zilongwang/ReadingBank huggingface dataset:
Manor Primary School Maths Year 5 Number – number and place value Children will learn Guidance Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000 Solve number problems and practical problems that involve all of the above Read numerals to 1000 (M) and recognise years written in Roman numerals. Pupils identify the place value in large whole numbers. They continue to use number in context, including measurement. Pupils extend and apply their understanding of the number system to the decimal numbers and fractions that they have met so far. They should recognise and describe linear number sequences, including those involving fractions and decimals, and find the term-to-term rule. They should recognise and describe linear number sequences (for example, 3, 3, 4, 4...), including involving fractions and decimals, and find the term-to-term rule in words (for example, add ). Number – addition and subtraction Children will Guidance Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) Add and subtract numbers mentally with increasingly large numbers Pupils practise using the formal written methods of columnar addition and subtraction with increasingly large numbers to aid fluency They practise mental calculations with increasingly large numbers to aid fluency (for example, 12 462 – 2300 = 10 162).
Protection and revegetation In 2010/11 a large scale river restoration project was commenced by Glenelg Hopkins Catchment Management Authority in the upper Glenelg. This project encompassed several streams identified as important as Yarra Pygmy Perch sites. The project is part of the four year large scale river restoration project. Habitat works, including fencing, revegetation and weed control have been undertaken along the Crawford River from the Crawford River Regional Park to the confluence of the Glenelg River with the aim to protect and reinstate Yarra and variegated pygmy perch habitat. An extensive stretch of Deep Creek (Maribyrnong River) immediately downstream of Doggett’s Bridge on the Lancefield-Kilmore Road has been fenced off to stop cattle access. Sections of Curdies River have been fenced under Landcare and Swamp Scrub projects. Genetics investigation Phylogeographic structure of Yarra Pygmy Perch investigated in 2010 (see Hammer et al. 2010). Broader level systematics confirmed Yarra Pygmy Perch as a single well defined species (Unmack et al. 2011). Fine-scale landscape genetics (gene flow) and individual genotyping (including paternity) have been initiated (Carvalho et al. 2011) Investigation as to freshwater phylogeographic patterns in south-east Australian pygmy perches suggest hybridisation has historically occurred between Yarra Pygmy Perch and Southern Pygmy perch in at least one catchment (Unmack et al. 2013). National Recovery Plan A National Recovery Plan was developed for the species in 2010. Conservation objectives Long term objective To ensure the Yarra Pygmy Perch can survive, flourish and retain its potential for evolutionary development in the wild. Objectives of this Action Statement To increase knowledge of biology, ecology or management requirements To secure populations or habitat from potentially incompatible land use or catastrophic loss To increase the number of populations or individuals To increase community awareness and support Intended management actions The intended management actions listed below are further elaborated in DELWP’s Actions for Biodiversity Conservation (ABC) system. Detailed information about the actions and locations, including priorities, is held in this system and will be provided annually to land managers and other authorities. Standard objective Objective explanation To increase knowledge of biology, ecology or management requirements To increase knowledge of biology, ecology and management requirements to better achieve conservation goals
To explore the changes that happen during puberty and growing up To understand that bodies grow and change as they get older and puberty is a natural part of growing up. To understand the changes that happen during puberty. What physical changes will I expect to see? Recap Ground Rules from previous lesson: Ensure you explain - don’t ask personal questions, confidentiality and the right to pass. Go over the questions from last week in anonymous box. Was there anything that children didn’t understand? Recap the concept of puberty from last lesson: Could use alien conversation resource of spend time working in groups on large sheets of paper to recap what they already found from last week. Use the DVD as a resource: Living and Growing DVD Unit 2 programme 4 ‘Changes’ Show DVD to pupils. Ensure that time is left for children to ask questions what they have seen and reflect on new learning. Children could use the puberty quiz in order to check understanding of the physical changes. To consider how relationships will change as they grow up and discuss qualities in a future boyfriend/girlfriend. To look at how relationships will change as they grow up. To recognise that they all have different types of relationships. To begin to explore love and relationship qualities with a boyfriend/girlfriend. What is a relationship? Brainstorm what children think a relationship is- can they think about the different people we have relationships with and what they are like. Think about relationships with are family, friend, professional/acquaintance or intimate relationships. What makes the relationship positive? Which category do we have more people in? Why? Are the qualities the same in all of the categories or are some more important for some than others? Explain that pupils have many different types of families and family relationships as we are all different, can they name some? Define what an intimate relationship is - being in a close personal association and belonging together. There won’t be many/any in intimate relationships for pupils personally. Ask the pupils which of their family members have intimate relationships e.g. mum and dad, grandparents, auntie and uncle. Explain that as they get older they will start to form intimate relationships with boyfriends/girlfriends. Ask children to discuss:
ENGLISH MEDIUM TERM PLAN YEAR GROUP: 6 TERM: 2 Text: Various Non-Chronological Reports Text Type: Non-chronological report (3 weeks) CREATIVE CURRICULUM TOPIC: Romans in Dover National Curriculum Objectives Reading Word reading Apply their growing knowledge of root words, prefixes and suffixes both to read aloud and to understand the meaning of new words that they meet. Comprehension Continue to read and discuss non fiction and reference books or textbooks Identifying and discussing themes and conventions in and across a wide range of writing. Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. Discuss and evaluate how authors use language Retrieve, record and present information from non-fiction Learning a wider range of poetry by heart Retrieve, record and present information from Non-fiction Writing- transcription Spelling Use further prefixes and suffixes and understand the guidance for adding them.
Plain white shirt or blouse with a stiff collar. The shirt or blouse tails should be tucked inside the waistband of the trousers. The collar button of the shirt or blouse should be done up at all times. Plain black or white socks or plain tights. Sensible stout black leather shoes with heels not exceeding 3.5cm in height. Trainers or shoes are not permitted. Clip-on Academy tie. Suitable black school trousers with no distinctive styling or fashioning. ‘Skinny trousers’ and trousers with conspicuous belts/buttons/buckles are not permitted. No jewellery, except for a wrist watch and one pair of plain gold or silver studs, with one stud in each ear lobe. Eyebrow bars, nose and tongue studs are not permitted. All excess jewellery will be confiscated and returned to the responsible adult in person or to the pupil at the end of No make-up in Years 7, 8 and 9. Years 10 and 11 may wear discreet make up, but nail varnish and conspicuous fake nails are not permitted. Extremes of hairstyle are not permitted e.g. two tone or vibrant hair colours, tramlines and hair cut to below a number 2. Jumpers, denim, leather and sports jackets and all types of hoodies are not permitted. Suitable dark coloured bag. Mobile telephones and unnecessary electronic equipment are not permitted. Such items will be confiscated and returned to the responsible adult in person in accordance with the Education Act 2011. Lesson equipment – Planner, subject books, blue or black pen, pencil, ruler, rubber, calculator and P.E kit. With regard to the interpretation of rules, the Academy’s decision is final. 18.0 Pupil Misconduct and Gross Misconduct For any member of staff to successfully undertake their role inside the Academy, pupils and staff must be fully aware of with what constitutes ‘misconduct’ and ‘gross misconduct’ and how the Academy addresses this. Level 1: Breach of Discipline
Informative Speech Assessment Due: 8 Identify significant features Compare and contrast differences between past and present. Construct an informative speech in the person. Compare and contrast how play/recreation activities across these eras has changed. Identified key messages Completed 2 – 3 minute speech written draft Proof read, edited and improved 1st draft writing to ensure clarity of message and elimination of errors Prepare a short PowerPoint/ Photo story to use as a visual aid Present an informative speech in the third person. Compare and contrast how play in these eras has changed. Presented 2 – 3 minute speech Peer and of delivered speeches Final Due: Peer and self-assessment of delivered Multi Modals
{This will help prepare you to write about context in depth} William Shakespeare lived in the Elizabethan era. ‘A Midsummer Night’s Dream’ was written in the Elizabethan era. Write down the five key points from each resource: https://www.bl.uk/shakespeare/articles/the-social-structure-in-elizabethan-england Shakespeare set the story in Ancient Athens. ‘A Midsummer Night’s Dream’ is set in the time of the Ancient Greeks. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 ‘A Midsummer Night’s Dream’ is a Shakespearean comedy. Write down seven things you discover from this article: 1. 2. 3. 4.
You have a text book that contains lots of examples. Use the index or contents pages to find an example and work through it. Find a lesson on MyMaths.co.uk, work through it and then do the Online Homework. If you are on a homework, then find your teacher before your next lesson and ask for help. Good Mathematics is not just a correct answer. Good Mathematics should show how you have come up with your correct answer. For a longer question, the answer might take a number of lines. Each line should follow logically from the previous line. Your answer should also make correct use of Mathematical symbols. Your final answer should be underlined, with correct units if appropriate. Your exercise book should be a record of what you have learnt during the year. Always make sure that your work has a date and title. Highlight important points, so that they stand out for future viewing. Update the tracker on the front of your exercise book. You should always know your current and target levels. Read the helpful comments that your teacher writes on your homework. Your teacher is trying to help you and gets frustrated when his/her advice is ignored. Always try to understand Mathematics rather than just remember it. Once you have really understood a piece of Mathematics it is remarkable how little you actually need to remember. Additional Enrichment Ideas Books to Read – Most of these can be found in the school library: Any books by Kjartan Poskitt including the “Murderous Maths” series The Penguin dictionaries of Curious and Interesting Numbers/ Geometry/ Puzzles by David Wells
Opportunity through Learning Year 7 Half-Yearly Examination Timetable 2018 (Amended) Week 5A MONDAY 28th May TUESDAY 29th May WEDNESDAY 30th May THURSDAY 31st May FRIDAY 1st June Period 1 7O Geo Place & Liveability Task English Reading Exam 7E 7S Science Half Yearly 7E Science Half Yearly 7I Geo Place & Liveability Task 7R an 7E French Listening Exam 7D, 7O and 7V Science Half Yearly 7C Geo Place & Liveability Task 7R Science Half Yearly English Writing Exam 7E Period 2 English Reading Exam 7C, 7O, 7V and 7R 7S Science Half Yearly 7E Science Half Yearly 7C and 7Y Maths Half Yearly 7D, 7O and 7V Science Half Yearly English Writing Exam 7Y 7R Science Half Yearly 7Y Geo Place & Liveability Task English Writing Exam 7C 7D Geo Place & Liveability Task Recess Period 3 7S French Written Exam 7C Science Half Yearly English Written Exam 7R SPORT 7O Maths Half Yearly English Writing Exam 7D Period 4 7C Science Half Yearly 7R French Written Exam SPORT 7I French Written Exam 7V and 7D Half Yearly 7Y French Written Exam Lunch Period 5 English Reading Exam 7I and 7D 7E French Written Exam English Reading Exam 7S and 7Y English Writing Exam 7I 7C French Written Exam 7Y Science Half Yearly English Writing Exam 7S, 7O and 7V 7V Geo Place & Liveability Task 7O French Written Exam 7S, 7R and 7E Half Yearly Period 6 7E and 7R Geo Place & Liveability Task 7Y Science Half Yearly 7S Geo Place & Liveability Task 7D French Listening Exam 7I Maths Half Yearly 7V French Listening Exam 7O Geo & Liveability Task
3 Level 4 Level 5 6 Level 7 Level 8 Create a basic presentation listing some of the skills. Work includes some spelling mistakes and errors. Completion of presentation with some animation. Some use of navigation with the use of buttons. Completed 4 posters with some of the key points. Created a good professional presentation and posters. Used a good balance of images and text. Key explanations given for each application program. Created additional materials that could be used to teach the new skills you have described. Described how these are new skills learnt to you and how they could be used in other ways. Plan and create a storyboard design for a video to teach the skill similar the Teach-ICT video tutorials. Evaluate the skills that you have learnt giving advantages and disadvantages for each. Plan and create a Help Guide booklet which could be used for adults and Year 11 students. You have described a new program not used yet such as Database. Reminders. The ICT department are looking to reward the expected good work produced in this ILC, but as a reminder failure to complete this or to an acceptable standard will result in 2 x 30 minute department detentions after school.
……..….............................….. (2) ……..….............................….. (2) ……..….............................….. (2) Part B Please hand in Part A before starting Part B – You’re allowed a protractor in Part B Name: …………………………………………………………………. Q21) Measure the marked angle. b) Measure angle XYZ.
Students are aware of the impact of technology on all aspects of society (SMSC links) Students recognise inappropriate content, contact and conduct Teacher/Class activity: Greet and settle students. No starter activity this lesson. Take register Expectations in computer rooms: Ask students what behaviour they think is expected of them whilst they are using computer rooms. Possible suggestions: No eating/drinking No running Bags under desks Do not give out password/log on details Care with floppy disks/USB sticks Create a spider diagram on the Discuss why these rules are in place. Expectations in lessons Ask students what behaviour they think is expected of them during ICT lessons. Possible suggestions: Come in quietly
Topic Choice Chose uninspired topic that he/she does not seem to care about or chose a topic that violates school honour code. Chose a predictable or clichéd topic or topic that is inappropriate for setting, time and audience. Chose a traditional but appropriate topic hat speaker seems invested in. Chose novel topic or gives new or unusual perspectives on old theme and seems enthusiastic. Delivery Eye Contact Does not make eye contact with the audience. Makes some eye contact with some of the audience. Makes varied inconsistent eye contact with the entire audience. Makes varied and sustained eye contact with the entire audience. Voice Speaker speaks in a monotone or a voice that is clearly uncontrolled. Uses some variance in pitch, rate, and volume to appropriately enhance their meaning. Practice and control are evident. Uses much variance in pitch, rate, and volume to appropriately convey their meaning. Exhibits some practice and control. Uses variance in pitch, rate, and volume to appropriately convey their meaning throughout. Exhibits practiced purposeful control. Body Language Uses no body language that inappropriately reinforces his/her meaning. Speaker uses some body language that appropriately enhances their meaning. Speaker uses much body language that appropriately enhances meaning. Speaker uses body language that appropriately enhances their meaning throughout speech. Filler ("uh") Frequently user filler words or phrases, or pauses inappropriately, pauses as if at a loss. Smooth flowing language, with occasional filler words or verbal tics. Smooth flowing language, with one or two filler words or verbal tics. Smooth flowing language, totally devoid of any filler words.
4 Interpret author messages and justify personal responses by exploring the allocated novel. Identify key messages List a series of events Identify a theme Complete chapter focus questions 5 Interpret author messages and justify personal responses by exploring the allocated novel. Identify key messages List a series of events Identify a theme Complete chapter focus questions 6 Identify a significant event from the novel. Analyse the generic structure of a newspaper article. Complete the historical summary including significant detail. Include additional information from outside sources. Acknowledge sources of information. Set Assessment Task 15/08/16 7 Identify a significant from the novel. Analyse the inverted pyramid structure of a newspaper article, 1-2 sentence paragraphs, use of dialogue, nominalisation. Complete the historical summary including significant detail. Include additional information from outside sources. Acknowledge sources of information. Understand and apply the generic structure of a newspaper article (page 2 of assessment task) 8 Identify a significant from the novel. Identify additional information to construct a newspaper article. Choose an event Read factual texts List key ideas, words and phrases View a newspaper article structure Write an article discussing the event (Draft) Draft due: Friday 02/09/16
9 Identify a significant from the novel. Identify additional information to construct a newspaper article. Choose an event Read factual texts List key ideas, words and phrases View an newspaper article structure Write an article discussing the event Historical Newspaper Article Assessment Task Or Publisher (Final) Final due: Friday 09/09/16 10 Discuss and share Newspaper Articles Am I able to share my alternate ending and newspaper article? Can I discuss other people’s creative texts. Student created samples Suggested Supporting Activities Identify the complication stage of the novel and construct an alternative ending to the novel using rising action and a resolution. Four Resources Reading Card Resources Use a storyboard creator to retell or innovate on the novel -
09.05-RV-01 Industrial development Regional Policy: Regional Victoria VC## dd/mm/yyyy Objectives and strategies Objective 1 To ensure industrial uses in the farming zone support activities. . [New based on FZ objective] Strategy 1.1 Balance the benefits of the industrial use against the benefits of the land for agricultural purposes in the short and long term. [New. Based on dwelling dg in FZ] Strategy 1.2 Support scale industrial uses that support farming activity. [New based on FZ objective] Strategy 1.3 Facilitate investment in value adding rural industries and industries that are best located in rural areas. [New based on FZ objective] Guidelines for decision makers Applications for industrial use should be accompanied by an assessment of the agricultural of the land. [New] In assessing a proposal to subdivide or develop agricultural land consider: [14.01-1p6] 1. The desirability and impacts of removing the land from primary production, given its agricultural productivity. [14.01-1p7] 2. The impacts of the proposed subdivision or development on the continuation of primary production on adjacent land, with particular regard to land values and to the viability of infrastructure for such production. [14.01-1p8] 3. The compatibility between the proposed or likely development and the existing uses of the surrounding land. [14.01-1p9] 4. Assessment of the land capability. [14.01-1p10] 09.05-M00-01 Industrial development Regional Policy: Metropolitan Melbourne VC## dd/mm/yyyy This policy is based on the Advisory Committee’s interpretation of Plan Melbourne and may need to be reviewed before the PPF is finalised. Objectives and strategies Objective 1 To ensure availability of land for freight, logistics and major industrial development. [PM Table 10, 17.02-3p2] Strategy 1.1 Protect state significant industrial precincts identified on the Metropolitan Melbourne framework in Clause 03.06 and their access corridors (the Principal Freight Network) from encroachment or fragmentation from incompatible land uses. 09.05-gnut-01 Industrial development Local policy: Gumnut C## dd/mm/yyyy policy tailored for each municipality can be inserted here if required
Useful Websites to Watch Always watch YouTube for useful information on devised performances. “Much Ado About Nothing.” “A Midsummer Night’s Dream.” “Oliver” Malone” Places to Your local theatres Shows to See “Oliver” “Beauty and the “Mamma Mia” “Bugsy Malone” “Shrek” English
Lower Yarra River Visitors Guide Water Body Major Road River Cruises Scienceworks Museum Westgate Park Pier 35 Colonial Stadiam Melbourne Aquarium Southgate Plaza Melbourne Concert Hall Flinders Street Station Significant Features 15 16 17 18 Sidney Myer Music Bowl Rowing Regatta Course Melbourne Park (National Tennis Centre) Melbourne Cricket Ground Herring Island Como Park Leonda Receptions Rydges Riverwalk Boat Hire Picnic Area BBQs Polly Woodside 12 Melbourne Exhibition Centre 13 Crown Entertainment Complex 14 Federation Square Development (Under Construction) 19 Victorian Arts Centre 20 Alexandra Gardens 21 Government House 26 Melbourne Sports & Entertainment Centre 27 Royal Botanic Gardens 28 Collingwood Children's Farm Dights Falls & Flour Mill Yarra Bend Park 0 0.5 1 Kilometres 27 28 Cartography by Parks Victoria Business Systems, June 2000 H:MapInfo\Workspcs\Standard\ Parknotes\City and Bays\ Yarra Visitors01.wor JOHNSTON STREET BBBRIIDGEEEE 26 Motttorrriiiisssseeeed cccrrraaaffftt nott recommended upssstttrrreeeaaam ooffVViiccttoorriiaa Street due to ssshaallllllllow wwaatteerr and reefs. WAALLMER SSSTTT FOOTBRIDGE CBD VICTORIA ST BRIDGE SOUTHGATE 4 FOOTBRIDGE PRINCES BRIDGE 12 Yarra River QUEENS 11 BBRRIDIDGGEE 18 25 HAWTHORN BRIDGE BOLLLTTTEEE BRIIIDGEEEE SSSPPPEEENCEEEER STREET BRIDGE 8 9 10 SOUTHGATE 14 Roowininngg 16 17 3 CHARLES GRIMES BRIDGE 7 6 5 KINGS BRIDGE 13 15 BRIDGE 20 MOREELLLL BRIDGE 19 RAILWAY BRIDGE WALLEN RD BRIDGE 24 HODDLE BRIDGE 21 CHURCH ST 1 2 BBBRIIDGEEEE 22 RAAIILILWAYY BRIDGE 23 MACROBERTSON BRIDGE RAAIILILWAYY BBBRIIDGEEEE Allberrtt Paarrkk
Explain your answer. ………………………………………………………………………………………………………………………………..….. ……………………………………………………………………………………………………………………………… (1) Find the sums of the following groups of fractions. Simplify your answers where possible: …………………… (2) …………………… (2) Moses had one quarter of a chocolate bar. Lucy had one third of a chocolate bar. What fraction of a chocolate bar did they have altogether? …………………………..……..…….. (3) Find the sum of and . You may shade the model to help you. + = + = ……..…….. ……..…….. ……..…….. (2) Find the difference between and . You may shade the models to help you. - = - =
YEAR 8: Scope and Sequence including assessment and outcomes Term & weeks allocated Content Assessment Tasks & Outcomes Shown by or Tested by Weighting of Assessment T1 Depth Study 4 integrated with overview The Western and Islamic World Renaissance Italy Historical Knowledge Test HT4-1 HT4-2 Class test: Short Answers and paragraph responses 10% T2 Depth Study 5 integrated with overview The Asia-Pacific World Japan under the Shoguns Source Analysis HT4-3 HT4-4 HT4-5 test: Short Answers and paragraph responses including one extended response 20% T3 Depth Study 6 integrated with overview Expanding Contacts A) The Aztecs or the Incas Research HT4-8 Class test: Open book essay 30% T4 B) Aboriginal and Indigenous Peoples, Colonisation and Contact History (Australia) Essay HT4-6 HT4-7 HT4-8 HT4-9 Other Depth studies to be tested with short answers, source analysis and paragraph responses HT4-1 HT4-2 HT4-3 HT4-4 HT4-5 HT4-10 End of Course examination All topics to be tested with the emphasis on Depth Study 6B 40% TOTAL 100
Year 9 Dance Unit Plan UNIT 3 (Term 3): Welcome To Broadway UNIT OVERVIEW: To introduce students to the musical theatre genre of dance, to continue to develop their performance and choreographic skills ASSESSMENT: 1. Performance of teacher devised Musical Theatre Dance 2. Choreography in (finish musical theatre class dance) UNIT DETAILS: No Learning Goal Success Criteria (I Know I’ve got it when I can …) and perform genre specific techniques Construct genre specific movement sequences applying dance components 1 Recall components and apply these when learning musical theatre techniques 2 Construct sequences in genre specific styles 3 Evaluate work to identify areas in need of improvement Key Apply Construct Create Evaluate 4 5
Year 9 English Christmas IL The next text we will study is called ‘Romeo and Juliet’. It is a play written by William Shakespeare. Shakespeare also wrote ‘A Midsummer Night’s Dream’ which we studied in Year 7 and ‘The Tempest’ which we studied in Year 8. Research 10 facts about William Shakespeare 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. William Shakespeare lived in the Elizabethan era. ‘Romeo and Juliet’ was written in the Elizabethan era. Research 10 facts about the Elizabethan era (3 facts must be about marriage and religion). 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. ‘Romeo and Juliet’ is set during the Renaissance in either the fourteenth or fifteenth century in the cities of Verona and Mantua in the Northern Italy. Write down 3 things that inspired Shakespeare to set many of his plays in Italy: 1. 2. 3. and Juliet’ is a Shakespearean tragedy.
My learning journey booklet Word Digital camera. Discussion: What information to go on the recipe card? Show exemplar recipe  nutritional profile  allergen Main activity: student production of recipe card and customer information guide. Each recipe card should include the following information: special dietary advice  environmental benefits. Company name and chosen cuisine. To evaluate their own practical cooking Photograph of dish. experiences. Ingredients list and quantities. Method of making. To appraise and evaluate their learning journey. Nutritional profile and health benefits. To review the opportunities for Allergy advice and special future GCSE courses and career options. dietary advice. Costings and portion size. Information on ingredients sourcing and any ethical or environmental claims. Storage and reheating instructions (if appropriate). Serving suggestions. Printing off recipe cards and evaluation of project and course. Plenary: completion of learning log. Discussion: GCSE options, possible pathways and future careers in the food industry.
Opportunity through Learning Year 9 Half Yearly Examination Timetable 2018 Week 5A MONDAY 28th May TUESDAY 29th May WEDNESDAY 30th May THURSDAY 31st May FRIDAY 1 June Period 1 9 Indonesian Written Half Yearly 9 French 1 Written Half Yearly 9 Com 1 Half Yearly 9 PASS 3 Half Yearly 9 Science A-D Half Yearly 9 Geography 1 & 2 Course Exam 9 History 3 & 4 Course Exam 9 Indonesian Speaking Exam 9 French 1 Speaking Exam 9 Food Tech 1 Half Yearly period 2 9 Automotive Half Yearly 9 Indonesian Written Half Yearly 9 French 1 Written Half Yearly 9 PASS 2 Half Yearly 9 Science A-D Half Yearly 9 Geography 1 & 2 Course Exam 9 Indonesian Speaking Exam 9 French 1 Speaking Exam 9 Food Tech 1 Half Yearly recess period 3 9 5.1 Half Yearly 9 Maths 5.2 Half Yearly 9 5.3 Half Yearly 9 English Half Yearly 9 French 2 Written Half Yearly 9 Child Studies Half Yearly 9 Science 1-4 Half Yearly 9 Geography C & D Course Exam 9 History A & B Course Exam period 4 9 Maths 5.1 Half Yearly 9 Maths 5.2 Half Yearly 9 Maths 5.3 Half Yearly 9 English Half Yearly 9 French 2 Written Half Yearly 9 Child Studies Half Yearly 9 Science 1-4 Half Yearly 9 Geography C & D Course Exam lunch period 5 9 Com 2 & 3 Half Yearly 9 Multimedia Half Yearly 9 Engineering 1 Half Yearly SPORT 9 Electronics Half Yearly period 6 9 Com 4 Half Yearly 9 Engineering 2 Half Yearly SPORT 9 Timber Half Yearly 9 PASS 1 Half Yearly Glenwood High School Opportunity through Learning
(2) Use your graphs to find the solution to the pair of simultaneous equations: __________________ __________________(1) By drawing the relevant graphs, solve the simultaneous equations: __________________ __________________ (4) Unit 14 (a) Complete the table for and draw the graph on the axes below. -4 -3 -2 -1 0 1 2 2 -1 -1 7 (2) (b) Plot the graph of
Week 7 – Topic – Osmocoding Blocks - Teaching and Learning Sequence Resources What is an Osmocoding Blocks? How does it work? How do you take care of it? How do you prepare Osmocoding Blocks for play? Students practise with Osmocoding Blocks. Ipads Osmocoding Blocks Differentiation Support: TA assistance Extension: NA Week 8 – Topic - Osmocoding Blocks - Teaching and Learning Sequence Resources Review previous lesson. Students practise with Osmocoding Blocks. Ipads Osmocoding Blocks Differentiation Support: TA assistance Extension: NA Week 9 – Topic - Kodable - Teaching and Learning Sequence Resources Review previous learning. Students practise with Osmocoding Blocks. Osmocoding Blocks. 100 squares A4 Differentiation Support: TA assistance Extension: NA
Year 1 Title Author Duration of teaching sequence Extended writing /genres SPAG to be taught within the teaching sequence. Autumn 1 Monsters vs Aliens School text Beegu Alexis Deacon 2 Character descriptions Postcards Capital letters, full stops, finger spaces, writing on the line. Adjectives, connectives. Monster Poetry Various 2 weeks Poems Adding –est as a suffix Adjectives Shh! We have a plan Chris Haughton 2 weeks Own version of the story Adding punctuation to the story – capital letters, full stops, question marks, exclamation marks. Autumn 2 Starry, Starry How to catch a star Oliver Jeffers 2 weeks Own version of the story Verbs – adding ing and ed as suffixes Man on the Moon Simon Bartlett 3 weeks Creating a book ‘Aliens on the Moon’ – retelling story from different perspective Instruction writing Question marks Adjectives – adding ly as a suffix Past tense Christmas 1 week Letters Lists Commas in lists Spring 1 Hansel and Gretel Various 2 Diary writing Instruction writing Adding –ed and s/es as suffixes Verbs/ adverbs
Chinese New Year Chinese New Year story Traditional 1 week Recount Past tense The Empty Pot Demi 2 weeks Advert for new emperor – character description Sequel to the story Adding – un as a prefix Spring 2 Eggs and New Life The Odd Egg Emily Gravett 2 weeks Recounts Information about eggs/ birds Onomatopoeia Past tense Tadpole’s Promise Jeanne Willis 2 weeks Letters Narrative Question marks The Emperor’s Egg Easter story Martin Jenkins 1 week Information posters Easter story Past tense Summer 1 Prehistoric Whole School Text Woolly Sam Childs 1 week Description Using ‘because’ Speech mark Stone Age Boy Satoshi Kitamura 2 Non fiction books Non chronological reports Using ‘because’ Past tense Cave Baby Julia Donaldson 2 Narrative entry Using ‘because’ Speech marks Summer 2 Fruit and Vegetables The Princes and the Pea/ The Pea and the Princess Mini Grey 2 weeks Wanted poster for a princess Narrative Using – un as a prefix Non fiction: instructions for planting a seed 1 week Instructions Verbs Commas in a list Poetry Acrostic poems 2 weeks Writing own poems Adjectives Question marks
Student 1: One is a girl, one (.) I don’t know what it is. Teacher 1: Anything else? Student 1: Ahh (0.5) no. Teacher 1: did the story take place? Student 1: At the house and in the river. Teacher 1: What was the problem in the story? Student 1: That Ma-ggie was drowned-ing. Teacher 1: And how did it get solved? Student 1: By the cow saving her. Teacher 1: Do you think it was a sensible idea for Maggie to get on the log? Student 1: (.) Not so much. Teacher 1: Tell me why. Student 1: Because rough waters and then they can tip over. © School Curriculum and Standards Authority, 2017 This document—apart from any third party copyright material contained in it—may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed. Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners. Any content in this document that has been derived from the Australian Curriculum may be used the terms of the Creative Commons licence.
realism stimulation efficiency directness initiative artistry pragmatism cleverness flexibility risk taking vision analysis autonomy independence theory broad view intellect strategy challenge Appendix 14 Other resources These are either available from the website, or from the DDO Secretary Clergy Handbook Especially Section 11 – Information and advice for curates Curacy resources The following documents are available on the website at: If you use an electronic version of this handbook the following are dynamic links which will open the document: Setting up a curacy Preparing for Ordination Mainly for curates
SSM – Parish to home boundary travel expenses form< (Word)/a> Mainly for Training Incumbents Document search: Please visit the to hunt through contents of all uploaded documents. See also: Booklet P128 (2011) ‘Supervising a Curate’ by Rick Simpson available at no cost for Gloucester training incumbents and curates. For a copy contact the DDO Secretary.
realism stimulation efficiency directness initiative artistry pragmatism cleverness flexibility risk taking vision analysis autonomy independence theory broad view intellect strategy logic challenge Appendix 14 Other resources These are either available from the website, or from the DDO Secretary Clergy Handbook Especially Section 11 – Information and advice for curates Curacy resources The following documents are available on the website at: If you use an electronic version of this handbook the following are dynamic links which will open the document: Setting up a curacy Preparing for Ordination Mainly for curates
Wk 3 Addition (TS4) Say the number that is 1 more than a number; on 1 from a given number Count on 1, 2, 3 or 4 from a given number; Begin to use the and signs to record addition sentences Wk 3 Subtraction (TS8) Say the number that is 1 less than a given number Count back 1 from a given number Subtract a 1-digit number from a ‘teens’ number by counting back, not crossing 10; Subtract one 1-digit number from another Wk 3 Addition facts (TS13) Begin to recognise that addition can be done in any order; Know by heart addition facts for pairs of numbers that total up to 7; Relate number to an understanding of addition, including use of , , Know by heart addition and subtraction facts for pairs of numbers that total up to 8; Relate addition facts for pairs of numbers to an understanding of addition, including use of , , and missing numbers; Begin to use patterns of similar calculations (e.g. 10010, 1019, 1028, …) Wk 3 Addition (TS18) Add by counting on, not bridging a multiple of 10 other than 10 or 20 Add by counting on, not bridging a multiple of 10 other than 10 or 20 Add two multiples of 10 by counting on in 10s Wk 3 TS23 Know by addition and subtraction facts for pairs of numbers that total up to 9; Record addition and subtraction facts for pairs of numbers that up to 9, using , and in number sentences Know by heart addition and subtraction facts for pairs of numbers that total 10; Record addition and subtraction facts for pairs of numbers that 10, using , and in number sentences Wk 3 TS 8 Begin to add two ‘teens’ numbers, not crossing a multiple of 10 Add and subtract 9 by adding and subtracting 10; Solve ‘real life’ problems involving money (change)
Pupils should be taught to: Key stage 1 use the basic principles of a healthy and varied diet to prepare dishes understand where food comes from. use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
Mathematics • Count to and across 100, forwards & backwards from any number. • Read and write numbers to 20 in numerals & words. • Read and write numbers to 100 in numerals. • Say 1 more/1 less to 100. • Count in multiples of 2, 5 & 10. • Use bonds and subtraction facts to 20. • Add & subtract: 1 digit & 2 digit numbers to 20, including zero. • one-step multiplication and division using objects, pictorial representation and arrays. • Recognise half and quarter of object, shape or quantity. • Sequence events in chronological order. • Use language of day, week, and year. • Tell time to hour & half past. Kirk Smeaton Church of England Primary School End of Year Expectations for Year 1 This booklet provides information for parents and carers on the end of year expectations for children in our school. We have identified expectations as being the minimum
requirements your child must meet in order to ensure continued progress throughout the following year. All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these at home would be appreciated. If you have any queries regarding the content of this booklet or want support in knowing how best to help your child, please talk to your child’s teacher. Reading • Identify which words appear again and again. • Recognise and join in with predictable phrases. • Relate reading to own experiences. • Re-read if reading does not make sense. • Re-tell with considerable accuracy. • Discuss significance of and events. • Make predictions on of what has been read. • Make inferences on basis of what is being said and done. • Read aloud with pace and expression, i.e. pause at full stop; raise voice for question. • Recognise: o capital letters o full stops o question marks o exclamation marks o ellipsis • Know why the writer has used the punctuation in a text. • Know difference between fiction and non-fiction text. Writing • Write clearly demarcated sentences. • Use ‘and’ to join ideas. • Use conjunctions to join sentences (e.g. so, but). • Use standard forms of verbs, e.g. go/went. • Introduce use of: o capital letters o full stops o question marks o exclamation
Subject Autumn School A1 - Fighting for Change Spring School Theme: A Tale as old as Time Summer School Theme: The World is Our Oyster 1 The Romans 2 Our Local Area 3 Toys 4 Toys 5 Treasured Islands 6 Treasured Islands English Poetry – senses Non-fiction - Labels. Lists & captions Fiction – Stories that mimic significant authors Non – fiction – glossaries Poetry – rhyming & structure Non – fiction – instructions Fiction - Stories with imaginary settings Non – fiction – Non – chronological report Poetry – themed poem Fiction - stories with familiar settings – (across both >) Non – fiction - recounts Maths Following the Year 1 Long term Primary Maths plan Art Drawing and sketching Painting and printing 3D sculptures and collages D.T. Designing and making roman shields Junk modelling creating toys (strong strictures) Cooking and nutrition Computing We are painters We are collectors We are treasure hunters We are story makers We are TV chefs We are celebrating Geography The journey and the rise of the Roman Empire How the local area has changed Knowing the 4 countries of the united kingdom History Toys past and present Science Everyday materials My body Plants & animals Plants & animals Seasonal changes Seasonal changes RE Christianity – creation story Christianity – Christmas Christianity – friendship – Jesus as a friend Christianity - Easter Judaism – Shabbat Judaism – Hanukah Music Me! KS1 performance Everyone! Our world Big Bear Funk Reflect, review & replay PSHE Healthy lifestyles Keeping safe Growing & changing Feelings & emotions Healthy relationships Valuing differences Rights & responsibilities Taking care of the environment Money matters PE Aesthetics – gym and dance Invasion Games Net/wall games Strike/field Games Athletics Sports day/festivals MFL Educational visits/ visitors Roman visitor Panto Visitor showing toys Tulle House Jewish visitor Zoo Themed days / weeks McMillan Coffee Morning Anti-bullying World book day My Money week Celebrations Showcasing Change Walk though time – Parents to visit each class Food from around the world – street food
September 4 First Day for Staff - Workshop 5 First Day for Students - 8:00 AM- Grades 5-8 Report 8:30 AM- Grades K-4 Report; 12:00 Noon Dismissal- No Aftercare 5 Back to School – Pre K ; 7:00 PM 6 K-8 Report at 8:00 AM; 12:00 Noon Dismissal 6 Pre K Reports – First day - 8:00 AM; 12:00 Noon Dismissal 7 12:00 Dismissal – First Day for Aftercare 10 Opening Mass - 10:30 AM 14 - 16 Fall Family Carnival 20 Back to School Night - Grades K – 4; 7:00 PM 27 Back to School Night – Grades 5 – 8; 7:00 PM (Grade 8 Reports at 6:30 PM) October 5 First Friday; Mass 10:30 AM; 12:00 Noon Dismissal 5 Opening Day Mass Basilica, Newark, NJ 1:30 PM 8 Columbus Day – 12:00 Dismissal – No Aftercare 18 Teacher Professional Day - No School November 1 All Saint’s Day; Mass 10:30 AM - Full Day of School 2 First Friday – (No Mass) 12 Noon Dismissal 2 Upper School Only – Parent-Teacher Conferences #1 – After 12:00 Noon Dismissal 6 Lower School Parent-Teacher Conferences (No School – Lower School Only) 7 Upper School Parent-Teacher Conferences #2 (No School – Upper School Only) 9 Grade 8 COOP Exam 21 12:00 Dismissal - Thanksgiving Holiday – No Aftercare 22 No School – Happy Thanksgiving 23 No School 26 School Resumes December 7 First Friday; Mass 10:30 AM; 12:00 Noon Dismissal 7 Upper School Only - Parent-Teacher Conferences #3 - After 12:00 Noon Dismissal 19 Christmas Nativity Pageant (Grade 7) 21 Christmas Vacation Begins; 12 Noon Dismissal- No Aftercare January 2 School Resumes 4 First Friday; Mass 10:30 AM; 12:00 Dismissal 9 Open House – New Students 7:00 – 9:00 PM 21 No School - Martin Luther King, Jr. Day 26 Catholic Schools Week Begins 28 10:30 AM Mass and Grade 8 Pin Ceremony (TURN OVER)
and the third person singular of verbs) extra syllable or ‘beat’ in the word, it is spelt as –es. Adding the endings –ed and –er to verbs where no change is needed to the root word –ing and –er always add an extra syllable to the word and –ed sometimes does. The past tense of some verbs may sound as if it ends in /ɪd/ (extra syllable), /d/ or /t/ (no extra syllable), but all these endings are spelt –ed. If the verb ends in two consonant letters (the same or different), the ending is simply added on. hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper Adding –er and –est to adjectives where no change is needed to the root word As with verbs (see above), if the adjective ends in two consonant letters (the same or different), the ending is simply added on. grander, grandest, fresher, freshest, quicker, quickest
Geography/History/ Science Science: Material World: Spot the Difference Physical Look! Listen! History: Present and Past Family Life Geography: Features of Places Science: Living World: Schoolyard Safari Earth & Space: Up, Down and All Around Creative Arts Music/ Visual Arts: Dynamics and Easter craft. Drama/ Dance: Mix of role-plays. Music/ Visual Arts: Aboriginal. Drama/ Dance: Concert. PDHPE Personal Development & Health -Safe Living- Rules, safety (Pedestrian, car, bus and bicycle). Physical Education Gymnastics Personal Development & Health -Active Lifestyle Physical Activity and Nutrition. Physical Education Athletics skills Personal Development & Health -Safe Living Child protection. -Interpersonal Relationships Expressing needs and feelings Physical Education Effects of Physical Activity Personal Development & Health -Growth & Development -Personal Health Choices sun safety and Personal Hygiene Physical Education Composition Maronite Sisters of the Holy Family Maronite College of the Holy Family 23-25 Alice Street Harris Park NSW 2150; Tel (02) 9633 6600 Fax (02) 9689 1662 Email: Web: www.mchf.nsw.edu.au ABN: 55 454 573 163 Year 1 - Term 2 Overview 2017 This is a term overview for the teaching and learning for each subject in Year 1 for Term 2. Please make an appointment to speak to your child’s teacher if you have any questions. KLA Outcomes Unit Outline English Speaking and Listening Speaking and Listening
Spelling EN1-5A Uses a variety of strategies, including knowledge of sight words and letter-sound correspondences, to spell familiar words. Handwriting and using digital technologies EN1-3A Composes using letters of consisted size and slope and uses digital technologies. Grammar, punctuation and vocabulary EN1-9B Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts. Spelling Students will demonstrate growing awareness of how accurate spelling supports the reader in understanding written to read fluently. Students will understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words. Handwriting and using digital technologies Students will understand that handwriting and presentation of work needs to reflect audience and purpose in order to communicate effectively. Students construct texts featuring print, visual and audio elements using software, including word processing programs. Grammar, punctuation and vocabulary Students understand that ideas in texts can be organised to enhance meaning using sentences and paragraphs. Students recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands. Students begin to understand that choice of vocabulary adds to the effectiveness of text. Mathematics Working Mathematically In Mathematics the teaching and learning activities are ongoing and