zilongwang/ReadingBank huggingface dataset:
The tourists died because: Development challenge 3: Water supply The Western Desert cities have survived only because of the massive water transfers such as the Central Arizona Project (canals taking water from the River Colorado to the Western Desert’s cities). Read the information about the Central Arizona Project and decide if they are: A positive or negative effect Economic or environmental The River Colorado’s giant reservoirs bring water to cities such as Las Vegas, Phoenix and Tucson. Sediment (load) gets trapped behind the dam walls, heats up in the sunlight and warms the water around it. This water rises to the top of the dam. The makes the water that leaves the dam colder because water is released from the bottom of the dam. This makes the river ecosystem change and many species have been lost. Before the dam was built, the river used to flood and leave sediment on the river banks. This was used by plants and animals. Now, the river does not flood so sediment is not left on the river banks. This has changed the ecosystem and some species like the Kanab snail and Willow Flycatcher (bird) have decreased in number. The River Colorado’s canals bring water to farms in places like Coachella. 15% of the USA’s crops are grown using this water and it supports about 13% of the livestock making $1.3 billion per year. Read the information below and answer these questions: Why do humans need water security? Give one physical reason why water security might be a problem in the future: Give one political reason why water security might be a problem in the future:
Religious attitudes to gender equality. Assessment Ongoing teacher and peer assessment. End of unit assessment. Ongoing teacher and peer assessment. Formal assessment (exam style questions). Ongoing teacher and peer assessment. End of unit assessment. Ongoing teacher and peer assessment. End of unit assessment. Ongoing teacher and peer assessment. End of unit assessment. Ongoing teacher and peer assessment. End of unit assessment.
Inserting the general formula into a table: Substituting the value for x for each row: Simplifying and calculating the ‘difference’ Comparing this to our Warren Bridge pattern: Comparing the tables, what is the value of m for the Warren Bridge equation? m = ___ (Circled in red) Examine the corresponding value of y when x = 1. m + c = ___ (Circled in black) Substitute the value of m found in Question 3 to find the value of c. that linear relationships can be represented in fully simplified form as: y = mx + c What is the simplest equation that represents the Warren Bridge pattern? Part 2 – Squares of Squares Consider the pattern below, made by arranging beams into squares.
Compare the values of the general quadratic pattern above to the values in the table for the ‘Squares of Squares’ pattern in Question 8. Use the 2nd difference to calculate the of a for the ‘Squares of Squares’ pattern. Use the 1st difference to calculate the of b for the ‘Squares of Squares’ pattern. Find the value of c for the ‘Squares of Squares’ pattern. Using your values of a, b, and c give the equation that represents the ‘Squares of Squares’ pattern. You should define the variables involved and verify that your equation is correct.
8) 40% of the trees in a wood are diseased. 75% of the trees in the wood are elms. Work out the least possible percentage of trees in the wood that are diseased elms. [2] 9) A square has a side of 8 cm The area of the square increases by 50% Work out the percentage increase in the length of the side. [4] 10) The number of students in a year is 250 to 2 significant figures 200 to 1 significant figure. How many students could there be? Give all the possible answers. [2]
Y10 Geography Exam Feedback – December 2015 Student: _______________________________________ Year 10 Class: _________ A) Examination Performance Predicted End of Key Stage Target Grade: _______ Overall Total Mark: Overall Actual Grade Achieved: B) Examination Paper Breakdown: Question / Total Marks Available Total Marks Achieved Population – Q1 25 Population – Q2 25 Population – Q3 10 Area of Opportunity C) Targets for Improvement: (for example) 1) ___________________________________________________________________________________ 2) ___________________________________________________________________________________ D) Spelling mistakes (sp), punctuation errors (P), grammatical errors (G) and problems with presentation (Pr) should be corrected in this box.
Hulme or Salford Quays or Liverpool (Albert Dock, Liverpool1) Why did the area need regeneration? Use the images below to help you: Complete the table below to show the main features of the project: Social improvements Economic improvements Environmental improvements Urban sustainability requires management of resources and transport What is the definition of ‘sustainable urban living’? Identify 5 features of a sustainable city: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Choose 2 from your list above and explain how this characteristic makes a city sustainable: _____________________________________________________________________
x = ................... y = ..................... x = ................... y = ..................... (7)
Y10 2018 Exam Revision Booklet Blood Brothers Section 1 – Fiction Reading A1 to A5 Page 2 – Reminder of approach for A1 to A5 Page 3 – Paper 1 Practice Uncles Page 4 – Paper 2 Practice Aunt Pegg Page 5 – Metacognition tasks to understand how to approach each question Section 2 – Essay with chronological embedding of the extract – Blood Brothers Page 6 – Structure of the essay and approach guidance Page 7 – Practice Question 1 Page 8 – Practice Question 2 Page 9 – Key tasks to help you revise and learn quotes
Business Y10 Assessment Summary 2016-2017 Date Topic / Task Type of Assessment Assessment One Sept 5th – Dec 6th Section 1.1 Franchising Homework 25% of Assessment 1 (10% of Summative) Formal - Marked and given a Standard. 2 bullets and DIRT carried out Section 1.1 In class exam style assessment (Revision and exam practice for the Y10 Exam) 25% of Assessment 1 Exam - Marked in class and given a Standard. Pupils set DIRT targets for revision. Section 1.2 Enterprise Homework 25% of Assessment 1 (10% of Summative) Formal - Marked and a Standard. 2 bullets and DIRT carried out Section 1.2 In class exam style assessment (Revision and exam practice for the Y10 Exam) 25% of Assessment 1 Exam - Marked in class and given a Standard. Pupils set DIRT targets for revision. Date Topic / Task Type of Assessment Assessment Two Dec 7th – March 7th Section 1.3 In class Finance activity 25% of Assessment 2 (10% of Summative) Formal - Marked and given a Standard. 2 bullets and DIRT carried out Section 1.3 In class exam style assessment (Revision and exam practice for the Y10 Exam) 25% of Assessment 2 Exam - Marked in class and given a Standard. Pupils set DIRT targets for revision. Section 1.4 Customer Homework 25% of Assessment 2 (10% of Summative) Formal - Marked and given a Standard. 2 bullets and DIRT carried out Section 1.4 In class exam style assessment (Revision and exam practice for the Y10 Exam) 25% of Assessment 2 Exam - Marked in class and given a Standard. Pupils set DIRT targets for revision. Date Topic / Task Type of Assessment Summative Assessment March 8th – 4th July Section 1.5 External Exchange Rates homework (10% of Summative) Formal - Marked and given a Standard. 2 bullets and DIRT carried out Section 1.5 In class exam style assessment (Revision and exam practice for the Y10 Exam) Exam - Marked in class and given a Standard. Pupils set DIRT targets for revision. Year 10 Formal end of year Exam This makes up 50% of the summative grade Formal Assessment. Marked and given the appropriate Standard. This Unit 1 paper is worth 25% of the overall GCSE grade. 2 bullet marking and pupils will DIRT this. The final summative grade comprises of 50% Year 10 exam and 50% longer written pieces of work.
Assessment Outline Term / Week Assessment Type Topic Weighting (%) Term 1 / Week 7 Mid-Topic Test (100% Written Test) Chemistry: Periodic Table & Chemical Equations 7.5 Term 1 / Week 10 Test (100% Written Test) Chemistry 10 Term 2 / Week 5 PBL: Mini-Lesson (50% Peer Assessed & 50% Teacher Assessed) Biology: DNA & Inheritance 7.5 Term 2 / Week 8 Semester One Exam (100% Written Exam) Chemistry & Biology 25 Term 3 / Week 5&6 PBL: Independent Learning Station (50% Teacher Assessed & 50% Written Test) Physics: Motion 7.5 Term 3 / Week 10 Topic Test (100% Written Test) Physics 10 Term 4 / Week 4 PBL: Textbook Chapter (50 % Peer Assessed & 50% Teacher Assessed) Earth and Space Science: Universe and The Big Bang 7.5 Term 4 / Week 7&8 Semester Two Exam (100% Written Exam) Physics, Earth and Space Science, Chemistry & Biology 25 Total 100 Study Skills: One study skill delivered in each Term
Wk Skills, Concepts & Content Resources Assessment 1 Global Systems Effect of Human Activity on Global Warming (SHE): Greenhouse effect (Carbon Cycle) Climate change, deep ocean currents, Permafrost & Sea Ice and Sea Levels (Water Cycle) Long term impact on Biodiversity Pearson Textbook: Pages: 277 - 326 Formative Assessment: PROBLEM BASED LEARNING (SHE & SIS): (weeks 3-5) “The affect of Human Activity of Global Systems?” Assessment format: Teacher Assessed Textbook Chapter (1 per group): Introduction Descriptive text with highlighted key words Labelled diagrams Activity Questions & Review section Glossary 2 Global Systems Effect of Human Activity on Global Warming (SHE): Greenhouse effect (Carbon Climate change, deep ocean currents, Permafrost & Sea Ice and Sea Levels (Water Cycle) Long term impact on Biodiversity Pearson Textbook: Pages: 277 - 326 Submission of PROBLEM BASED LEARNING Textbook Chapter.
2. F y is inversely proportional to x. When y = 2, x = 5. Work out an equation connecting y and x. (2) 3. F w is directly proportional to y w is inversely proportional to x2 a) When y = 4, w = 14.. Work out the value of w when y = 9 b) When x = 2, w = 5. Work out the value of w when x = 10 c) Which graph shows the relationship between y and x? (2) (2) (1) TOTAL /10 Sequences 1. F The nth term of a sequence is 2n + 1. The nth term of a different sequence is 3n – 1. Work out the three numbers that are in both sequences and between 20 and 40 (3) 2. S The nth term of a sequence is n2 + 25 a) Work out the first three terms of the sequence. b) How many terms in the sequence are less than 100? (2) (1) 3. F Find the nth term for this sequence 5, 9, 15, 23, 33 , …… (2) 4. F Each term of a Fibonacci sequence is formed by adding the previous two terms. 1, 1, 2, 3, 5, 8, 13, 21, …… A Fibonacci sequence starts a, b, a + b, … Work out the 5th term of this Fibonacci sequence. (2) TOTAL /10 Probability 1. F Samples are taken from a production line. 500 items are checked in each sample. The relative frequencies of the number of faulty items in 5 samples are shown. Work out the range of the number of faulty items in the 5 samples. (3) 2. S The dice is rolled twice. a) Copy and complete the tree diagram.
Eligibility for Special Arrangements for school-based assessment Students are eligible for Special Provision for school-based assessment if their ability to demonstrate achievement is adversely affected by: illness – acute and chronic impairment – long term personal circumstances Such factors should be discussed with the Deputy Principal – Teaching and Learning and/or the Deputy Principal – Head of Senior School at the earliest possible time to avoid complications. Alternative strategies are available to the School to implement, but all must be approved by the Deputy Principal – Teaching and Learning.
BTEC Creative Digital Media Y10 Assessment Summary 2017-2019 Date Topic / Task Type of Assessment Assessment One Sept 5th – Dec 5th Unit 1 In class exam style assessment (Revision and exam practice for the Y10 Exam) 50% of Assessment 1 Exam style questions - Marked in class and given a Standard / GCSE Grade. Pupils set DIRT targets for revision. Unit 1 Past Paper exam assessment (Revision and exam practice for the Y10 Exam) 50% of Assessment 1 Exam - Marked by teacher. Pupils set DIRT targets for revision. Date Topic / Task Type of Assessment Assessment Two Dec 6th – March 6th Unit 1 Exam Result 50% of Assessment 2 (Summative 50%) External Exam Result from January. Unit 2 Practical Controlled Assessment tasks Result 50% of Assessment 2 Formal - Marked and given a Standard / GCSE Grade. 2 bullets and DIRT carried out Date Topic / Task Type of Assessment Summative Assessment 7th – 16th July Unit 2 Controlled Assessment Result 50% of Summative Formal - Marked and given a Standard / GCSE Grade. 2 bullets and DIRT carried out The summative grade comprises of 50% Year 10 exam result and 50% assessed Controlled Assessment tasks, which practical skills are assessed.
Y11 Autumn Term: Art GCSE Board: EDEXCEL Key Topics Exam Controlled Assessment What the student needs to do: 1. Exam paper given out – currently it is Surfaces Mock exam in December Research the for approximately 20 hours. Meet the four assessment objectives as listed in exam paper – Y11 Spring Term Key Topics Exam Dates Controlled Assessment What the student needs to do: 1. As above BUT the theme is only announced in January time until March. Exam April/May As above As above Y11 Summer Term Key Topics Exam Dates Controlled Assessment What the student needs to do: Course ends Additionally, use BBC Bitesize for more useful revision and information.
Rainhill HigH SCHOOL media arts college Year 11 GCSE ICT Half-term 3 This half term I will learn: How to avoid health issues when using a computer Mobile broadband Methods of storing work online The Data Protection Act Half-termly assessments will be: Full Edexcel GCSE Past Paper 40% Controlled assessment current grade 60% Devise a health and safety for younger students Understand what mobile broadband is and how it works How to save and access data online Discuss how the DPA can protect you Key Terms I will learn this half term: Google Apps Open Source Software Data Protection Act Viral Marketing Broadband Connectivity Collaboration Passwords Storage Recovery Learning Outcomes Literacy Focus Homework Week 1 & 2 – I will be able to: • the learning objectives of this chapter • the common health and safety problems associated with computer use and ways of avoiding them Be able to find additional health and safety information related to computer use. Understand: • what mobile broadband is and how it works • the advantages and disadvantages to individuals and businesses of mobile broadband Be able to recommend whether or not mobile broadband would be suitable in a given scenario. LP4/1: Use of the apostrophe List the advantages of using the Internet on the move Week 3 & 4 – I will be able to: • the advantages of collaborative working • various ways of working collaboratively • the importance of setting passwords and access rights when sharing online workspaces LP4/2: Correct use of speech marks ‘and “and” Carry out research into Google Apps as an alternative to traditional locally installed software and produce a briefing sheet for Kyle
Break Break 11.20 Philip Hepwood Charlotte Brown 11.50 Time reserved for call-backs & admin Time reserved for call-backs & admin Lunch Lunch 1.00 Kaya Cengiz (MU1) Isaac Coles-Diez 1.30 Dan Jones Ruth Lucas 2.00 to 3.10 Time reserved for call-backs & admin Time reserved for call-backs & admin Friday, 8th December Time Lecture Theatre (+ drum kit & amps) Music Room 2 (+ Yamaha piano) 8.30 Setting Up Setting Up
8.55 Hamish Glithero West 9.25 Mason Charlotte Brown/Christina Nind ensemble 9.55 Rob Yeo Christina Nind 10.25 Mia Versluys Charlie Baldwin Break Break 11.20 to 12.20 Time reserved for call-backs & admin Time reserved for & admin
Plan all these elements before you write: (An example has been given for this first task) Text Type Audience What and to whom are you writing? Letter – remember addresses, Dear/Yours Faithfully Purpose Agree or Disagree? Agree Point 1 Animals aren’t the same as humans. Reason 1 Testing is ineffective & unreliable. Benefit 1 Animals don’t suffer pointlessly Point 2 Animals don’t lead natural life. Reason 2 Confined to No natural daylight. Benefit 2 Animals aren’t bred simply for experiments. Point 3 Cosmetics don’t need to be tested on animals. Reason 3 Already successfully tested without using animals. Benefit 3 Money can be invested into non cruel ways of testing cosmetics. What are the opposing ideas you will challenge? Essential medical need testing. Testing on humans ineffective. Less chance of it going wrong & harming humans. Now complete your own plan. Text Type Audience What and to whom are you writing? Purpose Agree or Disagree? Point 1 Reason 1 Benefit 1 Point 2
Plan all these elements before you write: Perspective: Who or what are you writing as? A narrator? The A visitor? Someone inside the house? The trees? A bird in the sky? Setting: Where is it? In the middle of a forest? In a new estate? In a remote & isolated location? Time: What time is it? Early morning? Middle of the day? Dusk/Dawn? Plot: What is happening? Is some one trapped? Has the house been bought to be restored? Has it been abandoned? Is someone who used to live there visiting it? My Plan: Perspective: Setting:
Tasks What you need to do in order to achieve each of the grading criteria: Task 1 2B.P4 Describe how one UK town or city destination, one seaside resort and one countryside area can appeal to two different types of visitors. 2B.M2 Recommend how one UK destination might be able to increase its appeal to different types of visitors. 2B.D1 Justify own recommendations as to how one UK destination be able to increase its appeal to different types of visitors You must conduct an investigation into three UK tourist destinations: one town or city one seaside resort one countryside area. For each destination, create a brochure that describes the appeal of that destination to at least two different visitor types, for example: groups, families, visitors of different ages or cultures, non-English-speaking visitors or those with specific needs, domestic or inbound visitors. You must consider key aspects of appeal for each destination, including: visitor attractions natural features range of accommodation facilities arts and entertainment sightseeing transport links. Ensure that your descriptions for each destination are focused on how they appeal to both of your chosen visitor types. For example, you may choose Blackpool as your seaside resort and describe how it can appeal as a destination to both families and groups. For one destination you must create a presentation to make recommendations on how this destination might increase its appeal to different types of visitors. You will need to justify your recommendations as to how this destination can increase and widen its appeal to many types of visitors. You could consider, for example: improvements to facilities to cater for specific customer types; better transport facilities to encourage incoming visitors; the costs incurred by visitors.
Explain why the events P and G are not mutually exclusive. (1A) [1 mark] Represent the information on the Venn Diagram below. All correct (2A) One (1A) >1 error (0A) [2 marks] If a supporter is selected at random from this what is the probability that the supporter attended; i) Both the Preliminary and finals. (1H) [1 mark] ii) The Preliminary, but not the Grand final. (1H) [1 mark] iii) The Preliminary final, given that they did not attend the Grand final. (1H) [1 mark] The population, P, of a country town t years after the start of the year 2000 can be modelled by the equation The population at the start of the year 2000 was 9000 people. By how many people, to the nearest 10 people, had the population grown by the start of 2005? P(5) = 14 494.6 or 14 14 494.6-9000 = 5490 (1A) [2 marks] In what year did the population first reach 20 000? (1M) t = 8.3 2008 (1A) [2 marks] The population, Q, of a different country town t years after the start of the year 2000 can be modelled by the equation State the population of this town to the nearest 10 people at the beginning of the year 2000 and the beginning of the year 2010. Yr 2000: P = (1A) Yr 2010 P = 2680 (1A) [2 marks] During which year do both towns have the same population? 2003 (1A)
Y12 PAG Cover Sheet Name _____________________ PAG Title Criteria Covered 1.2.1 1.2.2 CPAC 1.1 Comparing Method of Measuring g (Dropping things and timing them) b-f, j a-e 1,3,4 1.2 Investigating Terminal Velocity (Ball bearings in washing up liquid) b-f, j a-e 1,3,4 2.1 Determining Young Modulus for a Metal (Stretching copper wire) c-i a-c,e 1,3,4,5 3.1 Determining the Resistivity of a Metal (Nichrome wire on meter rules) b-f, h-j b, e, f 1,3,4 3.2 Investigating Electrical Characteristics (Bulb, diode and resistor) a-g, j b, f, g 1,2,3,4 4.1 Investigating Resistance (Resistor combinations and resistor cube) a-f, j b 1,2,3,4 5.1 Determining the Wavelength of (Lasers and diffraction grating) b-d a,j 1,3,4 6.1 Determining the Plank Constant (LEDs and voltmeters) b-f, h, i b,c,f 1,3,4,5 6.3 Experiments with Polarisation (Polaroid sheets and microwave transmitter) a-f, j a-c, i, j 1,3,4 6.4 Determining the Focal Length of a Lens (Lamps, lenses and screens) b-g a, c 1,3,4 Add a tick for each time a criteria has been met a b c d e f g h i j k l 1.2.1 1.2.2 CPAC 1 2 3 4 5
What is the lighted candle for? (To symbolise the hope that the child will shine like the light during its lifetime). Write about a wedding on ‘Wedding Writing Frame – LESSON 3’ (Either write about a wedding you have been to or write about facts you have learned from discussions and from the clips). 4 What is a church like inside? What things do we notice in a church? What rituals / traditions are they used for? Why? How? I recognise religious objects. I recognise religious people. I recognise religious places. I know about some of the things that people of a religion do. I can name some religious symbols. I know what some religious words mean. I can describe some religious beliefs, teachings and events. I can describe some religious objects. I can describe some religious places. I can describe some religious practices. I can describe the messages or Visit a local church and ask Pastor Mark to show us around (font, altar, pews etc) and talk about praying, weddings and christenings. Act out a mock wedding and / or christening at church with the children if possible. (If time allows ask Pastor Mark to talk about Easter celebrations, rituals and traditions at church). Photos of the visit including the altar and font. Also photos of the mock wedding / christening.
meanings of some religious symbols. 5 What happened to in the Easter story? What are Easter traditions and rituals? I can retell some parts of religious stories. I know about some of the things that people of a religion do. I can name some religious symbols. I know what some religious words mean. I can describe some religious ideas from stories. I can describe some religious beliefs, teachings and events. I can describe some religious objects. I can describe some religious places. I can describe some religious practices. I can describe the messages or meanings of some religious symbols. What did we see at the church last week? What were the things used for? Look at the photos and discuss. Explain to the children that a very important event in the Christian calendar (Easter) is coming up soon (Good Friday – March 25th, Easter Sunday-March 27th 2016). Watch Powerpoint - ‘The Easter Story’ OR (26 minutes)! Recap on the story. Do you know any Easter traditions and rituals for Christians? (Easter eggs, Easter Bunny, hot cross buns, palm crosses etc). Watch Powerpoint about traditions - Easter 5 Make Easter cards and Easter cornflake nests for the children to take home. Eg. Easter and cornflake nests for the children to take home. What did you learn during this topic? What questions are unanswered? How do you feel the went?
National Curriculum Learning Objectives Progression grid for Art and Design Year 1 Prior Learning Pupils should be taught to: Attainment Targets Notes and guidance – Non Statutory Year R Objectives in bold have been taken from the EYFS areas of learning ‘Expressive Arts and Design’ and ‘Being Imaginative’ Children safely use a variety of materials, tools and techniques, experimenting with design, form and function. Guided and child initiated opportunities allowing creative use of materials, e.g. 3D making and junk modelling, collage, papier mache, paint, drawing, painting, printing Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through art. Free choice and guided drawing, painting and sculpture opportunities. Verbal discussion about their work Pupils should be taught: To use a range of materials creatively to design and make products. I can create a simple design to plan a product I can investigate different media I can explore ways of cutting, shaping and joining materials to make a product To use drawing, painting and sculpture to develop and their ideas, experiences and imagination. I can express my ideas and experiences and imagination through drawing, painting and sculpture I can begin to improve and develop my ideas as I work I can share my own ideas and respond to the ideas of others NB – The above statements should all be related to drawing, painting or sculpture. The national curriculum for art and design aims to ensure that all pupils: produce creative work, exploring their ideas and recording their experiences become proficient in drawing, painting, sculpture and other art, craft and design techniques evaluate and analyse creative works using the language of art, craft and design know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
National Curriculum Learning Objectives Progression grid for History Year 1 Learning Pupils should be taught to: Attainment Targets Notes and guidance – Non Statutory Year R Children bring in pictures when they were a baby, discuss through speaking and listening. Remembrance day. Pupils in Year 1 should be taught about: Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. I can sequence my life using the events that have happened. I can create my own Family Tree. I can make think of my favourite memory form when I was younger. I can create a class timeline of events. Events beyond living memory that are significant nationally or globally. I can re-tell the story of the Gun powder plot. Seaside. Toys – Museum. I can discuss what Remembrance Day is. I can discuss what Anzac Day is. I know who Aboriginal people are. Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
Geological Timescale Eon Era Period Ma (millions of years ago) Geological Environment in the Lake District Phanerozoic (visible life) Cenozoic Quaternary 0 2 ‘Ice Age’ with 11 cold phases or glacials Tertiary 2 65 Mesozoic Cretaceous 65 142 Jurassic 142 206 Triassic 206 249 Desert & semi-arid conditions with Britain 15ºN of the Equator (similar to the location of the present day Sahara desert) Permian 249 290 Palaeozoic Carboniferous 290 354 Equatorial climate with Britain lying on the Equator giving warm shallow seas & on the delta areas lush tropical vegetation Devonian 354 417 Desert & semi-arid conditions with Britain 20ºS of the Equator (similar to the location of the present day Kalahari desert) Silurian 417 443 Initially tropical shallow marine conditions, followed by deepening seas due subsidence Ordovician 443 495 Subduction of the Iapetus Oceanic crust forming explosive volcanoes, followed by the collision of the Laurentian & Avalonian continents Cambrian 495 545 Deposition of sediments by turbidity currents in deep water on the continental slopes of the former Iapetus Ocean Cryptozoic (hidden life) Pre-Cambrian 545
Consider the frequency histogram for the distribution of the time, t , in minutes of telephone that Helen made last week. (a) Complete the frequency for this distribution. [2 marks] Time (minutes) Number of telephone calls 0 < t ≤ 5 5 < t ≤10 10 < t ≤15 15 < t ≤ 20 (This question continues on the following page) (Question 1 continued) (b) Write down the modal class. [1 mark] (c) Write down the mid interval value of the 10 < t ≤15 class. [1 mark] (d) Use your graphic display calculator to find an estimate for the mean time. [2 marks]
Working: Answers: (a) ………………………………………………. (b) ......................................................................... (c) ………………………………………………. Consider the following set of data which is plotted on the scatter diagram below. x 2 4 7 12 4 8 9 2 y 5 8 12 26 12 14 20 7 Write down the coordinates of the mean point (x , y ). [2 marks] (b) Write down the value of r , the Pearson’s product-moment correlation coefficient for this set of data. [2 marks] Draw the regression line for y on x on the set of axes above. [2 marks] Working: Answers: (a) ……………………………………………….
2018 Programme for : Level 3 Mathematics and Statistics STANDARD/S ASSESSED Internal / External Credit Value Internal Assessment Grades Gained Credits Gained TERM 1 Time Series Bivariate Measurement Data 3.8 3.9 Internal Internal 4 4 TERM 2 Probability Concepts Simultaneous Equations 3.13 3.15 External Internal 4 3 - TERM 3 Probability Distributions 3.14 External 4 - TERM 4 General Information ASSESSMENT POLICY AND PROCEDURES
Assessment objective 1 Articulate creative, informed and relevant responses to literary using appropriate terminology and concepts, and coherent, accurate written expression. Assessment objective 2 Demonstrate detailed critical understanding in analysing the ways in structure, form and language shape meanings in literary texts. Assessment objective 3 Explore connections and comparisons between different literary texts, informed by the interpretations of other readers Assessment objective 4 Demonstrate understanding of the significance and influence of the contexts in literary texts are written and received. A/B boundary performance descriptions Candidates characteristically: a) communicate extensive knowledge and understanding of literary texts; b) create and sustain well-organised and coherent arguments, using appropriate terminology to support informed interpretations; c) structure and organise their writing using an appropriate critical register; d) communicate content and meaning through expressive and accurate writing Candidates characteristically: a) identify significant aspects of structure, form and language in literary texts; b) explore, through detailed critical analysis, how writers use these aspects to create meaning; c) consistently make reference to specific texts and sources to support their responses. Candidates characteristically: a) analyse and evaluate connections or points of comparison between literary texts; b) engage sensitively and with different readings and interpretations demonstrating clear understanding. Candidates characteristically: a) explore and comment on the significance of the relationships between specific literary and their contexts; b) evaluate the influence of culture, text type, literary genre or historical period on the ways in which literary texts were written and were – and are – received. E/U boundary performance descriptions Candidates characteristically: a) communicate knowledge and some understanding of literary texts; b) present responses, making some use of appropriate terminology and examples to support interpretations; c) communicate content and meaning using straightforward language accurately. Candidates characteristically: a) identify some aspects of structure, form or language in literary texts; b) comment on specific aspects with reference to how they shape meaning; c) make some reference to texts to support their responses. Candidates characteristically: a) make connections between literary texts or note comparisons; b) communicate understanding of the views expressed in other interpretations or readings Candidates characteristically: a) comment on some of the relationships between texts and their contexts; b) comment on how culture, text type, literary genre or historical period influence the reading of literary texts.
Y13 Winter Exam Week (Week beginning 3rd December Monday 3rd December Tuesday 4th December Wednesday 5th December Thursday 6th December Friday 7th December Session 1 8.55 – 11.05 English Literature (Crucible) (1 hour) Geography- Physical (1 hour) Sociology (1 hour 30 mins) Business Studies (1hr 30 mins) History – Germany (1hr 30mins) Physics (1 hr 45 mins) Health & Social Care (1hour) Mathematics – Paper 1 (1hr 30 mins) Music (2 hours) BLT BLT Session 2 11.20 - 12.55 Geography - Human (1hour) English Literature - Frankenstein (1 hr) History – Ireland (45 mins) Session 3 1.40 - 3.30 English Lang & Lit (1 hr 30 mins) Chemistry (1hr 30 mins) BLT Theatre Studies (1 hour) Biology (1hr 15 mins) Computing (1 hour) Media Studies (1 hour 30 mins) Spanish (1hr 30 mins) Chemistry (1hr 30 mins) Practical Mathematics – Paper 2 (1hr) BLT classes will run as normal for those who leave the College to attend other subjects off site. BLT students who study at Slemish should sit their exams in the College Hall during this week Exams may run past 3.20 and students should make suitable arrangements for transport home For those students who wish to study in school, Sixth Form should use Mrs Mitchell and Mrs Anderson’s room
Y1 Curriculum Map 2018 - 2019 Focus – History 10th September-23rd November (10 weeks) Art/Music/Dance 26th November – 20th Dec (4 Geography 3rd January – 5th April (12 weeks) Science/PE 23rd – 18th July (12 weeks) Helpful Heroes Take One Picture Trekking in South America Let’s Move Computing Online Safety Know that there are online-safety rules to follow Modelling and Simulations - Understand computers can represent real or fantasy situations and be able to talk about their use of simulations and compare with reality. - Use a pen or finger to move and place items accurately on a screen to explore a simulation in other curriculum areas and talk about what happens. - Use various online games and simulations (e.g. spelling and maths games) to know that ICT can help in other areas of learning and learn about the world around them. - Discuss ways simulations and games have changed the way people spend their leisure time. Understand computer representation allows the user to make choices and that different decisions produce different outcomes. - Make choices in an adventure game or simulation. Talk about their use of simulations and be able to compare with reality. - Discuss ways 'control technology' is used in the world (home electrical devices, traffic lights, cash points, level crossings etc.).
YEAR 1 and YEAR 2 CURRICULUM OVERVIEW YEAR 1/2 AUTUMN A AUTUMN B SPRING A SPRING B SUMMER A SUMMER B YEAR A Transport A to B Canals – a study. GEOGRAPHY Amelia Earhart/Wright brothers HISTORY Design and make a boat that floats and is waterproof. D.T. Our world a local study A local study that focuses on the area around the school. GEOGRAPHY Goldsworthy, big/outdoor ART We are what we eat (The fruit farm) Where does our food come from, how far does it have to travel? D.T and GEOGRAPHY Giants ENGLISH link. The Giants Causeway. UK capitals. GEOGRAPHY The Victorians (Black country museum) Queen Victoria Florence Nightingale HISTORY Colourful chaos Primary colours/ mixing colours, making and evaluating famous pieces of art. ART YEAR B People who inspire us – Sister Dora Christopher Columbos, Timelines HISTORY Author focus linked to English. Wonderful Walsall Local study, visit to the Town Hall, democracy. GEOGRAPHY and HISTORY Design and make a Christmas product to sell at the market. DT and ENTERPRISE Paddington Compare UK to Peru. Rainforests and animals – map work GEOGRAPHY ENGLISH link. Paddington London. The Great fire of London. HISTORY City sky lines and natural landscapes. ART ENGLISH link. Robots How do robots move, cogs, levers, wheels, sliders and axles. D.T. Hooray....Let’s go on holiday. (Airport visit) World map work, weather across the world, features of an airport. GEOGRAPHY Pictures and photographs, comparing holidays. ART and HISTORY
9 Community Medicine Dr. Tanu Anand 1. Dr. Ekta Gupta 2. Dr. Ravleen Kaur Bakshi 10 Microbiology Dr. Nidhi Saini Dr. Vidhi Jain 11 Radiology/ Diagnosis No Candidate appeared for the Interview 12 Skin & V D No Candidate appeared for the Interview 13 Ophthalmology No Candidate appeared for the Interview
compare to children’s jobs living in Stafford Use a source-observe, handle sources to answer questions about African artefacts Ask perceptive questions to form a line of enquiry Talk about an African animal in writing food chain Orally retell Handa’s Surprise Identify the differences between the ways of some children who live in Africa Art/DT-draw/paint African animal Project-make a habitat for chosen African animal Music-create a short piece of drumming to accompany African drumming music Science: I can explain the basic stages in a life cycle for animals, including humans. I can describe what animals and humans need to survive. I can describe why exercise, a balanced diet and good hygiene are important for humans. I can ask simple scientific questions. I can identify and classify things. Visits: Supermarket visit to discuss growing of fruit African day with Ks1
Autumn 2 Year 2 Creative Curriculum Heath Mount Primary School Subject: What the children will be learning: Subject: What the children will be learning: English Poetry Story writing Letter writing Speaking and listening Role play and drama Handwriting Phonics focus – Rapunzel Maths Counting in 2s, 3s, 5s and 10s Place value (tens and ones) Addition and subtraction Data handling 2D and 3D shapes Time Money Science Animals including humans Investigations Computing Log on and off Typing up skills Recognise technology beyond school P.E. Mondays and Tuesdays Dance Soft play Please make sure children remove any jewellery R.E. Living by rules Being regardful of suffering Self discipline Sharing and being generous (Art, D&T, History and Geography Towers, Tunnels ad Turrets Castles and castle life Buildings and landmarks around the world Significant individuals Amazing structures around the Printing Food landscapes Collages Colour mixing Food tasting Origins of food Healthy meals
Following healthy recipes Music Music express Travel Performance PSHE & British Values Celebrating differences Friendship Rules Trust Fair Equality Respect Different faiths and beliefs Important Dates: Spellings Given out on Mondays and tested the following Monday Homework Given out on Fridays and collected on Tuesdays Spelling Journals Please remind children to practise their spellings daily in their journals. Don’t forget to write sentences using the high 5 words.
Addition AGE-RELATED EXPECTATION Y2 TU + TU (bridging 10s / 100) 23 + 12 = 35 Pictures / Symbols missing number problems Partitioning 35 + 47 40 + 30 = 70 7 + 5 = 12 70 + 12 = 82 Understand commutative rule 2 + 14 = 16 14 + 2 = 16 All facts up to 20 Derive facts to 100 TU + U / multiple of 10 U + U + U TU + multiple of 10 Subtraction AGE-RELATED EXPECTATION Y2 Subtraction as inverse of addition TU – TU (bridging 10s) Pictures / Symbols 45 – 22 = 23 Partitioning 38 – 24 38 – 4 = 34 34 – 20 = 14 Number lines - taking away 74 -27 = 47 [Also jumps can be in 10s and 1s] Subtraction facts to 20 Derive facts to 100 Difference by counting up TU - U TU – TU TU – multiple of 10 Multiplication AGE-RELATED EXPECTATIONS Y2 Multiplication as repeated addition and arrays Pictures / Symbols There are four apples in each box. How many apples in six boxes 6x4=24 one step problems Repeated addition 5x3 = 5+5+5 = 15 3x5 = 3+3+3+3+3 = 15 Recall tables: 2s, 5s and 10s Know odd/even numbers Use signs in number sentences Know commutative law 3x2 = 6 2x3=6 Y2 Division as sharing and grouping Pictures / Symbols Four eggs fit in a box. How many boxes would you need to pack 20 eggs? Solve 1 step problems Recall facts for 2, 5 and 10 tables TU 2 Use signs in sentences Division AGE-RELATED EXPECTATIONS FRACTIONS
Year Group 2 Long Term Plan Spring 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Literacy What did you do in the Christmas holidays? Non-chronological report: exploring Arctic animals Non-chronological report: Writing about Arctic animals Fiction: Explore Can you design and describe your own setting and character? Fiction: Let’s write! Assessment Numeracy Number and Place Value Addition and Subtraction Addition and Subtraction addition and fractions Weight and time Multiplication and Division Multiplication and Division Science (Working scientifically) KWL Grid Ice and the cold Investigation- keeping things cold. How can we make sure it is a fair test? Let’s investigate! What did you find out? Can you report you findings? Assessment R.E. (The Good News) Epiphany – Who were the Wise Men? How can Jesus change sadness into joy? (Jarius) How can we thank Jesus for his help? How did Jesus help others? What good news did Jesus tell people? How do we prepare ourselves for Lent? What do we know about Hinduism? Geography (Hot and cold places) Which animals would you find living in the wild in Africa? How can you recreate African art? Do Africans live a healthier life than we do? What would your school day be like if you lived in Africa? Can you recreate African music? Art (Painting) Which colours can you make using the primary colours? What shade of green can I make? Which shade of colours can you make? Can you match your paint to the landscape picture? Can you match the colours to the things you have observed? What can you add to the whole class shared painting? What is good about your work? How can you improve it? P.E. Fundamental movement skills through dance Assessment I.C.T We are Researchers! What questions can I ask? Where can I look for information? How do I present my information? What will others think about my presentation? Presentation day! Assessment Music Glockenspiel- Hey You! Rhythm, Pulse and Notation, Assessment P.S.H.E. What are our New Year goals? What are our New Year goals? How can we achieve our goals? Can you work as a team? How will you go for your goal? Can you design an E-Safety poster? Hinduism Big Write What did you do in the Christmas holidays? Weather and seasons poem. Non-chronological report RE story Character exploration Can you write your own version? Assessment
National Curriculum Learning Objectives Progression grid for Physical Education Year 2 Prior Learning Pupils should be taught to: Attainment Targets Notes and guidance – Non Statutory Prior learning from Year 1 Athletics I copy actions I repeat and explore skills I move with some control and care I choose the best movements to show different ideas Gym I use space safely I show control and when travelling or balancing I can roll I travel in lots of ways I can balance Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. Athletics I copy and remember actions I repeat and explore skills I move with careful control and co-ordination Gym I can show contrasts such as small/tall, straight/curved and wide/narrow I can balance on different points of my body I can link movements together I can perform balances with a partner I can use apparatus effectively They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. This is an amalgamation of all the above so that pupils can work effectively, either by themselves or The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active
I can climb safely I can stretch my body I can curl my body Dance (and some from above) I perform some dance moves I put together to make a short dance I show rhythm in my dance Games I throw a ball underarm I roll a ball or a hoop I hit a ball with a bat Games I move to or collect I throw and kick a ball in different ways I decide where to stand to make a game difficult for the other team with others to improve their own performance or work effectively as a team. I talk about the differences between my own and others’ performances I say what has gone well and why I identify how a performance could be improved Pupils should be taught to: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities. See Year 1 I can statements. Pupils should now be able to make choices about how to move effectively, link movements together and work with others and using apparatus and equipment that challenges them. I can send and receive an object in a variety of ways I can travel with an object in a variety of ways participate in team games, developing simple tactics for attacking and defending. I use the term ‘opponent’ and ‘team-mate’ when playing games I use my rolling, hitting and kicking skills in games I decide on the best position to be in during a game I have developed some tactics for the game I am playing perform dances using simple movement patterns.