zilongwang/ReadingBank huggingface dataset:
Subject – Textiles, Year 8 Designing Pattern cutting 3D modelling M I can create innovative and original designs with clear reference to the theme of the project. Drawings are produced to a very high standard with good detail. I create a wide range of different and experimental ideas before deciding on a final outcome. All design ideas are annotated to demonstrate that I have considered how to use materials, techniques and processes on my final outcome. I my knowledge of pattern cutting symbols to be able to independently and accurately cut my pattern pieces. All pattern markings are accurately transferred onto fabric ready for making. I am able to create 3D models that reflect my theme. The designs are innovative and original and the overall look is well considered. They use materials and techniques in new or unexpected ways. The elements are joined with techniques that are suitable and that look appealing. S I can produce good quality drawings demonstrating a range of different ideas for decoration and prints. I have a range of different ideas that could be further developed, most link to the theme of the project. I have annotations that consider some techniques or processes that I might use. I am able to pin pattern pieces accurately when reminded of the pattern markings. The pattern pieces are cut reasonably accurately. I can model 3D shapes by using supplied ideas or resources. I introduce some of my own ideas to the final outcome and I try to improve elements that don't look effective. D I have considered the theme in order to produce more than two design ideas. These are drawn to a reasonable standard, with some consideration of how I could make the final outcome shown in annotations. I am able to transfer the pattern markings with support. The pattern pieces are cut following the pattern, but there are some rough edges. I use resources supplied in lessons and I can copy the ideas to create 3D models. M – Mastery of a topic | S – Secure with the topic | D – Developing knowledge of the topic
The Apprentice Challenge! Watch the Apprentice Series 9: Episode 9 – Ready Meals; check it out at the following link: Circle the option you have chosen for your project: Option 1 – produce a ready meal aimed at children Option 2 – produce a ready meal aimed at families Tasks Lord Sugar would like you to complete the tasks on the next 2 pages...you can choose how you present your work, but you must cover all 7 tasks in full detail & complete them to the best of your ability:
Year 9/10 Production Rubric Student Name:............................... Criteria High (3) Medium (2) Low (1) Not Shown (0) Total Safety The student always wore the correct safety clothing, and always cleaned up after themselves. The student attempted to wear the correct safety clothing, and attempted to clean up after themselves. The student very rarely wore the correct safety clothing, and sometimes cleaned up after themselves. The student never wore the correct safety clothing, and never cleaned up after themselves. Time The student turned in the project on or before the due date. The student turned in the project 1 day after the due date. The student turned in the project 2 days after the due date. The student failed to turn in the project at all. Completion The student has assembled the project and applied the finish. The student has assembled the project but has not applied the finish. The student has not completed assembly of the project. The student hasn’t finished any parts of the project at all. Accuracy The student has assembled the project and applied the finish according to plans with no errors greater than 6mm. The student has assembled the project and applied the finish according to plans with no errors greater than 7mm. The student has assembled the project and applied the finish according to with no errors greater than 10mm. The student has failed to complete any part of the project with the accuracy required. Finish The student has removed all pencil marks, completely sanded, and applied stain and sealer that is free from runs, drips and any other finish errors. The student may have left 1 or 2 pencil marks or applied stain and sealer that has 1 or 2 runs, drips or other finish errors. The student may have left a maximum 3 pencil marks, runs, drips or other finish errors. The student may have left between 4 or 5 pencil marks, runs, drips or other finish errors. Overall Total: Marked out of 15. Total Marks out of 45:
Semester 1 Term 1 Date Week Topic Concepts Curriculum link Assessment Calendar Monday Tuesday Wednesday Thursday Friday 25/1 1 1/2 2 Index laws The index laws ACMNA209 ACMNA212 Indices pre-test ODAT 8/2 3 Negative indices Scientific notation (& time scales) ACMNA210 ACMMG219 Indices post-test 15/2 4 Consumer arithmetic Simple interest ACMNA211 Consumer maths post-test Swimming 22/2 5 Ratio/scale Rates ACMNA208 Ratio/sim. pre-test 29/2 6 Direct proportion 7/3 7 Direct proportion Round Robin 14/3 8 Similarity Scale and enlargement ACMMG220 Labour Day 21/3 9 Similar shapes ACMMG221 Ratio/sim. post-test Good Friday Term 2 Date Week Concepts Curriculum link Assessment Calendar Monday Tuesday Wednesday Thursday Friday 11/4 1 Statistics Measures of central tendency, stem and leaf plots ACMSP283 Statistics pre-test 18/4 2 Grouped data and histograms ACMSP282 25/4 3 Project ACMSP228 ACMSP227 Statistics project Day 2/5 4 Algebra Basic principles Algebra pre-test 9/5 5 NAPLAN preparation NAPLAN NAPLAN NAPLAN 16/5 6 Distributive law ACMNA213 23/5 7 Factorisation 30/5 8 Linear equations Round Robin 6/6 9 Linear equations Algebra post-test 13/6 10 Pythagoras Introduction to Pythagoras ACMMG222 Pythag & trig pre-test Queen’s Bday Staff PD day 20/6 11 Skills practice
Curriculum Plan for Parents – Year 9 Subject Art Contact Person Mr D Graham Half term and topic Your child will learn.... Key Homework Assessment Rotation 1 Preparation for GCSE: Meeting deadlines Time management Organisational skills Textiles: Title - From Above Effective & In-depth research. Presentation of research. Using artists’ work/research as a starting point to develop ideas. Blending Drawing Selecting appropriate materials, techniques and processes. Controlled use of watercolour. Health & safety e.g. using batik. History/origin of techniques Range of hand stitching Design development process; research>ideas>drawing>experimentation> refinement>final outcome Understanding of and use of subject specific vocabulary to articulate processes and opinions verbally and in writing. 1 week Drawing Revision 1 week Drawing Test 1 homework set every half term: Research & Presentation Skills Drawing & Design Development +Collect Materials Assessment will focus on 3 key areas relating to GCSE criteria: 1: Research 2: Experimentation 3. Drawing & Recording 4. Final Outcomes Homework/Classroom Grade & feedback Dedicated Improvement & Reflection Time (DIRT) Peer/Self Assessment Drawing Test % assessment/feedback End of Project % assessment/feedback Rotation 2 Preparation for GCSE: Meeting deadlines Time management Organisational skills Ceramics: Title – Texture Effective & In-depth research. Presentation of research. Using artists’ work/research as a starting point to develop ideas. Observational drawing. Mark-making. Selecting appropriate materials, techniques and processes. Controlled and experimental use of oil pastel, collage, pencil, stick and ink. Decision making. Health & safety e.g. using clay. Techniques & processes to manipulate and construct clay. Research & Presentation Skills Drawing & Design Development Collect Materials Assessment will focus on 3 key areas relating to GCSE criteria: 1: Research 2: Experimentation 3. Drawing & Recording 4. Final Outcomes Homework/Classroom Grade & feedback Dedicated Improvement & Reflection Time (DIRT) Peer/Self Assessment Drawing Test % assessment/feedback End of Project % assessment/feedback
6 and 7 Bases & pH scale Testing household products with universal indicator Properties of acids and bases Neutralization pH scale Reactions – acids + metals, acids + bases, acids + carbonates Uses of acids and bases Different types of indicators Making indicators from plant products (The case of the unidentified solutions experiment) Extension class – simple equations for acid/base reactions (acid + base; acid + metal; acid + carbonates) Describing Acids and Bases PowerPoint Testing household products Evaluating the Effectiveness of Antacids experiment p 53 & 54 Science for WA Year 9 The Case of the Unidentified Solutions experiment Atoms, Elements and Compounds Test Evaluating the Effectiveness of Antacids Laboratory Report The Case of the Unidentified Solutions Laboratory Report 8 and 9 Chemical Reactions and Equations Review differences between chemical and physical changes Useful and non-useful chemical changes Reactants and Products (simple equations) How to write basic word equations Possible basic equations with more advanced students Chemical reactions – combination reactions, combustion reactions Exothermic and endothermic reactions (basic) Extension class – equations; possible basic balancing? Footy Colours Practical (observing chemical changes) Properties of carbon dioxide and oxygen experiment p28 & 29 Science for WA Year 9 Exothermic or Endothermic? experiment p39 Science World Book 2 10 Factors Affecting Reaction What is a reaction rate? Factors affecting reaction rate Catalysts and enzymes How Can the Rate of Reaction be Changed? investigation p85 Science Alive Level 5 book The Great Balloon Race p68 & 69 Science for WA Year 9 How Can the Rate of Reaction be Changed? Laboratory Report End of Term Test
Students at The Blandford School are encouraged to become independent learners. We believe homework supports this. If, for any reason, homework is not set, students are encouraged to spend their ‘homework time’ reading or undertaking activities on our VLE (FROG) or other excellent subject-specific websites (to which your teachers will direct you). Week A L1 L2 L3 L4 R1 R2 R3 Monday English Maths English Maths Science Maths Science English Science Science RE English RE ICT Tuesday MFL1 (Fr/Sp/Li/Ls) History MFL1 (Fr/Sp/Li/Ls) History MFL1 (Fr/Sp/Li/Ls) English MFL1 (Fr/Sp/Li/Ls) English History Maths English Art Maths Geography Performing Arts Wednesday Science Design Science Design Geography Design History Design MFL1 (Fr/Sp/Li/Ls) Design MFL1 (Fr/Sp/Li/Ls) Design MFL1 (Fr/Sp/Li/Ls) Design Thursday MFL2 (Fr/Gn/Sp/Ls) Geography MFL2 (Fr/Gn/Sp/Ls) Maths MFL2 (Fr/Gn/Sp/Ls) Maths History MFL2 (Fr/Gn/Sp/Ls) Maths Maths RE Geography Geography Maths Science History Friday English Art Music Geography Science Performing Arts English ICT English Geography Science English Science Performing Arts English Science History English Week B L1 L2 L3 L4 R1 R2 R3 Monday Maths Science Art Science Geography Science Maths Art RE Maths English Maths ICT Geography English Science Tuesday Design English Design Design Design Design Music Design Music Performing Arts Design Wednesday Geography Science RE ICT English Art Science English Performing Arts ICT Art English Science Art Music Thursday History Maths English Geography Maths History Maths Geography Science Maths MFL2 (Gn/Sp/Ls) English Maths MFL2 (Gn/Sp/Ls) History Maths MFL2 (Gn/Sp/Ls) Science Friday English ICT Performing Arts History RE RE Performing Arts History ICT Science History Geography English English History Geography
Motivations are rooted in emotions, they rule our behaviour, lead us to do things we do, hence they are the root of character. Emotions motivate us- motivation leads to action, action generates plot and so it could be said that emotion is also the root of all plays, stories, books and films. Mime Quiz 1: The word, mime comes from which early civilization? Greek Chinese Aztec Sanskrit 2: Early English mimes were known as which of these? Hummers Mimmers Bummers Mummers 3: The definition of mime is which of these? Telling a story with the help of cue cards. Story through body motion without the use of speech. Singing and dancing a story to the audience. Making people guess what you are thinking.
Why some people are rich and others are not? How you can make your money work for you? What influences you to buy the brands that you like? What can your hard-earned cash do to earn even more money? Have you about affluenza (it is not a virus!) If you answered “yes” to any of questions you will be interested in this elective. In this subject, we will The effects of “affluenza”. How to be an ethical global consumer. The influence of advertising on our spending choices. The “dos” and “don’ts” of buying products and services online. Managing money so you can create wealth. The market – how it works. Credit – watch out! Activities will include an audit of advertising in Teen magazine, market surveys on particular products, learning about exchange rates and currencies from around the world, and understanding your rights and responsibilities as consumers. Cost: Nil
TABLE OF SUBJECT OFFERINGS YEAR 9 Core Periods/ Fortnight Year 9 Accelerated Learning Program (ALP) Periods/ Fortnight Year 9 Enrichment Program Periods/ Fortnight English Science Physical Education Health MATHEMATICS : Advanced, General or Practical LANGUAGES: Italian or Indonesian History (One Semester) Geography (One Semester) 9 5 4 4 9 5 5 5 English Science Our World Our Future Physical Education LANGUAGES : Italian or Indonesian MATHEMATICS : (Year 10 ) Advanced, General 9 9 9 4 5 9 English Science Commerce (One Semester) Physical Education Health MATHEMATICS : Advanced, General or Practical 14 5 5 4 4 9 Economics (One Semester) 5 STRIVE 6 STRIVE 6
YEAR 9 Core Periods/ Fortnight Year 9 Accelerated Learning Program (ALP) Periods/ Fortnight Year 9 Enrichment Program Periods/ Fortnight Art Visual Communication Food Technology Wood Technology Technology Systems Technology Metal Technology Drama Ceramics Music Painting & Drawing Guitar Programming Multimedia Barwon Valley Volunteering 4 or 5 periods per semester A total of 15 periods choice from Year 10 VCE or VET blocks 15 periods per semester Art Visual Communication Food Technology Wood Technology Fibre Technology Systems Technology Technology Drama Ceramics Music Painting & Drawing Guitar Games Programming Multimedia Barwon Valley Volunteering 4 or 5 periods per semester
Summer 1 Transformations Probability Geometry Handling Data Transformations (continued); describe a given transformation using correct terms; combine transformations; experimental probability; relative frequency; complete and use sample space diagrams to list all outcomes and calculate probabilities; recognise mutually exclusive events; independent events; venn diagrams; regular and irregular polygons; interior and exterior angles; angles on parallel lines; solve angle problems and give reasons; read bus or train timetables; interpret distance-time graphs; scatter graphs and correlation; Homework will be set once each week to consolidate learning and provide challenge to promote independent thought. (Homework may be revision in the run-up to a test). Summer 2 Handling Data Revision of all topics Handling data (continued); calculate the averages and range for grouped data in a frequency table; recognise discrete and continuous data; interpret information presented in a variety of different diagrams; sample methods and questionnaires; Homework will be set once each week to consolidate learning and provide challenge to promote independent thought. (Homework may be revision in the run-up to a test). June – formal end-of-year exams on all topics covered during the year (calculator and non-calculator assessments)
Category Contraction Type Definition Sporting Example Isotonic – Contractions that involve movement Concentric Muscles shorten and bulge as they contract Eccentric Muscles lengthen as they contract. This allowed muscles to support the joint when moving heavy objects Isometric Muscles do not move however do create a force
Question 4 – Evaluation Task 1 Complete the following activity by underlining and highlighting words from the source text. Try using different coloured pens for each task. Underline the following phrases in the text: ‘fluttering’, ‘a rustle of excitement’, ‘fanned out in the wind and floated’ and ‘ flashed like lightning’.4 Circle all the verbs in the first and last paragraphs. Highlight where the writer has used the words ‘up’ and ‘down’ in the text. Underline sentences where the narrator seems to be talking to the reader. Draw an in the margin to show where the pace of the action speeds up. Draw a star next to the part of the text that you is the most exciting.
English Stories- Handa’s Surprise Postcards Gingerbread Man Posters Maths Numbers to 10 Number words to 10 Adding and Subtracting Numbers to 20 Religious Education Harvest Creation Christmas Science Human Body Seasons History What happened to the Dinosaurs? Computing Talking Books Digital Art Geography Where did all the leaves go? This is what your child is learning this term in Year One Autumn 2017 Physical Education Basic skills Catching Art and Design Technology Drawing Digital Art Music We are learning about different songs and rhythms Jigsaw Being Me Celebrating Differences Homework will include: Beat That tests Reading Phonics Key dates for your diary are: Meet the new teacher 12th September Please try to read with your child every day for at least 5 minutes. This does not have to be their school reading book. Thank you for your help.
CO2 can be used (by in photosynthesis do not accept CO2 taken in by roots 3 (b) any two from: • warmth / suitable temperature do not accept heat / hot weather • damp / / rain / humid / moisture • oxygen • suitable pH 2 [6] M8. ideas that • trees hang over the sea / grow close to the sea / on the shore – coconuts drop into the sea. or similar (not just simply ‘spread) • wax / fibres (trapped air) – stop the fruit sinking / provide water resistance • water store – supply water until root reaches a supply • nutrient – supply nutrients/salts until root reaches supply • hard – to protect from breakage on landing / to protect the embryo from feeding animals. [Award maximum of 1 mark for 2 survival / spread features or 1 survival + 1 spread feature] for ‘Fibres stop the fruit sinking’ ‘Wax provides water resistance’ Award 2 marks any three for 1 mark each [3] M9. (a) (i) (cell) membrane 1 (ii) vacuole 1 (b) any two from: • (cell) wall • chloroplast(s) ignore chlorophyll
• vacuole ignore cell sap 2 (c) diffusion 1 [5] M10. (a) large area allow thin / large / big / flat / light allow adaptations that cannot be seen eg internal air spaces 1 (b) (shape means that) snow falls off 1 (c) protect / stop it being eaten 1 (d) stores/ absorbs water (from other parts of the plant) ignore absorbs water from soil / air ignore nutrients 1 M11. (a) (i) triangular pyramid with 3 layers may be as blocks or as triangle ignore food chains and arrows 1 layers appropriately labelled: bean / plant aphid, ladybird labelled in food chain order must not contradict correct pyramid allow correctly labelled inverted pyramid for 2 marks 1 (ii) any two from: (for aphid / ladybird) ignore energy • not all digested / faeces
3 [7] M14. (a) (cell) wall (cell) membrane cytoplasm vacuole for 1 mark each 4 (b) (i) A (ii) B for 1 mark each 2 (c) diffusion (reject osmosis) for 1 mark 1 [7] M15. (a) (i) any two from: • more milk (about) 50 litres milk compared to (up to) 20 litres / 30 litres more ignore costs / profit • electricity produced • farmers can keep more cows in the answers must refer to number of cows and space 2 (ii) any two from: • less stress for cow or not cruel to cow or cows have freedom to move around ignore references to ethical / unnatural without qualification • crops fertilised • less disease or disease not as easily spread 2 (b) more 1 less
Change the subject of a formula (simple, only appears once) Know the difference between an expression, an equation, a formula and an identity 5.7 Generating sequences 2 Recognise and extend sequences Find the missing numbers in a simple arithmetic sequences Find the term-to-term rule 5.8 the nth term of a sequence 3 Use the nth term to generate the first 5 terms of a sequence Use the nth term to generate specific terms in a sequence Find the nth term of an arithmetic sequence Substitute into a simple expression Solve simple equations End of Term 2 Test Summer – highlighted in yellow are difficult topics (possibly only set 3 to learn) Unit Lessons Objectives Prior Knowledge Angles 11 6.1 Properties of shapes 2 Solve geometric problems using side and angle properties of quadrilaterals Identify congruent shapes Draw angles Identify lines of symmetry and rotational symmetry in 2D shapes 6.2 Angles in parallel 2 Understand and use the angle properties of parallel lines Find missing angles using corresponding and alternate angles Identify parallel and perpendicular lines Identify acute and obtuse angles 6.3 Angles in triangles 2 Solve angle problems in triangles (including equilateral and isosceles) Understand angle proofs about triangles Identify different types of triangles Know that angles sum to 180 6.4 Exterior and interior angles 2 Calculate the exterior angle of a regular polygon Calculate the interior angle of a regular polygon Recall number of sides of different polygons 6.5 More exterior and interior angles 2 Calculate missing interior and exterior angles of irregular poylgons 6.6 Geometrical patterns 1 Solve angle problems using equations Solve geometrical problems showing reasoning Use angle facts to find missing angles Averages and range 10
Year 9 Student Homework Timetable 2018-19 Week A Week B Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday EQUA English French Geography History PE RE Science Social Sci Spanish Computer Sci Dance English Maths Music Science Art English French History Maths Product Design Science Textiles Art English French Maths Product Design PE RE Social Sci Spanish Textiles Computer Sci Dance Drama English Geography Music Science Spanish Computer Sci English French History Maths PE Science Social Sci Spanish Geography Maths PE RE Science Social Sci Spanish Art Computer Sci English French Geography History PE Product Design RE Science Social Sci Spanish Textiles Art English French Geography Maths PE Product Design Science Spanish Textiles Computer Sci English French Geography History RE Science Social Sci Spanish Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday LITY Computer Sci English French Geography History Science Social Sci Spanish Art Computer Sci English Maths PE Product Design Spanish Textiles Drama English French Maths Science Computer Sci English French Geography History RE Science Social Sci Spanish Art Computer Sci English French History PE Product Design RE Science Spanish Textiles Art Computer Sci English French Geography History Maths Product Design PE RE Science Social Sci Spanish Textiles Computer Sci English History PE Science Spanish Computer Sci English French History Maths Music RE Science Spanish Computer Sci English French Geography Maths PE RE Science Social Sci Spanish Art English French Geography History PE Product Design RE Science Social Sci Textiles Please turn over for homework guidance. CFGS Homework Guidance
Top Ten Year Zero Compliance Action Items This document outlines the most common action schools experience during their planning year. Knowing these items will help you plan accordingly to be successful! Please visit for more information. Action Item Why it Matters What to Do Understand the The Action checklist indicates the baseline items that must be completed to open your school. The major hurdles that new schools encounter are obtaining a facility, hiring a school leader, and hiring staff including a school nurse. Familiarize yourself with this list and refer back to it at least once a month during your planning year to ensure you’re on track for opening—and reach out to the Institute if any items aren’t clear! Start facility planning immediately! Obtaining and renovating a space is a big project that requires planning several months in advance of opening. Set up the Education Corporation’s Board of Trustees and maintain compliance with the NY Open Meetings Law and Public Officers Law It’s required, but more importantly, good board governance sets the groundwork for effective management of your organization. Once the NYS Board of Regents issues your charter, you need to officially meet and organize your board, adopt by-laws, set the number of trustees, elect officers, form committees, and potentially add new members. Complete both federal and state tax-exempt status within one year of receiving charter It’s required by statute, but more importantly, it saves you money. Be sure to complete applications for both federal and tax-exempt status. By statute, this must be completed within one year of receiving your charter. Start staff and student recruitment early on This one’s pretty obvious—if you don’t have enough staff you can’t run your school, and if you don’t have enough students, you won’t have enough money. The Student Application is due to the Institute by January 2nd, and the Student Recruitment Summary is due by January 15th. You should identify and hire a head of school at 6 full months before opening. Hire certified teachers or teachers who meet the exemption qualifications in Education Law § 2854(3)(a-1). You should start recruiting students as early as possible to ensure you meet enrollment targets.
Higher Topics Foundation Topics Autumn Term Pythagoras’ Theorem and trigonometry Right-angled triangles: Pythagoras and trigonometry Polygons, angles and parallel lines Properties of shapes, parallel lines and angle facts Algebra: the basics, setting up, rearranging and solving equations Interior and exterior angles of polygons Sequences Algebra: the basics Calculations, checking and rounding Expressions and substitution into formulae Indices, roots, reciprocals and hierarchy of operations Integers and place value Fractions and percentages Decimals Ratio and proportion Indices, powers and roots Averages and range Factors, multiples and primes Representing and interpreting data and scatter graphs Tables, charts and graphs Transformations Pie charts Constructions, loci and bearings Scatter graphs Spring Term Perimeter, area and circles Fractions, decimals and percentages 3D and volume, cylinders, cones and spheres Real-life graphs Accuracy and bounds Percentages Graphs: the basics and real-life graphs Equations and inequalities Linear graphs and coordinate geometry Sequences Quadratic, cubic and other graphs Statistics, sampling and the averages Solving quadratic and simultaneous equations Perimeter, area and volume Inequalities Probability Summer Term Multiplicative reasoning Straight-line graphs Similarity and congruence in 2D and 3D Transformations Graphs of trigonometric functions Ratio Further trigonometry Proportion Collecting data Plans and elevations Cumulative frequency, box plots and histograms Constructions, loci and bearings Quadratics, expanding more than two brackets, sketching graphs, graphs of circles, cubes and quadratics Probability Circle theorems Multiplicative reasoning Science -------------------------------------------
Year 10 Yearly Examination Timetable 2018 Week 5A MONDAY 12th Nov TUESDAY 13h Nov WEDNESDAY 14th Nov THURSDAY 15th Nov FRIDAY 16th Nov Connect MATHS (HALL) 1.5 hrs + 5 mins reading 8.55 – 10.30 ENGLISH (HALL) 1hr 20 mins + 10 mins reading 8.55 – 10.25 10Commerce2 10Eng Study 10Food Tech 2 10IST1 10PASS3 10PASS4 10Photo 10Visual Arts In Class 1 2 3 HISTORY/GEOGRAPHY (HALL) 1hr + 5mins reading 11.30 – 12.35 10Commerce3 10Food Tech3 10French 10Graphics 10Indo 10IST2 10Music 10PASS5 In Class SCIENCE (HALL) 1.5 hrs + 5 mins reading 10.55 – 12.30 10Child Studies 10Commerce1 10Dance 10Electronics 10Food Tech1 10 Multimedia 10PASS1 10PASS2 10Timber In Class 4 5 6 INDONESIAN LISTENING FRENCH LISTENING IST2 (IN CLASS)
Design /20 Part two- Production 5.2.2 identifies, selects and competently uses a range of hand and machine tools, equipment and processes to produce quality practical projects Stop motion Stop motion is between 2 to 5 minutes long Includes appropriate background images, sound(s) Shows evidence of image editing, character creation, set creation, original sound Graphic elements fit the nature of the stop motion Engages the audience and is entertaining 5.2.1 applies design principles in the modification, development and production of projects Stop motion Is well organized Displays imagination and continuity of design Degree of skills displayed in the creation of the stop motion Correctly acknowledges data selected from other sources Stop motion functions correctly and includes a title screen and credits screen /1 /5 /15 /5 /4 /5 /5 /10 /5 /5 Teacher comment Production Total /60 Part three- Evaluation 5.6.1 evaluates products in terms of functional, economic, aesthetic and environmental qualities and quality of construction Report Identifying student name and topic Comprehensively completed showing authentic reflective processes. conclusion noting degree to which your project was successful 5.5.1 applies and transfers acquired knowledge and skills to subsequent learning experiences in a variety of contexts and projects Report Detailed record of work done showing times and dates (including images of when things were created and description of the creation process) /2 /3 /5 /10 Teacher comment Evaluation Total /20 PROJECT TOTAL /100
Lincoln University Technical College Lindum Road, Lincoln, LN2 1PF 01522 775990 Lincolnshire The School Admissions Team, County Offices, Newland, Lincoln, LN1 1YL Nottingham University Academy of Science and Technology Academy) Abbey Street, Nottingham, NG7 2PL 0115 8592040 Nottingham City Council The Schools Admissions Team, LH Box 14, Loxley House, Station Street, Nottingham, NG2 3NG Silverstone UTC Silverstone Circuit Towcester Northamptonshire NN12 8TL 01327 855010 Northamptonshire School Admissions Team Northamptonshire County Council Angel Street Northampton NN1 1ED Stephenson Studio School (14-19 age Thornborough road, Coalville, Leicestershire, LE67 3TN 519099 Leicestershire County Council School Admissions, Room 100B, Pen Lloyd Building, Children and Family Services, County Hall, Glenfield, Leicestershire, LE3 8RF School Address Website Telephone number Local Authority UTC Sheffield City Centre Campus 111 Matilda Street Sheffield S1 4QF 0114 2603970 Sheffield Admissions, Floor 5, North Wing,
Moorfoot, Sheffield, S1 4PL UTC Sheffield Olympic Legacy Park Campus 2 Old Hall Road, Sheffield, S9 3TU 0114 2603940 Sheffield Admissions, Floor 5, Wing, Moorfoot, Sheffield, S1 4PL Vision Studio School (14-19 age Chesterfield Road South, Mansfield, Nottinghamshire NG19 7BB 01623 413622 Nottinghamshire County Council Meadow House, Littleworth, Mansfield, Nottinghamshire NG18 2TA
Term 1 Week Content Practical UOC Year 11 UOC Year 12 Resources 1 Introduction Course expectations Assessment requirements CAS assistance Volleyball (SEPEP model) Team name Captain Equipment managers Umpires SISXCCS001- Provide a quality service SISXEMR001- Respond to emergency situations SISXCCS001- Provide a quality service SISXEMR001- Respond to emergency situations
2 SISXCCS001- Provide a quality service PowerPoint- provide a quality service Work through PowerPoint in conjunction with Assessment booklet from YMCA Volleyball 1x training lesson 2x game days YMCA PowerPoint and Assessment booklet 3 Continue to work through quality service assessment booklet Volleyball 4 Continue to work through quality service assessment booklet Volleyball
3 Continue to work through scenario questions Touch Rugby/Gridiron 4 Ensure students have completed short/scenario questions Begin observation checklist Touch Rugby/ Gridiron 5 Finish observation Touch Rugby/Gridiron 6/7 Exams HlTAID003 Provide First Aid 8 Year 11: BSBWOR202- Organise and complete daily work activities Year 12: BSBINM301- Organise workplace information Touch Rugby/Gridiron BSBWOR202- Organise and complete daily work activities BSBINM301- Organise workplace information 9 Year 11: BSBWOR202- Organise and Touch Rugby/Gridiron SISXCAI006- Facilitate groups
complete daily work activities Ensure all work for this UOC is Completed Year 12: SISXCAI006- Facilitate groups Begin UOC. Year 11s to assist as required. 10 Year 12: SISXCAI006- Facilitate groups Begin UOC. Year 11s to assist as required Touch Rugby/Gridiron SISXCAI006- Facilitate groups School Holidays Term 3 Week Content Practical UOC Year 11 UOC Year 12 Resources 1 Year 11: SISXIND002- Maintain sport, fitness and recreation Alternative Sports: Ultimate Frisbee Lacrosse Baseball Handball SISXIND002- Maintain sport, fitness and recreation BSBWHS303- Participate in WHS hazard identification, risk assessment and risk control
Year 12: BSBWHS303- Participate in WHS hazard identification, risk assessment and risk control Rock climbing SISXCA1003- Conduct sport, fitness or recreation sessions 2 Work through UOC’s Alternative Sports: Ultimate Frisbee Lacrosse Baseball Handball Rock climbing 3 Work through UOC’s Alternative Sports: Ultimate Frisbee Lacrosse Baseball Handball Rock climbing 4 Alternative Sports: Ultimate Frisbee Lacrosse Baseball Handball Rock climbing 5 Alternative Sports:
9 Ensure short answers and scenario questions are complete and marked Work through and complete observation checklist. Soccer Provide a Quality Service Practical Assessment - Yr 7 Lightning Carnival 10. Catch up and complete any outstanding UOC’s Soccer Term 2 Week Content Practical UOC Year 11 UOC Year 12 Resources 1 SISXCAI004- Plan and conduct programs Begin PowerPoint and short answer questions Soccer SISXCAI004- Plan and conduct programs SISXCAI004- Plan and conduct programs YMCA PowerPoint and Assessment booklet 2 Complete short answer questions Soccer 3 Begin scenario questions Soccer
School Holidays Term 3 Week Content Practical UOC Year 11 UOC Year 12 Resources 1 Year 11: SISXIND002- Maintain sport, fitness and recreation Year 12: BSBWHS303- Participate in WHS hazard identification, risk assessment and risk control Soccer SISXIND002- Maintain sport, fitness and recreation BSBWHS303- Participate in WHS hazard identification, risk assessment and risk control YMCA PowerPoint and Assessment booklet 2 Complete answer questions Soccer 3 Complete Scenario’s and Observations Soccer 4 Year 11: Complete Observations Year 12: SISXCAI006- Facilitate groups. Soccer SISXCAI006- Facilitate groups
Begin PowerPoint and short answer questions . 5 Complete Observations. Year 11’s assist the year 12’s with completing SISXCAI006 Soccer 6 Year 12: SISXCA1003- Conduct sport, fitness or recreation sessions Year 11’s to assist with the year 12’s completion of SISXCA1003 Soccer SISXCA1003- Conduct sport, fitness or recreation sessions YMCA PowerPoint and Assessment booklet 7 Year 12’s to work through SISXCA1003 Soccer 8 Year 12’s to work through SISXCA1003 Soccer 9 Year 12’s to work through SISXCA1003 Soccer 10 Year 12’s to work through SISXCA1003. Soccer
Sport and Recreation Program 2017 Term 1 Week Content Practical UOC Year 11 UOC Year 12 Resources 1 Introduction Course expectations Assessment requirements CAS assistance Volleyball (SEPEP model) Team name Captain Equipment managers Umpires SISXCCS001- Provide a quality service SISXEMR001- Respond to emergency situations SISXCCS001- Provide a quality service SISXEMR001- Respond to emergency situations 2 SISXCCS001- Provide a quality service PowerPoint- provide a quality service Work through PowerPoint in conjunction with Assessment booklet from YMCA Volleyball 1x training lesson 2x game days YMCA PowerPoint and Assessment booklet
10. Catch up and complete any outstanding UOC’s Volleyball Finals End of season wind up Term 2 Week Content Practical UOC Year 11 UOC Year 12 Resources 1 SISXCAI004- Plan and conduct programs Begin PowerPoint and answer short answer questions Touch Rugby/Gridiron Expectations Teams Rules 1x Training session 2x Game Play SISXCAI004- Plan and conduct programs BSBWOR202- Organise and complete daily work activities SISXCAI004- Plan and conduct programs BSBINM301- Organise workplace information SISXCAI006- Facilitate groups 2 Begin scenario questions Touch Rugby/Gridiron 3 Continue to work through scenario questions Touch Rugby/Gridiron
4 Ensure students have completed short/scenario questions Begin observation checklist Touch Rugby/ Gridiron 5 Finish observation Touch Rugby/Gridiron 6/7 Exams HlTAID003 Provide First Aid 8 Year 11: BSBWOR202- Organise and complete daily work activities Year 12: BSBINM301- Organise workplace information Touch Rugby/Gridiron BSBWOR202- Organise and complete daily work activities BSBINM301- Organise workplace information 9 Year 11: BSBWOR202- Organise and complete work activities Ensure all work for this UOC is Completed Year 12: SISXCAI006- Facilitate groups Begin UOC. Year 11s to assist as required. Rugby/Gridiron SISXCAI006- Facilitate groups 10 Year 12: SISXCAI006- Facilitate groups Begin UOC. Year 11s to assist as required Touch Rugby/Gridiron SISXCAI006- Facilitate groups
School Holidays Term 3 Week Content Practical UOC Year 11 UOC Year 12 Resources 1 Year 11: SISXIND002- Maintain sport, fitness and recreation Year 12: BSBWHS303- Participate in WHS hazard identification, risk assessment and risk control Alternative Sports: Ultimate Frisbee Lacrosse Baseball Handball Rock climbing SISXIND002- Maintain fitness and recreation BSBWHS303- Participate in WHS hazard identification, risk assessment and risk control SISXCA1003- Conduct non-instructional sport, fitness or recreation sessions 2 Work through UOC’s Alternative Sports: Ultimate Frisbee Lacrosse Baseball Handball Rock climbing 3 Work through UOC’s Alternative Sports: Ultimate Frisbee Lacrosse Baseball Handball Rock climbing
Skill acquisition Sports psychology Sport and society Physiological factors affecting performance (35%) 1 hour 15 minute paper Applied anatomy and physiology Exercise physiology Biomechanics, including technology in sport Performance in physical education (30%) Non-exam assessment Performance or coaching Evaluation of performance for improvement (EPI) Assessments Term 1 Term 2 Term 3 Assessment : Practical activities assessed using exam board assessment criteria C 1/2 term end of topic test- EC/ SMB exam questions 4, 5 and 6 marks H Assessment : Two practical activities chosen for assessment C Introduction of verbal O&A of practical performance. EP Cumulative 1/2 term end of topic test- exam style questions EC /C SMB 4, 5 and 6 marks. Introduction of 10 mark questions H Practice mock exam EC/SMB/C Assessment : Practical activities assessed EC Practice EPIP assessment filmed EC Cumulative 1/2 term end of topic test- exam style questions EC/C 4, 5 and 6 marks. Consolidation of 10 mark questions H Assessment : Cumulative 1/2 term end of topic test- exam style questions EC/C Final practical activities assessment C / EC/SMB EPIP final assessment EC/ C/SMB Mock Exam EC/ C/SMB Assessment : External Practical Moderation Revision Practice exam papers Assessment : Year 12 reports Key Dates Dec 2016 - End of Term Practice Mock February 2017 – Practical Assessment February 2017 – Final EPIP assessment April 2017 – Final Mock Exam and Screening May 2017 – External Practical Moderation May/June 2017 – Final full examination Homework One homework to be set by each teacher, in each of the Unit areas, each week. Therefore, students will receive three pieces of homework per week. Resources
Techniques, Bushwalking and Camp Craft. Description The Year 12 course will be a continuation of Year 11 and will involve completion of the units required for students to achieve a Certificate II in Outdoor Recreation. New practical activities are included. Highlight: 3-Day Camp to assess Camping & Minimum Impact Techniques, Bushwalking and Navigation. Please see the description above for the list of units Students will be expected to attend zone zeros for extended practical sessions. Website. HEALTH EDUCATION STUDIES GENERAL Pre-requisites A grade of ‘C’ grade or higher in lower school Health Education. Completion of Year 11 Health Studies is an advantage. Description The Year 12 Syllabus is divided into two units (Unit 3 and Unit 4) which are delivered as a pair. Unit 3 This unit focuses on building students’ knowledge and understandings of health determinants and interaction and contribution to personal community health. Students define and consolidate understandings of health promotion and are introduced to key health literacy skills. Students expand on their understanding of the impact of beliefs on health behavior and continue to develop personal and interpersonal skills which support health. Inquiry skills are consolidated and applied, including the ability to identify trends and patterns in data. Unit 4 The unit focuses on the impact of health determinants on personal and community health. The concept of community development and the importance of participation and empowerment is introduced. Students learn about Australia’s National Health Priority Areas (NHPAs) and preventive strategies to reduce risk and contribute to better health. The use of social marketing in health is explored and students are introduced to emotional intelligence as a mechanism for perceiving, controlling and evaluating emotions. Students continue to refine inquiry skills as they address relevant issues and produce insightful and well-researched reports.
Must mention high concentration. Ignore reference to other factors if reasoning is appropriate. 2 (b) (i) O || C – N | H; 1 (ii) 10; 1 (c) Action of vanilomycin depends on fluidity of membrane; Fluidity reduced / not fluid at low temperatures; Pore formed by gramicidin A remains in place / permanent; 3 (d) Pore between sterol molecules lined with polyene antibiotic; Hydrophobic region next to sterol; 2 [9] M3. (a) (i) Molecule/protein/glycoprotein; Stimulates immune response; (That causes) production of antibodies; 2 max (ii) Antigens on HIV are different (shape); So, antibody will not ‘fit’/not complementary (to antigen); Receptor sites on antibody specific to one antigen; 2 max (iii) (Has site with) same shape as salmonella antigen so binds to anti-gal antibodies; (Has site with) same shape as receptor molecule so that HIV will bind; Binds to both molecules; 2 max
Trips Zoo lab/Animal Intuition Chester Zoo Role Play Zoo Great Pet Sale Where’s my Teddy? Dear Zoo who Came for Tea Farm Duck This is the Bear Do not enter the Monster Zoo Where the wild things are reptiles, birds and mammal identify and name a variety of common animals that are carnivores, herbivores and omnivores describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets) identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense0 Purple Mash Draw and label body Draw and label face Fruit bow Insert image of animal and write sentence about its body structure ‘How Animals move’ Drag and Drop All about reptiles/ amphibians Fruit bowl (Health Week) imovie – add voice recording to a video about common animals (possible link with Y4) 2graph - Favourite animals/pets Knowsley unit 6, We’re All Connected – Google Earth
eSafety – : Logging in correctly, keeping passwords safe. LGFL/us online / me online eSafety – : Chatting, ICT suite rules, Friend Sites, Games. LGFL/us online / me online eSafety – : ICT suite rules, Passwords, Being nice. LGFL/us online / me online History Local study – Shepherds Bush Market Global event –Space landing Key Individual- Darwin Geography Journey to school. Local area Maps, fieldwork, physical and features We are Britain Investigate the countries and capitals of the UK. At the seaside Explore weather and climate in the uk and around the Art Painting (and Drawing) Sculpture (and Drawing) Craft (and Drawing) DT Food- preparing healthy dishes, cut, peel or grate. Ingredients measuring using cups. Assemble or cook ingredients Mechanics –create products levers – Easter cards Construction – Stronger and stiffer, use materials to practice gluing Materials – cut safely tools. Textiles- join textiles using running stitch. RE What do Christians need to do to follow God? Christianity What can we learn from the Divali story about good and bad in our own lives Hinduism Is it important to have a day that is different to other days? Judaism What are the most important sounds we hear and why do they matter? Islam What did Jesus look like and do we need to know? Christianity How can we tell that some buildings are more important than others? Sikhism PE MEND –Gymnastics Inside games MEND- Gymnastics Inside games MEND- Dance Inside games MEND- Dance Inside games Outdoor Games Inside games Outdoor Games Inside games Songs Christmas Presentation Hey, You! Topic Songs Hands Feet Heart Topic Songs PSHE Me and Growing and Changing Me and My Healthy Lifestyle Me and Keeping Safe Me and Making a Positive Contribution Me and My Medicine and Drugs Me and My Feelings/Me and my Relationships (two themes)
held in March 2017. See from page 43 for more details. European Studies students who experience disruptions during their Year Abroad which they wish to be considered as extenuating circumstances when marks are received are advised that they must supply copies of all documentation relating to such circumstances both to the SMLLC office and to European Studies. Students should note that occasionally you may experience unexpected delays in payments whether working as assistants, university students or working in a company and that you should therefore have emergency savings available to you. THERE WILL BE AN ESSENTIAL HEALTH & SAFETY MEETING held in March 2017 which is compulsory to all Year Abroad students. TUITION FEES FOR THE Year Abroad: FEE WAIVERS and MOBILITY GRANTS ERASMUS+ GRANTS Students are entitled to an ERASMUS+ mobility grant if they are studying (for a minimum of 3 months) at one of Royal Holloway’s ERASMUS+ partners or undertaking an ERASMUS+ work placement (for a minimum of 3 months) in the following countries (subject to UK membership status in the EU): Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France,
1. Complete the Address Abroad form Send in your contact address either before (if you know your address already) or when you are away. 2. Complete the Certificate of Arrival form This needs to be completed by the institution and returned to me when you arrive at each placement. 3. Complete the Mobility Grant Agreement form Complete the forms as indicated. The form requires your UK bank details as the grant is paid into it. This must be completed before you begin your placement. Failure to do this will mean you will not receive your mobility grant and your placement is not valid under ERASMUS+ 4. Keep and read a copy of the ERASMUS+ Student Charter Please take, read and keep. 5. Student Report form Complete the form online at the end of each of your placements or at the end of your full year placement - the British Council send you an email to respond to about this on the last date of your 1. Complete the Learning Agreement for Studies You, we and the university abroad need to complete parts on this form as indicated and you need to add electronically the courses that you intend to take when abroad. This form is in 3 parts: Before, During and After. You have one month from the start date of your mobility to return the complete agreement. Failure to do so will mean that you will not receive a grant and your placement will not be valid under ERASMUS+ 1. Send in a Letter of Work Appointment (not British Council Assistantships) Please ask your employer for this as soon as possible. 2. Complete the Learning Agreement for Traineeships You, we and the employer abroad need to complete on this form. This form is in 3 parts: Before, During and After. You have one month from the start date of your mobility to return the complete agreement. Failure to do so will mean that you will not receive a grant and your placement will not be valid under ERASMUS+