zilongwang/ReadingBank huggingface dataset:
VM & P naphtha 64742-89-8 0.06 3% toluene, 3% xylene Petroleum distillate mixture 0.08 4% naphthalene, 4% biphenyl G.2.4.2 Table 4: Default Organic HAP Mass Fraction for Petroleum Solvent Groups The Permittee may use the mass fraction values in the following table for solvent blends for which the Permittee does not have test data or manufacturer’s formulation data. The Permittee shall use this table only if the solvent blend does not match any of the solvent blends in Table 3 above by either solvent blend name or CAS number and the Permittee knows only whether the blend is aliphatic or aromatic. Solvent type Average organic HAP mass fraction Typical organic HAP, percent by mass Aliphatic* 0.03 1% Xylene, 1% Toluene, and 1% Ethylbenzene Aromatic** 0.06 4% Xylene, 1% Toluene, and 1% Ethylbenzene * E.g., Mineral Spirits 135, Mineral Spirits 130 EC, Naphtha, Mixed Hydrocarbon, Aliphatic Hydrocarbon, Aliphatic Naphtha, Naphthol Spirits, Petroleum Spirits, Petroleum Oil, Petroleum Naphtha, Solvent Naphtha, Solvent Blend. ** E.g., Medium-flash Naphtha, High-flash Naphtha, Aromatic Naphtha, Light Aromatic Naphtha, Light Aromatic Hydrocarbons, Aromatic Hydrocarbons, Light Aromatic Solvent.
God Week Learning activities Resources 4–5 Discuss oneness: unique – therefore cannot be compared to anything else and cannot be described using the same terms; ‘uncompromising monotheism’ – one creator, one controlling power – everything else is created and controlled (but see debate on pre-destination and free will below) God has no partners – sin of Shirk – attributing God’s power/authority to anything other than God. Extension: work could consider the relationship between the essence and attributes of God with reference to both the throne verse and the names of merciful and compassionate and differences in Sunni/Shi’a emphases. Note: contrast/tension with the ideas reflected here and beliefs in a personal God and Sufi perspective. Note: the work done here on religious language can also be applied in philosophy context and dialogues. Define personal God: God as ‘Person who’ acts not impersonal ‘power that’ affects things around it. Define the Bismillah – and the importance of these qualities of God. Discuss God as merciful and compassionate (7:156) and the source of these qualities in others. Discuss anthropomorphic language: hand and face (debate also applies to throne of God) Hanbali: stresses literal interpretation of Qur’an Ashari: believe the statements without knowing what they mean/not like human face or hands Anthropomorphic Face of God eg 2:115 Hand of God eg 3:73 – and Throne verse. See YouTube for short videos on Ashari interpretation Quotes from Nahj al-Balagha to illustrate Shia belief ‘Senses cannot touch Him’: Key Sufi ideas are summarised in a range of online and textual sources including Brown. D, A new introduction to Islam Meditation on the meaning on Surah 24:35
Mutazili: God does not have a body – esoteric interpretation of Qur’an. Give a general introduction to Sufism and mysticism (note the link to Philosophy paper) and esoteric interpretation of the Qur’an (unveiling its inner mysteries/hidden meanings). Cover a summary of Sufi cosmology – following Ibn al-Arabi (d 1240 CE). Discuss God – the ultimate reality expresses and conceals Himself in each level of creation. All creation is God but at different levels of existence. Discuss three levels of divine unity pre-creation: aloneness but desiring to be known so expresses/manifests itself in Noor-e-Mohammad (light of Muhammad) which in turn expresses itself in Soul of Muhammad which is One with Allah. All of creation is within God and within the Soul of Muhammad, waiting to be expressed. (1) the expression of the attributes of God as they are shared among the potential individual human souls. (2) the expression of the potential souls in immaterial souls ‘the soul of celestial delight’. (3) the immaterial soul breathed into material bodies and a material world. All levels are expressions of God – the soul is part of God but covered or hidden by the levels of creation separating the material world from Aloneness. Al-Nur, the Light 24:35. Note: all the concepts interlink. Self, death and afterlife Week Learning activities Resources
19–20 Review the approach each theory takes to moral decision-making, imagined as a general list for decision-makers. Students could create a ‘crib sheet’ for use when applying each theory to each ethical issue to aid scaffolding of answers. For each students need to be aware of intended benefits and of the relevant ethical issues that need to be addressed; then, using this key information, they need to apply the theories. This can lead to evaluation work using questions such as: does the application to ‘real’ issues show any strengths and weaknesses of the theories? Do they lead to definite answers? Does the teleological approach work best? and so on. Dialogues: issues of human and animal life and death including analysis of ethical theory responses and those from the religion studied. Extension: Hursthouse R, Applying virtue ethics to our treatment of other animals Introduction to meta ethics: the meaning of right and wrong Week Learning activities Resources
Christianity and the challenge of secularisation Week Guidance Learning activities Resources 13–14 Note that militant atheism is not concerned with violence or terrorism. The term was originally applied to Marxist-Leninism, and is now applied to such as Dawkins and Hitchens who are outspokenly critical of all aspects of religion. Dawkins’ views are considered below. When reading Bible passages such as these, students should be reminded of the work from week 1 on Biblical criticism so that they read with an interpretive understanding. The specification does not require students to deal in detail with Dawkins’ The God Delusion, only with McGrath’s response to it. Although they need to be familiar with the outline, it is important to keep the focus on what McGrath says in defence of Christian belief. Both Fresh Expressions and House Churches may be active in your area. It may help students if you can use as an example a local FE project or house church community. Liberation theology is the way that the church acts within the secular life and communities of the poor and oppressed as well as offering them religious worship and pastoral care. Plenary – make a list of the ways individual behaviour, family life and national life incorporate religious thinking, ideas and practice today. Try and make a similar list for 1500 and 1900. A potted summary of the views of Marx, Freud and Feuerbach. Identify where their ideas may have changed the role of religion as a source of truth and moral values in the 19th and 20th centuries. Research – investigate how the authority and role of religion in society and public life was cut back during the Protestant Reformation during the 19th and 20th centuries. Watch the suggested Hitchens video or a similar video showing the views of a militant atheist. Summarise why a militant atheist may think Christianity is not rational. Differentiation and extension – research the role of Bishops in the House of Lords. Make a list of reasons for, and reasons against, having religious leaders as part of the government of the UK. Then write a response to this exam style question: ‘Religious leaders have an essential role in government.’ Assess this view. note: some strong language. Luke 16:19–31 Acts 2:44–47
Scheme of work: Criminal law This scheme of work suggests how to deliver the Criminal law section of our AS and A-level Law specifications (7161, 7162). 3.2 Criminal law Week Topic and content skills Activities and resources Notes 1 Actus reus: voluntary acts omissions. Explain the voluntary nature of a legally valid actus reus. Identify the circumstances in which the law imposes a duty to act. Be prepared to give examples of voluntary acts and of omissions. Link this topic with the defence of automatism. 2 Actus reus (continued): causation in fact causation in law. Describe the ‘but for’ test. Analyse when the chain of causation is broken and when it is not. Complete the following causation scenario Activity 1: Mr Martini’s revenge. As an extension this to do non-fatal offences. Refer to the for additional practice scenarios. Note the policy issues behind causation rules, such as those relating to medical negligence Construct a chart summarising the different rules governing causation in law. 3 Mens rea: intention and subjective recklessness strict liability transferred malice Define intention and subjective recklessness. Analyse the requirements for an offence of strict liability. Distinguish between advertent and inadvertent mens rea. Link this with the issue of fault.
coincidence of actus reus and mens rea. Describe the concepts of transferred malice and coincidence. After teaching AR and MR get your students to name the case and the principle from the following 4 Murder: murder voluntary manslaughter – loss of control and diminished responsibility. Identify the elements required for murder. Sign up to and you can let the students watch a real murder trial. Explain and analyse the circumstances in which a defendant can rely on one of the partial defences. Read the following and watch the relevant videos. Consider why a partial defence was not available. How can you use this to evaluate the law? Find a media story about a media case and consider the issues which it raises. Students should be prepared to discuss fully issues of mens rea and of causation in any analysis of murder. 5 Involuntary manslaughter: unlawful act manslaughter gross negligence manslaughter. Identify and explain the required elements for involuntary manslaughter. Analyse when involuntary manslaughter can in terms of unlawful acts and a duty of care. Watch this and apply this to the rules on gross negligence manslaughter. Consider the extent to which it is fair to criminalise someone for death they did not foresee, let alone intend. Think of examples of gross negligence manslaughter, such as: transport workers, restaurant managers and medical professionals.
1 Personnel involved with a criminal trial: introduction Start with visual material on a criminal trial 2 Role of jury Advantages/disadvantages Role of judge 3 Role of barristers/solicitors Criminal courts Funding in criminal 4 Role of magistrates Sentencing. 5 Nature and features of criminal law General elements of liability 6 General elements of liability 7 Fatal offences 8 Fatal offences 9 offences touch evaluation of appropriate topics* 10 offences 11 Non-fatal offences 12 Non-fatal offences Light touch evaluation of appropriate topics 13 Property offences/attempts 14 Property offences/attempts 15 Property offences/attempts Light touch evaluation of appropriate topics 16 General defences 17 General defences 18 General defences Light touch evaluation of appropriate topics 19 Problem-solving skills/practice 20 Problem-solving skills/practice 21 Role of judges in making law: precedent 22 Statutory interpretation 23 theory 24 Law and justice 25 Law and society: fault 26 Revision/end-of-unit test
the Earth’s existence there was intense volcanic activity that released gases that formed the early atmosphere and water vapour that condensed to form the oceans. At the start of this period the Earth’s atmosphere may have been like the atmospheres of Mars and Venus today, consisting of mainly carbon dioxide with little or no oxygen gas. Volcanoes also produced nitrogen which gradually built up in the atmosphere and there may have been small proportions of methane and ammonia. When the oceans formed, carbon dioxide dissolved in the water and carbonates were precipitated producing sediments, reducing the amount of carbon dioxide in the atmosphere. Describe how the different temperatures are referred to as the Goldilocks Effect. and Mars (this activity does not reflect atmospheric density). Students test the acidity caused by dissolved CO2 by blowing into ‘seawater’ and tap water with a few drops of UI to find out which can absorb more CO2 without the acidity changing. 5.9.1.3 and plants produced the oxygen that is now in the atmosphere by WS 1.2 1 Describe how algae and plants have caused the Students can investigate oxygen production in plants
of ice at the tallest point of the model. Cover with cling film (greenhouse gases). Make predictions about the outcome for the model town. 5.9.3 Common atmospheric pollutants and their sources Spec ref. Summary of the specification content Learning outcomes What most candidates should be able to do Suggested timing Opportunities to develop scientific communication skills Opportunities to develop and apply practical and enquiry skills Self/peer assessment Opportunities and resources Reference to past questions that indicate success 5.9.3.1 The combustion of fuels is a major source of atmospheric pollutants. Most fuels, including coal, contain carbon and/or hydrogen and may also contain some sulfur. The gases released into the atmosphere when a fuel is burned may include carbon dioxide, water vapour, carbon monoxide, sulfur dioxide and oxides of nitrogen. Solid particles and unburned hydrocarbons may Describe how carbon monoxide, soot (carbon particles), sulfur dioxide and oxides of nitrogen are produced by burning fuels Predict the products of combustion of a fuel given appropriate information about the composition of the fuel and the conditions in which it is used. WS 1.2 1 Write word equations for the complete and incomplete combustion. Describe how the following pollutants are made in combustion: carbon dioxide carbon monoxide soot water vapour sulfur dioxide nitrogen oxides. Describe the products of different fuels from complete and incomplete combustion. Demonstrate to students the emissions from a car exhaust by showing them a white sock that has covered the exhaust pipe of a running car for 5 minutes (if possible, use one sock on a diesel, one on a petrol car). Students can build models of pollutants using Lego or plasticine and break them apart to form products of complete combustion: Video clips YouTube: YouTube:
chemical reaction is the same as before the reaction takes place. If a reaction transfers energy to the surroundings the product molecules must have less energy than the reactants, by the amount transferred. An exothermic reaction is one that transfers energy to the surroundings so the temperature of the surroundings increases. Exothermic reactions include combustion, many oxidation reactions and neutralisation. Everyday uses of exothermic reactions include self-heating cans and hand warmers. An endothermic reaction is one that takes in energy from the surroundings so the temperature of the surroundings decreases. temperature change of the surroundings. Evaluate uses and applications of exothermic and endothermic reactions given appropriate information. Limited to measurement of temperature change. Calculation of energy changes or ΔH is not required. WS 2.1, 2.2, 2.3, 2.4, 2.6, 2.7 MS 1a, 2a, 2b, 4a, 4c. Describe examples of the different types of exothermic reactions, including combustion, oxidation reactions and neutralisation. Describe the everyday uses of exothermic reactions, include self-heating cans and hand warmers. Describe examples of the different types of endothermic reactions, including thermal decomposition. Describe the everyday uses of endothermic reactions, include sports injury changes in reacting solutions such as, eg acid plus metals, acid plus carbonates, neutralisations, displacement of metals. AT skills covered by this practical activity: 1, 3, 5 and 6. YouTube:
exothermic or endothermic. Explain that the activation energy is the energy needed for a reaction to occur. WS 4.1 Provide students with various reaction profiles and ask them to interpret them as exothermic or endothermic, giving their reasons. Provide students with various descriptions and ask them to draw the relevant profiles.
Scheme of work: Year 9 This resource is an example of a scheme of work for GCSE Design Technology (8552) aimed at Year 9. This scheme of work is intended as a suggestion only and not as a prescriptive approach. You may wish to amend and adapt the material contained in this resource in the way that best suits the needs of your students. Term 1: Moving toy Week 1 Key idea Specification content Learning activity and resources Material categories Key names of materials and their properties Students to record core technical principles for the External assessment – Section A 3.1.6 Materials and their working properties Timbers. A range of products and material samples can be used to assess prior knowledge from Key Stage 3. What names and categories are already understood? Build theory knowledge through note taking activities – research packs on hardwoods, softwoods, manufactured boards – used to collect and record information. Discussion of properties and demonstration with the material samples of some of these properties. Students look at moving toys made of a variety of timbers and identify which timber has been used and why. Links made to sources and origins, finite/non-finite resources (3.1.1, 3.2.4).
Material categories Key of materials and their properties Students to record core technical principles for the External assessment – Section A 3.1.6 Materials and their working properties Metals. Discussion of the three main categories – their characteristics. Metal samples and magnets on desks – student to categorise the samples in front of them into ferrous and Build theory knowledge through note taking activities – research packs on ferrous, non-ferrous and alloys – used to collect and record information. Students look at moving toys and identify where metals have been used in their manufacture and why. Links made to sources and origins, finite/non-finite resources (3.1.1, 3.2.4). Week 2 Key idea Specification content Learning activity and resources Material categories Key names of materials and their properties Students to record core technical principles for the External assessment – Section A 3.1.6 Materials and their working properties Polymers. Discussion of when polymers replace materials and why? This should link into the properties that these materials have. Analysing common products that we use day and discussing the specific type of polymers, names, types and properties.
Doctor Strange I, Daniel Blake. Set each CSP within its context. on the industry, not on the content of the films themselves. Use notes in CSP booklet to help devise specific learning activities. Practical activities: Create a timeline of marketing activities for the re-launch of I, Daniel Blake to maximise its audience in the UK. There is no limit to the budget this time round. Commercial industries Regulation 5–7 CSPs music videos (targeted, focusing on Media audiences and Media industries: Arctic Monkeys – I bet you look good on the dancefloor One Direction – History. Set each CSP within its context. Focus on the industry and audiences. Use in CSP booklet to help devise specific learning activities. Practical activities: devise the marketing plan for the single launch for one of these videos. How would you use each of the available media platforms to reach your target audience? plan the website home page for the day before, or the day of the launch write the posts that would be put out on the band’s official social media channels in the five days prior to the release of the single. Additional – Media language: Codes and conventions Media industries: The nature of production Production processes Regulation Media audiences: Range of audiences Targeting Interpretations Media practices Audience responses 8–12 CSPs Radio (targeted, focusing on Media industries and Media audiences): Media industries: Production processes
enhanced statements of possibility including permettersi di sembra che + subjunctive December, January Mock examination/assessment February Local, national, international and global areas of interest Global issues Poverty/homelessness Se fossi … Invece di … with conditional completions bisogna + infinitive and È importante che + subjunctive March, April, May Revision and preparation for assessment May, June Assessment Differentiation The grammar progression above might be over-demanding for some students. For each language point and grammar area, you'll need to decide the appropriate scope for your students. This scheme of work is not prescriptive: it's a programme that you can use to find the level that's right for your students.
May Current and future study and employment. Education post-16. Revisiting future and conditional tenses Adverbs such as ہو سکتا ہے, شاید، and word order June Year-end assessments. June, July Identity and culture. Transition to Year 2: Me, my family and friends Marriage/ partnership. Revisiting adjectives to describe and use of relative pronouns to describe ideal partner and enhance descriptions Revision of future tense to outline future plans Pronouns in accusative and dative recap
for the future verbs seen. 10 minutes Teacher led explanation of the future tense (slides 6-8). Animation to allow for student interaction and questioning. Followed by explanation of 'if' clauses with worked example (slides 9 and 10). 5 minutes Mini whiteboard activity: teacher writes a verb on their mini whiteboard - students write it in the future tense. Extension: some may be able to make an 'if' clause (Si je peux…). Teacher can assess understanding at this point and make necessary interventions. 5 minutes Gap fill. Pairs or individual. Students should be able to demonstrate their understanding of the future tense. 10 minutes Students to make own 'if' clause sentences (vocabulary on slide to help). Individual.
Descriptions (physical and personality) Opinions Numbers (1–100) Possessive adjectives Unit 2: Where I live Content Grammar Literacy/language Culture Countries Nationalities and home including descriptions, rooms Daily routine Household chores Irregular adjectives (including nationalities) More irregular verbs in the present tense Likes and dislikes followed by an infinitive Dictionary skills Sound patterns (eg alphabet) Francophone countries Unit 3: Education Content Grammar Literacy/language Culture Description of school including facilities School subjects and opinions Teachers School routine (times) Uniform Giving reasons (including connectives, car, parce que, puisque) Adverbs of frequency Reflexive verbs Telling the time Learning vocabulary Language learning strategies Differences in education systems between France, England and other countries
School rules Unit 4: Future Content Grammar Literacy/language Culture Future education plans (Key Stage 4 and beyond) Future life plans Where to live Family plans Future job intentions Use of je voudrais/j'aimerais + infinitive Near future tense (aller + infinitive) Memorisation techniques Differences in jobs in different countries Working times Unit 5: Holidays Content Grammar Literacy/language Culture Countries and languages Weather Past holiday destinations Holiday experiences Regions and sightseeing Future holiday Accommodation Near future revision Future tense of regular verbs and key irregular verbs Perfect tense of verbs (avoir/être and irregular verbs) Use of the infinitive Asking questions Reading complicated texts French holiday destinations French conventions including eating out
Unit 11: Food and drink Content Grammar Literacy/language Culture Items of food and drink Different courses when eating out Meals and mealtimes Food preferences and opinions Shopping for food and drink Amounts, weights, prices Eating out Former and future eating habits Revision of negatives and contraction of the partitive article to de Revision of the imperfect tense Revision of the future Si + the imperfect + the conditional Drafting and redrafting written work French eating habits Different mealtimes Unit 12: Revision Content Grammar Literacy/language Culture Revision of all topics covered in units 1–11 Revision of all grammar but concentrating on verb tenses, connectives, adjectives, adverbs and opinions with justifications to prepare for study at GCSE (Key Stage 4) Reading Listening Speaking Writing French and Francophone countries – differences in cultural outlooks
Lesson plan: Poverty/homelessness This resource is a sample lesson plan based on the Poverty/homelessness topic in the GCSE French specification (8658). You can adapt the plan to suit the needs of your students. The vocabulary covered in this lesson plan is quite advanced and may be more suitable for students aiming at Higher Tier. This sample plan is for a lesson lasting 45-55 minutes. Learning objectives To extend vocabulary related to poverty. To examine the causes and effects of poverty. To use il faut + infinitive. Lesson preparation PowerPoint slides. Writing materials for students. Activity Duration Activity Group size Learning objective 5 minutes (upon entering the class) Vocabulary match up. Individual or pairs. 5-8 minutes In English - to discuss whether each item of vocabulary represents a cause or an effect of poverty, or both. Class discussion. To put the lesson into context for students. 5 minutes Examine the grammar point with students using the example on the PowerPoint slides. As a class. 5-8 minutes 2nd match up to provide additional vocabulary. Pairs or individual.
que/car to express reasons perfect tense regular avoir verbs (choisir/décider de/laisser tomber - options) (see and slides 4-5) two verbs together eg aimer/aimer mieux/préférer comparative and superlative in expressing opinions subjects (see and slides 6-8) use of tu and vous in informal/formal exchanges Spring 2 Identity and culture Free-time activities Music Cinema and TV See resources: consolidation of present tense including irregular verbs sortir, prendre, mettre, voir, vouloir (see ) extend range of two verbs together adverbs such as d’habitude/normalement clauses introduced by quand/lorsque and si Summer half-term 1 Identity and culture Free-time activities Food and eating out Sport See resources: perfect tense with avoir using regular and common irregular verbs (ce que j’ai fait hier soir/le weekend dernier) (see resources: ) simple opinion statements to express
how it was (illustration of the imperfect) Summer half-term 2 Identity and culture Customs and festivals in French-speaking countries/ communities See resources: perfect of verbs with être + agreement rules (see ) reflexive verbs in perfect; perfect and imperfect tenses together describing a past event/festival; actions and opinions (see ) Year 2 Term Theme Topic Grammar Autumn half-term 1 Current and future study and employment Life at school/college See resources: transfer devoir/pouvoir/il faut/vouloir to school context (see ) quantity words beaucoup/trop/assez/pas assez + de (including with plurals) Autumn half-term 2 national, international and global areas of interest Travel and tourism See resources: consolidation of perfect extension of imperfect tense (see resources: , and ) sequencing words, expressions and phrases avant de/après avoir etc/pendant que/depuis/venir de developing greater complexity in spoken and written accounts of past events or experiences
direct and indirect object pronouns Summer half-term 2 Identity and culture Technology in everyday life Social Mobile technology See resource: revision of past tenses to recount how social media have been used; or life before technology grâce à/sans/avec enhanced statements of possibility including permettre de il est possible que + subjunctive Year 3 Term Theme Topic Grammar Autumn half-term 1 Local, national, international and global areas of interest Global issues The environment See resources: verbs linked to behaviours (must do/can do/should do/could do etc) si clauses using imperfect and conditional si sentences revised for outlining consequences of actions Autumn half-term 2 Local, national, international and global areas of interest Social issues Charity/voluntary work vouloir + infinitive vouloir que + subjunctive il est possible que + subjunctive (see ) Spring 1 Local, national, international and global areas of interest Global issues Homelessness/ poverty si j’étais… à la place de… with conditional completions il faut + infinitive and il faut que + subjunctive (see )
Summer half-term 2 Identity and culture Technology in everyday life Social media Mobile technology See resources: perfect and imperfect tenses together how life has changed how things were before technology – imperfect tense of weak and selected strong verbs complexity in expressing opinions and views re life without technology
Year 3 Term Theme Topic Grammar Autumn half-term 1 Local, national, international and global areas of interest Global issues The environment See resource: modal verbs linked to behaviours (must do/can do/should do/could do etc) (See and ) past for effects of behaviours on environment wenn sentences revised for outlining consequences of actions pluperfect tense perspective Autumn half-term 2 Local, national, international and global areas of interest Social issues Charity/voluntary work dieser, jeder in all cases wenn clauses of type wenn ich wäre, würde ich… Spring half-term 1 Local, national, international and global areas of interest Global issues Homelessness/poverty See resource: reinforcing and consolidating more complex areas of language generally Spring half-term 2 Current and future study and employment Career choices and ambitions revisit subordinate clause word order rules to achieve complexity in speaking and writing Summer half-term 1 End of course examination focus Summer half-term 2 End of course examination focus
Adverbs such as אולי, word order June Year-end assessments June, July Identity and culture Transition to Year 2: Me, my family and friends Marriage/partnership Revisiting adjectives to describe and use of relative pronouns to describe ideal partner and enhance Revision of future tense to outline
international and global areas of interest Charity/voluntary work relation to voluntary work: כל שבת אנחנו מבקרים בבית אבות שקרוב אלינו כדי לשוחח עם הזקנים ולשעשע אותם. November Current and future study and employment Jobs, career choices and ambitions Express opinions and preferences in relation to future ambitions and work, to achieve complexity in and writing December, January Identity and culture Technology in everyday life: social mobile technology Revision of past tenses to recount how social media have been used; or life before technology Complexity in expressing opinions and views about life without technology
Year 2 Month Theme Topic Grammar September Local, national, international and global areas of interest Global issues The environment verbs expressing commands, commitments, promises, wills (musieć, móc, chcieć, powinien) impersonal forms of verbs eg zrobiono, sprzątnięto jeśli sentences revised for outlining consequences of actions October Local, national, international and global areas of interest Social issues Charity/voluntary work chcieć + infinitive formation of adverbs from adjectives cardinal and ordinal numbers revision of adjectival and adverbial present participle możliwe (jest), że + future tense November Current and future study and employment Jobs, career choices and ambitions enhanced statements of possibility including pozwolić/ułatwić/pomóc active and passive voice of verbs adjectives - irregular forms of comparison compound comparison of adjectives by adding bardziej/mniej December, January Identity and culture Technology in everyday life: social media mobile technology revision of tenses to recount how social media have been used; or life before technology degree of comparison of adverbs dzięki temu/bez tego/z/za pomocą enhanced statements of possibility including umożliwić/pozwolić/ułatwić/udoskonalić transformation of sentences from active to passive voice
Descriptions (physical and personality) Opinions Numbers (1–100) Use of a and de + definite article Negatives Possessive adjectives Unit 2: Where I live Content Grammar Literacy/language Culture Countries Nationalities House and home including descriptions, rooms etc Daily routine Household chores Irregular adjectives (including nationalities) More irregular in the present tense Likes and dislikes followed by an infinitive Dictionary skills Sound patterns (eg alphabet), some pronunciation rules Spanish-speaking countries in Latin America Unit 3: Education Content Grammar Literacy/language Culture Description of school including facilities School subjects and opinions Teachers School routine (times) Uniform Giving reasons (including connectives, porque, ya que, puesto que) Adverbs of frequency Reflexive Telling the time Learning vocabulary Language learning strategies Differences in education systems between Spain, UK and other Spanish-speaking countries
School Unit 4: Future plans Content Grammar Literacy/language Culture Future education plans (Key Stage 4 and beyond) Future life Where to live Family plans Future job intentions Radical-changing verbs Use of me gustaría/quisiera + infinitive Immediate future tense (ir a + infinitive) Memorisation techniques Differences in jobs in different countries Working times Year 2 Unit 5: Holidays Content Grammar Literacy/language Culture Countries and languages Weather Past holiday destinations Holiday experiences Regions and sightseeing Future holiday Accommodation Immediate future revision Future tense of regular verbs and key irregular verbs Preterite tense of regular verbs (-ar, -er, -ir) and irregular verbs ir and hacer Asking questions Reading longer texts Spanish holiday destinations Spanish conventions including eating
Useful vocabulary for sub-topic of Poverty/homelessness: Agua fresca Comida Dinero Ropa Zapatos Trabajo Vivienda/donde vivir/alojamiento Asistencia médica Enseñanza Amigos Los "sin techo" Los necesitados Ladrón Gamberro Pobreza Vertedero Una ONG/Organización No Gubernamental Violencia/violento We have also assumed that students will have some prior knowledge of the expressions me hace(n) falta/necesito/quiero/busco and their use in infinitive constructions. Lesson preparation You will need to prepare the following materials in advance: Activity 1: material for use with Interactive Whiteboard or flashcards. Activity 2: script or recording for Listening exercise. Activity 3: any material required for use with IWB Activity 4: sentences for translation. These could be photocopied or displayed on the IWB. Activity 5: suitable reading passage and questions. The following websites are useful sources of material for this sub-topic:
Year 2 Month Theme Topic Grammar September Local, national, international and global areas of interest Global issues The environment See resources: modal verbs linked to behaviours (must do/can do/should do/could do etc) past tense for effects of behaviours on environment si sentences revised for outlining consequences of actions pluperfect tense perspective October Local, national, international and global areas of interest Social issues Charity/ voluntary work querer + infinitive querer que + subjunctive es posible que + subjunctive para que + subjunctive imperfect continuous November Current and future study and employment Career choices and ambitions See resources: enhanced statements of possibility including subjunctive after conjunctions of time (cuando) quisiera December, January Identity and culture Technology in everyday life Social media Mobile technology See resource: revision of past tenses to recount how social have been used; or life before technology gracias a/sin/con enhanced statements of possibility including permitir, es posible que + subjunctive December, January Mock examination/ assessment See resources: February Local, national, Global issues si fuera…
Paper 4: Writing What's assessed Communicating effectively in writing for a variety of purposes How it's assessed Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier) 50 marks at Foundation Tier and 60 marks at Higher Tier 25% of GCSE Questions Foundation Tier Question 1 – message (student produces four sentences in response to a photo) – 8 Question 2 – passage (student writes a piece of continuous text in response to four brief bullet points, approximately 40 words in total) – 16 marks Question 3 – translation from English into Spanish (minimum 35 words) – 10 marks Question 4 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks Higher Tier Question 1 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks Question 2 – open-ended writing task (student responds to two compulsory detailed bullet points, producing approximately 150 words in total) – there is a choice from two questions – 32 marks Question 3 – translation from English into Spanish (minimum 50 words) – 12 marks 3: Reading What's assessed Understanding and responding to different types of written language How it's assessed Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier) 60 marks (for each of Foundation Tier and Higher Tier) 25% of GCSE Questions Foundation Tier and Higher Tier Section A – questions in English, to be answered in English or non-verbally Section B – questions in Spanish, to be answered in Spanish or non-verbally Section C – translation from Spanish into English (a minimum of 35 words at Foundation Tier and 50 words at Higher Tier) + 3 Subject content 3.1 Themes The specification covers three distinct themes. These themes apply to all four question papers. Students are expected to understand and provide information and opinions these themes relating to their own experiences and those of other people, including people in countries/communities where Spanish is spoken. 3.1.1 Theme 1: Identity and culture Theme 1: Identity and culture covers the following four topics with related sub-topics shown as bullet points:
policía, el police officer pronto sello, el stamp sobre, el envelope soldado, el soldier teletrabajo, el work from home título, el university degree trabajador, el worker trabajar to work traductor, el translator triunfar to triumph, to succeed veterinario, el veterinary surgeon 3.5.4 Theme-based vocabulary (Higher Tier) 3.5.4.1 Identity and culture Me, my family and friends Spanish English acoger to receive, to welcome aconsejar to advise acordar to agree on agradecer to thank aguantar to bear, to put up with anillo, el ring Spanish English apodo, el nickname atrevido cheeky, insolent, bold, daring avaro mean, miserly barrera generacional, la generation gap boda, la wedding callado quiet, reserved celoso jealous
1–4 A project that shapes and forms steel/aluminium/ brass and produces a component from drawings. Workshop processes: cutting turning drilling. Quality control methods, working to tolerances, checking using Vernier calipers/micrometer. Follow a production plan. Material removal 3.2.2 Shaping 3.2.3 Joining and assembly 3.2.5 Practical engineering skills 3.6 Students should have used some equipment before in KS3 Design and Technology lessons and have the following understanding: reading and understanding orthographic drawings, engineering conventions, dimensioning marking out methods using rule, square, dividers measurement with varying degrees of accuracy, using rule, calipers, micrometer and Vernier calipers turning, using manual or CNC lathe (or both if available), turning, facing, drilling tool types and parts of the lathe; headstock,
5–10 Several short tasks using a combination of the following, finishing with an open task requiring synoptic application on knowledge and understanding. Using either a graphical programming language, eg Blockly, LabVIEW, Flowol, or text based, eg Robot C, PBasic, program microcontroller based devices to control a system. Sensing, sensors (as available) to detect and measure: touch switches, used for detecting objects (bump switch) or as manual input stop/start light/colour sensing temperature sensing sound pH acidity magnetism position – by compass or rotational (gyro) distance, ultrasonic acceleration force. Mechanisms: gearing, using: spur gears Mechanical systems 3.3.1 Electrical systems 3.3.2 Electronic systems 3.3.3 Pneumatic systems 3.3.5 Practical engineering skills 3.6 Velocity ratios Mechanical advantage Problem solving Analysing procedures to enable control programs to be constructed Kinematic chains Forces Levers Conversion of motion Analysing situations Problem solving
7 A market stall owner made a note of the items of clothing she had sold by 3pm one day. She recorded the information in the pictogram below. Dresses Skirts Jeans Tops Jackets The stall owner also sold 3 jackets. Complete the pictogram. How many items of clothing did she sell altogether? ……………………….. She sold more jeans than dresses. How many more? ……………………….. If she sells another 7 dresses later that day, how many dresses will she have sold in total by the end of the day? ……………………….. 8 A cheque is written for £180.75. this amount in words on the cheque below. 9 What fraction of the shape is shaded? ……………………….. 10 How many pennies are there in three pounds? ………………………..
Identify two sampling techniques used by sociologists in their research. random quasi-random stratified random quota opportunity or grab snowball. Suggest two disadvantages that sociologists might find when using structured interviews. • inflexibility of the questions • superficiality of the questions • unsuitability for studying sensitive topics • imposition of researcher’s priorities in gathering the data • may have to call back to increase the response rate. Suggest one advantage and one disadvantage of laboratory experiments in sociological research. Advantages: • can be used to identify causes/formulate scientific laws • useful in producing reliable data • can be used to test hypotheses. Disadvantages: • may have to deceive research participants • may produce the Hawthorne/experimental effect • cannot study large-scale processes. Suggest two factors that may influence a sociologist’s choice of research topic. • researcher’s theoretical perspective • societal values • funding body • accessibility of research participants • availability of data. Suggest two problems of using personal documents in sociological research. • categorising material • difficulty of comparing responses • irrelevant content • interpretation of meanings • unrepresentativeness • confidentiality • informed consent. 8 marks Suggest two problems of using official statistics in sociological research. official statistics on some topics are not collected official statistics on some topics are not published definitions used by the may differ from sociological definitions changing definitions makes comparison over time difficult different definitions used in different countries makes international comparisons difficult they lack validity they are merely social constructs/are not social facts or „real rates‟ officials may make errors in collecting or recording the data may be out of date may be politically biased/manipulated. Suggest two factors that may influence a sociologist’s choice of research topic. the sociologist’s theoretical perspective (eg feminist, New funding bodies accessibility of the research context or group the sociologist’s career interests/opportunities sociologist’s personal interests societal values or public concerns availability of data.
English Language - PA Tick AO1 identify and interpret explicit select and synthesise I/you can find information in texts, including when I/you have to read ‘between the lines of a text’ I/you can understand what that information is telling me I/you can draw together ideas from more than one text about the same thing AO2 Explain, and analyse I/you can explain why writers choose specific words and sentences and structures and the effect they are trying to create I/you can identify the types of words or techniques writers use e.g. Simile/verb AO3 I/you can compare writers’ view or thoughts a topic across two or more texts. I/you can compare how ideas are presented, across two or more texts. (eg word groups, tone, format) AO4 Evaluate texts critically I/you can about my views of text and whether I/you think it is successful, or whether I/you agreed with the opinions presented in it I/you can support my points with quotes from the text in PEE paragraphs. AO5 Communicate and Organise I/you can write clearly with in a way which is appropriate to my task, audience and purpose I/you can organise my writing in a way which makes meaning clear to my reader AO6 of vocabulary and sentence structures I/you can accurately, with correct spelling and punctuation I/you can use a wide range of vocabulary and sentences for effect. WWW EBI English Language - PA Tick AO1 identify and interpret explicit I/you can find information in texts, including when I/you have to read ‘between the lines of a text’ I/you can understand what that information is telling me
Plenary activity Students choose a word from a bag. They have to describe it to the class without saying the word itself. The person who the correct answer explains how the taboo word is connected to the lesson. Suggested words: byssus thread mussel shell valve mollusc invertebrate intertidal shore calcium bay rocks adhesive glue polymer property force base solution ethanoic acid indicator Newton investigation comparison compare research
Dorothy Hodgkin born 1910 died 1994 Biochemistry and protein crystallography – discovered the structure of penicillin and vitamin B12: Prize for Chemistry 1964 Newton born 1643 died 1727 Physics and mathematics, discovered laws of gravity and motion The Society of Chemistry has a series of short videos which ask inspirational scientists working in chemistry what motivated them to study chemistry:
1 The formula is rearranged to make r the subject. Circle the correct rearrangement. [1 mark] 2 y is directly proportional to x. Circle the graph that shows this relationship. [1 mark] 3 Circle the reason that triangles ABC and PQR are congruent. [1 mark] SSS SAS ASA RHS 4 1 kilogram ≈ 2.2 pounds 1 pound = 16 ounces. Circle the number of ounces in a kilogram. [1 mark] 35.2 7.27 32.32 137.5
Know Individual skills Integration Apply Understand principles Skills Strategy Incorporate the pattern you into an answer to the enquiry question Suggest a scientific reason for your findings Make a conclusion and explain it Make a conclusion and explain it Judge whether the conclusion is supported by the data Comment on whether is a real difference between data Justify whether anomalous results can be explained or ignored Suggest possible conclusions that could be drawn from your data any secondary data you have which lead to the same conclusion Judge whether the conclusion is supported by the data Explain how in an investigation in which not all variables could be controlled that a conclusion could still be drawn. Identify further questions arising from the investigation. Key words Secondary data Results that have already been collected by another person Real difference is a real difference between two means if their ranges do not overlap much
Know Individual skills Integration Understand principles Skills Strategy Decide the type of chart or graph to draw based on its purpose or type of data Design a table for data being gathered. Select a good way to display data Explain why different kinds of data are better displayed on different kinds of graphs Explain the choice of starting point for axes, zero or non-zero Explain the choice of a straight line or curve of best fit Label the x axis with the name of the independent variable and the y axis with the dependent variable Write unit labels on the axes Decide which numbers to start and finish with on each axis Mark out an equal scale showing what each square of graph paper represents Draw a straight line or a curve of best fit through the points Draw line graphs to display relationships Explain the choice of type of graph Key words Continuous variable Has values that can be any number Discontinuous variable Has values that are or discrete numbers Bar chart/column graph Displays the values of categories Line graph Shows the relationship between two continuous variable Pie chart Shows the proportions or percentages that make up a whole Line of best fit A straight or curved line to show the pattern of data points Scatter graph Shows the independent variable vs dependent variable