zilongwang/ReadingBank huggingface dataset:
share and support the Academy’s responsibility to provide and monitor student opportunities for personal and academic growth; fulfil the professional responsibilities as outlined in the Staff Handbook. MAIN CORE DUTIES Operational/Strategic Planning assist in the development of appropriate syllabuses, resources, schemes of work, marking policies and teaching strategies in the Curriculum Area and Department; contribute to the department’s development plan and its implementation; plan for, prepare and teach courses; contribute to the Academy’s planning activities. Curriculum Provision assist the Head of Department and senior management in ensuring that the curriculum area provides a quality of teaching which complements the Academy’s strategic objectives. Staff Development take part in the Academy’s staff development programme by participating in arrangements for further training and professional development; continue personal development in the relevant areas including subject knowledge and teaching methods; engage actively in the Performance Management Review process; ensure the effective/efficient deployment of classroom support where appropriate; work as a member of a designated team and to contribute positively to effective working relations within the Academy. Quality Assurance help implement Academy quality control procedures; contribute to the process of monitoring and evaluation of the department in line with agreed Academy procedures, including evaluation against quality standards and performance criteria; seek and implement modification and improvement where required; review from time to time methods of teaching and schemes of work; take part, as may be required, in the review, development and management of activities relating to the curriculum, organisation and pastoral functions of the Academy. Management Information maintain appropriate records and to provide relevant accurate and up-to-date information for whole school data and reports; complete relevant documentation to assist in the tracking of students; track student progress and use relevant data to inform teaching and learning; safeguard private/confidential information. Communication write reports on student progress to parents in accordance with Academy policy and practice; communicate effectively with the parents at parents consultation evenings; follow agreed policies for communications in the Academy. Marketing and Liaison attend all scheduled and relevant Academy events; contribute to the development of effective subject links with external agencies if appropriate; attend celebratory events associated with students personally taught including Prize giving. Management of Resources contribute to the process of the ordering and allocation of equipment and materials; assist the Head of Department in identifying resource needs and to contribute to the efficient/effective use of physical resources; co-operate with other staff to ensure a sharing and effective use of resources for the benefit of the Academy, department and the students.
PERSON SPECIFICATION Teacher of the Deaf Factor Essential Desirable Method of assessment Be passionate about learning and wanting our school to provide the best possible learning experiences for all of our pupils, this includes contributing to the strategy for OUTSTANDING learning across our whole school and leading this strategy in allocated year group. Safeguarding children Committed to ensuring all pupils in our school are kept safe. Application form Interview Enhanced DBS check. Recruitment checks Equal opportunities Committed to ensuring that all members of our school community can achieve excellence Application form Interview Qualification and experience Hold qualified teacher status Application form Experience of teaching in different key stages (this may be as a student). Application form Hold Teacher of the Deaf qualification Application form Have at least 3 years experience as a mainstream teacher. Application form Have experience of teaching using total communication approach. Application form Good written communication skills Application form Tasks Good oral communication skills Interview Good BSL communication skills (at least level 2) BSL assessment Teaching Have high expectations for all learners. Application form Interview Demonstrate good progress and outcomes for pupils. Application form Teaching activity Demonstrate good progress and outcomes for deaf pupils. Application form Teaching activity Have excellent subject knowledge of curriculum in specified Key Stage. Application form Have excellent subject knowledge of curriculum across all Key Stages in a Primary School. Application form Have an outstanding teaching personality that allows deaf pupils to make good progress with their learning during lessons. Teaching activity Have a good understanding of the need to differentiate lessons. Interview
Have experience of supporting mainstream teachers in differentiating planning for deaf pupils. Application form Interview Demonstrate a range of techniques to make strong formative assessments. Teaching activity Interview Have a good understanding of summative assessment linked to specified Key Application form Have a good understanding of summative assessment across all Key Stages in a Primary School. Application form Know the specific issues faced by deaf learners in a primary school. Application form Interview Know a range of strategies that promote excellent learning behaviours. Teaching activity Interview Evidence of leading the work of other adults in classrooms. Application form Interview Be committed to engaging parents in the work of the school. Application form Interview Show commitment to upholding excellent levels of professional conduct as a teacher. Application form Interview Developing self and working with others Commitment to own improvement through professional development / further study Application form
Third Year to 2. Professional Development - Sessions Attended Topic and Presenter 1 key point taken to your teaching Session dates 3. Professional Development - Sessions Presented Topic/ audience A reflection point Date of Presentation 4. LDANZ Online PD units completed (eg working memory) Title of unit 1 key point taken to your teaching Date submitted 5. Professional Reading (book, journal, internet article) Goal: At least 6 books over 3 years. 4 journal / internet article equates to 1 book Title, author (provide year published) 1, brief, key point taken to your teaching Reading Date(s) Your Observation of another LDANZ colleague’s lesson (one a year is expected, using your Member Organisation’s procedures) Special consideration will be given to teachers working some distance from other SLD teachers, or those who have a period of leave of absence from teaching. Consider using technology. Name of LDANZ colleague Student’s initials One point to take into your teaching Lesson Date Being appraised teaching a lesson by a locally approved LDANZ colleague (one a year is expected, using your Member Organisation’s procedures) Special consideration will be given to teachers working some distance from other SLD teachers, or those who have a period of leave of absence from teaching. Consider using technology.
Step 2: Assemble your steering committee, the responsible for preparing the application. Ask any questions regarding the program and application process before beginning. Step 3: Send via a Letter of Intent to Apply (sample attached) to the contact below by February 1, 2018. Step 4: Complete the attached application. Answer all questions and include all requested attachments. Tell your well! We want to learn about your community and your desires for improvement. The Tennessee Downtowns application is extensive, but the time involved in completing it will be well spent. Regardless of whether you are selected to participate in the program at this time, you will have assembled valuable reference materials for your community that can be used to further your goals. Step 5: Mail a flash drive or deliver electronically via email or Dropbox one complete PDF file of your final application to the contacts below. Make sure that you have received verification by email or phone that your application was received prior to the deadline highlighted above. Sending the Letter of Intent early will help us know about your plan to submit an application. Step 6: Application reviews will take place during March and April of 2018. Selected communities will be announced around May 1, 2018. Announcements of selected communities will be made via email and/or telephone to the primary contacts listed on the application. A TNECD press release will follow. Once that occurs, selected communities may begin their own publicity campaigns. Application Contact Nancy Williams, Tennessee Main Street Director Tennessee Department of Economic and Community Development 312 Rosa L. Parks Avenue, 27th Floor Nashville, Tennessee 37243 Telephone: 615.806-3185 Email:
TQI will not commence assessing applications for teacher registration or a permit to teach until all the documentation required and the application fee have been received. If an application is received incomplete, TQI will provide the applicant with written advice indicating the missing documentation must be received within 14 days or the application will be deemed to have been withdrawn. This advice will provide the applicant with provision to apply for an extension of time to provide the required documentation based on action being taken to obtain it. If an applicant withdraws an application or an application is deemed to be withdrawn because documents are not provided in the time specified, this does not preclude the applicant from submitting another application at a date. The initial assessment of fully documented applications will take up to 10 days however more complex assessments may take longer. Registration period The TQI registration year is 1 April to 31 March. Teachers granted Full registration, Provisional registration or a permit to teach are registered until 31 March in the following year. Application fees operate on a sliding scale to accommodate initial applications made at different times of the year. Registration cards All applicants successfully registered or granted a permit to will be issued with a certificate and card. The card and certificate will include the teacher’s name, registration or permit number, registration period, registration category and any conditions on the registration or permit. If a card or certificate is lost, stolen or damaged the teacher may apply to TQI for a replacement. The request for a replacement must be accompanied by a statement outlining the circumstances under which the card or certificate was lost, stolen or damaged. Assessment of applications Suitability to teach Suitability to teach for both new applications and for renewal of registration or a permit to teach is assessed on the basis of the applicant: complying with any relevant Code of Practice relating to Professional Conduct, and holding a current general registration under the ACT Working with Vulnerable People (Background Checking) Act 2012. An applicant holding a conditional WwVP registration would only be granted TQI registration where TQI has assessed that the condition imposed by Access Canberra is not prejudicial to the standing of the teaching profession as a whole, and does not relate to fit and proper person considerations relevant to the inherent role of a teacher have not had their registration or permit to teach cancelled or suspended, other than in accordance with a request by the person. Granting a category of registration than that applied for
Let’s just jump right into the training. First things first, head over to: and click the: REGISTRATION TASK #1: REGISTER FOR YOUR WORDPRESS.COM SITE When you click the “Get Started” link, you’ll be greeted with a Registration screen. Fill in your info and be sure to select the “Basic” blog ($0 for life): HINT: CHOOSING A GOOD PASSWORD We all know that passwords are important, and strong passwords are more important. And we all would agree that using the same password for everything is probably not a very secure way to create passwords. Therefore, it becomes important to know how to create good passwords (and this is more than just including a number, symbol, or capital letter). Make your password a memorable phrase, related to the job you do at that place, including numbers and symbols in place of some letters, and/or include the date. For example: Let’s think about the Chonjam Professor’s program at Jeonju University: BLOG TO THE
MOULTON SCHOOL AND Employment Application Form: Teaching The Governing Body is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Please ensure that you complete all sections of Part 1 and Part 2 of the application. Please note that providing false information will result in the application being rejected, or withdrawal of any offer of employment, or summary dismissal if you are in post, and possible referral to the police. Please note that checks may be carried out to verify the contents of your application form. Please complete the form in black ink or type. CVs are not accepted. Vacancy Job Title Part 1. INFORMATION FOR SHORTLISTING AND INTERVIEWING Initials: …………………………… Surname or Family name ………………………………………… 2. LETTER OF APPLICATION Please enclose a letter of application. Please refer to the applicant information pack which may include instructions on completion of the letter of application. 3. PRESENT / LAST APPOINTMENT: IF TEACHING Name, address and telephone number of school 1 Type of school Boys Mixed Age range Number on Roll 2 Type of school e.g. Community, Foundation, Academy, , Independent etc Job title Please enclose a copy of your current job description Subjects/age groups taught Date appointed to current post Current salary Date available to begin new job 4. PRESENT / LAST APPOINTMENT: IF NON-TEACHING Name address and telephone number of employer Job title Please enclose a copy of your current job description Date appointed to current post Current salary Date available to begin new job CHRONOLOGICAL HISTORY Please provide a full history in chronological order since leaving secondary education, including periods of any post-secondary education/training, and part-time and voluntary work as well as full time employment, with start and end dates, explanations for periods not in employment or education/training, and reasons for leaving employment. Job Title Name and address of school, Number Dates Reason
or P/T or Position other employer, or description of activity on roll and type of school, if From To for leaving applicable DD/MM YY DD/M YY 1 2 3 4 5 6 7 8 Please enclose a continuation sheet if necessary 6. SECONDARY EDUCATION & QUALIFICATIONS Name of School/College From To Qualifications Gained with Date
7. HIGHER EDUCATION Names and Addresses of University or College and/or University Education Department Dates From To Full or Part-time Courses/subjects taken and Passed Date of Examination and Qualifications Obtained Age Groups for which Trained 8. PROFESSIONAL COURSES ATTENDED AS A TEACHER Please list relevant courses attended in the past 3 years. Subject Organising Body Date(s) Duration
Modules Within the Key 4 section there are eight modules. Each module comprises a number a resources to support your teaching in school. Module Content Resources What’s on the plate This module provides an overview of the Eatwell Guide and the 8 tips for healthy eating. What’s on the plate? – an overview of the Eatwell Guide and how it can help consumers achieve a healthy and diet. 1 x What’s on the plate PowerPoint presentation 1 x worksheet – Healthy eating worksheet 1 x What’s on the plate quiz with answers 8 tips for healthy eating – reviews each of the 8 tips in detail and focuses on its application to the diet. 1 x 8 tips for healthy eating PowerPoint Presentation 2 x worksheets – 8 tips for eating well 1/ 8 tips for eating well 2 Module Content Resources What’s in food This module explores the energy and nutrients provided by food and drink. Dietary fibre is also investigated. Energy – discusses the concept of energy, sources of energy and energy needs. 1 x Energy PowerPoint presentation 1 x worksheet – Energy worksheet 1 x What’s in food – energy quiz with answers Macronutrients – an overview of the role of carbohydrate, protein and fat in the diet. 1 x Macronutrients PowerPoint presentation 1 x worksheet – Macronutrients worksheet 1 x What’s in food – macronutrients quiz with answers Micronutrients – an overview of the role of micronutrients in the diet. 1 x Micronutrients PowerPoint presentation 1 x worksheet - Micronutrient worksheet 1 x What’s in food – micronutrients quiz with answers Dietary fibre – explores the functions, sources and health benefits of fibre and water 1 x Dietary fibre and water PowerPoint presentation 1 x worksheet – Dietary fibre and water worksheet 1 x What’s in food – dietary fibre quiz with answers Module Content Resources balanced
2Ts in a Pod - Teacher’s Notes Episode 5: Pet Hates Running Order Intro convo 00:00-7:40 Vox pop - Nicole - 07:46-09:55 Vox pops - Abbi - 10:00-12:30 Be like you - Berenece - 12:45 - 16:38 5 Ways to say - 16:50 - 21:00 Knock knock jokes 21:13 - 25:49 Additional Materials 5 Ways to Say Pet hates/Annoying things People get on my nerves when they walk down the street really slowly. (annoys me) People who sit on the outside seat on the bus when the inside seat is free drive me insane/drive me up the wall! (annoys me) Annoying people get on my tits. (annoys me *informal/rude*) Inconsiderate people really piss me off. (annoys me *informal/rude*) My pet hate/bugbear is inconsiderate people. (a thing that annoys me specifically) Making polite requests Would you mind turning the volume down? (remember to use ...ing!) I wish you wouldn’t leave your socks on the floor. (use wish + would to express annoyance) I’d rather you didn’t in here. (use past simple when changing subject) Discussion Questions What’s your pet hate/bugbear? What things really get on your nerves when you’re on public transport? What things really get on your nerves at work? What things really get on your nerves at home? What things really drive you up the wall in the street? What things do you wish your parents/partner/kids/siblings wouldn’t do? Role-play: one person is smoking on the metro, the other wants them to stop. Role-play: Parent and teenager arguing about the things each one does that annoys the other.
Do peers belong to a political party? What might be the impact of having non-politically affiliated members in the House? Peers do not currently have to stand for public election – what are the pros and cons? What can peers do? What are the pros and cons of having a second chamber in the UK Parliament? Why are there several stages of readings and amendments to create a law? Should peers get paid? Should peers receive expenses for the work they do? Some peers continue with full-time roles outside of the House, how might this inform their work within the House of Lords? How
BACKGROUND INFORMATION The House of Lords is the second chamber of the UK Parliament. It is independent from, and complements the work of, the elected House of Commons. The Lords and its members, commonly called peers, shares the task of making and shaping laws and checking and challenging the work of the government. What does the Lords do? The Lords has three main roles: Questioning and challenging Members of the Lords scrutinise the work of the government during question time and debates in the chamber, where government ministers must respond. In the 2010-2012 parliamentary sessions, members held the government to account with 18,162 oral and written questions and 273 debates on issues ranging from the economy to nursing. Shaping and making laws Members spend nearly 60 % of their time in the considering Bills (draft laws).All Bills have to be considered by both Houses of Parlia- ment before they can become law. In the 2010- 2012 session, members checked 80 Bills on is- sues ranging from child poverty to immigration. They considered 10,031 changes and 49 Bills became laws. During several stages, members examine each Bill, before it becomes an Act of Parliament (actual law). Many of these Bills cover crucial areas of everyday life such as welfare, health and education. Investigating issues Members use their extensive individual experience to debate public policy. Much of this work is done in select committees which are small groups appointed to consider specific policy areas. In 2010-2012, House of Lords select committees produced 73 reports on subjects including economic affairs, European powers and advances in science. Many select committee meetings involve questioning experts working in the field which is the subject of the inquiry. These meetings are open to the public. What has the work of the Lords impacted upon? Some useful examples of significant Parliamentary work the House of Lords has been involved in recent years include: introducing civil remedies for victims or potential victims of forced marriages ensuring children with special educational needs have the same legal protection in academies as in other mainstream schools making sure the UK has leading stem cell research facilities ensuring that women are treated more fairly by the state pension system. How 11
AIW Standards: Assessment AIW Standards: Differentiation Unit Planning Process (NOTE: Steps 1-5 need to be completed before AIW groups review and score the unit) 1. Identify Subject/Course – Unit Selection 2. Iowa Core – Common Core – National Standards (Unwrap the Standard) 3. Enduring Understandings and Essential Questions 4. Disciplined Inquiry 5. Unit Plan – a. Outlining Unit b. Developing Daily Lessons 6. Crosswalk AIW Standards with Unit 7. Revise and further develop the Unit 8. Rubrics – Checklist – Assessments 9. Differentiation 10. Implement Unit Unit Planning Key: TCK (Task – Construction of Knowledge) TEC (Task – Elaborated Communication) TVBS (Task – Value Beyond School) SWCK (Student Work – Construction of Knowledge) SWCU (Student Work – Conceptual Understanding) SWEC (Student Work – Elaborated Communication) IHOT – (Instruction – Higher Order Thinking) IDK/SU – (Instruction – Depth of Knowledge and Student Understanding) ISC – (Instruction – Substantive Conversation) IVBS – (Instruction – Value Beyond School)
How many total FULL TIME instructional staff members (teachers) are employed at your school? Answer Options Response Percent Response Count Less than 5 1.5% 1 6 to 10 16.9% 11 11 to 15 10.8% 7 16 to 20 4.6% 3 21 to 40 50.8% 33 41 to 60 10.8% 7 61 to 80 3.1% 2 81 to 100 1.5% 1 More than 100 0.0% 0 answered question 65 skipped question 0 How many total PART TIME instructional staff members (teachers) are employed at your school? Answer Options Response Percent Response Count Less than 5 78.5% 51 6 to 10 12.3% 8 11 to 15 4.6% 3 16 to 20 1.5% 1 21 to 25 3.1% 2 26 to 30 0.0% 0 31 to 40 0.0% 0 More than 40 0.0% 0 answered question 65 skipped question 0 How many instructional paras (FULL and PART TIME) are employed at your school? Answer Options Response Percent Response Count 0 26.6% 17 1 to 5 35.9% 23 6 to 10 14.1% 9 11 to 15 12.5% 8 16 to 20 4.7% 3 21 to 25 1.6% 1 26 to 30 1.6% 1 31 to 40 1.6% 1 41 to 50 0.0% 0 51 to 60 1.6% 1 61 to 70 0.0% 0 71 to 80 0.0% 0 More than 80 0.0% 0 answered question 64 skipped question 1
National Archives Identifier: 306577 [Signed by Mrs. W.L. Garrison] Petition of the residents of Auburn, New York, requesting that the claim of Harriet Tubman be called up (page 2) Bearded Irish clam diggers and a matronly companion on a wharf in Boston 1882 Records of the U.S. Fish and Wildlife Service National Archives Identifier: 513083
Gaikwad, P. K., (2013), ‘Development of Wireless Monitoring System for Neonatal Intensive Care Unit’,International Journal of Advanced Computer Research (IJACR), Vol.-3, Number-3, Issue-12, pp. 106-109 Gaikwad, P. K., (2013), ‘Field Programmable Gate Array based Simultaneous on Video Graphics Array Monitor for Multi-Sensor Data Acquisition System’, International Journal of Advanced Computer Research (IJACR), Vol.-3, Number-3, PAPERS PRESENTED IN CONFERENCES Sr. No. Title of the paper presented Title of Conference / Seminar Organized by Whether international /National/State or University level 1 Digital System Analysis using Xilinx ChipScope Logic Analyzer International Conference on advances in Computing and Communication ICACC’13 & Advances in Computer, Electronics and Electrical Engineering CEEE’13 Universal Association of Computer and Electronics Engineers (UACEE), and Institute of Research Engineers and Doctors (IRED) International Level 2 Development of Wireless Monitoring System for Neonatal Intensive Care Unit International Conference On Emerging Trends, Technology and Research (ICETTR-2013) ACCENT (Association of Computer Communication and Education for National Triumph) International Level 3 Field Programmable Gate Array based Simultaneous on Video Graphics Array Monitor for International Conference On Emerging Trends, Technology and Research (ICETTR-2013) ACCENT (Association of Computer Communication and Education for National Triumph) International
Data Acquisition System 4 Development of A Portable ECG and Pulse Oximeter National Seminar on Emerging Tends & Developments in Embedded Systems(March 2007) College of Arts, Science, Commerce, Management Studies And Technology, Assagao- GOA National level 5 Development of Portable Data Logging System for ECG, Pulse Oximeter, Heart Rate Variability and Arrhythmia Detection Advances in Recent Trends in Communication and Networks, ARTCON 2010 Dept. of Electronics & Telecommunication AnnasahebDange College of Engineering And Technology, AshtaDist: Sangli (MS) National Level 6 Picoblaze based NOR Flash Controller for Portable Bio- medical Data Loggers 4th Annual National Symposium on Very Large Scale Integration & Embedded Systems (Feb. 2010) Goa University & VSI-GOA Chapter National Level 7 FPGA Based Two Axis Programmable Drill Machine National Conference On Advanced Nano- Materials, Sensors And Instrumentation (NCANSI 2010-11) Jan.2011 DBF Dayanand College of Arts and Science, Solapur (MS) National Level 8 Embedded Systems: A Paradigm Shift Towards SOC National Conference On Advanced Nano- Materials, Sensors And Instrumentation (NCANSI 2010-11) Jan.2011 DBF Dayanand College of Arts and Science, Solapur (MS) National Level 9 Development of Wireless Monitoring System for Green House using GSM Technology International Journal of Research in Computer Science and Information Technology Volume:2, Issue:1 June 2013 | ISSN 2319 – 5010 National Level 10 FPGA BASED METAL TEMPERATURE TO COLOUR DISPLAY National Conference On Recent Initiatives towards Green Electronics (NCRIGE-2013) Post Graduate Dept of Electronics, BrijalBiyani Science College, Amravati (MS) National
Festivals and customs Cities Regional dishes Industry Places to visit and leisure activities Famous people. Create 8 “Visites passion” cards, in French, to advertise places to visit and activities to do in your chosen region. Interaction: With a partner who has chosen a different region, discuss will be the best places to visit, why and what activities you will be planning to do. Decide which will be the better region to visit, giving opinions supported by reasons. While on the school trip to France, you write an email or travel blog for French friends in New Zealand, telling them where you have been and what you particularly liked, and why. You also compare and contrast where you have been in France to your own region in New Zealand, giving information about a cultural event or speciality you experienced and how you felt about it. Year 12 Learning objectives: - to learn about life in a French-speaking country/region outside France and compare and contrast it with France and New Zealand to justify opinions to develop a deeper understanding of the diversity of the French language and culture. These could be part of a topic on the media and advertising or on a French-speaking country/region outside France. Choose a French-speaking country/region outside France and find out information about: Geographical location Climate History French influence on the way of life Politics Festivals and customs Cities Regional dishes Industry Social problems Environmental issues Places to visit Sport and leisure activities Famous people. Create 8 “Visites passion” in French, to advertise places to visit and activities to do in the region.
Please use this space to tell us how you meet each of the points on the person specification – you will find it useful to refer to the Guidance Notes to help you complete this part of the form. We need to have this information in order to consider your application. If continued on additional sheets, please make sure your name is on each sheet and state the number attached here… . 7. Referees
nor Disagree provide learning experiences that encourage students to be supportive of each other's success. ( ) ( ) ( ) ( ) ( ) respond appropriately to misunderstandings between students that arise from difference in backgrounds, languages or identities. ( ) ( ) ( ) ( ) ( ) effectively guide students to refocus their efforts in class when they become distracted. ( ) ( ) ( ) ( ) ( ) effectively engage students who resist wanting to learn. ( ) ( ) ( ) ( ) ( ) use instructional practices that encourage students to challenge each ( ) ( ) ( ) ( ) ( )
school year. 43) How important were the following CAP activities in preparing you to be an effective educator? Extremely Important Very Important Somewhat Important Not important I did not participate in this activity Completing an individual ( ) ( ) ( ) ( ) ( ) Developing goals. ( ) ( ) ( ) ( ) ( ) Participating in three-way meetings with my Program Supervisor and Supervising Practitioner. ( ) ( ) ( ) ( ) ( ) Participating in at least ( ) ( ) ( ) ( ) ( )
Overview The PowerPoint presentation covers the main purposes and processes of archaeology. Objectives Students will about the scientific processes that archaeologists use to learn about people in the past. Students will learn about archaeology as a career and what education is required. Students will learn that laws and a code of ethics apply to archaeology. Activities Student activities and worksheets include: Graphic organizers Timeline review questions answer question Essay question Individual activities Group activity Teacher answer sheets are provided. Vocabulary Absolute dating Analysis Artifact Carbon-14 dating Context Excavation Feature Historic Hypotheses Inference Interpretation Law of Superposition Prehistoric Publication Radiocarbon dating Research Relative dating Scientific method Stratigraphy Site
If your enquiry is related to the DfE e-consultation website or the consultation process in general, you can contact the Ministerial and Public Communications Division by e-mail: or by telephone: 0370 000 2288 or via the Department's page. What is your gender? Male Female What is your age in 0-19 20-29 30-39 40-49 50-59 60-64 65+ What is your ethnicity? / Asian British - Bangladeshi Asian / Asian British - Indian Asian / Asian British - Pakistani Asian / Asian British - Other (please state) Black / Black British - African Black / Black British - Caribbean Black / Black British - Other (please state) Chinese - Asian and White - Black African and White Mixed - Black Caribbean and White Mixed - Chinese and White Mixed - Other (please state) White - British / Mixed British White - English White - Irish White - Scottish White - Welsh White - Other (please state) Other (please state)
4th music- repetition of double beats (almost like train tracks) highs and lows lyrics disappear vibrations come back in 3rd music is underlaying it Concepts/ Metaphor/ Intent Space Line Living amongst each other house - everyone’s individual space, sections of a house feeling enclosed in the space relationships with the space around you shared living - ‘living in each other’s pockets’ Performance Space black box house made of strings camera moves around space - creating inclusive, 3D depth etc lines everywhere white string on black background dim lighting vs bright spots strings start to enclose on the individuals space strings can be broken/ they bounce back? Costume bright block colours, no black female and male costumes complement each other but none match directly Relationship of dancers Solo Duos Group work Contact and moving in personal space - very close to each other relationships morphing from one to another Quotes “The camera teaches me how to see movement” Sue Healey. “All I’m interested in, the line became an edge for the body to make contact with, then became a plane, a surface. I could play with disappearing….” Sue Healey Camera tracks around the whole space eye view acts as the audiences eye
Art supplies Variety of stickers Foam shapes "Hair-color" yarn Googley eyes Clothes pins Rectangular felt-various colors Glue gun glue sticks Craft Sticks (WIDE) Colors Pipe Cleaners (Any Colors) Crepe Paper Streamers (Various Colors) Tissue Art Paper (Rainbow Colors) Tempera (Various Colors) Glitter (Multi-Colors) Wooden containers for supplies Paint brushes (multiple quantities & sizes) Puffy fabric paint Shaving cream Foam Sheets (Multi-Colors) Multi-cultural play people sets Technology supplies HP98 Ink Cartridges HP93 Ink Cartridges DVDs or CDs for Copying Flashdrives (Memory Sticks) 1 GB+ Earbuds Headphones (NOT earbuds) C size Batteries iTunes Giftcards to purchase educational apps Calculators Macbook chargers DVD’s: Guns, Germs, & Steel The Greatest Movie Ever Sold Freakonomics John Adams (Miniseries) Castle Games Lego Set Pieces) Clue, Chutes and Ladders, Operation Memory, Candyland, Life, Monopoly, Twister Housekeeping /Classroom Plastic spoons/knives/forks Large & small paper plates 5 oz. dixie cups White napkins Ziplock Bags, both quart & gallon size Paper bags--white & brown individually wrapped moist towelettes plastic grocery bags (for soiled clothes) Baby Wipes (2 pkgs) Lysol or Clorox Wipes Large Bottles Hand Sanitizer Boxes Tissues Rolls of Paper Towels Travel size Hand Sanitizers Clear Shower Curtain Liners Color Shower Curtain (red, blue, green or yellow) Sports Equipment Bouncy balls Jump ropes Soccer Award/Incentive Award Certificates Small "treasure chest" incentive items (i.e., balls, coloring books, colored pencils, art pads, kites, Sidewalk chalk Reward Stickers Miscellaneous Sentence Strips (Pkgs of Multi-Color) Boomerang 4 Pocket Folders #157236 on www.reallygoodstuff.com Student desk dividers privacy shields #154388 on www.reallygoodstuff.com
Sl. No. passed Name of the Passing year of Marks/ Grade Subjects (Please mention field of etc., where applicable) 10. Details of employments: (Please give particulars of present and past employment(s) in chronological order, starting with the present one). Sl. No Name of the Post held Employment period (in Last Basic Pay Pay band & Grade pay Nature of From To 11. ACADEMIC ACITVITIES Publications: (Indicate numbers only) Research papers : (a) National — Nos. (b) International — Nos. Books : Edited Volumes :
(please specify) 7. HIGHER EDUCATION Names and Addresses of University or College and/or University Education Department Dates From To Full or Part-time Courses/subjects and Passed Date of Examination and Qualifications Obtained Age Groups for which Trained 8. PROFESSIONAL TRAINING ATTENDED AND/ OR DELIVERED Please list relevant courses attended/delivered in the past 3 years. Subject and Organising Body Trainer or trainee? Date(s) Duration
MOTH Mixed background Asian or Asian British AIND Indian APKN Pakistani ABAN Bangladeshi CHNE Chinese AOTH Other Asian background Black or Black British BCRB BAFR African BOTH Other Black background Other ethnic group OOTH Arab Write in: Prefer not to say REFU Religion Disability Please tick Do you consider that you have a disability? Please tick No religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Hindu Jewish Muslim Sikh Any other religion write in Prefer not to say Yes Please complete the grid below No Prefer not to say My disability is: Please tick Physical Impairment Sensory Impairment Mental Health Condition Learning Disability/ Difficulty Long standing illness Prefer not to say Sexual Orientation Please tick Bi-sexual Gay Lesbian Heterosexual Other Prefer not to say Personal relationship Please tick Single Living together Married Civil Partnership Prefer not to say Gender Please tick Personal relationship Please tick Personal relationship Please tick Gender Please tick Female Male Transgender Prefer not to say
Section E - Knowledge and Experience This is the really important part of your application as it’s where you can tell us what you can do and how we decide if we think you could have the necessary skills to undertake the role. Have a good read through the job summary or job description and person specification and think about the roles you have undertaken before and how your skills, knowledge and experience match what we are looking for. You should give examples that match the requirements on the job summary or job description and person specification person specification - these can be from any of your previous employment, voluntary work or any other transferable life skills. For example, you may have lots of domestic responsibilities or may organise social/community activities in your spare time - it all counts! Try to be as clear and organised in your responses as possible and talk about your specific responsibilities, not those of your section or department. If you are completing this application as a word document or paper application you will need to insert additional pages to cover all of knowledge and experience.
of alleged misconduct? □ Yes □ No □ Documentation Previously Provided on This Item 4. Is any action now pending against you for alleged misconduct in any school district, or before any agency? □ Yes □ No □ Documentation Previously Provided on This Item 5. Have you ever been convicted of or are you currently under indictment for a felony? □ Yes □ No □ Documentation Previously Provided on This Item 6. Have you ever been convicted of or are you currently under indictment for a misdemeanor? (For purposes of this application, traffic citations should not be reported.) Arrests or convictions for driving while intoxicated (DWI) or driving under the influence of alcohol or other drugs (DUI) must be reported. □ Yes □ No □ Documentation Previously Provided on This Item Oath: I, ___________________________________, swear or affirm under the penalty of perjury that all information provided in or with this application is true, correct, and complete to the best of my knowledge. I understand that any false statements, misrepresentations, or omissions of fact in or with this application are grounds for denial, suspension, or revocation of the license(s) that I am seeking. _____________________________________________________________________________________ Signature of Applicant Date Applicant Self-Appraisal Please rate yourself in the following areas of job requirements. Use the following scale: 5 – Strong; 4 – Fairly Strong; 3 – Average: 2 – Somewhat Weak: 1 – Weak Area 5 4 3 2 1 Planning and Preparation Organization and Management Instructional Techniques Discipline Techniques Willingness to Handle Duties Please use the space below to make a personal statement about yourself, your qualifications, and your future plans and objectives.
requests. B1 CAN express opinions on abstract/cultural matters in a limited way or offer advice within a known area, and understand instructions. CAN understand routine information and articles, and the general meaning of information within a familiar area. CAN write letters or make notes on familiar or predictable matters. A2 CAN express simple opinions or requirements in a familiar context. CAN understand straightforward information within a known area, such as on products and signs and simple textbooks or reports on familiar matters. CAN complete forms and write short simple letters or postcards related to personal information. A1 CAN understand instructions or take part in a basic factual conversation on a predictable topic. CAN understand basic notices, instructions or information. CAN complete forms, and write notes including times, dates and places. Adapted from the Association of Language Testers in Europe’s Can-do project for overall general language ability. Cross-referenced to the Council of Europe’s Common European Framework of Reference for Languages.
1 – Personal Data Surname: Social Insurance Number: - - Given name(s): First language: French English other Permanent mailing address (number, street, or P.O. Box): City or town: Province: Postal code: Phone number: - - Email: In which language do you prefer to receive future correspondence? French English Citizenship: Canadian citizen Permanent resident Manitoba Teachers’ Certificate number: 2 – Work and Education History A I graduated in (year) from (name of institution) Province: Degree: B Employer (name of school): School division: C I teach or will be teaching in a French school in a French Immersion school a French course (English Program) (please specify) D Are you a substitute teacher? yes no
Competency Areas Course Taken or experience used to Fulfill Competency** Qtr* Hrs Taken Term & Year Grade Earned Practicum AED 313 4 OSU W 2016 A- Animal Science ANS 121 ANS 230 ANS 313 4 2 4 OSU OSU OSU S 2016 A- B+ C Crop & Soil Science SOIL 205 CROP 300 3 4 OSU OSU F 2014 W 2016 B- A Horticulture Hort 301 Hort 311 3 4 OSU OSU Agricultural & Resource Economics AEC 211 AEC 221 3 4 LBCC LBCC W2015 S 2015 C A- Agricultural Mechanization AG 391 AG 421 AG 525 Leadership & Comm LEAD 342 3 OSU S 2015 A 10 Upper Division Electives: to include appropriate breadth in agriculture subject matter RNG 341 AG 421 HORT 351 4 3 4 EOU S 2017(Plan) SU 2015 A Teacher Education ED 216 ED 219 ED 253 3 3 3 OSU OSU OSU F 2014 S2017 (plan) S 2015 A A For more information contact: FORM B Professional Teacher Education Program Oregon State University Agricultural Education Subject Matter Competency List Name: __________________________________ Date: ____________________________ Please type to indicate courses you have completed in each area. Competency Areas Course Taken to Fulfill Competency** Qtr* Hrs Where Taken Term & Year Grade Earned
Secondary Education and Qualifications Name of school/college From To Qualifications gained with date Higher Education Name and address of university, college and/or university education department Dates Full or part-time Courses/subjects taken and passed Date of examination and qualifications obtained Age groups for which trained From To
Sexual orientation Please tick Bi-sexual Gay Man Gay Woman Heterosexual Other Prefer not to say Gender Please tick Female Male Transgender Prefer not to say Personal relationship Please tick Single Living together Married Civil Partnership Prefer not to say Religion or belief Please tick No religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Jewish Muslim Sikh Any other religion (Write in) Prefer not to say Disability Do you consider that you have a disability? Please tick Yes - Please complete the grid below No Prefer not to say My disability is: Physical Impairment Sensory Impairment Mental Health Condition Learning Disability/ Difficulty Long standing illness Other Prefer not to say
Current Employment Current of employment: Address: Telephone: Date employment commenced: Position: Duties: Previous Employment Employer’s Name and Address Positions / Duties Employment Dates From To Note: You must list all previous employers. If more space is required, attach a separate sheet. Employer’s Name Leadership Position Held Dates From To
Note: If more space is required, attach a separate sheet. Volunteer Work Organisation’s Name and Address Positions / Duties Employment Dates From To Note: You must list all previous places of volunteer work where such work involved children. If more space is required, attach a separate sheet. Referees Name Position School / Company Phone Number Note: Approval needs to be sought from referees prior to their nomination. Please list at least three. Pre-Employment Disclosure Questionsposition that be person suitable to work with It is an inherent requirement of the position that you be a person suitable to work in child-connected work. Each of the following questions are relevant to the prospective employer understanding and determining
Secondary Education and Qualifications Name of school/college From To Examination passed (i.e. A Level, GCSE), subject and grade Higher Education Name and address of university, college and/or university education department Dates Full or part-time Courses/subjects taken and passed Date of examination and qualifications obtained Age groups for which trained From To
Referees Please provide details of two people to whom reference may be made. The first referee should normally be your present or most recent Headteacher or equivalent person. If you are not currently working with children please provide a referee from your most recent employment involving children. Referees will be asked about all disciplinary offences which may include those where the penalty is “time expired” if related to children. Referees will also be asked whether you have been the subject of any child protection concerns, and if so, the outcome of any enquiry. References will not be accepted from relatives or from people writing solely in the capacity of friends. It is normal practice to take up references on shortlisted candidates prior to interview. This is in line with the most recent version of Keeping Children Safe in Education statutory guidance. First Referee and name: Address and postcode: Telephone number: Email address: Job title: Relationship to applicant: I consent to this reference being requested before interview. Yes No Second Referee Title and name: Address and postcode: Telephone number: Email address: Job title: Relationship to applicant: I consent to this reference being requested before interview. Yes No
Secondary Education and Qualifications Name of school/college From To Examination passed (i.e. A Level, GCSE), subject and grade Higher Education Name and address of university, college and/or university education department Dates Full or part-time Courses/subjects and passed Date of examination and qualifications obtained Age groups for trained From To
Secondary Education and Qualifications Name of school/college From To Qualifications gained with date Higher Education Name and address of university, college and/or university education department Full or part-time Courses/subjects and passed Date of examination and qualifications obtained Age groups for which trained From To
Ultimate Frisbee Teacher Game Assessment Players to get open Passes to more than one person Communicates with players Makes positive comments Works well with teammates 1=Never 2= Sometimes 3=Always Players Moves to get open Passes to more than one person Communicates with other players Makes positive comments Works well with teammates 1=Never 2= Sometimes 3=Always