zilongwang/ReadingBank huggingface dataset:
PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience PhD/postgraduate degree or equivalent professional qualifications and experience in Archaeology. Detailed understanding and knowledge of Archaeology & Museum Studies. Teaching qualification (PGCE) or equivalent. Teaching experience at undergraduate and/or postgraduate level. Experience and/or qualifications/professional membership status in museum studies. Experience in curriculum development. Membership of Higher Education Academy. Experience of public engagement and outreach. Experience of pedagogical development. CV and interview Planning and organising Able to plan, manage, organise and assess own teaching contributions. Able to contribute to the design of course curriculum development and new teaching approaches in the Academic Unit. CV and interview Problem solving and initiative Able to develop understanding of complex problems and apply knowledge to address them Able to develop original techniques/methods. CV and interview Management and teamwork Able to manage and deliver own course units and contribute to course units. Able to directly supervise work of students. Able to contribute to Academic Unit management and administrative processes. Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development. CV and interview Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest CV and interview
Total for chapter 2 = 9 hours Chapter 3 Electric circuits 3.1 What is electric charge 2 hours Electric circuits – delivery guide 3.2 What determines the current in an electric circuit? 4 hours Electric circuits – delivery guide PAG6: Investigate the I-V characteristics of circuit elements 3.3 How do series and parallel circuits work? 5 hours Electric circuits – delivery guide PAG7: Investigate the brightness of bulbs in series and parallel 3.4 What determines the rate of energy transfer in a circuit? 4 hours Electric circuits – delivery guide 3.5 What are magnetic fields? 4 hours Electric circuits – delivery guide 3.6 How do electric motors work? 3 hours Electric circuits – delivery guide 3.7 What is the process inside an electric generator? 4 hours Electric circuits – delivery guide Total for chapter 3 = 26 hours Chapter 4 Explaining motion 4.1 What are forces? 4 hours Explaining motion – delivery guide 4.2 How can we describe motion? 7 hours Explaining motion – delivery guide PAG3: Investigate acceleration of a trolley down a ramp 4.3 What is the connection between force and motion? 12 hours Explaining motion – delivery guide 4.4 How can we describe motion in terms of energy transfer? 5 Explaining motion – delivery guide Total for chapter 4 = 28 hours Chapter 5 Radioactive materials 5.1 What is radioactivity? 6 hours Radioactive materials – delivery guide 5.2 How can radioactive materials be used safely? 3 hours Radioactive materials – delivery guide 5.3 How can radioactive materials be used to provide energy? 4 hours Radioactive materials – delivery guide Total for chapter 5 = 13 hours Chapter 6 Matter – models and explanations 6.1 How does energy transform matter? 5 hours Matter – delivery guide PAG1: Determine the densities of a variety of objects both solid and liquid PAG5: Determine the specific heat capacity of a metal 6.2 How does the particle model explain the effects of heating? 2 hours Matter – delivery guide 6.3 How does the particle model relate to material under stress? 4 hours Matter – delivery guide PAG2: Investigate the effect of forces on springs 6.4 How does the particle model relate to pressure in fluids? 5 Matter – delivery guide 6.5 How can scientific models help us understand the Big Bang? 6 Matter – delivery guide Total for chapter 6 = 22 hours Total teaching hours = 120 hours
18 Humanism (Maslow) Note:- Every Wednesday & Friday are concurrent field work days. Lecture No. Date Expected Learning Outcome UNIT- III 26 26-Feb-15 Learning: Meaning and Nature Students will be able to understand various concepts such as Learning, Memory, Forgetting and Collective behavior. 27 28-Feb-15 Memory: Nature and 28 2-Mar-15 Forgetting: Meaning and nature 29 3-Mar-15 Collective Behavior: Meaning and Concept 30 9-Mar-15 Crowd Behavior 31 10-Mar-15 Collective Behavior: audience 32 12-Mar-15 Collective Behavior: mob 33 14-Mar-15 Theories of Collective Behavior Note:- Wednesday & Friday are concurrent field work days. Lecture No. Date Topic Expected Learning Outcome UNIT- IV 34 16-Mar-15 Intelligence: Meaning and Definition 35 17-Mar-15 Intelligence: Nature and Use 36 19-Mar-15 Brief introduction to Assessment of Intelligence 37 21-Mar-15 Assessment of intelligence 38 24-Mar-15 Emotional intelligence: Meaning and Definition, 39 26-Mar-15 Emotional intelligence: Nature 40 30-Mar-15 Emotional intelligence: Components 41 31-Mar-15 Assessment of emotional intelligence 42 04-Apr-15 Personality Problems
Counseling and Psychotherapy in social case work. Students will be able to understand the use of various techniques of social case work 4 10-Jan-15 Psychotherapy: An Introduction 5 12-Jan-15 Psychotherapy: As a Technique of Social Case Work 6 13-Jan-15 Techniques of intervention in Social Case Work: Reflective Discussion in Current person situation configuration 7 15-Jan-15 Techniques of intervention in Social Case Work: Reflective Discussion in Dynamic factors 8 17-Jan-15 Techniques of intervention in Social Case Work : Developmental factors 9 19-Jan-15 Development of Professional Self in Social Case Work. 10 20-Jan-15 Use of Professional Self in Social Case Work Practice Note:- Every Wednesday & Friday are concurrent field work days. Lecture No. Date Topic Expected Learning Outcome UNIT- II 11 22-Jan-15 Authority in Social Case Work: An Introduction 12 27-Jan-15 Authority in Social Case Work: Nature & Types 13 29-Jan-15 Authority in Social Case Work: Use in Social Case Work 14 31-Jan-15 Authority in Social Case Work: Techniques and its use with examples from field work 15 02-Feb-15 Authority in social casework: Techniques and Presentation from work cases 16 05-Feb-15 Crisis: Meaning & Types 17 07-Feb-15 Crisis: Intervention & Role of Social Case Worker
Teaching Points for Guided Reading Groups Purpose of Guided Reading: Students practice reading strategies with teacher support. Strategies Transitional Guided Reading (Levels J-P) Fluent Guided Reading Groups (Levels N+) Transitional readers are able to read text above Level I. They have a large bank of sight words, but they are still learning to decode big words, increase fluency, expand vocabulary, and improve comprehension. Fluent readers have few decoding problems; they are able to explore the process of comprehension on challenging texts. Instructional Needs Self-monitoring, decoding fluency, vocabulary, and retell The instructional focus is comprehension. Decoding Strategies Reread & think what would make sense Cover (or attend to) the ending Use analogies Chunk big words Reread & think Cover the ending Use known parts Chunk big words Connect Vocabulary Strategies Reread the sentence and look for Check the picture Use a known part Use context clues Use pictures or visualize Use a known part Make a connection Use the glossary Fluency & Phrasing Phrasing Attend to bold words Dialogue, intonation, & expression Comprehension (oral) B-M-E S-W-B-S Finger-Finger retell Describe a character’s feelings Comprehension (fiction) Retell-STP (Stop-Think-Paraphrase), VIP (Very Important Part) Visualize Predict & support Make connections Character traits Ask questions Determine importance Summarize by chapter Cause and effect Character analysis Make inferences-(from dialogue, action, or physical description Comprehension (nonfiction) Retell-STP (Stop-Think-Paraphrase) Ask questions Summarize with key words Main idea/details Important/interesting Interpreting Visual information (maps, charts) Contrast or compare Cause/effect Evaluate-fact/opinion, author’s point of view Reciprocal teaching
Buddhism, Hinduism and Sikhism Now we are to learn about three more world religions-Buddhism, Hinduism and Sikhism. We will also do this as a stations activity, but this time, you won’t need any computers. At each station, students will read, discuss and then fill in their spoke diagrams. Remember that the students will need a spoke diagram for each of the three religions. Using What We Know Use these activities to allow students to apply what they’ve learned about the new religions we’ve just studied. Have the students do the proverbs activity, the primary source activity and then after watching the Sikh Presentation, the activity that goes with it. There is a simple rubric you can use to grade the Sikhism activity. NOTE: It would be a good idea to print out the Sikh presentation for the kids to use as they complete the assignment. Visual Recognition Use this activity to review the kids over all six of the world religions. Give each student six note cards or one piece of typing paper that they tear into six pieces. Ask them to label each card with one of the following: Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism. As you show them each slide in the power point below, have them hold up one of their cards to show which religion they think the photo goes with. Make sure you require the kids to point out the visual clues that made them choose the answer they did. There is an answer key for you below.
For a sentence of imprisonment, or youth custody or detention in a young offenders’ institution, or corrective training for a term exceeding 6 months but not exceeding 30 months 10 years For a sentence of imprisonment, or youth custody or detention in a young offenders’ institution, or corrective training for a term not exceeding 6 months 7 years For a sentence of imprisonment of 6 months or less 7 years For a sentence of borstal training 7 years For a fine or other sentence (eg a community service order) for which no other rehabilitation period is prescribed 5 years For an absolute discharge 6 months For a probation order, conditional discharge or bind over; and for fit person orders, supervision orders or care orders under the Children and Young Person Acts (and their equivalents in Scotland) 1 year, or until the order expires (whichever is the longer) For detention by direction of the Home Secretary: From 6 months to 2.5 years From 6 months or less For a detention centre order not exceeding 6 months For a remand home order, an approved school order, or an attendance order 5 years 3 years 3 years The period of the order and a further year after the order expires. For a hospital order under the Mental Health Acts The period of the order plus a further two years after the order expires five years from the date of conviction whichever is the longer The following rehabilitation periods are for specific types of military punishment, with these rehabilitation periods being halved for offenders under the age of 17 at conviction. For cashiering, discharge with ignominy or dismissal with disgrace 10 years For simple dismissal from the service 7 years For detention 5 years
Lesson 119— Multiplying and Dividing Money Amounts Quiz 17 Progress Criteria/Methods of Evaluation: For successful completion of this course, the student will complete at 70% of the lessons/goals, at a minimum of 70% accuracy. September Complete Lessons 1 – 13 October Complete Lessons 14 – 26 November Complete Lessons 27 – 39 December Complete Lessons 40 – 52 January Complete Lessons 53 – 65 February Complete Lessons 66 – 78 Complete Lessons 79 – 91 April Complete Lessons 92 – 104 May Complete Lessons 105 – 117 June Complete Lessons 118 – Quiz 17
September Complete Lessons 1 – 14 and work on goals 7.NS.1, 7.NS.2, 7.EE.3 October Complete Lessons 15 – 28 and work on goals 7.EE.3, 7.NS.1, 7.EE.1, 7.NS.3 November Complete Lessons 29 – 42 and work on goal 12 A.APR.4 December Complete Lessons 43 – 56 and work on goals M1.1.C, 7.NS.2 January Complete Lessons 57 – 70 and work on goals 7.NS.2, 8.EE.4 February Complete Lessons 71 – 84 and work on goals 8.EE.4, 8.EE.2, 8.G.6 March Complete Lessons 85 – 98 and work on goals 9-12 A.APR.1 April Complete Lessons 99 – 112 and work on goals 9-12 A.REI.1, 9-12 A.REI.4, 8.F.3, M1.3.C May Complete Lessons 113 – 126 and work on goals 9-12 A.APR.3, M1.3.C, June Complete Lessons 127 – 141 and work on goals 8.EE.5, 8.F.1, 9-12 F.IF.1, 7.SP.5, 9-12 F.LE.1
Chapter 7: Simple Algebraic Equations Lesson 47—Advanced Arithmetic Lesson 48—What’s it for Anyway? Lesson 49—The Golden Rule of Algebra Lesson 50—Undoing Multiplication and Division Lesson 51—Changing Places Lesson 52—New Symbols Lesson 53—Undoing the Algebra Way Lesson 54—Solving Percent Problems with Algebra Lesson 55—Solving Distance Problems with Algebra Chapter 8: Integers Lesson 56—Less Than Zero Lesson 57—The Number Line Lesson 58—How Negatives are Used Lesson 59—Addition with Negatives Lesson 60—Subtraction with Negatives Lesson 61—Multiplication with Negatives Lesson 62—Division with Negatives Lesson 63—Undoing Equations with Negatives—Part 1 Lesson 64—Undoing Equations with Negatives—Part 2 Lesson 65—Negatives and Fractions Lesson 66—Handling a –x Lesson 67—Dealing with –x in a Fraction Chapter 9: Longer Algebraic Equations Lesson 68—Order Matters Lesson 69—Writing Equations in Order Lesson and the Fraction Bar Lesson the Fraction Bar in Equations Lesson 72—Undoing in Reverse—Part 1 Lesson 73—Undoing in Reverse—Part 2 Lesson 74—Simplifying First Lesson 75—More Simplifying First Chapter 10: Combining Like Terms Lesson 76—Adding x’s Lesson 77—Subtracting x’s Lesson 78—x and 1x Lesson 79—Work Problems Lesson 80—Fancy Distance Problems Lesson 81—x’s on Both Sides Lesson 82—Refrigerator Repairs
DAISY: I wish we could just run away. WOMAN: I’ve just heard the most shocking thing. It all makes sense. NICK CARRAWAY: You can’t repeat the past. JAY GATSBY: You can’t repeat the past? TEXT: LEONARDO DICAPRIO TEXT: TOBEY MAGUIRE TEXT: CAREY MULLIGAN JAY GATSBY: Why of course you can. TEXT: THE GREAT GATSBY TEXT: COMING SOON Hitchcock [REPORTERS STAND OUTSIDE CALLING ‘MR. HITCHCOCK’ AMIDST CAMERAS CLICKING] REPORTER: Mr. Hitchcock, you’re the most famous director in the history of film, but you’re sixty years old, shouldn’t you just quit while you’re ahead. [MUSIC] ALFRED HITCHCOCK: I need something fresh, something different, a nasty little piece of work, that’s what I’m looking for. ALMA: There’s a project out there waiting for you Hitch I promise you. ALFRED HITCHCOCK: This book Psycho is fiendishly entertaining – graphic elements of brutal violence, transvestitism and incest. PEGGY: Sounds ghastly.
benefits and limitations of communication methods and media used in own area of specialism the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners inclusive teaching and learning approaches and resources, including technologies, to meet the individual of learners ways to promote equality and value diversity in own teaching teaching and learning approaches and resources, including technologies to meet the individual needs of learners with learners and learning professionals to meet individual learning Be able to assess learning in education and training the purposes and types of assessment used in education and training the effectiveness of assessment methods in relation to
Population Research and Graph Some of the most basic skills in researching an animal’s population, there is the need to apply mathematic graphing skills. In the population research activity, students had to apply their knowledge about graphing and other visual representations of the numerical data to the moose and wolf populations of Isle Royale. Throughout they were asking how and why they were to use their math skills. I pointed out that in the scientific community researcher have to represent their data as part of their formal research write ups and one way of representing the data is through graphing. Graphing is a way to summarize collected data and information. Just as you summarize for English in a sentence or paragraph, you can summarize in science and math with graphs. History of Food Chains As a history major, I am always looking for interesting discoveries or practices that occurred in science or any other subject and I like to bring them into class when applicable to the material being covered. The history of food chains article was a part of the initial class discussion on food chains and how they are established or defined. The students found it amazing that science has been documented for so long outside of Rome or Greece. They initially thought that science is a new subject and has on become applicable in the last five hundred years. The article and others like it have helped the students understand how to define their observations and begin forming hypotheses based on them.
National Center for Educational Statistics (n.d.) Non-traditional Undergraduates / Definitions and Data. Institute of Education Sciences. Retrieved from Nelson, L., Padilla-Walker, L., Carroll, J., Madsen, S., Barry, C., & Badger, S. (2007). “If you want me to treat you like an adult, start acting like one!” Comparing the criteria that emerging adults and their parents hold for adulthood. Journal of Family Psychology, 21(4), pp. 665-674. Norton, B. (2013) Identity and language learning: Extending the conversation. Bristol, UK: Multilingual Matters. Pilling-Cormick, J. (1997). Transformative and self-directed learning in practice. New Directions for Adult and Continuing Education, 74, 69-77. Price, K., & Baker, S. (2012). Measuring students’ engagement on college campuses: Is the NSSE an appropriate measure of adult students’ engagement? Journal of Continuing Higher Education, 60(1), 20–32. Rossiter, M. (1999). A narrative approach to development: Implications for adult education. Adult Education Quarterly, 50(1), 56-71. Shapiro, D., Dundar, A., Chen, J., Ziskin, M., Park, E., Torres, V., & Chiang, Y. (2012). Completing college: A national view of student attainment rates. Herndon, VA: National Student Clearinghouse Research Center. Tinto, V. (2012). Completing college: Rethinking institutional action. Chicago: The University of Chicago Press.
The Ormiston SWB Lesson Plan Date/Period/Class Context of Learning – Learning Outcomes (What do expect the students to be able to do/produce by the end of the lesson/series of lessons) Phases of Learning Stretch (Include Questions) Support (Include Questions) Ready to Learn 2. Introduce new or consolidate learning 3.Demonstrate Learning 4. Review learning (Plenary) Additional Information (Lit/Numeracy/SMSC) Homework Other Key Elements to T&L @ Ormiston SWB
In Years 7-11, learners will be given a minimum of one week in which to complete MHTs, except in Modern Foreign Languages and Mathematics, when MHTs likely to take no longer than 15 minutes may be assigned for submission in the next lesson. Over school holidays, only OLAs, open revision, and coursework will be assigned as homework. Learners can be invited to engage in one school co-ordinated project. In the two weeks prior to specified examination sessions, only open revision and structured revision OLAs will be assigned. Teachers will keep a record of homework submitted using the school’s e-homework platform. If learners do not submit MHTs, or if MHTs show poor effort, then responses will accord with our Homework Non-Submission Procedure. Our Learning Language DIT – Dedicated Improvement Time EBI – Even Better If LO – Learning Objective LSA – Learning Support Assistant MHT – Mandatory Homework Task OLA – Optional Learning Activity PLC – Personalised Learning Checklist RAG – Red Amber Green WWW – What Went Well // – new paragraph needed ? – unclear meaning or expression ^ – word missing C – capital letter error F – formality or style error G – grammatical P – punctuation error S – in loose sheets sp – spelling T – tense (past, present, or future) W – wrong word used Key Terms Achievement – performance measured against target Articulacy – oracy and literacy Assessment – judgement of performance, on at least one criterion Attainment – performance measured against a standard Co-construction – teachers and learners collaborating to plan, effect, and evaluate learning Dedicated Improvement Time – time when learners respond to feedback Dialogue – communal discussion that is open, respectful, reflective, and exploratory Differentiation – teaching learners differently according to their prior performance
Differentiation demonstrated. Corporate. Clearly defined and relevant learning outcomes. Detailed two weeks in advance. Outlined a half term in advance. Teachers’ classroom performance Teachers’ assessment/record keeping Teacher’s evaluations/self assessments Team Leader/SLT monitoring Scrutiny of work: matches intended outcome Adherence to National Curriculum, NLS, NNS, school policy etc. Teaching Prompt start to lessons. Learning objectives communicated to children (WALT). Success criteria/personalized targets to children (OSCA). High expectations (see separate section). Teacher security with the content of the lesson. Teaching style/methods fit the demands of the intended learning outcome. Visual, auditory, kinesthetic learning catered for/promoted. Differentiated, varied and targeted questioning. Personalised learning. Appropriate pace of learning. Positive classroom relationships. Well-managed routines. Effective discipline/behaviour management. Reflective of school policy. Lesson observations Curriculum, teaching and learning policy Teacher documentation Children’s work Learning environment/display Curriculum policy documents Behaviour policy Behaviour monitoring Learning Children on task. Time well used. High level of motivation, participation and response. Work reflects the intended learning outcome. Quality of work commensurate with ability. Children take pride in their efforts. Confidence in communicating learning to others. Whole class, group, paired and independent working. Achievement in line with school expectation. Lesson observations Display Pupil’s profiles Children’s current work Assemblies: - presentations/good work Well-maintained learning environment. Whole school assessment/pupil tracking Curriculum, teaching and learning policy Assessment policy
Park Families Sharps Copse Nursery* Hampshire Pippins @ Rosegrove Nursery Ltd* Lancashire Positive Steps Windsor and Maidenhead Redcliffe Early Excellence / Children’s Centre* Bristol City St John Vianney Primary School Childcare* Hartlepool Stephens Children’s Centre* Southampton Sunflowers Day Nursery* North Yorkshire Wellingtons for Langley Hall* Slough Young Friends Nursery School Brighton and Hove Schools Local authority Blaise Primary and Nursery School Bristol Christ the King Catholic Primary School Reading Clements Community Primary School Suffolk Primary School Newham Featherby Infant and Nursery School Medway Handale Primary School* Handale Under 3s Redcar and Cleveland Harwich Community Primary School and Nursery Hoblett’s Manor Infant School Hertfordshire Lander Road Primary School* Lander Road Pre-School Care Sefton Livingstone Primary and Nursery School Barnet Medlock Primary School* Medlock Primary School 2YO Class Manchester Netherfield Primary School* Netherfield Primary Pre-School Nottinghamshire Prior Weston Primary School and Children’s Centre* Golden Lane Children’s Centre Islington Queen’s Park Primary School Brighton and Hove Robin Hood Primary School Kingston upon Thames Roman Hill Primary School Suffolk St Gregory’s Catholic Primary School* St Gregory’s Catholic Primary School 2YO Provision Liverpool St Theresa’s Catholic Primary and Nursery School Harrow Trimdon Grange Infant and Nursery School* Trimdon Grange 2YO Class County Durham Warrington Road Nursery School* Warrington Road Bambini Day Care Centre Halton Welbourne Primary School* Welbourne Primary School Haringey Settings highlighted in italics are the registered early years providers delivering funded early education for two-year-olds that are linked to the relevant school chosen for a visit. * denotes schools and settings offering funded two-year-old provision.
7. HIGHER EDUCATION & QUALIFICATIONS Name and Address 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 awarded Age Groups for trained ; 8. PROFESSIONAL COURSES ATTENDED AS A TEACHER – Please list relevant courses attended in the last 3 years. Subject Organising Body Date(s) Duration
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 Other 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 Partnership Prefer not to say Gender Please tick Female Male Transgender Prefer not to say
If yes, please provide details. Please specify which countries and the month and year those stays started and ended (UK employers will normally need a Police Certificate of Good Conduct from that country): did you see this post advertised? (please tick). Website Publication Other Please provide details of you saw this post Convictions policy Bicester Learning Academy applies the Recruitment in Education standard to all appointments. It is Bicester Learning Academy’s policy that you declare any convictions when you are applying for a job with us. We are asking you for this information because we have a duty to balance our commitment to help ex-offenders find work with our need to protect the public and those in the school’s care who are receiving it's services. The policy states clearly that only relevant convictions are taken into account. Because of the nature of the work for which you are applying we also need you to declare any spent convictions if they appear on the list of offences relevant to safeguarding children and vulnerable adults. This list is available at . Please check this list carefully. If your application is successful and you did not disclose any convictions or other sanctions it could result in dismissal or disciplinary action being taken against you. Any information you give will be completely confidential and will be considered only in relation to the job for which you are applying. Please note that any of employment will be subject to satisfactory disclosure certificate from the Disclosure and Barring Service (DBS) (previously known as CRB) Bicester Learning Academy’s policies on The Recruitment of Ex-Offenders, and the Secure Storage, Handling, Use, Retention and Disposal of Disclosures and Barring Service certificates and Disclosure Information are available on the Farm Primary School and The Cooper School’s recruitment webpages. Copies of these policies are also available on request. DBS Are you included in any list of people barred from working with children by the Disclosure and Barring Service (DBS) or the NCTL (National College or Teaching and Leadership)? If you are registered with the DBS Update Service, please provide your registration number and the date if was originally issued Registration number: Date:
5. EDUCATION/QUALIFICATIONS IN FURTHER/HIGHER EDUCATION (MOST RECENT FIRST) From To Cert, Diploma, Degree, Higher Degree, etc. Awarding body Grade/ class obtained Date gained/expected Mth Yr Mth Yr 6. EDUCATION/QUALIFICATIONS IN SECONDARY (MOST RECENT FIRST) From To School or college Subjects Type of exam Awarding body Grade Date gained Mth Yr Mth Yr
EDUCATION, TRAINING AND QUALIFICATIONS SECONDARY EDUCATION Name, Location and Type of Schools DATES (MM/YY) FROM TO SECONDARY EXAMINATIONS PASSED WITH GRADES HIGHER EDUCATION/QUALIFICATIONS GAINED including CCRS (Catholic Certificate in Religious Studies) Candidates are required to bring in original copies of all relevant qualifications gained UNIVERSITY/COLLEGE/ORGANISATION/COURSE DATES (MM/YY) FROM TO QUALIFICATIONS PASSED WITH GRADES INITIAL TEACHER TRAINING (NQTs please include ITT Courses undertaken) COLLEGE/ORGANISATION/COURSE DATES (MM/YY) FROM TO QUALIFICATIONS (TO BE)/PASSED
PREVIOUS TEACHING EXPERIENCE Name, Type & Location of School Name of Local Authority Dates From – To Post held and Allowance Boys/ Girls/ Mixed No. on roll Ages taught Full or Part Time Subjects Taught OTHER EMPLOYMENT / UNREMUNERATED ACTIVITY: Please give details in chronological order of any period of unremunerated activity or non-teaching employment excluding vacation work. Name of Employer Details and Nature of Work / Activity Dates From – To Full or Part Time EDUCATION AND QUALIFICATIONS HIGHER EDUCATION – FIRST QUALIFICATION & FURTHER QUALIFICATIONS Place of Study: University, College etc., including Country Dates From – To Full or Part Time Main Subject(s) Subsidiary Subject(s) Qualification gained (Degree, Certificate, Diploma); Class Age range you are qualified to teach: Preferred Age Range: Date of award of qualified teacher status: Date of completion of probationary period: With which Local Authority: Subjects qualified to teach: Main subject: Subsidiary subject: Additional subjects: (you be willing to teach) Teacher Reference No: SECONDARY EDUCATION & EXAMINATION RESULTS Examinations taken: CSE, GCE ‘O’ & ‘A’ level and GCSEs etc Subject(s) Grade(s) Dates when taken: School/Colleges attended including Country
Please give details of all previous employment in chronological order. 4.0 EMPLOYMENT HISTORY (TEACHING) Name and Type of School or Establishment Age Range Approx. Number on Roll Post Held Salary Grade Full / Part Time Dates Reason for leaving From To 4.1 NON-TEACHING: (Please include all paid and voluntary activity) Employer (if appropriate) Post Title Brief Description of Activity/Responsibility Or Duties Dates From To BREAK IN EMPLOYMENT From / To Reason for Break SUITABILITY FOR THE POST:
Gender (please tick appropriate box): Male Female Ethnic Origin (please tick appropriate box): White: English/Welsh/ Scottish/ Northern Irish/British Irish Gypsy or Irish Traveller Any other White background Mixed/Multiple Ethnic Groups: White & Black Caribbean White & Black African White & Asian Any Mixed/Multiple Ethnic background Asian/Asian British Indian Pakistani Bangladeshi Chinese Any other Asian background Black British African Caribbean Any other background Other Ethnic Group: Arab Any other ethnic group Religion (please tick appropriate box): Baha’i Buddhism Christian Hinduism None Islam Jain Judaism Sikhism Other Age (please tick appropriate box): Under 18 18-25 26-35 36-45 46-55
Gender (please tick appropriate box): Male Female Ethnic Origin (please tick appropriate box): White: English/Welsh/ Scottish/ Northern Irish/British Irish Gypsy or Irish Traveller Any other White background Mixed/Multiple Ethnic Groups: White & Black Caribbean & Black African White & Asian Any other Mixed/Multiple Ethnic background Asian/Asian British Indian Pakistani Bangladeshi Chinese Any other Asian background British African Caribbean Any other background Other Ethnic Group: Arab Any other ethnic group Religion (please tick appropriate box): Baha’i Buddhism Christian Hinduism None Islam Jain Judaism Sikhism Other Age (please tick appropriate box): Under 18 18-25 26-35 36-45 46-55
Starting with your most recent employment, list all paid employment, voluntary work, periods of unemployment and time spent out of employment whilst undertaking caring responsibilities since leaving school, college or university. You must provide explanations for any gaps or periods not in employment; training or education since leaving secondary education. Teaching practise should only be included where this application is for your first teaching job. Name of school, employer or voluntary agency (inc name of LA ) FT / PT / Supply School Type: Primary/ Second/ Special/ Other) Age Of School Number On Roll Position Held and Salary Point From Month/ Year To Month/ Year Reason for Leaving We reserve the right to approach any of the previous employers/organisations listed in this section to confirm the details you have supplied 4 EDUCATION AND QUALIFICATIONS
Establishment Full or Part Time Subjects studied and examinations taken Qualification obtained attended CONFIDENTIAL Part C: Teaching experience Please give details of all teaching experience (most recent first). N.B. It is a requirement of DCSF Guidance: Safeguarding Children and Safer Recruitment in Education (January 2007) that any gaps in employment history are identified and fully explained.
Local Education Authority or employer, name and size of school (number on roll) Age taught (specific range required) of employment and reasons for leaving Post/position held Curriculum responsibilities/subjects Point or relevant salary scale and allowances Current post Previous posts CONFIDENTIAL Part D: Previous appointments, than teaching (most recent first) Please provide information on any other relevant experience, including family commitments and voluntary work. Name and address of employer or organisation Dates of employment and reasons for leaving Job title and description
4. OTHER RELEVANT EXPERIENCE Employer & address Job title & main duties Full or part time Dates from and to 5. EDUCATION AND QUALIFICATIONS Please give details of all nationally recognised qualifications awarded or awaited in chronological order, most recent first Establishment Dates attended Qualifications received ( including GCSEs, A levels, degree(s) and all professional qualifications) and examining board Grade or class of each qualification Date obtained or expected
12. DECLARATIONS I confirm that all the information given by me on this form and attachments is true and correct and that there are no material omissions or concealments. I understand that providing information which is untrue and/or omitting information relevant to the application will disqualify me. I am not on the List 99 register and have not been disqualified from working with children. I understand that if it is ascertained after appointment that any information is found to be false and/or omissions or concealments have been made, I will be liable to dismissal without notice. Signed_____________________________________________Date_________________ OPPORTUNITIES To ensure the effectiveness of our Equal Opportunities policy and to help us to fulfil our general duty under the Race Relations (Amendment) Act 2001, you are kindly requested to complete the information below. The information provided will be used for monitoring and statistical purposes only. It will be recorded on computer file. Gender: Date of Birth: Age: Position applied for: ETHNIC ORIGIN (The categories below are in line with the 2005 DfES census.) Please tick White – British (1) White – Irish Any other White background (2) Mixed / dual background White & Black White & Black African White & Asian (3) Any mixed background (4) Asian or Asian British Indian
Person Specification for post of: Teaching Assistant Personal qualities Empathy for children with special needs Patience, understanding, caring, sense of humour Qualifications/ Experience Experience of working with people. Recent experience of working in a school. A good standard of written and spoken English that supports pupils’ learning. Experience of relevant age group. Experience of working with children with special needs. Knowledge An understanding of the varied needs of children as they develop socially and academically. A knowledge of behaviour management techniques that support school and classroom practices. Skills and Aptitudes A commitment to promoting equal opportunities and meeting individual needs. Awareness of confidentiality. Ability to work as part of a team. Able to manage time effectively. Ability to be flexible to the needs of the children. Effective communication, interpersonal and organisational skills. Ability to use ICT/the internet and to support pupils’ learning. Able to use ICT to store and retrieve data. Training and professional development Willingness to take part in appropriate training and personal and professional development Mary Rose Academy is committed to safeguarding and promoting the welfare of children, and young people, and expects all staff and volunteers to share this commitment. DBS Disclosure at Enhanced Level will be required prior to any offer of employment.
APSC 278 – Engineering Materials ACADEMIC YEAR: TERM: 1, 2 COURSE: APSC 278 INSTRUCTOR: Term 1: Steve Cockcroft Term 2: Anoush Poursartip TA HOURS PER WEEK1: Term 1: 3 positions – ¼ TA – 32 hours Term 2: 3 positions – ¼ TA – 32 hours Note: TA’s may apply to do term 1, or term 2, or both. DUTIES (check appropriate boxes) Tutorials Oral instruction Demonstrate problem sets Aid students in assignments/problem sets Laboratories Oral instruction Lab set-up Running labs Marking Subjective marking of assignments, midterms, exams, etc. Objective2 (“key-type”) marking of assignments, midterms, exams, etc. Other duties (specify): NOTE: duties have changed from past
A positions are normally ¼, ½, or 1 load, represents an average workload of 2, 4, and 8 hours a week, nominally over 16 weeks, respectively.If the only task the TA does is objective marking, the salary is substantially lower than for a regular TA. MTRL 264 – Transport Phenomena II ACADEMIC YEAR: TERM: 2 COURSE: MTRL 264 INSTRUCTOR: Jing Liu TA HOURS PER WEEK1: 1 position – ½ TA – 4 hours per week DUTIES (check appropriate boxes) Tutorials Oral instruction Demonstrate problem sets Aid students in assignments/problem sets Laboratories Oral instruction Lab set-up Running labs Marking Subjective marking of assignments, midterms, exams, etc. Objective2 (“key-type”) marking of assignments, midterms, exams, etc. Other duties (specify): positions are normally ¼, ½, or 1 load, which represents an average workload of 2, 4, and 8 hours a week, nominally over 16 weeks, respectively.
APSC 278 – Engineering Materials 3 APSC 279 – Engineering Materials Laboratory 4 MECH 221 – Engineering Science I 5 MTRL 250 – Metallurgical Thermodynamics I 6 MTRL 252 – Pyrometallurgy 7 MTRL 263 – Transport Phenomena I 8 MTRL 264 Transport Phenomena II 9 MTRL 280 – Materials in Design 10 MTRL 350 – Metallurgical Thermodynamics II 11 MTRL 358 – Hydrometallurgy I 12 MTRL 359 – Hydrometallurgy I Laboratory 13 MTRL 361 – Modelling of Materials Processes 14 MTRL 363 – Transport Phenomena II 15 MTRL 365 – Mechanical Behaviour of Materials 16 MTRL 378 – Phase Transformations 17 MTRL 340 – Structure and Properties of Materials 18 MTRL 381 – Structure and Properties Laboratory 19 MTRL 382 – Ceramics 20 MTRL 394 – Polymer and Polymer Matrix Composites 21 MTRL 442- Coatings and Surface Modifications 22 MTRL 451 – Microstructural Analysis Laboratory 23 MTRL 455 - Economic Aspects of Materials Engineering 24 MTRL 456 – Environmental Degradation of Materials 25 MTRL 458 – Hydrometallurgy II 26 MTRL 460 - Monitoring and Optimization of Materials Processing 27 MTRL 471 – Nanofibre Technology 28 MTRL 472 - Welding and Joining of Materials 29 MTRL 475 – Microstructure Modeling 30 MTRL 478 – Electronic Materials 31 MTRL 485 – Failure of Materials 32 MTRL 494- Composite Materials 33 MTRL 495 – Biomaterials 34 APSC 150 – Engineering Case Studies
MTRL 250 – Metallurgical Thermodynamics I ACADEMIC YEAR: TERM: 1 COURSE: MTRL 250 INSTRUCTOR: Ed Asselin TA PER WEEK1: 1 position – ½ TA – 4 hours a week DUTIES appropriate boxes) Tutorials Oral instruction Demonstrate problem sets Aid students in assignments/problem sets Laboratories Oral instruction Lab set-up Running labs Marking Subjective marking of assignments, midterms, etc. Objective2 (“key-type”) marking of assignments, midterms, exams, etc. Other duties (specify): 1) TA positions are normally ¼, ½, or 1 load, represents an average workload of 2, 4, and 8 hours a week, nominally over 16 weeks, respectively. 2) If the only task the TA does is objective marking, the salary is substantially lower than for a regular TA. MTRL 252 – Pyrometallurgy ACADEMIC YEAR: TERM: 1 COURSE: MTRL 252 INSTRUCTOR: TAFAGHODIKHAJAVI, LEILI TA HOURS PER WEEK1: 1 position – ½ TA – 4 hours a week DUTIES (check appropriate boxes) Tutorials Oral instruction Demonstrate problem sets Aid students in assignments/problem sets Laboratories
2. Qualified Teacher Information a) Date of gaining Qualified Teacher Status: b) DfES reference number: c) If you qualified after , have you completed your induction year? Yes No If yes, give date d) Have you passed your skills tests? (Trainees only) Numeracy Literacy ICT If not, when do you expect to complete them? Successful applicants will be required to provide evidence of their registration with the Teaching Agency. 3. Previous Teaching Experience – Please list most recent first Please include all teaching history. (Include information such as: % of time teaching, ability levels, subjects taught etc.) If newly qualified please give information of teaching practices in “Details of the Post:” A. Current Position School name: Address & Telephone Number: Local Authority: Post Grade/Scale: (Please specify salary point) Allowances: (Please specify) Upper pay spine:(If applicable) What date did you pass the threshold? What date did you progress to - 2: Date 3: Date Approximate number on roll: Age range taught: Dates: From - To: Subject/ Specialisms: Details of Post:
University of Birmingham Teaching Academy Awards for Educational Enhancement and Innovation, 2018-2019 Appendix - Judging Criteria Nominations will be judged on the extent to which they contribute towards achieving the goals of the Education Strategy 2015-20, using the following criteria as a framework. You may wish to review these criteria when making a nomination. Criterion 0 1 2 3 Creating a learning environment which supports, excites and stimulates our students No evidence Has impact on practice at a local level that has been well received by students Has improved practice, creating an environment that is research-rich, inclusive and that encourages interaction Integrates research and teaching to provide an exceptional, inclusive learning environment that has the potential for impact across the institution Enhancing the student educational experience No evidence Enhances the experience of some students directly (eg through learning materials or sessions) or indirectly (eg through organisational change) Enhances the experience of students more broadly, perhaps within a College or School, directly or indirectly; or has a substantial impact on the educational experience of a more limited number of students Exceptional support that has potential to transform the experience of students across the institution, directly or indirectly; or that has an outstanding impact on the educational experience of a more limited number of students Curriculum innovation No evidence Innovation or creativity within an immediate context, Novel approach(es) that demonstrate innovation or Original approach(es) that show exceptional creativity and
Geometric figures have properties. For example an isosceles triangle has two congruent sides and two congruent angles. One way in which these properties might be established is by measurement. But it is not possible to draw ALL possible isosceles triangles, nor is it possible to measure the properties of all of these triangles. To do this we need the processes of Deductive Geometry. 4 Solving geometry problems deductively Solving deductive geometry problems can involve three separate but related sets of skills and understandings: Translating a problem expressed in into a geometric diagram. A diagram can be very helpful in providing clues as to how to assemble the geometric facts to get a solution. Assembling the given facts and the related geometric theorems to get a solution. Setting down the solution, using standard geometric notation and symbols, so that someone else can come to understand how the problem has been solved. I now intend to examine each of these three aspects. In so doing I intend to offer advice as to how help students achieve high levels of competence. I also intend to draw attention to common pitfalls and common examples of poor practice. Example 1: Two circles C1 and C2 meet at the points A and B. CD is a common tangent to these circles where C and D lie on the circumferences of C1 and C2 respectively. CA is the tangent to C2 at A. When extended (produced), DB meets the circumference of C1 at P. Prove that PC is parallel to AD.
Tim did a great job of teaching EE 261. Students appreciated his style, organization, and ability to explain concepts very clearly. They also appreciated his dedication to students. Tim Hanshaw EE 7/16 4.48, 4.60 The labs and EE board are helpful, but labs could be more challenging. Tim Hanshaw EE 4.21 Tim’s lecturing is excellent. His sense of humor is also appreciated as are his examples and style. Fall E E.261.01.pul.Timothy Hanshaw: Respondents: 24/53. Overall: 4.61. Very positive comments about the course and instructor. Students appreciated the online materials and teaching style of the instructor. Once comment stated: “Tim is a great teacher, and really made the material easy to understand.” E E.262.01.pul.Timothy Hanshaw: Respondents: 4/16. Overall: 4.57. Very few comments provided. One comment stated: “Hands on instruction was very effective” and another stated: “IT’S All GOOD.” E E.262.02.pul.Timothy Hanshaw: Respondents: 9/22. Overall: 4.05. Very few comments provided. Comments positive in nature. E E.304.01.pul.Timothy Hanshaw: Respondents: 54/116. Overall: 4.63. Very positive comments about the course and instructor. Students appreciated the instructor’s teaching style, in-class examples, and online materials. Overall, high praise for the instructor. E E.352.01.pul.Timothy Hanshaw: Respondents: 3/8. Overall: 4.45. Two comments provided. One comment stated: “Lecture” helped him/her to learn the most in the course. E E.352.03.pul.Timothy Hanshaw: Respondents: 5/9. Overall: 4.47. Only a few comments provided. One student indicated an appreciative tone for the instructor’s “consistent references...to lab design and ideal models.” E E.352.05.pul.Timothy Hanshaw: Respondents: 5/12. Overall: 4.11. Very few comments provided. One comment stated: “his lecture and instruction was very clear so that we can easily follow.” Lowell Hanson Spring
KUVEMPU UNIVERSITY LIST OF TEACHERS FOR EXAMINATION WORK Name of the College : Name of the Principal : Name of the Exam Supdt./Clerk : College Phone No. : Mobile No. : Mobile No. : College E-mail Id : E-mail Id : E-mail Id : Sl. No. Name of the Teacher Designation Qualification Subject Teaching in Date of Birth Date of Entry into Service (as per SR Book) UGC/ State scale/ Present Residing Place (i.e., Shimoga, Bhadravathi etc.,) Mobile No. E-mail Id 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2015) Expected Graduation: (ex. Spring 2017) Advisor: Total Required Credits for this Degree Program: 18 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Grade T/E/P** Required Courses (18 required) Select at least THREE courses from the following courses (9-12 units required): MAT 504, MAT 505, MAT 506, or MAT 507. * * * Select at TWO courses from the following courses (6-9 units required): MAT 500, MAT 502, MAT 508, or MAT 509. * *
Design work and printing. Venues for the events – restaurants, conference, food related, community etc. Cookery Equipment – we like to offer participants key equipment to take away, in particular slow cookers – great for cooking on a budget! Publicity: Publicity this year will take in the form of: A conference and full programme of events and networking opportunities. Local Radio and Newspaper coverage. Website, blog and social National funding campaign. Can Cook are also looking to provide an innovative how-to booklet, taking you through from the supermarket – to your store cupboard – to your kitchen and finally to your plate – all on a budget. Real cooking from scratch! Partners: Agent Marketing Business in the Community City University London Leon