zilongwang/ReadingBank huggingface dataset:
Year 11 Mock Examinations Timetable Wednesday 21st February to Monday 26th March 2018 Day Morning Mid Morning Afternoon Wednesday 21st February – Paper 1 (Non-Calculator) 9:10 – 10:40 am Friday 23rd February Maths – Paper 2 (Calculator) 9:10 – 10:40 am Friday 2nd March French Listening Foundation French Reading Foundation German Listening Foundation German Reading Foundation 9:10 – 9:45 am 9:50 – 10:35 am 9:10 – 9:45 am 9:50 – 10:35 French Writing Foundation German Writing Foundation 1:10 – 2:10 pm 1:10 – 2:10 pm Monday 5th March English Language 9:10 – 10:55 am French Listening Higher French Listening Foundation German Listening Higher German Listening Foundation 11:25 – 12:10 pm 11:25 – 12:00 noon 11:25 – 12:10 pm 11:25 – 12:00 noon Combined Science – Life Sciences Biology Paper 2 1:10 – 2:55 pm 1:10 – 2:55 pm Tuesday 6th March History – Crime & Punishment 9:10 – 10:25 am Computer Science Paper 1 11:25 – 12:25 pm Geography – People & environmental issues & making geographical decisions 1:10- 2:40 pm Wednesday 7th March Maths – Paper 3 (calculator) 9:10 – 10:40 am French Reading Higher French Reading Foundation German Reading Higher German Reading Foundation 11:25 – 12:25 pm 11:25 – 12:10 pm 11:25 – 12:25 pm 11:25 – 12:10 pm PE Paper 1 1:10 – 2:40 pm Thursday 8th March Combined Science – Physical Science Chemistry 9:10 – 10:55 am 9:10 – 10:55 am Computer Science – Paper 2 11:25 – 12:25 pm French writing Higher French Writing Foundation German writing Higher German Writing Foundation 1:10 – 2:25 pm 1:10 – 2:10 pm 1:10 – 2:25 pm 1:10 – 2:10 pm Friday 9th Religious Studies 9:10 – 10:55 am Physics – Paper 2 1:10 – 2:55 pm Monday 26th March English Language – Paper 1 9:10 – 10:55 am
Examination Series 2018 - Frequently Asked Questions How can I know the details of my child’s examinations? Every student will receive a personal examination timetable which will include the start time, length of examination and subject. This will include the location of the examination which students should attend 10 minutes before the start of their examination, whether one of the main venues (Main Hall and Gym) or rooms provided for students with additional time or extra support. If students lose their examination timetable an additional copy will be made available to them from the examinations office for a small charitable donation to our Lenten Alms project. As well as this there is a full examination timetable listing all sessions on the school website. What should my child bring / not bring to their examinations? Pupils should be fully equipped for all of their examinations. Whilst many examinations will only need to use a black pen for a number of session students will need other equipment such as pencils, rulers and a geometry set (protractor, compass etc). Likewise students may need a calculator. In order to ensure a prompt start to examinations we will not be able to distribute extra equipment to students who have not brought it. All calculators should have their covers removed and stationary should be in a clear plastic bag. It is important that students do not bring any mobile phones or other communication devices including smartwatches into their examinations. All pupils will need to be in full school uniform throughout the examination period. What time will ‘breakfast’ revision sessions begin? Breakfast revision sessions will begin from 8.00. We understand that arriving at school at this earlier time may prove difficult for all students, as such they students should attend their session as soon as they arrive in school. What time will ‘lunchtime’ revision sessions begin. Lunchtime revision sessions will begin at 12.20. For the duration of the examination window year 11 students will be allowed to attend the first sitting of lunch to free up the second half of lunch for revision. What will students be when they are not in examinations? During the first two weeks of the examination period before the beginning of study leave students will be either: Attending examinations Attending specific revision sessions the morning or afternoon before their examination. Attending subject lessons but allowed to complete their own personal revision. As such students should always their revision materials to school to ensure they can make best use of their time. It is also essential that students attend pastoral before the beginning of their examinations to ensure we have an accurate record of students present in case of fire or emergency.
What business of mine is it So long they don’t take the yam From my savouring mouth? They came one night Booted the whole house awake And dragged Danladi out, Then off to a lengthy absence. What business of mine is it So long they don’t take the yam From my savouring mouth? Chinwe went to work one day Only to find her job was gone: No query, no warning, no probe – Just one neat sack for a stainless record. What business of mine is it So long they don’t take the yam From my savouring mouth? And then one evening As I sat down to eat my yam A knock on the door froze my hungry hand. The jeep was waiting on my bewildered lawn Waiting, waiting in its usual silence. Niyi Osundare 2 7 . 1 In ‘Not My Business,’ how does the poet present their ideas about speaking out against injustice? [24 marks]
VCE Pathway English Subject 2 Subject 3 Subject 4 Subject 5 Subject 6 (Reserve 1) Subject 7 (Reserve 2) PCG Choice of VCE English or VCE Literature Compulsory VCAL Pathway English Subject 2 Subject 3 Subject 4 Subject 5 VET Subject 6 VET (Reserve 1) Subject 7 VET (Reserve 2) PCG Choice of VCAL English or VCE English Choice of VCAL Maths or VCE Maths VCAL Personal Development VCAL Work Related Skills Compulsory Subject choices entered to WebChoice from Monday 28th August during PCG. Final sheet (WeChoice print out) signed by parent/guardian returned by Friday 15th September to Cornish Office- Karen Rickard.
Comparative Essay (Integrated Approach): Made in Dagenham and I am Malala Write the essay question you are responding to: ‘Compare how the protagonists in the memoir ‘I am Malala’ and the film ‘Made in Dagenham’ are able to see beyond own narrow worlds and remain committed to the fight for gender equality’. Introduction Lead-in sentence Introduce both texts Briefly mention how the two texts are similar or different Introduce contention An overview of the main points of comparison your essay will explore In today’s society, girls and women continue the struggle for gender equality that began in the 1960s and they continue to persevere in their battle for what is fair. The memoir ‘I Malala’, written by Malala Yousafzai and Christina Lamb, highlights the determination and ongoing commitment of a young Pashtun girl to universal education for both girls and boys, despite living in the severely restricted environment of rural Swat Valley, in contemporary Pakistan, under the control of extremist Taliban Muslims. Similarly, director Nigel Cole’s film ‘Made In Dagenham’ illustrates the strength of character and steadfast tenacity required of Ford factory worker Rita O’Grady in order to overcome the challenges of the sexist 1960s as she and the other female workers fight for gender pay equality. Clearly, the two texts explore how the bravery and persistence of one dedicated person or group can make a difference in a campaign for what is just and fair. Both Malala and Rita envision a future outside their own limited circumstances and bravely face trials and setbacks in their unswerving battle for justice and equal rights for all. In addition, they find support and encouragement from those they are closest to and display enormous courage and strength of character in the face of financial hardship, intimidation, death threats - and even, in Malala’s case, an assassination attempt - in their fight to achieve their vision of a better future for all women. (237 words) Body Paragraph 1:
Highlight the language applied above. ACTING – Body language / Tone of / Facial expression Reason for casting – Discuss 3 characters from one text: Performance of each character; Use adjectives to describe each actor / actress performance: Facial Expressions: Body Language: (use of gestures and mannerisms) Style: (Naturalistic / Classical or Stylistic)
The language of poetry – Assonance Assonance has been defined as ‘rudimentary rhyme’, and there used to be rules about where it could be used. Most of poetry’s music comes from assonance rather than the more often noted alliteration. Open any good recent anthology, or read anything by Shakespeare, and hear the assonance sing. Listen for the echoes, not just at line-endings but anywhere in a poem. For poetry’s purpose ‘w’ and ‘y’ count as vowel sounds (as they do in Welsh), as well as all the long, short and combined sounds the five vowels make. ‘O, wild west wind, thou breath of autumn’s being’, sings Shelley, and you hear the wind, especially in the first five words. There are words made of nothing but assonant sounds. Add a little punctuation, a sigh and some dramatic expression and you can hold a conversation or write a silly poem using only assonance. Try it with: Where? Why, oh why? Away. Oh, woe! You. I. We? Aye! Aaah! In a poem about the poor a hundred years ago breaking stones to sell to the road builders I repeat one main assonant sound: the long ‘o’ of ‘bones’, because ‘O’ is full of sorrow and suffering. I add a long ‘a’ in ‘aching’ and ‘breaking’, short sounds in ‘picking’, ‘swishing’, ‘tarmac’, ‘track’, and much more, for these are the games that poets play. Breaking Stones Out in the dusk day after day breaking stones, summer and winter, aching bones. Nothing but dirt-tracks, nothing but muddy ruts for a and cart, till they smashed stones to smithereens. Under the country lanes where we dawdle in summer picking blackberries, swishing at nettles with sticks, are broken stones. the tarmac of every road, every motorway, lie the old tracks and the stones they broke, the stones they sold.
5.0 Current Year Timetable 5.1 Checklist Applicable to Deadline Complete New Converters only All Schools Census (previous October) - Oct 16 √ 1st July LCVAP remittances information for new converters √ 1st July NCC 3 way reconciliation if applicable new converters √ 1st July Rates invoices Apr 2017 to Mar 18 - copy check inc/exp - PrePayments? √ 1st July Salix Loan details √ 1st July Leases / contract information - details to Central √ 1st July Prepayments list updated - entered as received √ on Assets list updated √ 14th July Accruals entered where possible - list updated √ 14th July Balance reconciled where possible √ 20th July Staff - Appeals/Redudancies - confirm if any √ 20th July all scanning of invoices for 2017-2018 complete √ 20th July Missing bank transactions to August 31st entered √ 31st August/1st Sep Aged Creditor Report √ 31st August/1st Sep Aged Debtor Report √ 31st August/1st Sep Bank Reconciliation complete & to 31st August √ 5th Sep Payroll template/reconciliation complete √ 5th Sep Trial Balance reconciled where possible √ 5th Sep Monthly Reports for August complete & uploaded to the cloud √ 5th Sep Details of Uniform held in as at 31st August √ 5th Sep Copy of Register of Interest - Master copy on websites? √ 30-Sep
 alpha  nu  beta  pi  gamma  rho  delta  sigma  epsilon  tau  eta  phi  theta  chi  lambda  psi  mu  omega The ones in grey are the ones you won’t generally come across in A-level. You will come across the others in the context of: Particles – many particles are given Greek letters, e.g.  meson. Physics equations, e.g. 2. The wave equation is . What do the symbols refer to? c f  The most common uses of Greek letters are:  – as in alpha particle;  – as in beta particle;  – as in gamma ray;  – change in (t is time interval);  – angle;  – 3.1415…;  – sum of. When you use an equation, you will need to know exactly what each term means. But don’t worry; the terms will be explained when the formula is introduced to you. Units Physics formulae use SI (Système International) units based on seven base units. Find out what they are. Many physics formulae will give you the answer ONLY if you put the quantities in SI units. This means that you have to convert. You will often find units that are prefixed, for example kilometre. The table below shows you the commonest prefixes and what they mean: Prefix Symbol Meaning Example pico p 10-12 1 pF nano n 10-9 1 nF micro  10-6 1 g
Parent Nights • Term 1 - Tuesday 7th • Term 3 - Thursday 27th July • There will be an online booking for teacher appointments – you will receive information via letters home School Bulletin The School Bulletin is posted home Term 1 and Term 4 and available on the school website in Terms 2 and 3. School App The school app is available for download from the iTunes Store and Android Market Place. WARNBRO CHS Website The school website includes information, publications nad links to policies and procedures. Please ensure the school has your up -to -date EMAIL address so the school has it on record for any communication required School Expectations
Y2 Word Processing Skills Desktop Publishing Poster Coding on the iPads Safe Surfing Scratch 2 Story Jumper E-Safety Word-processing Scratch 2 Coding on the iPads Creator Algorithms Hour of Code Scratch Junior Coding on the iPads Desktop Publishing Coding E-Safety Creating Presentations Y3 Databases Hour of Code Coding on the iPads Spreadsheets Branching Databases E-Safety Scratch 2 Website Design Hour of Code DTP Create a brochure Scratch 2 Projects Algorithms Binary Internet Search Strings Hour of code Scratch 2 Kturtle Email E-Safety
Year 13 Mocks 20th – 24th November 2017 Date Period 1 & period 2 Period 3 Period 3 & period 4 Monday 20th November 2017 English Language 2 hours History paper 1 2 hours 30 mins Chemistry 2 hours Clash slot RE 2 hours Tuesday 21st November 2017 PE paper 1 2 hours Health & Social care 2 hours Music 2 hours 15 mins Clash slot Psychology 2 hours Physics 2 hours Wednesday 22nd November 2017 Food 2 hours Graphics 2 hours RM 2 BTEC IT 2 Clash slot English Literature 1 hour 40 mins PE paper 2: 1 hour Thursday 23rd November 2017 Geography 2 hours 30 mins Biology 2 hours 15 mins Business studies 2 hours Media 2 hours Clash slot History: paper 2 1 hour 30 mins Film Studies 1 hour PE paper 3 1 hour Friday 24th November 2017 Computer science 2 hours French 2 hours Economics 2 hours Clash slot Politics 1 hour 30 mins Art & Textiles: 11th & 12th December 2017 Drama: Showcase 22nd November 2017 Practical exam: 7th December 2017 Mock exam: classroom based exam TBC after 7th December 2017
Year group: 2 Topic/title: Term: Autumn Knowledge, Skills and Understanding Hook: Science Skills Children should be taught to: identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. Pupils might find out about people who have developed useful new materials, for example John Dunlop, Charles Macintosh or John McAdam. Resources A variety of materials including wood/metal/plastic. Solid object that children can test by squashing, bending, twisting and stretching. Key vocabulary squashing, bending, twisting and stretching. Hard/soft, stretchy/stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof/not waterproof, absorbent/not absorbent, opaque/transparent Working scientifically: Pupils might work scientifically by: comparing the uses of everyday materials in and around the school with materials found in other places (at home, the journey to school, on visits, and in stories, rhymes and songs); observing closely, identifying and classifying the uses of different materials, and recording their observations. Creative Arts Links Design, plan and make a toy plane, then evaluate its effectiveness. Using different materials as musical instruments. Suggested Texts/ Reading Links Lego City- Sonia Sander Humanities/ History Lives of significant individuals in the past who have contributed to national and international Resources Simple biographies. Information books. Enrichment Gifted and Talented Natural and man-made materials
Sheep and shepherd dancers – Sheep need to wear white and look as sheep like as possible, or wear a sheep onesie. Ears would be a bonus! Shepherds – we have costumes for you. * Wise men dancers – we have the tops for you, so can you a crown and coloured trousers. * Singing parts Animal singers – ‘The Stable Hoedown’ - see notes for animal dancers. and second Innkeepers - a dull coloured smock and tights – see smock notes. Mary Singers – a light coloured smock/long dress. A baby doll wrapped up in a blanket. Please don’t go out and buy a doll if you don’t have one – we can find on at school if need be. Wise men singers – choose one bright colour to wear, trousers and top. A bright coloured cape to wear and a crown. (See examples below) Barn singers – (see notes for animal dancers) Wise men examples – Think about if you’ll need trousers. Angel example Smock examples – simple tea towel for the headpiece.
those of different faiths and beliefs those of different faiths and beliefs those of different faiths and beliefs those of different faiths and beliefs History Discrete Castles and castle life; Significant individuals - Isambard Kingdom Brunel Discrete Events beyond living memory; Significant individuals - Mary Anning Changes within living memory; Significant people, places and events in local area Significant historical people - Captain James Cook, Grace Darling; Famous pirates Geography Fieldwork Amazing structures around the Towers and bridges in the local area Discrete Locating continents and oceans Fieldwork in the local area; Human and physical features; Using and making maps with keys; Looking at aerial images Using and making maps; Location knowledge; Using and giving directions Art Observational drawing; Model making Sculpture using natural materials Printing; Food landscapes; Mixed media pictures and collages; Colour mixing; Using clay Large and small-scale modelling Famous artists; Drawing, painting or collaging views from the local area Observational drawing; Printing D&T Origins of food; Selecting natural materials Making models of towers, bridges and tunnels Food tasting; Origins of food; Healthy meals; Following recipes; Designing an outdoor kitchen Designing and making Selecting tools and materials; Baking; Sign making; Designing buildings Mechanisms; Structures Music Music Express Animals Musical Focus: Pitch Play tuned and untuned instruments Express Toys Musical Focus: Exploring sounds Music Express Travel Musical Focus: Performance Music Express Pattern Musical Focus: Beat Percussion Music Express Seasons Musical: Focus pitch Music Express Storytime Musical focus: Exploring sounds Sea shanties
world, including the polar and desert regions. They will then find out how animals from these habitats have adapted to survive. They will write their own fact sheets to demonstrate their learning. Link to Science After learning about the events that led the dinosaurs becoming extinct, the children will make their own extinction booklet. Maths We are following the MATHS NO PROBLEM scheme. The textbooks and workbooks are based on Bruner’s CPA approach. This means that the majority of lessons start with a concrete experience, in which children access resources. Then they move onto the pictorial (image) before looking at the concept in an abstract way. This approach also enables the children to spend more time on the key concepts that are needed to give them the good foundations to develop each concept. The textbooks and workbooks have been structured so that there are small steps in learning, allowing children to fully understand concepts. Therefore teachers will work systematically through the textbooks which cover the content of the new national curriculum. Topics covered in Textbook and Workbook 2A: Chapter 1: Numbers to 100 Chapter 2: Addition and Subtraction Chapter 3: Multiplication of 2, 5 and 10 Topics covered in Textbook and Workbook 2A: Chapter 1: Numbers to 100 Chapter 2: Addition and Subtraction Chapter 3: Multiplication of 2, 5 and 10 Chapter 4: Multiplication and division of 2, 5 and 10 Chapter 5: Length Chapter 6: Mass Chapter 7: Temperature Chapter 8: Picture Graphs Topics covered in Textbook and Workbook 2A: Chapter 1: Numbers to 100 Chapter 2: Addition and Subtraction Chapter 3: Multiplication of 2, 5 and 10 Chapter 4: Multiplication and division of 2, 5 and 10 Chapter 5: Length Chapter 6: Mass Chapter 7: Temperature Chapter 8: Picture Graphs Topics covered in Textbook and Workbook 2B: Chapter 9: More Word Problems Chapter 10: Money Chapter 11: Two Dimensional Shapes Chapter 12: Three Dimensional Shapes Chapter 13: Fractions Chapter 14: Time Chapter 15: Volume Topics covered in Textbook and Workbook 2B: Chapter 9: More Word Problems Chapter 10: Money Chapter 11: Two Dimensional Shapes Chapter 12: Three Dimensional Shapes Chapter 13: Fractions Chapter 14: Time Chapter 15: Volume Topics covered in Textbook and Workbook 2B: Chapter 9: More Word Problems Chapter 10: Money Chapter 11: Two Dimensional Shapes Chapter 12: Three Dimensional Shapes Chapter 13: Fractions Chapter 14: Time Chapter 15: Volume
Yearly Overview- Year Five- Visual Arts Focus to cover Resources Autumn One Language of Art: Understand the meaning of ʻstyleʼ as a noun and, in the context of art, as a term to refer to how something looks. Practice applying the term ʻstyleʼ to describe contrasting works of art already known to students, comparing two works (see resources) Rococo vs. Modernism- compare and contrast these two styles. Rococo- decorative and light hearted, uses delicate pastel colours and no hard edges. Modernism- abstract art, showing some basic lines and shapes rather than detail. Stubbsʼs Whistlejacket [from Year 3 -Form] (often described as smooth in style since no brushstrokes are visible and the colours have been carefully blended) Munchʼs The Scream [from Year 4 (which can be described as rough or broad in style as the brushstrokes are evident and the paint appears to have been hastily applied and the colours are unmixed) Theo van Doesburg, of Dissonances XVI (Haags Gemeentemuseum) The Hague, Netherlands
Marcel Breuer, Wassily Chairs, 1925-1926 (Bauhaus) Dessau, Germany Autumn Two Islamic Art and Architecture Become familiar with examples of Islamic art, including illuminated manuscripts and illumination of the Qurʼan (Koran). Note characteristic features of Islamic architecture, such as domes and minarets. The Dome of the Rock (Mosque of Omar), initial construction completed in AD 691 (Jerusalem) The Alhambra Palace, 1527 (Granada, Spain) The Taj Mahal, 1632 (Agra, India) Spring One The Art of Africa Spiritual purpose and significance of many African works of art Ceremonial Cultural changes reflected in art work, for example the influence of the Portuguese traders on West African art. Become familiar with examples of art from specific regions and peoples in Africa. The following suggestions can be found in the British Museum in London: Antelope headdresses of Mali Sculptures by Yoruba artists in the city of Ife Ivory carvings from Ife and Benin Bronze sculptures and panels from Benin Spring Two The Art of the East: China Become familiar with examples of Chinese art, including: Silk scrolls Calligraphy- the art of brush writing and painting Porcelain- such as Ming ware Jade Carving- for statuary (statues) and jewellery Chinese Hand Scrolls- for children
YEAR 2 HOME LEARNING Date Set Friday 11th November 2016 Date Due Friday 18th November 2016 Mathletics We would like the children to complete the ‘shade the fraction’, ‘part whole rods’ and ‘who has which coins’ activities on their Mathletics profile. They will be given shapes on which they need to colour in the given fraction. They will then have to identify the fraction of a rod against the whole rod. Spellodrome Writing We would like the children to learn words that have the ‘s’ sound spelt with a c such as race, face, rice, ice, cell, city etc. The children will also be completing an activity where they need to identify the correct place where the comma needs to go in a sentence. For example – Megan, Kate and Ben went to the park. Reading Recommended daily reading time: KS1 15-20 minutes KS2 40 minutes Greek Please go to Class Blog for Greek Home Learning
5/6 and repetitive poems Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Look at patterns in songs by learning, singing, writing and performing rounds. to secure identification, spelling and reading of le ending words and el and al ending words. to use word endings to read on sight and spell approximately 30 more from Appendix list 1. to spell common irregular words from Appendix list 1. to recognise and take account of commas and exclamation marks in reading aloud with appropriate expression Using expanded noun phrases to describe and specify, e.g. adjectives to describe nouns to re- read own writing for sense and punctuation to revise use of capitalisation for emphasis Read and enjoy poems with repeating patterns. 7 Consider and evaluate different viewpoints, attending to and building on the contributions of others Assessment Week- Common exception word test. Writing Reading comprehension and spellings.
The Gunpowder Plot Geography South America Oceans & Seas R.E Who is an inspiring person? What can we from sacred books and stories? Why should we care for the Earth? Art / DT Art –Van Gogh Create own picture DT – Make a clay Diwali lamp Art – Quentin Blake (illustrator) DT – Make a healthy drink/meal Art – Rainforest collage DT – Make a boat PSHE Respect Unity PE Athletics Netball Gym Football Tennis Hockey Dance OAA Golf Athletics Badminton Cricket Music Rhythm patterns percussion Sing scales & sing with expression Look at music in film/TV for topic Create space sounds using wind instruments Pitch use tuned instruments Sing Gospel Firework sounds with instruments Topic songs Christmas songs Long/short notes Recognise dynamics in music Sing control Topic, music from theatre (Roald Dahl) Musical Families – wind instruments Identify & use percussion instruments Topic songs & action songs Musical Families – stringed instruments (learn & play) Use instruments to make sound effects Topic music (listen to rainforest music then draw a representation) Look at objects/animals that make sounds Revise musical language/Assessment Sing with confidence & expression Topic songs (sea shanties)
Year 6 - PSHE Autumn 1 and 2 Spring 1 Summer 1 Sex and relationship education: Healthy relationships / How a baby is made Pupils learn: about the changes that occur during puberty to consider different attitudes and values around gender stereotyping and sexuality and consider their origin and impact what values are important to them in relationships and to appreciate the importance of friendship in intimate relationships about human reproduction in the context of the human lifecycle how a baby is made and grows (conception and pregnancy) about roles and responsibilities of carers and parents to answer each other’s questions about sex and relationships with confidence, where to find support and advice when they need it Additional lessons: (schools will want to consider including these lessons, as part of SRE policy development) some myths and misconceptions about HIV, who it affects and how it is transmitted about how the risk of HIV can be reduced that contraception can be used to stop a baby from being conceived Drug, alcohol and tobacco education: Weighing up risk Pupils learn: the risks associated with using different drugs, including tobacco and nicotine products, alcohol, solvents, medicines and other legal and illegal drugs about assessing the level of risk in different situations involving drug use about ways to manage risk in situations involving drug use Mental health and emotional wellbeing: Healthy minds Pupils learn: what mental health is about what can affect mental health and some ways of dealing with this about some everyday ways to look after mental health the stigma and discrimination that can surround mental health Spring 2 Summer 2 Identity, society and equality: Human rights Pupils about people who have moved to Islington from other places, (including the experience of refugees) about human rights and the UN Convention on the Rights of the Child about homelessness Keeping safe and managing risk: Keeping safe - out and about Pupils learn: about feelings of being out and about in the local area with increasing independence about recognising and responding to peer pressure about the consequences of anti-social behaviour (including gangs and gang related behaviour) FGM Pupils learn: about the importance for girls to be protected against FGM
STUDENT’S NAME: DATE: EVALUATOR’S NAME: TERM: Student Name Midterm Tutorial Performance Evaluation Midterm Recommended Grade (S/U) Final Tutorial Performance Evaluation Final Recommended Grade (S/U) 1) Professionalism & Group Skills 1) Professionalism & Group Skills 2) Learning Prep & Knowledge Development 2) Learning Prep & Knowledge Development 3) Critical thinking & Critical Reasoning 3) Critical thinking & Critical Reasoning 4) Feedback 4) Feedback 1) Professionalism & Group Skills 1) Professionalism & Group Skills 2) Learning Prep & Knowledge Development 2) Learning Prep & Knowledge Development 3) Critical thinking & Critical Reasoning 3) Critical thinking & Critical Reasoning 4) Feedback 4) Feedback 1) Professionalism & Group Skills 1) Professionalism & Skills 2) Learning Prep & Knowledge Development 2) Learning Prep & Knowledge Development 3) Critical thinking & Critical Reasoning 3) Critical thinking & Critical Reasoning
Below is a table of the test papers that the children will be carrying out: English Reading Test Paper One: (approx. 30 minutes) Paper Two: (approx. 30 minutes) 2 papers Short text and questions; longer text with separate questions. English Grammar, Punctuation and Spelling Test Paper One: Spelling Test (approx. 15 minutes) Paper Two: Questions (approx. 20 minutes) 2 papers Spelling; punctuation and grammar. Mathematics Paper One: Arithmetic Test (approx. 20 minutes) Two: Reasoning Test (approx. 35 minutes) 2 papers Arithmetic; mathematical reasoning. There is no longer a set English writing task as writing is now assessed throughout the year. The aim is for pupils to be unaware they are taking the tests as we will incorporate them into our everyday classroom practice. Please do not directly discuss these tests with your child as we want to keep them as ‘low key’ as possible. You will receive your child’s results by the end of the summer term. If you have any queries please do not hesitate to come in and speak to one of the Year 2 team. sincerely Mrs E Jones Headteacher
Year 5 - PSHE Autumn 1 Spring 1 Summer 1 Physical health and wellbeing In the media Keeping safe and managing risk When things go wrong Drug, alcohol and tobacco education Different influences Autumn 2 Spring 2 Summer 2 Identity, society and equality Stereotypes, discrimination and prejudice (including tackling homophobia) Mental health and emotional wellbeing Dealing with feelings Careers, financial capability and economic wellbeing Borrowing and earning money
The /ɔ:/ sound spelt ar after w are not many of these words. war, warm, towards The /ʒ/ sound spelt s television, treasure, usual The suffixes –ment, –ness, –ful , –less and –ly If a suffix starts with a consonant letter, it is added straight on to most root words without any change to the last letter of those words. Exceptions: (1) argument (2) root ending in –y with a consonant before it but only if the root word has more than one syllable. enjoyment, sadness, careful, playful, hopeless, plainness (plain + ness), badly merriment, happiness, plentiful, penniless, happily Contractions In contractions, the apostrophe shows where a letter or letters would be if the words were written in full (e.g. can’t cannot). It’s means it is (e.g. It’s raining) or sometimes it has (e.g. It’s been raining), but it’s is never used for the possessive. can’t, didn’t, hasn’t, couldn’t, it’s, I’ll The possessive apostrophe (singular nouns) Megan’s, Ravi’s, the girl’s, the child’s, the man’s Words ending in –tion station, fiction, motion, national, section Statutory requirements Rules and guidance (nonstatutory) Example words (nonstatutory) Homophones and It is important to know the difference in meaning between homophones. there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight Common exception words Some are exceptions in some accents but not in others – e.g. past, last, fast, path and bath are not exceptions in accents where the a in these words is pronounced /æ/, as in cat. door, floor, poor, because, find, kind, mind, behind, child, children*, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even,
Testing period Week Beginning 2nd November Testing period Week beginning 9th November Testing period Week beginning 16th November Testing period Week beginning 23rd November Learning words by weekly word family: a hand sand trap Weekly spelling rule: The /n/ sound spelt ‘kn’ and (less often) gn at the beginning of words: knife know gnaw Commonly words often was first Extension spellings (optional) edge bridge Learning words by weekly word family: a hand sand trap Weekly spelling rule: The /r/ sound spelt ‘wr’ at the beginning of words wrote wrist wrong Commonly mis-spelt words saw have suddenly Extension spellings (optional) Monday Tuesday Learning words by weekly word family: i ring king string Weekly spelling rule: The /l/ or /el/ sound spelt ‘–le’ at the end of words people tumble Commonly mis-spelt words every her some Extension spellings (optional) Wednesday Thursday Learning words by weekly word family: u drum just bump Weekly spelling rule: The /l/ or /el/ spelt ‘–el’ at the end of words (much less common) angel tunnel jewel Commonly mis-spelt words team made Extension spellings (optional) Friday Thirteen
Testing period Week Beginning 30th November Testing period Week beginning 7th December Testing period Week beginning 14th December Learning words by weekly word family: or born forty story Weekly spelling rule: The /l/ or /el/ sound spelt ‘–al’ at the end of words metal total animal Commonly words first last call Extension spellings (optional) January February Learning words by weekly word family: sh shed ship rush Weekly spelling rule: Words ending –il (there are not many of these) pencil pupil April Commonly words their there Extension spellings (optional) March April Learning by weekly word family: ch chop cheek lunch Weekly spelling rule: The ‘i’ sound spelt –y at the end of words cry try fly Commonly words were like ball Extension spellings (optional) Christmas celebration
Recall addition and subtraction facts for each number up to 20 including missing number questions Begin to recall related facts up to 100 i.e. 2+8=10 so 20+80=100 Recall doubles of numbers to at least 50 Recall halves of even numbers to 100 number to 100 to the nearest 10 Add a single digit number to any 2-digit number. Take away a single digit number from 2-digit number Find the difference between two numbers within 50 Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot Use the inverse relationship between addition and subtraction to check calculations and solve missing number problems Use the inverse relationship between addition and subtraction to solve missing number problems Recall multiplication division facts for 2x, 5x and 10 tables Revise names and properties of 2D and 3D shapes _____________________________________________________________________ recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. order and arrange combinations of mathematical objects in patterns and sequences use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise recognise, find, name and write fractions , , and of a length, shape, set of objects or quantity simple fractions for example, of 6 = 3 recognise the equivalence of and . tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times know the number of minutes in an hour and the number of in a day.
Digital Technologies Years 2 – Robotics with MiP Name: Purpose of assessment: To identify incorrect coding and explain corrections and to design an algorithm to solve a problem. Digital Technologies process and production skills Defining; Designing; Implementing Designs solutions to simple problems using a sequence of steps and decisions. Part A Part B Can independently and consistently analyse and explain in detail a sequence of instructions and identify issues with the sequence. Designs an accurate, succinct and clear sequence of steps. A Can independently analyse and explain a sequence of instructions. Designs a clear and logical sequence of steps. B Can independently identify a sequence of instructions. Designs a sequence of steps or instructions to solve a problem. C With prompts recognise a sequence of instructions. Follows a sequence of steps or instructions. D With explicit prompts can recognise a sequence of instructions. Recognises a sequence of instructions. E Feedback
Year 2 Mathematics Yearly Overview Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Dinosaurs Number and Place value Space Counting, multiplication and sorting Fire and Ice Number and Place value Night time Length and Mass/weight Healthy life, emergenceies Number and Place value and statistics Seaside Time Number and Place value Statistics Mass/weight Addition and subtraction Addition and subtraction Multiplication and division Length and Mass/weight Fractions Capacity and volume 2-D and 3-D Shape Fractions Capacity and volume and temperature Statistics including finding the difference Addition and subtraction Money Counting and money Position and direction Fractions Measurement Addition and subtraction Time Multiplication Time Position and direction Time Sorting 2-D and 3-D shape Assess and review week Division Assess and review week 2-D and 3-D shape Assess and review week
-change mixed number into an improper fraction by going ‘around the world’ (denominator times whole number plus numerator, answer becomes new numerator over original denominator) -cross simplify if you can -multiply numerators, and then multiply denominators -always reduce answers -Dividing -change mixed number into an improper fraction by going ‘around the world’ (denominator times whole number plus numerator, answer becomes new numerator over original denominator) -keep, change, flip (keep the first fraction as is, change the operation to multiplication, flip the second fraction over) -cross simplify if you can -multiply numerators, and then multiply denominators -always reduce answers Unit Conversions Customary: time, weight, length -Use conversion and set up a proportion Ex. How many days in 5 weeks? Days Weeks 7 = 1 x 5 multiply and divide: 7(5) = 35 ÷ 1 = 35 35 days in 5 Metric: distance, volume, weight Large units ------------Small units Kilo, Deka, Unit, Deca, Centi, Milli -when converting from large to small, multiply by 10 for each spot moved (or move decimal one space to the right for each spot moved) -when converting from small to large, divide by 10 for each spot moved (or move decimal one space to the left for each spot moved) Ex. 20 Km = ? Cm
Narrative Recount Procedure specific vocabulary Linguistic structure focus Report Explanation Discussion Argument/ exposition Assessment types used Other: Linguistic features focus Functions Classroom learning arguing classifying establishing limits evaluating hypothesising identifying judging offering persuading planning predicting requesting sequencing warning Getting things done comparing clarifying describing explaining instructing inquiring justifying questioning reporting suggesting Maintaining communication Expressing: apology appreciation approval certainty concern frustration indifference intention needs/wants preferences probability regret EAL focus Resources Level 3/4/Stages B2/B3: Ideas for activities These activity suggestions are linked to the aspects of language in the EAL Developmental Continuum at Stages B2 and B3. The shaded activities types are included in this unit. Listening and speaking Reading Writing
Year 3/4 Physical Education Yearly Overview Term 1 Term 2 Term 3 Term 4 Week 1 29/1 – 2/2 No PE Classes 16/4 – 20/4 Athletics 16/7 – 20/7 Basketball 8/10 – 12/10 CAMP* Week 2 5/2 – 9/2 Class expectations and learning goals. Minor teamwork games 23/4 – 27/4 Athletics 23/7 – 27/7 Basketball 15/10 – 19/10 Year 3 Soccer Gala Day * Soccer Week 3 12/2 – 16/2 Volleyball 30/4 - 4/5 Athletics 30/7 – 3/8 Basketball 22/10 – 26/10 Year 4 Soccer Gala Day* Soccer Week 4 19/2 – 23/2 Volleyball 7/5 – 11/5 Athletics 6/8 – 10/8 Basketball 29/10 – 2/11 Tee-ball Week 5 26/2 – 2/3 Volleyball 14/5 – 18/5 Gymnastics 13/8 – 17/8 Year 3 Hoop Time * AFL 5/11 – 9/11 Tee-ball Week 6 5/3 – 9/3 Volleyball 21/5 – 25/5 Athletics Carnival * Gymnastics 20/8 - 24/8 Year 4 Hoop Time * AFL 12/11 - 16/11 Tee-ball Week 7 (Labour Day) 13/3 - 16/3 Cricket 28/5 – 1/6 Gymnastics 27/8 - 31/8 AFL 19/11 - 23/11 Tennis Week 8 19/3 – 23/3 Cricket 4/6 – 8/6 Gymnastics 3/9 - 7/9 AFL 26/11 – 30/11 Tennis Week 9 26/3 – 29/3 (Good Friday) Cricket 11/6 – 15/6 Skipping & Fitness 10/9 - 14/9 Soccer 3/11 – 7/12 Tennis Week 10 18/6 - 22/6 Skipping & Fitness 17/9-21/9 Soccer 10/12 – 14/12 Tennis Week 11 25/6 – 29/6 Skipping & Fitness 17/12 – 21/12 No PE Classes
What did you learn from positions you held? Year-long Interns require leadership skills and acceptance of responsibility beyond a typical summer or part-time volunteer role. Those who will be teaching and leading others will be expected to adhere to high standards. Your answers to the questions below will help us to evaluate your readiness for such a position. 1. What are your reasons for applying for a Year-long camp intern position? 2. How long have you been a Christian? Share the highlights of your spiritual journey since becoming a Christian, being honest about high points and low points. Especially share your experience this past year. 3. What is your definition of a Christian? 4. What is Young Life from your perspective? 5. Describe two of your strengths and two of your weaknesses. 6. Give some examples of when you have had to be a leader. Are you comfortable in these situations? 7. Please describe your immediate family and how they have influenced your life. 8. If you would like to, please share any past problems, struggles you are currently dealing with, or any information about your background or family that will help us know you and serve you better. This information will be kept confidential. 9. Have drugs, tobacco, excessive use of alcohol, or sexual activities been part of your lifestyle in the past three months? Yes No If yes, please explain. 10. Explain the importance of commitment in the areas of work, community, and spiritual growth. 11. What would you hope to gain from your year as an intern in the following areas? Spiritual Growth: Work: Community: I have read and I understand the program description (including the program commitments) as posted on the camp website of my first choice. Yes No SIGNED DATE Please go to the program description of your first choice camp (located at the year-long internship link on their camp website homepage and download the staff and non-staff recommendations to forward to your references. I have given the Young Life staff recommendation to: Name: Phone: I have the Non-Young Life staff recommendation to: Name: Phone: Please refer to the program description (located at the year-long internship link on the homepage of the respective camp website) of your first choice camp to determine where to send your completed application and picture.
Year 3 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 6 8 weeks 7 weeks 7 weeks 5 weeks 6 weeks English Topic (theme weeks) Folk Tales. Recount: Biographies. There’s no Place Like Home. Fables. with a structure. Persuasive letters. Healthy Humans. Story as a theme. Poems on a theme. Discussion. Rock and Roll. as a theme. Recount: Diaries. The Iron Man. Playscripts. Non-chronological reports. What the Romans Did For Us. Mystery stories. Explanations. Classic poetry. How Does Your Garden Grow? Example of texts/themes. Regional Folk Tales Simple Biographies including print and film. Fables Shape Poems Letters Adverts Stig of the Dump Stone themed poems Range of Discussion Texts Iron Man Diary Extracts Playscripts Roman Novel Non-Fiction Roman Books Maths Number: Place Value 3 Digit Numbers Number: Addition and Subtraction of 3 Digit Numbers Problem Solving Number: Addition and Subtraction of 3 Digit Numbers Number: Multiplication and Division Problem Solving Number: Multiplication and Division Measures: Money Statistics: Using Graphs Problem Solving Number: Fractions Measurement: Length and Perimeter Problem Solving Number: Fractions Roman Numerals Measurement: Time Problem Solving Measurement: Mass and Capacity Angles Geometry: Shape Problem Solving Science Animals including Humans – Movement and Skeleton Animals including Humans – Nutrition and Diet Rocks and Fossils Forces and Magnets – Shadows and Reflections Plants
History Local History. Communication, Enquiry, Interpretation and Using Sources. Continuation Ancient Britain – Stonehenge. Communication, Enquiry, Interpretation and Sources. Events beyond living memory (Great Fire of London). Communication, Enquiry, Interpretation and Using Sources. Roman Britain. Communication, Enquiry, Interpretation and Using Sources. Continuation Geography UK - Counties and Cities Continuation Volcanoes and Earthquakes. Continuation UK – Lake District Passport to the world: Human and Physical Geography. Art 3D Clay or Textiles. Observational Drawing. Continuation Painting on plaster, mosaics and digital mosaics. DT Food Mechanical Systems. Continuation Structures. Computing CS - Computer Science DL – Digital Literacy IT – Information Technology IT – Movies/Multimedia CS – Programming/ Computational Thinking. IT/DL – Digital Research CS – Programming/ Hardware. DL/CS – Communication and Collaboration/ Networking. IT – Presenting Information. Music Creating – Musical Patterns Performing – Practice, Rehearse and Perform PE Games – Throwing and Catching Gymnastics Gymnastics Dance Games – striking and fielding Games – striking/throwing Striking & Fielding Athletics
RE Who Should We Follow? What is a Powerful Person? Who Should We Look Up To? Can People Change the World? What Makes a Good Leader? Are Founders of Faiths Good Role Models? Can Following Others Get Us Into Trouble? PSHE Health and wellbeing; Healthy lifestyles Keeping Safe Growing and Changing Relationships; Healthy Relationships Feelings and Emotions Valuing Difference Living in the wider world; Rules, rights and responsibilities Caring for the environment Money