zilongwang/ReadingBank huggingface dataset:
Tolerance – Understanding how different diseases can affect people and have understanding of the impacts. Day 03.12.18 Rule of law – The law which affects Internet Safety and how to report issues. 15.10.18 Wk.7 Responsibility: LO: To understand the rights and responsibilities in British Society. Aims – To understand; The rights we have and how they lead to responsibilities. How we use these rights in the tolerance of other people. 10.12.18 Wk.14 What contribution are we able to make to the local community? LO: To explain how we are able to support the local community. Aims – To understand; The impact the school can have on the local community. How we are able to support the local community. 11.02.19 Wk.21 The use of legal and illegal substances – drugs and alcohol including legal highs. LO: To understand the impacts of legal and illegal substances. Aims – To understand; The different types of legal and illegal substances. The impacts they can have on your body. The legal implications of using these drugs. 08.04. 18 Easter 15.07.19 Wk.38 Review of the year: LO: To understand and reflect on the learning we have completed this year. Aim – To understand; How you can reflect on the learning throughout this year. Why it is important to set targets for Year 11. Term Ends 19.07.19 22.10.18 Autumn Half Term 17.12.18 Wk.15 Christmas: LO: To understand the meaning behind Christmas and why it is an important festival in the Christian calendar. Aims – To understand; The meaning of Christmas to Christians. The British traditions behind Christmas. Term Ends 21.12.18 18.02.19 Spring Half Term 15.04.19 Vacation 16.07.19 Summer Vacation 24.12.18 Christmas Vacation British Values Key: Democracy. Rule of law. Individual liberty. Mutual respect for and tolerance of with different faiths and beliefs and for those without faith. Preparation for life after school and in a modern Britain
Standards: (table continues over the page) A B C D E The student work has the following characteristics: Understanding of and sensitivity to a range of genre patterns appropriate to purposes, audiences and contexts Understanding of a of genre patterns appropriate to the purposes, audiences and contexts Understanding of some patterns appropriate to the purpose and context Recognition of genre patterns Recognition of aspects of genre patterns Understanding of how subject matter is selected and sequenced to emphasise ideas throughout texts Understanding of how subject matter is selected and sequenced to develop in texts Understanding of how subject matter is selected and sequenced to identify ideas in texts Recognition of obvious subject matter Identification of simple subject matter Interpretation and manipulation of a of roles and relationships between text users and producers in a variety of contexts Interpretation of a range of roles and relationships between text users and producers in a variety of contexts Interpretation of roles and relationships between text users and producers in familiar contexts Identification of obvious roles and relationships between text users and producers Identification of the roles of text users and/or producers Use of a range of cohesive devices, including paragraphing, that structure ideas and connect parts of texts Use of cohesive devices, including paragraphing, that develop and connect parts of texts Use of cohesive devices, including paragraphing, that connect of texts Use of connections between paragraphs and sentences Use of functional connections between sentences Use of a of grammatically accurate complex clause and sentence structures Use of a range of grammatically accurate clause and sentence structures Use of clause and sentence structures that are mostly grammatically accurate Use of basic sentence and simple clause structures that vary in grammatical accuracy Use of basic sentence structures Use of a wide range of sophisticated vocabulary, including figurative language, appropriate to purposes, audiences and contexts Use of a of vocabulary, including some figurative language, appropriate to purposes, audiences and contexts Use of vocabulary appropriate to the context Use of a basic vocabulary Use of a narrow range of vocabulary Sustained control of: • a wide range of punctuation • spelling of sophisticated vocabulary Control of: • appropriate punctuation • spelling of some complex vocabulary Control of: • essential punctuation • spelling of straightforward vocabulary Frequent lapses in: • punctuation • spelling of functional vocabulary Spelling and punctuation impeding communication
TERM 1 PARENT TEACHER EVENING YEARS 7, 11 & 12 TUESDAY 4 April 2017 MPC (enter from ) 3:30 p.m. - 6:30 p.m. (5 or 10 min slots) APPOINTMENT CARD YEAR 11 NAME: * Due to high demand, for individual teachers, interviews are requested to take 5/10 minutes only CANTERBURY GIRLS HIGH SCHOOL TERM 1 PARENT TEACHER EVENING YEARS 7, 11 & 12 TUESDAY 4 April 2017 MPC (enter from ) 3:30 p.m. - 6:30 p.m. (5 or 10 min slots) APPOINTMENT CARD YEAR 11 NAME: * Due to high demand, for individual teachers, interviews are requested to take 5/10 minutes only
Year 11 Homework Timetable 2018 / 2019 Use OPTION A B or C unless otherwise denoted by individual subjects. Week 1 Monday Tuesday Wednesday Thursday Friday Core MATHS (X & Y) R.E (X & Y) SCIENCE (X) ENGLISH (X & Y) SCIENCE (Y) ENGLISH (X) SCIENCE (X) ENGLISH (Y) R.E (X) ICT (X) (Y) ENGLISH (Y) ICT (Y) Options Option C Business Studies Technology Geography Art Option A Art Computer Science PE Music Technology French Option B History Science OPTION C Geography Week 2 Monday Tuesday Wednesday Thursday Friday Core R.E (X) SCIENCE (X) ENGLISH (X) SCIENCE (Y) (X) R.E. (Y) MATHS (Y) ICT (X) SCIENCE (X) ENGLISH (Y) R.E. (Y) MATHS (X) ICT (Y) Options Option A Computer Science History Music P.E. Option A Geography Art P.E. French Option B Business Studies History Technology Science Option C Geography French Art
Starting Year 11 in out-of-home care Year 11 is the start of the senior pathway high school students. Elective subjects and further education, training or employment provide the chance for young people to steer their education their own way. The years of high school can also be stressful, and can be particularly tough for young people in out-of-home care (OOHC), especially if they are leaving care as a result of turning 18 during Year 12. FACS is committed to helping young people in OOHC to achieve their education goals. Here is a quick summary of how to support your foster, relative or kinship child to start Year 11, and how FACS can help. The Higher School Certificate (HSC) The HSC is awarded to students who successfully complete Years 11 and 12 in NSW. It is a pathway to further study and it also improves likelihood of employment after school. The young person in your care will choose their Year 11 HSC subjects while they are in Year 10. Information nights for parents and carers about subject selection usually occur in term three. They will feel more confident about this choice if they have thought about what they enjoy, what they are good at and what might help them in further study after school. Vocational education and training options in the HSC School Based Apprenticeships and Traineeships allow a student to work and study under their apprenticeship or traineeship as part of their HSC. Some school based apprenticeships and traineeships can contribute towards the Australian Tertiary Admission Rank (ATAR), which students use to enrol in university. This option helps students who want to complete an apprenticeship or traineeship to stay engaged with school and complete Year 12, which is shown to improve long-term employment opportunities. Future planning By the time the young person in your care is getting ready to start Year 11, their OOHC case planning will focus on their future planning and transition to independence. This means that with your help, and with the help of your caseworker, they will start to develop goals for their first few years after leaving care. Their case plan, which may referred to as their ‘future plan’ or ‘leaving care plan’, will guide them toward achieving those goals.
YEAR 11 MOCK EXAM TIMETABLE Week Beg 26th February - WEEK B Mon 26th Tues 27th Wed 28th Thurs 1st March Fri 2nd Pds 1 & 2 ENGLISH Language 1 ¾ hrs HISTORY Paper 3 & 4 2 x 1 hrs papers CHEMISTRY Paper 2 Triple 1 ¾ hrs Double 1 ¼ hrs PHYSICS Paper 2 Triple 1 ¾ hrs Double 1 ¼ hrs MATHS Paper 3 1 ½ hrs BREAK Pds 3 & 4 COMPUTING Paper 2 1 ½ hrs 7 Pupils in rock Challenge on Tues will take Biology Paper 2 today. BIOLOGY Paper 2 Triple 1 ¾ hrs Double 1 ¼ hrs GEOGRAPHY Paper 2 1 ½ hrs. FURTHER MATHS Paper 1 (2 clashes K Ali & S Eftekhari) GRAPHICS 2 hrs. P.E. 1 ¼ hrs FURTHER MATHS Paper 1- Khadija Ali catch up Ellie Forrest & Mollie Robinson – MUSIC Practical Pd 4 FURTHER MATHS Paper 2 2 hrs 7 Pupils LUNCH Pds 5 FRENCH Listening In Classrooms Ellie Forrest and Mollie Robinson to complete their Graphics paper. All are in the Sports Hall unless stated otherwise.
Other Materials: CGP OCR Areas of Study Revision Guide can be purchased, but it tends to be over detailed. Useful for additional reading though. More Curriculum: (MCA) Listening classes will be offered after school in the second half of the Spring term. After school on Friday until 4.00pm with Mr Hounsome Extra Revision Session: See above links: (ECA) Use lunchtime sessions in the Music Department to work on improving your coursework Performance and Composition recordings – or for undertaking Creative Tasks practice. Full Exam Dates: All coursework due for completion by Friday March 17th. Creative Task : date yet to be set: will be between March 5th and May 5th, 2016 Listening Exam: Friday June 9th Afternoon Subject: MFL HoD or IC teacher: Mrs Hall Course Code: 4658 Revision materials offered or recommended by the department: Theme specific vocabulary guides containing essential structures and guidance. Useful website links: Use your individual log in to access Foundation and Higher digital course books and online resources including listening and assessment material. Use Intermediate level for language activities based on each GCSE theme. This site offers a of grammar and vocabulary based activities.
Also, DON’T FORGET GCSE POD! Remember! Experiment until you find what works for you, but … When we revise we remember: 20% of what we read 30% of what we hear 40% of what we see 50% of what we say 60% of what we do 90% of what we read, hear, see, say and do! Visual Learners: Auditory Learners: Kinaesthetic Learners: Maps Posters Charts Spider diagrams Cartoons Summary Mental Pictures Mind maps Record ideas on your phone / listen to podcasts Say keywords aloud Tell another person Make a presentation Get someone to test you. Exchange ideas with your friends Play quiet, relaxing background music. Walk n’ talk, Draw cartoons, Posters etc., Make a model, Role play/ Make a Mind Map, Write a story, Annotate diagrams, Make Cue/Flash cards or bookmarks
Select “Back” or “Next” to move back and forth between the stages of that particular stellar evolution. Select “Home” to return to the stellar evolution chart. Select “Print PDF” to download a PDF version of this interactive (this can take some time). Interactive 2 - Interactive H-R Diagram Edward Gomez and Jon Yardley, Las Cumbres Observatory Global Telescope Network (LCOGT) This interactive allows students to explore the evolution of a star of 1 solar mass. It displays its evolutionary pathway on the H-R diagram, an image of a real example for each key stage in the evolutionary process, description of stellar properties and what is occurring at each stage. Instructions: Click “START” on the home screen. The top right corner of the interactive notes what stage of the evolution the star is in (e.g. Stellar nursery, Main sequence star, White dwarf), and the bottom left corner indicates the age of the star. Read “What’s going on” for a brief explanation of the processes occurring at each stage of evolution. Click “Continue” and watch the animation of the star on the H-R diagram. At each stage the stellar properties are provided in the “Data” table. Click “Restart” to restart the animation. Interactive 3 - Evolution from Main sequence to giant stage Rochester Institute of Technology, New York, United States This interactive shows the evolution of simple non-metal stars evolving from the main sequence to the start of their giant phase. The interactive includes exercises for students, along with stellar properties for each star along its evolution. Instructions: Select “Introduction” tab to learn about the history of the H-R diagram. Select “How to” to learn how to operate the interactive. Select “Interactive” to start. Move the “Mass” slider bar to select the desired mass of the star.
Students learn to: Students : 1. The wave model can be used to explain how current technologies transfer information describe the energy transformations required in one of the following: – mobile telephone – fax/modem – radio and television perform a investigation to observe and gather information about the transmission of waves in: – slinky springs – water surfaces – ropes or use appropriate computer simulations present diagrammatic information about transverse and longitudinal waves, direction of particle movement and the direction of propagation perform a first-hand investigation to gather information about the frequency and amplitude of waves using an oscilloscope or electronic data-logging equipment present and analyse information from displacement-time graphs for transverse wave motion plan, choose equipment for and perform a first-hand investigation to gather information to identify the relationship between the frequency and wavelength of a sound wave travelling at a constant velocity solve problems and analyse information by applying the mathematical model of to a range of situations describe waves as a transfer of energy disturbance that may occur in one, two or three dimensions, depending on the nature of the wave and the medium identify that mechanical waves require a medium for propagation while electromagnetic waves do not define and apply the following terms to the wave model: medium, displacement, amplitude, period, compression, rarefaction, crest, trough, transverse waves, longitudinal waves, frequency, wavelength, velocity 1.2.5 describe the relationship between particle motion and the direction of energy propagation in transverse and longitudinal waves quantify the relationship between velocity, frequency and wavelength for a wave: Students to: Students: 2. Features of a wave model can be used to account for the identify that sound waves are vibrations or oscillations of particles in a medium
5. Electromagnetic waves have potential for future communication technologies and data storage technologies identify types of communication data that are stored or transmitted in digital form identify data sources, gather, process and present information from secondary sources to identify of current research and use the available evidence to discuss some of the underlying physical principles used in one application of physics related to waves, such as: – Global Positioning System – CD technology – the internet (digital process) – DVD technology
Additional Questions Question 1 - A trip to a black hole From Mysteries of Deep Space, PBS Online, Public Broadcasting Service America These questions are based on a futuristic exploration of humans to a black hole 10,000 light years away. A great revision for Newton’s Laws of Motion, density, circular motion, laws of universal gravitation, escape velocity and time dilation. Additional Interactive Activities Activity 1 - Michelson-Morley experiment Physics Flashlets, Department of Physics, University of Virginia, Virginia, United States This interactive is a simple simulation of the Michelson-Morley setup. Students can change the aether speed and observe what effect aether wind would hypothetically have on the speed of light. Directions: Click the Play button on the right side to observe the experiment without aether. Increase the aether speed on the bottom left to max and click play again. Adjust the angle of the aether by clicking the plus (+) or minus (-) buttons on the right and click play. Activity 2 - Michelson-Morley interferometer in motion Faculty of Physics and Engineering, Santa Barbara City College, California, United States This interactive compares the positions of the wavefronts of light in a Michelson-Morley interferometer when stationary to when moving at a certain velocity. Activity 3 - A slower speed of light (game) MIT Game Lab, Massachusetts Institute of Technology, Massachusetts, United States This a downloadable game built to visualise what occurs when travelling at relativistic speeds. These effects include:
Section 2. Sorting bundles of words into patterns WC 1 xiii Suggested implementation Source of evidence Spell: high-frequency sight words and familiar words correctly words words containing known base words and word endings Create word using words the children identified in Section 1, ensuring there is the same number and variety of patterns as children Say: “This is a word sorting game. You are going to sort words into groups and explain why you made those choices.” 1. Demonstrate how to sort one set of and how to play the game. 2. Distribute a bundle of words for each group of two–four children Children: work in groups to sort bundles of into patterns. The group may play the game two or three times, sorting using different patterns take turns individually explaining one of the patterns their group has found. Ask: “Why did you put all of words together?” 3. Teachers’ record evidence of children’s descriptions and explanations in Appendix B. 4. Children select one pattern (or more) they have found and write a list of other words with that same pattern. Children: describe and talk their understanding of spelling patterns when they describe why they have sorted words in particular ways identify words write a list of words with the pattern they have chosen Resources bundles of words (on cards or paper) Appendix B: Observations — identify and explain patterns Appendix E: Word sort WC 1 xiv Spell unfamiliar words using: phonological knowledge and sound–symbol relationships vowels and simple long-vowel patterns by listening for rhyming patterns regular spelling patterns, including common vowel and consonant digraphs and consonant blends common letter clusters and morphemes in word families analogies and connections with known words Suggested time 15 minutes — groups working independently
Appendix B: Observations — identify and explain patterns Name Pattern identified Explanation of pattern When I write and spell words I try to: e.g. Sam at “at” makes the sound at the end of “cat” and “hat”, and helps me to spell words that rhyme like “pat”, “that”, “rat” Child: … hear the sounds and think about the letters that make the sounds. I can think about other words that I know with the same rhyme. Sometimes I know that two letters make a sound so I use those. Teacher: Which two letters? C: “o-o” says “oooooo”
Appendix C: Favourite patterns Choose your three favourite patterns Write them here: Example My favourite Pattern 1 My favourite Pattern 2 My favourite Pattern 3 at Words I can spell with the pattern: Words I can spell with the pattern: Words I can spell with the pattern: Words I can spell with the pattern: rat mat cat hat that sat I can use in a sentence:
Section 2. Bundling envelopes CE 1 iv Suggested implementation Source of evidence Identify and compare the quantity of numbers to at least 100, partitioning using place value (groups of 10) Provide the child with a quantity of envelopes (less than 100 but more than 20) and pegs, rubber bands or string to bundle the envelopes. Ask the child to: 1. identify the quantity by counting out the envelopes to find out how many there are, bundling groups of ten as they count 2. arrange the envelopes so they are easy to count. Prompt: “You might like to bundle them as you go to help you keep count/make them easier to count.” Ask the child to make two bundles of envelopes and compare the quantities of envelopes. Ask: Is this bundle greater than this one? How do you know? Is another way you can describe that? Children: identify the correct number of envelopes by bundling envelopes into groups of tens and ones compare the quantity of the bundles Resources at least 40 envelopes (less than 100 but more than 20) pegs, rubber bands or string Suggested time 5–10 minutes working in small groups Section 3. Postie Pam CE 1 vi Suggested implementation Source of evidence Work out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference in everyday situations by: counting on counting back 1. Read Postie Pam’s week to the (Appendix C). Say: “You are going to solve the addition and subtraction problems for Postie Pam” “You can work out the answers by drawing or using materials”. 2. Provide the child with materials and a blank piece of paper, e.g. cut-out letter cards (Appendix D), cut-out parcel cards (Appendix E), blocks or pencil and paper. 3. Use (Appendix C) asking them to explain, draw or demonstrate with the materials how they would solve each of Postie Pam’s problems. Children: identify strategies for combining, adding taking away or finding the difference (i.e. can be understood by others) solve the problems by selecting a suitable operation Resources
developed some ideas whilst reviewing the data in step one. 4. Combine simple codes into larger categories/themes and then instances can be counted examples given. The categories were grouped into larger units producing eight main categories. For example; Enablement-“yeah, ever since my childhood we’ve always had lots of kids visiting” (girl, 15 years) Negligence-“My sister is not at all interested in my friends” (girl, 16 years). Larger order categories are developed which combine units such as “interpersonal concerns”. 5. A check can be made on the emergent categories by collecting a new set of data and applying the categories). They should fit the data well if they represent the topic area investigated. Evaluation Strengths to have high ecological validity-because it is largely based on what people actually do with real communications that tend to be current and relevant such as newspaper articles.
Weighting 15% following the specified essay structure with all components in the prescribed order (HD to PP) following aspects of the specified structure with most components in the prescribed order writing a logically structured academic essay writing a logically structured academic essay writing a structured academic essay writing a partly structured that used occasional informal and/or emotive language expressing yourself clearly and succinctly by consistently adhering to English conventions, with very few errors expressing yourself clearly by adhering to English conventions, with few errors expressing yourself clearly by mostly adhering to English conventions, with a few minor errors used some conventions of English such that some meanings had to be inferred by the reader acknowledging all sources by consistently adhering to the specified referencing convention, in both the text and the reference list acknowledged all sources by adhering to the most requirements of the specified referencing convention, in both the text and the reference list acknowledged all sources of information in both the text and the reference list Comments Grade
Elks Kids & Grandkids Week Session 1: July 19 – July 25, 2015 Session 2: July 26 – August 1, 2015 A week long summer youth camp sponsored by Elks lodges throughout Minnesota Co-ed camp for kids 9-13 years old North woods setting - 270+ acres around Pelican Lake in Nisswa, MN Cost is $150 for children of Elks members or $200 for children of non-Elks members Spots are limited and granted on a first come first serve basis. Registration opens up via email on April 1, 2015 Some of the activities at camp: Elks Family Camp August 7 – 9, 2015 A weekend camp experience for Elks members sponsored by Elks members Enjoy all the activities and wonderful beach the camp has to offer Breakfast provided Saturday & Sunday Requires $75 non-refundable deposit per family Spots are limited and granted on a first come first serve basis. Registration opens up via email on March 1, 2015
Year 3 Long term planning Spring 1 Literacy ‘The Magic box’ Poetry Fantastic Mr Fox explore Fantastic Mr Fox Inovate Editing Persuasive writing Grammar Blast Numeracy Column method - addition Column method - subtraction Data handling Measuring angles Multiplication Word problems Science Rocks, soil and fossils What is under our feet? What is the rock cycle? What do sweets and rocks have in common? What do archaeologist find in dirt? What is a rock group? Can I group rocks? R.E. Called to change Can we change for the better? Who is the lost sheep? How can we make things right? How can we make things right with God? What is the Sacrament of Reconciliation? How can we prepare for Lent? Geography Angry Earth What does a Volcano look like inside? What can we learn from Pompeii? What causes tornados? Why does the quake? What causes a tsunami? Is a tsunami life threatening? Art Sketching patterns Zentangle art Clay work – creating texture The great wave Muscle mechanisms D & T Let’s go fly a kite! What are the parts of a kite? Can I design a kite? How do I make the shape and structure? Did my kite fly well? P.E. Invasion games I.C.T Publisher What is Microsoft publisher? Can I explore how to create? Can I create a poster for a purpose? How do I improve my poster? Can I present my poster? Music Charanga – Glockenspiel stage 2 Tameside music service P.S.H.E. What are our new year goals? How can we achieve them? Can you work as a team? How will you go for your goal? Can you design an E-safety poster? What is Hinduism? Big Write Recount – my Christmas holidays My Magic box Poem A fantastic animal story! The story of the lost sheep Friend for sale! Healthy eating
Cows swallow food when it is only half chewed, then it travels to the rumen where it is mixed with water and sent to the reticulum. The job of the reticulum is to turn the food into small balls, called cud, it then sends the cud back to the mouth to be chewed again. Sounds like a lot of work doesn’t it? After the cud is chewed for a second time, it goes to the omasum where the water is squeezed out of the cud. The food is finally digested in the abomasum, and sent on its way to the intestine. The small intestine takes the nutrients out of the digested food and sends them back to the cow’s blood. Some of this blood then travels to the cow’s udder, where the secretory glands turn the nutrients into milk. The cow’s job is now done! But how do we get milk from the cow? In the past, dairy farmers would milk their cows by hand, by squeezing the teats on the cow’s udder and collecting the milk in a bucket underneath. These days milking is done by computerised machines at the farm. Twice a day, cows make their way to the milking area where the dairy farmer places a suction cup on each teat of the cow’s udder. These cups are connected to rubber hoses. When the machine is turned on, the machine’s pumps gently suck the milk from the cow’s udder and into the hoses. The milk then moves through the hoses into stainless steel pipes that take the milk to large refrigerated tanks on the farm, where the milk is cooled quickly to make sure no germs get into the milk. The milk then needs to be checked for freshness and then it is sent away to be processed. The milk is transported to the processing plant in stainless steel tankers that are refrigerated to keep the milk cold, clean and fresh.
V4 increasingly accepts responsibility for personal and community health Physical Education GS83.8 Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules. ALS3.6 Shows how to maintain and improve the quality of an active lifestyle. V5 Willingly participates in regular physical activity. Physical Education and Sports – Soccer Creative Arts DRA S3.1 Develops a range of and sustained roles DRA S3.2 Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms DRA S3.3 Devises, acts and rehearses drama for performance to an audience MUS3.2 Improvises, experiments, selects, combines and orders sound using musical concepts MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways VAS3.4 Communicates about the ways in which subject matter is represented in artworks DAS3.1 Performs and interprets dances from particular contexts using a wide range of movement Using their knowledge about nutritious food, students present a commercial which aims to promote healthy choices. Students are to record their commercials using iPads or recording devices. Students listen to a variety of different environmental sounds (desert, rainforest, etc.) then use musical instruments to create music relating to environmental sound. Students will sketch a sacrament symbol then use black oil pastels to colour their image. They will also use watered down paint to paint to the background, ensuring to blend the colours together. Students will create a with a focus on the dance elements of space, movement, time and dynamics. Students will read the Dreamtime story ‘How the birds got their colours’ and create an Aboriginal artwork to communicate the story. They will use a variety of techniques in their artwork such as dot-painting, x-ray art and cross-hatching.
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Events Science History Humanities History Science PSHE Animals Beeston The Planet Anglo Saxons Earth in Space Changes Computer science Algorithms Computational thinking activities Computer Science – Revisit this area Computer networks Cloud computing Understand each part of a URL How data is sent over the internet Control technology Lego WeDo Computer science Review Programming using SuperLogo Procedures and sub procedures Block coding Hopscotch app – make a game using multiple variables Scratch – make quizzes with scoring systems E-safety Cyberbullying Personal use of the internet and the choices we make Balancing real life with screen time Keeping safe online – know how to report Information Technology Digital Photography Use software to manipulate and alter images. Create collages / posters 2paint+ software Irfanview software Pic Collage app Comic Life app BBC Schools Anglo Saxons Information Technology Multimedia – create a non-linear digital presentation using photographs, video or screen casting app Earth Sun and Moon BBC Science Clips Nine planets site Solar system Augmented reality app Spacecraft 3D Computer science Common use of technology in our lives Control technology Datalogging Information Technology Use object based drawing program Corel Draw or Google Sketchup Beeston Planetarium Information Technology Searching the web How search engines work Ranking of searches Information Technology Create simple presentations using software or apps Link to Beeston Textease Information Technology Keyboard skills Text activity – write non- fiction text about topic Computer science Using simulations Creating games KODU Create simple games with Information Technology Handling data Spreadsheets - Create a spreadsheet using Information Technology Animation Create 2D animations using J2e ‘animate’ or animation software
Advanced search tools Internet research – link to Animals topic Create a non-linear interactive presentation PowerPoint Prezi Thinglink app Popplet online or Popplet app Educreations app Explain Everything app Thinglink app iMovie app Online collaboration – use Padlet – link to Beeston Or create a Class Wiki for everyone to use. Create multimedia books / leaflets / posters using word processor or book making apps Textease Book creator app Educreations app ShowMe app Explain everything app Popplet online or Popplet app World Explorer app multiple Kodus and a scoring system Number Box or Excel Interrogate spreadsheet databases Databases Interrogate databases 2investigate+ Graphs and charts Create charts and graphs 2Graph+ Or video presentations using iMovie app
Civics and Citizenship Bands Skills Key Questions Year 3 4 Band Year 5 6 Band Questioning and Research Analysis, Synthesis and Interpretation Problem Solving and Decision Making Communication and Reflections How are Laws developed in Australia? What does it mean to be an Australian citizen? Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Intercultural Understanding Numeracy Ethical Understanding ICT Personal and Social Capability Links to other LA’s
Yr11 Examination and Booster Revision Schedule Wk Beg: Monday 21st May Pd1 Pd2 Pd3 Pd4 Pd5 Pd6 3.05-4.05 Mon 21st May SOCIOLOGY 60 MINS 36 STUDENTS BENGALI LISTENIG 45 MINS 2 STUDENTS DUTCH LISTENING 50 MINS 2 STUDENTS TURKISH LISTENING 50 MINS 2 STUDENTS GEOGRAPHY BOOSTER – FROM PE GEOGRAPHY BOOSTER – FROM PE GEOG BOOSTER Tues 22nd May YR10 ENG LIT 105 MINS 320 STUDENTS GEOGRAPHY 90 MINS 126 STUDENTS PHYSICS BOOSTER IN LESSONS PSYCHOLOGY BOOST S. McCready LG38 and J. Ashton LG37 PHYSICS BOOSTER G03 & G11 Wed 23rd May PSYCHOLOGY 90 MINS 119 STUDENTS PHYSICS TRIPLE 105 MINS 66 STUDENTS PHYSICS DOUBLE 75 MINS 228 STUDENTS PHYSICS BOOSTER IN LESSONS MATHS BOOSTER Thurs 24th May Maths Booster 7.00am - MATHS 90 MINS 312 STUDENTS RELIGIOUS STUDIES 105 MINS 13 STUDENT RELIG STUDIES BOOSTER LG29 A. White SOCIOLOGY BOOSTER Fri 25th May YR10 ENG LIT 135 MINS 320 STUDENTS SOCIOLOGY 90 MINS 36 STUDENTS
Yr11 Examination and Booster Revision Schedule Wk Beg: Monday 11th June Pd1 Pd2 Pd3 Pd4 Pd5 Pd6 3.05-4.05 Mon 11th June BIOLOGY TRIPLE 105 MINS 66 STUDENTS BIOLOGY DOUBLE 75 MINS 228 STUDENTS GEOGRAPHY 75 MINS 126 STUDENTS GEOGRAPHY BOOSTER Ms Hardman / Ms Cross / Mr Pearce / Mr Cooper MATHS BOOSTER – Maths corridor Tues 12th June Maths Booster 7.00am - 90 MINS 312 STUDENTS HISTORY 80 MINS 123 STUDENTS HISTORY BOOSTER G34 / F37 Mr Retburg / Mr Crawford / Ms Burrows CHEMISTRY BOOSTER F07 / G04 / G11 RER RXP SBR CHEMISTRY BOOSTER G11 & Science Corridor Wed 13th June CHEMISTRY TRIPLE 105 MINS 66 STUDENTS CHEMISTRY DOUBLE 75 MINS 228 STUDENTS ANCIENT HISTORY 75 MINS 60 STUDENTS RUSSIAN LISTENING 45 MINS 1 STUDENT RUSSIAN READING 55 MINS ANCIENT HISTORY BOOSTER F03 Mr Crawford SPANISH BOOST LG31 Thurs 14th June SPANISH WRITING 60-75 MINS 24 STUDENTS FOOD PREP & NUTRITION 105 MINS 29 STUDENTS FOOD PREP & NUTRITION BOOSTER - PHYSICS BOOSTER G06/ G10 DJB/ CRB Fri 15th June PHYSICS TRIPLE 105 MINS 66 STUDENTS PHYSICS DOUBLE 75 MINS 228 STUDENTS CITIZENSHIP 105 MINS 15 STUDENTS CITIZENSHIP BOOSTER A. Wallace SF18 German Booster – Ms Garth LG25
YEAR 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 7J Maths Science History ICT Geography English Art Spanish Additional reading 7D Spanish Maths Science RE ICT History English Art Additional reading 7Z Maths RE History Geography Spanish English Science ICT Additional reading 7N Maths Spanish English RE Science History Art Geography Additional reading 7C English Geography ICT Art Maths History Spanish Science Additional reading 7W English Art Geography RE Maths History Spanish Science Additional reading 7K English ICT Spanish Art Maths Geography History Science Additional reading 7S English Maths ICT Geography Art History RE Science Additional reading YEAR 7 HOMEWORK TIMETABLE 2017-18 YEAR 7 LUNDI MARDI MERCREDI JEUDI VENDREDI 7J Maths Geography RE Science History Spanish English DT Additional reading 7D Geography Spanish Maths Science History English DT Additional reading 7Z Geography History Maths Art Spanish English Science DT Additional reading 7N ICT Spanish Maths Science Geography English DT Additional reading 7C DT English Geography History RE Science Maths Spanish Additional reading 7W DT Geography English Maths History Science Additional reading Spanish ICT 7K DT History RE Maths English Spanish Science Geography Additional reading 7S Maths History English Spanish DT Geography Science Additional reading Each department will set a 30 minute homework task weekly relevant to the learning in the lessons.
VOCABULARY LIST- SELF AND FAMILY Salve/Ciao- Hi Buongiorno (good morning)/buon pomeriggio (good afternoon)/buona sera (good evening)/ buona notte (good night) Come ti chiami?- What’s your name? Mi chiamo...- My name is... Qual è il tuo nome?- What’s your name? Il mio nome è…- My name is Come si scrive?-How do you spell it? Si scrive P-A-O-L-A Quanti anni hai?- How old are you? Ho (quasi)...anni- I am (nearly) ... years old Quando è il tuo compleanno? - When is your birthday? Il mio compleanno è il…- my birthday is on…
Quanti anni compi a settembre? - How old will you be in September? A settembre compio 15 anni. I NUMERI NUMBERS Zero zero Uno one Due two Tre three quattro four cinque five Sei six sette seven otto eight nove nine dieci ten undici eleven dodici twelve tredici thirteen quattordici fourteen quindici fifteen sedici sixteen diciassette seventeen diciotto eighteen diciannove nineteen
So that I can: practice my acrylic painting skills and make my work stand out I know I’ve got it when: I have followed my plan and applied colours to my work. Main: PUPIL ACTIVITY Apply paint to work – following the plan in sketchbook. Colours should be mixed rather than using straight from the tub to gain a wider range of colours. Different sizes of brushes should be discussed with students. G&T: Will be working from a more complex plan SEN: Will be working from a simpler plan Plenary: View work and class critique. Set HW: Complete an evaluation of the terms work knowledge. Key Focus for assessment OF learning Application of Attention to detail Colour mixing using the correct amounts – water to paint ratio etc Supervise the washing up of paintbrushes and clearing away of equipment.
Charts & Averages – Exercise 1 – Pie Charts Favourite Colour Frequency Fraction Angle Red Blue Green Orange Holiday Destination Frequency Fraction Angle Europe Asia Africa Antarctica Console Owned Frequency Fraction Angle Wii U PS3 Xbox 360 None Age of mother Frequency Fraction Angle 16-30 30-35 35-40 40+ Charts & Averages - Exercise 2 - Frequency Diagrams Example: IQ () Frequency 2 15 8 0 4 Q1. The frequency table gives information about the times it took some office workers to get to the office one day. Time (t minutes) Frequency 0 < t 10 4 10 < t 20 8 20 < t 30 14 30 < t 40 16 40 < t 50 6 50 < t 60 2 (a) Draw a frequency polygon for this information. Q2. 30 students took a test. The table shows information about how long it took them to complete the test. Time (t minutes) Frequency 0 < t 10 5 10 < t 20 7 20 < t 30 8 30 < t 40 6 40 < t 50 4 (a) On the grid, draw a frequency polygon for this information.
Year 7 Examination Timetable May 2015 Examinations will take place in normal lesson time and in normal classrooms Make sure you know what to revise for each examination Make sure you have the correct equipment for each examination 7VR 1 2 3 4 5 Monday 18th May English Geography Tuesday 19th May DT MFL Wednesday 20th May RE Maths Thursday 21st May Art Maths Science Friday 22nd May Music History
Year 7 Examination Timetable May 2015 Examinations will take in normal lesson time and in normal classrooms Make sure you know what to revise for each examination Make sure you have the correct equipment for each examination 7VT 1 2 3 4 5 Monday 18th May History MFL Tuesday 19th May DT Music 20th May Geography Art Maths Thursday 21st May Science RE Friday 22nd May English Maths
Year 7 Examination Timetable May 2015 Examinations will take place in normal lesson time and in normal classrooms Make sure you know what to revise for each examination Make sure you have the correct equipment for each examination 7VU 1 2 3 4 5 Monday 18th May Science MFL Tuesday 19th May DT RE Art Wednesday 20th May Geography Maths Thursday 21st May History Friday 22nd May English Maths Year 7 Examination Timetable May 2015
Examinations will take place in normal lesson time and in normal classrooms Make sure you know what to revise for each examination Make sure you have the correct equipment for each examination 7VV 1 2 3 4 5 Monday 18th May DT Geography Tuesday 19th May Music Maths Wednesday 20th May RE Maths History Thursday 21st May English Science Friday 22nd May Art MFL Year 7 Examination Timetable May 2015
Examinations will take place in normal lesson time and in normal classrooms Make sure you know what to revise for each examination Make sure you have the correct equipment for each examination 7VW 1 2 3 4 5 Monday 18th May DT Geography Tuesday 19th May Maths MFL Wednesday 20th May Maths Music Thursday 21st May English History Friday 22nd May Art RE Science Year 7 Examination Timetable May 2015
Year 7 Examination Timetable May 2015 Examinations will take place in normal lesson time and in normal classrooms Make sure you know what to revise for each examination Make sure you have the correct equipment for each examination 7VZ 1 2 3 4 5 Monday 18th May Geography RE Tuesday 19th May Maths Music Wednesday 20th May History Maths Art Thursday 21st May DT Science Friday 22nd May MFL English
Information hunt statements – Year 7 assessment People get jobs Government earns tax money Local people can learn new skills and English Big companies can invest new technology Damage to the environment People work long hours People work in horrible conditions Tigers can be killed in the quest for make-up Rivers and lakes can be polluted by factories People work for very low wages
Day 2 – Investigating Similar Triangles Day 3 – Problem Solving Involving Similar Triangles Day 4 – Investigating Interior & Exterior Angles of Polygons Day 5 – Investigating Interior & Exterior Angles of Triangles & Quadrilaterals Day 6 – Investigating Angle Properties Day 7 – Finding Angles Day 8 & 9 - Revisions & Consolidating Work Period Day 10 – Unit 6 Test Day 1 – Investigating Congruent Triangles Watch the following videos on your iPad to investigate congruent triangles and their properties. Video # 1: What it for triangles to be congruent Video # 2: SSS, SAS, ASA and AAS Laws for congruent triangles Video # 3: Using the SSS, ASA , SAS and AAS Laws to prove congruence
Year 8 Data Handling Questions 1. [Q12, November 2012 2H] The frequency table gives information about the times it took some office workers to get to the office one day. Time (t minutes) Frequency 0 < t 10 4 10 < t 20 8 20 < t 30 14 30 < t 40 16 40 < t 50 6 50 < t 60 2 (a) Draw a frequency polygon for this information. (2) (b) Write down the modal class interval. .............................................. (1) One of the office workers is chosen at random. (c) Work out the probability that this office worker took more than 40 minutes to get to the office. .............................................. (2) (Total for Question 12 is 5 marks) 2. [Q6 Nov 2009 3H] 30 students took a test. The table shows information about how long it took them to complete the test. Time (t minutes) Frequency 0 < t 10 5 10 < t 20 7 20 < t 30 8 30 < t 40 6 40 < t 50 4 (a) On the grid, draw a frequency polygon for this information. (2) (b) Write down the modal class interval. ...........................................(1) Cumulative Frequency and Box Plots 3. The table shows information about the heights of 40 bushes. Height (h cm) Frequency 170  h < 175 5
Year 8 Revision Worksheet Answers Fractions Converting between decimals and fractions 162% 0.68 0.24137 Pythagoras’ Theorem 5 Algebraic Simplification You can only cancel common factors. In the numerator for example, 2 doesn’t divide both and 2. Decimal Multiplication 133.2 131.2 0.542 9.232 0.0000037 59.532 1.2852 3.2837 13.12 42 42300
48 225 75 50 24 15 8 4 50 30 30000 66.67 (to 2dp) 90 7000 1.4 0.15 16.7 0.17 2.33 35.153846 0.1305882 37.333333 0.2090909 0.1818181 Probability Answers: a) b) c) d) Answers: If probability of picking Alice is say , then probability of picking Bob is and Cedric . Total probability is , which must be 1. So . Therefore Answers: a) b) Bill is probably right, because we won’t necessarily see exactly 120 Heads (since the flips are random). To improve our experimental probability, we could always flip more times. Straight Line Graphs a) 2 b) -1 a) -7 b) 3 (0,2) a) 3 b) 9 Equations: Gradient is y change divided by x change: 3 1 2 -3 -0.5 Equations:
Indices Homework Part A – Simplify the following (leaving your answers in form) _______________ _______________ _______________ _______________ _______________ _______________ Part B – Simplify the following (dealing with negative integers where appropriate) _______________ _______________ _______________ _______________ _______________ _______________ Part C Simplify expressions by making the bases of all power expressions the same (hint: use the base all numbers are a power of, e.g. 9 and 27 are both powers of 3). Example: _______________ _______________ _______________ _______________ _______________ _______________ Part D By using the approach above of converting power expressions to the same base, solve for x. (Note that when then and vice versa, e.g. if then ). Example: Solve . _____________ _____________ _____________ _____________ Indices Homework Answers Part A – Simplify the following (leaving your answers in power form)
The John of Gaunt School A Community Academy Year 8 Parents’ Handbook 2018 - 19 Contents Contents Page 2 Welcome 3 Section 1 – Key Information Structure of school day ………………………………………………………………………. 4 Picking up and dropping off by car …………………………………………………….. 4 Unforeseen school closure ………………………………………………………………… 4 Term dates 2017-18 ………………………………………………………………………….. 4 Year 8 Key dates 2017-18 ………………………………………………………………….. 5 Contacting the school ……………………………………………………………………….. 6 Who’s who in the Senior Leadership Team ……………………………………….. 6 Who’s who in the Year 8 Team ………………………………………………………….. 7 Who Should I Contact? ………………………………………………………………………. 8 Planner ………………………………………………………………………………………………. 9 Emailing …………………………………………………………………………………………….. 9 Letters ………………………………………………………………………………………………. 9
TERM 5 23rd April – 24th May TERM 6 3rd June – 24th July Teacher Development Days Monday 3rd & Tuesday 4th September Friday 30th November Monday 25th February Thursday 25th July Year 8 Tracking 2018-19 Tracking Point 1 – Tuesday 20 Nov – Tuesday 27 Nov Tracking Point 2 – Tuesday 8th Jan – Tuesday 15th Jan Tracking Point 3 – Tuesday 14th May – Tuesday 21st May Year 8 & Whole School Events Term 1 Holiday – Thursday 25th Oct – Friday 2nd Nov Wednesday 7th Nov – SEN Information Evening Friday 30th Nov – TD Day Wednesday 5th Dec – Subject Evening Thursday 13th Dec – Options Assembly Thursday 13th Dec – Carol Service Term 2 Holiday – Monday 24th Dec – Friday 4th Jan Thursday 24th Jan – Options Evening Term 3 Holiday – Monday 18th Feb – Friday 22nd Feb Monday 25th Feb – TD Day Thursday 7th March – World Book Day Term 4 Holiday – Monday 8th April – Monday 22nd April