zilongwang/ReadingBank huggingface dataset:
TEAMS 1 Haxby 2 2 Haxby 3 3 Hemingbrough Hawks 1 4 Ladybirds A 5 Millers 1 6 Northern 1 7 Rawcliffe Raiders 8 RI Storm (was RI 1) 9 Royal Fe-mails 1st Class 1st Half Week 1 24th Sept Haxby 2 Free week Millers 1 v Haxby 3 RI Storm v Hemingbrough Hawks 1 Royal Fe-mails v Ladybirds A Rawcliffe Raiders v Northern 1 Week 2 30th Sept Haxby 3 Free Week Hemingbrough Hawks 1 v Haxby 2 Ladybirds A v Millers 1 Northern 1 v RI Rawcliffe Raiders v Royal Fe-mails Week 3 7th Oct Hawks Free Week Haxby 3 v Ladybirds A 2 v Northern 1 Millers 1 v Rawcliffe Raiders RI Storm v Royal Fe-mails Week 4 14th Oct Ladybirds A Free Week Northern 1 v Hemingbrough Hawks 1 Rawcliffe Raiders v 3 Royal Fe-mails v Haxby 2 RI Storm v Millers 1 Week 5 21st Oct Northern 1 Free Week Ladybirds A v Rawcliffe Raiders Hemingbrough Hawks v Royal Fe-mails Haxby 3 v RI Storm Haxby 2 v Millers 1 Week 6 28th Oct No scheduled fixtures Half term Week 7 4th Nov Rawcliffe Free Week Royal Fe-mail v Northern 1 RI Storm v Ladybirds A Millers 1 v Hemingbrough Hawks Haxby 2 v Haxby 3 Week 8 11th Nov Royal Fe-mails Free Week Rawcliffe Raiders v RI Storm Northern 1 v Millers 1 Ladybirds A v 2 Hemingbrough Hawks v Haxby 3 Week 9 18th Nov RI Storm Free Week Millers 1 v Fe-mails Haxby 2 v Rawcliffe Raiders Haxby 3 v Northern A Hemingbrough Hawks v Ladybirds A Week 10 25th Nov Millers 1 Free Week RI Storm v Haxby 2 Fe-mails v Haxby 3 Rawcliffe Raiders v Hemingbrough Hawks Northern 1 v Ladybirds A
2nd Half Week 11 6th Jan Haxby 2 Free week Haxby 3 v Millers 1 Hemingbrough Hawks 1 vRI Storm Ladybirds A v Royal Fe-mails Northern 1 v Rawcliffe Raiders Week 12 13th Jan Haxby 3 Free Week Haxby 2 v Hemingbrough Hawks 1 Millers 1 v Ladybirds A RI Storm v Northern 1 v Fe-mails v Rawcliffe Raiders Week 13 20th Jan Hawks Free Week Ladybirds A v 3 Northern 1 v Haxby 2 Rawcliffe Raiders v Millers 1 Royal Fe-mails v RI Storm Week 14 27th Jan Ladybirds A Free Week Hemingbrough Hawks 1 v Northern 1 Haxby 3 v Rawcliffe Raiders Haxby 2 v Royal Fe-mails Millers 1 v RI Storm Week 15 3rd Feb Northern 1 Free Week Rawcliffe Raiders v Ladybirds A Royal Fe-mails v Hemingbrough Hawks RI Storm v Haxby 3 Millers 1 v Haxby 2 Week 16 10th Feb Rawcliffe Free Week Northern 1 v Royal Fe-mail Ladybirds A v RI Storm Hemingbrough Hawks v Millers 1 Haxby 3 v Haxby 2 Week 17 17th Feb Royal Fe-mails Free Week RI Storm v Rawcliffe Raiders Millers 1 v Northern 1 Haxby 2 v Ladybirds A Haxby 3 v Hemingbrough Hawks Week 18 24th Feb No fixtures scheduled Half term Week 19 3rd March RI Storm Free Week Royal Fe-mails v Millers 1 Rawcliffe Raiders v Haxby 2 Northern A v Haxby 3 Ladybirds A v Hemingbrough Hawks Week 20 10th Millers 1 Free Week Haxby 2 v RI Storm Haxby 3 v Royal Fe-mails Hemingbrough Hawks v Rawcliffe Raiders Ladybirds A v Northern 1
TEAMS 1 BSA 2 BT Raggy Dolls 3 Elvington Ruby's 4 Pink Panthers 5 Millers 2 6 Read School Ladies 7 All Black - Black Cats 8 Queen Margaret Mavericks A 9 Rawcliffe Ravens 10 Enigma’s 1st Half Week 1 24th Sept BSA V Enigma’s Rawcliffe Ravens v Reed School Millers 2 v Elvington Ruby’s Raggy Dolls v QMM A Pink Panthers v Black Cats Week 2 30th Sept Reed School v Enigma Elvington Ruby’s v Rawcliffe Ravens Millers 2 v Raggy Dolls Black Cats v BSA Pink Panthers v QMM A Week 3 7th Oct Enigma v Rawcliffe Dolls v Elvington Ruby’s Reed School v Black Cats Millers 2 v Pink Panthers BSA v QMM A Week 4 14th Oct Black Cats v Enigma Raggy Dolls v Rawcliffe Ravens Elvington Ruby’s v Pink Panthers QMM A v Reed School BSA v Millers 2 Week 5 21st Oct QM A V Enigma’s (to be played W/C 2/12/18) Rawcliffe Ravens v Black Cats Pink Panthers v Raggy Dolls BSA v Elvington Ruby’s Reed School v Millers 2 Week 6 28th Oct No scheduled fixtures Half term Week 7 4th Nov Millers 2 v Enigma Pink Panthers v Rawcliffe Ravens QMM A v Cats Raggy Dolls v BSA Elvington Ruby’s v Reed School Week 8 11th Nov Enigma v Elvington Ruby’s Rawcliffe Ravens v QMM A Pink Panthers v BSA Black Cats v Millers 2 Raggy Dolls v Reed School Week 9 18th Nov Enimga V Raggy Dolls BSA v Rawcliffe Ravens Millers 2 v QMM A Reed School v Pink Panthers Black Cats v Elvington Ruby’s Week 10 25th Nov Enigma V Pink Panthers Rawcliffe Ravens v Millers 2 BSA v Reed School QMM A v Elvington Ruby’s Black Cats v Raggy Dolls
2nd Half Week 11 6th Jan Enigma v BSA Reed School v Rawcliffe Ravens v Elvington Ruby’s v Millers 2 QMM A v Raggy Dolls Black Cats v Pink Panthers Week 12 13th Jan Enigma V Reed School Rawcliffe Ravens v Elvington Ruby’s Raggy Dolls v Millers 2 BSA v Black Cats QMM A v Pink Panthers Week 13 20th Jan Rawcliffe v Enigma Elvington Ruby’s v Raggy Dolls Black Cats v Reed School Pink Panthers v Millers 2 QMM A v BSA Week 14 27th Jan Enigma v Black Cats Rawcliffe Ravens v Raggy Dolls Pink Panthers v Elvington Ruby’s Reed School v QMM A Millers 2 v BSA Week 15 3rd Feb Enigma’s v QMM A Black Cats v Rawcliffe Ravens Raggy Dolls v Pink Panthers Elvington Ruby’s v BSA Millers 2 v Reed School Week 16 10th Feb Enigma v Millers 2 Rawcliffe Ravens v Pink Panthers Black Cats v QMM A BSA v Raggy Dolls Reed School v Elvington Ruby’s Week 17 17th Feb Elvington Ruby’s V Enigma’s QMM A v Rawcliffe Ravens BSA v Pink Panthers Millers 2 v Black Cats Reed School v Raggy Dolls Week 18 24th Feb No fixtures scheduled Half term Week 19 3rd March Raggy Dolls v Enigma Rawcliffe Ravens v BSA QMM A v Millers 2 Pink Panthers v Reed School Elvington Ruby’s v Cats Week 20 10th Pink Panthers v Enigma Millers 2 v Rawcliffe Ravens Reed School v BSA Elvington Ruby’s v QMM A Raggy Dolls v Black Cats
Richards, H. M. (2008). Mechanisms, motivations and outcomes of change in Morley English. PhD thesis, The University of York. Roeder, R. (2009). ‘Lexical exceptionality in Yorkshire English’. Toronto Working Papers in Linguistics 30: 105-118. Shorrocks, G. (1996). 'Non-Standard Dialect Literature and Popular Culture' in Juhani Klemola, Kytö and Matti Rissanen, (eds). Speech Past and Present. Studies in English Dialectology in Memory of Ossi Ihalainen. Pp. 385-411. Frankfurt am Main: Peter Lang. Smith, S. D. (1998). Plonkers Plaintiffs & Pleas. Barnsley: Neville-Douglas Publishing Limited. Tagliamonte, S. A. and Roeder, R. V. (2009). 'Variation in the English definite article: linguistics in t’speech community' Journal of Sociolinguistics 13(4) : 435–471. Taylor Bradford, B. (1981). A Woman of Substance. Glasgow: Grafton Books. Tidholm, H. (1979). The Dialect of Egton in North Yorkshire. Bokmaskinen: Göteborg. Viereck, W. (1995). 'Realizations of the definite article in dialectal English and how and when they originated' in Jacek Fisiak (ed) Medieval Dialectology pp. 295-307. Berlin; New York: Mouton de Gruyter. Wales, K. (2006). Northern English: A Cultural and Social History. Cambridge: Cambridge University Press. Whomersley, D. (1981). Sheffieldish: A Beginners Phrase-book. Sheffield: City of Sheffield Publicity Department.
Glover, Melanie B. "What the heck? Casual cursing by teens is rising." Deseret News. N.p., 25 Feb. 2008. Web. 14 Feb. 2013. FOSTER, DANIEL. "A Course on Cursing." National Review, vol. 68, no. 23, 19 Dec. 2016, pp. 35-37. EBSCOhost. Grohol, J. “Why Do We Swear?”. Psych Central. (2009) Retrieved on April 13, 2017.
Setting There is no setting in Business Studies and classes are taught in mixed ability groups. As this is a new, dynamic subject to all students previous knowledge is less important than a genuine interest and motivation to succeed in a vibrant and relevant learning environment. Assessment We follow the Edexcel Business Studies GCSE (2BS01). This specification consists of three units which are assessed at various stages throughout the course; UNIT Date Percentage of Course 1 – Introduction to Business June of Year 11 25% 2 – Controlled Assessment March of Year 11 25% 3 – Building a Business June of Year 11 50% Units 1 and 3 are examination based and build on case study and data response style questioning. Unit 2 provides students with an opportunity to research a piece of controlled assessment work based around a question of their choice. Regular assessment and revision sessions are used to monitor and consolidate student progress and ensure the appropriate skills are in place. Support The Business Studies department weekly revision sessions on a mutually agreed lunchtime for GCSE students. There is always a Business Studies teacher available at other times and extra help can be easily arranged. The use of pro-active and up to date resources as well as relevant business visits also help to make this a truly real life subject. Useful Websites are all very informative and up to date. As well as a full range of past papers and resources on FRONTER. Home Learning Students should expect to be set at least one home learning per week, which should take approximately 45 minutes to complete. This will often be research based. Subject Leader Contact If you have any queries regarding GCSE Business Studies please contact Mr S. Varey through the school office or via email, DT: Product Design Setting There are no sets in DT: Product Design and the students are arranged in mixed ability
Community Fund Application 2018/2019 About your organisation Name of organisation Organisation type (e.g. charity, community interest company etc.) Please include your groups’ / organisations’ constitution or governing document. Contact Address Postcode Telephone number Email address Website Date of application Project date: Project completion date: Project Name
Year 1 Mathematics Yearly Overview Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Week 1 Number and Place value Sequencing and Sorting Number and Place value Length and Mass/weight Number and Place value Time Week 2 Number and Place value Fractions Mass/weight Addition and Subtraction Addition and Subtraction Multiplication and Division Week 3 Length and Mass/weight Fractions Capacity and Volume 2-D and 3-D Shape Fractions Capacity and Volume Subtraction - difference Week 4 Addition and Subtraction Counting and Money Position and Direction Fractions Measurement Week 5 Addition and Subtraction Time Multiplication Time Position and Direction Time Sorting Week 6 2-D and 3-D shape Assess and review week Division Assess and review week 2-D and 3-D Assess and review week
Year 1 BSC Nursing (Hons) Nursing Studies Monday Runs for 6 weeks from 28/9/15 Tuesday Starts week 5 all-day from 27/10/15 Wednesday Thursday all-day from 01/10/15 for twelve week Friday all-day from 02/10/15 for 12 weeks 9-12 An Introduction to Human Development and functioning across the age Continuum (SDH1041-n) Module Leader Graham Jones An introduction to Decision making in; Adult Nursing (AHH1042-n) Louise Braithwaite Mental Health (MHH1015-n) Learning Disabilities (LDH1010-n) Pamela Wheeler Children’s Nursing (CCH1036-n) Jane Wood Induction activities or Study The Role of the Nurse in Improving health and Well being (CCH 1037-n) Module leader Shawn Costello The Fundamentals of Caring and professional Nursing Practice (SDH1040-n) Module Leaders Rachel Morris Mark Wheatley 1-4 The Foundations of Nursing: Care, Compassion and Communication (SDH 1042-n) Module Leaders Carol Wylie Jacquie Horner Adult Nursing (AHH1042-n) Louise Braithwaite Mental Health (MHH1015-n) Learning Disabilities (LDH1010-n) Pamela Wheeler Children’s Nursing (CCH1036-n) Jane Wood Study The Role of the Nurse in Improving health and Well being (CCH 1037-n) Module leader Shawn Costello The Fundamentals of Caring and professional Nursing Practice (SDH1040-n) Module Leaders Rachel Morris Mark Wheatley
the programme. The student will inform you of the contact details of the relevant Academic Tutor and you are encouraged to contact them if you need any clarification. During the academic year there are a minimum of three review points the initial review to be completed between weeks 8-10 of the programme, the mid-review by week 17 and the final review point takes place by week 28- of the programme. This document relates to the initial review only and you will be provided with an agenda for review 2 (mid-point review) & review 3 (the final review). The Process The process begins with the student preparing for the initial review and sharing information with the Practice Mentor. Once the Student and Practice Mentor have had the opportunity to meet and discuss the agenda, a summary of what was discussed and any agreed actions is recorded on the initial review form. Once the Student & Practice Mentor has completed the respective records on the review forms the Student must inform the Academic Tutor who will review these and add comments. The Student or Practice Mentor are encouraged to contact the Academic Tutor concerned if they have any concerns or need any clarification, support or guidance. We are here to help. The Initial Review 21st November 2016 (must take place between weeks 8-10) Below are some suggestions for consideration at the initial review point. Please note this information is only a and not meant to be prescriptive. Points for consideration: Throughout the academic year, linked to the practice benchmarks and competencies the Practice Mentor will engage in observation of professional conduct and safe practice of the student. Through discussion, question and answer opportunities between the Practice Mentor and Student the Practice Mentor will establish the Student’s understanding of the underpinning knowledge and its application to practice (linked to practice benchmarks and competencies). Portfolio review form
Get the children to some range fast growing seeds (cress for example) Get them to draw diagrams of what they have done and describe what they think will happen Get them to list the things they need to do each day so that their seeds grow. After 4/5 days get children to explore what has happened to their seeds and record their findings interactive clip modelling what plant growing Growing plants from seeds Growing plants from To find out what plants need in to grow To correctly use equipment provided to make observations and measurements To make measurements, standard or units as appropriate Share with the children the story of jack and the Beanstalk. Ask them does bean seeds really grow into a huge bean stalk. Get children to discuss what they would need to do to the beans to grow the biggest bean stalk. Does it need soil? Does it need light? Does in need warmth? Does it need water? Get children to set up a test to investigate one of the above Get children to set up their test (beans in soil/ no soil? Beans with water no water etc) Get them to draw pictures of what they have done and describe what they have done. After a week get them to measure the growth and record what they have found out. The plants that have started to grow get the children to plant in the garden so that they can watch growth over time.
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 What’s it made of? Main Focus: Science Supporting: Technology, Art & Design, Global Awareness, Computing, PHSCE, RE, PE, Spanish People of the past Main Focus: History Supporting: Art & Design, Science, Music, Global Awareness, PHSCE, RE, PE, Spanish Let’s celebrate! Main Focus: Technology Supporting: History, Art & Design, Science, Music, Global Awareness, PHSCE, RE, PE, Spanish Our World Main Focus: Geography Supporting: Art & Design, Science, Technology, Music, Global Awareness, PHSCE, RE, PE, Spanish Buildings A Local Study of Heywood and Rochdale Main History Supporting: Art & Design, Geography, Science, Technology, Music, PE, PHSCE, RE, Spanish How are you? Main Focus: Science Supporting: History, PE, Global Awareness, PHSCE, RE, Spanish Say Cheese! Main Computing Supporting: Art & Design, Science Global Awareness, Music, PHSCE, RE, PE, Spanish
2009 Two supplementary budgets and health budget cuts Increased & new charges, HSE budget & cuts. Salary cuts 2010 Ireland enters bailout Troika in charge. More cuts 2011 Change of government. ‘Programme for Government’ commits to Free GP care & Universal Health Insurance Huge programme of health system reform promised, HSE to be abolished 2012 ‘Future Health’ published, ‘roadmap’ for reform Plan for reform. Free GP care delayed, UHI by 2016 2014 White Paper on Universal Health Insurance (UHI) No clarity on who would be covered for what or cost of UHI 2014 Change in minister poor local & European election results & decline in numbers with medical cards Shift in policy from UHI to universal healthcare (UHC). Criteria for medical cards loosened. HSE not to be abolished. 2015 Small increase in health budget, the 1st increase in six years Introduction of Life-Time Community Rating Free GP care for under 6s & over Penalties introduced for those who take out PHI over age 35 UHI costings published showing
What do family do for us? Spend some time discussing with children about their families. Are they all the same? Or are some of them different? *Ensure that children understand that families are all different and just because someone family is different to it doesn’t make it wrong- Discuss being understanding and respectful to others* Ask the children to create a fact file their family, if possible, including the photograph they have brought to understanding the children belong to various groups and communities, such as family and school to identify and respect the differences and similarities between people to know that family and friends care for each other. How are the daily lives of children around the world similar and different? Over the next couple of weeks-spend time exploring the lives of the 4 different children (1 a week) to ensure a good level of understanding about their daily routine, their families and their lives. Use questioning do allow children to unpick what life is like for these children and some of the key similarities and differences. Encourage children to find the similarities that might not be so obvious at first sight - for example, many children look after pets and help out at home, though they are unlikely to have goats like Shakeel's Discuss talk about the different times of day - morning, afternoon, evening, and night. Talk about things that children do every day, and things that they do only occasionally. Talk about what Muluken, Sasha and Cidinha do at different times of the day. Ask the children to record the lives of the 4 children in a variety of ways. Fact files, diaries, information pages, drawing and story boards. Link back to the large scale map in the classroom and pinpoint each child on the map as you learn about them.
Add and subtract one-digit and two-digit numbers to 20, including zero Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9. Pupils combine and increase numbers, counting forwards and backwards. They discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms: put together, add, altogether, total, take away, distance between, difference between, more than and less than, so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly. Number – multiplication and division Children will learn Guidance Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Through grouping and sharing small quantities, pupils begin to understand: multiplication and division; doubling numbers and quantities; and finding simple fractions of objects, numbers and quantities. They make connections between arrays, number patterns, and counting in twos, fives and tens. Number –fractions Children will learn Guidance Recognise, find and name a half as one of two equal parts of an object, shape or quantity Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. Pupils are taught half and quarter as ‘fractions of’ discrete and continuous quantities by solving problems shapes, objects and quantities. For example, they could recognise and find half a length, quantity, set of objects or shape. Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole.
APPLICATION FORM Year 10 Summer School 21st – 24th July 2015 Deadline for Applications 17th 2015 Section 1: to be completed by the student Section 2: to be complete by the parent/carer Section 3: to be completed by the teacher First Name(s): Family Name: (please tick) Male Female Age: Date of birth: Ethnic origin: White Black Chinese Mixed please specify below ………........................................ Other please specify below ………........................................ Address: Postcode: Telephone Home number: Student Mobile number: Email Address: (please details) School/College name: Subject Level (e.g. GCSE or BTEC) Predicted Grade
Year 10B/CT2 Catering Time Table 2016 Wi Week 1 Week 2 Date wk beg. Mon P3 Mon P4 Fri P3 Fri P4 Date Wk beginning Thurs P2 11th April 18th April 25 April 2nd May 9th May ICT- C6/ICT2 16th May 23 May 1/2 Term ICT- begin Time plan C6/ICT2 Date wk beg wi. Mon P3 Mon P4 Fri P3 Fri P4 Date Wk beginning Thurs P2
6th June 13th June Exam dates Mon 13th Wed 15th ICT up C6/ICT2 20th June 27th June ICT write up Evaluation C6/ICT2 4th July 11th July ICT write up Evaluation C6/ICT2 18th July X This is a catering course therefore the programme consists of a high percentage of practical lessons which gives practical skill knowledge and theory for the written exam. If you find it difficult to buy the ingredients please notify us a week in advance not on the practical day Please ensure dates are recorded at home so you know when to bring in ingredients
Year 10 Dance Unit Plan UNIT 3 (Term 3): Calling Australia Home UNIT OVERVIEW: To provide student s with the opportunity to apply contemporary techniques when performing movement sequences and continue to extend their analysis skills ASSESSMENT: 1. Performance of teacher devised contemporary styled dance 2. Appreciation Comparison Written UNIT DETAILS: No Learning Goal Success Criteria (I Know I’ve got it when I can …) Analyse and interpret dance works Compare and evaluate success of dance works Perform movement sequences using techniques 1 Apply genre specific techniques to perform movement sequences 2 Identify and classify Contemporary Dance characteristics 3 Use identified characteristics to analyse, interpret, compare and evaluate dance works Key Verbs Interpret Describe Analyse Evaluate Identify Compare Apply 4 Evaluate work to identify areas in need of improvement 5
Year 10 DRAMA Unit Plan – Term 2, 2015 Unit 2 (Term 2) – Realism Unit Overview: Students will develop internally consistent, motivated roles and characters conveying a subtext of social and psychological situations, relationships and status. They will create and perform complex devised and scripted drama, exploring symbol and a diversity of performance styles and conventions to communicate dramatic meaning. Students will interpret, rehearse and perform scripted drama to communicate characters, situations, relationships, intentions and subtext to create dramatic action and dramatic meaning. Assessment No. Description Due Date 1 Presenting Conditions: Group, Length 4 minutes Week 7 2 Responding: Reflecting - Written Conditions: Individual Week 9 Unit Details: No Learning Goals (SWBAT) Success Criteria 1 Identify what is Realism. By the end of the term I can: Manipulate dramatic elements to reveal themes within social issues. Define the of Realism and apply conventions in a rehearsed performance. Compare performance styles and identify the use of dramatic meaning. Create a structured performance applying movement and voice as an individual within a group. Critically analyse my performance and draw conclusions on the success of relaying a convincing character. 2 Use dramatic forms by manipulating the elements of drama and establishing dramatic action. 3 Apply Realism techniques to portray a convincing character. 4 Discuss themes and social issues in the playscript ‘Fossils’. 5 Apply voice and movement to communicate emotion of character. 6 Create a realistic performance using different styles of drama. 7 Apply techniques for effective group rehearsal and performance. 8 Refine the dramatic action through rehearsal. 9 Demonstrate expressive performance skills for effective audience engagement. 10 Reflect on performance and effective use of dramatic meaning.
Year 10 Homework Timetable (2018 – 2019) Week 1 Monday Tuesday Wednesday Thursday Friday CORE English (X) RE (Y) English (Y) Maths (X/Y) RE (X) Science (X/Y) OPTIONS Option C Option E Option B Option A Week 2 Monday Tuesday Wednesday Thursday Friday CORE RE (Y) Science (Y) Maths (X/Y) English (X) Science (X) English (Y) RE (X) OPTIONS Option C Option E Option A Option B GCSE Option A Week 1 – Week 2 – GCSE Option B Week 1 – Week 2 – GCSE Option C Week 1 – Week 2 – GCSE Option E Week 1 – Week 2 – Computer Science Spanish Science English Art Art Business Studies Maths History Geography Technology Science Technology Computer Science History History Business Studies Technology Geography Geography French History Food & Nutrition Spanish PE Business Studies Art French ICT ICT French Work Skills
10 PHYSICS – TERM 4 ENERGY & MOMENTUM 1 UNIT LEARNING GOALS: DECLARATIVE KNOWLEDGE The student will know the following definitions & accompanied equations: Law of Conservation of Energy Kinetic, Elastic & Gravitational Potential Energy: K.E. = ½mv2, E.P.E. = ½kx2, G.P.E. = mgh Law of Conservation of Momentum Momentum p = mv Impulse: I = Ft = mv – mu PROCEDURAL KNOWLEDGE: Students will be able to: generate written scientific reports Perform and design experiments Operate various pieces of equipment: Labquest data loggers, motion track Apply prior knowledge of vector manipulation when solving momentum problems. Apply knowledge in problem solving from text. ------------------------------------------------------------------------ Assessment Exam Video Analysis investigation of the conservation of Momentum Success Criteria: Accurate and successful completion of problems from the textbook. Reached set Target. Key Verbs Understand Manipulation Calculate Investigate . Resources “PHYSICS SPECTRUM”, Peter Eastwell “New Century Physics”, Richard Walding
Year Group: Year 10 Subject: Spanish Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topic Local area, holiday, travel School What is school like School activities Identity and Culture Who am I? Daily life/ Cultural life Identity and Culture Who am I ? Cultural life Local area, holiday and travel Travel and tourist transactions Town , region and country Revision Summary of Content Holidays Present tense gustar-type verbs preterite tense imperfect negatives question words Adjectival endings comparatives and superlatives negatives imperfect and present tenses expressions with infinitive near future desde hace + present tense direct object pronouns Possessive adjectives stem-changing adjectival endings adjectives of nationality para + infinitive present continuous tense ser vs estar for describing people reflexive verbs for describing relationships personal a imperfect vs preterite tenses stem changing verb: jugar in present tense definite and indefinite articles adjectives of nationality soler + infinitive direct object pronouns imperfect tense perfect tense acabar de + infinitive near future tense algun, otro, demasiado, cierto, mucho todo using past tenses correctly together Se puede + infin real future conditional demonstrative adjectives : este , ese , aquel Revison Recapping Recycling content Honing writing skills Assessment Weekly vocabulary or grammar test and either a reading comprehension or a piece of writing Weekly vocabulary or grammar test and either a reading comprehension or a piece of writing Weekly vocabulary or grammar test and either a reading comprehension or a piece of writing Weekly vocabulary or grammar test and either a reading comprehension or a piece of writing Weekly vocabulary or grammar test and either a reading comprehension or a piece of writing Revision of Past papers
SUBMISSION DATES The final submission date for each task will be the Friday of the applicable week. Students may submit their work on or before the following dates: Task 3 (Drama Scene) = 3%: Due Friday Week 8B, Term 1 Task 6A (Digital Portfolio) = 3%: Due Friday Week 7A, Term 2 Task 6B (Short Story) = 3%: Due Friday Week 8B, Term 2 Task 8A (Digital Portfolio) = 3%: Due Friday Week 7A, Term 3 Task 8B (Speech) = 3%: Due Friday Week 8B, Term 3 Task 10A (Digital Portfolio) = 3%: Due Friday Week 2B, Term 4 Task 10B (Visual Production) = 10%: Due Friday Week 2B, Term 4 Task 10C (Oral Production) = 10%: Due Friday Week 2B, Term 4 (1) Failure to meet deadlines will result in a 20% penalty for each day late. (2) Should the portfolio not be complete or should it fail to meet expectations with regard to the range of texts and the quality of work, than 20% of the marks for the associated written/visual task will be immediately deducted. ADDITIONAL RESOURCES Task Creative Writing Genre Assistance Quin, R. Readings and Responses. Pearson Education Australia Pty Ltd. 2003 Quin, R. Contexts and Conventions. Pearson Education Australia Pty Ltd. 2004 Lutrin, B. and Pincus, M. English Handbook and Guide. Berlut Books. 2008 – Available in Library English Good Answers Guides – Available in Library Task Eight: Speech Example “Chief Seattle’s Address” [Seattle] – Available on Student Shared Drive “Redfern Address” [Keating] – Available on Student Shared “Inaugural Speech to House of Representatives” [Wyatt] – Available on Student Shared Drive “2009 Sydney Peace Prize Acceptance Speech” [Pilger] – Available on Student Shared Drive Genre Assistance Quin, R. Contexts and Conventions. Pearson Education Australia Pty Ltd. 2004 Speech Writing Tips Writing Speeches That Magnetise Audiences [Meanwell] TASKS, RUBRICS, AND DUE DATES
(5-6 lessons) Colonialism and the rise of the Museum. Overarching Questions: How did the Colonial past of Europe contribute to the rise of the museum? And what can museums tell us about that colonial past? How does that past frame museums? In each European “nation with a colonial past”, empire histories are part of a national history. In an age of exploration and then industrialisation, these phenomena saw the rise of the Museum. Colonised nations were emptied of their culturally significant objects with little ethical or moral consideration by the Colonizing powers, who sought to display these treasures in their Museums as “civilizing” agents in their own seats of power. This led to the phenomena of “Great Exhibitions” as part of Empires displaying Nationalistic superiority and cultural elitism. It is during this time where Spain, Britain, France, Italy, Germany and the Netherlands established the finest museums in the world. Group task: Students are to examine in depth the socio-political role of museums at this time and how the given institutions as well as some of the major “Exhibitions” displayed their “conquered cultures”. What was the purpose of this public display of cultural display and what were the ramifications of this on wider society morally/ ethically? Were there any such considerations? If not why? (Students may also wish to consider “Mummy unwrapping parties” during the Victorian era; “Mummalia” as medicinal tonics etc.) This type of collection contributed to the destruction of sites and encouraged looting. Students are to explore, research and analyse the ways in which this type of collection took place and the ramifications on these sites and countries from which these antiquities were taken to furnish the homes of the wealthy and also the vast galleries of their museums. Mackenzie.J., 2010. Museums and Empire: Natural History, Human cultures and Colonial Identities. Manchester University Press. Longair.S & J. McAleer., 2016. Curating Empire: Museums and the British Imperial Experience. Manchester University Diaz-Andreu, M., 2007. A World History of Nineteenth century Archaeology: Nationalism, Colonialism and the Past. Oxford University Press. Reid.D., 2015. Contesting antiquity in Archaeologies, Museums and the Struggle of Identities. American University in Cairo Press. Reid. D., 2003. Whose Pharaohs? Archaeology, Museums and the Egyptian National Identity from Napoleon to WWI. University of Columbia Press.
DOING YOUR REVISION Active or passive revision? Active revision means involving your eyes, ears and hands in variety of ways. Revising actively is the best way to make sense of the material you are revising and also helps you to remember it. Active methods of revision include: writing revision notes using mind maps with key words for topics using small record cards to reduce topics to keywords/phrases reading notes aloud recording key points onto an iPad, MP3 or phone discussing topics with a friend testing yourself getting others to test you rewriting notes doing examples trying past papers using revision websites attending support clubs offered by your teachers Use as many of these methods as you find useful. Passively reading through your and books is a very poor method of revision. It doesn’t help you to understand or remember what you are revising. Don’t just sit there reading page after page until you get bored. TOP TEN REVISION TIPS
Learning activity Resources Understand the requirements • Teacher presentation and introduction of the food preparation AQA food preparation tasks released from 1 November in schools of the food preparation task including: task and what must be considered to complete the task including an overview and examples of: Illuminate textbook – food preparation chapter, pp 305–324 • analyse a task and carry out research on a life stage/dietary group or culinary tradition • Researching the task • Demonstrating technical skills Hodder textbook – food preparation chapter, pp 422–438 • Planning for the final menu Recipe books to generate recipe ideas • demonstrate a range of technical skills • Making the dishes • Analyse and evaluate. Assessment criteria for NEA food preparation task • plan a final menu for chosen life stage/dietary group or culinary tradition • Teacher activity – issue AQA food preparation tasks. Students to select one task to undertake further as NEA • Class discussion – what is each task about and what will it involve? • prepare, cook and serve dishes in a three- hour session • Small group discussion – split class into three groups and
Lesson 23: revision – diet, nutrition and health Illuminate textbook, pp 70–77 Hodder textbook, pp 160–190 Lesson 24: revision – cooking of food and heat transfer Illuminate textbook, pp 70–77 Hodder textbook, pp 160–190 Lesson 25: revision –functional and chemical properties of food Illuminate textbook, pp 105–140 Hodder textbook, pp 206–236 Lesson 26: revision – food spoilage and contamination Illuminate textbook, pp 158–201 Hodder textbook, pp 238–261 Lesson 27: revision – principles of food safety Illuminate textbook, pp 158–201 Hodder textbook, pp 262–278 Lesson 28: revision – factors affecting food choice Illuminate textbook, pp 202–220 Hodder textbook, pp 279–299 Lesson 29: revision – British and international cuisine Illuminate textbook, pp 237–247 Hodder textbook, pp 300–327 Lesson 30: revision – environmental impact and sustainability of food Illuminate textbook, pp 255–284 Hodder textbook, pp 342–410
Year 11: Holiday Homework Expectations-Drama Homework setting model Strand One: Note taking Strand Two: Questions Strand Three: Extended writing Detail Pupils have been given a play in which the need to research the below information; • Historical context, themes, and issues found within the play • Character relationships between all characters • Their own character development. Pupils will use this information in lessons to aid their practical exploration for their component 2 exam Pupils need to memorise their lines from two different extracts of the same play. Pupils have been given their texts in lessons. And these differ per student Component 1 coursework portfolio For each pupil the portfolio must cover the following: • their contribution to the creation, development and realisation • consideration of genre, structure, character, form, style, and language • successful communication of intentions • health and safety issues. Each student must include a response to the following questions. • What was your initial response to the stimuli and what were the intentions of the piece? • What work did your group do in order to explore the stimuli and start to create ideas for performance?
Date Focus Focus Focus Drop in with teacher 11/01/ 2017 Sentence structures and punctuation Teacher: Mrs Benjamin Room: EN3 Spelling rules Teacher: Miss Martinez Room: EN1 Text type structures Teacher: Mrs Glover Room: EN4 Ms Thomas Mr Abbott Mrs Mellen Mr McGrath 18/01/ 2017 Multiple choice Teacher: Mrs Mellen Room: EN6 What and how questions Teacher: Mr McGrath Room: EN7 reading and editing Teacher: Ms Thomas Room: EN2 Mrs Glover Miss Martinez Mrs Benjamin Mr Abbott 25/01/ 2017 Sentence structures and punctuation Teacher: Mrs Benjamin Room: EN3 Spelling rules Teacher: Miss Martinez Room: EN1 Text type structures Teacher: Mr Abbott Room:EN5 Mrs Glover Mrs Mellen Mr McGrath Ms Thomas 1/02/ 2017 How does the writer Teacher: Mr McGrath Room: EN7 Text purpose public, private, occupational, educational Teacher: Mrs Mellen Room: EN5 Definition and word meaning Teacher: Mrs Glover Room: EN4 Mrs Benjamin Miss Martinez Ms Thomas Mr Abbott 8/02/ 2017 Multiple choice Teacher: Mrs Thomas Room: EN2 What and how questions Teacher: Miss Martinez Room: EN1 reading and editing Teacher: Mr Abbott Room: EN5 Mrs Mellen Mrs Glover Mr McGrath Mrs Benjamin 15/02/ 2017 Description, narration, exposition Teacher: Mrs Glover Instruction, persuasion, Argumentation Reading texts Teacher: Mrs Mellen Mrs Thomas Miss Martinez Mr Abbott Mr McGrath
11 PHYSICS – TERM 3 – Unit 3 ANCIENT WEAPONS 1 UNIT LEARNING GOALS: DECLARATIVE KNOWLEDGE The student will know the following definitions: Law of Conservation of Energy Kinetic, Elastic & Gravitational Potential Energy: K.E. = ½mv2, E.P.E. = ½kx2, G.P.E. = mgh Velocity, acceleration, displacement, force, centripetal force & acceleration Acceleration due to gravity and Weight ------------------------------------------------------------------------------- Understand and Apply the concepts of: PROCEDURAL KNOWLEDGE: Students will be able to: generate written scientific reports DEFINE terms Construct JUSTIFIED HYPOTHESES COMPARE & CONTRAST theories & explanations DESIGN experiments PRODUCE, COLLATE, DISPLAY, SYNTHESISE, AND ANALYSE DATA (graphically & otherwise) Use electronic and manual data logging equipment to complete video analysis JUSTIFY & CONCLUDE ------------------------------------------------------------------------ Assessment Scientific Report Success Criteria: SYLLABUS GENERAL DESCRIPTORS Key Verbs Understand Manipulation Calculate Investigate Understand Manipulation Calculate Justify Hypothesise Conclude Synthesise Compare Contrast Define Analyse Design . Resources STUDENT CHOICE
11 PHYSICS – TERM 4 – Unit 4 AMUSEMENT PARK PHYSICS 1 UNIT LEARNING GOALS: DECLARATIVE KNOWLEDGE The student will know the following definitions: Law of Conservation of Energy Kinetic, Elastic & Gravitational Potential Energy: K.E. = ½mv2, E.P.E. = ½kx2, G.P.E. = mgh Velocity, acceleration, displacement, force, centripetal force & acceleration Acceleration due to gravity and Weight Previously taught motion equations ------------------------------------------------------------------------------- Understand and Apply the concepts of: PROCEDURAL KNOWLEDGE: Students will be able to: generate written scientific reports Analyse centripetal motion & Energy for 1 and 2 dimensional rides, loops DEFINE terms Construct JUSTIFIED HYPOTHESES COMPARE & CONTRAST theories & explanations DESIGN PRODUCE, COLLATE, DISPLAY, SYNTHESISE, AND ANALYSE DATA (graphically & otherwise) Use electronic and manual remote data logging equipment to complete analysis JUSTIFY & CONCLUDE ------------------------------------------------------------------------ Assessment Scientific Report Success Criteria: SYLLABUS GENERAL DESCRIPTORS Key Understand Manipulation Calculate Investigate Understand Manipulation Calculate Justify Hypothesise Conclude Synthesise Compare Contrast Define Analyse Design . Resources STUDENT CHOICE
Weight (% of 1 RM) Repetitions Sets Rest Frequency Explain how static flexibility training (performed actively or passively), and ballistic/dynamic flexibility training are used effectively to develop flexibility Analyse, interpret and evaluate information on: the use of exercise to develop physical well-being; or the use of training methods to develop aerobic or anaerobic fitness, muscular power, muscular strength, muscular speed, muscular endurance or flexibility Principles Check List Explain the Principles for Developing Physical Explain how physical activity can be built into the working day, for example using the stairs instead of the lift; walking to and from school and/or work, walking at lunchtime; lifting or carrying objects; and bending, stretching and twisting; Identify how 30–60 minutes of moderate exercise or physical activity can be incorporated each day into people’s lifestyles, for example by gardening, cleaning, walking, cycling or swimming and how this can reduce the time spent on sedentary activities such as watching television or playing video games; and Analyse, interpret and evaluate lifestyle patterns with regard to balanced, healthy lifestyles and be able to make recommendations for improvement
Student Name Care Class Refer to the Senior Subject Information Booklet for course details to assist you to complete this form. SUBJECT SELECTION - School Based Subjects Line GENERAL SUBJECTS COST APPLIED SUBJECTS / CERTIFICATES COST 1 Ancient History Chemistry Legal Studies Physical Education - - - - Certificate II in Hospitality Early Childhood Studies Fashion Industrial Graphics Skills Visual Arts in Practice $70 - $40 - $40 2 Agricultural Science Drama Music $35 - - Certificate II in Skills for Work & Vocational Pathways Certificate III in Business Citizenship, Environment & Community (SEP) Music in Practice Sport & Recreation - $245 - - - 3 Accounting Film, Television & New Media Physics - $40 - Building & Construction Skills Certificate II in Business Media in Practice Visual Arts in Practice $110 - $40 $40 4 Biology Business Visual Art - - $40 Certificate II in Hospitality Certificate II in Information, Digital Media & Technology Certificate III in Fitness Dance in Practice Furnishing Skills Life Skills (SEP) $70 - $365 - $110 - 5 General Mathematics Mathematical Methods - - English for Living (SEP) Essential Mathematics - - 6 General English - Essential English Maths for Living (SEP) - - NOTE: The fees for Visual Art, Visual Art in Practice, Media in Practice, Fashion, and Building and Construction are yet to be finalised with the P&C Association and is subject to change. The successful completion (Sound Achievement) of each General Syllabus and Applied Syllabus subject course is worth 4 credits towards the Queensland Certificate of Education (QCE) To be ATAR eligible, students must study a set pattern of learning (for more information see Subject Selection Guide), 3 of these subjects must be studied in both Year 11 and Year 12. SUBJECT SELECTION - Other Subjects Offered Through Flexible Delivery Access to Virtual Schooling and School of Distance Education subjects is provided to ensure that students are able to undertake the full range of study options. This mode of study is only suited to self motivated students with well developed literacy skills. Most students are cautioned against choosing these study options. Instructions Circle subjects you intend studying through flexible delivery AND / OR add any other subjects offered through these modes that are not listed. You must discuss this option with Mr Seng. Specialist Mathematics Tourism Economics Geography (specify subject & preferred provider)
11A Maths – Term 1 MANAGING MONEY I ELEMENTS OF APPLIED GEOMETRY 1 UNIT LEARNING GOALS: Calculations involving spending, including discount, business application of profit, loss, mark-up and foreign exchange Calculations involving earnings, including salary, wages, overtime, commission, piece rate, and income; an industrial award should be used where appropriate --------------------------------------------------------------------- Calculate area and volume in life-related situations Applications of trigonometry using sine, cosine and tangent ratios Applications of Pythagoras Theorem Simple algebraic manipulation of relevant formulas of area, volume etc. Assessment Exam Success Criteria: Accurate and successful completion of problems from the textbook. Reached set Target. Key Verbs Calculate Apply Resources Quest 11A: Chapter 1,3,4,5 Glossary: Discount, Commission, Industrial Award 11a Maths – Term 2 Data Collection and Presentation Linking 2 and 3 Dimensions 1 UNIT LEARNING GOALS: Identify types of data (continuous and discrete) Identify and Understand practical aspects of collecting and handling data for observation,
budgeting, including the preparation of a personal budget plan Key Verbs Understand Calculate Compare Resources Quest 11A: Chapter 1,2,3, & 6 Glossary: Latitude, Longitude, Rebate, Levy 11A Maths – Term 4 Data Collection and Presentation Linking 2 and 3 Dimensions 1 UNIT LEARNING Understand and use sample means and medians as measures of central tendency Calculate sample standard deviations and interquartile range as descriptors of spread and use to make comparisons. -------------------------------------------------- Understand and apply practical tests for squareness, plumbness and levels Estimation of quantities and costs in a variety of construction areas Understand and apply the geometry of bracing for rigidity Assessment Exam Success Criteria: Accurate and successful completion of problems from the textbook. Reached set Target Key Verbs Understand Apply Estimate Resources Quest 11A: Chapter 10 & 7 Glossary: Standard Deviation, Squareness, Bracing
PERIODIC FUNCTIONS AND APPLICATIONS II 1 UNIT LEARNING GOALS: concept of rate of change calculation of average rates of change in both practical and purely mathematical situations interpretation of the average rate of change as the gradient of the secant understanding of a limit in simple situations definition of the derivative of a function at a point derivative of simple algebraic functions from first principles -------------------------------------------------------------------------- relationships between the graph ofand the graphs of, , for both positive and negative values of the constant solutions to simultaneous equations in two variables: graphically, using technology algebraically (linear and quadratic equations only) composition of two functions Concept of the inverse of a function -------------------------------------------------------------------------- graphs of,andfor any angle in degrees () and in radians () significance of the constants A, B, C and D on the graphs of , applications of periodic functions Assessment Exam Success Criteria: Accurate and successful completion of problems from the textbook. Reached set Target Key Verbs Understand Interpret Sketch Solve Resources Quest 11B: Glossary: Inverse function, Simultaneous equations, Limit 11B Maths – SEMESTER II RATES OF CHANGE 1 UNIT LEARNING GOALS: evaluation of the derivative of a function at a interpretation of instantaneous rate of change at a point as the gradient of a tangent and as the derivative at that point rules for differentiation including: interpretation of the derivative as the gradient function