and planning scrutinies (according to school practice). Organising and maintaining the school portfolio of pupils’ work. Organising in-house moderation of standards meetings. Having oversight of and developing record –keeping and tracking systems in liaison with the Assessment Co-ordinator.
(3) Note: It may take two visits before you feel comfortable in asking the question about coming back to church. It depends on if they are excited about the visit and are asking questions about certain people and if they are still going to church. Share with them what Jesus means to you and how He has helped you through difficult situations. Share Bible promises. Pray with them. Share Bible Promises: Psalm 32:1,2 – Guilt Psalm 32:8 – Guidance John 6:37 – Encouragement Jeremiah 29:11 – If they have interest in returning: Arrange to take them to Sabbath School class or church. b. Leave “Signs Digest” or a sharing book. Start a Bible study Find a reason to return again. Give them something to read, listen to or study. You might say something like this: “I have enjoyed speaking with you and would love to come back and visit; would you have the same time open next week? How to locate former members: Get a complete membership list Review each name with a small committee of pastor, elders, clerk and treasurer Based on your knowledge of the current attendance pattern, categorize each name under review by the following: Weekly – W Attends worship at least once a month – M Less than once a month – IR (Irregular) Once a year – Y Has not attended in last 12-18 months – F (Former member) Shut-in – SI Gone to School – Sch. Military – Mil. Moved out of the area – Moved (4)
Now count the number of persons under each category, and calculate the percentage of the membership in each category. Total Num. % Weekly – W _______ _______ Attends worship at least once a month – M _______ _______ Less than once a month – IR (Irregular) _______ _______ Once a year – Y _______ _______ Has not attended in last 12-18 months – F (Former member) _______ _______ Shut-in – SI _______ _______ Gone to School – Sch. _______ _______ Military – Mil. _______ _______ Moved out of the area – Moved _______ _______ Total inactive members ___________ Total percent of inactive members ___________ Heaven is counting on you! May God give you the boldness and courage to go after God’s lost sheep. (5)
TS8 1 Standard Grade Given Example D Overall Grade Given TS1 2 This trainee could be awarded a good (grade 2). I would expect the trainee to be able to demonstrate they have achieved elements of good (grade 2) within the standard graded Meeting Expectation (grade 3). TS2 2 TS3 2 TS4 1 TS5 1 TS6 ME (3) TS7 ME (3) TS8 ME (3) Meeting Expectation (grade 3) this grade is below the departmental target for Phase 2 (final Professional Practice); therefore the trainee will require Meeting Expectation (grade 3) ‘At Risk’ intervention. For a trainee to be graded Meeting Expectation (grade 3), they will not have 5 or more higher grades; they are likely to have a combination of grades. They cannot be Meeting Expectation (grade 3) if they are graded inadequate (grade 4) in any standard; this is a fail. Standard Grade Given Example E Overall Grade Given TS1 ME (3) This trainee would be Meeting Expectation (grade 3); they do not have 5 good (or higher grades), therefore they cannot be graded good. TS2 2 TS3 2 TS4 ME (3) TS5 ME (3) TS6 ME (3) TS7 ME (3) TS8 2 Inadequate (grade 4): failure to pass Professional Practice Standard Grade Given Example G Overall Grade Given TS1 2 This trainee would not be awarded a pass grade on this Professional Practice as one standard has not been demonstrated at an adequate level. TS2 2 TS3 2 TS4 2 TS5 2 TS6 2 TS7 Inadequate TS8 2 Trainee ‘At Risk’ Trainees can face difficulties and challenges within a Professional Practice for many reasons. A trainee is deemed “At Risk” if they are not achieving the minimum standard required for the Professional Practice.
□ Refugees in camp □ Refugees in informal □ Refugees in host communities □ Refugees Specify] □ Non-displaced (hosting) □ Non-displaced (not hosting) X Returnees □ [Other, Specify] Stratification Select type(s) and enter number of strata X Geographical: Location of interest, usually an urban area and its environs (e.g. Telafar). Population size per strata is known? □ Yes X No □ Group #: _ _ _ Population size per strata is known? □ Yes □ No □ [Other Specify] #: _ _ Population size per strata is known? □ Yes □ No Data collection tool(s) □ Structured (Quantitative) X X Semi-structured (Qualitative) Sampling method Data collection method Semi-structured data collection tool (s) # 1 Select sampling and data collection method and specify target # interviews X Purposive □ Snowballing □ [Other, Specify] X Key informant interview (Target #): 15 (per location) □ Individual interview (Target #):_ _ _ _ _ □ Focus group discussion (Target #):_ _ _ _ _ □ [Other, Specify] (Target #):_ _ _ _ _ Data management platform(s) X IMPACT □ UNHCR □ Specify] Expected ouput type(s) X Situation overview #: 1 (per location assessed) □ Report #: _ _ □ Profile #: _ _ □ Presentation (Preliminary findings) #: _ _ □ Presentation #: _ _ □ Factsheet #: _ _ □ Interactive dashboard #:_ □ Web map #: _ _ □ Map #: _ _ □ [Other, Specify] #: _ _ Access X Public (available on REACH resource centre and other humanitarian platforms) □ Restricted (bilateral dissemination only upon agreed dissemination list, no publication on REACH or other platforms) Visibility Specify which logos should be on outputs Returns Working Group
Data Sharing Will the data be shared publicly? □ Yes □ No, only with mandating agency / body Will all data be shared? □ Yes □ No, only anonymized/ cleaned/ consolidated □ No, data will not be shared. Only the findings will be shared. Where will you share the data? X REACH Resource Centre □ OCHA HDX □ Humanitarian Response □ Specify] Responsibilities Data collection Edward Beswick Data cleaning Edward Beswick Data analysis Edward Beswick Data sharing/uploading Edward Beswick 1:
are Number of individuals accessing IMPACT # of downloads of Dadaab product from Relief Web Country request to HQ Y # of downloads of Dadaab product from Country platforms Country team Y # of page clicks on Dadaab product from REACH global newsletter Country request to HQ Y # of page clicks on Dadaab product from country newsletter, sendingBlue, bit.ly Country team Y to better and of the Number of humanitarian organisations utilizing IMPACT # references in HPC documents (Flash appeals, sector strategies) Reference monitoring Country team Reference log Y # references in single agency documents Y are using Humanitarian actors use IMPACT as a basis for decision making, aid planning and delivery Perceived relevance of IMPACT M&E Country team Perceived usefulness and influence of IMPACT outputs Feasibility workshop to be conducted by the end of the project with key stakeholders programs
Number of humanitarian documents (HNO, HRP, strategic plans, etc.) directly informed by IMPACT products (UNHCR, RCK, RAS and NRC). to strengthen IMPACT Perceived capacity of IMPACT Perceived quality of to strengthen IMPACT programs N are in the cycle Number and/or percentage of humanitarian organizations directly contributing to IMPACT programs (providing resources, participating to presentations, etc.) # of organisations providing resources (i.e. vehicles, meeting space, budget, etc.) for activity implementation Monitoring Country team Engagement log Target # of organisations: 4 (UNHCR, RCK, RAS, NRC) # of inputting in research design and joint analysis # of organisations/ sectors attending briefings on findings;
Lack of consistency in advice given Agree on protocols and guidance documents early in project cycle 8. Monitoring and Evaluation Table 4 : Monitoring and evaluation targets Objective Indicator Target Data collection methodology Improve the capacity of operational actors in Yemen to contribute to methodologically rigourous data collection Number of organisations supported through helpdesk #1 per month Tracking of requests Positive responses from organisations supported 100% Responses from satisfaction survey 9. Documentation Plan Terms of reference Helpdesk referral SoP Training resource links
stock horses such as Quarter Horses, Paints, or Appaloosas, don’t be surprised when you go to a clinic or competition and see Arabians, Thoroughbreds, and everything in between. I urge you to check out for more information on the sport, and to find an event near you. The “Ride With A Mentor” program allows new and potential members to submit their information to have a volunteer mentor contact them to answer questions and help get them started. Your mentor can even arrange a free day-pass for you to participate at an upcoming sanctioned show in your area. You can also find lists of trainers, show producers, and team penning suppliers on the website; all of which can help launch you towards this exciting riding discipline and ensure your success in the pen. Contacting a knowledgeable and qualified person or organization is an excellent idea as a first step when trying to learn any new equine sport. Probably one of the best things about penning and sorting is the true team spirit aspect where everyone helps everyone else. You simply won’t find a friendlier or more helpful collection of horse enthusiast to ride and compete with. Again, any horse of any breed can be re-purposed for the sport, so just do your homework beforehand, prepare yourself and your horse, and you’ll be living your cowboy dream in no time! This story is provided courtesy of the USTPA, the International Association of Team Penners and Ranch Sorting. For more information on the USTPA or repurposing horses for the sports of Team Penning and/or Ranch Sorting, contact the USTPA at:
MgCl2 O2 Al O2 K2O CO2 CO2 H2O NaCl CO H2O ZnCl2 H2 KNO3 PbI2 MgCl2 O2 Al O2 K2O CO2 CO2 H2O NaCl CO H2O H2 KNO3 PbI2 KF Br2
Consider the following example. Using information from the SQA Data Booklet and the fact that silver (l) nitrate and nitrogen dioxide have S° values of 142 and 241 JK-1 mol:-1 respectively, calculate the standard entropy change, ∆S°, for the decomposition of silver(I) nitrate: 2AgNO3(s) → 2Ag(s) + 2N02(g) + O2(g) By substituting in the expression ∆S° = ∑ S° (products) - ∑ S°(reactants), we obtain: ∆S° = [2(43) + 2(241) + (205)] - [2(142)] = +489 JK-1 mol -1
Topic Reactions of acids Level GCSE (or any course for students aged 11-16) Outcomes To plan and out an investigation to identify metal carbonates, metals, metal hydroxides and metal oxides using reactions of acids. Reactions of acids: you investigate! The Challenge You have been given four different solid substances labelled A,B,C and D. You need to use your knowledge of reactions of acids to carry out some chemical tests to identify which substance is: Sodium carbonate Magnesium powder Copper (II) oxide Magnesium hydroxide Brainstorm Substance Products made when the substance reacts with HCl How could you test for these products? Sodium carbonate Magnesium Copper (II) Magnesium hydroxide Before you begin the experiment, you need to think about what products are made when acids react with the four substances in the table below. Reagents and apparatus you can use Universal indicator solution Limewater Water Hydrochloric acid 0.5 mol/dm3 Splint and access to a flame A night light Delivery tube Test tubes
Key Match the term on the left with its definition on the right: J Activation Energy A. A one or two letter abbreviation for a chemical element. The first letter of the chemical symbol is capitalized. I Agitate B. An expression representing a chemical reaction; the formulas of the reactants are connected by an arrow with the formulas for the products. U Catalyst C. This is reactant in a chemical reaction that limits the amount of product that can be formed. The reaction will stop when all of this reactant is consumed. D Chemical Energy D. Energy stored in chemical bonds of molecules. B Chemical Equation E. The changing of substances to other substances by the breaking of bonds in reactants and the formation of bonds in products. E Chemical Reaction F. This is the speed at which a reaction progresses. A Chemical Symbol G. Random kinetic energy possessed by objects in a material at finite temperature. An object that feels hot has a lot of this. Q Coefficient H. A chemical reaction in which two or more substances combine to form a single substance. Also known as a combination reaction. T Combustion I. To stir, shake, mix, or otherwise move something in order to accelerate a reaction or other change. O Concentration J. This is the energy needed by a system to initiate a process. V Decomposition Reaction K. This is a measure of the number of square units needed to cover the outside of a solute. L Double Replacement L. A chemical change that involves an exchange of positive ions between two compounds. Y Endothermic M. A heat releasing process. R Equilibrium N. A chemical change in which one element replaces a second element in a compound.