zilongwang/ReadingBank huggingface dataset:
Year 12 Dance Unit Plan UNIT 2 (Term 2): UNIT OVERVIEW: To provide student s with the opportunity to explore contemporary movement and concepts including the communication of a social or political issue. To provide students with the opportunity to develop dance appreciation skills. ASSESSMENT: 1. Appreciation – Extended Written Analysis of Dance Work 2. Choreography- individual for a group (based on social/political issue) UNIT DETAILS: No Learning Goal Success Criteria (I Know I’ve got it when I can …) Create contemporary sequences Incorporate social or political aspects into sequences Analyse dance work through description, interpretation and evaluation 1 Recall dance components to construct genre specific sequences 2 Identify social and political and apply to movement sequences 3 Recall appreciation skills including analysis, interpretation, description and evaluation Key Verbs Create Construct Analysis Interpret Describe Identify Evaluate 4 Apply description, interpretation and evaluation skills to analysis a dance work 5 Evaluate work to identify areas in need of improvement
Year 12 Dance Unit Plan UNIT 4 (Term 4): Australian Icons UNIT OVERVIEW: To provide student s with the opportunity to apply their knowledge and skills in one of the dance strands (performance, choreography or appreciation). ASSESSMENT: 1. Choreography / Appreciation / Performance UNIT DETAILS: No Learning Goal Success Criteria (I Know I’ve got it when I can …) Identified area for study Recall dance components to complete task 1 Identify strand to be studied 2 Recall dance components and apply these to chosen area 3 Evaluate work to identify areas in need of improvement Key Construct Create Identify Evaluate Analyse Apply 4 5 6
HOW WILL I BE ASSESSED IN THIS SUBJECT? Achievement Standard Curriculum Level Level and Credit Value Internal or External Description My Prelim Grades My Final Grades for AS91168 (AS 2.1) Carry out a practical physics investigation that leads to a non-linear mathematical relationship. 7 Level 2 4 credits I Carrying out a practical physics investigation which leads to non- linear relationship. AS91169 (AS 2.2) Demonstrate understanding of Physics relevant to a context 7 Level 2 3 credits I Research task which allows students to look at application of Physics concepts and ideas to a context. AS91171 ( AS 2.4) Demonstrate understanding of mechanics 7 Level 2 6 credits E Motion, kinematics, projectiles, circular motion, force, acceleration, momentum, energy AS91172 (AS 2.5) Demonstrate understanding of atomic and nuclear physics 7 Level 2 3 credits I Models of the atom, nuclear transformation and products, nuclear reactions, AS91173 (AS 2.6) Demonstrate understanding of electricity and electromagnetism 7 Level 2 6 credits E Concepts related to Static electricity, DC Circuits and
12 PHYSICS – TERM 2 – Unit 1 Part b ELECTRONICS 1 UNIT LEARNING GOALS: DECLARATIVE KNOWLEDGE The student will know the following definitions: Capacitance Capacitive Reactance & Impedance RC Time constants Semi-conducting materials and devices Low & High Pass Capacitor filtering Half & Full Wave rectification Electronic Attenuation ------------------------------------------------------------------------------- PROCEDURAL KNOWLEDGE: Students will be able to: generate written scientific reports Perform and design experiments involving electrical components to investigate various concepts outlined above. Operate various pieces of equipment including CRO, multimeter, Labquest data loggers, Ammeters & Voltmeters Apply knowledge in problem solving from text. ------------------------------------------------------------------------ Assessment SA: Stimulus Response Exam with series of 3 experiments investigating capacitance, AC rectification and electronic filtering Success Criteria: Accurate and successful completion of problems from the textbook. Apply theory to practical circuit problems Reached set Target. Key Understand Manipulation Calculate Investigation Design . Resources “PHYSICS SPECTRUM”, Peter Eastwell “New Century Physics”, Richard Walding
12 PHYSICS – TERM 3 – Unit 2 OPEN ENDED EXTENDED EXPERIMENTAL INVESTIGATION 1 UNIT LEARNING GOALS: DECLARATIVE KNOWLEDGE The student will know definitions & accompanied equations: FOR CHOSEN TOPIC PROCEDURAL KNOWLEDGE: Students will be able to: DEFINE Construct JUSTIFIED HYPOTHESES COMPARE & CONTRAST theories & explanations DESIGN experiments PRODUCE, COLLATE, DISPLAY, SYNTHESISE, AND ANALYSE DATA (graphically & otherwise) JUSTIFY & CONCLUDE ------------------------------------------------------------------------ Assessment Scientific Report Success Criteria: SYLLABUS GENERAL DESCRIPTORS. Key Verbs Understand Manipulation Calculate Justify Hypothesise Conclude Synthesise Compare Contrast Define Analyse Design . Resources STUDENT CHOICE
Australian Icons Semester 4 – Task 13 – Appreciation Contemporary Unit A B C D E The student work has the following characteristics: discerning use of dance terminology, accurate referencing and sustained control of language conventions demonstrating sophisticated knowledge and understanding of the dance components and skills relevant to the context discerning analysis and insightful interpretation of the complex and subtle interrelationships between dance components and skills relevant to the context discerning evaluation with well-reasoned justification of conclusions relevant to the context The student work has the following characteristics: effective use of dance terminology, referencing and language conventions demonstrating thorough knowledge and understanding of the dance components and skills relevant to the context thorough analysis and effective interpretation of the interrelationships between dance components and skills relevant to the context effective evaluation with valid justification of conclusions relevant to the context The student work has the following characteristics: use of dance terminology, referencing and language conventions demonstrating knowledge and understanding of the dance components and skills relevant to the context analysis and interpretation of the interrelationships between dance components and skills relevant to the context evaluation with justification of conclusions relevant to the context The student work has the following characteristics: use of basic dance terminology and language conventions demonstrating knowledge and understanding of aspects of the dance components and skills basic analysis and interpretation of aspects of the dance components and skills basic evaluation with some justification of conclusions The student work has the following characteristics: simplistic use of terminology and language conventions states obvious aspects of the dance components and skills states opinions Comments
Year 12 Trials Examination Timetable 2018 WEEK 1A MON 23RD JULY TUES 24TH JULY WED 25TH JULY THURS 26TH JULY FRI 27TH JULY Music Practical Exam (All Day) Modern History S.D.D 3hrs + 5 Min Reading 8.40am-11.45am Textiles 1 ½ hrs + 5 Min Reading 8.40am-10.15am English Standard Paper 1 English Advanced Paper 1 2hrs + 10 Min Reading 8.40am-10.50am English ESL Paper 1 English Studies 1 ½ hrs + 10 Min Reading 8.40am-10.15am PDHPE 3hrs + 5 Min Reading 8.40am-11.45pm English Standard Paper 2 English Advanced Paper 2 2hrs + 5 Min Reading 8.40am-10.45am English ESL Paper 2 1hr + 5 Min Reading 8.40am-9.45am Advanced Maths Year 11 Accelerated Maths Extension 2 3hrs + 5 Min Reading 8.40am-11.45am General Maths 2 ½ hrs + 5 Min Reading 8.40am-11.15am Dance Written D1 1 hr + 5 Min 12.25pm-1.30pm 15min break Dance 1 ½ hrs + 5 min Reading 1.45pm-3.20pm Maddalyn Bokenham Jane Susanto Ind. Tech - Timber Ind. Tech – Ind. Tech - Graphics 1 ½ hrs + 5 Min Reading 12.25pm-2.00pm Biology Geography 3 hrs + 5 Min Reading 11.45am – 2.50pm Photography 1 ½ + 5 Min Reading 11.45pm-1.20pm French Continuers Indonesian Continuers 2 ½ hrs + 5 Min Reading 12.45pm – 3.20pm French Beginners Indonesian Beginners 2 hrs + 5 Min Reading 12.45pm – 2.50pm Society & Culture 2 hrs + 5 Min Reading 12.25pm – 2.30pm English Extension 1 Hospitality 2 hrs + 5 Min Reading 12.45pm – 2.50pm
12B Maths – Semester 1 Periodic Functions and Applications 3 OPTIMISATION USING DERIVATIVES Introduction to integration 1 UNIT LEARNING GOALS: Pythagorean identity Solve trigonometric equations within a specified domain algebraically in simple situations (multiple angles are not essential) using technology to any complexity Find derivatives of functions involving and Applications of the derivatives ofandin life-related situations. ----------------------------------------------------------------------------------- Know positive and negative values of the derivative as an indication of the points at which the function is increasing or decreasing Know zero values of the derivative as an indication of stationary points Understand concept of relative maxima and minima and greatest and value of functions methods of determining the nature of stationary points greatest and values of a function in a given interval --------------------------------------------------------------------------------------------------- definition of the definite integral and its relation to the area under a curve the value of the limit of a sum as a definite integral definition of the indefinite integral for integration including Assessment Exam Success Criteria: Accurate and successful completion of problems from the textbook. Reached set Target. Key Integrate Understand Apply Solve Graph Sketch Define Resources Quest 12B: Glossary: Integral, Optimise 12B Maths – SEMESTER 1 cont. EXPONENTIAL AND LOGARITHMIC FUNCTIONS II OPTIMISATION USING DERIVATIVES II
To know what we need to eat in order to stay healthy Classifying – Which foods help us to stay healthy? Why do people eat different types and amounts of food? What is a diet? What is a balanced diet? Hook – Video clip from BBC Broadband Learning Zone – ‘Why animals need a healthy diet’ and ‘Eating a varied diet’. Look at a selection of foods: fresh and in cans. Discuss which ones we like to eat and why we eat them and get children to explore range of websites to investigate what makes a healthy diet Provide pictures of a number of foods for the children to sort Red – ok as treats (but not all the time) Yellow – healthy in moderation Green – healthy foods/go for it Children could decide how they are going to categorise the food and the best way to show this. They might show a food pyramid; the foods we should eat the least at the top, and so forth. Get children to create ICT piece with their research findings Food Types
Use to reinforce how to light up a bulb in plenary of lesson Use to reinforce how to light up a bulb in plenary of lesson To make a complete circuit that can be controlled using a switch To investigate the best materials to make a switch work, Use scientific forms of language when communicating simple scientific ideas, processes or phenomena Recap children’s learning about how to make a bulb light up in a simple circuit, get them to recreate their circuits to rehearse prior learning Model to the children what happens when the wire in their circuit is cut. Get children to discuss do they want the light on all the time and what do they need to control it. Model to the children how to create a simple switch with card, paper fasteners and a paperclip. Get children to incorporate a switch into their circuit. Get children to discuss how the switch and what material is the electricity passing though so that the bulb will light up. Introduce children to the scientific word conductor Get children to investigate what other materials they could use to make the bulb light up Get children to record findings in annotated drawings and tables Get children to draw conclusions about what materials conduct electricity Use site to test out children’s about conductors of electricity To explain what the different components are in an electrical circuit. To make multiple devises work in a circuit. To identify differences, similarities or changes related to simple scientific ideas, processes or phenomena Introduce the children to a range of other devices they can make work in a simple circuit, a motor a buzzer. Get the children to investigate how to make a buzzer work in their circuit, what do they notice about the direction of the wires to the battery to get the buzzer to work ( will only work in one direction) What about a motor what do they notice about this (put propellers on the motor so that they can see the direction it spins in. Can children create a circuit with multiple devices (two bulbs, a bulb and a buzzer)
Option Module: LAW AND THE BUSINESS ENVIRONMENT Module Leader: Laurence Etherington Formal Learning Activities: Approximately 6 x PBL sessions; approximately 7 x 1 hour large group sessions; and One Day Case Study Event. Other Requirements: This module will involve a Full Day visit to London while attending the ‘Case Study Event’ (travel costs paid from York to London return) towards the end of Term 1. Student Numbers: Limited to 40 Law students Module Content and Delivery: This Module examines two aspects of the business environment within which lawyers commonly undertake legal work: (a) the commercial world within which many legal professionals provide services; and (b) the business of legal professionals providing those services. The module is designed to provide an introduction to the strategic, financial and other concerns of legal service providers and other businesses. It should also help you to develop your overall “commercial awareness”. Module Learning Outcomes: By the end of the module, students should be able to demonstrate: 1. Understanding how and why legal service providers organise themselves using different structures, including the roles of various people working within these, and the advantages and disadvantages of different legal structures for legal service providers and for other types of businesses 2. The ability to use concepts and techniques to analyse and interpret financial information in the context of legal services provision 3. The use of concepts, techniques and information sources to undertake ‘internal’ and ‘external’ analysis of a legal service provider, develop and evaluate strategic options and prepare a Business Plan for their implementation 4. The ability to apply the knowledge and techniques developed in the module in different contexts Assessment Method: The course will be assessed through a form of Learning Portfolio (focusing on a Business Plan) (100%), submitted in Week 1 of the Spring Term. Preliminary Reading: C Stoakes, Commercial Awareness (Christopher Stoakes Ltd 2013/14), or C Stoakes, All you need to know about commercial awareness (2011/12) (Longtail Press 2012)
Year 3 Mathematics Yearly Overview Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Week 1 Place value Counting Multiplication tables (3x, 4x) value Mental addition and subtraction 2D and 3D incl. sorting Multiplication facts (statistics) value (measures) Week 2 Place value and mental calculation Written and mental multiplication Fractions Addition and subtraction (statistics) Addition and subtraction (measures) Mental calculation Week 3 2D Length incl. perimeter Written and mental division Fractions Division Fractions Multiplication and division (measures) Fractions Week 4 Statistics Mental calculation Time Volume and capacity Mass Position and direction 2D shape incl. sorting Measures Week 5 Written addition 3D Multiplication incl. 8x table Time Decimals Addition and subtraction (money) Statistics Week 6 Written subtraction Assess and review week Multiplication (statistics, measures, money) Assess and review week 3D shape incl. sorting Assess and review week
Food Group Vocabulary What are they called? What do they do? Where are they found? Carbohydrates Starches They give you energy Bread, cereals, pasta, rice Carbohydrates 2) Sugars Biscuits, sweets, cakes Proteins They help you to grow & your body to repair itself Meat, fish, products, dry beans and eggs
Year 3 Apps List (2018) Version 1 School Folder 1 Free with new iPad 14.99 14.99 to write and draw 1.99 Free Free 5.99 Free Free Free Free School Folder 2 SeeSaw Free Free Free with new iPad 7.99 Free Free Free Free Free Free Comic Life 3 2.99 Quiver Free School Folder 3 Free Free 2.99 Free Free Free 9.99 Free Free Timed Reading Lite Free Free School Folder 4 Coding Apps Free Free Free
your Maths Challenge activity in your homework book. Get your parents involved with this and enjoy the challenge together. Practice your quick number cards each night. work – Occassionally unfinished work will be sent home for completion. Your homework time-table should look something like this: Monday Tuesday Wednesday Thursday Friday Segment spelling words Read – 20 mins Number Read – 20 mins Quick Number Read – 20 mins Quick Number Read – 20 mins Quick Number Read – 20 mins Quick Number Practise spelling words as required, complete Maths Challenge, finish diary puzzle Remember to check your diary in case you have unfinished work to be completed. Your Home-work book will be collected on Friday’s for Mrs.Nield to mark your segmenting and your Maths Challenge.
Year 3 Homework – Term 1 – (Week 6-9) Remember to READ EVERY NIGHT! Practice your reading goal Don’t forget to fill in your Read It! Home Reading Log Have you reached the 100, 150 and 200 club? Reading Eggs - Week English Spelling Mathematics Science 6 Retell Write a retell of a story that you have read this week. Consonants and vowels For each word, write the C or V above each letter Write out your 2 times and 10 times tables List 10 items in your house that are non-living. 7 Write 3 clauses. Each one must contain a subject and a verb. Rhyming Words Write a word that rhymes with your spelling words. Write double and half of the following numbers. 20 50 80 120 170 8 three compound sentences using 3 different conjunctions. the spelling words without the contractions. e.g. wasn’t = was not Order these measurements from the smallest to the greatest. 1.3cm, 30cm, 13cm, 3cm, 3.1cm, 3m List 5 items that were once living and are now non-living. 9 Write down the text structure of a persuasive text. Write 3 sentences and then make your sentences more detailed Complete the following additions in your head and write down the answer. 120 + 23 = 150 + 52 = 210 + 47 = Online Learning Spelling City http://www.spellingcity.com/ Study Ladder
Year 3 Unit 2 Spelling overview Lesson concepts Week Focus Spelling knowledge — Visual (V), Phonological (P), Morphemic (M), Etymological (E) Suggested spelling words CORE WORDS Weekly overview Resources Spelling relationships, spelling rules, compound words, less common letter combinations Spelling — words 6 Silent letters — ‘gn’, ‘wr’ and ‘kn’ V gnat gnaw gnarl gnome wrap write wrote wrong wreck wrist knot know knee knock knight pre-test word slide – silent onset and rime ‘Who am I?’ word game post-test Website — C2C Spelling Curriculum into the classroom (C2C) — Spelling P–10 Text — Bear, Donald. R; Invernizzi, Marcia; Templeton, Shane; Johnstone, Francine, 2012, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 5th edn, Pearson, Boston Text — Hornsby, D; Wilson, L, 2011, Teaching phonics in context, Pearson, Australia Text — Hill, Susan, 2012, Developing early literacy: Assessment and teaching, 2nd edn, Eleanor Curtain Publishing, Australia 7 Diphthongs and other ambiguous vowels — ‘ou’, ‘ow’, ‘au’ and ‘aw’ V P found about bounce how clown plough saucer August crawl draw taught pre-test blank word cards and diphthong dice with ‘ow’ sounds and ‘or’ sounds post-test 8 Contractions ‘word’ + ‘not’, ‘word’ + ‘is’ and ‘word’ + ‘had’ or ‘would’ M isn’t won’t wasn’t couldn’t she’s who’s here’s what’s there’s we’d he’d it’d she’d they’d pre-test concentration/memory online contraction game post-test 9 Word endings — soft ‘g’ sound spelt ‘dge’ and ‘ge’ V lodge ledge fridge wedge judge bridge badge stage huge cage page change charge orange village pre-test make your own word find magazine cut up and Look, Say Cover Write Check post-test 10 Consolidation V P M Review, reinforce and extend student learning
Manor Primary School Science Year 3: Investigating What Helps Plants Grow! Overview of the Learning: In this unit of learning children will investigate about what plants need to grow well and why it is important that they do. Experimental and investigative work focuses on: considering what evidence should be collected ; making careful measurements ; considering how good the evidence is and using results to draw conclusions. Work in this unit also offers opportunities for children to relate their knowledge about the growth of plants to everyday contexts. Core Aims develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics about humans and other animals develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future. Pupils should be taught to work scientifically. They will: asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers gathering, recording, classifying and presenting data in a variety of ways to help in answering questions recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions identifying differences, similarities or changes related to simple scientific ideas and processes straightforward scientific evidence to answer questions or to support their findings. Pupils should be taught about What Helps Plants Grow: identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
Option Module: ART LAW (Joint Module with History of Art) Module Leaders: Emma Waring (Law) & Michael White (HoA) Formal Learning Activities: 8 x 2 hour plenary sessions (also field trip) and 6 x 1 hour discussion group Procedural Requirements: Participation in all learning activities Student Numbers: Limited to 24 overall, 12 Law and 12 History of Art Module Content and Delivery:
Module Learning Outcomes: By the end of the module, you should be able to: • Describe the main arguments in the “compensation culture” debate, and the interface between insurance and tort, • Analyse the interface between altruism and the normative justifications for the tort of negligence, • Reflect on the historical context of charitable immunity from tort, protective mechanisms, and volunteer protection, • Evaluate the Social Action, Responsibility, and Heroism Bill; Good Samaritan and volunteer protection legislation; common law protective mechanisms; charitable immunity; and damages caps, • Critically evaluate the legal mechanisms, and structures, used to protect non-profits, and volunteers, from liability, and appraise their suitability for the non-profit sector, and society. Assessment Method: 25% - Moot & Skeleton 75% - Coursework - 2000 words Preliminary Reading: Peter Cane, Atiyahs Accidents, Compensation and the Law, 8th Edn, CUP, 2013
To draw straightforward conclusions from data presented in various formats To use observations, measurements or other data to draw conclusions. To use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions Ask children to plan a fair test to find out if the solid that lets most water through is the best for growing. Get children to control more than one variable and plan their test fairly. Get children to plan what data they will record and how they will record it. Once children have set up their investigation get them to record their prediction, complete annotated diagrams about their work and describe their test. After a period of time get children to collect data from their investigation, record this and present it appropriately drawing conclusions from their work To identify food sources of different animals living in the soil To identify the structure of a food chain in a specific habitat. That most food chains with a green plant. Recognise the feeding relationship between plants and animals in a habitat and describe it a food chain. that animals and plants in a local habitat are interdependent how animals and plants in a local habitat are suited to their environment Get children to explore other than plants what lives in the soil (minibeasts) Review habitats with children and ask them to say organisms are found in a specific habitat. Challenge children to identify the food of specific animals, some of which eat plants and some of which eat animals Extend children’s ideas about the food of animals using secondary sources eg internet/ , reference books. Introduce terms ‘predator’ and ‘prey’ and start by considering pairs eg plant and one animal or two animals. Challenge children with the question ‘where did the prey get its food?’ Ask children to find out about this using secondary sources eg internet , reference books. Show how a food chain is represented. Give children pictures of organisms in a habitat with information about what each eats and ask them to practise writing or sequencing food chains. Where possible relate this to the local habitat. Get children to research and record as many food chains for creatures that live in the soil and record them with accurate vocabulary Construct a food chain eg rosebush greenfly ladybird and explain it eg this means th greenflies feed on the rosebush and the ladybirds feed on the greenflies Explain why plants are essential to food chains eg plants grow using air and water, they don’t eat other things Useful link: Use as link game to reinforce learning about food chains
Daily Reading Activities Reading Apply their knowledge of root words, prefixes and suffixes to read aloud and understand the meaning of new words they meet. Read exception words, noting the unusual correspondences between spelling and sound. Listen and discuss a wide range of fiction, poetry, plays, non-fiction and reference books. Read books that are structured in different ways and reading for a range of purposes. Use dictionaries to check the meaning of words they have read. Increase their familiarity with a wide range of books. Discuss words and phrases that capture the reader’s interest and imagination. that the text makes sense to them, discuss their understanding and explain the meaning of words in context. Draw inferences such as characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence. Identify main ideas drawn from more than one paragraph and summarise these. Identify how language, structure and presentation contribute to meaning. Identify themes and conventions in a wide range of books. Apply their knowledge of root words, prefixes and suffixes. English All year Reading rotation activities reading Accelerated Reader quizzes Daily Maths Lessons Pure Maths activities Recognise the place value of each digit in a number. Compare and order numbers up to 1000. Identify, represent and estimate numbers using different representations. Maths 1 -4 Weekly Accelerated Maths exercises Times table practice within Home Learning Mathletics
Objective Guidance Word List Investigate/ Challenge/Reflect Words with endings sounding like /ʒə/ or /t_ʃə/ The ending sounding like /ʒə /is always spelt- sure. The ending sounding like /tʃə/ is often spelt –ture, but check that the word is not a root word ending in (t)ch with an er ending – e.g. teacher, catcher, richer, stretcher. measure, treasure, pleasure, enclosure creature, furniture, picture, nature, adventure Investigate Challenge Reflect
23 23 Mon 27 Feb PPD A case against the evidence /critical thinking Richard House DCS Clinical Governance Lynne Howey Tues 28 Feb Eating disorders – Child Ginnie Bonnie & Catherine Harper Eating disorders – Adult Ginnie Bonnie Wed 1 Mar PPD Professional Issues Ash Summers & Raymond Chadwick PPD Working Privately Graeme Flaherty-Jones Thur 2 Mar DCS Complex Trauma Lisa & Angela PPD Starting work & Applying for jobs Angela & Ex Trainees Frid 3 Mar PTE Neuropsychology functional disorders Price PTE Complex Needs: Neuropsychology degenerative disorders Don Brechin & Steven Evans 24 Wed 8 Mar Personal Study /Thesis 25 Wed 15 Mar Summative courtroom Oral examination Assessment Mock court room 26 Wed 22 Mar Summative courtroom Oral examination Assessment Mock court room 27 Wed 29 Mar Personal Study/Thesis 28 Wed 5 Apr Personal Study/Thesis 29 Wed 12 Apr Personal Study/Thesis 30 Wed 19 Apr Personal Study/Thesis 31 Wed 26 Apr Personal Study/Thesis 32 Wed 3 May Personal Study/Thesis 33 Wed 10 May Personal Study/Thesis
Learning Objectives Suggested Learning Opportunities To elicit ideas about electricity and things that use electricity. To consider what sources of information, including first-hand experience and a range of other sources, they will use to answer questions Explore - What is electricity? Things that use electricity. Starter video hook - It encourages children to think about the items in a house that use electricity. Heather is late for work so her friend Jason kindly offers to make her breakfast. How many things does Jason use, or does Heather need, that require electricity to work? Discuss that batteries and mains electricity are the most widely used sources of electricity and that electricity can be dangerous so care needs to be taken. To know how to make a bulb light up. To construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers To identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery To present scientific ideas and thinking about electrical circuits and equipment Elicitation and exploration task – What do we already know about electrical circuits? Making circuits! To find out what children already know about circuits allow them to make a simple circuit. They could try to then make the bulb light using the least amount of equipment They could draw a circuit, label it and possibly explain what is happening to the ‘particles’ (electrons) in the circuit. The children could then try to make motors spin and buzzers make a sound. Give children a range of components – e.g. bulbs, bulb holders, cells, battery holders (one holding two cells constitutes a battery), wires and crocodile clips, buzzers, motors. In pairs they build a working circuit – i.e. the bulb lights up, the motor turns or the buzzer sounds! The children then draw their circuit and label the parts Challenge them to give the purpose of each component in the circuit. (Children draw the circuit as a pictorial representation, as they will be introduced to the conventional circuit symbols in Year 6.) To know which materials are electrical conductors and which are electrical insulators. To know how conductors and insulators are used in electrical components. Exploring – Which materials are conductors and insulators of electricity?
identify how sounds are made, associating some of them with something vibrating • recognise that vibrations from sounds travel through a medium to the ear • find patterns between the pitch of a sound and features of the object that produced it • find patterns between the volume of a sound and the strength of the vibrations that produced it • recognise that sounds get fainter as the distance from the sound source increases. Expectations Children can: identify how sounds are made, associating some of them with something vibrating recognise that vibrations from sounds travel through a medium to the ear find patterns between the pitch of a sound and features of the object that produced it find patterns between the volume of a sound and the strength of the vibrations that produced it recognise that sounds get fainter as the distance from the sound source increases.recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions identifying differences, similarities or changes related to simple scientific and processes straightforward scientific evidence to answer questions or to support their findings.
You could set this in the context of trying to develop sound-absorbing panels in an arena to be used for a gig. A data-logger can be place in a shoe box (the arena). Place a metal tray on the top of the box and drop a small object from a set height to produce a sound. Measure the loudness of the sound. You could then place different numbers of sponges between the box and the tray and measure the loudness of the sound heard in the box. Research – Give the children opportunities to find out more reflection of sound waves: Ultrasound Echo-sounding/ Sonar (e.g. Paul Langevin) Echolocation by dolphins To recognise significant variables in investigations, selecting the most suitable to investigate To explain why particular pieces of equipment or information sources are appropriate for the questions or ideas under investigation To plan and set practical enquiries, comparative and fair tests To use observations, measurements or other data to draw conclusions. To use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions. Open ended investigation You are fed up with how loud the alarm clock bell is on your clock. Unfortunately there isn’t a volume control on the clock. How can you find out the best way to muffle the sound of the alarm? Children set up and carry out a test to find out the best way of insulating the sound Get children to establish: Which variable are you investigating? Which variables are you keeping the same? What are you to measure/observe? How are you going to show your findings? Has this allowed for you to do any repeated measurements/observations?
Learning Objectives Suggested Learning Opportunities to recognise and show respect for similarities and differences to be aware of the wider world and has a sense of Mo Farah as a world citizen to show respect and value diversity to understand how the world works economically, politically, socially, culturally, technologically and environmentally What is the secret to success? Introduce the children to Mo Farah through a variety of images from Mo’s life – pictures of his racing, family life, life in Somalia. Ask the children what do they know about Mo? Why is he so famous? Brainstorm ideas about - What has made him so successful? Tell the children One of the important reasons for Mo Farah’s success was the early recognition of his special talent for running. Ask the children what their special talents are? Share with the children one of Mo Farah’s quotes "It's all hard work and grafting …..but anything is possible" what do the children think about this? Ask the children to think about something they wish to improve, and/or something they would like to achieve that seems beyond their reach. Ask them what they are going to do, and how hard they are going to work to achieve their new goals. Display their new challenges on a class display board. After a few weeks add updates to show how far they have travelled towards their goals. Teaching resources to be found at to understand that actions can have consequences and can affect others to identify ways in which children can be victims of circumstances • to understand the nature and consequences of civil unrest, and how to respond and ask for help What was Mo Farah’s journey to success like? Introduce the children to Mo’s early life from Somalia to London. Share pictures and text from Go-givers resources. Discuss with the children why Mo left Somalia, what happened when he came to England and how he came to be an international sporting personality. How do the children think Mo feel about leaving his twin brother in Somalia? How does his brother feel about Mo’s success?
To use test results to make predictions to set up further comparative and fair To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Introduce this investigation by modelling (for health and safety reasons) how many of the materials that will be given to the children will melt at a high temperature. Do this by placing different materials (e.g. soft and hard fats, chocolate and wax) in separate transparent bags or in small metal trays and placing them in warm water (80 degrees Celsius). Then ask the children how they would find out at which temperature each material would begin to melt. Each group of children can have a bowl of water into which they can add more hot water can be added (children should not be handling water warmer than 60 degrees Celsius). They will need to monitor the temperature of the water. This is a great opportunity to use Just like above, they will place bags containing the materials or within metal trays into the water. A bar graph could be made of the results. Children to record findings with observations, graphs and conclusions. To investigate the physical change – melting. To be able to make a series of measurements. To record measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate. To record data and results of increasing complexity using scientific diagrams and labels, tables, bar and line graphs. To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Physical change – Melting (extended) Fair-test – What affects how fast ice melts? Reference –Rising Stars page 32-33 Does the amount of salt affect how quickly ice will melt? Why do we put salt on the roads during winter? Do you think that the amount of salt will affect the amount of water that dissolves? The children will need a beaker and a funnel for each amount of salt that they are testing. Put the same quantity of ice in each funnel. Pour different amounts of salt in the funnels and measure the quantity of water at set times (e.g. every 5 minutes) Children can record information within a line graph (time in minutes on the bottom and volume of water along the side) Further exploration….
Estimate and use inverse operations to check answers to a calculation Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why. Number – multiplication and division Children will learn Guidance Recall multiplication and division facts for multiplication tables up to 12 × 12 Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers Recognise and use factor pairs and commutativity in mental calculations Multiply two-digit and three-digit numbers by a one-digit number using formal written layout Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects. Pupils continue to practise recalling and using multiplication tables and related division facts to aid fluency. Pupils practise mental methods and extend this to three-digit numbers to derive facts, (for example 600 ÷ 3 = 200 can be derived from 2 x 3 = 6). Pupils practise to become fluent in the formal written method of short multiplication and short division with exact answers Pupils statements about the equality of expressions (for example, use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and associative law (2 × 3) × 4 = 2 × (3 × 4)). They combine their knowledge of number facts and rules of arithmetic to solve mental and written calculations for example, 2 x 6 x 5 = 10 x 6 = 60. Pupils solve two-step problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as the numbers of choices of a meal on a menu, or three cakes shared equally between 10 children.
distribution of resources, etc History Children in Victorian Britain (Planbee) British History Anglo-Saxons vs Vikings (Planbee) Anglo-Saxons and Vikings Who were the Ancient Greeks? How do we use Greek ideas today? (Planbee) Broader History study Computing Information technology presenting ideas. Using text images sound video, animation and music – through out the year Digital literacy. Technology in our lives. Use of technology in the wider world. Using the internet safely Computer science instructions 2. Writing programs to solve problems. Information technology presenting ideas. Using text images sound video, animation and music – through out the year Information technology modelling. Navigate and review of computer simulations. Computer science instructions 1. Simple instructions to set and follow simple routes or series of events. Include controlling screen objects. Information technology handling data. Collect and present data using graphs and branching data base. Digital literacy e- safety. Art Famous fashions Monet and the impressionists (Planbee) Improve mastery of techniques such as drawing, painting and sculpture with varied materials Gustav Klimt – symbolism (Planbee) Improve mastery of techniques such as drawing, painting and sculpture with varied materials African art (Planbee) Use sketchbooks to collect, record, review, revisit and evaluate ideas Link to Africa topic
Learn about great artists, architects and designers Link to Paris topic Learn about great artists, architects and designers Cave paintings – link to Wolf Brother DT Moving toys (Planbee) Use research and criteria to develop products which are fit for purpose and aimed at specific groups Analyse and evaluate existing products and improve own work Bread (Planbee) Cook savoury dishes for a healthy and varied diet Analyse and evaluate existing products and improve own work Making African masks Building bridges (Planbee) Use annotated sketches, cross-section diagrams and computer aided design Use mechanical and electrical systems in own products including programming Music Naming and exploring percussion instruments. Pitch. Simple pitch patterns. Pulse and rhythm. Maintaining pulse, rhythms including rests, simple ostinato. Singing expressively with control of pitch. Composing. Controlling sounds 2/3 note melodies. and interpreting symbols Using ICT to record and playback own music. RE Where did the Christian bible come from? (Planbee) Why is Mohammed important to muslims? (Planbee) Jewish worship and community (Planbee) Buddhist worships and beliefs (Planbee) Stories of Christianity (Planbee) Belief in our community (Planbee) PSHE Being healthy Community and diversity. Environment Sex and RE Pupil Voice French N/A N/A N/A N/A N/A N/A PE /circuits Dance Team games Ball skills Team Gymnastics Dance Personal fitness Athletics (running jumping throwing catching)
Year 5 Unit 5 Spelling overview Lesson concepts Week Focus Spelling knowledge (V), Phonological (P), Morphemic (M), Etymological (E) Suggested spelling words Weekly overview Resources Spelling new words—Use of word origins, prefixes and suffixes 1 Homophones — two syllable words M practise practice weather whether hire higher allowed aloud idle idol hour our wonder wander ceiling sealing muscle mussel bridal bridle pre-test sentence writing cloze activity post-test 2 Prefixes — ‘semi’, ‘multi’, ‘peri’, ‘circ’ and ‘trans’ M semicircle semifinal semitrailer multiply multiple multitask multicultural multigrain perimeter periscope circle circus circuit circular circulate circumference transport translate transfer transit pre-test word sort word history research post-test 3 Words ending in ‘c’ P Complex consonants ‘ph’ (digraph) and ‘qu’ (blend) V topic clinic comic classic elastic athletic fabric picnic panic autograph photograph graphics geography phrase paragraph equator equation question equipment quarter pre-test word frames with grid paper word search post-test 4 Prefixes — ‘out’, ‘super’, ‘dif’ and ‘dis’ M outnumber outdoors outrun outspoken outback outside supervise superhuman superior superhero supersonic different difficult difficulty dispute disloyal disagree disapprove disconnect disrespect pre-test word card/ definition concentration prefix/base word match post-test
2ndedn, Eleanor Curtain Publishing, 5 Prefixes ‘im’, ‘il’, ‘in’ and ‘ir’ M impractical impossible immature immobile immoral imperfect impatient illegal illogical illiterate invisible incredible invalid irrational irregular irresistible irreversible irrelevant irreplaceable irresponsible pre-test word card/ definition concentration prefix/base word match post-test
Statistics q1 I can find answers to one-step and questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in bar charts, pictograms and tables q2 I can understand and present data using bar charts, pictograms and tables q1 I can use information presented in bar charts, pictograms, tables and other graphs to answer questions where I need to add, subtract or compare q2 I can understand and present data (discrete and continuous) using suitable graphs, (including bar charts and time graphs) q I can complete, read and interpret information in tables, including timetables
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 The great, the bold and the brave Main Focus: History Supporting: Technology, Art & Design, Global Awareness, Computing, PHSCE, RE, PE, Music, Spanish Bake it! Main Focus: Science Supporting: Technology, Music, Global Awareness, PHSCE, RE, PE, Spanish Weather & Climate Main Geography Supporting: History, Technology, Science, Music, Global Awareness, PHSCE, RE, PE, Spanish 3D Designers Main Focus: Computing Supporting: Science, Music, Global Awareness, PHSCE, RE, PE, Spanish Space Explorers Main Focus: History Supporting: Art & Design, Geography, Science, Technology, Music, PE, PHSCE, RE, Spanish Mission to Mars Main Focus: Science Supporting: History, Geography, Technology, PE, Global Awareness, PHSCE, RE, Music, Spanish Science Look, Hear! Main Focus: Science Supporting: Technology, Music, Global Awareness, PHSCE, RE, PE, Spanish
3 Paper 49 3 Business Travel of Employees - Flights 9 3 Business Travel of Employees – Taxi’s 8 3 Business Travel of Employees – Public Transport 2 3 Business Travel of Employees – Rental Cars and Buses 17 3 Water 131 Total carbon footprint in tonnes CO2-e Carbon Offset Purchases and Retirement for this Reporting Period
Table 8: Emissions Reductions Measures Emission source Reduction Measure Scope Status Reduction t CO2-e 3 266 Electricity Richmond Library – Energy Efficiency works 2 & 3 58 Electricity and Natural Gas Fitzroy Swimming Pool Cogeneration - 55 kW reciprocating engine and upgrade to pool Blankets 1,2 & 3 329 Electricity Energy Performance Contract, across up to 17 Council buildings (works commenced March 2014, expected completion date March 2015) 2 & 3 1,954 Natural gas Energy Performance Contract, across up to 17 Council buildings (works commenced March 2014, expected completion date March 2015) 1 & 3 523 Electricity – Street Lighting Removal of redundant Watchman lights 3 20 Total emission reductions implemented in this reporting period