zilongwang/ReadingBank huggingface dataset:
What is the main reason you are referring to us and how is this affecting your daily life? Do you have any health issues or disabilities we should know about? Are You / is the young person taking any Medication? What we expect from referrers: • For the Referral Form to be completed in line with the guidance overleaf. • For the referral to be completed with/by the young person concerned. • For parental consent to be obtained possible/appropriate (under-18 yrs only). • For you to attend an initial meeting with project staff and the young person where this is required/appropriate. Some of our projects meetings often take place out in the community, however some aspects of registering to a project can take place initially at home, unless you state otherwise that you would like it elsewhere. Would you be happy for us to meet you at your home? Yes at my Home – School - Elsewhere
Please tick any boxes below that will aid us in matching you to the appropriate project. Home Environment Health Absent Parents Parental Ill Health Illness (self) STI’s Care Leaver Parental Relationship Breakdown Disability Teenage Parent Alcohol (parent/other) Parental Substance Misuse Physical Problems Teenage Pregnancy Bereavement Residential Children’s Unit Learning Disabilities and Difficulties Termination of Pregnancy Domestic Violence (partner) Safe and Healthy Environment Psychotic Episodes Trauma Domestic Violence (parent/other) Young Carer Rape Weight issues Financial Hardship Neglect Sexual Abuse Smoking Foster Care / Adoption Emotional Abuse Substance Misuse Autistic Spectrum Disorder Homeless / In Refuge Physical Abuse Risk of Exploitation Online Safety Isolation Complex Family Issues Emotional Behaviour Motivation Bullying Criminal Behaviour Self-Control Anxiety/Stress Self-Harm Eating Difficulties Sexual Behaviour Confidence Self-Worth Restless / Overactive Violence Depression Suicidal Thoughts Identity / Relationships Loneliness Anger Boyfriend / Girlfriend Peer Relationships Vulnerable Groups Dating Abuse of Belonging / Identity At School / College / On a Training Scheme Multiple Vulnerabilities Discrimination Growing up / Independence Not in Education Employment or Training BME Sexuality Culture / Religion Criminal Justice System / Victim of Crime CAF process / TAC in place Office use only Date received: Referral Management: Project: Database REF: Contact Date: Text Call Email Letter Referrer Contact Date: Text Call Email Letter Referrer Contact Date: Text Call Email Letter Referrer What happens next? Send this request to Young People Cornwall: .uk Please state the service you are requesting in the subject box of your email. This will assist in the triaging of your request. If you need any help in completing this form, please contact Young People Cornwall Telephone enquiries: 01872 222447 Monday to Thursday 9.00 am to 5.00pm Friday 9.00am to 4.00pm
13th Episcopal District Young People’s and Children’s Division and Child Wednesday, July 18, 2018 – Friday, July 20, 2018 Holiday Inn University * 1021 Wilkinson Trace * Bowling Green, Kentucky 42101 CONFERENCE PRESIDING ELDER DISTRICT CITY / STATE PRESIDING ELDER PRESIDING ELDER DISTRICT CHURCH PASTOR PLEASE LEGIBLY OR TYPE Please designate the appropriate spaces to the right. D I R E C T O R A D V I S O R W M S A d u l t s Young Adults Division (18-26) The Young People’s Auxiliary (13-17) Allen Stars (7-12) Mother’s Sunbeam (2-6) BEND PARK $33.00 Includes Lunch l Adults (________) Young Adults (_____________) Young People Auxiliary (__________) Allen Stars (________) Mother Sunbeam (___________) Beech Bend Park (_______________) TOTAL (_____________________) SIGNATURE OF REGISTRAR____________________________________________________
First, M. B., Spitzer, R. L., Gibbon, M., Williams, G. B. W., & Benjamin, L. (1997). Structured Clinical Interview for DSM-IV Axis II Personality Disorders (SCID-II). Washington, DC: American Psychiatric Association. Fossati, A., A., Borroni, S., Frera, F., Maffei, C., & Andershed, H. (2016). The factor structure of the short version of the Youth Psychopathic Traits Inventory in two independent samples of nonreferred adolescents. Assessment, 23, 683-697. doi:10.1177/1073191115593628 Gillen, C. T. A., MacDougall, E. A. M., Forth, A. E., Barry, C. T., & Salekin, R. T. (2017). Validity of the Youth Psychopathic Traits Inventory–Short Version in justice-involved and at-risk adolescents. Assessment. Advance online publication. doi:10.1177/1073191117700723 Grisso, T., & Barnum, R. (2000). Massachusetts Youth Screening Instrument-2 (MAYSI-2): User's manual and technical report. Worchester, MA: University of Massachusetts Medical School. Handel, R., Ben-Porath, Y. S., Tellegen, A., & Archer, R. P. (2010). Psychometric functioning of the MMPI-2-RF VRIN-r and TRIN-r scales with varying degrees of randomness, acquiescence, and counter-acquiescence. Psychological Assessment, 22, 87-95. doi:10.1037/a0017061 Hare, R. D. (2003). The Psychopathy Checklist – Revised manual and interview guide (2nd ed.). Toronto, Canada: Multi-Health Systems. Hillege, S., Das, J., & de Ruiter, C. (2010). The Youth Psychopathic Traits Inventory: Psychometric properties and its relation to substance use and interpersonal style in a
Label popular sports with the countries in which they are the most popular. Key Issue 2: Where Are Folk and Popular Material Culture Distributed? Pages 116-125 In Western countries where popular culture predominates, clothing styles generally reflect ________________ rather than particular ________________________. How does clothing style (in this case shoes) indicate the influence of the environment on folk culture? Can you think of other restrictions on clothing styles in developed countries, perhaps in schools? What are three facts about clothing styles associated with popular culture? Food preferences are strongly influenced by ______________________________________. List three different examples of food habits and the unique folk cultures each illustrates. Indicate some food taboos, along with the cultures that practice them, in the chart below. Food Taboos Cultures/Regions Foods/Reasons
LSAY follows nationally representative cohorts of people aged 15—25 years over a ten-year period, with interviews taking place annually. Each cohort starts out with about 14 000 students. To date, there have been five cohorts, the first beginning in 1995 (known as Y95), followed by further cohorts in 1998, 2003, 2006 and 2009 (known as the Y98, Y03, Y06 and Y09 cohorts respectively). Information collected as part of the LSAY program covers a wide range of school and post-school topics, including: literacy and numeracy achievement attitudes to school aspirations post-school plans careers advice work experiences what students do when they leave school. It also covers a wealth of other information about young people’s family background, their living arrangements, looking for work, job training and satisfaction, their financial situation, and satisfaction with life. The importance of LSAY The LSAY program is an important evidence base for youth policy, providing information on the key transition points in young people’s lives up to the age of 25 years. LSAY findings continue to contribute to the evidence base for policy initiatives. Examples include: increased financial assistance to regional/remote Australians for relocating to reforms to youth, career and transition policies and programs structured workplace learning opportunities for students undertaking VET at school. These kinds of policy changes ultimately lead to increased chances of successful study, employment and community outcomes. Since 2010, there have been more than 300 citations of LSAY work in reports, papers, journal articles and the like. There have been more than 10 000 unique page views of the reports published under the LSAY program in 2013 and LSAY research was cited 76 times in the media. The program’s capacity for more nuanced and sophisticated analytical techniques enables important policy or research questions to be explored. Because each cohort follows the same young people over a ten-year period, changes to their circumstances can be observed. The design also allows for comparisons between population subgroups over time, providing useful and relevant evidence for policy development. Governments are interested in what is happening to particular groups of individuals and how they are faring in the context of changing economic, educational and social environments. LSAY is one of the few longitudinal surveys in the world supporting multiple cohorts, thereby allowing comparisons to be made across different time periods and between cohorts at the same age. This feature substantially adds to the value of the LSAY program.
Peter Hollister, APR, Fellow PRSA 7/84 – 6/85 Sharon Callahan, APR 7/85 – 6/86 Paul A. Dowd, APR, Fellow PRSA 7/86 – 6/87 Janet Copestakes 7/87 – 6/88 Robin Perrin, APR, Fellow PRSA 7/88 – 6/89 Stacey Smith, APR 7/89-6/90 Pat McGee, APR, Fellow PRSA 7/90 – 6/91 Dan Greenleaf 7/91 – 6/92 Martha A. Netsch, APR 7/92 – 6/93 Robin Schell, APR 7/93 – 6/94 Myra E. Barradas 7/94 – 6/95 Christine Heyssel 7/95 – 9/96 Debora Tatro 10/96 – 6/97 Brett St. Clair, APR 7/97 – 6/98 Frances Provencer Kambour, APR 7/98 – 6/99 Judy Stokes, APR 7/99 – 6/00 Kathleen Walker, APR 7/00 – 6/01 Retha Lindsey Fielding, APR 7/01 – 6/02 Gail Winslow-Pine, APR 7/02 – 6/03 Robert Lindquist, APR 7/03 – 6/04 Laura D. Simoes, 7/04 – 6/05 Jayme H. Simoes, 7/05 – 6/06 John R. Briggs, Jr., 7/06 – 6/07 Kevin H. Smith, 7/07 – 6/08 Jennifer English, 7/08 – 6/09 Christopher Williams, 7/09 – 10/09 (resigned) Susie D. Stone, 10/09 – 6/10 (Acting) Susie D. Stone, 7/10 – 6/11 Tara Payne, 7/11 – 12/12 (change in chapter fiscal year) Jane Law, APR, 2013 Rosemarie Rung, APR, 2014
You will be informed of the results of the competition end of April / early May. Good luck! Note to employers EFCA will produce press releases to announce the competition results, and will publish a booklet containing a summary of the winning entries. The booklet will be used to promote the competition and to showcase best practice in the sector. For this reason, you are requested to sign below to confirm that material contained in this form may be used for this specific purpose. If you have any restrictions, please indicate underneath your signature. I confirm that the material contained in this form may be used by EFCA for communication and promotional purposes: Name and signature: ________________________________________________________ Function: Section A. EMPLOYER’S RECOMMENDATION Motivation for nominating the candidate: for example: the candidate’s personal qualities; their contribution to the specific project; their communication skills with the client/end user; their management potential.
Level 2: Identify the best outcomes, solve problems and overcome barriers to achievement. Actively try out different approaches to tackling problems Generously ideas for service improvement and better ways of working Build an outcome focus into all aspects of work Support service users and colleagues in positive risk taking, allowing them to overcome barriers and achieve the best outcomes Help colleagues to deal with changes they may be facing in a way which is right for them Demonstrate resilience when facing challenges, seeking and using the support which you need Gofal aspires to: Create environments that are collaborative, supportive and empowering Level 1: Work effectively in partnership with others Build strong and constructive relationships with colleagues and service users Build and maintain trust with service users and other individuals outside the organisation Seek out contacts in other teams within the organisation, to share learning, support and experience Be seen as a strong representative of the organisation with external contacts, and actively build networks which can help in delivery of service Work positively through difference of opinion to get to the best outcome Level 2: Identify new opportunities to seek and share experience with others Identify contacts inside and outside of the organisation who can support partnership working and collaboration Share contacts across the organisation, where it may help other teams to develop their service Encourage other team members to make their own contacts inside and outside of the organisation Take an active part in organising events which encourage others to come together to support and share experience Gofal aspires to: Be respected for our knowledge and expertise Level 1: Regularly discuss own development needs with line manager, and attend training events identified. Take responsibility for seeking out knowledge and finding out information to help own learning. Take an active part in own development, working with your Line Manager to identify your development Attend all training programmes identified, participate fully and discuss the learning with your Line Manager afterwards. Reflect on new learning, and how to use it for the best outcome of service Level 2: Proactively identify own development needs and take action to meet them.
EMPLOYMENT Please provide details of your work history, both paid and unpaid, in chronological order. Please ensure that you do not leave gaps unaccounted for. Gofal and Drugaid reserve the right to contact any of your previous employers DATES PAID OR UNPAID EMPLOYER POSITION AND DUTIES REASON FOR LEAVING
YP REFERRAL FORM Date of Referral Has the young person agreed to this referral? Is the parent/ carer aware of this referral Young Person’s Details Name: Date of Birth: Ethnicity: First Language: Sexuality: Sex: Gender: Address: Postcode: May we write: Y/N Contact Number: May we phone: Y/N Parent/ Guardian Contact Name: Number: Can we contact?: Y/N School/ College: Reasons for Referral Reason(s) for referral: Drugs/Alcohol Contraception Support/Advice Sexual Health (Gen.) Pregnancy Testing
CS2055 – Organisational Communication CS2030- Audio in Media CS2026 – Media Presentation and Performance CS2058 – Integrated Marketing Communication CS2054 – Interpersonal Communication CS2057 – Media Effects CS2059- Social Consequences of Mobile Communication CS2088 – The Content Lab for Community Management CS2090 – Digital Media Entrepreneurship (pre req: CS0209 Media Law, Ethics and Policy) NEW CS2403 – Information Visualization & Presentation GC0001- to Sustainability: Multidisciplinary Approaches & Solution (GER-CORE)
Example: Publications that to celebrity news may be a new target for Y2 as Ian Somerhalder is integrated in to the campaign in an authentic way. Community Outreach Learnings Implications Collaboration with PAs has yielded positive engagement with local communities and has been successful at establishing EUC as distinct brand and messenger. Seek to further relationship with PAs and continue to leverage their existing ties with local communities and organizations to aid coalition development. Events and in-person engagements yield the most tangible, direct benefits for CBO in relation to EUC. Continue to collaborate with PAs on events and create events that have relevance and significance to campaign initiatives in Y2. CBOs remain interested in engaging with EUC, yet sometimes lack the structural wherewithal to engage with us. Explore the possibility of building a web and offline structure of events, EUC digital platforms, and other tangible engagements to yield greater quality engagement from our CBO partners. Web-based elements have been a key component to CBO and membership engagement. Work to create additional communication and messaging to achieve brand elevation, specifically tailored to CBOs. The importance of local elected officials has been made clear during our community engagement, and we have found they are the gatekeepers for so many elements of sustainability programs in individual cities. Focus on a larger reach to local elected officials to create greater awareness with key stakeholders. Priorities in Year 2 Per D. 16-03-029: “Topics that are ranked as a high priority through this process will be the subject of a one-year ‘Joint Consumer Action Plan.’”
Low and moderate income communities – expand existing relationships with organizations reaching the Latino, Asian and African American audiences Capitalize on current targeted disability, senior and assisted living groups to reach the broader community Expand municipal/city relationships based on League of Cities relationship Build on small business groups (NFIB/Local Chamber’s of Commerce) Expand social based groups through expansion of relationships with 350.org, GreenFaith, Eco Ministries, CA Rabinical Council, UNIDOS, Urban League and others Develop a comprehensive, full-year calendar of events that involve key stakeholders’ events as well as EUC-branded events; highlight sustainability and other actions/drivers along with other key events to share with our network in advance. Host a CBO/Stakeholder event in Year 2 to honor and celebrate the support of the movement membership CBO synergy on messaging platforms EUC-owned Newsletter CBO website Social media CBO-owned Newsletter Website Social media SECTION 6: STRATEGIC PARTNERSHIPS: COLLABORATION WITH SUPPORTIVE AND CONSULTED PARTIES Currently evaluating how to maximize customer engagement platform on YR 2 priorities; “high priorities” will be identified during January 8, JCAP Workshop. Integration Matrix
Reading Pupils will need to have demonstrated ALL of the statements within a standard and ALL of the statements in the preceding standard(s) to be awarded ‘most’ indicates the statement is generally met with only occasional errors ‘some’ indicates that the skill / knowledge is starting to be acquired and is demonstrated on occasion but is not consistent or frequent. * refer to the spelling appendix Foundations Working Towards the Expected Standard Working At the Expected Standard Working at Greater Depth Word reading Responds speedily by saying or communicating the correct sound for all the letters of the alphabet Blends the sounds for all letters of the alphabet in to words (CVC,CCVC,CVCC) Sounds out words accurately in a book closely matched to the known grapheme-phoneme correspondences (GPCs) Comprehension Answers literal questions about a familiar book that is read to them Word reading read accurately by blending the sounds in words that contain the common graphemes for all 40+ phonemes* read accurately some words of two or more syllables that contain the same grapheme-phoneme correspondences (gpc)* read many common exception words* in a book closely matched to the gpcs, can read aloud many word quickly and accurately without overt sounding and blending in a book closely matched to the gpcs, can sound out many unfamiliar words accurately comprehension in discussion with teachers, can answer questions and make inferences on the basis of what is being said and done in a familiar book that is read to them Word reading read accurately most words of two or more syllables read most words containing common suffixes* read most common exception words* in age-appropriate books can read words accurately and fluently without overt sounding and blending eg: at over 90 words per minute in age-appropriate books can sound out most unfamiliar words accurately, without undue hesitation comprehension in a familiar book they can already read accurately and fluently, can check it makes sense to them in a familiar book they can already read accurately and fluently, answer questions and make some inferences on the basis of what is being said and done Comprehension In a book they are reading independently can make inferences on the basis of what is said and done predict what might happen on the basis of what has been read so far make links between the book they are reading and other books they have read
ASSESSMENT CRITERIA Descriptors Assessable Elements A B C D E The student demonstrates evidence of: Knowledge and Understanding Comprehensive knowledge and understanding of concepts, facts and procedures Thorough knowledge and understanding of concepts, and procedures Satisfactory knowledge and understanding of concepts, facts and procedures Variable knowledge and understanding of concepts, facts and procedures Rudimentary knowledge and understanding of concepts, facts and procedures Creating Insightful and skilful creation of arts works to express ideas by selecting and combining arts elements, techniques, skills and processes Informed and effective creation of arts works to express ideas by selecting and combining arts elements, techniques, skills and processes Relevant and competent creation of arts works to express ideas by selecting and combining arts elements, techniques, skills and processes Variable creation of arts works to express ideas using arts elements, techniques, skills and processes Minimal creation of arts works using arts elements, techniques, skills and Processes
NUMERACY ICTs CRITICAL & CREATIVE THINKING DIFFERENTIATION Students requiring support can… The learning experiences within this unit can be differentiated by increasing: • the frequency of exposure for some students • the intensity of teaching by adjusting the group size • the duration needed to complete tasks and assessment. For guided and/or independent practice tasks: • student groupings will offer tasks with a range of complexities to cater for individual learning needs • rotational groupings allow for more or less scaffolding of student learning. Students requiring extension can… Year 9 SCIENCE TERM PLANNER Unit 3: Heat and Electricity Section GOALS and SUCCESS CRITERIA
UE CS2088- The Content Lab for Community Management CS2075 – Regional Strategic Marketing Communication In addition, Year 2 students are allowed to take the following upper level courses ahead subject to vacancies. Please register for them during your scheduled PE/UE registration period. CS4028- PR Writing CS4029 – Advertising, Creativity and Copywriting CS4131 – Risk Communication CS4075 – Special Topics in PR: Evaluating & Producing Campaign Results (pre-req: CS2008) Unrestricted Electives The following practicum courses will be offered in Semester 1. Each practicum may carry either 3 or 4 AUs. Depending on the role that students play in the respective practicum, the instructor will assign the appropriate AUs during class. Students are allowed to register for only ONE practicum per semester as an Unrestricted Elective. CS 2061/CS2161 – News practicum (pre-req: CS2021) (soon to be graded practicum) CS2064/CS2164 - TV Practicum CS2068 – Online Magazine Practicum ( pre-req: CS2021) (graded practicum) REGISTRATION AND ADD-DROP PERIOD The add/drop period: Monday, 11 January – Sunday, 24 January 2015 Students can register for courses not exceeding the maximum 19 AUs. Registration of additional courses only applicable for UE type courses (beyond 19 AUs) can be done 2 weeks before course registration and during the first week of Add/Drop period. If students have been given an overload but did not manage to secure a place in the course due to lack of vacancy, etc, the AUs (overload) will automatically be dropped from their system. Please click on the link below to apply for course overloading: Please allow up to 5 days for the UG team to process these applications.
the venue. Schools Staff are responsible for conducting registers/head counts at regular intervals. In the event of a participant becoming unaccounted for the Competition Organiser must be informed immediately – a full register check will be completed before searching the building. Participant/group management Lost/missing participants/inappropriate behaviour Participants Participants must be accompanied by School Staff when using the toilets and when arriving/departing the venue. Inappropriately behaved participants/schools will be removed from the competition and in severe cases will be returned to school. Head Teachers will be informed of any inappropriate behaviour. Low Participant clothing, footwear and jewellery Injury through inappropriate footwear, clothing or jewellery Participants, officials (Young leaders & School Staff) Competition Organiser to ensure that all participants are wearing appropriate clothing and footwear prior to the competition starting. Anything that is deemed unsafe/unsuitable must be removed where possible prior to the start of competition or a participant will not be permitted to participate in the competition. No leotards are to be worn – school PE kit only, no socks & shoes to be worn whilst competing. All jewellery, including stud earrings, must be removed prior to the start of competition. Long hair must be tied back. Low Parents and spectators Inappropriate behaviour Participants, Young Leaders, School Staff, Other Spectators Parents/Guardians may spectate but are the responsibility of the school they are supporting. Spectators to remain seated throughout the competition. Low Accidents/Incidents Slips/trips/falls and other injuries whilst competing Participants, Young Leaders School Staff are responsible for the provision and administration of their own first aid. The Competition Low
Short Answer (Answer in the spaces provided) Simplify showing positive indices: [2 marks] Solve the following equations: 2x2 – 50 = 0 x2 - x – 12 = 0 2x2 – 5x – 3 = 0 [2+2+2=6 marks] What is the exact value of: [2 marks] Consider the graph of y = (x – 3)2 1 Find the y – intercept. State the co-ordinates of the turning point. Calculate the x-intercepts Sketch the graph labeling all of the above features. [1+1+3+4=9 marks] Evaluate x:
Example of cheat sheet Persuasive Imaginative Expository Form Essay Letter to the Editor Editorial Opinion Piece Speech Short story (introduction, conflict, climax & resolution) Play or film script (dialogue and stage directions) Poem/s (figurative language) News story (fictional event/characters) Personal letter (fictional characters) Letter to the Editor (fictional author) Speech (fictional speaker) Essay Speech Feature Article Audience Teenage boys People to read The Age Parents Experts in the of… The Prime Minister The Principal A close friend Etc… Teenage boys People to read The Age Parents Experts in the field of… The Prime Minister The Principal A close friend Etc… Teenage boys People to read The Age Parents Experts in the field of… The Prime Minister The Principal A close friend Etc… Purpose To persuade… To entertain… To explain… Tone/voice/ language Angry Upset Positive Calming Etc… Descriptive Humourous Etc… How it links to Australian Identity Australian Stereotypes How Australia is portrayed to other countries Tall Poppy Syndrome Cultural Cringe Australian Racism in Australia The Great Australian Dream Australian inventions Australian icons Australian heritage Australian environment Australian humour Famous Australians Australian values Australian Stereotypes How Australia is portrayed to countries Tall Poppy Syndrome Cultural Cringe Australian slang Racism in Australia The Great Australian Dream Australian inventions Australian Australian heritage Australian environment Australian humour Famous Australians Australian values Australian Stereotypes How Australia is portrayed to other countries Tall Poppy Syndrome Cultural Cringe Australian slang Racism in Australia The Great Australian Dream Australian inventions Australian icons Australian heritage Australian environment Australian humour Famous Australians Australian values How it links to We Can Be Heroes Characters, messages/themes Characters, messages/themes Characters, messages/themes Other choices e.g. 1st person, Persuasive Techniques
Tolerance – being able to deal with other people and understanding of different cultures. 15.10.18 Wk.7 What is Forced Marriage? LO: To understand what forced marriage is. Aims – To understand; The characteristics of forced marriage. How forced marriage goes against the of freedom. What to do if you think you are going to be involved in a forced marriage. Individual liberty – the right to be able to choose what happens to you. 10.12.18 Wk.14 Yr 11 Internal Exams Revision Skills LO: To understand a range of methods to allow students to revise for their examinations. Aim – To understand; A of skills to support revision for the summer examinations. 11.02.19 Wk.21 NCS LO: To understand what NCS is and how it can help with future adventures. Aims – To understand; The NCS program and what it offers. How to apply and where to get more information. 08.04. 18 Easter 15.07.19 Wk.38 Term Ends 19.07.19 22.10.18 Autumn Half Term 17.12.18 Wk.15 Yr 11 Internal Cultural Diversity: LO: To understand the cultural diversity of the school. Aims – To understand; How cultures vary in the UK. Explain the features of a multi-cultural society. Tolerance – Being able to deal with other cultures and explain how they are developed. Term Ends 21.12.18 18.02.19 Spring Half Term 15.04.19 Vacation 16.07.19 Summer Vacation 24.12.18 Christmas Vacation British Values Key: Democracy. Rule of law. Individual liberty. Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. Preparation for life after school and in a modern Britain
Geography HL Paper 1 Language and Literature Chinese SL Paper 1 (Scotch only) 1h 30m 1h 30m Tues 3/10 Physics SL Paper 1 Physics HL Paper 1 Physics SL 2 Physics HL 2 45m 1h 1h 15m 2h 15m History HL Paper 3 (PLC only) Geography SL 2 Geography HL Paper 2 Geography HL Paper 3 2h 30m 1h 20m 2h 1h Wed 4/10 Studies SL Paper 1 Maths SL Paper 1 Maths HL Paper 1 1h 30m 1h 30m 2h Business Management SL 1 (Scotch only) Business Management HL Paper 1 1h 15m 2h 15m Thurs 5/10 Biology SL Paper 1 Biology HL Paper 1 Biology SL Paper 2 Biology HL 2 45m 1h 1h 15m 2h 15m Maths Studies SL Paper 2 Maths SL Paper 2 Maths HL Paper 2 Maths HL Paper 3 1h 30m 1h 30m 2h 1h Fri 6/10 Business Management SL 2 (Scotch only) Business Management HL 2 1h 2h 15m Biology SL Paper 3 Biology HL Paper 3 Physics SL Paper 3 Physics HL Paper 3 1h 1h 15m 1h 1h 15m
Term Ends 21.12.18 24.12.18 Christmas Vacation British Values Key Democracy. Rule of law. Individual liberty. Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. Preparation for life after school and in a modern Britain
0. Absent 1. Mild 2. Severe 8. No answer 0. Absent 1. Mild 2. Severe 8. No answer Q574 Uncontrollable short bouts of crying 0. Absent 1. Mild 2. Severe 8. No answer Q575 Uncontrollable short bouts of laughing 0. Absent 1. Mild 2. Severe 8. No answer Q576 Infectious gaiety 0. Absent 1. Mild 2. Severe 8. No answer Q577 Unco-operative, tries to start an argument 0. Absent 1. Mild 2. Severe 8. No answer Q578 Hostile or irritable e.g. angry response 0. Absent 1. Mild 2. Severe 8. No answer MOVEMENT Q579 Restless: e.g. fidgeting, pacing, unnecessary movements 0. No 1. Yes 8. No answer Q580 Choreiform movements (continuous, purposeless, jerky, involuntary movements of the head, body or limbs while at rest). 0. Absent 1. Mild 2. Severe 8. No answer Q581 Athetoid movements (continuous, purposeless, slow writhing movements of tongue, jaw or limbs). 0. Absent 1. Mild 2. Severe 8. No answer Q582 Parkinsonian movements (characteristic repeated regular tremor of the hands at rest. Described as 'pill rolling’). 0. Absent Q583 Obvious abnormality of Walking 0. Absent 1. Mild 2. Severe 8. No answer
8. No answer 8. No answer Q616 Hallucinating: behaves as though voices or sees visions, or admits to doing so. 0. No 1. Yes 8. No answer Q617 Incoherent in clear consciousness (e.g. not sleepy) irrelevant or bizarre or random answers, disjointed ideas, gibberish, neologisms, perseveration, flight of ideas. 0. No 1. Yes 8. No answer Q618 Memory defect e.g. disorientated, gross memory loss, clear-cut blackout etc. 0. No 1. Yes 8. No answer Q619 Memory defect (dubious) e.g. hazy recall, unconvincingly claims not to remember, makes little attempt to recall. 0. No 1. Yes 8. No answer Q620 JUDGEMENT Problems with memory are more prominent than problems with thinking i.e. more difficulty with remembering things than working things out. 0. No 1. Mild 2. Severe 8. No answer Q621 Was the interview complete? (In case not the seven observation items in the body of the interview are repeated here for completion) Rate 0 No if in priority mode. 0. No 1. Yes 8. No answer IF YES SKIP TO 628 OTHERWISE CONTINUE A complete interview is not in priority mode – all sections are completed. If the interview has skipped any section automatically or the interviewer has elected not to ask certain sections rate ‘O’ No. Q622 Respondent (R) looks or sounds sad, mournful or depressed. 0. No 1. Mild 2. Severe 8. No answer 9. Inapplicable Q623 Respondent’s eyes moist: tearful or crying 0. No 1. Mild 2. Severe 8. No answer 9. Inapplicable
Year 3 Champion Challenge Academic Challenges Date completed Evidence A1 Consistently complete Maths & Literacy tasks set by your teacher A2 Improve your communication skills: Be a reporter - Report an event (Fete, birthday, Easter, Swimming Carnival, Beachathon, etc) in writing and present it to your class A3 Improve your science and technology skills: Design and build a craft that flies or complete 1 simple science experiment at home and present your findings to the class. A4 Japanese Hiragana Challenge (see website or Japanese wiki for details) A5 Improve your spelling skills: Get 100% on at least 8 spelling tests over the year (2 per term) A6 Improve your reading skills: read for 200 nights over the school year. A7 Design your own Academic Excellence Challenge Physical Activity and the Outdoors Date completed Evidence P1 Improve your fitness: Over a four week period, complete a run, walk or cycle 10km P2 Improve your swimming skills: Swim a total of 200m non-stop P3 Explore the outdoors: With a family member or family friend, complete a challenging walk of at least 2kms (Mt Tamborine has a number bush walks of this distance) P4 Undertake and complete an endurance event: Participate in a triathalon, Airport Marathon Junior Dash 2km, cycle race etc P5 Compete in a sport for an entire season P6 Walk or run from Main SLC to the Seaway with an adult P7 Design your own Physical Activity and the Outdoors Challenge
Year 3 Long Term Plan Autumn 1 2018 Week 1 04/09 Week 2 10/09 Week 3 17/09 Week 4 24/09 Week 5 01/10 Week 6 08/10 Week 7 15/10 Week 8 22/10 English What was the best day ever? Stories with familiar settings - The Tear Thief Setting descriptions – The Tin Forest Recount – The Tin Forest (Fantasy setting) Instructions - explore Instructions - create Assessment week Maths Place value and counting Addition Subtraction Multiplication Shape Measure -length Assessment week Science Rocks and Soils What do I know about rocks? Do all rocks look the same? What do sweets and rocks have in common? Do rocks wear coats to stop them getting wet? – permeability What do archaeologists do? What is soil? What will we find if we test soil? Assessment week R.E. The Christian family What is your Class 3 mission? Why are families important? How should we live as Christians? Why are people Baptised? What are the symbols of baptism? Are promises important? Which journey are we on? Assessment week History Prehistoric Britain What is a timeline? What do we want to find out? How do we know about the Stone Age? How did Stone Age people hunt? What did Stone Age people wear Where did they live? What can we from Skara Brae? Assessment week Art / D & T How do you see yourself? What do you look like? Colour mixing – shades and Collage – The Tin Forest Stone Age Jewellery What did their cave paintings mean? What did man see? Assessment week P.E. Invasion games Computing Word Processing What is an animation? We are programmers Creating storyboard Creating storyboards Creating characters and setting Animating characters Adding sounds to animation Music Tameside music service P.S.H.E. Healthy Tameside What is a healthy lifestyle? Can I design a healthy menu? What different of art are there? What do I know an artist? What have I learnt about being healthy? What do I know about healthy lifestyles? Let’s celebrate our talents Big Write Recount – Summer! Tear Thief Character description Setting description Diary of an old man Diary of a Stone age person Instructions Assessment week
Year Group 3 Autumn 2 2017 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 English Poetry What makes a good letter? Explore - reports Create - reports What makes a good letter? Persuasive writing Can you a Christmas letter? Multiplication Time Subtraction Fractions Column addition and subtraction Division We are problem solvers Science (Inside our bodies) What is nutrition? How does nutrition affect my body? Why is exercise good for me? Why do we need bones? Do all animals need bones? Why do we need muscles? How does a chicken wing work? R.E. (Mary our Mother) Why did God choose Mary? Why do we say the Hail Mary? Who is Mary to me? What is the Annunciation? What is Advent? What should we do during Advent? Why celebrate Christmas? Geography (Italy) Why is the Mediterranean so popular? Why do tourists go to Italy? Can I draw a map of Italy? What are human and physical features? How does Italy compare to England? What do we think of Italy? Art Iron age hill fort - Clay Rosary bead crafts What is an Italian landscape like? Sketch. What is an Italian landscape like? Paint. Christmas crafts D & T The Great British Bake off P.E. Dance and Volley ball Computing (video performing) How is a TV programme made? Can you use a video camera? Can you shoot a video file? How can we edit them? Can you give feedback to someone? Can you make changes based on feedback? Assessment Music Charanga: HoHoHo – Big band, Motown, Elvis, Christmas P.S.H.E. (Anti-bullying) Can you say ‘No’ to bullying? What is a bully? What would you do if you saw someone being bullied? Do we know how to look our teeth? What makes a healthy lifestyle? Do we have a balanced diet? What do we know about hygiene? Assessment Big Write Animal poem A letter to our Crowcroft buddies Letter from Mary My favourite sport report Diary entry – a day with my buddy Can you persuade a tourist to visit Italy? Talking to Santa
Egg Station What this station will need: 1. Bag for resources (in the bag put hand sanitiser/wipes and a tea towel) 2. Egg Station Card 3. At least 2 eggs 4. Information Card – Eggcellent Eggs 5. Hard plate for cracked egg samples 6. Bowl of water 7. Cling wrap 8. Rubbish bag for clean up 9. Magnifying glass (optional) PHOTO: Students are amazed at the different parts of the egg, and they love to get hands on. Orange Station What this station will need: 1. Bag for resources (in the bag put hand sanitiser/wipes and a tea towel) 2. Orange Station Card 3. 1 or 2 oranges – naval and/or Valencia work well. 4. Information Card – Juicy Facts 5. A plastic cup for each group member 6. A set of scales 7. A plastic jug 8. An old-style juicer 9. Magnifying glass (optional) PHOTO : Students take turns in juicing the orange. PHOTO : Students weigh the orange, jug and juice on a set of scales. PHOTO : Students are often surprised at how little juice they get.
TREC Knowledge & Education Expansion Project (KEEP) Reimbursement Form Today's Date: Requestor's Name: Street Address: TREC Center: Amount Specified in Approved KEEP Proposal: $ _________________ Date Airfare or Personal Car Lodging Lunch Cabs, Bus, Parking Other Totals Total Expenses (Reimbursement Requested): _____________________ Requestor Signature: Date: TREC Center Approval: Date: (TREC Center Principal Investigator or designee) Administrative Use Approval: Date:
TREC Knowledge & Education Expansion Project (KEEP) Reimbursement Form Today's Date: ______1-1-01_________________________________________________ Requestor's Name: ____John Doe_________________________________________________ Street Address: ____123 Main Street____________________________________________ ____City, ST 00000_____________________________________________ TREC Center: ____(Harvard, UCSD, UPenn, or WUSTL) ______________________________ Amount Specified in Approved KEEP Proposal: $ _ 1,000.00___________ Date Airfare or Personal Car Lodging Lunch Cabs, Bus, Parking 12-32-00 123.45 101.12 150.00 38.75 125.00 12-33-00 101.12 23.45 12-34-00 101.12 22.77 12-35-00 123.45 39.10 Totals 246.90 303.36 46.22 150.00 77.85 125.00 Total Expenses (Reimbursement Requested): ____$949.33___ Requestor Signature: Your Signature Date: XX-XX-XX TREC Center Approval: TREC Center Principal Investigator or designee Date: XX-XX-XX (TREC Center Principal Investigator or designee) TREC Administrative Use Approval: Date: Notes:
Proposed spend 2016 – 2017 Intervention Lead Reason for intervention Cost Increased staffing in English CBN Additional intervention group added during 1 English lesson (a specified Literacy hour) across all classes. Classes are ‘set’ based on prior attainment and current progress to enable targeted intervention and support. 2 periods of English staff throughout year £5,800 Increased staffing in Core JBS Additional intervention group added during 2 Core lessons (1 specified Literacy support, 1 specified Numeracy support). Group is identified using prior attainment and current progress and receives a 6 week intervention programme. 4 periods of Core staff throughout year £11,600 Intervention group for EAL students GHE Intervention groups added in place of Spanish lessons to support EAL students with literacy. 2 periods of EAL staff throughout the year £5,800 Summer School KHD Cohorts identified to receive additional Literacy and/or Numeracy support during Summer holidays prior to starting in Year 7 £350 on staffing £150 on resources Appointment of an Aspirant Lead Practitioner to lead on Accelerated reader MHD, JTY Assigned lead to extend, monitor and run accelerated reader across of Key Stage 3 TLR cost £ 4574.00 £820 cost on additional books Purchase of license for Star Early Literacy package on accelerated reader with subscription for 30 students. ZBN, LHN Provides additional support for learners below reading age of 7. Also invested in additional books to support learners at lower reading ages. £105 SEL £500 on additional books and resources £29,739
Homework Grid – half term 2 year 8 – flooding Complete one task from each group (creativity, research, skills). Please make sure they are all handed in by the due date recorded in your planner, you should hand in 3 pieces altogether. These tasks represent the minimum expected for all pupils; staff may add additional homework to these tasks. Creativity Design a product that would be useful to someone before, during or after a flood. Make sure you annotate why it would be useful and how it works! Write a diary or storyboard pretending that your house has been flooded. What happened on the day? How would you feel? What sort of worries or concerns might you now have? Gather a selection of photos of flood damage and create a poster showing some of the impacts that flooding can have. Research What sort of work do governments or organisations do at reducing the risk of flooding? What help or guidance do they give people before, during or after the flood? The Environment Agency would be a good place to look at. Choose an example of a UK flood that has occurred since 2000. Produce a case study of the flood events that occurred and identify in detail the cause, effects and responses to this flood. Research the different ways that the risk of flooding can be reduced. Make a video documentary explaining how one, or more, of the methods helps reduce the risk of flooding. Skills Look at the different of flood defences that we investigated in class, research more about them and rank them in order of which is best and why. Think about price, effectiveness, how they look, how long they will last. You can present this how you wish. Create some questions about flooding that you could ask to someone you know who has been effected by floods, ask these questions and record your results. If you don’t know anyone you could email the Environment Agency and ask them questions instead. Annotate an OS map of an area that is prone to flooding. Show some of the features that might lead to this place flooding.
Day 03.12.18 Individual liberty – being able to have the right to say no and limit what you view online. Rule of law – The law which affects Internet Safety and how to report issues. Term Ends 05.04.19 15.10.18 Wk.7 Challenging stereotypes / bullying LO: To understand the importance of challenging people’s views. Aims – To understand; The impact of teasing and how it can have a long term effect on a person. How to challenge people’s views on bullying and stereotyping. 10.12.18 Wk.14 Mental Health: LO: To understand why it is important to look after your mental health and the impact on families. Aims – To understand; What are the different types of mental health issues which affect young people. How you are able to get help for a range of mental health issues which maybe affecting you or your family. Health and wellbeing – Knowing who to contact for help and support Preparation for life after school and in a modern Britain 11.02.19 Wk.21 What is CSE? LO: To understand what CSE means. Explain how people are able to deal with CSE. Aims – To understand; What does CSE mean? How and you are able to get help if you are a victim of CSE. What are the legal implications of CSE. Rule of law – how CSE can affect young people and how people are influenced 08.04. 18 Easter 15.07.19 Wk.38 Reflection of the year: LO: To understand how we have progressed this year. Aims – To understand; The positives of the year. The factors you would like to improve. Target setting for next year Term Ends 19.07.19 22.10.18 Autumn Half Term 17.12.18 Wk.15 Christmas: LO: To understand the meaning of Christmas. Aims – To understand; The British traditions surrounding Christmas. How the festival is celebrated globally. Mutual respect for faiths and religious festivals. Term Ends 21.12.18 18.02.19 Spring Half Term 15.04.19 Vacation 16.07.19 Summer Vacation 24.12.18 Christmas Vacation British Values Key: Democracy. The rule of law. Individual liberty. Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. Preparation for life after school and in a modern Britain
to the left of* to the right of* next to* near* Devant, derrière, dans and entre are always followed by the following articles: le + masculine noun La poste est devant le supermarché = The post office is in front of the supermarket. la + feminine noun Le marché est derrière la poste = The market is behind the post office. l’ + noun starting with a vowel or h Le cinéma est entre l’école et la librairie = The cinema is between the school and the bookshop. Les + plural noun Les des villes sont dans les office de tourisme = The maps of the towns are in the tourist offices. Grammatical rule with de – La gare est à côté du parc et en face de la banque.
Role and occupied Name of Incumbent Proposed Proposer Second The Chairman Jonathon Stephen The Vice Chairman Andy Smith The Secretary Richard Booth The Treasurer Richard Edwards The Social Secretary Teresa Reid The Safeguarding Officer - Youth Stuart The Safeguarding Officer – Minis Lesley Mearns The Sponsorship Secretary Jerome Peregrine The Fixtures Secretary – Mark Leveridge The Fixtures Secretary – Minis Brian Parry The Iain Scarlett The Catering co-ordinator – Youth Vacant The Catering co-ordinator – Minis Vacant Head Coach – Youth Brian Reilly Head Coach – Minis Doug Wotherspoon The Kit-shop Manager Fiona Stannard CVRFC Youth Club Exec Representative Jonathon Stephen CVRFC Minis Club Exec Representative Andy Smith CGS Youth and Minis Representative Jonathon Stephen