zilongwang/ReadingBank huggingface dataset:
Year 2 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Theme Toys Fire and Ice Superheroes Humanities History-Toys of the Past Geography – Place knowledge-human features, e.g. city, town, village farm etc. History- Changing within living memory Geography – Human and Physical (North and South Pole and the Equator) Significant People Computing We are astronauts We are game testers We are photographers We are researchers We are detectives We are zoologists Science Working Scientifically During year 2 children are taught to use the following practical scientific methods, processes and skills. Uses for Everyday materials Animals, including humans Plants Living things and their habitats Asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions. PSHE Being me in my world Celebrating differences Dreams and goals Healthy me Relationships Changing me RE Signs and Symbols Christmas Special Places Easter Religious Leaders Easy questions-Difficult Answers Music Sounds Sound Taking Off-Exploring Pitch Feel the Pulse -Exploring instruments and symbols What’s the pulse and rhythm The Long and Short of it Exploring duration Rain, rain go away – Exploring timbre, tempo, and dynamics PE CW Games - Dribbling – Throwing and Catching Games – Sending Skills Games – Aiming skills Games- Hitting and striking Athletics – running, jumping, throwing CT Gymnastics Skills and Apparatus Dance Gymnastics-Parts high and low Dance Gymnastics-spinning and turning Yoga Art/DT Printing Drawing Print making Textiles Sculpture We are bag designers Maths Number: Place Value Number: Addition and Subtraction Measurement: Money Number: Multiplication and Division Number: Multiplication and Division Statistics Geometry: Properties of Shape Measurement: length and height Position and Direction Problem solving and efficient methods Measurement: Time, mass, capacity and temperature Investigations English - Writing focus linked to Theme Non-fiction – Captions, Signs, labels and lists Narrative – Stories with familiar settings Non-fiction – information texts Narrative – Stories with familiar settings Non-fiction – Information texts Poetry – pattern and Narrative - Stories from other cultures Non-fiction – Information texts Narrative – traditional tales and fairy tales Non-fiction Narrative- Stories about fantasy worlds Non-fiction – Information texts/instructions Non-fiction – Recounts fact and fiction, dictionary Poetry – Using the Senses Enrichment Activities Higgins Fire Brigade National visit
and drinks in my classroom. If I do not like the snacks or drink, I can just say, “No, thank you.” We might play games or sing fun songs at the party. Someone might say, “Boo!”, but they are just being silly.
normally be planning to teach the equivalent of approximately 60% of the class timetable. This should be structured so that the Associate Teacher becomes confident and competent in the curriculum across the age range he/ she is training to teach, and is able to demonstrate that he/she has a good understanding of both prior and subsequent curriculum learning. Within the SBL, there is directed time for professional development activities and protected study time. This allows for investigations and data collection for university assignments and to support AT attainment against the Teachers’ Standards. Throughout the SBL period, ATs will be expected to fully address Part II of the Teachers’ Standards, demonstrating a strong commitment to personal and professional conduct: A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. Paired Placements This is normally a paired Learning placement and the school may choose the methods by which this arrangement may operate. Many schools choose the Leader/Navigator model whereby: The lesson is planned collaboratively and one AT the lesson as a solo experience whilst the other supports individuals and groups. There is collaborative and individual reflection on their performances and about the impact on pupil learning. The teacher organises the pair so that one AT Literacy lessons whilst the other Maths lessons for a number of weeks and then this rotates. There are good examples of co-planning and individual planning. The strengths and experiences of the pair can be used here to assist the other to develop subject knowledge. Collaborative mentor weekly reviews usually happen in where there is joint reflection and dialogue; some mentors choose to have meetings with one AT at key points to discuss individual progress against the standards. There are other very good models and methods of organising these placements to meet the needs of the Associate Teachers. Further guidance for paired placements can be found at Teachers uphold public in the profession and maintain high standards of ethics and behaviour, within and outside school, by: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position; having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others; not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;
Roll a dice twice or pick two playing cards at random. Which 2 2-digit numbers can be made. Which numbers need to be added to make 100? Use a 100 square (like the one at the end). Pick a number. How many tens and ones need to be to get to 100. (It helps the children to understand that moving down a square adds 10 and moving a square to the right adds 1) “Century challenge”. In pairs. One person says a 2-digit number aloud, the other has an agreed number of seconds to work out the paired number that will total 100. Who can get 5 right first? How quickly can your child do it? Multiplication and division for the 2, 5 and 10 times tables. Listen to and sing to online songs Write out the multiples of 2, 5 and 10 as repeated addition on numberlines Practice chanting the tables together “I know…so…” Given a fact (e.g. 2 x 4 = 8) what 3 other facts can be made with the same numbers? ( 4 x 2 = 8 8 ÷ 4 = 2 8 ÷ 2 = 4) Given a multiplication or division number sentence, can your child draw an array (see below) to prove it (e.g. 15 ÷ 5 = 3) To know doubles and halves of all numbers to 20. Take it in turns picking a number at random (1-20). Can you double and halve this number? Discuss and count when sharing practically (e.g. food items…) and when doubling (e.g. sorting shoes, socks, gloves…) To know all subtraction and addition facts for each number up to 20. “Target number”. Select a number between 1-20 at random. How many different ways can you find and record of making that number using pairs of numbers between 1-20 to add and subtract. This could be played as a game in a pair or group, who will be the first person who cannot think of another pair to create the Target Number? Recall”. How quickly can your child answer 5 or 10 mixed addition and subtraction questions (with answers between 0-20)? Speed is not essential, particularly when starting the challenge, but most children are motivated more if they can see they are becoming quicker over time)
puzzle nuzzle riddle pebble ripple rabble Look, say, cover, write, check Words ending in ‘le’ 1st try 2nd try 3rd try double trouble crumble tumble rumble stumble bumble grumble mumble scramble thimble jumble example sample
Science Lab Conclusion Rubric 4 3 2 1 0 1. Introductory Statement Clear, concise statement of the purpose or problem, and hypothesis Unclear, or partially complete statement Missing or did not follow directions. 2. Summary All stages of the lab are clearly summarized. All stages of the lab are discussed, but somewhat unclear or too short. Missing one stage of the lab in the summary. Missing multiple stages of the lab in the summary and/or summary is very unclear. Missing or did not follow directions. 3. Error Real or possible error is clearly discussed. Real or possible error is discussed, but explanation is too short or unclear. Missing or did not follow directions. 4. Textbook or Other Material Reference Accurate reference with all required information. Clear explanation of confirmation or rebuttal of scientific information in reference material. Accurate reference, but explanation of reference material is somewhat unclear, too short or slightly flawed. Minimal explanation or some missing information. Inaccurate reference and/or some missing information and/or unclear explanation. Missing or did not follow directions. 5. Concluding Statement Clear and concise statement with facts and data. Statement is unclear or lacking facts and data. Missing or did not follow directions. 6. Writing Guidelines General Science Writing Guidelines are followed. General Science Writing Guidelines are followed, but a few minor mistakes are made. General Science Writing Guidelines are followed, but with multiple mistakes made. Missing or did not follow directions. 7. Scientific Vocabulary All content vocabulary is appropriately used and enhances the explanation of scientific concepts. Some content vocabulary is used appropriately and/or somewhat explains the scientific concepts. Few or none of the content vocabulary are used; or vocabulary is used incorrectly. 8. MLA Citation Proper MLA Citation is present Missing or did not follow directions.
Plan for Focused Assessment of Science Topic: Rocks Year 3 Age 7-8 Title: Reporting on rocks Working Scientifically Review: Reporting on findings from enquiries Conceptual Knowledge Compare and group together different kinds of rocks on the basis of their properties Assessment Focus Can children group rocks based on properties? Can children talk about / draw a diagram / write about their findings? Can children draw conclusions about the least / most wearing rock? Activity Today we are geologists. Provide a purpose for the investigation – e.g. to find the best material for a new paved area in school. Suggest that you would like to find out which rock would last the longest/be the least wearing/the strongest and that a rub test is one way to do this. Children to rub rocks on sandpaper and collect scrapings onto white paper. Ask children to the rocks and justify their selection of strongest rock. How will you report your findings (to persuade), e.g. draw, write, power point? Adapting the activity Support: Provide a smaller number of rocks. Extension: What kind of report would you do for children / head teacher / government? Why? Key Questions Why can’t I choose the prettiest one? What did you find out doing the rub test? Which rock would you recommend? Why? Which is the least/most wearing rock? How do you know? Assessment Indicators Not yet met: Says which rock is ‘best’. Meeting: Uses the ‘rub’ test to order the rocks and can say (orally or with diagrams/writing) which rock is strongest/harder wearing. Exceeding: Recommendations are clearly drawn from results and are presented appropriately for the audience. The report contains an explanation of how trustworthy the data is and explains that other factors may need to be tested, e.g. marble is strong but may be slippery if it gets wet.
Quick Quiz: The Money Market – Chapter 14 (textbook 16) 1. The asset demand for money and the rate of interest are: A. Inversely related B. Directly related C. Unrelated D. Both stable 2. The total quantity of money demanded is determined by: A. Subtracting the asset demand for money from the transactions demand for money B. Adding the transactions demand for money to the asset demand for money C. Subtracting the transactions demand for money from nominal GDP D. Adding the asset demand for money to nominal GDP 3. Refer to the above graph, in which Dt is the transactions demand for money, Dm is the total demand for money, and Sm is the supply of money. The transactions demand for money in this money market is: A. $125 B. $175 C. $250 D. $325 4. to the above graph, in which Dt is the transactions demand for money, Dm is the total demand for money, and Sm is the supply of money. If the interest rate was 4 percent, the asset demand for money would be: A. $125 B. $175 C. $200 D. $225 5. Refer to the above graph. If the supply of money was $250 billion, the interest rate would be: A. 1 percent B. 2 percent C. 3 percent D. 4 percent
Agriculture in Education: an educational resource for the Year 3- 4 Design and Technologies Curriculum Learning Resource 3: Paddock to Plate: Where does my food come from? Get your hands on my food! Content Description: Year 3/4 Design and Technologies Investigate food and fibre production and food technologies used in modern and traditional societies. ACTDEK012 Plan a sequence of production steps when making designed solutions individually and collaboratively. ACTDE018 Year 3 Science A change of state between solid and liquid can be caused by adding or removing heat. ACSSU046 Year 3 Science Science involves making predictions and describing patterns and relationships. ACSHE050
1st Period 7:45-9:09 Break 9:09-9:19 2nd Period 9:23-10:47 POWERLUNCH A 10:47-11:16 POWERLUNCH B 11:17-11:47 3rd Period 11:51-1:24 4th Period 1:29-2:45 ASSEMBLY 2:45-3:25 Bell Schedule 1:00 pm Dismissal 1st Period 7:45-8:45 Break 8:45-8:48 2nd Period 8:52-9:52 POWERLUNCH A 9:52-10:21 POWERLUNCH B 10:22-10:52
Year 3 & 4 Band Level Technologies Overview Suggestion By Joanne Villis SUBJECT: Design and Technologies STRAND: Knowledge and understanding STRAND: Processes and production skills CONTENT DESCRIPTOR YEAR 3 TOPIC YEAR 4 TOPIC CONTENT DESCRIPTOR YEAR 3 TOPIC YEAR 4 TOPIC Recognise the role of people in design and occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community Solar ovens Bottled water Critique needs or opportunities for designing and explore and test a variety of , components, tools and equipment and the techniques needed to produce Bee Bots 3D Model Investigate how forces and the properties of affect the behaviour of a or system Bee Bots Gears 3D model Bee Bots Generate, develop, and communicate design ideas and decisions using appropriate technical terms and Bee Bots Bee Bots Investigate and food used in modern and traditional societies Milk production Rice Indigenous Seasonal Australian foods Select and use , components, and equipment using safe work practices to make Bee Bots Marble Run 3D Model Investigate the suitability of , , components, tools and equipment for a range of purposes Solar ovens Bottled water Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the Bee Bots Marble Run 3D Model Plan a sequence of production steps when making individually and collaboratively 3D Bee Bots SUBJECT: Digital Technologies STRAND: Knowledge and understanding STRAND: Processes and production skills CONTENT DESCRIPTOR YEAR 3 TOPIC YEAR 4 TOPIC CONTENT DESCRIPTOR YEAR 3 TOPIC YEAR 4 TOPIC
around the World Give reasons why they would go there. Tell children we are going to create a person and find them a holiday destination. Ask different children the following questions. 1. What is your persons name? and note it on the w/b. 2. What weather does your person like? 3. How does your person like to travel? 4. Does your person like the city/countryside/beach? 5. What does your person like to do on holiday? Try to find a destination from the answers. Talk to children about what a passport is and why it is needed. passport and details of a country they would like to go to. 6 How the weather can affect our choices Show picture of beach on Powerpoint and explain that if we were visiting this location, how would we be feeling? Why? Now were not sure what to pack for this trip so we need to sort out some items from our wardrobe. Show slide 2 with items that children have to sort out for visiting the beach. Children need to sit in Topic groups at the table and are shown a slide at the time. They have to work as a group to list as many items of clothing/objects they would need if they visited that destination. There are 6 destinations so one person from the group at a time will use their w/b to list items that other children tell them to write down. After all the six destinations have been shown and discussed, Explain that you’ve found out that they are only allowed to take one very small suitcase that fits 5 items. Children to narrow their list to 5 items. Go round room choosing a different group for a different destination and they explain their reasons why they made their choices of 5 items. Children to list 5 items for each destination in their Topic books. Do children with choices made by other groups? 7 How the weather can affect our choices Who had a holiday in the UK last year/half term? What was the weather like? What did you do when it rained? What did you do when the sun was shining? Record this info on 2 Show powerpoint with 4 venues of places in the UK. Generate ideas where these places could be and what weather would be like. Explain what things you would write to a friend on a postcard (chatty, etc). Fill in postcard worksheet imagining you had been at the destination in Summer. (Activity Sheet7 on LCP file) Read postcards out. What do you think the weather is like? How can you tell?
Singing together Perform in ensemble contexts (maintaining a vocal part as part of a group or leading a part) using their voices with increasing accuracy, fluency, control and expression. Recall sounds with increasing aural memory Understand how music is created- texture (recognise and create discords and concords) Appreciate music from different traditions Singing together Learn to play a musical instrument- djembe drum Perform in ensemble contexts playing the drum with increasing accuracy, fluency and control. Perform complex rhythmic patterns and understand layering of rhythms. Maintain complex rhythmic patterns as part of a group. Lead a part. ( texture) Improvise music. Compose for different purposes within the topic of space focusing on texture (use of melody with discords and concord accompaniments) and structure (explore using binary and ternary form to structure a piece of music together) Perform in ensemble contexts Appreciate and understand music by great composers. PE Futsal Passing (all techniques) Shooting (all techniques) Control (head, chest, thigh, feet) Team work/cohesion Tactics Game Rules All learning points aim to assist in the FA schools league, national tournament events Tag Rugby Game Rules Passing backwards and to the side Netball Passing / Dribbling / Shooting Team work/cohesion Game situations / Tactics Footwork Tennis Game rules How to hold racket Serving Forehand / Backhand Movement / Tactics Gymnastics Football Passing (all techniques) Shooting (all techniques) Control (head, chest, thigh, feet) Heading / Dribbling Attacking / Defending Positioning / Game situations Team work/cohesion Goalkeeping Tactics / Game Rules Basketball Passing / Dribbling / Shooting Lay ups
Tagging Positioning Team Work/Cohesion Tactics Fitness Name and function of muscles (heart, lungs) Healthy eating Skeletal structure Importance of exercise Partner work (motivational help) Learning points to assist in fitness tests Dodgeball Game rules Tactics Movement and agility Teamwork Throwing techniques Create and perform fluent sequences on the floor and using apparatus Include variations in level, speed and direction in their sequences Dance Create and perform dances using a range of movement patterns, including those from different times, places and cultures Respond to a range of stimuli and accompaniment. Movement / Positioning Team work/cohesion Softball Game rules Striking Fielding Tactics Team work/cohesion Athletics Sprints Relay races Throwing skills PSHE Being me in my World Celebrating Difference Dreams and Goals Healthy Me Relationships Changing Me Art Drawing: Sketchbooks 3D Art & Sculpture: Experiment with different patterns to create a range of sculptures Painting DT Paper Food Preparation Boat building
Twice in 10s column 1 3 8 Through trial and error we worked out that the top left would be 2 2 1 3 8 21 + 38 + 23 + 18 = 100 We soon realised that by switching the top right and bottom left numbers we would have the same 4 2 digit numbers in our boxes, giving the same answer. 2 3 1 8 Using the same method and thought processes, we tried 7 in the bottom right hand corner. Twice in 10s column Ten and a Unit Ten and a unit 7 2 lots of 7 are 14 so the other digits in the units column needed to add to 6. It couldn’t be 3 + 3 as you can’t use the same digit twice. We tried 4 and 2. in 10s column 2 4 7
memory of her mother she saw the same sort of hair and skin: and her mother, she felt sure, was beautiful. Her mother, she was sure, had smelt of cool air and soot, and had worn trousers with patches at the ankle. The trousers, in fact, were perhaps the beginning of the troubles. When Sophie was nearing eight years old, she asked Charles for a pair of trousers. ‘Trousers? Is that not rather unusual for women?’ ‘No,’ said Sophie. ‘I don’t think so. My mother wears them.’ ‘Wore them, Sophie, my child.’ ‘Wears them. Black ones. But I’d like mine to be red.’ ‘Um.You wouldn’t prefer a skirt?’He looked worried. Sophie made a face. ‘No, I really do want trousers. Please.’ There were no trousers in the shops that would fit her, only the grey shorts that boys wore – and, ‘Good heavens!’ said Charles, ‘you look like a maths lesson.’ – so Charles sewed four pairs himself in brightly coloured cotton and gave them to her wrapped in newspaper. One of them had one leg longer than the other. Sophie loved them. Miss Eliot was shocked; and ‘Girls,’ she said, ‘don’t wear trousers.’ But Sophie insisted that they did. ‘My mother wore trousers. I know she did. She used to dance in them, when she played her cello.’ ‘She can’t have,’ said Miss Eliot. It was always the same. ‘Women do not play the cello, Sophie. And you were much too young to remember. You must try to be more honest, Sophie.’
We will be learning about… Our class book will be “Skellig”. We will continue to focus on developing our understanding of texts, writing complex sentences and learning spelling strategies. Remember to use bug club on a daily basis! In maths, we will focus on multiplication and division (remember to use Rockstars on a daily basis!), fractions, decimals and percentages as well as developing a range of problem solving strategies to help us with our explanations. Our topic in science is “Electricity”. As well as learning how the different equipment needed to make a circuit, we will explore how we can change a circuit using buzzers and bulbs and will investigate the impact of these changes, We will use what we have learned to create awesome board games! Are you signed up for… See the office if you would like more information. This year, Y56 will be hosting a Christmas Fayre! During maths, we will discuss what making a profit means, making items to sell as part of our English and Art work, creating board games as part of our Science topic and learning a French Christmas song! More details to follow…
KS2 Year 5 French Scheme of Work Lesson 1-6 Learning Intention: 1. To be able to ask and say what is in your town. 2. To ask and say if you like your town. 3. To be able to say what is near and far from your home. Linguistic Objectives: Il y a ... , voici, loin de, près de, assez, aussi Non Linguistic Objective: Key words and Structures: Parle-moi de ta ville/ton village Qu’est ce qu’il y a dans ta ville/ton village? Il y a ... Voici ... un parc un musée un supermarché un marché un école une plage une gare une bibliothèque Près de ma maison il y a ... Loin de chez moi il y a ... Il y a aussi ... près de chez moi il y a ... Pronunciation: English: Tell me about your town/your village What’s in your town/village? There’s ... Here is ... a park a museum a supermarket a market a school a beach a station a library Resources: PowerPoint – Lesson 1-6 Suggested Teaching Sequence: Lesson 1. Share learning objective with class Starter 1 Show class question “Qu’est-ce qu’il y a dans ta ville?” Elicit English, if class find it difficult you could give them a/b/c option
Year 6 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Theme Mayans We’ll Meet (WW2) The Changing power of monarchs Humanities Geography - describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water A significant turning point in British history, for example, the Battle of Britain Geography - Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time. Computing E-Safety We are app planners We are project managers We are market researchers We are interface designers We are app developers We are marketers Science Working Scientifically In Year 6 children should be taught to use the following practical scientific methods, processes and skills Animals including humans Evolution and Inheritance Living things and habitats Revision Electricity Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute or arguments. PSHE Being Me in My World Celebrating Difference Dreams and Goals Healthy Me Relationships Changing Me RE Issues and Beliefs Suffering Christmas, Scared and Secular Expressing Faith in Art, Drama and Song The Importance of Jesus to Christians (Easter) Idea About God Human Responsibility for the Environment Issues and Beliefs Christian and Buddhist Beliefs and Practices Music Playing and performing Improvise and compose Listening with attention Musical notations Music from different traditions, composers and musicians The history of music PE CW Invasion Games -Tag Rugby focus Dance me a story Invasion Games – Quick Stick Hockey Invasion Games- Tactics Invasion Games Games outwitting the opposition Fielding Athletics CT Outdoor and Adventurous Activities Netball Tennis Rounder’s Art/DT Printing Drawing Print Making Textiles Sculpture We are pop-up café designers French Mes Loisirs Chez Moi Les Vacances Maths Number – Place Value Number – Decimals, Percentages and Algebra Measurement-Converting units Geometry – Properties of Shapes Problem Solving
WIMBERLEY TEXAN BOY’S BASKETBALL 2015-2016 DATE 7TH/8TH B – TEAM 7TH/8TH A – TEAM NOV. 19 @ Gonzales 5:00 PM @ Gonzales 6:00 PM DEC. 3 @ La Vernia 5:00 PM @ La Vernia 6:00 PM DEC. 10 VS. Gonzales 5:00 PM VS. Gonzales 6:00 PM DEC. 12 OPEN Marble Falls Tournament TBA DEC. 15 OPEN OPEN JAN. 7 VS. Canyon Lake 5:00 PM VS. Canyon Lake 6:00 PM JAN 14 @ Navarro 5:00 PM @ Navarro 6:00 PM JAN. 16 OPEN Wimberley A – Team Tournament TBA JAN. 21 VS. Canyon Lake 5:00 PM VS. Canyon Lake 6:00 PM JAN. 23 Wimberley B – Team Tournament TBA OPEN JAN. 28 @ La Vernia 5:00 PM @ La Vernia 6:00 PM FEB. 4 @ Navarro 5:00 PM @ Navarro 6:00 PM FEB. 8 VS. Cuero 4:30 PM VS. Cuero 5:30 PM Superintendent: Dwain York Athletic Director/Head Coach: Doug Warren JR. High Principal: Greg Howard JR. High Asst. Principal : Shad Scharlach Coaches: Juston Weldon, Tommy Bennett, and Matt Proffitt
Term Autumn 1 Week Week 1 04/09/17 Week 2 11/09/17 Week 3 18/09/17 Week 4 25/09/17 Week 5 02/10/17 Week 6 09/10/17 Week 7 16/10/17 Themed Week WE CARE Assessment Events Friendship Day (end of week) Reading Reading and Phonics Assessment LITERACY AND LANGUAGE UNIT 1 READING FICTION: Hood and the Golden Arrow LITERACY AND LANGUAGE UNIT 1 WRITING FICTION: Robin Hood and the Golden Arrow LITERACY AND LANGUAGE UNIT 1 READING AND WRITING NON FICTION: The Sherwood Bugle (Journalistic Writing) LITERACY AND LANGUAGE UNIT 2 READING FICTION: Poetry – the power of imagery - Rabbit in Mixer Survives LITERACY AND LANGUAGE UNIT 2 WRITING FICTION: Poetry – the power of imagery - Rabbit in Mixer Survives Writing Writing Assessment Grammar & Punctuation Grammar and Punctuation Assessment Expanded Noun Phrases Colons, dashes and Commas for clarity Synonyms and Antonyms Subject and Object/ Passive and Active voice Spelling & H-writing No core words assessment till next half term Homonyms/ Homophones Suffixes Suffixes Prefixes Prefixes Assessment Representing, ordering and comparing numbers Rounding up to 3 DP and one million Use negative numbers in context, and calculate intervals across zero Four operations not including decimals Identify common factors and common multiples and prime numbers Multiplication and division powers of 10. History (How has Newham changed?) Geography Name and locate countries and cities of the UK, geographical regions Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Use the points of a compass, four and six-figure grid references, symbols and key. Use fieldwork to observe, measure, record and present the human and physical features in the local area. Art & Design (British Artists: Turner/John Virtue) John Virtue – Video of London Landscape painting. Discussion, drawing. John Virtue style drawing Fine line drawing – texture and pattern Watercolour workshop – overlaying layers of colour Final Piece
RAVENSHEAD C OF E PRIMARY SCHOOL - LONG TERM PLAN Year 6 For more details, please see our curriculum newsletters each term. Subject AUTUMN – Science SPRING – Science Fiction SUMMER – Freaky Fairgrounds Trip / Experience / WOW Lincoln Collection Museum or Partake Egyptians WOW day - Egyptian Day. WOW day – Baboon on the moon Caythorpe PGL residential Leavers trip English Non-Chronological report Stories Newspapers Balanced argument Character description Author traits – Dahl Performance poetry Letters Recounts (TV incident reports) Monologue Narrative Poetry – The Highwayman Non-chronological reports Explanations Persuasion (advert/leaflet) Setting/character descriptions Mathematics Abacus Maths- Year 6 Autumn Term 1 and Term 2 Number and place value Written addition and subtraction Mental addition and subtraction Decimals, percentage and equivalent fractions Mental multiplication and division Written multiplication and division Measures Fractions, ratios and proportion Geometry – properties of shapes Abacus Maths- Year 6 Spring Term 1 and Term 2 Number and place value Decimals, percentage and equivalent fractions Mental addition and subtraction Written addition and subtraction Mental multiplication and division Geometry – properties of shapes Measures Statistics Written multiplication and division Fractions, ratios and proportion Abacus Maths- Year 6 Summer Term 1 and Term 2 Mental addition and subtraction Decimals, percentage and equivalent fractions Fractions, ratios and proportion Written multiplication and division Number and place value Geometry – position and direction Written addition and subtraction Mental multiplication and division Measures Science Animals including humans Working scientifically Living things and their habitats Light Working scientifically Electricity Evolution and inheritance Working scientifically Art and Design Egyptian sarcophagus and mummy Clay Twit character Designing and creating a planet Fairground rides Computing Scratch Rising stars programme of study Animations – movie maker I can animate Coding
5 Textiles Introduction to textiles as a medium. Introduction to textiles equipment and technical language. Design to fit an existing brand/style Designing a product to fit into an existing brand. Developing an understanding of the environmental aspect of design. Manufacturing using textiles equipment. Planning the manufacture of a product independently. DESIGNING- Understanding contexts, and purposes, Generating, developing, modelling and communicating ideas EVALUATING-Own ideas and products, Existing products MAKING- Planning, Practical skills and techniques TECHNICAL KNOWLEDGE- Making products work Each project is formatively and summatively assessed against the relevant criteria for those Design and Technology skills
Y7 Curriculum Map Overview 2018- 2019 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 English Classical Ballads Read all about it! Newspapers and Magazines A Midsummer Night’s Dream by William Shakespeare Poetry from Different Cultures The Executioner’s Daughter by Jane Hardstaff Face: The Play by Benjamin Zephaniah and Richard Conlon Humanities History Medieval England from 1066 to 1215 Geography PHYSICAL Tectonic Plates and Hazards History Medieval England from 1215 & The Peasant’s Revolt Geography HUMAN A Study of India – Economic Activity History Tudors and Stuarts Geography HUMAN & PHYSICAL Challenging World (Sustainability) RE What does it mean to you? Sacred Places – Hajj What does it mean to be religious? Why bother? Resolutions/Lent/Ramadan What is so important about key religious figures? (Moses, Buddha, Muhammad, Guru Nanak, Jesus) Symbolism in Worship Science Organisms: movement & cells Matter: particle model & separating mixtures Forces: speed and gravity Genes: human reproduction Electromagnets: magnetism & electromagnets. Energy: energy transfer Ecosystems: Interdependence & plant reproduction Art Cityscapes/landscapes Gargoyles Henri Matisse
Year Group: 7 Subject: Religious Studies Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topic / Theme Introducing Religion Introducing World Religions World Religions 1 (a): Christianity Religions 1 (b): Christianity (study trip to a local church) Religions 1 (c): Christianity World Religions 2: Buddhism (study trip to a local Mandir) Summary of contents Introduction to Religious Studies. What is Religion? Prof. Ninian Smart’s 7 Dimensions. Why Study Religion? Facts, Opinions and Beliefs. The Origins of World Religions. World Religions: Symbols and images. World Religions: Holy Books. World Religions: Places of Worship. World Religions: Holy Sites & Pilgrimages. World Religious Festivals: Rosh Hashanah. World Religious Festivals: Christmas. Who was Jesus? Who are the Christians? One Church, many branches (Christian denominations) The Christian Holy Book: The Holy Bible. Christian beliefs about God. The Holy Trinity The Christian creed The Church ministry and ministers Christian place of worship. Christian symbols and images. Christian worship. Christian initiations: Baptism. Christian initiations: Confirmation. Christian calendar year: feasts and festivals. Who was the Buddha? Different Buddhist groups. Buddhist beliefs about life. Buddhist teaching about suffering – the Four Noble Truths. The Noble Eightfold Path. The Wheel of Life. Assessment Ongoing teacher and peer assessment. End of unit assessment. Ongoing teacher and peer assessment. End of unit assessment. Ongoing teacher and peer assessment. Ongoing teacher and peer assessment. Trials Ongoing teacher and peer assessment. End of unit assessment. Ongoing teacher and peer assessment. End of unit assessment.
6 Pattern. How do we the colour skills and pattern knowledge of the previous half term? Scaling up pattern ideas and work investigating how artists use pattern and colour into finished pieces. Group work producing a joint outcome. Making and turning ideas into reality are the key skills for this unit. Highly effective manipulation of colour theory. Tiling skills and knowledge of repeat pattern and geometry. Making, Ideas, Evaluating
Rainhill HigH SCHOOL media arts college Year 7 Philosophy and Ethics Half-term 1 This half term I will learn: WHAT IS RELIGION? To examine the key aspects of religion. To understand what religion is used for. To consider the basic features of the six main world religions. To consider what communities are and the benefits of belonging to a religious community. To explore what symbols are and why communities have symbols. To consider why communities need Half-termly assessments will be: A written homework that will focus on key terms and an evaluation of the why people are religious. Key Terms I will learn this half term are: Moral code Artefact Community Belief Festival Founder Holy Building Prayer Sacred text Worship Learning Outcomes Homework Week 1 & 2 – I will be able to: Recall basic facts about the six main world religions. Explain different views of God. Compare your ideas of God with others. Describe why people are religious. Analyse the importance of different features of religion. Complete 1 task of your choosing from the homework sheet- See SMH. Week 3– I will be able to: Describe the different meanings of religion. Evaluate the importance of symbols Complete 1 task of your choosing from the homework sheet- See SMH. Week 4 & 5 – I will be able to: Describe a range of different communities and their uses. Explain the difference between a religious and non-religious community. Analyse the importance of community and use key terms to explain your view. Extended writing Moses’ role in Judaism.
Student name: Year 7 Subject: MATHS Milestone: 1 2 3 4 5 6 At the end of KS3, my target in this subject in relation to what is expected in the National Curriculum should be: (circle or highlight below) Approaching Secure Secure Beyond Secure Excelling Personal Learning Checklist Through my learning this half term I aim to develop the following Knowledge and Skills. Assessment of attainment (circle red, amber or green) Student Student Teacher I can identify equivalent fractions R A G R A G R A G I can convert between mixed numbers and improper fractions R A G R A G R A G I can add and subtract fractions and mixed numbers R A G R A G R A G I can multiply and divide fractions and mixed numbers R A G R A G R A G I can describe and explain the difference between terminating and recurring decimals R A G R A G R A G I can convert fractions to decimals with a with and without calculator R A G R A G R A G I can convert decimals to fractions without a calculator R A G R A G R A G I can change recurring decimals into corresponding fractions R A G R A G R A G I can apply my fraction skills to worded problems R A G R A G R A G I can calculate exact answers (leaving answers in terms of pi or surd form) R A G R A G R A G R A G R A G R A G The assessment boxes below are to be completed at the end of the milestone by your teacher: Overall your progress this half term has been: Slow Steady Good Overall your attainment this half term has been: Emerging Approaching Secure Secure Beyond Secure Excelling Attitude to learning: 1 2 3 4 WWW: EBI:
Y7 Work Outline 2018-2019 DEPT TOPIC RESOURCES English Transitions’ - a piece of work based on the idea ‘new beginnings and starting school’. Library Induction First Assessment based on Private Peaceful or War Horse We appreciate your help in encouraging your child to read every day. A wide variety of different text types would be great! Maths Numbers Work, Fractions, Percentages, Geometry and Sequences Buy a Scientific Calculator Science Cells and Reproduction, Ecosystem processes, Atoms, Elements and Compounds, Chemistry of the earth, Energy, Space and forces French/German Myself, Family and Friends, School, Free time, Home. .org.uk Atantot.com History Medieval England with a on the Norman conquest How the nation develops in Tudor times with a focus on political and religious change Use the library each week and summarise any reading undertaken. Geography Rivers and flooding in Bangladesh Tourism Rainforests Shopping and Lichfield assessment Google/wikipedia RE Introduction to RE Judaism Visions Jesus Introduction to Philosophy Google/wikipedia Art Natural forms - Pattern, Colour, Texture, Form, Tone, Line and shape (Investigation) - GCSE Bitesize Elements of Art Technology Food – Basic food skills and H & H, Textiles – Sewing Machine skills, dying and hand embellishment Card modelling and Graphics – Development of hand drawing and computer graphics Resistant Materials – Woodwork skills [hand and machine] Music Rhythm Work, Elements of Music, Instruments of the Orchestra, Form and Structure, basic recorder skills Listen to a range of music, practise playing the recorder, search for “BBC Ten Pieces Secondary” ICT Creating a power point on “The Farmyard” PE Swimming/Rugby/Netball/Table Tennis/Dance/Football/ Gym Y7 Assessments Timeline 2018-2019
DEPT Autumn Term Spring Term Summer Term Whole School SEN Baseline – September Negotiated Targets – Oct Assessment Data Trawl - Dec Short Report – Dec Data - Feb Full Report - March Data - June Short Report - Juy Parents’ Evening 7/7/15 KS3 Presentation 17/7/15 English Baseline Reading (SEN) Baseline Writing Ongoing APP End of Year Assessment Setting for Y8 – June/July Maths Baseline assessments Setting (Sept) End of topic assessments End of Year Test Minor adjustment of sets for Y8 Science Baseline Assessment – setting (Sept) End of half term assessments End of half term assessments End of half term assessments Minor adjustment of sets for Y8 French/German December Assessment Mini assessment Termly Assessments Setting for Y8 History Baseline Assessment The Norman Invasion King John The Roman Army Geography End of topic tests in Rivers and Flooding in Bangladesh End of topic tests in Tourism and Rainforest Lichfield fieldwork Assessment Baseline assessment End of module assessment End of module assessment RE Baseline Assessment Main assessment on “Parable of the Lost Son” Islam Art Baseline assessing at start of term Termly Assessments Termly Assessments Technology Baseline Assessment (September) End of Module Assessment End of Module Assessment End of Module Assessment PE Baseline Testing ICT Milestone Assessments
Theme Overview Lead Subjects Additional Subjects English History Science Art and Design Music Computing Mathematics Physical Education Reports Poems with Figurative Language Visits Visitors Experiences Events Getting Started… Be Curious Be Knowledgeable Be Adventurous Be Ambitious Be Creative Be Collaborative Be Reflective Be Positive Engage in experiences Embrace experiences which are remarkable to the individual Invoke a sense of awe and wonder Develop an appreciation of and responsibility for the environment Engage in multi learning Experience contrasts (polluted/unspoilt, urban/rural, loud/quiet) Secure strong Literacy/Numeracy Skills Develop subject specific language Manage, receive, record and apply information Nurture a thirst for knowledge Apply cross skills Develop Information processing skills Work within one's own comfort zone and outside it Work in the real world with first-hand experiences Work practically Work on a large scale Experience exhilaration, challenge and achievement Develop skills Develop responsibility for one's own learning Link with experts See possibilities Strive for improvement Seek opportunities Develop an open outlook Develop a 'Growth Mindset' Develop relevant attributes of learning Choose how to use free time Developing hobbies and interests Apply skills to new situations Explore alternatives in problem solving situations Question 'What if...?' 'Why not....?', etc. Develop creative thinking skills Work with others in an interactive learning process Respect the opinions and differences of others one's own perceptions and those of others Challenging one's own perceptions and those of others Work as a team Develop empathy Develop social skills Make lifestyle choices in response to thoughts Identify and use one's aptitudes and interests as a vehicle for learning Move towards the understanding of a wide range of feelings (success/failure, apprehension, anticipation) Develop awareness of individual strengths and areas of development Develop reasoning skills Listen and respond to advice Value pupil voice Develop self-esteem Be listened to Manage one's own behaviour Develop own opinions Secure and articulate preferences Consider one's place in the world Foster intrinsic motivation Develop relevant attributes of learning hand -
(27) The non vector case is not mentioned in detail. However, we have the equation ; (28) is the number of points in k th cluster and is the total number of points 3.2 Clustering and K-means If the temperature is very high, the exponent of the equation (26) goes to zero, and all centers have equal probability. In that case, all centers have the position, (29) If the temperature decreases, the points tend to close to a center by stages, and in the zero temperature limit, K-means solution can be found by assigning each point with the nearest center. Figure 1 declares the idea behind the annealing which is that we could not find false minima at high (infinite) temperature where the object function is smooth, and the free energy is minimized. If we decrease the temperature slowly, we close to the minima at lower temperature. Hence, the annealing is robust as long as temperature lowered slow enough. [1] In the figure, temperatures T2 and T3 show that the false minima at finite temperature. Tihs process is being approximated in deterministic annealing. The approximation includes modifying integrals by evaulating functions through their mean values. 3.3 Multiscale ( Hierarchical ) and Continous Clustering
9 Land Management Environments can be responsibly managed Modern land management uses traditional indigenous techniques Oxford Science 6.6 Oxford Science 6.7 1.1.2.6, 2.1.2, 2.2.3 10 Revision Revision and final test Final test Assessments Week Type Name Weighting 8 Research and video presentation Zoo Video 5% 10 Test Biology Test 15% Curriculum Links Science Understanding Biological sciences Classification helps organise the diverse group of organisms considering the reasons for classifying such as identification and communication grouping a variety of organisms on the basis of similarities and differences in particular features considering how biological classifications have changed over time
Year 7 Home Economics Program Assessment Outline 2016 Irene McCormack Catholic College Term: Cooking Term/Week Task Weighting Term: Cooking Hand out: Week 3 Due: Week 6 Assessment 1: Safety & Hygiene Pamphlet 70 (20%) Term: Cooking Week 5 Assessment 2: Marked Practical Stuffed Spuds 20 Marks (15%) Term: Cooking Week 9 Assessment 3: Marked Practical Beef Stir Fry 20 Marks (15%) Term: Textiles Term/Week Task Weighting Term: Textiles Due: Week 6 Assessment 1: Cushion 20 (25%) Term: Textiles Week 9 Assessment 2: Wheat Bag/Hacky Sack 20 Marks (15%) Term: Textiles Week 10 Assessment 3: Test 20 Marks (10%)