zilongwang/ReadingBank huggingface dataset:
Music African drums/music and Fire music Bear hunt travelling Ugly Bug Bal-Singing Creating music for the creations stories Music about the sea- Singing RE Why should we care for the Earth? Who is an inspiring person? What some places special? Why should we care for the Earth? What can we learn from sacred books and stories? How and why do we celebrate special times. PSHE Sensational Starts Visit from Animal UK reptiles Food tasting from UK countries Canal trip to Stoke Bruerne Ice lolly making Fantastic Finish Stockwood discovery centre Thriller Dance Journey Role play - performance Visit from an artist Pirate up day Additional visits Stockwood discovery centre NA trip to Stoke Bruerne Stockwood discovery centre Seaside Trip Resources -Caterpillars -Chicks Ice Lolly making equipment LONG TERM CURRICULUM PLANNING 2018-2019
11:00 – 12:30 Session 2 Maths or English 12:30 – 13:30 Lunch 13:30 – 14:00 Handwriting / Spellings / Times Tables / Guided Reading 14:00 – 15:00 Session 3 Science French, History, Geography, Computing 15:00 – 15:30 Tidy up Letters handed out Story time We hope this pack gives you a clear understanding of what your child will be learning this term. We appreciate your support and if you need to discuss any matters with us, please feel free to ask any questions. Thank you.
Science Science based tasks To identify and compare animals based on their skeletons To identify and describe the function of different bones To explain why we need muscles To explain why animals need the right types of nutrition To describe what makes a nutritious diet History WOW day- British museum The Vikings arrive Viking time line Order events on timeline AD 871 (Alfred the Great) to AD 1066 Battle of Hastings Anglo-Saxon Kings versus Vikings Alfred the Great Danelaw King Athelstan and Viking Gods Compare and contrast A study of Viking Life Clothes and Jewellery Religion and gods Houses and Food Art and Craft Longboats The last Anglo-Saxon King Edward the Confessor Godwin of Wessex Battle of Hastings Anglo Saxon timeline Art and Design PSHE Week Classroom and WOW Day Art Focus: Self-portraits drawing and painting – artist Roy Lichtenstein LO: Can you explain what pop art is? Focus: Self-portraits drawing and painting – artist Roy Lichtenstein LO: What must we examine when using other artists work as a basis for our own design work? Focus: Self-portraits drawing and painting – artist Roy Lichtenstein LO: Can you use what you have learnt about Roy Lichtenstein’s techniques to plan your self-portrait? Focus: Self-portraits drawing and painting – artist Roy Lichtenstein LO: What effects can be achieved by using varying implements to replicate Roy Lichtenstein’s style of art work? Focus: Self-portraits drawing and painting – artist Roy Lichtenstein LO: How does Roy Lichtenstein make his work stand out? Music Music Express Year 4 Music Express Year 4 Music Express Year 4 Music Express Year 4 Music Express Year Music Express Year 4 RE To explain the Sikh concept of God To understand the importance of the Gurus in Sikhism To understand the importance of the Gurus in Sikhism To know what the gurus believed To know what the gurus believed To learn about what Sikhs believe about creation PHSCE Jigsaw Celebrating differences: Piece 1 – families Celebrating differences: 2 – family conflicts Celebrating differences: Piece 3 – witness and feelings Celebrating differences: 4 – witness and solutions Celebrating differences: Piece 5 – words that harm Celebrating differences: Piece 6 – compliments PE Tag rugby LO: to tag another player Tag rugby LO: To move a ball with hands Tag rugby LO: To pass a ball in different directions Tag rugby LO: To pass a ball whilst moving Tag rugby LO: To score a point. Tag rugby LO: To work as part pf a team. Wow Days British museum trip- Vikings
or alternatively: 2. Multi Media Presentation on major concept of unit. Civics and Citizenship Skills Key Questions Year 3 4 Band Year 5 6 Band Questioning and Research Analysis, Synthesis and Interpretation Problem Solving and Decision Making Communication and Reflections How are decisions made democratically? Why do we make Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Competence Links to other LA’s English History Mathematics
people. Explain - “With each right comes responsibility”. List students' suggestions of rights, for example, to be safe, to be treated with respect, to be educated, to be listened to, to participate, to be equal to others, to be treated fairly, to have a say. Keep this list on chart paper for next activity. In a table list major classroom rules similar to below. As a class or as pairs complete what is the reason for the rule. Come back together to discuss. end up with a table like the one below: Activity 4: Small Group discussion Place the areas of the school on the board. the lunch area the library the playground equipment or the oval the school car park the school crossing.
Civics and Citizenship Skills Key Questions Year 3 4 Band Year 5 6 Band Questioning and Research Analysis Synthesis and Interpretation Problem Solving and Decision Making Communication and Reflections 1. How does someone get involved in the Community? 2. What makes a good Community member? Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Curricula Priorities Catholic Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Intercultural Understanding Numeracy Ethical Understanding ICT Personal and Social Capability Links to other LA’s English Religion History
CRITERIA SHEET Student: Class: 3 Teacher: Learning Area: Civics/Citizenship Task being assessed: Volunteers’ Brochure Assessable Elements A B C D E 1. Knowledge & Understanding: what a Community Group is Outlines what a volunteer is and value of volunteering of local community services Uses civics terminology The brochure displays an excellent understanding of the community group and gives very detailed information for a volunteer. Explicit civics terminology is frequently used in brochure. The brochure displays a good understanding of the community group and gives detailed information for a volunteer. There is evidence of use of important civics terminology in brochure. The brochure displays an adequate understanding of the community group and gives basic information for a volunteer. Minor civics words are used in the brochure. The brochure displays a little understanding of the community and gives little information for a volunteer. There a few civics words used in the brochure Significant support was required to create the brochure and / or when working independently no understanding of the community group was provided with disjointed or incomplete Information. No civics terminology is used in brochure. Processes & Application Written Presentation: accuracy & neatness brochure style - trifold Visual appeal - colour creativity images persuasive language The brochure is extremely well designed as a brochure, very neatly presented with a great degree of accuracy. It has evidence of frequent use of persuasive language. The brochure is well designed in correct format, neatly presented with a good level of accuracy. It has evidence of persuasive language. Design is very colourful and a good selection of images. The brochure is appropriately designed in correct format, mostly neatly presented with reasonable accuracy. It has evidence of some persuasive language. Design is There is an attempt to design the brochure in correct format, with some accuracy. It has little evidence of persuasive language. It is poorly design with little artistic use of colour and images The brochure is incomplete in design. It is not neatly presented and little or no accuracy. It has no evidence of persuasive language. There is no colour and images.
2016-2017 - Year - English plan Term 1 Term 2 Term 3 Genres Genres Genres Narrative Novel as a theme. Ice Palace (POR) Fantasy – Hamilton Trust ICT using tablets in the school grounds, Look at various authors inc Harry Potter and Where the wild things are. Narrative Greek Myths – Links with geography and history Narrative Issues and Dilemmas. Angel of Nitshill Road Anne Fine. (Teach it Primary) Folk tales from Europe TBC Non-fiction Explanation text – Sound Information booklet- Europe (Geography) Non-fiction Film and Play scripts. Mr Men Books Non Chronological report Greece. Recount and Newspaper – Greek Myth Non-fiction Discussion/report. Zoos (links to science) Persuasion/sales pitch article. (Fizzy drinks/chocolate) Poetry Poems on a theme.- If I had wings Pie Corbett Poetry Kennings and Cinquains Poetry Classic poetry. (Compile an anthology) Class Novels Lion the and the Wardrobe – C.S Lewis champion of the World – Roald Dahl Class Novels Mr Men Books Poetry – The works Class Novels TBC
Science To explain how sound is created To explain how sound travels To explore how pitch and be altered To explore how volume can be altered To investigate ways of muffling sound To investigate ways of muffling sound History/Geography Vikings and Anglo-Saxons To explain when and where the Vikings came from and why they raided Britain. To compare the significance of kings during the Viking period. To explain who King Ethelred II was and say when and why Danegeld was introduced. To identify and explain key aspects of Viking life. To explain how the legal system worked in Anglo-Saxon Britain. To explain how the last Anglo-Saxon kings shaped Britain. Art and Design To design and make a Viking Boat that is water tight, floats, balances, can hold 10 Lego play people, and looks like a Viking Longboat including sails, oars and shields. Music Music Express Year 4 Music Express Year 4 Music Express Year 4 Music Express Year 4 Music Express Year Music Express Year 4 Music Express Year 4 RE What do Sikhs believe? To explain the Sikh concert of God To understand the importance of the Gurus in Sikhism To understand the importance of the Gurus in Sikhism To know what the gurus believed To know what the gurus believed To learn about what Sikhs believe about creation - Jigsaw Celebrating Difference Judging by Appearances Understanding Influences Understanding Bullying Problem Solving Special Me Celebrating Difference: how we look PE Tag Rugby. To know how to tag another player. To move with the ball in Tag Rugby To pass the ball in Tag Rugby. To pass a ball whilst moving in Tag Rugby. To score in a game of Tag Rugby. To play as part of a team in a small sided game of Tag Rugby. French On The Move To tell people about types of transport. To use the verb ‘to go’ in a simple sentence. To recognise and pronounce a familiar spelling pattern in different words. To use my knowledge of actions and directions to give instructions. To combine familiar language to create a new set of sentences. To give a sentence subject-verb agreement. Curriculum Enrichment, Trips and Wow Days WOW Day: Vikings and Anglo-Saxons – Trip to the British Museum Homework Project: Anglo Saxons and the Vikings - Research and Present a life of a Viking
Reflection Week 1 2 3 4 5 6 7 8 9 10 Cross Curricular Priorities Aboriginal and Torres Strait Islander histories and cultures Sustainability General Capabilities Literacy Information and communication technology capability Critical and creative thinking Personal and social capability Engage Explore Explain Elaborate Evaluate Explore Resources Lesson 3 (extension activity- if excursion is unavailable students could research information) Focus: Do environmental protection laws protect Aboriginal and Torres Strait Islander Peoples’ traditional hunting and fishing rights and management of their country? Students will participate in an excursion to a local Aboriginal and Torres Strait Islander Peoples’ information centre (see teacher resources for possible locations). During the excursion students will learn about Aboriginal and Torres Strait Islander Cultures with a focus on traditional hunting and fishing. Lesson 3 Teacher: Possible excursion destinations: Tjapukai Cultural Park- Smithfield Mossman Gorge Centre Mamu canopy walk- Innisfail area Fire book-
Identify groups within the community. Question: What groups are in a community and why people volunteer? In expert groups students will be given one of the handouts that provide information about a group within a community (see teacher resources for handouts). Students will read the information together as a group and complete a reflection. These handouts can also be uploaded to a shared Google Folder for students to access and respond. Reflection: reading the information and summarising it students will answer the following questions in their workbooks/Google Form: What does the group do? Why would people volunteer for this group? What do you think the group wants to achieve? What law or human right is this group focusing on? What is the purpose of the group? Who can be a member of the group? How does the group work? How do they achieve their purpose? Teachers will receive access to a summary of responses when using Google Form. Emergency Services- Apex- Landcare- Local history groups- Tennis Drama groups- Walking together- Students: Workbooks/Google Doc Civics and Citizenship Metalanguage Assessment Opportunities law, citizen, community, enforce, human right, protect, environmental protection laws, volunteer, rights, management, traditional, hunting, gathering, community, member Link Assessment as learning: Reflection
council (letter, email). Civics and Citizenship Skills Key Questions Year 3 4 Band Year 5 6 Band Questioning and Research Analysis, Synthesis and Interpretation Problem Solving and Decision Making Communication and Reflections What is democracy in Australia? Why is voting important? What are laws and rules? Why are laws important? Who laws and rules? What is voting? Who are the key people in the voting process? Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Competence Links to other LA’s History, English
parliament, courts, enforce, decisions, responsibilities, citizen, citizenship Link Assessment Task and Criteria Sheet Reflection Week 1 2 3 4 5 6 7 8 9 10 Cross Curricular Priorities General Capabilities Engage Explore Explain Elaborate Evaluate Evaluate Resources Lesson 9 Assessment Continued Civics and Citizenship Metalanguage Assessment Opportunities free, fair, AEC, voting, democracy, law, freedom, fairness, justice, undemocratic, values, uncivilized, communities, governor, convicts, parliament, courts, enforce, decisions, responsibilities, citizen, citizenship Link
Design thinking rubric Empathise Define Ideation Prototype Evaluate Extending Has sought more than one way to connect with users and shows insight and depth when talking about users’ needs. The design brief is clearly re-framed around a user and the needs of the user are included in the point of view statement. A large number of ideas that show variety in thinking. The student chooses a few diverse ideas to further develop. They work as a team to build on each other’s ideas. The prototype demonstrates how it is a solution for users. The iterations as well as challenges are described in reference to any testing completed. The designer describes in detail all iterations and what was learnt from each user testing as well as how effective their final product is in relation to the needs of the user. Proficient Empathy is expressed by explaining what needs the users have including user essentials. They discuss what surprised them about their users. The point of view statement is revised and described with the user in mind. A large number of ideas ranging from sensible and easy to create to those that are creative and difficult to create. The student chooses a few ideas to further develop. The prototype shows how it has been improved on and how it reflects any user testing. The designer can describe the steps taken as well as how effective their final product is in relation to the needs of the user. Developing Describes the user but relies on prior knowledge rather than new information. Mentions the user but the design brief remains unchanged. Limited range of ideas that are similar in nature. The prototype shows some iteration and testing as it is developed. The designer can describe the taken to complete their design.
eastern European countries area. Computing I know the things I should do to keep myself safe online I know that not all websites keep your information private and that some will share your details with others I can recognise a safe and secure website I understand what is meant by cyberbullying and how it can affect people who experience it I know what to do if I feel unsafe online or need to talk to someone something I am worried about Consolidation Design Technology Use research and develop design criteria to inform a design of functional designs fit for purpose. Generate, develop, model and communicate their ideas Select form and use a wider range of tools and equipment to perform practical tasks Select form a wider range of materials, textiles, and ingredients, according to their functional properties and aesthetic qualities To Evaluate outcomes Music Singing in a round Singing in two parts Creating a performance using voices and instruments in four parts Exploring extended vocal techniques Creating musical effects using contrasting pitch Developing a performance with awareness of audience RE To explain the word peace To explain how different religions view peace To state the similarities and differences between religion’s views on peace To explain how some religions use inner peace to find peace and can reflect on this techniques Explain how religions focus on community cohesions to bring about peace To recognise key peace symbols PHSCE Different cultures Racism Rumours and Types of bullying Does money matter? Celebrating difference across the world PE Leadership To know what a good play leader is To create a passing game Swimming To lead a game with confidence Swimming To lead a game with confidence making it easier or harder Swimming To confidently organise participants Swimming To confidently organise participants Curriculum Enrichment Trips Wow Days UCL Natural History department Science Museum
Statistics & Probability ACMSP116 ACMSP117 ACMSP118 ACMSP119 ACMSP120 UNDERSTANDING FLUENCY PROBLEM SOLVING REASONING IE KEY CONCEPTS LEARNING AND TEACHING ACTIVITIES Describe and represent mathematical situations using appropriate terminology and conventions Select appropriate strategies in undertaking and solving problems, including technology Give valid reasoning for supporting one possible solution over another Select and apply appropriate strategiesto calculate using four operations Calculate with simple decimals Teacher Instruction Shared/Independent Practice Assessment Demonstrate through self talk how to + and – traditional methods Estimate and check reasonableness of answer Use calculator to check answer Word problems involving + and – demonstrate through self talk whether the problem involves + or – Problems involving units of measure Include decimals Ensure setting out demonstrates appropriate methods focus on mathematical language + and – exercises on board Word problems on board – use GO FISHING Strategy Practise algorithms Practise solving word problems – check answers with calculators MENTAL COMPUTATION ☐Rehearse ☐Recall ☐Refresh ☐Refine ☐Read ☐Reason MATHEMATICAL LANGUAGE + altogether, reasonableness - difference, GO FISHING, decimals, Students practise + and – algorithms using decimals Studyladder.com.au – word problems involving addition and subtraction. Various levels. Scootle – Thinking addition 2 digit plus 2 digit Working with students on the GO FISHING strategy solving an of word problems using + and -. Students to write word problems for peers to solve. RESOURCES Calculators, GO FISHING strategy REFLECTION Week: 1 2 3 4 5 6 7 8 9 10
Lesson in context/prior learning: That miracles are described in a range of religious texts. That science explains how the world works and that we can predict, using laws of science and nature, what we might reasonably expect to be possible within those laws (e.g. if I drop a pen on earth, it will fall due to gravity.) Resources: Sheet 1: Card Sort Texts giving examples of miracles from faiths that the children are familiar with, for example due to prior study or due to children of that faith being present in the class (examples provided on Sheet 2, but these are not an exhaustive suggestion list) Sheet 3: Speech Bubbles “Can a scientist believe in miracles?” video at Session Plan: Element Purpose Timing Summary Learning orientation To introduce the lesson and key definition 5 minutes Explain what we will be learning today in simple terms. Ask the children to think-pair share a definition of miracles, and then share the definition we will be using today of miracles as “Events that break the laws of nature.” Explain that there are no right answers, but that the best ideas will clearly explain your reasoning and be explained in a manner that is respectful to others even if they disagree. Card Sort To allow children to rehearse application of the definition and teacher to check understanding 5 minutes Ask children to work in groups to sort the cards on Sheet 1: Card Sort to identify whether they are miracles, not miracles or whether more information is needed in order to decide.
Your parents win a million pounds. A woman with cancer has treatment in hospital and gets better. You get 10 out of 10 on a spelling test. A blind man is suddenly able to see. A person is able to walk on water. is a huge storm. Someone asks God to stop the storm and suddenly it is sunny. A magician on TV makes an elephant disappear. Snow is forecast and a school trip you really want to go on will be cancelled if it snows. You pray that it doesn't snow and there is no snow. A statue cries salty tears. A scientist discovers a way to cure a disease that causes blindness Sheet 2: Example Miracle Texts
KS2 04 / 05 TOPIC 4 TERM 4&5 (11 weeks) (6+5) Geography Wild World Term 4 – Life Skills Term 4 F - Deepwoods Narrative NF - Persuasive Speech – Holiday F – Road’s End (Literacy Shed) NF – NCR – Environment CC – NCR – Extreme Event (Earthquake / Volcano / Tsunami) CC – Explanation - Science Evolution and inheritance Computing Media – South Glos SoW Impact of Technology– South Glos SoW Geography World Geography Climate and temperature data (KS T4) Extreme Weather / Natural Disasters MFL French SoW Art Collage, shades and (Forest Art inspired by Beyond the Deepwoods) Andy Goldsworthy Shapes and Point Perspective Music Music around the world – comparison and appraisal and creation. (KS T5) PSHE Collaboration Responsibility PE Badminton Football Netball Athletics PoS Sc Liv Things 6.01/.02 /.03 Sc Scientifically 6.02 Computing KS2 04 /05/ 06 Geography KS2 01 /02 /04 /06 /08 /09 RE What would Jesus do? Can we live the values of Jesus in the 21st Century? Music KS2 05 / 06 Art Design KS2 01/02 Design Tech KS2 02 PE KS2 01/ 02/ 03/ 06 TOPIC 5 TERM 6 (7 History Tremendous Tudors F – MacBeth Re-Write as story.* NF Biography / Autobiography CC – Handbooks – Year 6 Jobs CC – Germ Story CC – Broadcast Transcript – VIII Beheads Wife Science Electricity (KS) Computing Programming – South Glos SoW History The Tudors / Shakespeare RE What matters most to Christians and Humanists? Art Portraits Rembrandt Picasso DT Textiles / costumes / props Music End of year production PSHE Pride PE Rounders Golf PoS Sc Electricity 6.01/ 0.2/ 0.3 Sc Scientifically S 56.02 /.03/. 05/.06/.07 Computing KS2 02/ 03/ 04/ 05 Music KS2 01 / 04 Art Design KS2 01/ 02 Design Tech KS2 02 PE KS2 01/ 02/ 05
CHEMISTRY I COURSE CODE: 200334001 1ST Nine Weeks 2nd Nine 3rd Nine Weeks 4th Nine Weeks Introduction (What are things made of and how do they change?) Develop Interest in Chemistry Lab Safety/Classroom Expectations Describing Matter (How are properties used to describe matter?) Classification of Matter Properties of Matter Density calculations Separation Techniques Periodic Table (What Is the stuff that the universe is made of?) Describe Changes in the Atomic Model Over Time Explore The Scientific Theory of Atoms Relate Properties of Atoms and Their Position in the Periodic Table Electrons In Atoms (Why do metals emit different colors when heated?) Electron Configuration Electromagnetic Spectrum and Atomic Emission Spectra Quantum of Energy Calculating Frequency, Wavelength and Energy Chemical Bonding and Molecular Structures (What keeps substances together?) Develop the Concept of Bonding Types of Bonds Bonding Structures Intermolecular Forces Nomenclature and Formulas (How do we name compounds?) Writing Formulas Naming Ionic and Covalent Compounds Energy and States (How can matter change its form?) Develop concept of molecular motion (Kinetic-Molecular Theory (KMT)) Review concept of Forces of Attraction Develop concept of phase changes Chemical Reactions (How do things change over time?) Chemical changes Develop the concept of conservation of mass as introduction to chemical reactions Classification of Chemical Reactions Balancing Chemical Reactions The Mole (How do we count very small particles?) Develop the concept of the Mole Conversions with the Mole Empirical and Molecular Formulas Stoichiometry (How do scientists predict and calculate quantities?) Mole Ratios in Chemical Reactions Stoichiometric Calculations Solutions (Why does salt dissolve in water?) The Special Properties of Water Water as a Universal Solvent How substances dissolve in other substances (Like dissolves like) Components of a Solution Concentration vs. Dilution Acids and Bases (How do antacids neutralize stomach acid?) Acids and bases Properties of and Bases pH Scale Strengths of Acids and Bases Neutralization pH Based On Hydronium And Hydroxide Concentrations Reaction Rates (Why do some reactions occur faster than others?) Develop the concept of Collision Theory Factors Affecting Reaction Rates Energy Diagrams Develop the Concept of Reversible Reactions and Equilibrium Gas Behavior (Why is the atmospheric pressure low during a hurricane?) Review KMT and Properties of Gases Gas Laws Nuclear Chemistry (What are the risks of living near a nuclear power plant?) Nuclear Radiation Chemical and nuclear reactions. Real world examples of chemical and nuclear reactions
Assessment Year 7 Football Academy Term Name Weighting 1 Fitness testing results Evasion test Tackling test Knowledge of rules test 7% 5% 5% 4% 2 Kicking skills test Handball skills test Marking skills test Self-management and Leadership Game play and structures Participation in college life 5% 5% 5% 4% 7% 3% 3 Knowledge of rules test 4% 4 Fitness testing results Kicking skills test Handball skills test Marking skills test Evasion test Tackling test Self-management and Leadership Game play and structures Participation in college life 7% 5% 5% 5% 5% 5% 4% 7% 3%
Stylistic use of Pitch Stylistic use of Rhythm Name Was the improvisation melodically interesting? Was the improvisation in a Jazz style using notes on and off the beats (syncopated)? YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO Shape and Form General creativity NC Level Awarded Was the improvisation structured phrases? Choose 4 of the performances and comment on the overall improvisation (remember to include the performer's name): See separate YES NO YES NO YES NO YES NO
Bellarine Secondary College COMMON ASSESSMENT TASK Year 9 Personal Investigation- Local Community Micro-Documentary KEY SKILLS KEY KNOWLEDGE Generating questions and exploring perspectives on the ideas within from the local community Communicate with relevant stakeholders in the local community Use creative media to communicate ideas to an audience Use and provide constructive feedback in the communication of information Use appropriate methods to discuss thinking and decision making Understand the relationship between content and audiences they are presenting to Understand the importance of selecting appropriate technology and resources to communicate effectively Analysis of processes and techniques used in the construction of a project Understand and use a variety of methods to test knowledge Understand and explore alternative perspectives NOTE: STUDENTS MUST COMPLETE TASKS IN ORDER. YOU MUST DEMONSTRATE COMPLETION OF TASK ONE BEFORE STARTING TASK TWO. YOU MUST DEMONSTRATE COMPLETION OF TASK TWO BEFORE STARTING TASK THREE. STUDENT DECLARATION: I declare that this assessment is my individual work after seeking and receiving feedback from my peers and teacher. I have not copied from another student’s work or from any other source, except where due acknowledgement is made explicit, nor has any part being written or completed for me by another person. STUDENT NAME: STUDENT SIGNATURE: DATE: TASK ONE: You will be presenting your finished project to the class today. As a group you need to prepare a 2-minute speech to introduce your project. In your speech you should refer to:
Payment Schedule: To be listed by bidder: Deposit of: Due Payment of: Due Payment of: Due Company Name: Bidder Name: Authorized Signature: Address: Telephone/Email: Kingston High School OPTIONS LISTING Cover Options Additional silkscreen colors beyond included applications: _______per book Additional litho colors beyond included applications: _______per book Embossing, school designed: _______per book Full color litho, due first week in October: _______per book Full color litho, due first week in November: _______per book Full color litho, due_________ _______per book Matte Lamination on litho cover: _______per book Over graining: _______per book Quarterbinding: _______per book Spot overtone rub: _______per book Special cover base materials Describe:_____________ _______per book Describe:_____________ _______per book Describe:_____________ _______per book
and What are we going to do in this class? By following the rules and being responsible we will be able to do: Yearbook layouts Conduct interviews Research current events Create advertisements Take great pictures Create everlasting memories! What materials will I need for this class? The following supplies will be used throughout the year: Pen and Pencils Access to the internet What are the rules? Be Prepared Be on Time Be Respectful Be Safe Be Creative Computer Lab Rules Use assigned computer only Report any broken/missing pieces to Mrs. Trow immediately Use computer only for Yearbook/Newspaper assignments No food or drinks allowed Consequences Verbal Warning Student/Teacher conference Call home Parent conference Office referral How do we do things in this class? Entering the Classroom Walk in calmly Get your composition book from box Sit in your assigned seat Write down your five objectives for the day Wait quietly for instructions Give Me Five Eyes on speaker Quiet Be Still Hands Free (put things down) Listen Checking Out Materials Request materials from Mrs. Trow Fill out “check-out form” in yearbook binder Check that materials are in working condition Report any issues to Mrs. Trow immediately Return on date”
After School Events Baseball Softball Cross Country Track Band Christmas Program Band Spring Concert Show Choir Band Competition Volleyball Girls Basketball Boys Basketball Basketball Homecoming Basketball Senior Night Football Football Homecoming Football Senior Night Golf Tennis Swim Meet Beta Convention CATS Reward Trip – Srs. Top 10% Banquet Junior Miss CATS Banquet Beta Club Initiation Academic Team Competition FCA Wednesday night meeting Homecoming Parade Powder Puff games FCA Convention KYA State Convention Diversity Banquet Junior Guard Training Bowling Match During School Events Fire Prevention CATS Celebration Blood Drive End of year cookout School field trips Pep Assemblies Classroom activities NHS Tapping Club Meetings Homecoming Activities Leadership Trips FEA Trips to CU KY Scholars Mrs. Davis Events Class Night Baccalaureate Graduation Prom Summer Events Governor’s Scholar Roger’s Scholar HOBY
K-5 Music Year at a Glance Kindergarten First Grade Second Third Grade Fourth Grade Fifth Grade Notation Quarter 1 Imitates simple rhythm patterns. Matches pitches in a song. Visually represent simple rhythm/melodic patterns. Match the rhythm/melodic pattern to what you heard. Quarter Note/Rest Beamed Eight Notes Quarter Note/Rest Beamed Eighth Melodic up/down Half Note Half Rest Identify Treble Clef Identify Staff Whole Note/Rest Dotted Half Note Identifying pitches on the (Treble Clef) 4/4 & 3/4 meter Instruments Quarter 2 Identify pitched and unpitched instruments by sound (i.e. rhythm sticks, piano, xylophone, maracas). Classify instruments into pitched and unpitched percussion families. Unpitched Percussion Classify unpitched percussion: Metals Membranes Shakers Identify 4 families of instruments: Woodwind Brass Percussion Strings Classify instruments into families Woodwind, Brass, String, & Percussion. Identify instruments by name and family i.e. violin, string bass, flute, saxophone, trumpet, trombone, tuba, bass drum, snare drum, xylophone. Expressive Elements Quarter 3 Respond to how the music makes you feel. Respond to changes in tempo and dynamics. Describe changes in tempo & dynamics getting faster, getting slower getting louder, getting softer Tempo & Dynamics change the mood of a piece of music. Loud/Soft Fast/Slow Happy/Sad Expressive Elements/lyrics change the mood of a of music. Tempo (slow/fast) Dynamics (loud/soft) Tempo & Dynamics change the mood of a piece of music. Italian Terms: Piano/Forte Voice Parts Quarter 4 Identify singing, speaking, and whispering voices. Differentiate between one singer and a group of singers. Differentiate between child, adult, male, and female voices. Unison Harmony (2-part) Describe the four primary voice parts: Soprano Alto Bass Identify a mixed choir as Soprano, Alto, Tenor, and Bass
Yearbook Distribution Schedule Tuesday June 19th Period 1 7:40 - 8:20 (40min) Period 2 8:25 - 9:05 (40min) Period 3 9:10 - 9:50 (40min) Period 4 9:55 - 10:35 (40min) Period 5 L 10:40 - 12:05 (55min) Period 6 12:10 - 12:50 (40min) U-Knighted 12:55 - 2:10 (75min) YB Distribution* 1:00 - 2:10 Distribution by intercom A Lunch 10:35 - 11:05 B Lunch 11:05 - 11:35 C 11:35 - 12:05 *Yearbook Distribution will take place during U-Knighted, you will be called to the gym by teacher. L Lunches will take place during 5th period (as it is on a typical Wednesday schedule)
-basic beliefs (esp. similarities to Christanity and Judaism) -spread (where, speed, mysticism) -contributions to arts, technology (naval), learning (math, libraries) 2. Interregional Networks and Contacts: Map: 13th Century Trade Networks: Routes and Shifts: -Malay contributions -Indian Ocean -Silk Routes -Trans-Saharan (missing from map) -role of China (silver) Missionaries: (SE Asia) Buddhism (Silk Road, SE Asia) Islam (Mystics - Sufi) Christianity (Africa, Russia) Religious Interractions: -Buddhism and Confucian/Daoism -Islam and Buddhism -Christianity and Mongol Empire: 1206-1405 -largest land-based empire in history -Pax Mongolica? -accounts: Ibn Battuta and Marco Polo -impact? – trade, other empires? 3. Political Systems and Cultural Patterns: East Asia: Chinese Dynasties: 618-906 Tang (Central Asia expansion, arts, support Buddhism, then reject) 960-1279 Song Canal) 1260-1368 Yuän (Mongol) 1368-1644 Ming (restoration, ) Chinese expansion:
October Week Strand/Strand Unit Objectives Number- Ready, Set, Go Counting and Recognition Topic 1 EMA/Classifying -Classify objects on the basis of one attribute, such as colour, shape, texture or size -Identify the complement of a set (i.e. elements not in a set) Shape and Space -Sort, describe and name 3- D shapes, regular and irregular Sorting for one property - colour Pattern based on colour(one day) – 2D shapes Rectangle 2 Sorting for one property - Pattern based on shape (one day) Topic – 3Dshapes 3 Sorting for one property – size Pattern based on size Topic – 3D shapes 4 Sorting for one property – thickness Pattern based on thickness Assessment
November Week Strand/Strand Unit Objectives Number- Ready, Set, Go Counting and Recognition Topic 1 EMA/Classifying -Compare objects according to length, width, height, weight, quantity, thickness or size Data/recognising and interpreting data -Sort and classify sets of objects by one and two criterion Measures/Length -Develop an understanding of the concept of length through exploration, discussion, and use of appropriate vocabulary -Compare and order objects according to length or height Mid- term break 2 Sorting 2 property collections Topic – length 3 Sorting 3 Property collections Topic – length 4 Sorting 2 and 3 property collections Topic - length Assessment
May Week Strand/Strand Unit Objectives Number- Set, Go Counting and Recognition Topic 1 Number/Analysis of Number: Numeration -Solve simple oral problems, 0-5, Shape and Space: Spatial Awareness -Explore, discuss, develop and use the vocabulary of spatial relations position: over, under, up, down, on, beside, in directions: moving in straight/curved lines, in a circle, finding own Consolidation of components within 5 using the number sticks. Spatial Awareness 2 Consolidation of components within 5 using the number sticks. Spatial Awareness 3 Children calculate mentally within 5 (box numbers game and make 5 p.67) Spatial Awareness 4 Revision Spatial Awareness Assessment
October Week Strand/Strand Unit Content Ready, Set, Go Counting and Recognition Topic 1 Counting/Number: -Count the number of objects in a set : 1 , 1-20 Algebra/Extending Pattern: -Identify, copy and extend patterns in colour, shape and size and number (1-2 elements) using a range of objects, e.g. cubes or threading beads continue the pattern, what comes next? Number/Analysis of Number: Numeration -Develop an understanding of the conservation of number, 1-5 , 0 – 10 Read, and order numerals 1-5 , 0 – 10 Shape and Space: - Use suitable structured materials to create pictures. -Combine and divide 2- D shapes to make larger or smaller shapes. -Give simple moving and turning directions -Solve problems involving shape and space Sorting : Consolidation games using attribute blocks Counting forward to 15 from different starts. Number after up to 15. 2D Shape (Circle, square, triangle and rectangle) 2 Sorting : Consolidation games using attribute blocks 2D Shape 3 Copy and extend patterns with 3 and 4 elements 2D Shape 4 Assess conservation within 5 Formation of numbers 2D Shape Assessment
February Week Strand/Strand Unit Content Ready, Set, Go Counting and Recognition Topic 1 Number/Analysis of Number: Numeration Read, write and order numerals 1-10 , -Subitise (tell at a glance)/estimate the number of objects in a set,2-10 Partitioning -Partition sets of objects, 0-10 Combining -Combine sets of objects, totals to 10, Measures/Weight: -Estimate and in nonstandard -Select and use appropriate nonstandard units to weigh objects Relationships and operations: revision of components of number (6 – 10) Number to 20. Number before within 15. Weight 2 Mid- term Break Mid-term Break 3 Consolidation of components within 10 Cuisenaire Weight 4 Consolidation of components within 10 using Cuisenaire (recording) p.71 Formation of numbers Assessment
Reception Years 1/2 Years 3/4 Years 5/6 Cycle A – 2015/2016 1 and 2 Marvellous Me! Space Romans Through the Ages Terms 3 and 4 Let’s Pretend Our Wonderful World Aztecs and Chocolate Rainforests Terms 5 and 6 Me and My World Seaside Tudors World War 2 Cycle B – 2016/2017 Terms 1 and 2 Marvellous Me! Victorians Extreme Environments Rivers and Coasts Terms 3 and 4 Let’s Pretend India Invasions Ancient and Modern Greece Terms 5 and 6 Me and My World Castles Africa Ancient Egypt
A Glimpse At Our Year Ms. Necci’s PSD 2018/2019 Month/ Theme Dramatic Play Character Skills September Pete the Cat Welcome’s You Back! School All About Me Apples/Johnny Appleseed Home Living Rules and Routines Arrival and Dismissal Hand Washing Cleaning Up Classroom Environment October Community Helpers Fall Spiders Lifecycle of a Pumpkin Shapes Fire Station Pumpkin Patch Calm Down Kit Black Beans. Pumpkin gems, scoops November Construction Site Health/ Body Veterans Day Giving & Sharing Construction Site Grocery Family Being Thankful Pom poms/ Pots, pans, and whisks’ December Gingerbread Men Snowmen Lights Around the World Bakery Helping & Giving Wrapping paper/ Ribbon January New Years/Goals Mittens Winter Transportation Ice Skating Rink Auto Shop Problem Solving Cotton Balls/ Ice
February Pets African American History Valentine’s Day President’s Day Pet Shop/ Vet Post Office (Valentine’s Day) How to be a friend hearts, stamps, Dinosaurs Spring St. Patrick’s Day Weather Dino Dig Site Weather Station Feelings Dinosaur Bone sand boxes April Fairy Tales Birds/Nests Insects Planting Seeds Camping Book Care Eggs/Grass May The 5 Senses Farm Mother’s Day Flowers Memorial Day Flower Shop Water Table June Father’s Day Summer Beach Table
Language Futures Yearly Overview of Themes (Primary) September – October half-term Language Learning Strategies Greetings Maths project See Autumn 1 PowerPoint and information October half-term – Christmas Stargazers See information sheet January – Spring half-term We Love Our School See information Spring half-term – Easter Traditional Tales from around the world Easter – May half-term Project on ‘A day in the life of…’ from target country) May half-term – summer Playground games/We like to move it, move it
Fine Arts Discovering West.Culture Art&Music, Classes 1-4 Discovering West.Culture Art&Music, Classes 5-8 Discovering West.Culture Art&Music, Classes 9-12 Geography Physical Education Flag Football Hockey Hockey Hockey Hockey Ultimate Frisbee Ultimate Frisbbe English/ Literature Scarlet Letter, classes 1-3 Scarlet Letter, classes 4-7, Final exam. Comes Archbishop, classes 1-3 Comes Archbishop, classes 4-6, Final exam. Flannery O’Connor, classes 1-3 Flannery O’Connor, classes 4-6, exam. The Hobbit, classes 1-3 The Hobbit, classes 4-6, Final exam. Foreign Language/ Latin Spanish I, classes 1-3 Spanish I, classes 4-7 Spanish I, classes 8-10 Spanish I, classes 11-13 Spanish I, classes 14-16 Spanish I, classes 17-20 Spanish I, classes 21-24 Spanish I, Final exam. Gov. / Economics Gov. & Politics, Part One, classes 1-4 Gov. & Politics, Part One, classes 5-8 Gov. & Politics, Part One, classes 9-10, Final Gov. & Politics, Part Two, classes 1-4 Gov. & Politics, Part Two, classes 5-8 Gov. & Politics, Part Two, classes 9-10, Other Programming Basics Programming 101 Classes 1-4 Programming 101 Classes 5-8 Programming 101 Classes 9-11 Programming 101 Classes Final exam.
1 2 3 Good Friday 4 5 Easter 6 7 Health Day 8 9 10 11 12 13 14 15 Tax Day (Taxes Due) 16 17 18 19 20 21 22 Earth Day / Administrative Professionals Day 23 24 Arbor Day 25 26 27 28 29 30 ◄ ~ May 2015 ~ ► Sun Mon Tue Wed Thu Fri Sat
1 2 International Friendship Day 3 4 5 6 7 8 9 10 11 12 13 International Left-Handers Day 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 ◄ ~ September 2015 ~ ► Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6 7 Labor Day 8 9 10 11 Patriot Day 9/11 12 13 14 15 16 17 18 19 20 21 International Day of 22 23 Fall Begins 24 25 26 27 28 29 30 Notes: ◄ ~ October 2015 ~ ► Sun Mon Tue Wed Thu Fri Sat
1 Daylight Saving Time Ends 2 3 Election Day 4 5 6 7 8 9 10 11 Veterans' Day 12 13 14 15 16 17 18 19 Great American Smokeout 20 21 22 23 24 25 26 Thanksgiving Day 27 28 29 30 Notes: More Calendars with Holidays from WinCalendar.com: , , ◄ ~ December 2015 ~ ► Sun Mon Tue Wed Thu Fri Sat
1 World AIDS Day 2 3 4 5 6 7 8 9 10 Human Rights Day 11 12 13 14 15 16 17 18 19 20 21 22 Winter Solstice 23 24 25 Christmas 26 27 28 29 30 31 US Holidays for 2015. Holiday list includes popular festive days Jan 1 Jan 19
THREE YEARLY TOPIC OVERVIEW 2018 - 2019 AUTUMN TERM AUTUMN TERM SPRING TERM SPRING TERM SUMMER TERM SUMMER TERM 3-9-18 It’s all Greek to me 7-1-19 North To South 15-4-19 Benin 10-9-18 14-1-19 22-4-19 17-9-18 21-1-19 29-4-19 24-9-18 28-1-19 6-5-19 1-10-18 4-2-19 13-5-19 8-10-18 11-2-19 20-5-19 15-10-18 19-2-19 HALF TERM 27-5-19 HALF TERM 22-10-18 25-2-19 Journey Of Life 3-6-19 The Arrival 29-10-18 HALF TERM 4-3-19 10-6-19 5-11-18 Nature’s Guests 11-3-19 17-6-19 12-11-18 18-3-19 Tuesday 24-6-19 19-11-18 25-3-19 1-7-19 26-11-18 2-4-19 EASTER 8-7-19 It’s a kind of Magic 3-12-18 Three Trees 9-4-19 EASTER 15-7-19 10-12-18 22-7-19 17-12-18 SUMMER 22-12-18 CHRISTMAS 31-12-18 CHRISTMAS
Sun Mon Tues Wed Thu Fri Sat 1 2 3 Civic Holiday Closed 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 August 2015 October 2015 Mon Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 Closed 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Pay Period End September 2015 November 2015 Mon Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 Rememberance Day Closed 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Timesheets In Date Paid
Sun Mon Tues Wed Thu Fri Sat 1 2 3 4 5 6 7 Labour Day Closed 8 9 10 11 12 13 14 15 16 17 18 19 December 2015 Mon Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Closed 26 27 28 Closed 29 Closed 30 Closed 31 Closed February 2016 Mon Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Family Day Closed 16 17 18 19 20 21 22 23 24 25 26 27 January 2016 Pay Period End Timesheets In
Year 10 C AP timetable Students study GCSE texts with a ‘skills based’ focus. Students will access Romeo and Juliet as a play and write about character and plot. Reading; Inference based tasks Identifying/selecting Focus on non-fiction eg: arranged marriages Writing: Letter Writing Emails Reviews Articles Using AP activities as a springboard for ‘real life’ writing. Students read and respond to poems and non-fiction Reading MITSL framework to assist with Reponses Non-fiction are FS. Writing Focus on how to use imagery and interesting language in non-fiction writing. Using AP activities as a springboard for ‘real-life’ writing Students read an abridged version of Dr. Jekyll and Mr. Hyde with a focus on historical and social context. (audiobook?) Reading Non-fiction about the Victorians (project?) Focus on Functional skills reading skills Comprehension Selection Purpose Synthesis of texts Writing - Descriptive writing/setting Script Writing Learning how to use different clauses and sentence types Using AP activities as a springboard for ‘real-life’ writing Students write a range of pieces in line with the GCSE focused class. As above – but differentiated and scaffolded. Students read ‘An Inspector Calls’ with a focus on justice/responsibility/blame Reading Writing responses to character with clear explanations Using key quotes Writing about a whole text Writing Recreations – narratives about the lives of the protagonists before and after… Watch Downtown Abby Edwardian Dramas. As above but scaffolded and frame worked…